ALEX Classroom Resource

  

States of Matter | States of Water

  Classroom Resource Information  

Title:

 States of Matter | States of Water

URL:

 https://aptv.pbslearningmedia.org/resource/reach-with-stem-states-of-matter-states-of-water/states-of-water/

Content Source:

 PBS
Type: Interactive/Game

Overview:

Experiments are cool with a curious baby polar bear and his who, what, when, where, and why questions about the three states of matter. In this interactive lesson, students get hands-on with ice and record their observations through drawing and writing.

Content Standard(s):
Science
SC2015 (2015)
Grade: 2
1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

NAEP Framework
NAEP Statement::
E4.6: Some Earth materials have properties either in their present form or after design and modification that make them useful in solving human problems and enhancing the quality of life, as in the case of materials used for building or fuels used for heating and transportation.

NAEP Statement::
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

NAEP Statement::
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.

Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Conduct an investigation to produce data that is used as evidence to describe and classify various substances according to physical properties.
Teacher Vocabulary:
  • Solid
  • Liquid
  • Physical Properties
  • Investigate
  • Classify
  • Opaque
  • Transparent
  • Translucent
  • Rough
  • Smooth
  • Float
  • Sink
  • Shape
  • Various
  • Substances
  • Conduct
  • Describe
Knowledge:
Students know:
  • Different kinds of matter exists.
  • Properties of both solids (opaque, transparent, translucent, rough, smooth, float, sink, has its own shape) and liquids (color, assumes shape of container, opaque, transparent, translucent).
  • Many types of matter can be either solid or liquid, depending on temperature.
Skills:
Students are able to:
  • Plan and conduct an investigation to produce data that is used to describe and classify substances according to physical properties.
Understanding:
Students understand that:
  • Observable patterns in the properties of materials provide evidence to classify the different kinds of materials.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.1- Participate in investigations to describe and sort various substances according to physical properties.
Science
SC2015 (2015)
Grade: 2
4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

NAEP Framework
NAEP Statement::
P4.6: One way to change matter from one state to another and back again is by heating and cooling.

Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
Students:
  • Construct an argument with evidence to support a claim that some changes in matter caused by heating and cooling can be reversed and some cannot.
Teacher Vocabulary:
  • Properties
  • Evidence
  • Change
  • Matter
  • Heating
  • Cooling
  • Reversible
  • Irreversible
Knowledge:
Students know:
  • Characteristics of materials before heating or cooling.
  • Characteristics of materials after heating and cooling.
  • Characteristics of materials when heating or cooling is reversed.
Skills:
Students are able to:
  • Analyze evidence to support a claim that heating and cooling causes change in matter.
Understanding:
Students understand that:
  • Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.2.4- Predict changes to matter, reversible and irreversible, that may occur when matter is heated or cooled (e.g., heating or freezing water, boiling an egg, baking a cake).
English Language Arts
ELA2021 (2021)
Grade: 2
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
Unpacked Content
Teacher Vocabulary:
4.
  • Orally
  • Who, what, when where, why, and how questions
  • Complete sentences
  • Key ideas
  • Key details
Knowledge:
4. Students know:
  • Key ideas and details should be included when answering questions.
  • Complete sentences, which contain a subject and a predicate, should be used when answering questions.
  • Who, when, and where questions will have a concrete, objective answer.
  • What, why, and how questions may have a more abstract, subjective answer.
Skills:
4. Students are able to:
  • Orally answer questions about a text or conversation using complete sentences that provide information about key ideas and details.
  • Orally answer who, what, when, where, why, and how questions about a text or conversation with appropriate key ideas and details.
Understanding:
4. Students understand that:
  • When answering who, what, when, where, why, and how questions they should provide key ideas and details from a text or conversation to demonstrate their comprehension.
  • Speaking in complete sentences helps them clearly communicate their message and their understanding.
Tags: gas, liquid, matter, solid, water
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Author: Stephanie Carver
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