# ALEX Lesson Plan

## Whoa! Where'd It Go? (States of Matter Data Collection)

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This lesson provided by:
 Author: Jennifer Bruno System: Trussville City School: Paine Primary School And Author: Angela Shorter System: Trussville City School: Trussville City Board Of Education The event this resource created for: NASA
General Lesson Information
 Lesson Plan ID: 34196 Title: Whoa! Where'd It Go? (States of Matter Data Collection) Overview/Annotation: This lesson allows students to use the properties and characteristics of solids, liquids, and gases to determine how different variables affect states of matter.  Students predict what will happen and spend short amounts of time daily to observe and record data.  Students will graph their data into charts to see patterns and solve math problems. This lesson was created as a part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2015 (2016) Grade: 2 1 ) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2-OA1] NAEP Framework NAEP Statement:: 4NPO3a: Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths. Alabama Alternate Achievement Standards AAS Standard: M.AAS.2.1- Represent addition and subtraction by using objects, pictures, fingers, or sounds (within 30). Mathematics MA2015 (2016) Grade: 2 23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10] Alabama Alternate Achievement Standards AAS Standard: M.AAS.2.23- Use a pictograph, limited to 2 categories, to answer more/less, most/least, or equal to questions (limited to two categories and a combined total of no more than 30 objects/pictures shown for the 2 categories). Science SC2015 (2015) Grade: 2 4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg). Insight Unpacked Content Scientific And Engineering Practices:Engaging in Argument from EvidenceCrosscutting Concepts: Cause and EffectDisciplinary Core Idea: Matter and Its InteractionsEvidence Of Student Attainment:Students: Construct an argument with evidence to support a claim that some changes in matter caused by heating and cooling can be reversed and some cannot.Teacher Vocabulary:Properties Evidence Change Matter Heating Cooling Reversible IrreversibleKnowledge:Students know: Characteristics of materials before heating or cooling. Characteristics of materials after heating and cooling. Characteristics of materials when heating or cooling is reversed.Skills:Students are able to: Analyze evidence to support a claim that heating and cooling causes change in matter.Understanding:Students understand that: Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.AMSTI Resources:AMSTI Module: Matter Solids and Liquids, FOSS NAEP Framework NAEP Statement:: P4.6: One way to change matter from one state to another and back again is by heating and cooling. Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.2.4- Predict changes to matter, reversible and irreversible, that may occur when matter is heated or cooled (e.g., heating or freezing water, boiling an egg, baking a cake). Science SC2015 (2015) Grade: 2 10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water). Insight Unpacked Content Scientific And Engineering Practices:Obtaining, Evaluating, and Communicating InformationCrosscutting Concepts: PatternsDisciplinary Core Idea: Earth's SystemsEvidence Of Student Attainment:Students: Obtain information to identify where water is found on Earth and that it can be solid or liquid.Teacher Vocabulary:Collect Evaluate Solid Liquid Glaciers Oceans Lakes Rivers Streams Frozen PondsKnowledge:Students know: Water is found in many places on Earth. Water exists as solid ice and in liquid form.Skills:Students are able to: Identify which sources of information are likely to provide scientific information. Collect and evaluate data to identify water found on Earth.Understanding:Students understand that: There are observable patterns as to where water is found on Earth and what form it is in.AMSTI Resources:AMSTI Module: Soils and Shores Pebbles, Sand, and Silt, FOSS Shrinking Shore, ETA/hand2mind NAEP Framework NAEP Statement:: E4.4: Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.2.10- Identify places water is found on Earth as a liquid (e.g., river, lake, ocean) and as a solid (ice/glacier).

Local/National Standards:

Primary Learning Objective(s):

The students will collect, observe, and record data related to evaporation and condensation, based on temperature.

Using the data collected, students will create a chart/graph to record their data.

Students will respond to the teacher's questions using charts/graphs, as well as create their own application/real world/word problems using their data.