Lesson Plan

Whoa! Where'd It Go? (States of Matter Data Collection)

Subject Area

Mathematics
Science

Grade(s)

2

Overview

This lesson allows students to use the properties and characteristics of solids, liquids, and gases to determine how different variables affect states of matter.  Students predict what will happen and spend short amounts of time daily to observe and record data.  Students will graph their data into charts to see patterns and solve math problems. 

This lesson was created as a part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

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
Science (2015) Grade(s): 2

SC15.2.10

Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

Unpacked Content

UP:SC15.2.10

Vocabulary

  • Collect
  • Evaluate
  • Solid
  • Liquid
  • Glaciers
  • Oceans
  • Lakes
  • Rivers
  • Streams
  • Frozen
  • Ponds

Knowledge

Students know:
  • Water is found in many places on Earth.
  • Water exists as solid ice and in liquid form.

Skills

Students are able to:
  • Identify which sources of information are likely to provide scientific information.
  • Collect and evaluate data to identify water found on Earth.

Understanding

Students understand that:
  • There are observable patterns as to where water is found on Earth and what form it is in.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Patterns
Mathematics (2019) Grade(s): 2

MA19.2.1

Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.

Unpacked Content

UP:MA19.2.1

Vocabulary

  • One-step word problems
  • Two-step word problems

Knowledge

Students know:
  • addition and subtraction strategies to solve one- and two-step word problems within a 100.

Skills

Students are able to:
  • represent quantities and operations (addition & subtraction) physically, pictorially, or symbolically.
  • strategically use a variety of representations to solve addition and subtraction word problem.
  • use informal and mathematical language to communicate the connections among addition and subtraction.
  • accurately compute sums and differences.
  • use symbols to represent unknown quantities in equations.

Understanding

Students understand that:
  • addition is both putting together and adding to.
  • subtraction is taking apart, taking from, and comparisons.
  • mathematical problems can be solved using a variety of strategies, models, representations.
  • variables represent unknown quantities when representing mathematical situations algebraically.
Mathematics (2019) Grade(s): 2

MA19.2.16

Create a picture graph and bar graph to represent data with up to four categories.

Unpacked Content

UP:MA19.2.16

Vocabulary

  • Pictographs
  • Venn diagrams
  • Yes/no charts
  • Bar graphs

Knowledge

Students know:
  • strategies for collecting, organizing, and recording data.
  • strategies for counting and comparing quantities.
  • strategies for solving addition and subtraction problems.

Skills

Students are able to:
  • choose and apply appropriate strategies for organizing and recording data.
  • read and interpret graphical representations (pictographs and bar graphs) of data.
  • communicate and defend solutions and solution paths.

Understanding

Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data on pictographs and bar graphs.

Primary Learning Objectives

The students will collect, observe, and record data related to evaporation and condensation, based on temperature. 

Using the data collected, students will create a chart/graph to record their data. 

Students will respond to the teacher's questions using charts/graphs, as well as create their own application/real world/word problems using their data.

Procedures/Activities

INTRODUCTION:

1.  Students will review with peers the states of matter, the properties of matter, and each state's chemical makeup.  (If this is not a review, this needs to be taught.)

2.  Students will discuss with their teacher how the increase or removal of heat affects changes in states of matter. (Removal of heat from a gas leads to formation of a liquid; removal of heat from a liquid leads to formation of a solid; addition of heat to a solid leads to formation of liquid; addition of heat to a liquid leads to formation of gas)

ACTIVITY/EXPERIMENT:

1.   The teacher will discuss the importance of changing only one variable per experiment in order to keep results valid and know what actually causes changes in data.

2.  Based on grade level, ability, or preference:

     a.  Students may design their own experiments to show how the increasing or removing of heat in the environment affects changes in states of matter.

     b.  Students may design their own parameters for experiments to show how the increasing or removal of heat in the environment affects changes in states of matter.

     c.  Students may be given experiments to show how the increasing or removing of heat in the environment affects changes in states of matter.  Example experiments:

  • Place one clear-lidded container and one clear open container on the windowsill in direct sunlight.  Place a thermometer next to the containers.
  • Place one clear-lidded container and one clear open container in indirect sunlight.  Place a thermometer next to the containers.
  • Place one clear lidded container and one clear open container in a closet.  Place a thermometer next to the containers.
  • Place one clear lidded container and one clear open container outside in a low-traffic area, which is also covered so as to not have rainwater affect the experiment. Place a thermometer next to the containers.
  • Place one clear-lidded container and one clear open container on top of a refrigerator.  Place a thermometer next to the containers.
  • Give examples of some of the locations to place containers, and allow students to choose their own locations.

3.  Students will begin with 100 mL of water in the lidded container, and 100 mL of water in the open container.  The containers are placed side-by-side with the thermometer in between the containers.

4.  Based on grade level, ability, or preference:

     a.  The teacher will observe experiment(s) with the class and record data daily.  The teacher will briefly discuss the findings with the class. (This can be done on chart paper for the entire class, or possible data recording sheets are attached for use on document cameras.)

     b.  Students will observe experiment(s) and record data daily.  (Possible data recording sheets attached.)

4.  The teacher will meet with students periodically to discuss findings to date.

MATH:

 1. Halfway through experiments, the teacher will have students determine the mathematical difference in mL from the beginning of the project to date.  The teacher will ask students to predict the number of mL that will be left at the end of the project, using their knowledge of doubles and halves.

2.  At the end of the experiments, students will transfer the data collected into bar graphs.

3.  Students will answer questions, based on the bar graphs students created. 

4.  Students will work in small groups or pairs to create application/word problems to show their findings.

Assessment Strategies

Possible assessments:

  • Daily checklists to ensure observations are being completed
  • Science journal entries
  • Assess math problems for accuracy
  • Rubric for student-designed word problems

Acceleration

  • Students may journal daily or weekly to log what they're seeing and why they believe they're seeing it.
  • Students may visit NASA's Earth Observatory website to observe a water vapor map.  Students may predict/determine whether or not water vapor can be linked to the experiments they have been performing.

  • Website: https://earthobservatory.nasa.gov/global-maps

Intervention

  • Students may be placed in heterogeneous groups, in which more-capable peers may help less-capable peers.
  • Teachers may collect data and record it whole-group, but allow students to reproduce that work individually or in pairs.

Approximate Duration

Total Duration

91 to 120 Minutes

Background and Preparation

Background/Preparation

If states of matter are not discussed in textbooks or taught in modules, the following link can be used to provide students with background knowledge for this lesson:

https://www.youtube.com/watch?v=O2UsLB4kIJo

 

The teacher needs to select with data collection form to use (or create one). The teacher should make copies of all required documents for students.

Materials and Resources

Materials and Resources

Technology Resources Needed

YouTube Video States of Matter- https://www.youtube.com/watch?v=O2UsLB4kIJo (34 minutes)

Projection system or personal devices to view video

Approved Date

2016-01-19

Owner2

ashorter
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