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Participant Notebook Supporting Diverse Learner NeedsGrade 2: Properties of Materials
New York City Schools
Amplify Science © 2018 The Regents of the University of California
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Supporting Diverse LearnersUnit-specific workshop agenda
Reflections and Framing the Day
Defining Diverse Learners
Understanding Opportunities for Supporting Diverse
Learners
Analyzing Formative Assessment Data and Embedded
Differentiation Strategies Planning to Teach
Closing
1
Three dimensions of NYSSLS reference
3-D learning engages students in using scientific and engineering practices and applying
crosscutting concepts as tools to develop understanding of and solve challenging
problems related to disciplinary core ideas.
Earth and Space Sciences:ESS1: Earth’s Place in the
UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity
Life Sciences:LS1: From Molecules to
OrganismsLS2: EcosystemsLS3: HeredityLS4: Biological Evolution
Physical Sciences:PS1: Matter and its InteractionsPS2: Motion and StabilityPS3: Energy PS4: Waves and their
Applications
Engineering, Technology and the Applications of Science:ETS1: Engineering DesignETS2: Links among Engineering
Technology, Science and Society
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change
1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and Communicating Information
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
2
Amplify Science © 2018 The Regents of the University of California
Unit Map
How can we design a glue mixture that is better than what the school uses now?
As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals.Students present an evidence-based argument stating why their glue mixture would solve their school’s need for abetter glue.
Chapter 1: How can you make a sticky glue?
Students figure out: Glue is a mixture of several ingredients such as flour, water, and cornstarch, and depending on theproperties of those ingredients and how they are combined, you can create different glues. Some glues might bestickier or stronger than others. By understanding materials and observing and testing different recipes, you canchoose the ingredients that provide the properties you are seeking.
How they figure it out: To set context, students gather evidence about materials and their properties by reading a bookabout everyday things and what they are made of. They investigate the properties of two mystery glues and makescientific arguments about whether they are the same or different glues. The class goes on to observe and test possibleglue ingredients for their sticky properties, graph test data, and search for information about ingredients in the unit’sreference book. Using all the gathered evidence, students plan, make, and test their own glue recipes.
Chapter 2: Can heating a substance (and returning it to its original temperature) make a better glue?
Students figure out: When water is heated and returned to room temperature, the properties go back to the way theywere, but the properties of some other materials change after heating and going back to room temperature. Forexample, when a mixture of cornstarch and water is heated and then returned to room temperature, it has differentproperties than it had before.
How they figure it out: Students investigate how heating a substance may help them make a better glue by conductingtests to determine the properties of possible glue ingredients before and after heating. This supports them indetermining cause-and-effect relationships.
Chapter 3: What ingredients can be used to make a glue that is sticky and strong?
Students figure out: Sometimes, the properties of glue are a combination of the properties of the substances thatmake up that glue, such as a flour-water combination. Ingredients can be combined to create different glues that havedifferent properties. For example, baking soda, which is smooth, and flour, which is sticky, can be combined to makesmooth and sticky glue.
How they figure it out: Students are inspired by reading a book that shows the design process in action. They decidethat the glue they create for the school should have an additional design criteria—the property of strength—a key anduseful feature for its intended purpose at the school. Students set about testing evidence-based plans that include thebest ingredients for a strong glue mixture. By the end of the chapter, student teams make and test a second glue recipe.
Unit MapProperties of Materials
Planning for the Unit
4
3
© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Chapter 4: What is the glue recipe that best meets our design goals?
Students figure out: It will typically take multiple design cycles to find the exact glue recipe (mixture) that meets thedesign goals. By designing and testing mixtures that include ingredients with the desired properties, glue engineers canidentify the best result and successfully meet their design goals. Students will have evidence to support each designgoal, and that will inform their design arguments for the best recipe.
How they figure it out: After evaluating the second glue recipe, students plan, make, and iteratively test additional gluemixtures. By immediately analyzing their results and applying their understanding of the effects of specific glueingredients, students are able to modify their designs. Students are able to speak knowledgeably about their choicesand argue for how a particular glue mixture is best at meeting the design goals by the end of the unit.
Properties of MaterialsPlanning for the Unit
Unit Map
5
4
Amplify Science © 2018 The Regents of the University of California
Properties of Materials Coherence Flowchart
Wha
t can
be
notic
ed a
bout
diff
eren
t m
ater
ials
? (1
.2-1
.3)
•Pro
pert
ies
incl
ude
how
mat
eria
ls s
mel
l,lo
ok, t
aste
, fee
l, an
d so
und.
(1.2
)•D
iffer
ent m
ater
ials
hav
e di
ffer
ent
prop
ertie
s. (1
.3)
•You
can
tell
if m
ater
ials
and
sub
stan
ces
are
diff
eren
t by
obse
rvin
g th
eir
prop
ertie
s. (1
.3)
•Rea
d W
hat I
f Rai
n Bo
ots
Wer
e M
ade
ofPa
per?
(1.2
)•R
efle
ct o
n m
ater
ials
and
pro
pert
ies
(1.3
)•B
rain
stor
m u
ses
and
prop
ertie
s of
ago
od g
lue
(1.3
)•O
bser
ve m
yste
ry g
lues
(1.3
)
How
can
you
tell
if su
bsta
nces
are
di
ffer
ent?
(1.4
)
•You
can
tell
ifm
ater
ials
and
subs
tanc
es a
re d
iffer
ent
by o
bser
ving
thei
rpr
oper
ties
or b
y te
stin
gth
em. (
1.4)
•Obs
erve
pro
pert
ies
ofdr
y m
yste
ry g
lues
and
anal
yze
resu
lts o
fm
yste
ry g
lue
stic
ky te
sts
(1.4
)•W
rite
arg
umen
tsab
out w
heth
er m
yste
rygl
ues
are
the
sam
e or
diff
eren
t (1.
4)
•Wri
te d
esig
n ar
gum
ents
for
the
ingr
edie
nts
that
mak
e th
e be
st g
lues
(1.8
)•M
ake
Glu
e #1
(1.9
)•W
rite
a c
ompa
riso
n of
par
tner
s’ gl
ues
(1.9
)
Glu
e is
a m
ixtu
re o
f sev
eral
ingr
edie
nts
such
as
flour
, wat
er, a
nd c
orns
tarc
h, a
nd d
epen
ding
on
the
prop
ertie
s of
thos
e in
gred
ient
s an
d ho
w th
ey a
re c
ombi
ned,
you
can
cre
ate
diff
eren
t glu
es. S
ome
glue
s m
ight
be
stic
kier
or
stro
nger
than
ot
hers
. By
unde
rsta
ndin
g m
ater
ials
and
obs
ervi
ng a
nd te
stin
g di
ffer
ent r
ecip
es, y
ou c
an c
hoos
e th
e in
gred
ient
s th
at
prov
ide
the
prop
ertie
s yo
u ar
e se
ekin
g.
Prop
erti
es o
f Mat
eria
ls: D
esig
ning
Glu
e
Chap
ter
1 Q
uest
ion
Inve
stig
atio
n Q
uest
ions
Key
conc
epts
Evid
ence
sou
rces
an
d re
flect
ion
oppo
rtun
itie
s
Expl
anat
ion
that
stu
dent
s ca
n m
ake
to
answ
er th
e Ch
apte
r 1
Que
stio
n
Appl
icat
ion
of
key
conc
epts
to
prob
lem
How
can
you
mak
e a
stic
ky g
lue?
(int
rodu
ced
in 1
.3)
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
•Pro
pert
ies
of m
ixtu
res
can
chan
gew
hen
othe
r in
gred
ient
s ar
e ad
ded.
(1.5
)•P
rope
rtie
s of
sub
stan
ces
are
the
sam
e w
heth
er y
ou h
ave
a sm
all
amou
nt o
r a
larg
e am
ount
. (1.
7)•E
ngin
eers
test
thei
r de
sign
s to
find
out w
heth
er th
ey m
eet t
heir
des
ign
goal
s. (1
.7)
How
can
the
prop
ertie
s of
a m
ixtu
re
chan
ge?
(1.5
-1.7
)
•Obs
erve
dry
glu
e in
gred
ient
s (1
.5)
•Mak
e an
d ob
serv
e m
ixtu
res
(1.5
)•G
raph
and
ana
lyze
stic
ky te
sts
resu
lts (1
.6)
•Rea
d Je
lly B
ean
Engi
neer
(1.7
)
Whi
ch in
gred
ient
s sh
ould
we
use
(or
not u
se) i
n ou
r gl
ue?
(1.8
-1.9
)*
*Thi
s In
vest
igat
ion
Que
stio
n gu
ides
app
licat
ion
of k
ey c
once
pts
to th
e pr
oble
m.
Inve
stig
atio
n Q
uest
ion
Prob
lem
stu
dent
s w
ork
to s
olve
5
© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Properties of Materials Coherence Flowchart cont.
Wha
t can
hap
pen
afte
r a
subs
tanc
e ha
s be
en h
eate
d or
coo
led
and
retu
rns
to it
s or
igin
al
tem
pera
ture
? (2
.1-2
.2)
•Whe
n a
subs
tanc
e is
hea
ted
or c
oole
d, it
s pr
oper
ties
can
chan
ge. (
2.1)
•Som
e su
bsta
nces
cha
nge
back
to th
e w
ay th
ey w
ere
befo
re th
ey w
ere
heat
ed o
r co
oled
. (2.
2)•I
f a s
ubst
ance
doe
sn’t
chan
ge b
ack
to th
e w
ay it
was
, it h
as b
ecom
e a
diff
eren
t sub
stan
ce. (
2.2)
•Rea
d Ca
n Yo
u Ch
ange
It B
ack?
(2.1
)•C
ompa
re h
eate
d an
d un
heat
ed m
ixtu
res
of c
orns
tarc
h an
d w
ater
(2.2
)•S
ort h
eate
d/co
oled
sub
stan
ces
in a
dig
ital t
ool (
2.2)
•Wri
te a
bout
the
prop
ertie
s of
a s
ubst
ance
bef
ore
and
afte
r it
was
hea
ted
or c
oole
d (2
.2)
•Gra
ph a
nd a
naly
ze s
ticky
test
res
ults
of h
eate
d an
d un
heat
ed c
orns
tarc
h an
d w
ater
mix
ture
s (2
.3)
•Dis
cuss
evi
denc
e fo
r w
heth
er h
eatin
g th
e co
rnst
arch
and
wat
er m
ixtu
re w
ill m
ake
the
glue
stic
kier
(2.4
)•W
rite
des
ign
argu
men
ts fo
r w
heth
er o
r no
t hea
ting
the
corn
star
ch a
nd w
ater
mix
ture
will
hel
p m
ake
a st
icki
er g
lue
(2.4
)
Whe
n w
ater
is h
eate
d an
d re
turn
ed to
roo
m te
mpe
ratu
re, t
he p
rope
rtie
s go
bac
k to
the
way
they
wer
e, b
ut th
e pr
oper
ties
of s
ome
othe
r m
ater
ials
cha
nge
afte
r he
atin
g an
d go
ing
back
to r
oom
tem
pera
ture
. For
exa
mpl
e, w
hen
a m
ixtu
re o
f cor
nsta
rch
and
wat
er is
hea
ted
and
then
ret
urne
d to
roo
m te
mpe
ratu
re, i
t has
diff
eren
t pro
pert
ies
than
it
had
befo
re.
Can
heat
ing
a su
bsta
nce
(and
ret
urni
ng it
to it
s or
igin
al te
mpe
ratu
re) m
ake
a be
tter
glu
e?
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
6
Amplify Science © 2018 The Regents of the University of California
Properties of Materials Coherence Flowchart cont.
How
can
mix
ture
s be
des
igne
d to
hav
e ce
rtai
n pr
oper
ties?
(3.2
-3.5
)
•Mix
ture
s m
ay h
ave
a co
mbi
natio
n of
the
prop
ertie
s of
thei
r in
gred
ient
s. (3
.2)
•Mix
ture
s m
ay h
ave
som
e of
the
prop
ertie
s of
thei
r in
gred
ient
s. (3
.4)
•Mix
ture
s ca
n be
des
igne
d fo
r ce
rtai
n pu
rpos
es b
y us
ing
ingr
edie
nts
with
cert
ain
prop
ertie
s. (3
.4)
•Rea
d Je
ss M
akes
Hai
r Gel
(3.1
)•G
raph
and
ana
lyze
res
ults
of g
lue
stre
ngth
test
s (3
.3)
•Rea
d ab
out s
tren
gth
(and
oth
er p
rope
rtie
s) o
f ing
redi
ents
in H
andb
ook
ofIn
tere
stin
g In
gred
ient
s (3
.3)
•Dis
cuss
evi
denc
e fr
om te
sts
and
text
for
diff
eren
t glu
e in
gred
ient
s (3
.3)
•Eva
luat
e an
d sy
nthe
size
evi
denc
e (3
.4)
•Wri
te d
esig
n ar
gum
ents
for
whi
ch in
gred
ient
s w
ill m
ake
a gl
ue th
at b
est m
eets
des
ign
goal
s (3
.4)
•Mak
e G
lue
#2 (3
.5)
•Ref
lect
on
desi
gnin
g m
ixtu
res
and
wri
te a
bout
sol
utio
ns fo
r de
sign
ing
toot
hpas
te (3
.5)
Som
etim
es, t
he p
rope
rtie
s of
glu
e ar
e a
com
bina
tion
of th
e pr
oper
ties
of th
e su
bsta
nces
that
mak
e up
that
glu
e,
such
as
a flo
ur-w
ater
com
bina
tion.
Ingr
edie
nts
can
be c
ombi
ned
to c
reat
e di
ffer
ent g
lues
that
hav
e di
ffer
ent
prop
ertie
s. F
or e
xam
ple,
bak
ing
soda
, whi
ch is
sm
ooth
, and
flou
r, w
hich
is s
ticky
, can
be
com
bine
d to
mak
e sm
ooth
an
d st
icky
glu
e.
Wha
t ing
redi
ents
can
be
used
to m
ake
a gl
ue th
at is
stic
ky a
nd s
tron
g?
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
7
© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Properties of Materials Coherence Flowchart cont.
Cen
tral P
heno
men
onIn
vest
igat
ion
Que
stio
nsE
vide
nce
sour
ces
and
refle
ctio
nK
ey c
once
pts
Wha
t is
the
glue
rec
ipe
that
bes
t mee
ts o
ur d
esig
n go
als?
How
can
we
desi
gn a
glu
e m
ixtu
re th
at is
bet
ter
than
wha
t the
sch
ool u
ses
now
?
•Eva
luat
e G
lue
#2 te
st r
esul
ts in
term
s of
des
ign
goal
s (4
.1)
•Mod
ify g
lue
reci
pe a
nd m
ake
Glu
e #3
(4.1
)•E
valu
ate
Glu
e #3
test
res
ults
in te
rms
of s
ticki
ness
, str
engt
h, a
nd o
ther
des
ign
goal
s (4
.2)
•Dis
cuss
evi
denc
e in
sup
port
of i
ngre
dien
ts fo
r gl
ues
(4.2
)•M
odify
glu
e re
cipe
and
mak
e an
d us
e G
lue
#4 to
cre
ate
a pi
ctur
e fr
ame
(4.2
)•S
ort i
ngre
dien
t pro
pert
ies
in a
dig
ital t
ool (
4.3)
•Sor
t mys
tery
mix
ture
s in
a d
igita
l too
l (4.
3)•O
bser
ve e
ffec
tiven
ess
of g
lue
in h
oldi
ng to
geth
er p
ictu
re fr
ame
(4.4
)•W
rite
des
ign
argu
men
ts to
the
prin
cipa
l rec
omm
endi
ng a
glu
e re
cipe
(4.4
)•W
rite
a b
road
er r
efle
ctio
n on
how
to d
esig
n a
mix
ture
for
a ce
rtai
n pu
rpos
e (4
.4)
Stud
ents
can
con
duct
test
s of
thei
r gl
ue r
ecip
es a
nd e
valu
ate
the
resu
lts o
f the
ir te
sts
to d
eter
min
e ho
w w
ell t
heir
gl
ues
mee
ts th
e de
sign
goa
ls. T
hey
can
use
evid
ence
from
thei
r te
sts
to it
erat
e on
thei
r gl
ue r
ecip
es to
bet
ter
mee
t de
sign
goa
ls.
8
Amplify Science © 2018 The Regents of the University of California
Properties of Materials—Lesson 1.1© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
1
Pre-Unit Writing: Observations and Ideas About Properties and Mixtures
My Notes on Materials
Directions:1. Carefully look at each material and feel it through the bag.2. For each material, write what you notice under It looks and It feels.3. If you think you know what a material is, write your idea under I think it is.
Material It looks It feels I think it is
A
B
C
D
This page is a copymaster and can be found in Digital Resources.
9
© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Properties of Materials—Lesson 1.1© 2016 The Regents of the University of California All rights reserved. Permission granted to photocopy for classroom use.
Name: _______________________________________ Date: ________________
2
Mystery Mixture
Directions:1. Carefully look at and feel the Mystery Mixture through the bag.2. Write what it looks and feels like on the lines.3. Circle the materials you think were used to make the mixture.
It looks ____________________________________________________________
__________________________________________________________________.
It feels ____________________________________________________________
__________________________________________________________________.
What materials were used to make the mixture? Circle the letters of those materials.
A B C D
Pre-Unit Writing: Observations and Ideas About Properties and Mixtures (continued)
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10
Amplify Science © 2018 The Regents of the University of California
© 2018 The Regents of the University of California 1Properties of Materials: Designing Glue (Grade 2)
Pre-Unit Assessment Questions
The Lesson 1.1 Pre-Unit Assessment Questions are a formative assessment tool designed to be
administered as students observe materials, discuss their thoughts in groups, and complete the two
written activities on the Pre-Unit Writing: Observations and Ideas About Properties and Mixtures
student sheet—My Notes on Materials and Mystery Mixture. These questions allow you to do fairly
quick, talk-based checks on how students are thinking about materials, mixtures, and their properties
prior to instruction. (Since second graders are still learning to read and write, talk can often be the best
way to get a sense of their ideas.) The questions are grounded in the conceptual understanding laid out
in the Progress Build for this unit. The information you gather from students’ explanations will help you
draw connections to students’ experiences and watch for alternate conceptions that might get in the
way of students’ understanding as they move forward through the unit. Insights from this assessment
may also serve as a baseline from which to gauge students’ progress over the course of the unit. Refer
to the Assessment Guide: Interpreting Students’ Pre-Unit Explanations About Properties of Substances
and Mixtures for specific guidance on the student experiences that are most relevant to this unit and
the common preconceptions to look out for.
This oral assessment tool consists of three parts. Each aligns with a different student activity.
Part 1: Materials
Students observe four materials: cinnamon, salt, flour, and cornstarch, and they record observation
notes on the My Notes on Materials activity (on the Pre-Unit Writing: Observations and Ideas About
Properties and Mixtures student sheet). The teacher asks individuals to describe the properties of each
material.
Part 2: Mixtures
Students consider the following question and discuss it with their group: If you were to mix two of the
materials, what might the mixture look and feel like? As groups discuss, the teacher circulates and asks
individual students to describe the properties of their imagined mixture.
Part 3: Mystery Mixture
Students observe a mystery mixture (comprised of salt and cinnamon) and try to determine which
two materials were combined to create it. They complete the Mystery Mixture activity (on the Pre-
Unit Writing: Observations and Ideas About Properties and Mixtures student sheet). As they work, the
teacher circulates and asks individuals to identify what the mixture consists of and to explain why they
think that.
Each part of the assessment tool includes two or three questions followed by a space in which to record
notes on students’ ideas. Teachers should feel free to take the notes that make the most sense for their
own students and class context. Depending on class size, it may not be possible to check in with each
student on every part of this Pre-Unit Assessment tool, but we recommend that teachers try to check
in with each student at least once during the class.
This page is a copymaster and can be found in Digital Resources.
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© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
© 2018 The Regents of the University of California 2Properties of Materials: Designing Glue (Grade 2)
Part 1: Materials Circulate among groups of four as students observe bags containing cinnamon (bag
A), salt (bag B), flour (bag C), and cornstarch (bag D) and record notes on the My Notes on Materials
section of the Pre-Unit Writing: Observations and Ideas About Properties and Mixtures student sheet.
Ask individual students to describe the properties of each material. Use the following questions as a
guide:
Questions:
A. What do you notice about _________________? (Teacher indicates one of the materials.)
B. If I needed to know if another sample was the same thing as this (teacher indicates the same
material as in question A), what should I look for?
C. Do you think these materials are four different things? Or could they all be the same thing?
Student Notes
A.
B.
C.
A.
B.
C.
A.
B.
C.
A.
B.
C.
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Amplify Science © 2018 The Regents of the University of California
© 2018 The Regents of the University of California 3Properties of Materials: Designing Glue (Grade 2)
Part 2: Mixtures Ask groups of students to consider and discuss the following question: If you were
to mix two of the materials, what might the mixture look and feel like? As groups discuss the question,
circulate from group to group and ask individual students to describe the properties of their imagined
mixture. Use the following questions as a guide:
Questions:
A. Which materials would you mix?
B. What would the mixture look like and feel like?
C. Why do you think it would look and feel like that?
Student Notes
A.
B.
C.
A.
B.
C.
A.
B.
C.
A.
B.
C.
This page is a copymaster and can be found in Digital Resources.
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© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
© 2018 The Regents of the University of California 4Properties of Materials: Designing Glue (Grade 2)
Part 3: Mystery Mixture Distribute the mystery mixture (in bag M). Have students observe the mixture
and determine which two materials were combined to create it. As they observe the mixture and
complete the Mystery Mixture section of the Pre-Unit Writing: Observations and Ideas About Properties
and Mixtures student sheet, circulate and ask these questions:
Questions:
A. Which two materials do you think were mixed together to make up the mystery mixture?
B. Why do you think the mixture is made from those two materials?
Student Notes
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
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Amplify Science © 2018 The Regents of the University of California
Investigation Notebook
Properties of Materials: Designing Glue
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© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
2
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Getting Ready to Read: What If Rain Boots Were Made of Paper?
Directions: 1. Before reading the book What If Rain Boots Were Made of Paper?,
read each sentence below.2. If you agree with the sentence, write an “A” on the line before the
sentence.3. If you disagree with the sentence, write a “D” on the line before the
sentence.4. After you read the book, see if your ideas have changed. Be ready to
explain your thinking.
________ Most rain boots are made of paper.
________ If pans were made of rubber, they would melt.
________ Cloth makes good bottles.
________ Gum used to be made of rubber.
________ One property of something is its smell.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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Amplify Science © 2018 The Regents of the University of California
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Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Reading Reflection: What If Rain Boots Were Made of Paper?
Match each item with the material from which it is made.
windows
rain boots
books
pans
candy
tables
pens
shirts
wood
paper
sugar
cloth
metal
glass
plastic
rubber
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
4
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Reading Reflection: What If Rain Boots Were Made of Paper? (continued)
If you were going to make the following things, what materials would you use? What materials would you not use?
Thing Materials I would use Materials I would not use
sockscottonclothyarn
milkmetalrubber
chair
telephone
hammer
cup
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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Amplify Science © 2018 The Regents of the University of California
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Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.2 (optional)
Multiple Meaning Words
Directions:Some words can mean more than one thing. For each word in the chart:
1. Read the sentence from the book What If Rain Boots Were Made ofPaper? that uses the word.
2. Read the two meanings the word can have.3. Decide which meaning the word has in the sentence from the book and
circle that meaning in the table.
Word Sentence from the book Meaning 1 Meaning 2
material Rubber is a great material for making rain boots.
fabric that clothes are made of
substances used to make things
design When you design something, it’s important to pick a material that will work.
to plan how to make something
something you draw
property Hardness is a property of most kinds of metal.
a piece of land something about a substance you see, hear, smell, taste, or feel
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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Amplify Science [ Status of the Class Data Collection and Organizational Tool ]
Teacher: Mr. Saturn Grade Level : 2 Date: 8 /2018 Unit Name: Properties of Materials Chapter: 1 Lesson: 1.2, Act. 3
A.) Determine the “Look For’s” for the On the Fly Assessment On-the-Fly Assessment 1: Making Predictions While Reading
B.) Rate the Look -Fors ‘3’ if student demonstrates a strong understanding ‘2’ if student demonstrates some understanding ‘1’- if student demonstrates no understanding
Look Fors Learner A
Learner B
Learner C
Learner D
Look for #1: Student participates in the Partner reading activity.
3 3 2 2
Look for #2: Student uses prior knowledge (what they already know) to make predictions about what they will learn.
2 1 1 3
Look for #3: Student is able to use clues in the text to make predictions about what they will learn.
2 2 2 2
Look for #4: Student adjusts predictions as they go along and the evidence used to support their predictions.
3 1 2 2
Look for #5: Student is able to elaborate when asked “What makes you think that?” or “Explain why you predict that may happen.”
1 1 2 2
C.) After data are collected for the OTF, analyze the student needs and refer to the NOW WHAT section for ideas on how to respond to your students’ needs.
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Amplify Science [ Status of the Class Data Collection and Organizational Tool ]
Learner Profiles
Learner A: Enjoys science and math. Loves to tell stories about her many travels and enjoys figuring out phenomena presented. While she finds verbal explanations to be sufficient, she does not find it necessary to elaborate on her ideas through written explanation or written argument. She often shuts down when pushed to provide supporting details in writing.
Learner B: Enjoys reading and writing. When provided a written assignment, he is anxious to provide lengthy written and verbal explanations. Although, this learner enjoys reading, writing and speaking he is challenged by sentence structure, spelling and staying on topic.
Learner C: This new student enjoys expressing himself through art and drawings. He is not a strong reader, yet, as English is his second language. This student has strong comprehension skills and has adapted to using the classroom artifacts to help him construct written explanations.
Learner D: Enjoys solving critical thinking problems and has rich science vocabulary. She works best when provided independent tasks and does not work well in collaborative group settings. She relies on step by step teacher validation and is not likely to complete a task without making sure her answer affirmed by an adult in the room.
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© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
7
Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.3
Observing the Wet Mystery Glues
Directions:1. Use your senses to observe each mystery glue.2. Write the properties of each mystery glue in the table below.
Properties of Mystery Glue A Properties of Mystery Glue B
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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Amplify Science © 2018 The Regents of the University of California
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Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 1.4
Providing Evidence: Mystery Glues A and B
Directions:1. Read the question below.2. Then, circle a claim.3. Record your evidence on the lines.
QuestionIs Glue A the same substance as Glue B?
Claim (Circle one.)
Yes, Glue A and Glue B are the same substance.
No, Glue A and Glue B are different substances.
How do you know? What is your evidence?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
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© 2018 The Regents of the University of California
Grade 2 Properties of Materials Participant Notebook
Ch Key concepts Design argument
1 Properties include how materials smell, look, taste, feel, and sound. (1.2)
Different materials have different properties. (1.3)
You can tell if materials and substances are different by observing their properties or by testing them. (1.4)
Properties of mixtures can change when other ingredients are added. (1.5)
Properties of substances are the same whether you have a small amount or a large amount. (1.7)
The design goal is to make a glue that is sticky. The ingredients that will best meet the design goal for my glue are flour, cornstarch, and water. I know this because the mixture of flour and water did best on the sticky test. The most beans stayed stuck to the paper. The mixture of cornstarch and water did second best on the sticky test. That is how I know that flour, cornstarch, and water are the ingredients that would best meet the design goal of making sticky glue.
2 When a substance is heated or cooled, its properties can change. (2.1)
Some substances change back to the way they were before they were heated or cooled. (2.2)
If a substance doesn’t change back to the way it was, it has become a different substance. (2.2)
The design goal is to make a glue that is sticky. We should heat the mixture. I know that we should heat the mixture because I observed that when it is heated, it becomes a new, stickier substance than before it was heated. I also observed that the heated cornstarch and water mixture did better on the sticky tests than the mixture that wasn’t heated. I read in the Handbook of Interesting Ingredients that cornstarch becomes thick when heated and gets sticky when it starts to dry out. This is why I think we should heat it.
3 Mixtures may have a combination of the properties of their ingredients. (3.2)
Mixtures may have some of the properties of their ingredients. (3.4)
Mixtures can be designed for certain purposes by using ingredients with certain properties. (3.4)
My design goals are to make a glue that is sticky, strong, and thick. Heated gelatin and water and heated cornstarch and water will make glue that is sticky, strong, and thick. I know this because the heated gelatin mixture and the heated cornstarch mixture did the best on the strength test. Each of those mixtures held 22+ washers. I also read that heated gelatin and water makes a mixture thick, and cornstarch can become sticky with hot water. This is why I think it would be good to use these ingredients in my glue.
Connecting key concepts to chapter explanations
Properties of Materials
Directions:
1. For each chapter, read the key concepts, then the explanation.
2. With a partner, discuss how the key concepts connect to the explanation.
3. Make annotations about the connections.
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Name: _______________________________________ Date: ________________
Notes for Our Glue Recipe
Directions:1. Complete the sentence to tell what your design goals are.2. With your partner, decide whether your glue is Glue 1 or Glue 2.3. In the table, record the ingredients you plan to mix together to make your
glue. Circle how many spoonfuls you will add of each ingredient.4. Then, predict how many washers your glue will hold in the strength test.
Our glue must be sticky, strong, and __________________________________
__________________________________________________________________.
What is your glue called? Circle it.
Glue 1 Glue 2
Ingredient Spoonfuls added
Strength test prediction: _____________________ washers
Properties of Materials—Lesson 3.5
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Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 3.5
Designing a Toothpaste Mixture
Oh no! You’ve run out of toothpaste! Luckily you have some ingredients that may help you design a toothpaste.
Here are your ingredients and their properties:
Ingredient Properties
Mint green, tastes minty, smells minty
Cornstarch white, makes mixtures thick and sticky after heating
Flourpowder, can be tan colored, makes a mixture hard when dry
Baking soda
white powder, made of tiny crystals, makes a mixture good for cleaning
Oil thick, makes a mixture slippery
Cinnamonadds a spicy smell and flavor to a mixture, covers up bad smells
Water clear, thin, runny, pourable
Which properties would you like your toothpaste to have?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 3.5
Designing a Toothpaste Mixture (continued)
Which of the ingredients would you choose to make a toothpaste that meets your design goals? Why would you choose those ingredients?
Ingredient I would choose
Reason
Which of the ingredients would you not choose? Why would you not choose those ingredients?
Ingredient I would not choose
Reason
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Name: _______________________________________ Date: ________________
Properties of Materials—Lesson 3.5 (optional)
Chapter 3: Check Your Understanding
This is a chance for you to reflect on your learning so far. This is not a test. Be open and truthful when you respond.
Engineers design mixtures for certain purposes. Am I getting closer to figuring out how to make a good glue to use at school?
I understand how to describe the propertiesof a material like glue. _____ Yes _____ Not yet
I understand how mixtures made ofdifferent ingredients can make glue thathas different properties. _____ Yes _____ Not yet
I understand that heating or cooling canchange the properties of ingredientsthat are mixed to make glue. _____ Yes _____ Not yet
I understand that scientists and engineers lookfor causes and effects, like how ingredients cancause the properties of mixtures to change. _____ Yes _____ Not yet
What are you still wondering about your glue mixture, its ingredients, or their properties?
___________________________________________________________________
___________________________________________________________________
Make a drawing if it helps you explain your thinking. Label your drawing.
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Keeping Diverse Learner Needs in Mind Reflection Tool
Unit Name: ________________________________ Chapter #: _____ Lesson #: _____
Circle the Selected Learner Profile: A B C D
Directions: Reflect on each lesson activity and jot down strategies to support the student you selected from the Learner Profile.
Lesson Activity
My Student May be Challenged by...
Suggestions from the Differentiation Brief
Suggestions from my own Teacher Toolkit
1
2
3
4
5
Take a Moment: How will this activity influence your planning practices?
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Name: _______________________________________ Date: ________________
1
End-of-Unit Writing: Arguing About a Final Glue Design
Directions: Complete the sentences in the letter to the principal and in the table below.
Dear Principal ____________________________________,
As you know, my class has been working to create a better glue for our school. First, we chose the properties we wanted our glue to have and decided on our design goals. These are my design goals:
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
Then, we observed and tested many ingredients. The table below shows the final glue ingredients I have chosen and their properties.
Ingredient Properties
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Name: _______________________________________ Date: ________________
2
I chose these ingredients because _____________________________________
___________________________________________________________________
__________________________________________________________________.
The properties of my final glue are ____________________________________
___________________________________________________________________
__________________________________________________________________.
I know that my glue meets each design goal because ____________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
I hope you will use my glue recipe for our school’s new glue!
Sincerely,
____________________________________________
End-of-Unit Writing: Arguing About a Final Glue Design (continued)
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Grade 2: Unit 2 - Properties of Materials Sample Rubric Compilation & Scoring Guide for the End of Unit Assessment (Lesson 4.4)
Criteria 0 1 2 3 4
Responsive/Supportive
Does the argument propose a claim that addresses how the solution meets each design goal?
Is evidence connected to each design goal in a way that is likely to convince the audience that the proposed solution is the best one?
No or inaccurate Argument
The argument proposes a claim that does not address how the solution meets each design goal & does not contain supporting evidence
The argument proposes a claim that addresses how the solution meets some design goals but does not have convincing supporting evidence connected
The argument proposes a claim that addresses how the solution meets each design goals and convincing supporting evidence connected
The argument proposes a claim that addresses how the solution meets each design goal and convincing supporting evidence connected along with an accurate counter argument
Clear and Well Organized
Is the argument structured in a way that clearly communicates to the audience why the proposed solution is best?
No or inaccurate Argument
The argument is not structured in a way that clearly communicates why the solution is best
The argument is structured in a way that somewhat communicates why the solution is best
The argument is structured in a way that clearly communicates why the solution is best
The argument is structured in a way that clearly communicates why the solution is best and provides additional supporting details and appropriate science vocabulary
Consistent with accepted science ideas and available data - (Part 1)
Does the argument include the relevant science ideas and data?
No or inaccurate Argument
Argument does not show understanding of the inherent properties of materials and that mixtures are composed of particular combinations of materials.
Argument shows some understanding of the inherent properties of materials and /or that mixtures are composed of particular combinations of materials.
Argument shows understanding of the inherent properties of materials and that mixtures are composed of particular combinations of materials as well as references relevant science ideas and data.
Argument shows understanding of the inherent properties of materials and that mixtures of are composed of particular combinations of materials as well as references two or more ideas and data.
Consistent with accepted science ideas and available data - (Part 2)
Does the argument include the relevant science ideas and data?
No or inaccurate Argument
Argument does not show understanding that mixtures are made up of particular combinations of materials.
Argument shows some understanding that mixtures are made up of particular combinations of materials.
Argument shows clear understanding that mixtures are made up of particular combinations of materials and references a relevant science idea and data.
Argument shows understanding that mixtures are made up of particular combinations of materials and references two or more ideas and data to support their thinking.
Grounded in Evidence
Does the argument rely on the idea that causes generate observable patterns?
No or inaccurate Argument
Argument does not rely on the idea that causes generate observable patterns
Argument somewhat relies on the idea that properties of the ingredients will cause predictable properties.
Argument presents evidence based ideas about predictable patterns, the properties of the ingredients will cause the mixture to have predictable properties.
Argument presents evidence based ideas and sites the sources of evidence of predictable patterns properties of the ingredients will cause the mixture to have predictable properties.
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Amplify Science © 2018 The Regents of the University of California
Preparing to teach
Directions:1. Navigate to the Chapter 1 landing page in the Teacher’s Guide and read the Chapter Overview.
2. Navigate to Lesson 1.1 and use the table below to guide your planning.
Consider Read
Lesson Purpose
• What is the purpose of the lesson?
• How do the activities in this lesson fit together to support students inachieving this purpose?
Lesson Brief:
• Overview
• Standards
Preparing
• What materials do you need to prepare?
• Is there anything you will need to project?
• Will students need digital devices?
• Are there partner or grouping structures you need to plan for?
• Are there activities you need to practice before showing students?
• Are there space considerations to think about (e.g., outside observation, projections, whole-group floor space)?
• Are there documents in Digital Resources that you need to review(e.g., Assessment Guide)?
Lesson Brief:
• Materials andPreparation
• Unplugged
• Digital Resources
Timing
• How will teaching this lesson fit into your class schedule?
• Will you need to break the lesson into activities over several days?
Teaching the Lesson
• Are there specific steps you have questions about?
• What challenges might you encounter in teaching this lesson, and howmight you address these challenges?
Lesson Brief:
• Lesson at a Glance
Instructional Guide:
• Step-by-Step tab
• Teacher Support tab
Supports and Challenges
• What might be challenging for your students?
• What additional supports can you plan for individual students?
Lesson Brief:
• Differentiation
Instructional Guide:
• Teacher Support tab
*If you have additional time, continue planning with Lesson 1.2.
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Grade: ___________________ Unit Name:___________________________________________________
Scoring Guide for the End of Unit Assessment (Template)
Criteria 0 1 2 3 4
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Amplify Science [ Status of the Class Data Collection and Organizational Tool ]
Teacher: Grade Level : Date: Unit Name: Chapter: Lesson:
A.) Determine the “Look For’s” for the On the Fly Assessment On-the-Fly Assessment # ____:
B.) Rate the Look -Fors ‘3’ if student demonstrates a strong understanding ‘2’ if student demonstrates some understanding ‘1’ if student demonstrates no understanding
Students Look For #1 Look For #2 Look For #3 Look For #4 Look For #5
35
Amplify Science © 2018 The Regents of the University of California
Amplify Support
Program GuideGlean additional insight into the program’s structure, intent, philosophies, supports, and flexibility.my.amplify.com/programguide
Amplify HelpFind lots of advice and answers from the Amplify team. my.amplify.com/help
Customer careSeek information specific to enrollment and rosters, technical support, materials and kits, and teaching support, weekdays 7AM-7PM EST.
800-823-1969
Amplify Chat
When contacting customer care, be sure to:
• Identify yourself as an Amplify Science user.
• Note the unit you are teaching.
• Note the type of device you are using (Chromebook, iPad, Windows laptop, etc.).
• Note the web browser you are using (Chrome or Safari).
• Include a screenshot of the problem, if possible.
• Cc: your district or site IT contact.
36
© 2018 The Regents of the University of California
Notes
Grade 2 Properties of Materials Participant Notebook
37
Amplify Science © 2018 The Regents of the University of California
Notes
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