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Science Curriculum

Grade 2 Unit # 3 Solids and Liquids

Grade Two Unit Three Solids and Liquids

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Course Description In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students build on the science concepts of growth and development of plants and animals from grades K–1 by observing new organisms over time. Students see the life cycles of insects unfold in real time and compare the stages exhibited by each species to reveal patterns. At the same time, students grow one type of plant from seed and observe it through its life cycle to produce new seeds. They gain experience with the ways that plants and insects interact in feeding relationships, seed dispersal, and pollination, and students develop models to communicate their understanding. In unit three, students build on the science concepts of matter and its interactions developed in kindergarten using new tools to enrich observations. Students observe, describe, and compare properties of solids and liquids. They conduct investigations to nd out what happens when solids and water are mixed and when liquids and water are mixed. They use their knowledge of solids and liquids to conduct an investigation on an unknown material (toothpaste). They gain firsthand experience with reversible changes caused by heating or cooling, and read about changes caused by heating that are irreversible. In unit four, students use simple tools to observe, describe, analyze, and sort solid earth materials and learn how the properties of the materials are suited to different purposes. The investigations complement the students’ experiences in the Solids and Liquids Module with a focus on earth materials and the influence of engineering and science on society and the natural world. Students explore how wind and water change the shape of the land and compare ways to slow the process of erosion. Students learn about the important role that earth materials have as natural resources. Throughout all units, students engage in science and engineering practices to collect and interpret data to answer science questions, develop models to communicate interactions and processes, and define problems in order to compare solutions. Students gain experiences that will contribute to understanding of crosscutting concepts of cause and effect; scale, proportion, and quantity; energy and matter; and stability and change.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

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Pacing Chart This pacing chart is based upon 160 minutes of instruction per cycle.

Unit 1 Engineering Challenge 2 weeks

Unit 2 FOSS Insects & Plants 11 weeks

Unit 3 FOSS Solids & Liquids

11 weeks

Unit 4 FOSS Pebbles, Sand & Silt 10 weeks

Culminating Projects 2 weeks

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Unit Summary

The Solids and Liquids Module provides experiences that heighten primary students’ awareness, curiosity, and understanding of the physical world and provides opportunities for young students to engage in scientific and engineering practices. Matter with which we interact exists in three fundamental states: solid, liquid, and gas. In this module, students will • Investigate and sort objects based on their properties. • Observe, describe, and compare the properties and behaviors of solids and liquids. Record observations with pictures, numbers, and words. • Recognize the properties of solid materials that make them appropriate for tower construction; build towers. • Combine and separate solid materials of different particle sizes using tools. • Observe, describe, and record what happens when solids and water are mixed and when liquids and water are mixed. • Use knowledge to conduct an investigation on an unknown material (toothpaste). • Observe and describe changes when solids and liquids are heated and cooled.

Student Learning Objectives

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Examples of properties could include strength, flexibility, hardness, texture, and absorbency.

2-PS1-3 Make observations to construct an evidence-based account of how an object of a small set of pieces can be disassembled and made into a new object. Examples of pieces could include blocks, building bricks, or other assorted materials.

2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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NJDOE Student Learning Objective

Essential Questions Content Related to DCI’s

Sample Activities Resources

Investigation 1:

Solids

Students will be able to plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

2-PS1-1

How can solid objects be described?

What are solid objects made of?

Can two or more objects have the same property?

What objects are useful for building towers?

Are there solid objects outdoors?

● Solid is one state or phase of matter.

● Objects are described and identified by their properties.

● Objects are made of one or more materials.

● Natural and human-made objects occur outdoors.

Students explore solid objects, such as pieces of wood, plastic, and metal. Students observe, describe, and sort the objects according to their properties. They construct towers (and other structures), using the properties inherent in the materials to accomplish the task. Students discover solid objects in the schoolyard environment, and sort the found objects into natural and human-made. Bag of Rocks - Introduce the term SOLIDS & Bag of Water - Introduce term LIQUID. 3rd container is full of air - it appears empty. Introduce term GAS. Observe with your senses how 4 solid objects look, feels, smell, etc. (using senses) Introduce term physical properties. Create vocabulary cards with properties. What are they made of? Introduce word Material Compare objects based on properties and materials. Group objects based on a similar property. Build a tower based on what you know about a material’s properties - ENGINEERING CHALLENGE

Science Resources Book “Everything Matters” “Solid Objects and Materials” “Towers” Embedded Assessment Science notebook entries Teacher observations Scientific practices Benchmark Assessment Investigation 1 I-Check

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Go for a walk and look for solid materials Have students bring in a solid from home

Investigation 2:

Liquids

Students will be able to analyze data obtained from testing different materials to determine which materials have the properties that classify them as a liquid.

2-PS1-2

How are liquids different from each other?

How can liquids be described?

How do liquids change in containers?

Where are liquids outdoors?

● Liquid is one common state of matter.

● Liquids move freely in containers.

● Liquids have many properties that help identify them.

● Liquids take the shape of their containers.

● The surfaces of liquids are flat and level.

● Liquids pour and flow.

Students investigate liquids in a variety of settings to become familiar with their properties. They rehearse precise liquids vocabulary, using liquid properties cards. Students use representational materials to enhance their understanding of the unique behaviors of liquids. Students explore the properties of water puddles in the schoolyard. Have bottles filled with different liquids. Ask if there are solid objects in the bottles. Introduce the term liquids. Ask : How are liquids different from each other. Observe properties of liquids at each station. ● Are all the liquids the same? How are they different? ● Do all the liquids move the same? ● What happens to the liquids when you slowly tip the bottles

on their sides? When you turn them upside down? ● What happens to the liquids when you spin the bottles? ● What happens to the liquids when you roll the bottles

across a flat table or down a ramp? Which bottles roll best? ● What happens to the liquids when you shake the bottles? ● Can you make a tornado in the bottles? Which ones?

Rotate and discuss exploration. Introduce transparent and translucent with posters. Introduce Go Fish and Memory Games. Identify 7 liquids and review vocabulary. Have level liquids. Do Liquid Level in a bottle Activity. Focus on How liquids change in containers. Liquid Level Drawings.

Science Resources Book “Liquids” Embedded Assessment Science notebook entries Teacher observation Benchmark Assessment Investigation 2 I-Check Exploring Liquids and Solids - See resource Folder

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Discuss the word Level. Falling-Bottle puzzle Liquids outdoors. Introduce puddle. Go outside and observe puddle water. Make your own puddle. Describe puddle making. Discuss results. Make a whole-class puddle. On a rainy day, put powdered tempera paint on paper. Place on a cookie sheet and set outdoors. Talk about the patterns of colors that the rain makes. How big are the drips? Do the same activity on a sunny day using spray bottles. Compare the difference between the rain painting and the spray bottle painting. See resource Folder

Investigation 3:

Bits and Pieces

Students will be able to . make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

2-PS1-3

Are these materials solid or liquid?

How can mixtures of particles be separated?

How do particles of solids move in bottles?

Which screens can separate beads?

Are there little pieces of solid

● Solid materials can occur as masses of small particles.

● A mass of particulate matter can form piles and support a denser object on its surface.

● Particulate solids can be separated by size (with screens).

● Masses of

Students work with beans, rice, and cornmeal to find out how solids behave when the pieces are small. Students shake, rattle, and roll the materials in bottles, pour them from container to container, and separate them by using screens. Students go outdoors to find particulate solid materials. Students observe the particles when poured on a flat surface and compare the particles to water on the same surface. Materials in a container and ask if they are solid or liquid. Compare materials to previous solids and liquids. Introduce Particle. How can mixtures of particles be separated? Students will

Science Resources Book “Pouring” “Comparing Solids and Liquids” Embedded Assessment Teacher observations Scientific practices Benchmark Assessment Investigation 3 I-Check Bead Mix Activity. -

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material outdoors? particulate matter can pour.

● The surface of a mass of particles is not flat and level.

● Particulate matter occurs naturally in the outdoors.

work to separate materials. Have solids in bottles. Describe filling the bottles. Complete the distance challenge.

● Ask students which material in a bottle will roll the farthest when released from the top of the ramp. Ask them to pair up, and share their prediction with a partner. They should also explain why they selected that material in a bottle.

Start charting similarities and differences between solids and liquids. Bead Mix Activity. - See resource Folder Spills Activity - Using Cornmeal or Rice, Are there little pieces of solids. Go Outdoors and look. Use a sharing circle to discuss particle sizes. Compare sies and pouring.

See resource Folder

Investigation 4:

Solids, Liquids, and Water

Students will be able to construct an argument with evidence that some changes caused by heating or cooling can be

What happens when solids are mixed with water? What happens when liquids are mixed with water? Is toothpaste solid or liquid? How do properties of

● Some solids change when mixed with water; others do not.

● Some solids dissolve in water.

● Water can be separated from a mixture through

Students investigate interactions between solids and water and liquids and water. They observe, describe, record, and organize the results. Students test toothpaste to determine if it is a solid or a liquid. They investigate melting and freezing of familiar liquids. Students collect solid materials outdoors and mix them with water. Students look for changes in the color and clarity of the water as evidence that something mixed with the water. What happens when solids are mixed with water? Get bags

Science Resources Book “Mix It Up!” “Heating and Cooling” Embedded Assessment Science notebook entries Teacher observation Scientific practices

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reversed and some cannot.

2-PS1-4

materials change when they are heated or cooled? What happens when you mix water with solid plant material collected outdoors?

evaporation; evaporation leaves the solid behind.

● Some liquids mix with water; others form layers.

● Some materials have properties of both solids and liquids.

● Melting is the change from solid to liquid.

● Freezing is the change from liquid to solid.

● Heat causes materials to melt; cold causes them to freeze.

of solids. Prepare and distribute bags. Notebook entry. Add water. Share observations. Store bags. Observe over time. Record and organize changes. Can you separate mixtures?Separate and dry. Observe dry solids to originals. Discuss evaporations. Observe crystals. Develop models for the words mixture, dissolve, evaporate. Mixing liquids with water activity. Observe bottles before shaking. Roll and shake bottles. Observe. Let bottles settle. Observe. Is toothpaste solid or liquid? Design an investigation to test. Set up water investigation. Make notebook entry. Shake bottle and record. Discuss evidence for claims. Chart arguments. Try separating. Changing properties. How do materials change when they are heated or cooled? Hot Water lab. Discuss changes of properties - heating.Do cooling activity. Observe results of freezing. Discuss changes. What happens when you mix water and plant material collected outdoors? Discuss what materials you might use. Go outside and collect materials. Make Tea & Share results. Label and store tea bottles.

Benchmark Assessment Investigation 4 I-Check

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Unit Project (Choose 1)

Read Dr. Seuss book called Bartholomew and the Oobleck and make Oobleck Discuss other things that act like Oobleck (Example: When getting ketchup out of a glass bottle, it is better to hold it and wait than hit the bottom of the container) Record in lab notebooks how it moves, feels, etc. Extension - Dancing Oobleck

The Science of Slime Make slime with different ratios of the ingredients

Solution # Parts A Parts B

1

2

3

Make predictions about..

● Which slime will be able to stretch the most? ● Which slime will be able to roll into a ball the best? ● Which would keep its shape? ● Would it bounce? ● Which will weigh the most?

What It Looks Like in the Classroom

In this unit of study, students investigate cause-and-effect relationships between matter and energy as they analyze and classify materials that undergo change. Throughout the unit, students will construct explanations and engage in argument from evidence as they investigate the ways in which matter can change and determine whether or not a change is reversible. In Unit 2, Properties of Matter, students engaged in the engineering design process in order to understand that different properties are suited to different purposes. Students use this understanding as they construct evidence-based accounts of how an object made of small

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pieces can be disassembled and made into new objects. In order to do this, they need multiple opportunities to take apart and reassemble objects that are made of small pieces. For example, using blocks, building bricks, and other small objects such as Legos, small groups of students can build an object, and then a second group of students can take the object apart and build another object using those same small blocks or bricks. As students construct and deconstruct objects, then reconstruct the pieces into new objects, they should document the process in their science journals, explaining how they went about reconstructing the pieces into a new object. After students have worked through and documented this process, ask them, “Are the changes you made to each of the original objects reversible? Can we disassemble the new objects and use the pieces to reconstruct the original object? After class discussion, ask students, “Are all changes reversible?” This should lead to opportunities for students to observe changes caused by heating or cooling. With close supervision and guidance by teachers, students can investigate such changes as heating or cooling butter, chocolate chips, or pieces of crayon, freezing water, and melting ice. They can observe an egg before and after cooking or a small piece of paper or cardboard before and after burning. As they attempt to reverse changes, they will also notice that all events have causes that generate patterns of change that can be observed and predicted. Through these types of experiences, students will recognize that some changes caused by heating or cooling can be reversed and some cannot, and they can use evidence from their investigations to support their thinking.

Modifications

(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)

● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.

● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling).

● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).

● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences).

● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate

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their understandings.

● Use project-based science learning to connect science with observable phenomena.

● Structure the learning around explaining or solving a social or community-based issue.

● Provide ELL students with multiple literacy strategies.

● Collaborate with after-school programs or clubs to extend learning opportunities.

● Restructure lesson using UDL principles (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

Research on Student Learning

Prior Learning

● In Unit 2, Properties of Matter, students described and classified different kinds of materials based on their observable properties. They also tested different materials to determine which have properties that are best suited for an intended purpose.

Future Learning

Grade 4 Weathering and Erosion • Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

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Grade 5 Properties of Matter • Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) • Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. Changes to Matter • When two or more different substances are mixed, a new substance with different properties may be formed. • No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Note: Mass and weight are not distinguished at this grade level.) • The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. Matter and Energy in Ecosystems • The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

Interdisciplinary Connections

English Language Arts

The CCSS for English Language Arts can be incorporated in this unit in a number of ways. Students can participate in shared research, using trade books and online resources, to learn about the properties of matter. As students explore different types of materials, they can record their observations in science journals, and then use their notes to generate questions that can be used for formative or summative assessment. Students can add drawings or other visual displays to their work, when appropriate, to help clarify their thinking. To teach students how to describe how reasons support specific points an author makes in a text,

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teachers can model the comprehension skill of main idea and details using informational text about matter. Technology can be integrated into this unit of study using free software programs (e.g., Animoto) that students can use to produce and publish their writing in science.

Mathematics

Throughout this unit of study, students have opportunities to model with mathematics and reason abstractly and quantitatively. During investigations, students can collect and organize data using picture graphs and/or bar graphs (with a single-unit scale). This can lead to opportunities to analyze data and solve simple put together, take-apart, and compare problems using information presented in these types of graphs. Some examples of ways to sort and classify materials in order to create graphs include:

● Classifying materials as solids, liquids, or gases. ● Classifying materials by color, shape, texture, or hardness. ● Classifying materials based on what they are made of (e.g., wood, metal, paper, plastic). ● Classifying materials based on potential uses.

With any graph that students create, they should be expected to analyze the data and answer questions that require them to solve problems.

Unit Vocabulary

bend build color

construct corner curve

cylinder engineer

flat flexible

gas group

bubbly color

colorless flow

foamy level liquid pour

property shake

surface tornado

cornmeal different

full funne grain large

lima bean medium mixture

mung bean particle

pile

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hard liquid

observe opaque pointed

predictions property

rigid rough

scientist shape

smooth soft solid sort

straight texture tower

transparent

translucent transparent

viscous

pinto bean pour

powder rice

same scoop screen

separate sieve sift size

small oobleck

Educational Technology Standards

8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.C.1, 8.1.2.D.1, 8.1.2.E.1, 8.1.2.F.1

➢ Technology Operations and Concepts

o Identify the basic features of a computer and explain how to use them effectively. o Create a document using a word processing application. o Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

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o Enter information into a spreadsheet and sort the information. ➢ Creativity and Innovation

o Illustrate and communicate original ideas and stories using multiple digital tools and resources. ➢ Communication and Collaboration

o Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools and social media.

➢ Digital Citizenship o Develop an understanding of ownership of print and non-print information.

➢ Research and Information Literacy o Use digital tools and online resources to explore a problem or issue.

➢ Critical Thinking, Problem Solving, and Decision-Making o Use geographic mapping tools to plan and solve problems.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

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CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.

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CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Appendix A: NGSS and Foundations for the Unit

Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.] (2-PS1-3)

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.] (2-PS1-4)

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

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Analyzing and Interpreting Data

· Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)

Constructing Explanations and Designing Solutions

· Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (2-PS1-3)

Engaging in Argument from Evidence

· Construct an argument with evidence to support a claim. (2-PS1-4)

PS1.A: Structure and Properties of Matter

· Different properties are suited to different purposes. (2-PS1-3)

· A great variety of objects can be built up from a small set of pieces. (2-PS1-3)

PS1.B: Chemical Reactions

· Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4)

Cause and Effect

· Events have causes that generate observable patterns. (2-PS1-4)

Energy and Matter

· Objects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

· Science searches for cause and effect relationships to explain natural events. (2-PS1-4)

English Language Arts Mathematics

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2-PS1-4) RI.2.1

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4) RI.2.3

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Describe how reasons support specific points the author makes in a text. (2-PS1- 4) RI.2.8

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2-PS1-4) W.2.1

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-3) W.2.7

Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-3) W.2.8

Rubric(s):

Field Trip Ideas: NY Hall of Science, Liberty Science Center, Passaic County Sewerage Commission