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2-PS1-. Plan and conduct an investigation to describe and classify different kinds of material by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

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5-PS1-3. Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable
property.] [Assessment Boundary: Assessment does not include density or distinguishing between mass and weight.]

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

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

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For second grade, this topic is discussed at a more general level. It fixates on students using their observations when learning about different kinds of materials

They learn visually by using their sight to look at different materials color

Use touch to  determine different materials texture, hardness, and flexibility

With that, the students are gaining a basic understanding; not in-depth

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

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

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For fifth grade, this topic is discussed at a more in-depth level.

Student need to be able to use their knowledge and understanding to identify different materials based on the observable properties

The observations are more in-depth/advanced

Be able to identify electrical and thermal conductivity, response to both magnetic forces and solubility

They are expected to complete measurements; therefore, its more hands on compared to just visual learning

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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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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 are asked to describe and classify different materials by their observable properties. Then, students learn how to test different materials and analyze data to determine which materials have the best suited properties for a certain purpose.

Students are also aware that matter exists in different states.

Components: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency. So, students would first have to master observing properties of materials before they can test these properties and compare them.

In the following grades students should be able to distinguish how objects and if they can move/ transform into different states of matter

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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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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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At each curriculum level they add more components for the students to look at such as reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

Students need to be able to understand different properties of objects by looking at them or with any senses

Students will gain a better understanding of how objects are able to switch between different states of matter. (ex. Cooling, heating, melting)

In future lessons students will be able to look closer at objects and the particles that compose it

As students continue with school they will begin to understand and learn about density and how it affects objects.

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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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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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Students are given a pile of objects (pipe cleaner, marble, rock, sandpaper) and fill out a chart describing its properties (color, flexibility, shape, texture)

Students compare and contrast properties of materials using a venn diagram

Students test the flexibility of various materials (yarn, crayon, twizzler)

Students work together to construct a shelter (given some materials) that will protect a stuffed animal from a “storm” (blowing a fan next to it), using the materials they believe to have the best properties for this purpose

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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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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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Students conduct an experiment to determine the solubility of various liquids (corn syrup, rubbing alcohol, vegetable oil) in water

Students conduct an experiment to determine how temperature affects how salt dissolves in water

Students organize cards with different situations written on them (breaking a plank in half, baking a cake) into physical changes and chemical changes

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

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

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2nd grade: fine motor control improves, look for reasons behind things, ask questions for more information, understand cause and effect, make more in-depth connections, can pay attention for longer than before, uses more complex sentences and different types of sentences to express ideas clearly, enjoy working in groups

2nd graders learn the basic information regarding matter such as what solids, liquids and gases are without going in-depth. Their activities would include examples without them conducting any kind of hands-on experiment.

Students at the second grade level have a harder time thinking about something they can’t see in front of them. Second graders need more explicit instruction while being guided by the teacher throughout science activities.

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

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

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5th grade: improvements in handwriting and ability to use tools, can predict the consequences of an action and plan accordingly, better sense of responsibility, understand how things are connected, increasingly independent, see the bigger picture

5th graders will learn more about matter in-depth such as how the states of matter can change and how they change. They have the ability to independently receive directions and carry out the experiments. Students will be able to predict changes in matter when something happens.

Students at the fifth grade level have more critical thinking skills, allowing them to think deeper and more abstractly about hypothetical situations, enabling them to carry out experiments.

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

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

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How complex information can be: this changes from each grade level, as students must be able to understand, comprehend and process the information that is provided to them. For example, we can’t expect our students to know how to test density before we teach them what the mass and volume of an object is. The amount of information instructed per grade needs to be appropriate to the standards associated with each level.

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Modifications on instruction: when/if students are not observed to be proficient with the current standards, how the instruction is delivered can change. We, as teachers, need to make sure that our students are comfortable, and are able to master the material, which can be done in numerous ways. One way will not work for all students to understand.

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Presentation of information: how students receive the information associated with each topic changes per grade level. Younger students in primary grade levels would be drawn to more interactive ‘lectures’ and lessons, with hands-on investigation, while more mature students in intermediate grade levels would be more receptive to traditional ‘lectures’ with interactive elements.

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Review what is expected: in relation to standards within a given lesson, we can review prior ones that students should know. These allow us to observe how much students actually know/recall, and be able to review these concepts if need be, to allow students to be re-acclimated with what they should know.

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Prepare students for the next topic: this can allow students to be challenged, where we can introduce the next standard in order to branch out and have them think in different ways.

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How might you use this information as a new teacher? 

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How might you use this information as a new teacher? 

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Introduce the foundations for learning, we are responsible for this.

We need to make sure how the information is presented is clear, and concise. This will allow students to ask questions, and minimize confusion.

Our demeanor of how we teach: if done in a positive and energetic way, students would be more engaged with the topic and able to remember crucial parts within the lesson. Vise versa, students may not like school or a particular subject.

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We know where students need to be, where we could provide review if need be.

Student progress can be monitored, and observe what they can recall from previous standards and grades.

Observe what topics have been covered, to acknowledge what topics could be expanded upon.

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