Differentiating Scientific Classification SC020100

Differentiating Scientific Classification SC020100

Properties of Materials and Mixtures

Oakland Schools Curriculum Unit Plan

Second Grade: Differentiating Scientific Classification

Unit 1: Properties of Materials and Mixtures

Big Picture Graphic

Overarching Question:
How can we use properties to classify?
Previous Unit:
First Grade: The Needs of Plants and Animals / This Unit:
Properties of Materials and Mixtures / Next Unit:
Water
Questions to Focus Assessment and Instruction:
1.  What is a mixture?
2.  What is a property?
3.  How can we measure how much of a substance there is? / Intellectual Processes:
Classifying
Describing
Grouping
Observing

Unit Abstract

In this physical science unit children are introduced to two major concepts: the properties of materials and the properties of mixtures. They identify and classify materials based on properties such as color, size, shape, texture, hardness, liquid or solid, and sinking or floating. Children use various objects for their classification such as copper, wood, plastic, Styrofoam, water, milk, and juice. They investigate both the properties of solids and liquids and the concept of sinking and floating. Children also explore different mixtures such as salt and pepper, sand and sugar, iron filings and sand, and rock and wood chips. They then sort the mixtures into their component parts.

Grade Level Content Expectations

Children will:

·  recognize that some objects are composed of a single substance (water, sugar, salt) and others are composed of more than one substance (salt and pepper, mixed dry beans) (P.PM.02.41).

·  plan and conduct simple investigations that compare the weight of objects using balances (P.PM.02.15, S.IP.02.13).

·  describe objects and substances according to their properties (e.g., color, size, shape, texture, hardness, liquid or solid, sinking or floating) (P.PM.02.12).

·  measure the volume of liquids using common measuring tools (graduated measuring cups, measuring spoons, graduated cylinders, and beakers) (P.PM.02.14).

·  generate questions based on observations of various objects (S.IP.02.12).

·  recognize that when a science investigation is done the way it was done before, similar results are expected (S.RS.02.13).

Key Concepts

attribute

material

mixture

property

Duration: 4 – 6 weeks

Supplemental Materials

SCoPE Lesson 1 – World in a Box

SCoPE Lesson 2 – One by One, Two by Two

SCoPE Lesson 3 – What is it Made of?

SCoPE Lesson 4 – Making Mixtures

SCoPE Lesson 5 – Solutions and Mixtures

SCoPE Lesson 6 – Separating Mixtures with the Same Particle Size

SCoPE Lesson 7 – Demonstrate to the Class

SCoPE Lesson 8 – Edible Mixtures

Recommended (not required) Instructional Resources

Student Resource

Brown, Marcia. Stone Soup: An Old Tale. New York: Macmillan, 1979.

Hewitt, Sally. Amazing Materials. New York: Crabtree Publishing, 2008.

Oxlade, Chris. Mixing and Separating. New York: Crabtree Publishing, 2008.

Seuss, Dr. Bartholomew and the Oobleck. New York: Random House, 1977.

Stangl, Jean. Magic Mixtures. Belmont, CA: Fearon Teacher Aids, 1990.

Weidner, Kathleen. What is the World Made Of? New York: HarperCollins, 1998.

Wells, Robert. How Do You Lift a Lion? Morton Grove, IL: Albert Whitman, 1996.

Teacher Resource

Delta Science Module. Properties: Teacher’s Guide. Hudson, NH: Delta Education, 1988.

Properties of Matter, Part 1. 100% Educational Videos. 2003. Discovery Education. 24 June 2009 <http://streaming.discoveryeducation.com/>.

Taylor, Beverly, et al. Teaching Physics with Toys: Activities for Grades K-9. Blue Ridge Summit, PA: TAB Books, 1995.

Thier, Herbert, and Robert Knott. SCIS 3: Material Objects. Hudson, NH: Delta Education, Inc., 1992.

Sample Performance Assessments

1.  Separate a mixture into its component parts and illustrate through drawing how the parts were separated (P.PM.02.41, S.IP.02.12).

2.  Classify a set of objects and describe in writing the reasoning used (P.PM.02.12).

3.  Mix together a variety of substances. Create a chart that documents whether they form a solution or other kind of mixture and record the results of the separation process (P.PM.02.41, S.RS.02.13, P.PM.02.14).

4.  Given a set of objects and a balance scale, describe in writing a simple exercise that determines their individual masses and chart the results (P.PM.02.15, S.IP.02.13, S.RS.02.13).

Connections

Mathematics

While studying about materials and mixtures, children connect to the concept of attribute.

Social Studies

Children can compare the concept of a physical mixture to the analogy of diversity in society as a social mixture.

The Oakland Schools Curriculum Page 1 of 3

scope.oakland.k12.mi.us June 24, 2009