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New York State Next Generation Science Standards

Series of activities for 2nd grade students learning about structure and matter

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1. How much of the topic is taught at each level? In how much depth is it addressed? 

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1. How much of the topic is taught at each level? In how much depth is it addressed? 

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2nd Grade

Basic observations such as the color and hardness.

Thing that students can see see or touch

Students do not go very far into this topic and only look at the characteristics they can see

Visual learning.

Not much depth

5th Grade

Deeper observations about different materials that have the ability to change their characteristics.

More hands on experiential learning.

Topics that students need to investigate to learn

Students go into a lot more in depth with their work but they do not touch on topics such as density and the difference between mass and weight

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2. How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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2. How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level?

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2nd grade

Students will be able to identify visible components about matter in front of them

Students understand that there are multiple states of matter

Students can classify objects by their characteristics on a basic level

In the next grade students should be able to distinguish how objects and if objects can move through the different states of matter.

5th grade:

Understanding that magnetic/electric energy exists

Students can understand properties that they can see with their eyes or any of their basic senses

Students have a better basis of how objects switch between their state of matter through heating, cooling, or dissolving

In future lessons, students will look deeper into objects and the particles they are not able to see

In future years students will gain an understanding of density

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3. What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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3. What kinds of activities would you use to support your topic at each level?  (They might be similar, but they should be different.)  Briefly describe the activities in enough detail that a reader could understand what is expected in the activities, discern the similarities, and clearly understand the differences.

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2nd grade:

Looking at the different states of matter (ice as a solid vs water as a liquid).

Learn the song States of Matter

Students will be given 10 different objects that are all different in structure and will have to define their characteristcis

Activities for 2nd grade students to learn about structure and matter

5th grade:

How fast it takes for salt to dissolve into a cup of cold water vs. warm water

Look at the fact that salt is a solid and water is a liquid

What are the relationships between solid and liquid and gas

Learning why salt dissolves in water

5th Grade dissolving salt activity
5th Grade Ice Cube Demonstration

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4. What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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4. What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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At a fifth grade level, students have more critical thinking skills allowing them to think deeper and more abstractly about things.

Students at the second grade level have a harder time thinking about something that they can’t see in front of them.

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6. How might you use this information as a new teacher?

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6. How might you use this information as a new teacher?

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Knowing students have been learning certain topics throughout years

Knowing if you are at a younger grade level that you are creating the building blocks for future lessons

It allows teachers to understand what their students have learned throughout the years which allows them to teach the topic more in depth

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5-PS1-3. Make observations and measurements to identify materials based on their properties.

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5. How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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5. How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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We would modify the instruction if students weren’t proficient in the topic of Structure and Property (have fallen behind standards)

Look at the previous standards that this spiraled off of- this way you know what students should know and can review with them if they do not

Start introducing things for the next standard that it branched out to and challenge some students

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2-PS1-1.
Plan and conduct an investigation to describe and classify different kinds of materials by their observable

properties.

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Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1)