# ALEX Lesson Plan

## Finding Suitable Solutions

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:
 Author: Megan Nichols System: Chickasaw City School: Chickasaw City Elementary School
General Lesson Information
 Lesson Plan ID: 35634 Title: Finding Suitable Solutions Overview/Annotation: Students will be exposed to three different scenarios. The scenarios will require that students hypothesize two solutions, test their hypotheses, document the results, and document the property that proved the effectiveness of the material chosen. An example of a scenario would be, “When provided toilet paper, tissue paper and paper towels, which material would be most effective in cleaning spilled water, and what property makes it so effective?” Students will then present the data collected in a Google Slides presentation. The lesson's total duration is about six days.This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 Science SC2015 (2015) Grade: 2 2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).* NAEP Framework NAEP Statement:: E4.6: Some Earth materials have properties either in their present form or after design and modification that make them useful in solving human problems and enhancing the quality of life, as in the case of materials used for building or fuels used for heating and transportation. NAEP Statement:: P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.* Unpacked Content Scientific And Engineering Practices:Analyzing and Interpreting DataCrosscutting Concepts: Cause and EffectDisciplinary Core Idea: Matter and Its InteractionsEvidence Of Student Attainment:Students: Collect data about the properties of materials and evaluate the appropriate uses of materials based on those properties.Teacher Vocabulary:Evaluate Data Graphs Properties Purpose Strength Flexibility Hardness Texture Absorbency Collect AppropriateKnowledge:Students know: Properties of materials (e.g., strength, flexibility, hardness, texture, absorbency) Different uses for the materials. The relationship between properties of materials and some potential uses (metal is strong, paper is absorbent, etc.).Skills:Students are able to: Conduct simple tests to collect and display data about the physical properties of various materials. Analyze data to identify and describe relationships between properties and their potential uses.Understanding:Students understand that: Simple tests can be designed to gather evidence about the relationship between properties of materials and their intended uses.AMSTI Resources:AMSTI Module: Matter Solids and Liquids, FOSS Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.2.2- Identify common materials and appropriate uses based on their physical properties (e.g., rubber bands stretch, sidewalks are hard, paper tears).

Local/National Standards:

Primary Learning Objective(s):

• Students will collaborate with their group to create two hypothesized solutions to three posed scenarios.
• Students will carry out experiments to test each scenario with the given materials provided by the teacher in the bags (For example, Scenario Bag 1 will be used to solve Scenario 1).
• Students will then work with their group to evaluate the effectiveness of the tested materials and document the results.
• Students will identify and analyze the properties that contributed to the effectiveness of the material.
• Students will work with their group members to create a Google Slide presentation consisting of at least three slides that describes the scenario, hypothesis, outcome of the test, and the property or properties that contributed to the effectiveness of the materials used. (Students may choose to put each scenario on an individual slide, or they may choose to place each task on an individual slide.)