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How in Depth it would be Taught in 2nd Grade

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How in Depth it would be Taught in 2nd Grade

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(LV, JB, SB, HP, PD)
In second grade matter is introduced with its different stages, a solid, a liquid, and a gas but mainly the visible stages of liquids, and solids. Second grade focuses mainly on observable properties of the stages, for example, liquids property of forming to the shape of its containers. Second grade would also focus on the ability of matter to freeze into a solid and melt into a liquid when an outside force is applied and that this process is reversible, for example, the melting of ice into water and the freezing of water into ice.  Second grade doesn’t go very in-depth about the molecules within matter/the different stages of matter, how molecules interact within matter, or that matter can neither be lost nor gained when going between stages.  Students will only learn the visualization of what a solid and liquid are but not gases because they are not visible.

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How in Depth it would be Taught in 5th Grade

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How in Depth it would be Taught in 5th Grade

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(LV, JB, SB, HP, PD)
In fifth grade, matter is taught much more in-depth. Students will learn about specific properties of gases, solids, and liquids including how the molecules in those stages interact, for example, molecules in gases are much more spread out and move faster than molecules of a liquid or solid that are much closer together and slower.  Students in fifth grade will understand the molecular differences between the stages of matter rather than just the visual differences learned in 2nd grade so they will be able to identify and show the non-visual differences and processes of the different stages of matter and be able to identify each stage based on its molecular make-up. Students will also understand that matter is neither lost nor gained but is changed from one stage to another and can graph the stages of matter and how the matter moves through the stages.

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(LV, JB, SB, HP, PD)
In second grade, there are multiple components to the structure and properties of matter. There are four standards that are to be met within this topic at a second-grade level. The components should be sequenced so that the students will first plan and conduct an experiment to classify different materials by their properties. Second, students should analyze data obtained from experiments to determine which materials are best suited for an intended purpose. Then, students should take observations to make an evidence-based account of how smaller objects can be put together to make a new object. Lastly, students should construct an argument with evidence that some changes caused by heating and cooling can be reversed, but others can not. Preceding the first level of this topic, students should learn the different types of matter that exist and how their observed properties can be described and classified as either a solid or liquid. Following the first level and preceding the second, students should learn how different properties of matter are suited for various purposes. Following the second level and preceding the third, students should learn how different objects can be built from a set of smaller objects. Following the third level and preceding the fourth, students should observe how adding or removing heat from a substance can cause it and its properties to change, some of these changes are reversible and some are not.

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(LV, JB, SB, HP, PD)
In fifth grade, there are multiple components to the structure and properties of matter. There are three standards that are to be met within this topic at a fifth-grade level. The components should be sequenced so that the students will first develop a model to convey how matter is made up of particles that are too small to be seen. Second, students should measure and graph quantities to provide evidence that whether heat was added or removed from a substance there is conservation of matter. Lastly, students should make observations and obtain measurements to be able to identify matter based on its properties. Preceding the first level of this topic, students should learn how any type of matter can be subdivided into particles that are too small to see but are still measurable. Following the first level and preceding the second level, students should learn that when matter changes form, there is still the same amount of matter. Following the second level and preceding the third, students should learn how measurements of various properties can help identify the type of matter being observed.

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(LV, JB, SB, HP, PD)
Showing solids and liquids; Solids are a form of matter that keeps their shape. They only change their shape when force is applied to it (can demonstrate by hammering one of the solid objects). Liquids are a form of matter that change their shape. They take the shape of whatever container they are in. In this activity we would use an ice cube to illustrate the solid. If we put the ice cube into a container, it does not take the shape of the container. If we put water into a container, it does take the shape of the container. We would show a few more examples of a solid such as a pencil and a book. For a liquid, we would show juice and milk and how they take shape of whatever container they are in.

A quick observable activity to show how some phases of matter can be reversible would be that the teacher would melt the ice cube, using an outside force such as fire, and turn it into a liquid and then freeze the liquid (water) back into a solid (ice cube). This activity reinforces the fact that matter has the ability to freeze into a solid and melt into a liquid when an outside force is applied and that this process is reversible, for example, the melting of ice into water and the freezing of water into ice which was shown to the students.

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(LV, JB, SB, HP, PD)
For 5th grade, they will be learning more about solids, liquids, and gases and how they are made up. Solids are a form of matter that keep their shape.  Liquids are a form of matter that changes their shape so they do not have a definite shape but they do have a definite volume. Gas has no definite shape. We would describe how the atoms are tightly packed in a solid because it has a definite shape and how a liquid’s atoms are loosely packed and have more space to move since the liquid takes the shape of the container it is in. A gas’s atoms are far far away from each other because gas does not have a fixed shape and can move freely throughout the space.

For the first 5th grade activity, we would make a model showing how the atoms are arranged in each of the 3 states of matter. The students would be given 20 marbles and 3 plates. The 3 plates would signify the 3 phases of matter solid liquid and gas. The solid would have multiple tightly packed marbles, the liquid would have fewer marbles and more spread out than the solid and the gas would have the least amount of marbles and they are super spread out. After this activity, we would then connect the number of particles in a certain phase and define or not define the shape. The phase that has the defined shape has the most and tightly packed marbles.

The second activity would be constructed by the teacher and the students would be taking notes as they observe what is happening. This allows the students to see that if you apply heat to a certain stage of matter, it will change to the next stage. For this activity, we would use a piece of ice as the solid. We would talk about what makes it a solid. Next, the teacher (us), would apply heat to the ice cube. This is the transition from a solid to a liquid which is called melting. In their science journals, they would write down what they observed during this process. Then, the teacher (us), would apply more heat to the liquid to turn it into a gas which they cannot see after the process has been completed. This process is called evaporation. We would then talk about what we saw happen. The volume of the ice cube is still the same throughout the process and we will talk about how it does not change as we change what state of matter it is. At the end of the activity, the students will set up a graph so that the amount of matter in the substance is displayed on the y-axis and the temperature is the x-axis (for water 32 degrees to 212 degrees). The graph will reinforce the concept that matter will not be lost or gained, no matter the state that matter is in, so across the graph as the matter changes stages, there will be no change on the y-axis because no matter is lost or gained.

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(LV, JB, SB, HP, PD)
In second grade students are beginning to be able to grasp more complicated topics that could include different properties of matter. They can understand the concept that matter can be a solid or a liquid as a result of temperature, however, they will still need the support of the teacher as they progress through a lesson or activity. Many second graders also have a shorter attention span than they would in fifth grade, so a lesson should be shorter so that students do not lose interest. Fifth graders are more independent and have had time to develop a deeper understanding of solids liquids and gasses and how they exist in their environment. They also have more direct interactions with different stages of matter in their daily lives. For example, they are able to pour their own drinks and see how the liquid takes the form of the container, rather than watching their parents do it. Because of this, a lesson on properties of matter can go more in-depth such as to study particles. While fifth graders will still need some support from the teacher, it would not need to be as direct as in second grade. The teacher can give instructions for an activity and be present to answer any questions, but students would be better able to complete it on their own or in groups than they would be in second grade.

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Differentiation in Instruction and Explanation of Modifications:

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Differentiation in Instruction and Explanation of Modifications:

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(LV, JB, SB, HP, PD)
Second graders don’t have nearly as much background knowledge about different states of matter and the properties of each state, whereas fifth graders are already equipped with much of the knowledge that they need (from their second, third, and fourth-grade science classes) to be able to observe and analyze the effects different states of matter have on particles. In second grade, the experiments are simplified so that students can better understand the changes in states of matter. Melting ice cubes might be used to show changes between solid and liquid and freezing them again could demonstrate the inverse. In a fifth-grade classroom, students are moving beyond easily observable physical changes and are transitioning to the molecular. Fifth-grade students are expected to assess the effects of changes in molecular states and the physical effects of those states (i.e. how a balloon inflates). Lastly, changes in states of matter have to be observable in a second-grade classroom but measurable in a fifth-grade classroom; thus, instruction for each grade level has to change accordingly. More complex terms and concepts cannot be used in second-grade instruction whereas fifth graders will be able to conceptualize how matter changes and the effects of the change on the object’s molecular structure. Students in fifth grade will graph and chart how atoms are arranged in different states of matter but second-grade students will not be expected to. These modifications are necessary for instruction based on the students’ past knowledge and concepts they are aware of and what they are expected to know based on the Next Generation standards.

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How to Use this Information as a New Teacher

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How to Use this Information as a New Teacher

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(LV, JB, SB, HP, PD)
This information allows us to see how one topic is illustrated throughout the child’s elementary years. What the students learn in their younger years will help them continue to learn more information. The students are able to use their prior knowledge that they learn in their younger grades to continue exploring this topic in a different, more in-depth way.  This has given us a better understanding of how students progress on a specific topic throughout multiple grade levels, and how their learning progresses. They gain a better understanding of the world around them and how they interact with it.  From this, we can see that students gain an understanding and experiences of topics outside of the classroom as they develop and become more independent. Students can bring these experiences and understandings into the classroom to gain a more complex and technical understanding of their experiences and interactions.