MEASURING MATTERS

Rebecca Budde 2nd Grade Roosevelt Elementary Spring 2014

OVERVIEW My unit is called Measuring Matters. This is a science unit dealing with how we measure matter, both solids and liquids. We measured length, mass, and volume. This unit also included describing objects based on other properties, such as color, size, texture, and others. Lastly, we learned how to distinguish between single substances and mixtures, and different ways to separate mixtures. This unit was taken from the Battle Creek Science Curriculum used by Zeeland Public Schools. The lessons come from the 2nd grade Physical Science unit from this curriculum, also called Measuring Matters. Other than meeting state standards, the rationale behind this unit is based on life skills. Measuring is an important part of everyday life. We go places a certain distance away in a car. We cook and bake using a certain volume of ingredients. We weigh ourselves to find out if we are a healthy. We must be able to describe objects based on other physical properties for various reasons. This correlates directly with writing, as students must be able to use descriptive words in their writing. These skills are also essential as they move up in science, as accurate measurements are extremely important in more advanced activities. The big ideas of the unit, taken from the Measuring Matters curriculum, are as follows: Common objects and substances can be described according to their properties. Objects and substances are measured using length, volume, and mass. Objects and substances are classified as single substances and mixtures. (Measuring Matters) UNIT OBJECTIVE The Michigan GLCEs for 2nd grade were the source of the science standards, and the 2nd grace Common Core standards were the source for the integrated reading (literacy), math, and writing. The standards addressed are as follows: Science P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking or oating). P.PM.02.13 Measure the length of objects using rulers (centimeters) and meter sticks (meters). P.PM.02.14 Measure the volume of liquids using common measuring tools (graduated measuring cups, measuring spoons, graduated cylinders, and beakers). P.PM.02.15 Compare the weight of objects using balances.

P.PM.02.41 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). S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.12 Generate questions based on observations. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IP.02.16 Construct simple charts and graphs from data and observations. S.IA.02.12 Share ideas about science through purposeful conversation. S.IA.02.13 Communicate and present ndings of observations. S.IA.02.14 Develop strategies and skills for information gathering and problem solving (books, internet, ask an expert, observation, investigation, technology tools). S.RS.02.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. S.RS.02.13 Recognize that when a science investigation is done the way it was done before, similar results are expected. S.RS.02.15 Use evidence when communicating scientic ideas. Reading CCSS.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. CCSS.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Math CCSS.2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Writing CCSS.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. The unit objectives are based on the big ideas of the unit, taken from the Measuring Matters curriculum. Students will be able to describe common objects and substances base on their properties. Students will be able to measure the length, mass, and/or volume of objects and substances. Students will be able to classify objects and substances as single substances or mixtures. (Measuring Matters) CONTENT OUTLINE The sequence generally follows the sequence as outlined in the Measuring Matters curriculum. First, students will be introduced to distance as a measurement of length. This is an appropriate beginning lesson, because this is the measurement they will be most familiar with. It begins activating their prior knowledge to the concept of measurement. Following length, students will learn about the measurement of volume. This is a measurement that they are less familiar with, but most of them have seen it in one specific context: cooking and/or baking. This concept will be introduced with familiar ingredients, such as popcorn kernels and water. The students will be exposed to the concept of volume in many ways, and will be slowly scaffolded to eventually being able to make precise measurements in order to create their own mixture. The students will also be exposed to measuring the volume of multiple different containers in order to create the idea of conservation. This is a concept that second graders, who are just into the concrete observational stage of development according to Piagets stages of development, should be starting to understand. Then, students will start learning about properties, or how we can describe objects. This is an introduction to the most important property of an object, its mass. This will be accompanied by a demonstration of a robot arm, built by my brother, Matthew Budde. This shows real life applications of the importance of properties, since the robot arm picks up objects differently according to their properties, such as shape, magnetism, and size. It is also a chance to see what they could do in the future, and get them excited about science. The concept of mass will then be introduced. The students will practice on objects they have already used in prior activities. Finally, the unit will conclude

with introducing substances as either single substances or mixtures, and how we separate mixtures differently based on their properties. From the beginning of the unit, we will work on writing conclusions, so as to gain as much practice with that as possible. The unit will end with both a written assessment, and a project allowing them to demonstrate their knowledge in multiple formats. Each lesson is accompanied by a short term objective, taken from the Measuring Matters curriculum. All of the short term objectives are as follows: Students will be able to predict and conclude how shape affects motion. Students will be able to describe and measure the volume and capacity of a container. Students will also be able to describe the mass of an object and use a balance correctly. Students will be able to describe the different objects using properties such as color, shape, hardness, etc. Students will be able to describe objects based on physical properties, such as color, size, texture, shape, etc. Students will be able to measure volumes of solids and liquids to make mixtures. Students will be able to measure the volumes of solids and liquids. Students will also be able to determine capacity and mass. Students will be able to recognize objects as single substances or mixtures. Students will also be able to describe different methods to separate mixtures. (Measuring Matters) THEME The theme of this unit is matter in the world around us. Though it was somewhat disguised at first, throughout the unit we discovered that Measuring Matters does not only mean that measuring is important, but that we can measure different types of matters. Everything we did was all about describing matter. We can describe the properties of matter by using our five sense, like size and color. We can describe matter by identifying its components if it is a mixture, or that it is a single substance. We can also describe its measurements, a different type of property that is not apparent solely by using our five senses, we also have to use tools like balances, measuring cups, or rulers. Each lesson focused on one component of describing matter, culminating in a project where the students described and measured an object of their choice. INTERDISCIPLINARY I used the book Measuring Penny by Loreen Leedy to integrate literacy. This book contained a story about a girl going to a dog park, where she thought about all the different ways she could measure her dog, Penny, and other dogs, comparing her measurements as she went. She measured with standard and nonstandard units of measurement, bringing

up the question of why do we have things such as inches, grams, and tablespoons? She also measured not only length, but mass and volume as well, in a context that many students know well: having a pet (specifically a dog). I also use a Delta Education book called Properties. This book was a non-fiction book used as a review, going over all of the properties we learned about, including measurements such as mass, volume, and length. It contained many text features and images we talked about, contributing to the information given in the book. Math was integrated when we talked about length. In our previous math unit, we focused on how to use a ruler, so we were able to bring that knowledge back, and deepen understanding. We were not only deepening our understanding of how to use rulers, but how to use other tools to measure distance, such as yard/meter sticks and measuring tapes. We also used both inches and centimeters, continuing the conversation about how they are similar, and different, and differentiating between the two. We also used math in our comparing conclusions. The students were required to compare a measurement of their object to a coinciding measurement of a partners object. This comparing requires subtraction, and a knowledge of place value to know which number is bigger. I integrated writing through practicing writing conclusions using evidence. Students had to synthesize information that was either given to them in a data table, or gathered in an activity, to answer various questions. LESSON PLANS Measuring and How Far Will it Roll? (Activities 1, 2, 3) 3/4/14 and 3/5/14 Objective: Students will be able to predict and conclude how shape affects motion. Standard: P.PM.02.12 Describe objects and substances according to their properties. P.PM.02.13 Measure the length of objects using ruler and meter sticks. S.IP.02.11 Make purposeful observations of the natural world using the appropriate senses. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units for the measurement tool. S.IA.02.12 Share ideas about science through purposeful conversation. S.IA.02.13 Communicate and present findings of observations. S.IA.02.14 Develop strategies and skills for information gather and problem solving. S.RS.02.11Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.02.15 Use evidence when communicating scientific ideas. CCSS.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

CCSS.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. CCSS.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. 4 Move and Balance bag 2. 4 Yard sticks 3. 4 ramps 4. Activity 3 student page 5. Measuring Penny by Loreen Leedy Lead Question/Anticipatory Set: 1. Preassessment: 5 minute quick write on measurement (Tuesday) 2. Read Measuring Penny (Tuesday) Sequence of Instruction: 1. Ask them to remember what they did in the previous math unit (measuring with cm and in) 2. Ask if anyone remembers something they found that was 1 cm, 10 cm, 4 in, 7 in (fingers/hands/toes/etc) 3. Are there objects in the room that are those measurements? 4. Have them come sit up at the floor in a circle to show objects in bag. 5. Explain activity, model with an object not in the bag. 6. Briefly talk about scientific method (hypothesize, test, conclude) 7. Separate them by table group and have them make their predictions (roll or slide) while I set up each ramp (piece of tape on the carpet where the ramp goes) 8. Once they have their predictions, have me check and they can get started on their experiment. 9. If they finish before the other groups, have them clean up their materials and then talk about why some objects rolled and some slid. 10. Once everyone is done, have them go back to their seats.

11. Talk as a group about what happened; what objects rolled, what objects slid? Were your predictions right? Why did some roll and some slide? Which object went the farthest? 12. Turn paper over and write your conclusion 13. Collect papers so we can make a journal at the end. Evaluation Procedures/Activities: 1. Formative assessment: conclusions will be looked over and checked. 2. Summative assessment: Unit test and final project. How Many Spoons of Water? (Activity 6) 3/6/14 Objective: Students will be able to describe and measure the volume and capacity of a container. Standard: P.PM.02.14 Measure the volume of liquids using common measuring tools. S.IP.02.14 Manipulate simple tools that aid observation and data collection. S.IA.02.12 Share ideas about science through purposeful conversation. S.IA.02.14 Develop strategies and skills for information gather and problem solving. S.RS.02.13 Recognize that when a science investigation is done the same ways it was done before, similar results are expected. Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. Activity 6 Student page 2. Small plastic cups 3. Clipboards 4. Measuring spoon 5. Measuring cup 6. Graduated cylinder 7. Popcorn kernels Lead Question/Anticipatory Set: 1. Introduce measuring spoon/measuring cup/graduated cylinder 2. Where have you seen these things? (kitchen/baking/cooking) 3. Talk about graduated cylinder (what scientists use, has same purpose)

Sequence of Instruction: 1. Introduce capacity and volume 2. Capacity of this cup is how much it will hold. 3. Everyone come and sit in the front in a circle, with a clipboard. 4. Ask for estimates of how many spoonfuls of water will fit into the cup, everyone records on their activity page. 5. Demonstrate how to measure, do trial one with a volunteer making tallies for me, everyone else should also be making tallies 6. We are going to do it again. Should our number be the same? 7. Have volunteer do trial two while I make tallies 8. Have them go back to their seats, do the same thing with popcorn kernels (about 2 per table) 9. Before they do it by themselves, predict in your group and write it on SmartBoard chart. Should the number be the same as with water? Should we all get the same number? 10. Make sure at least one person is the recorder. 11. Demonstrate how to measure the kernels (no heaping, level at the top) 12. When you have your final number, come write it on the SmartBoard. 13. While you are waiting, finish back side of activity page. 14. Wrap up chart, were your predictions right? (Hopefully everyone got around the same number). 15. Finish activity page with time remaining. Evaluation Procedures/Activities: 1. Formative assessment: activity page will be collected and checked. 2. Summative assessment: Unit test and final project.

Properties and Balances (Activity 9) 3/10/14 and 3/13/14 Objective: Students will be able to describe objects based on physical properties, such as color, size, texture, shape, etc. Students will also be able to describe the mass of an object and use a balance correctly. Standard: P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking or floating). P.PM.02.15 Compare the weight of objects using balances. S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IP.02.16 Construct simple charts and graphs from data and observations. S.IA.02.12 Share ideas about science through purposeful conversation.

S.IA.02.14 Develop strategies and skills for information gathering and problem solving (books, internet, ask an expert, observation, investigation, technology tools). Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. 8 Sets of small objects (color, metal vs nonmetal, solid/liquid, etc) 2. Properties book Delta Science Readers 3. Chart paper/markers 4. Magnet 5. Balances 6. Gram cubes 7. Move and Balance bag 8. Describing Properties chart (make?) Lead Question/Anticipatory Set: 1. Big Question of the Day: How can we describe objects? Sequence of Instruction: Day 1 1. Reminder of how we use materials (respectfully) 2. Hand each group a set of objects 3. Each group is going to sort them somehow 4. Have each group share how they sorted it 5. Read Properties book 6. Make properties chart together. 7. If time: start describing objects chart with a Move and Balance bag Day 2 1. Finish describing objects chart, leaving Mass column blank 2. Have them come to the front 3. Explain mass is amount of material in an object. 4. Demonstrate how to use balance with one or two objects 5. In table groups, let them finish measuring mass. 6. Have some objects that are bigger, but lighter (biggest object is not always heaviest) 7. Talk about masses, order from lightest to heaviest together Evaluation Procedures/Activities: 1. Students will turn in worksheets to be checked.

2. Summative assessment at the end of the unit.

Robot Arm 3/12/14 Objective: Students will be able to describe the different objects using properties such as color, shape, hardness, etc. Standard: P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking or floating). S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.12 Generate questions based on observations. Behavior Management Procedures: 1. Both second grade classes will be together. 2. Half will sit in semi-circle on floor, half will sit in semi-circle in chairs. 3. Students WILL NOT TOUCH unless they are told they may. 4. Students must raise hands if they have a question answer. 5. Students who have a question/answer must raise their hands. 6. Students who misbehave will fill out a fix-it slip. Materials: 1. Robot Arm (Courtesy of Matthew Budde) 2. Matthew Budde 3. Small objects of different sizes/shapes Lead Question/Anticipatory Set: 1. Have Matthew introduce himself. Talk about engineering and what he could do with that. Sequence of Instruction: 2. Describe Robot Arm, what was it for? What does it do? 3. Talk about properties of the objects he is picking up. How does Robot Arm pick up different objects? 4. Let Matthew demonstrate 5. Any questions? Evaluation Procedures/Activities: 1. Summative assessment: Unit test and final project. Measuring and Mixing 3/17/14 & 3/19/14

Objective: Students will be able to measure volumes of solids and liquids to make mixtures. Standard: P.PM.02.12 Describe objects and substances according to their properties (color, size, shape, texture, hardness, liquid or solid, sinking or oating). P.PM.02.14 Measure the volume of liquids using common measuring tools (graduated measuring cups, measuring spoons, graduated cylinders, and beakers). P.PM.02.41 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). S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IA.02.12 Share ideas about science through purposeful conversation. S.IA.02.13 Communicate and present ndings of observations. S.RS.02.13 Recognize that when a science investigation is done the way it was done before, similar results are expected. Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. Cornstarch 2. Water 3. Plastic bags 4. Popsicle sticks? 5. Green food coloring 6. Elmers glue 7. Borax 8. Measuring spoons/cups 9. Plastic cups Lead Question/Anticipatory Set: 1. Have all students come stand around the crescent table. 2. We are going to make something you are going to be able to take home. Sequence of Instruction: Day 1

1. Talk about single substances (material made up of one thing) and mixtures (combination of materials). 2. Is water a single substance or mixture? 3. Is cornstarch a single substance or mixture? 4. What would happen if we put the water and cornstarch together? (Make predictions) 5. Turn and talk to your neighbor. 6. Describe the properties of the cornstarch and water separately. 7. Model how to measure and mix the corn starch and water. 8. Reminders of how to measure using the measuring spoons. 9. Together, describe some properties of the mixture. 10. Each student gets a plastic baggie with their name/number on it. 11. Students will form a line and get 4 tbsp of cornstarch and 1 tbsp of water to put in their baggie. 12. Once they get their materials, they go back to their seats and mix up the ingredients. 13. Once everyone has their materials and is mixing, Ill go around and add food coloring. 14. After everyone is mixed, wash hands. 15. Talk more about the properties of the mixture. What did you feel? 16. Collect baggies, hand them out at the end of the day. Day 2 1. Everyone come around the crescent table. 2. Turn and talk to your neighbor about what a mixture is and what a single substance is. 3. Ask for volunteers of what they talked about. 4. Relate definitions to oobleck (water and cornstarch single substances, oobleck mixture). 5. Today we are going to make a different mixture that you will be able to take home. 6. Describe the properties of the borax, glue, and water. 7. Predict what will happen when we mix them all together. 8. Model how to mix together the ingredients. 9. Water and glue first in a cup. Mix with a Popsicle stick. 10. Add Borax 11. Everyone measure out cup of water. Practice proper measuring technique. 12. Teachers will come around and add cup of glue. 13. Students mix with a Popsicle stick. 14. Once mixed, students get cup of borax from a teacher. 15. Mix more, play a little bit. 16. Put in a baggie with name on. 17. Collect baggies and send home at the end of the day. Evaluation Procedures/Activities: 1. Formative assessment: conclusions will be looked over and checked. Slime will be checked to see if measurements were made correctly. 2. Summative assessment: Unit test and final project. Which Container Holds the Most/Volume and Mass (Activities 8 & 10)

3/20/14 Objective: Students will be able to measure the volumes of solids and liquids. Students will also be able to determine capacity and mass. Standard: P.PM.02.14 Measure the volume of liquids using common measuring tools (graduated measuring cups, measuring spoons, graduated cylinders, and beakers). P.PM.02.15 Compare the weight of objects using balances. S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.12 Generate questions based on observations. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IP.02.16 Construct simple charts and graphs from data and observations. S.IA.02.12 Share ideas about science through purposeful conversation. S.RS.02.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. S.RS.02.15 Use evidence when communicating scientic ideas. CCSS.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. 2 different shaped containers, filled with cup popcorn kernels. 2. Rice 3. Measuring spoons/cup 4. Balance 5. Gram cubes 6. Student activity pg. 28/29 Lead Question/Anticipatory Set: 1. Choose a side, do you think the cup holds more, or the triangle container? 2. How can we find out? Sequence of Instruction: 1. Everyone come to the crescent table.

2. Determine how we can find out which container holds more (measure the amount of kernels) volume 3. I will measure the amount, students count 4. Have mathematician record (should be the same for both). 5. Measure mass, record 6. Measure out the same volume of rice in another cup. 7. Reminder that they are the same volume because they have the same tbsp. 8. Do you think they have the same mass? Turn and talk. 9. How can we find out? (Use a balance) 10. Make sure the balance is zeroed. Put popcorn kernels on one side, rice on the other. (should not be balanced). 11. What does that mean? (one has more mass) 12. So just because they have the same volume, does not mean they have the same mass. 13. Find mass of rice. 14. Make chart together 15. Model #1 together, let them finish. 16. Model #2 together, let them finish. 17. Collect worksheets. Evaluation Procedures/Activities: 1. Formative assessment: activity page will be collected and checked. 2. Summative assessment: Unit test and final project. Mixing It Up! (Activity 11) 3/24/14 Objective: Students will be able to recognize objects as single substances or mixtures. Students will also be able to describe different methods to separate mixtures. Standard: P.PM.02.12 Describe objects and substances according to their properties. P.PM.02.41 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). S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.12 Generate questions based on observations. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IA.02.12 Share ideas about science through purposeful conversation. S.RS.02.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. CCSS.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. Rice/beans/peas 2. Coffee filter 3. Forceps 4. Water 5. Salt 6. Plastic cups 7. Activity 11 student journal Lead Question/Anticipatory Set: 1. Dissolve salt in water 2. Is this a mixture? (Yes, salt and water are single substances on their own) 3. How can I separate it? 4. Set it out to let it evaporate go back to it in a few days (Wed or Thurs) Sequence of Instruction: 1. There are other ways to separate mixtures. 2. Can anyone name one? 3. Go over tools (filter and forceps) 4. Have students get with a partner (they may choose) and sit around the room 5. They must be able to see the SmartBoard 6. They may pick 2 or 3 ingredients to make into a mixture (premeasured). 7. Mix them in a cup and describe properties (#1 model with my own mixture under document camera) 8. Sketch picture and describe how they mixed them (#2 model first) 9. Now they must pick a tool they think they can use to separate their mixture and use it. 10. Sketch and write (#3 model first) 11. Share as a class what you did (Ill pick a few to share) 12. What worked and what didnt work? What would you do differently? 13. Ill collect papers Evaluation Procedures/Activities: 1. Formative assessment: activity pages will be collected and checked. 2. Summative assessment: Unit test and final project.

Review and Project 3/26/14 3/28/14 Objective: Students will review concepts that were taught in this unit, and apply concepts to a project. Standard: P.PM.02.12 Describe objects and substances according to their properties. S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IA.02.12 Share ideas about science through purposeful conversation. S.RS.02.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. CCSS.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. CCSS.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Behavior Management Procedures: 1. Explain procedures for handling science materials at beginning of lesson. 2. Students will handle all materials with respect, do not touch unless you are told you may. 3. If a teacher is talking, hands must be off the materials. 4. Students must raise their hand if they have a question/answer. 5. During the experiment, students may talk quietly to their group. 6. Students who misbehave must fill out a fix-it slip. Materials: 1. SmartBoard review 2. Discovery Education Matter review movie 3. Balances 4. Measuring cups/spoons 5. Rulers/meter sticks 6. Gram cubes 7. Data collection sheets 8. Rubrics 9. Poster boards 10. Their worksheets in stapled packets 11. Their individual object

12. Example project Lead Question/Anticipatory Set: 1. SmartBoard review together Sequence of Instruction: Day 1 1. Hand back stapled packets 2. They can look back on them 3. Watch video Day 2 1. Explain project (personal best work, we are going to be sharing these!) 2. They are going to collect data and make conclusions about an object 3. Explain data collection sheet 4. Show how I did it with my example object 5. Allow them to use the tools that they need to and collect data. 6. Explain rubric 7. Reminding how to write a conclusion. 8. They will collect more data 9. Start on posters 10. They may add color to their drawings 11. Write in pencil, but they may trace in marker (only after everything is done) Day 3 1. Final work day 2. All posters need to be finished today otherwise you do it on your own time 3. Collect posters 4. When theyre done, they can do the properties sort with time remaining Evaluation Procedures/Activities: 1. Summative assessment: Unit test and final project. MEETING DIVERSE NEEDS There are many diverse learners in my class. Among them are students with ADHD, a student receiving speech services, a student in the ASD program, English language learners, and many different types of learners. My lessons were combination of whole group instruction and small group/partner work time. This allows students to hear the information from me, and then go and apply it. This also allows the students who have ADHD a time to get up, move around, and refocus on a new task, rather than sit for long periods of time.

I also used multiple visuals, to accommodate the visual learners, not just the auditory learners. The visuals are also beneficial to the student in the ASD program. When I did present information aurally, with accompanying visuals, I said the information in multiple different ways. This is beneficial to all students, but especially for the student who receives speech services, who struggles with information processing. When writing conclusions as a whole group, I wrote it on an identical worksheet shown under the document camera, providing a model of my expectations for their conclusions, and a model for proper 2nd grade writing. I left it up on the projector so that English language learners can practice correctly. When writing conclusions independently, I allowed the ELL students to verbally tell me their conclusion, and I wrote it so they may trace it. The summative assessment was made up of a written 10 question test in addition to a project. This allows for students to show their knowledge in multiple ways. If a student struggles with test taking, the project still allowed me to see all that they have learned. The project consists of writing, drawing, and collecting data, all appealing to different learning styles. The project requires that the students work both independently and with a friend, also appealing to different learning preferences. Throughout the unit, multiple levels of Blooms taxonomy were used. The student activity pages and the written summative assessment consisted of mostly knowledge and comprehension questions. The conclusion writing allowed students to apply their knowledge. Some of the activities allowed the students to come up with an experiment, requiring them to use application, but then they had to evaluate their experiment, and think about what went well, and what they could have done to make it go better. Finally, the end of the unit project required that the students synthesize the knowledge they have learned over the course of the unit, and then apply it to their object, and then analyze their measurements and data collective relative to the data collected by a friend. MATERIALS Curriculum: All objectives, activities, student activity pages, and other various items as indicated, including the written summative assessment, have come directly from, or have been modified from the PS2 Measuring Matters unit from the Battle Creek science curriculum. 2PS: Measuring Matters. Battle Creek, MI: Battle Creek Area Mathematics and Science Center. 2009. Print. Books: 1. Leedy, Loreen. Measuring Penny. New York: H. Holt, 1999. Print. 2. Properties. Nashua, NH: Delta Education, 2003. Print.

Videos: 1. Properties of Matter, Part 1 100% Educational Videos, 2003 . Full Video. Discovery Education. Web. 26 March 2014. SmartBoard Lessons: 1. Dee Dee. Measurement Sort. 11 May 2012. SMART Exchange. Web. 26 March 2014 Other Materials: 1. Balance 2. Gram cubes 3. Measuring cup 4. Graduated cylinder 5. Measuring spoons 6. Ruler 7. Yard/meter sticks 8. Forceps 9. Ramps 10. Move and Balance bags 11. Robot Arm (courtesy of Matthew Budde) 12. Plastic cups 13. Triangle container 14. Bowls 15. Popsicle sticks 16. Plastic bags 17. Coffee filters 18. Popcorn kernels 19. Rice 20. Peas 21. Beans 22. Water 23. Elmers glue 24. Borax 25. Cornstarch 26. Salt 27. Food coloring 28. Poster board 29. Data collection sheet 30. Drawing sheet 31. Rubric 32. Conclusion sheets BEHAVIOR MANAGEMENT The behavior management for this unit is consistent with the classroom expectations already established. Students may not touch materials until instructed to do so. Before the

unit begins, students are informed of the importance of this. For example, Borax looks like flour or sugar, but is toxic if ingested. Once the students have been informed, the expectation stands for the remainder of the unit. One reminder is given at the beginning of each lesson. If a student forgets once, a warning is given. If a student forgets twice or more, they must fill out a fix-it slip. During the lessons, if a student has a question, comment, or an answer to a question I asked, they must raise their hands, unless instructed otherwise. Opportunities to shout out answers or turn and talk with a neighbor will be given to allow students to talk. For many lessons, students will be working in partners or small groups. The usual classroom rule is during partner or group work, students should be whisper working. This expectation will be maintained during these activities. If, after a warning, a student continues to violate expectations, or is disrupting the learning of their peers or themselves, they will be asked to fill out a fix-it slip. If a student has to fill out two fix-it slips, they will be sent home to be signed by a parent. ASSESSMENTS Each lesson was accompanied by a worksheet, which I used as part of my formative assessment. Those worksheets were collected at the end of the lesson, and I checked them to see who was understanding the concepts. This allowed me to modify my instruction for the next lesson, and told me which concepts I had to re-explain at the beginning of the next lesson. Those worksheets were kept until the end, when they were given back to the student in one packet for them to use to review before the test. Some of the activities required measuring and mixing ingredients, so I was able to use the final product as a formative assessment. If the final product turned out how it was supposed to, I knew the students achieved the objective. Finally, I used much observation as an informal formative assessment. By my observations during class activities, I could see who was understanding the concepts by their ability to answer questions I asked, their participation in activities. The summative assessments I used were a 10 question written exam included in the Measuring Matters curriculum, and a final project I developed that allowed them to apply the knowledge they gained from this unit. PRE-ASSESSMENT The students wrote a 5 minute quick write at the beginning of the unit to tell me everything they thought they knew about measurement. This allowed me to see what they thought they knew about measurement, and any misconceptions they may have had. Most of them could not think of much. What they did say had some common themes, such as being measured at the doctors office (height and weight), measuring lengths with rulers just as we had done in the previous math unit, or measuring while baking or cooking. POST-ASSESSMENT Two post assessments were used. One was the summative test provided in the Battle Creek unit. This was a 10 question summative assessment, consisting of 9

multiple choice questions, and 1 questions requiring them to look at a chart and write a conclusion based on the data in the chart. The breakdown of scores is as such: 10 pts 3 9 pts 8 8 pts 7 7 pts 5 6 pts 3 5 pts 2 4 pts 1 More than 50% of my students got an 80% or higher. Almost 80% of my students got a 70% or higher. Secondly, I developed a poster project allowing them to apply their newfound knowledge of measuring to an object of their choice. Based on the object, they had to decide how best to measure their object. They also had to describe their object, compare their object to a friends object, and draw conclusions using evidence. First, they collected their data, and then they put all their data onto a poster. Finally, after writing their conclusions, they presented their posters to the first grade classes, explaining how they described their object, how they measured it, and the conclusions they came to based on their data collection. REFLECTION ON ASSESSMENT