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Narrowed topic: Identifying properties of matter
Focused grade levels: 2nd and 5th grade

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Next Generation Learning Standards that align (CV, SK, CB, KH)

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Next Generation Learning Standards that align (CV, SK, CB, KH)

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2nd: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.[Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]
5th: 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 mass and weight.]

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How much of the topic is taught at each level? In how much depth is it addressed? (KH, CV, SK)

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How much of the topic is taught at each level? In how much depth is it addressed? (KH, CV, SK)

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2nd Grade:

In the second grade students will be introduced to the concept of matter and some of its properties.

In second grade, students are only taught how to identify observable properties of matter in order to classify and describe the material seen. These properties may include size, shape, hardness, flexibility, and texture.

5th Grade:

In the fifth grade, the topic goes into more depth, where the properties students are able to identify expands significantly. Students are able to both observe and use measurements in order to identify materials based on their properties. Fifth graders are able to identify materials such as powders, metals, minerals, and liquids, based on properties such as physical state (solid, liquid, gas), color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

Fifth graders are able to use their senses to identify materials and understand which senses they are using while identifying different properties.

Fifth grade students are capable of classifying based on material interactions. Ex. Does an object dissolve in water? Does it respond to a magnet? Can it be used to conduct a current through a circuit? As such, the topic can be addressed using experimental methods.

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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? (AK, CB)

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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? (AK, CB)

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2nd Grade: In 2nd grade, the properties of matter curriculum can be sequenced in after a few different topics. But at this age, the biggest focus for the properties of matter is the correlation to the five senses. Teachers at this level tend to focus on how students can use their senses, (touch, sight, taste, etc.) to identify or categorize the matter they are studying. This topic also might follow the introduction to types of matter, solids, liquids, and gases.
5th Grade: In 5th grade, this curriculum looks a little different. Students use their previous knowledge to look further into the properties of matter, identify different components of matter and their purposes. At this age level, there is a bigger focus on the chemical and physical changes in matter, and experiments are often conducted on pieces of matter using these manipulations. The scientific method is often a big focus before this unit, as it teaches students the importance of a well thought out hypothesis, experiment, and conclusion to their research. The properties of matter curriculum at 5th grade has a few more components as opposed to 2nd grade. This is because the 5th grade curriculum often builds off of previous knowledge from earlier grades, whereas in 2nd grade, students are being introduced to most topics for the first time.

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What kinds of activities would you use to support your topic at each level? (CV, SK, CB)

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What kinds of activities would you use to support your topic at each level? (CV, SK, CB)

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2nd Grade:

In second grade, the teacher provides a mix of materials with concrete, observable qualities that students are allowed to explore and classify by a self determined criteria. For example, pencils, paper, string, rocks etc. After this initial exercise, the students explain what qualities they used to sort the materials, (color, size, hardness) and discuss the similarities or differences in their methods. Qualities like flexibility or other textures can be introduced in teacher-led exercises if they do not come up among the students. Repeating the activity with different criteria for classifying the same items as a class, should reinforce the information that objects can have multiple qualities, some of which are common to very different objects. For example, a white stone and a piece of white construction paper, grouped only by color.

5th Grade:

In fifth grade, an activity on classification can be done using qualities that are determined using more experimental methods. For example, determining the hardness of an object by attempting to scratch it with a nail, or determining if the item responds to magnetic forces using a magnet. The classification system can be single groupings based on one quality, hierarchical systems with sub groupings, or grouped using a Venn diagram. This serves to address the potential for materials to not fit classification criteria or fit more than one category based on the criteria. An activity can be done where the process is reversed. The students are given the materials already grouped together and asked to determine how the items were classified.

In fifth grade, classification can also be included as a small part of a larger unit. One activity that incorporates it could be building circuits. Using a battery, a switch, wires, a lightbulb and various metals, the students attempt to create a circuit with the brightest light. The metals (copper, iron, tin etc.) would have different levels of electric conductivity. The students observe and document the results of using each metal in their circuit and present the one which produced the brightest light.

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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? (SK, KH, CV)

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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? (SK, KH, CV)

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When teaching how to identify properties of matter in second and fifth grade, the differences in stages of cognitive development need to be considered. Suggested by Jean Piaget, there are four stages of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. Each stage represents a more advanced capacity for cognition than the previous stage. When teaching about how to identify properties of matter it is essential for educators to understand the cognitive abilities and limitations of the children at each stage (Martin, 2012, p. 174).
2nd Grade:
In second grade, students are typically in the preoperational stage of intellectual development. In this stage, students are thinking at a symbolic level but have not yet used cognitive functions . Moreover, students hold an egocentric, or self-centered, perspective. Thus, students are unable to use logic, reverse, combine or separate ideas; students are only able to comprehend concepts that they can see (Martin, 2012, p. 175). So, when teaching how to identify properties of matter in second grade, content is concrete. Second graders are able to understand that matter can be described and classified based on their observable properties (size, shape, hardness, flexibility, and texture).
5th Grade:
In the fifth grade, students are typically in the concrete operational stage of intellectual development. During this stage, students utilize the ability to see, hear, feel, touch, smell, taste to comprehend and build on their previous knowledge. Like the preoperational stage students in the concrete operational stage are not thinking abstractly. Instead, they are learning skills and how to manipulate objects/concepts they experience firsthand (Martin, 2012, p. 176). But, unlike the preoperational stage, students in the concrete operational stage are able to think logically and sophicatedly, and are able to reverse their thinking. So, when teaching how to identify properties of matter in fifth grade, content taught is still concrete, but students use logic to make observations and measurements in order to identify materials based on their properties. Due to this cognitive development, fifth graders are able to identify materials such as powders, metals, minerals, and liquids, based on properties such as physical state (solid, liquid, gas), color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.
Overall, it is important to consider the differences between cognitive development among second and fifth graders. A second grader's egocentric perspective limits their ability to identify properties that they cannot physically see; thus, the properties they are able to identify are limited. As students progress to fifth grade, they are able to use both measurements and observations to identify properties. Their ability to use logic allows them to identify materials based on an expanded list of properties. Therefore, these differences in cognitive abilities need to be considered when identifying properties of matter given the developmental differences impact the properties of matter students are able to identify.

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How would you differentiate your instruction at each level?  Why would you make the modifications you described? (CB, AK, CV)

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How would you differentiate your instruction at each level?  Why would you make the modifications you described? (CB, AK, CV)

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For students who need extra support with reading, we can provide both verbal and visual instruction as well as written. For example we can explain each property of a mineral such as color. We can show each color and write the name of each color in terms of description. This would  adapt to all the different learning styles such as auditory, visual. It is important to keep in mind that each student learns differently.

Giving students a partial outline for a lesson of matter. This can be done by creating a “fill in the blank” activity. Where the teacher asks for properties of matter and provides an appropriate number of blanks to help the students. It is important to do this for students to help them narrow down the choices and help with paying attention and retention of information.

Students sometimes have trouble staying on task across all grade levels. One way to help the students stay on task would be to allow the student to work in pairs where one student would be using their sense of identity matter  and the other student would record the answers to keep them both engaged in the activity. Once the first students are done conducting the activity they would switch roles and the student doing the activity will become the recorder and the student who was the recorder would become the student doing the activity.

Gifted students in 2nd grade can be introduced to subgroupings as a potential exercise, wherein they divide their groupings further based on a different criteria appearing within the group.

Gifted Students in 5th grade could be given an activity that relies on some abstract thinking skills. For example, determining what properties a material they are not using would have based on a similar material. Ex. Baking powder versus baking soda solubility.

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How would you use this information as a new teacher? (KH, AK, SK)

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How would you use this information as a new teacher? (KH, AK, SK)

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As a new teacher, learning information on how science spiraling occurs throughout elementary school is helpful. While working with children, it is important to know their previous knowledge on the specific topic you are teaching, as this can be used and integrated into current lessons and materials. As a new teacher you should reinforce new knowledge, as well as refresh old knowledge. Connecting these two things will further develop the students' understanding of a topic and allow them to make deeper and more meaningful connections, as they recall their previous knowledge. While teaching we will ensure that we start with the more simplistic information, and then increase complexity each time the topic is revisited in the student’s educational career. This will allow the students to build on their learning gains in the easiest and most efficient way.

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Johnson, H. (2012, March). The Spiral Curriculum. Retrieved April 06, 2021, from https://files.eric.ed.gov/fulltext/ED538282.pdf

Martin, D.J.  (2011).  Elementary science methods, a constructivist approach (6th Ed.).  Belmont, CA: Thomson Wadsworth.

The Wonders of Science. (n.d.). Ps1.a: Structures and properties of matter. Retrieved April 08, 2021, from https://thewonderofscience.com/ps1a-structures-and-properties-of-matter