# data[].attributes.body
How Temperature Affects Matter

EL, VP,  AC, LS, JM

# data[].attributes.headline
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?

# data[].attributes.subject
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?

# data[].attributes.body
In Kindergarten, to introduce the topic of, How Temperature Affects Matter, we would first focus on the students understanding of what matter is. Secondly, we would review the concept of temperature and the differences between heating and cooling. Then, we would be able to focus on the specified topic and examine differences heating and cooling can have on solids and liquids. Following this lesson, an additional component could be comparing the relationships between the causes and effects temperature has on matter. Another component following this lesson could be introducing the third state of matter, gas.

In fifth grade, preceding the lesson on, How Temperature Affects Matter, students should understand the relationship between cause and effect. Secondly, we would review the concepts of mass, weight, temperature, and volume. Students will need to understand these concepts prior to the lesson in order to better understand how the total amount of matter can be conserved. Then, we would be able to focus on the specified topic and examine how changes in temperature affect solids, liquids and gases. Following this lesson, students could experiment and compare the freezing points of the three states of matter.

EL

# data[].attributes.headline
How would you differentiate your instruction at each level?  Why would you make the modifications you described?

# data[].attributes.subject
How would you differentiate your instruction at each level?  Why would you make the modifications you described?

# data[].attributes.body
In Kindergarten instruction there would be an introduction on what matter is and that everything is made up of matter. This is the first time students are being introduced to the topic of matter and simple experiments. Instruction would be based on observing qualitative changes such as what an object looks like, feels like, and the color. In Fifth grade instruction would be a more in-depth focus on why matter changes due to temperature and the science behind it. Instruction would include math skills such as graphing and measuring data recorded from experiments. Students will develop a further understanding on how to measure substances. Additionally, their writing skills will be advanced enough to write a formal hypothesis. These modifications fit where students are developmentally and the skills that are grade level appropriate.

VP, EL

# data[].attributes.headline
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?

# data[].attributes.subject
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?

# data[].attributes.body
In kindergarten, students are able to understand only qualitative differences. There are also students who can't read or write yet so instruction must be clear enough to explain orally or with pictures. Whereas in fifth grade, they can begin to understand both qualitative and quantitative differences. Fifth graders can begin to use the different math concepts they learned between these grade levels and apply these in their science curriculum. Fifth graders, compared to Kindergartners, can also understand concepts without seeing it hands on.  For example, if they are learning about different states of matter, they do not have to see the gas phase hands on to understand the concept whereas younger students need to see and observe gases to help them understand.

LS, AC, VP, JM

# data[].attributes.headline
What kinds of activities would you use to support your topic at each level?    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.

# data[].attributes.subject
What kinds of activities would you use to support your topic at each level?    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.

# data[].attributes.body
Kindergarten activity: Students will be given a string and a beaker of water with ice. They will be asked to try and pick up a piece of ice with the string. After they try that, we will ask the students to place the string on the ice and we will pour salt on it. The salt will cause the ice to melt and refreeze over the string. Students will be expected to understand that the ice changes its phase of matter twice, once when it melts into a liquid and again when it refreezes into a solid over the string.

5th grade activity: Students would conduct an experiment on how salt dissolves in different temperatures of water.  Students will have cold water, and warm water.  Students will put a tablespoon in each cup of water and they will mix it for 45 seconds and watch what happens to the salt.  They will observe that the salt in the warm water disappears and dissolves but does not dissolve in the cold water.  Students will understand that there is still salt in the water, but it has dissolved because of the temperature of the water.  Students will be expected to understand that when the salt is in warm water, it dissolves faster than if the salt is in cold water.

Differences:
The fifth grade lesson focuses on more quantitative observations such as how long it takes the salt to dissolve.
The kindergarten lesson focuses on the qualitative observations such as what happens to the ice when the salt is poured on it.

Similarities: Students are conducting an experiment in which they are combining substances in varying temperatures to observe and change the state of matter. Students are expected to reflect on the effects the varying changes in temperature had on the different states of matter.

AC, LS, EL

# data[].attributes.body
Kindergarten and Fifth grade

K. Matter and Its Interactions

K-PS1-1. Plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or

liquid, depending on temperature

5. Structure and Properties of Matter
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when

heating, cooling, or mixing substances the total amount of matter is conserved.

EL, LS

# data[].attributes.body
5th grade activity
Sallas, J. (2014, November 10). Dissolving Salt. Retrieved April 6, 2020, from https://betterlesson.com/lesson/629404/dissolving-salt?from=cc_lesson

Kindergarten Activity
Sticky Ice Science Experiment. (2020, March 25). Retrieved from https://www.playdoughtoplato.com/sticky-ice-science-exp/

AC, LS, JM

# data[].attributes.headline
How might you use this information as a new teacher?

# data[].attributes.subject
How might you use this information as a new teacher?

# data[].attributes.body
As a future teacher, it is important that you make sure the students have a basic understanding of the concepts before building on their prior knowledge. Every teacher is different in their preferred style of teaching and you can't expect each student coming in to your classroom to have the same understandings on each topic. If you are a K-2 teacher, you have an important role of making sure the students have mastered the basic foundation skills needed to go on to future lessons at higher grade levels. Even if you are at a younger grade level, you should be using the older standards to help shape your lessons to set them up for success in the future. Using our topic for example, it is important that students have the understanding of basic concepts such as solids, liquids and temperatures before they move onto lessons that build off of this knowledge. As a possible Fifth grade teacher, you should have time planned out to review basic concepts that the students should already know according to early standards. This way all of the students will be starting off at the same knowledge level and won't fall behind in the curriculum.

JM, EL

# data[].attributes.headline
How much of the topic is taught at each level? In how much depth is it addressed?

# data[].attributes.subject
How much of the topic is taught at each level? In how much depth is it addressed?

# data[].attributes.body
At the Kindergarten level, this is an introductory topic where the students are using observation and hands-on experiments to explore solids and liquids at a given temperature. They are introduced to new vocabulary words including solids and liquids that they will need a basic understanding of. There is only one standard at the Kindergarten level and it does not go into much depth on this topic. There is also a limitation of only qualitative descriptions such as hot or cold.
In Fifth grade, this topic become broader and now addresses multiple standards. It requires students to continue to build on prior knowledge and explore, in depth, the properties of matter. Students are now expected to understand the breakdown of matter into smaller particles by building models. They are also expected to measure and graph quantities that shows the type of changes occurring when heating or cooling. They also must make observations on the mixing of different substances and the new substance that is made. This topic is also taught based on the understandings of graphing concepts learned in K-2.

JM