Students Have Had the Opportunity to Explore, Sort, and Classify Materials by Their Physical

Grade 2

Science

Unit: 08 Lesson: 01

Lesson Synopsis:

Students have had the opportunity to explore, sort, and classify materials by their physical properties. In addition, they have experimented with changes caused by heating and cooling. In this lesson students will use these skills, along with creativity and careful thinking, to complete an engineering design challenge: designing and building a bridge.

TEKS:

2.5 / Matter and Energy.The student knows that matter has physical properties and those properties determine how it is described, classified, changed and used. The student is expected to:
2.5D / Combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

Scientific Process TEKS:

2.1 / Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:
2.1A / Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.
2.2 / Scientific investigation and reasoning.The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:
2.2A / Ask questions about organisms, objects, and events during observations and investigations.
2.2B / Plan and conduct descriptive investigations such as how organisms grow.
2.2D / Record and organize data using pictures, numbers, and words.
2.3 / Scientific investigation and reasoning.The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:
2.3A / Identify and explain a problem in his or her own words and propose a task and solution for the problem such as lack of water in a habitat.
2.4 / Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
2.4A / Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets,collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches;weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums.
2.4B / Measure and compare organisms and objects using non-standard units that approximate metric units.
Getting Ready for Instruction
Performance Indicator(s):

In small groups, design and build a bridge that can span a distance of 15 inches (38cm) be about 6 inches (15 cm) off the ground, and support a load (determined by the teacher). Justify the selection of materials based on their physical properties. Communicate the results of the investigation by recording in science notebooks using pictures and words. (2.2B; 2.3A; 2.5D) 1E; 3E; 5B

Key Understandings and Guiding Questions:

Los objetos pueden describirse según sus propiedades físicas.

—¿Qué propiedades físicas sería importante que conocieras para construir un puente?

Se pueden hacer cosas con los materiales para cambiar sus propiedades físicas, pero no todos los materiales responden de la misma manera a lo que se les hace.

—¿Cómo responde el papel de forma diferente a la madera respecto a la propiedad de “flexibilidad”?

Vocabulary of Instruction:

Grade 2

Science

Unit: 08 Lesson: 01

propiedades físicas
puente
extensión
suspensión
viga
arco
columna
plataforma
celosía
contrafuerte
pesas
carg

Grade 2

Science

Unit: 02 Lesson: 03

Materials:

Grade 2

Science

Unit: 02 Lesson: 03

Refer to Notes for Teacher section for materials.

Attachments:

Teacher Resource: PowerPoint: Bridges
Handout: Exploring Physical Properties (1 per student)
Teacher Resource: Exploring Physical Properties-Sample Student ResponsesKEY
Handout: Testing Bridges (1 per student)
Handout: Imagine (1 per student)
Handout: Our Plan (1 per group)
Teacher Resource: Rules and Requirements for Bridge Design ChallengePI
Optional Handout:Cost SheetPI(1 per student)
Handout: A Final ReportPI (1 per student)
Teacher Resource: Instructions for Performance Indicator

Grade 2

Science

Unit: 02 Lesson: 03

Resources and References:

Suggested Books:
Guarnaccia, S. (2010). The three little pigs: An architectural tale.NY: Abrams Books for Young Readers.
Lowell, S. (1996).Los tres pequeños jabalíes/The three little javelinas.Blue Ridge Summit, PA:Luna Rising; Bilingualedition.
Marshall, J. (2000). The three little pigs.NY: Grosset & Dunlap.
Trivizas, E.(1997). The three little wolves and the big bad pig. NY: McElderry.

Advance Preparation:

Prior to Day 1, locate a book about choosing the right building materials. Several examples, such as The Three Little Pigsmay be available in your media center.
Prior to Day 2, gathera selection of materials in a plastic bag for students to explore and observe. These items may include a toothpick, craft stick, non-flexible straw or coffee stirrer, string, paper clip, 3”x3” pieces of index card, etc. It’s important to select items with different physical properties that the students learned about earlier, such as shape, texture, flexibility, and whether the material is a solid or a liquid.Prepare one plastic bag (for easy distribution) per 3–4 students. Each student will also need a sheet of drawing paper ready.
For the Explore – Testing Bridges, each group will need six books of similar thickness (1 ½” each) to act as abutments- three per side. Gatherrulers, as each group will need one for the activity. Collect 40–50 washers, nuts, bolts, or pennies for the groups to use as weights. You will need small, bathroom cups to put the items in (1 cup per group) The weights will be distributed to the groups as they test the two bridge designs.
Prior to Day 5, gather materials for the groups of students to use in building their bridges, including toothpicks, craft sticks, non-flexible straws or coffee stirrers, string, paper clips, index cards, drawing paper, and tape. The amount needed of each material will depend on student designs.
Prepare attachment(s) as necessary.

Background Information:

This lesson bundles student expectations that address using simple equipment to classify matter and compare changes in matter and how the physical properties of an object can influence an object’s use.

Prior to this lesson, students have observed, classified, and recorded the properties of objects including relative size, relative mass, shape, color, and texture. During this lesson, students expand their understanding of the properties of objects such as shape, mass, temperature, and flexibility and use these properties to combine the objects to do something that they could not do before. Students will use their previous knowledge of properties of matter, along with creativity and careful thinking, to complete an engineering design challenge: designing and building a bridge.

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE– A Look at Bridges / NOTE: 1 Day = 50 minutes
SuggestedDay1

Read a book about a situation where choosing the right materials would make a difference.
After the book has been read,
Ask/Say:

What were the different building materials used in the book?Student answers will vary depending on the book.
What were some of the physical properties of these materials?Student answers will vary depending on the book.
What were some of the problems the characters faced when building? Student answers will vary depending on the book.
Were all the materials equally good for building a house? Student answers will vary depending on the book.
What physical properties would be important to know about for constructing a bridge? Answers will vary depending on students’ background knowledge.

During the next few days, you are all going to become engineers, architects, and builders. You will work in teams to plan, design, and build a bridge. Before we start, let’s look at some different bridges around the world.

Show the Teacher Resource:PowerPoint:Bridges.
Ask/Say:

How might life be different if we didn’t have bridges?Food and people would have a difficult time getting across our large rivers such as the Mississippi. We would rely on boats more often. Some families may not be able to visit each other as often because they live across a river (Texas/Mexico).
Who might be affected the most if bridges didn’t exist? Answers will vary but might include food suppliers, families, and animals.

In your science notebook, draw a picture of a bridge that you would find useful. Make sure you are included in the drawing. Write a sentence or two explaining why the bridge is useful.

/
Materials:

book (about choosing right building materials, 1 per class)

Attachments:

Teacher Resource: PowerPoint:Bridges

Science Notebooks:
Have students draw a picture of a bridge that they find useful.
EXPLORE– Exploring Physical Properties / SuggestedDays 2 and 3

Distribute one plastic bag per group of 3–4 students.

Introduce the activity:

Every group will be receiving a plastic bag with some materials.
You will need to evaluate each of the materials in the bag.
We will complete the data recording sheet together after you have had time to explore each of the materials in the bag.
You will need to recall the physical properties we learned about earlier: shape, texture, flexibility, and whether the material is a solid or liquid.

Allow time for students to explore each material in the plastic bag.
Distribute the Handout:Exploring Physical Properties.
Complete the chart as a whole group. It is important to allow discussion time as each material is discussed, particularly the columns “What happens when I…” and “Could be useful for…” The students need to transfer the knowledge they have about physical properties and think how these properties would be useful when designing a bridge.

/
Materials:

objects (variety, to explore, see Advance Preparation, per group)
resealable plastic bags (to put objects in, see Advance Preparation, 1 per group)
chart paper (per class)
glue (sticks or white liquid, per group)

Attachments:

Handout: Exploring Physical Properties(1 per student)

Check for Understanding
Instructional Notes:
As you discuss each of the materials, tape a piece of the material to the chart. This gives all students the opportunity to see the material and read the name of the material. This will assist in the Explore activity.
Material / Physical Properties / What happens when … / Could be
useful for…
Straw
Craft stick
Card stock

Science Notebooks:
Complete the handout and glue into notebook.
EXPLORE–Testing Bridges / SuggestedDay 3 (continued)

Students will make an arch bridge and a beam bridge in order to test how much weight these two designs can support. In addition, they will observe how each bridge is affected by the weights.

Hold up four 5”x7” index cards, and have the 2 stacks of books in front of you.
Say:

You will be using four index cards and these stacks of books to create and test an arch bridge and a beam bridge.The directions for constructing the bridges are on the Handout:Testing Bridges recording sheet.

Distribute the recording sheetHandout:Testing Bridges.Read the directions to the students.Distribute the materials to each group of 3 students: 8 index cards, 6 books, and a ruler.
Provide the following instructions:

Stack the books three high, and place them 5 inches apart.
The books are going to act as the abutments for your bridges.
You may use the ruler to measure 5 inches, or you can place the index card across the books to see that 1 inch is resting on each stack of books. Allow a few minutes for students to stack the books the correct distance apart.

Ask:

Which bridge do you think will be the strongest and why?Allow a few minutes for students to write their prediction in their science notebook.

Direct students to build their first bridge. As they are doing this, distribute a cup with weights in it to each group.
Provide the following instructions:

You will be testing your bridge with the cup of weights.
Place the empty cup in the center of the bridge, and carefully add weights to the cup.
Count how many weights your bridge can hold.
Do not drop the weights in the cup because this could cause your bridge to collapse earlier.

Ask:

How do you know when your bridge has collapsed? The bridge will fall apart or fall down.

Say:

Complete the Handout: Testing Bridges as you are completing the activity.

Discuss the results as a whole class.

/
Materials:

index cards (5” x 7”, 8 per group)
weights (such as washers or pennies, per group)
cups (bathroom, small, to hold weights, 1 per group)
books (of similar thickness (@1 ½” each, see Advance Preparation, 6 per group)
rulers (1 per group)
glue (sticks or white liquid, per group)

Attachments:

Handout: Testing Bridges(1 per student)

Instructional Notes:
Students will practice measuring skills as they place the two stacks of books 5 inches apart. Students should be able to accomplish this task in less than five minutes. Encourage students to work with each other.
Vocabulary note: You may need to explain the term “abutment”.

Science Notebooks:
Students should record their prediction in their science notebook.
Students should complete the Handout:
Testing Bridgesas they complete the activity. Glue into science notebook.
EXPLORE/EXPLAIN–Imagine / Suggested Days3 (continued) and 4

Students will work in groups of 3. Each student in the group will complete theHandout: Imagine.
Introduce the activity:

So far, you have learned about different types of bridges, examined a variety of materials that you could use to build a bridge, and tested two bridge designs. Now, you are going to use your imagination, your knowledge of science and creativity to design a bridge.

Explain that the data recording sheet, Handout: Imagine, is their personal design for a bridge. Their design may only incorporate the materials they explored in the plastic bag. (Remind students to refer to the chart that was completed in class.) Students should be able to justify the selection of the materials they choose for their design based on their physical properties. This is an individual plan. In the next lesson they will work as a team to compare and evaluate plans and then decide on a group plan.

Distribute the Handout:Imagine.Students should only be using a pencil for this design (no crayons or colored pencils).

/
Materials:

glue (sticks or white liquid, per group)

Attachments:

Handout: Imagine(1 per student)

Misconception:

Students may think that only adults can design structures.

Science Notebooks:
Students should complete the Handout:
Imagine. Glue into science notebook.
EXPLAIN/ ELABORATE–Our Plan / Suggested Days 5 and 6

Tell students that they are now going to complete a design challenge about building a bridge.
Say:

There will be some rules and requirements you will all need to follow for this challenge. You will need to listen carefully. I will also write the rules and requirements on a chart. (These rules are also on the Handout: Rules and Requirements for Bridge Design Challenge.)

You will work in teams of three.
Each group member will show his or herImagine plan and describe the strengths of their design to the team.
Your team will decide on ONE plan for a bridge design based on all three plans you have evaluated.
Your team will draw and labelonedesign for a bridge. This will be the design you will build and test.
You may use the kinds of materials you tested for physical properties.
You will have a limited amount of tape available.
Your design must indicate how much of each material you will need—for example: if I used straws, I would have to say how many straws my design needs.
Your bridge must span a distance of 15 inches (38cm), be about 6 inches (15cm) off the ground, and support a load of (20 pennies).
The bridge will be tested using a cup with weights.
Groups will receive only the amount of materials listed on their plan; they will bring their plan to the materials table, and the teacher will measure or count out the materials.

Ask:

Are there any questions? Answer all student questions about the challenge.

Remind students that their groups will be building the designs they draw.
Distribute the Handout: Our Planto each group. It is suggested that students only use pencils—no crayons or colored pencils. Remind them that they will not receive any materials to build their design until a complete plan, including labels, is submitted.
Students should communicate their ideas to each other before drawing their plan.
Students will now work in their groups to plan, design and draw their bridge design. (Only one student from each group will come to the materials table to gather the materials listed on their plan.)
Encourage students to work carefully. They have two days to plan and build their bridge.

/
Materials:

toothpicks (for bridges, see Advance Preparation, per group)
craft sticks (for bridges, see Advance Preparation, per group)
non-flexible straws or coffee stirrers (for bridges, see Advance Preparation, per group)
string (for bridges, see Advance Preparation, per group)
paper clips (for bridges, see Advance Preparation, per group)
index cards (5”x7”, for bridges, see Advance Preparation, per group)
paper (drawing, for bridges, see Advance Preparation, per group)
Tape (for bridges, see Advance Preparation, per group)

Attachments:

Handout: Our Plan(1 per group)
Handout: Rules and Requirements
for Bridge Design Challenge
Handout: Exploring Physical Properties (from previous activity) (1 per student)
Teacher Resource: Exploring Physical Properties- Sample KEY

Instructional Notes:
The load that the bridge needs to support will be determined by the teacher. 20 pennies is reasonable for this activity, but substitute any weights you have available.
The most difficult aspect of this activity is not assisting students with their design or the construction of the bridge.
EVALUATE–Performance Indicator - Testing the Bridges / Suggested Day 7

Refer to the Teacher Resource: Instructions for Performance Indicator for information on administering the performance assessment.

/ Attachments:

Teacher Resource: Instructions for Performance Indicator

EVALUATE– Performance Indicator-A Final Report / SuggestedDay8
Performance Indicator

In small groups, design and build a bridge that can span a distance of 15 inches (38cm) be about 6 inches (15 cm) off the ground, and support a load (determined by the teacher). Justify the selection of materials based on their physical properties. Communicate the results of the investigation by recording in science notebooks using pictures and words. (2.2B, 2.3A, 2.5D) 1E; 3E; 5B

Refer to the Teacher Resource: Instructions for Performance Indicator for information on administering the performance assessment.

/
Materials:

pencils (1 per student)

Attachments:

Handout: A Final Report(1 per student)
Teacher Resource: Instructions for Performance Indicator

Science Notebooks:
After completing A Final Report, students should glue it into their science notebook.