Molloy College

Division of Education

Student Kristen Dacunto Professor Moroney

Course EDU 527 Date Summer 2017
Grade 2 Topic Matter Content Area Science

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After watching a video on matter, students will conduct an experiment on the differences
between liquids, solids, and gases. Students will compare and contrast the properties of different
phases of matter by completing an observation mind map on Mindmeister, Inspiration, or
Popplet with no less than a three on the grading rubric (75% accuracy).

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Next Generation Science Standards: Structure and Properties of Matter

NGSS Disciplinary Core Idea: 2-PS1-1: Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
Indicator: This will be evident when students complete their Properties of Matter
Observation worksheet.

NGSS Disciplinary Core Idea: 2.PS1.2: Analyze data obtained from testing different
materials have the properties that are best suited for an intended purpose
Indicator: This will be evident when students have a discussion circle directly following
their observations of the three different balloons.

ISTE Standards for Students:

3: Knowledge constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
Indicator: This will be evident when students create a mind map on Mindmeister,
Popplet, or Inspiration.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
ELA & Literacy Standards (CCLS): Writing
W.2.7: (Research to Build and Present Knowledge) Participate in shared research and writing
projects (e.g. record science observations)
Indicator: This will be evident when students record observations during the Fried Ice
experiment demonstration.

INSTRUCTIONAL RESOURCES

Block of ice 3 Balloons

Metal frying pan Bill Nye the Science Guy video
Hot plate Phases of Matter Observation Worksheet
Towels iPads, 1 per student (for assessment)

MOTIVATION (Engaging the learner(s)*)

Students will be shown three balloons: one filled with air, one with water, and one with frozen
water. Students will get to touch each balloon and describe the properties of each and what they
think might be inside. The students will then watch a Bill Nye YouTube video on the different
states of matter.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

The students will have a discussion circle about the different types of matter and how
they think one phase of matter might transform into another (What are some phases of
matter we deal with every day? What is freezing/ melting? Can a solid become a liquid?
Can liquids become gases? How does heating/ cooling energy affect matter?) based on
what they learned in the video.
With the teacher, students will conduct an experiment called Fried Ice. Students will
place a block of ice about the size of a small brick in a pan on a hot plate. Students will
watch as the ice transforms into a liquid and then a gas (What is happening to the ice?
Why do you think the ice melted? Where is the water going to go? What will happen if we
keep adding heat? How did the pan become empty? How do you know?).

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Students will record their observations on their Prpoerties of Matter Observation
worksheet and create drawings to illustrate how closely molecules are packed together to
make each phase of matter (Teacher will illustrate on the board). (Which phase is the
most loosely packed? Which phase is packed most closely together? How is energy
important in the changing phases of matter?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Accountable Talk & Socratic Seminar

Indicator: This will be evident when students engage in a discussion circle about the
different types of matter and how they think one phase of matter might transform into
another
Modeling
Indicator: This will be evident when the teacher conducts the Fried Ice experiment for
the students to observe.
Identifying Similarities and Differences
Indicator: This will be evident when students record observations on their Phases of
Matter Observation worksheet and create drawings to illustrate how closely molecules
are packed together to make each phase of matter.

ADAPTATIONS (Exceptionality*)

Students with visual impairments will be positioned at the front of the room so that they
can view the experiment in its entirety.
Students with behavioral issues or disorders will be monitored according to their BIP.
Students who are ELLs will receive a transcript of the experiment in their native
language.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 DIFFERENTIATION OF INSTRUCTION

Struggling Students
Struggling students will watch a States of Matter Brain Pop video describing how phases of
matter change. Students will then write two sentences about each phase of matter (ex. Ice is a
solid. I know this because it is hard, meaning the matter is closely packed together).
Average Students
Average students will create a Chatterpix. Students will choose a phase of matter, find a photo of
it, and record themselves describing which phase of matter they are for the class to guess.

Advanced Students

Advanced students will write a letter to the class from the perspective of water using Voki. The
water will journey through each phase of matter. Students will write at least five sentences (ex.
First, it got very cold and I lost energy, so I froze into ice! Next, it got very hot and I got my
energy back, so I melted). Students will record a Voki that will be shared with kindergarten
students also learning about matter.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will translate their Phases of Matter Observation Worksheet into a mind map on
Mindmeister, Inspiration, or Popplet and submit it to the teacher as a quiz. This will assess the
accuracy of the observations they made and were discussed during the experiment demonstration
with at least a 3 out of 4 on the graded rubric (approximately 75% accuracy).

INDEPENDENT PRACTICE
Students will conduct a matter scavenger hunt at home over the weekend. They will be asked to
locate at least 5 solids, 5 liquids, and 5 gases (different types of water vapor are all acceptable,
for example steam from coffee, steam from shower, etc.). The objects should be sorted into
columns according to what phase it is in (ex. Orange juice is a liquid, steam is a gas, toy bear is a
solid).

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND
ACADEMIC ENRICHMENT
Direct Teacher Intervention
In order to re-teach the objective using new strategies for students who did not obtain the
objective, these students, under direct intervention with the teacher will conduct a similar
experiment to Fried Ice, but on a smaller scale. Students will each hold a small ice cube in
their hands until they start to melt. They will discard the cube once their hands are coated in
water. Then, students will hold their hands out allowing them to air dry. The teacher will lead a
discussion about what is happening to the water and how it is changing phases in real time.

Academic Enrichment
Students will explore the concept of sublimation by observing dry ice. Students will discover the
concept of sublimation independently when they describe the dry ice as changing from a solid
directly into a gas. Students will hold a discussion circle to talk about their observations.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A.

(2010, May 5). General format. Retrieved from:

http://owl.english.purdue.edu/owl/resource/560/01/

International Society for Technology in Education. (2000). ISTE national educational technology

standards (NETS). Eugene, OR :International Society for Technology in Education.

Retrieved from:

https://www.iste.org/standards/standards/for-students

National Governors Association Center for Best Practices & Council of Chief State School

Officers. (2013). Common Core State Standards for English Language Arts. Washington

D.C.: Authors. Retrieved from:

https://www.engageny.org/ccls-ela/w27

NGSS Lead States, (2013). Next Generation Science Standards: For States, By States. Retrieved

from: http://www.nextgenscience.org/

User edgtaw51. (2014). Bill Nye the Science Guy Phases of Matter. Retrieved from:

http://www.schooltube.com/video/ea7dae4437c240958f92/Bill%20Nye%20The%20Scie

nce%20Guy%20Phases%20of%20Matter

Resources for Students

Popplet: https://popplet.com/

Voki: http://www.voki.com/

Chatterpix: http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-

kids/chatterpixkids/

Brain POP: https://www.brainpop.com/

Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Name:_______________

Properties of Matter Observation Worksheet

Examples: Properties: Draw Me!

Solid

Examples: Properties: Draw Me!

Liquid

Examples: Properties: Draw Me!

Gas

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name:_______________
Matter Scavenger Hunt!

Directions: Find five examples of each phase of matter. Then, sort

them into the columns they belong and label them!

Solid Liquid Gas

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Student Grading Rubric for Assessment

CATEGORY 4 3 2 1
Data Collection Data was collected Data was collected Data was Data was collected
several times. It was more than one time. collected more only once and adult
summarized, It was summarized, than one time. assistance was needed
independently, in a independently, in a Adult to clearly summarize
way that clearly way that clearly assistance was what was discovered.
describes what was describes what was needed to
discovered. discovered. clearly
summarize
what was
discovered.
Variables Independently Independently With adult Adult help needed to
identified and identified which help, identified identify and define
clearly defined variables were going and clearly almost all the
which variables to be changed defined which variables.
were going to be (independent variables were
changed variables) and which going to be
(independent were going to be changed
variables) and measured (dependent (independent
which were going to variables). Some variables) and
be measured feedback was needed which were
(dependent to clearly define the going to be
variables). variables. measured
(dependent
variables).
Idea Independently Identified, with adult Identified, with Identified a question
identified a question help, a question adult help, a that could not be
which was which was interesting question which tested/investigated or
interesting to the to the student and could be one that did not merit
student and which which could be investigated. investigation.
could be investigated.
investigated.
Conclusion/Summary Student provided a Student provided a Student No conclusion was
detailed conclusion somewhat detailed provided a apparent OR
clearly based on the conclusion clearly conclusion important details
data and related to based on the data and with some were overlooked.
previous research related to the reference to the
findings and the hypothesis data and the
hypothesis statement(s). hypothesis
statement(s). statement(s).

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language