Learning Resource Type

Classroom Resource

States of Matter | States of Water

Subject Area

English Language Arts
Science

Grade(s)

2

Overview

Experiments are cool with a curious baby polar bear and his who, what, when, where, and why questions about the three states of matter. In this interactive lesson, students get hands-on with ice and record their observations through drawing and writing.

    English Language Arts (2021) Grade(s): 2

    ELA21.2.4

    Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.

    Unpacked Content

    UP:ELA21.2.4

    Vocabulary

    • Orally
    • Who, what, when where, why, and how questions
    • Complete sentences
    • Key ideas
    • Key details

    Knowledge

    Students know:
    • Key ideas and details should be included when answering questions.
    • Complete sentences, which contain a subject and a predicate, should be used when answering questions.
    • Who, when, and where questions will have a concrete, objective answer.
    • What, why, and how questions may have a more abstract, subjective answer.

    Skills

    Students are able to:
    • Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
    • Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details.

    Understanding

    Students understand that:
    • When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
    • Speaking in complete sentences helps them clearly communicate their message and their understanding.
    Science (2015) Grade(s): 2

    SC15.2.1

    Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

    Unpacked Content

    UP:SC15.2.1

    Vocabulary

    • Solid
    • Liquid
    • Physical Properties
    • Investigate
    • Classify
    • Opaque
    • Transparent
    • Translucent
    • Rough
    • Smooth
    • Float
    • Sink
    • Shape
    • Various
    • Substances
    • Conduct
    • Describe

    Knowledge

    Students know:
    • Different kinds of matter exists.
    • Properties of both solids (opaque, transparent, translucent, rough, smooth, float, sink, has its own shape) and liquids (color, assumes shape of container, opaque, transparent, translucent).
    • Many types of matter can be either solid or liquid, depending on temperature.

    Skills

    Students are able to:
    • Plan and conduct an investigation to produce data that is used to describe and classify substances according to physical properties.

    Understanding

    Students understand that:
    • Observable patterns in the properties of materials provide evidence to classify the different kinds of materials.

    Scientific and Engineering Practices

    Planning and Carrying out Investigations

    Crosscutting Concepts

    Patterns
    Science (2015) Grade(s): 2

    SC15.2.4

    Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

    Unpacked Content

    UP:SC15.2.4

    Vocabulary

    • Properties
    • Evidence
    • Change
    • Matter
    • Heating
    • Cooling
    • Reversible
    • Irreversible

    Knowledge

    Students know:
    • Characteristics of materials before heating or cooling.
    • Characteristics of materials after heating and cooling.
    • Characteristics of materials when heating or cooling is reversed.

    Skills

    Students are able to:
    • Analyze evidence to support a claim that heating and cooling causes change in matter.

    Understanding

    Students understand that:
    • Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.

    Scientific and Engineering Practices

    Engaging in Argument from Evidence

    Crosscutting Concepts

    Cause and Effect
    Link to Resource

    CR Resource Type

    Interactive/Game

    Resource Provider

    PBS
    Accessibility

    Accessibility

    Text Resources: Content is organized under headings and subheadings
    License

    License Type

    CUSTOM
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