Participant Notebook - Amplify

Participant Notebook Supporting Diverse Learner NeedsGrade 2: Properties of Materials

New York City Schools

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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


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


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



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



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




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


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



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)


10


© 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.


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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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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.


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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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Investigation Notebook

Properties of Materials: Designing Glue

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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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3

Name: _______________________________________ Date: ________________


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


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4

Name: _______________________________________ Date: ________________


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


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5

Name: _______________________________________ Date: ________________


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


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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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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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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


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10

Name: _______________________________________ Date: ________________


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?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


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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.

24

61

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


25

62

Name: _______________________________________ Date: ________________


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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63

Name: _______________________________________ Date: ________________


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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64

Name: _______________________________________ Date: ________________


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?


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?


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?


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?


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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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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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

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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

[email protected]

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.

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Notes


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Notes

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Participant Notebook - Amplify

Documents

Transcript of Participant Notebook - Amplify