Standards Alignment... 5 Safe Science... 11 Scientific Inquiry... 13 Assembling Rubber Band Books... 17 Scientists at Work... 19 Dolled Up for Safety... 21 What s Wrong With This Picture?... 29 Matter and Energy Properties... 39... 41... 49 Going Nuts... 59 Classified Information... 75... 81 Temperature Told Hot or Cold... 91... 101 Handmade Ice Cream... 111 S more Heat Changes... 119 The Art of Change... 125 Hot Cakes... 133... 141 The Ways Things Change... 153 Presto Change-o... 155 Gingerbread Cut-Outs... 159 Bake a Bear... 163 Checking Out Changes... 167 A Fine Design... 177 Generating Gizmos... 183 Magnets Here and There... 211 Car Carriers... 217 Push n Pull Antics... 223 Eggs Afloat... 231 A Track Record... 237... 247 Twist and Twirl Buttons... 257 Lid Skid... 261 Assessment... 267 Meter Tape... 271 Family Letter... 272 Materials List... 273 The AIMS Program... 275 Model of Learning... 276 Chinese Proverb... 279 Force, Motion, and Energy I See the Light... 189 Do You See What I See?... 195 Sound Effects... 201 Magnets All Around Us... 207 Core Curriculum/Texas 3 2011 AIMS Education Foundation
TM Texas Essential Knowledge and Skills Physical Science Second Grade 112.14. Science, Grade 2. (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following school and home safety procedures. The student is expected to: (A) 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 Safe Science Dolled Up for Safety What s Wrong With This Picture? (B) describe the importance of safe practices Dolled Up for Safety What s Wrong With This Picture? (2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events during observations and investigations Going Nuts Classified Information Handmade Ice Cream S more Heat Changes Twist and Twirl Buttons (B) plan and conduct descriptive investigations such as how organisms grow (C) collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools Checking Out Changes (D) record and organize data using pictures, numbers, and words Going Nuts Hot Cakes Checking Out Changes A Track Record (E) communicate observations and justify explanations using studentgenerated data from simple descriptive investigations A Track Record (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: (B) make predictions based on observable patterns Classified Information Core Curriculum/Texas 5 2011 AIMS Education Foundation
(C) identify what a scientist is and explore what different scientists do Scientists at Work (4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) 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 Checking Out Changes (B) measure and compare organisms and objects using non-standard units that approximate metric units Going Nuts Checking Out Changes (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: (A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid Properties Going Nuts Classified Information Temperature Told Hot or Cold Handmade Ice Cream (B) compare changes in materials caused by heating and cooling Handmade Ice Cream S more Heat Changes The Art of Change Hot Cakes (C) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting S more Heat Changes The Art of Change The Way Things Change Presto Change-o Gingerbread Cut-Outs Bake a Bear Checking Out Changes A Fine Design (D) 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 A Fine Design Generating Gizmos Twist and Twirl Buttons (6) Force, motion, and energy. The students knows that forces cause change and energy exists in many forms. The student is expected to: (A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter Handmade Ice Cream S more Heat Changes Hot Cakes I See the Light Do You See What I See? Sound Effects (B) observe and identify how magnets are used in everyday life Magnets All Around Us Magnets Here and There Car Carriers Core Curriculum/Texas 6 2011 AIMS Education Foundation
(C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp Push n Pull Antics Eggs Afloat A Track Record (D) compare patterns of movement of objects such as sliding, rolling, and spinning. Twist and Twirl Buttons Lid Skid Core Curriculum/Texas 7 2011 AIMS Education Foundation
At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Grade 2 1 2 3 4 5 6 AIMS Activity Safe Science Scientists at Work Dolled Up for Safety What s Wrong With This Picture? Properties Going Nuts Classified Information Temperature Told Hot or Cold Handmade Ice Cream S more Heat Changes The Art of Change Hot Cakes The Way Things Change Presto Change-o Gingerbread Cut-Outs Bake a Bear Checking Out Changes A Fine Design Generating Gizmos I See the Light Do You See What I See? A B A B C D E B C A B A B C D A B C D Core Curriculum/Texas 8 2011 AIMS Education Foundation
At a Glance: TEKS Alignment Texas Essential Knowledge and Skills for Science, Grade 2 1 2 3 4 5 6 AIMS Activity Sound Effects Magnets All Around Us Magnets Here and There Car Carriers Push n Pull Antics Eggs Afloat A Track Record Twist and Twirl Buttons Lid Skid A B A B C D E B C A B A B C D A B C D Core Curriculum/Texas 9 2011 AIMS Education Foundation
Topic Classification Key Question What property do these items have in common? Learning Goals Students will: collect at least four items that share a property, and predict the properties of objects collected by other groups. Texas Essential Knowledge and Skills for Science 2.5A Classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid 2.2A Ask questions about organisms, objects, and events during observations and investigations 2.3B Make predictions based on observable patterns Math Geometry shape recognition Science Physical science properties Integrated Processes Observing Comparing and contrasting Predicting Classifying Drawing conclusions Materials For each group of two to three students: paper bag with labels (see Management 1) Background Information Observation is among the most basic of skills. It is key to making inferences and predictions. This activity aims at teaching students to be more discriminating observers. In it, they will observe objects as they search for common properties. After predicting the property, students will then test their predictions with each object. If the property does not apply to all objects, students will then refine and retest their predictions. Management 1. Prepare one bag per group of students by attaching a team label to the outside of each bag and a property label to the inside of each bag. 2. Divide class into teams of two to three students. Each team will be given a labeled lunch bag. 3. Inform students to keep their properties a secret. 4. Be sure all students are familiar with the properties for which they will be looking. 5. Students will first search for objects that contain the property. After all teams have found objects that represent the given properties, they will display the items and attempt to identify the common property from each set. 6. Select a table or counter on which students can place their bags and the items they collected. Procedure 1. Discuss what is to be done and give examples of items that may or may not be collected. 2. Divide students into teams. 3. Give each team a bag labeled as suggested in Management. 4. Tell students they will have 10 minutes in which to find at least four items that illustrate their property. 5. Distribute the first activity page and have students record the items their team collected. 6. Invite teams to place their objects and bags (Team A, Team B, etc.) on the table or counter. 7. Have the students move from bag to bag in an organized manner with their recording sheets and attempt to identify the common property. 8. Ask students to draw lines on their student page to connect those teams that have similar properties. 9. Invite groups to share their properties with the class and allow time for students to record the actual results on their recording sheets. Connecting Learning 1. Which property do you think was easiest to identify? 2. Which was the most difficult? 3. What made it difficult? 4. Why do you think it is important to be able to identify properties that are common to a set of objects? 5. What are you wondering now? Core Curriculum/Texas 75 2011 AIMS Education Foundation
Extensions 1. Include properties that require measuring. 2. Use different properties. (e.g., right angles, living, nonliving, leaves, variegated colors, etc.) 3. Have students determine the properties. 4. Sort objects using Venn diagrams. Core Curriculum/Texas 76 2011 AIMS Education Foundation
Key Question What property do these items have in common? Learning Goals Students will: collect at least four items that share a property, and predict the properties of objects collected by other gorups. Core Curriculum/Texas 77 2011 AIMS Education Foundation
Core Curriculum/Texas 78 2011 AIMS Education Foundation
My team's bag What we collected: Study the objects collected by other teams. Predict the property each team used. Team Prediction Actual Keep the property of the objects you collected a secret. A B C D E F G H I J K L M N Which groups have similar properties? Draw lines to connect the groups. Core Curriculum/Texas 79 2011 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING 1. Which property do you think was easiest to identify? 2. Which was the most difficult? 3. What made it difficult? 4. Why do you think it is important to be able to identify properties that are common to a set of objects? 5. What are you wondering now? Core Curriculum/Texas 80 2011 AIMS Education Foundation