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):
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).


NAEP Framework
NAEP Statement::
P4.6: One way to change matter from one state to another and back again is by heating and cooling.


Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Matter and Its Interactions
Evidence 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
  • Irreversible
Knowledge:
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

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).


NAEP Framework
NAEP Statement::
E4.4: Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere.


Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence 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
  • Ponds
Knowledge:
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

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).


Mathematics
MA2019 (2019)
Grade: 2
1. Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • solve a variety of addition and subtraction problems, using concrete and pictorial representations.
  • explain and justify solutions using connections among a variety of representations (e.g., manipulatives, drawings, and equations with a symbol for the unknown number).
  • write equations that represent the work they have shown.
Teacher Vocabulary:
  • One-step word problems
  • Two-step word problems
Knowledge:
Students know:
  • addition and subtraction strategies to solve one- and two-step word problems within a 100.
Skills:
Students are able to:
  • represent quantities and operations (addition & subtraction) physically, pictorially, or symbolically.
  • strategically use a variety of representations to solve addition and subtraction word problem.
  • use informal and mathematical language to communicate the connections among addition and subtraction.
  • accurately compute sums and differences.
  • use symbols to represent unknown quantities in equations.
Understanding:
Students understand that:
  • addition is both putting together and adding to.
  • subtraction is taking apart, taking from, and comparisons.
  • mathematical problems can be solved using a variety of strategies, models, representations.
  • variables represent unknown quantities when representing mathematical situations algebraically.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.1.1: Solve one-step addition and subtraction word problems with an unknown by using drawings and equations with a symbol for the unknown number to represent the problem.
M.2.1.2: Understand key words in addition and subtraction word problems.
Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all.
M.2.1.3: Locate the unknown regardless of position.
Examples: start unknown, change unknown, and result unknown.
M.2.1.4: Apply signs +, -, = to actions of joining and separating sets.
M.2.1.5: Add and subtract within 50, e.g., by using objects or drawings to represent the problem.
M.2.1.6: Solve addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects or drawings to represent the problem.
M.2.1.7: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
M.2.1.8: Represent numbers with objects or drawings.

Prior Knowledge Skills:
  • Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
  • Understand key words in addition and subtraction word problems.
    Examples: sum, difference, all together, how many more, how many are left, in all.
  • Define subtraction as separating groups of objects, taking from, or taking apart.
  • Define addition as combining groups of objects, adding to, or putting together.
  • Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
  • Represent numbers with objects or drawings.
  • Use objects to combine and separate groups.
  • Define how many, all together, and in all.
  • Count to 20 by ones.
  • Demonstrate 1:1 correspondence.
  • Mimic counting objects in sequential order arranged in a line, circle, or array.
  • Count no more than 5 objects in a scattered configuration.
  • Mimic counting no more than 5 objects in a scattered configuration.
  • Count to 10 by ones.
  • Count in sequential order.
  • Mimic counting in sequential order.
  • Demonstrate one to one correspondence.
  • Make purposeful marks such as lines and circles.
Mathematics
MA2019 (2019)
Grade: 2
16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • collect data.
  • represent data in picture graph or bar graph format.
  • share a summary of that data.
  • share conclusions.
Teacher Vocabulary:
  • Pictographs
  • Venn diagrams
  • Yes/no charts
  • Bar graphs
Knowledge:
Students know:
  • strategies for collecting, organizing, and recording data.
  • strategies for counting and comparing quantities.
  • strategies for solving addition and subtraction problems.
Skills:
Students are able to:
  • choose and apply appropriate strategies for organizing and recording data.
  • read and interpret graphical representations (pictographs and bar graphs) of data.
  • communicate and defend solutions and solution paths.
Understanding:
Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data on pictographs and bar graphs.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.16.1: Use addition and subtraction within 20 to solve addition and subtraction word problems with an unknown number.
M.2.16.2: Describe picture graph and bar graph.
M.2.16.3: Demonstrate conceptual understanding of adding or subtracting using a variety of materials.
M.2.16.4: Use vocabulary related to comparing data.
Examples: more than, less than, most, least, equal.
M.2.16.5: Recognize attributes of data displays.
M.2.16.6: Locate information on data displays.
M.2.16.7: Classify objects into given categories.
M.2.16.8: Sort the categories by count.
M.2.16.9: Recognize different types of data displays.
M.2.16.10: Count objects up to 50.

Prior Knowledge Skills:
  • Understand different types of graphs (ex. Venn diagram, bar graphs and pictograph).
  • Identify more and less when given two groups of objects of 10 or fewer.
  • Understand that words can label sameness and differences.
  • Understand categories.
  • Identify object attributes.
    Examples: color, shape, size, texture, purpose.
  • Sort objects on the basis of both color and shape.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize numerals from 0-20.
  • Understand the concept of amount.
  • Understand that the last number name tells the number of objects counted.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
  • Recognize numerals 0-10.
  • Add one to a set of objects (up to 10 objects).
  • Put together two small groups of objects to create a larger group to represent adding.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.16 Using vocalization, sign language, augmentative communication, or assistive technology, use a graph, limited to 2 categories, to answer more/less, most/least, or equal to questions (a combined total of no more than 30 objects/pictures shown for the 2 categories).


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.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

  • even number of identical, clear containers (number depends upon whether students do experiments as whole-group, small groups, pairs, or individuals
  • lids to fit clear containers (one per pair of containers)
  • graduated cylinder(s)
  • thermometers (one per pair of containers)
  • writing utensils
  • paper for data collection (can use notebook paper, attached forms, or student-created forms)

Technology Resources Needed:

YouTube Video States of Matter- https://www.youtube.com/watch?v=O2UsLB4kIJo (34 minutes)

Projection system or personal devices to view video

Background/Preparation:

If states of matter are not discussed in textbooks or taught in modules, the following link can be used:

https://www.youtube.com/watch?v=O2UsLB4kIJo

  Procedures/Activities: 

INTRODUCTION:

1.  Students will review with peers the states of matter, the properties of matter, and each state's chemical makeup.  (If this is not a review, this needs to be taught.)

2.  Students will discuss with their teacher how the increase or removal of heat affects changes in states of matter. (Removal of heat from a gas leads to formation of a liquid; removal of heat from a liquid leads to formation of a solid; addition of heat to a solid leads to formation of liquid; addition of heat to a liquid leads to formation of gas)

 

ACTIVITY/EXPERIMENT:

1.   The teacher will discuss the importance of changing only one variable per experiment in order to keep results valid and know what actually causes changes in data.

2.  Based on grade level, ability, or preference:

     a.  Students may design their own experiments to show how the increasing or removing of heat in the environment affects changes in states of matter.

     b.  Students may design their own parameters for experiments to show how the increasing or removing of heat in the environment affects changes in states of matter.

     c.  Students may be given experiments to show how the increasing or removing of heat in the environment affects changes in states of matter.  Example experiments:

  • Place one clear lidded container and one clear open container on the windowsill in direct sunlight.  Place a thermometer next to the containers.
  • Place one clear lidded container and one clear open container in indirect sunlight.  Place a thermometer next to the containers.
  • Place one clear lidded container and one clear open container in a closet.  Place a thermometer next to the containers.
  • Place one clear lidded container and one clear open container outside in a low-traffic area, which is also covered as to not have rain water affect the experiment.  Place a thermometer next to the containers.
  • Place one clear lidded container and one clear open container on top of a refrigerator.  Place a thermometer next to the containers.
  • Give examples of some of the locations to place containers, and allow students to choose their own locations.

3.  Students will begin with 100 mL of water in the lidded container, and 100 mL of water in the open container.  The containers are placed side-by-side with the thermometer in between the containers.

4.  Based on grade level, ability, or preference:

     a.  The teacher will observe experiment(s) with class and record data daily.  The teacher will briefly discuss findings with class.  (This can be done on chart paper for the entire class, or possible data recording sheets are attached for use on document cameras.)

     b.  Students will observe experiment(s) and record data daily.  (Possible data recording sheets attached.)

4.  The teacher will draw class in, periodically, to discuss findings to date.

 

MATH:

 1. Halfway through experiments, the teacher will have students determine the mathematical difference in mL from the beginning of the project to date.  The teacher will ask students to predict the number of mL that will be left at the end of the project, using their knowledge of doubles and halves.

2.  At the end of the experiments, students will transfer data collected into bar graphs.

3.  Students will answer questions, based on the bar graphs students created.  (Possible questions are attached.)

4.  Students will work in small groups or pairs to create application/word problems to show their findings.



Attachments:
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  Assessment  

Assessment Strategies

Possible assessments:

  • Daily checklists to ensure observations are being completed
  • Science journal entries
  • Assess math problems for accuracy
  • Rubric for student-designed word problems

Acceleration:

  • Students may journal daily or weekly to log what they're seeing and why they believe they're seeing it.
  • Students may visit NASA's Earth Observatory website to observe a water vapor map.  Students may predict/determine whether or not water vapor can be linked to the experiments they have been performing.
  • Website:

    http://earthobservatory.nasa.gov/GlobalMaps/view.php?d1=MYDAL2_M_SKY_W

Intervention:

  • Students may be placed in heterogeneous groups, in which more-capable peers may help less-capable peers.
  • Teachers may collect data and record it whole-group, but allow students to reproduce that work individually or in pairs.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.