Name: Dylan Brooks Intended Curriculum

Grade Level: 2nd

Time (needed for lesson): 30 minutes

SC Science Academic Indicators: 2-4.1 Recall the properties of solids and liquids. 2-1.1 Carry out simple scientific investigations to answer question about familiar objects and events. Goals: In this lesson, students will demonstrate a practical application of the shape of solids specifically that some solids rolls and others stack and students will practice their scientific reasoning skills during their investigations. Science Ideas: It is important for students to know how to apply the results of their tests to sort the solids into groups and to be able to discuss the characteristics of the solids that both roll and stack. Although the students continue to describe, compare, and sort solids in this lesson, the activities differ from those in the previous lesson in two different ways. First, the number of groups into which the students sort the solids is predetermined (roll, stack and both). Secondly, students during this lesson are required to not only observe, but to conduct simple tests to determine their properties. This lesson is another important step before introducing liquids, because students are allowed to explore and observe that the shape of a solid affects its movement. Implemented Curriculum Engage: This section will be to remind students of what we covered in the previous lesson and to get them to think about how the shape of a solid could affect its function. 1. Students will remain seated at their desks during initial discussion. Can anyone raise their hand and remind me what we talked about yesterday during science? The most likely answer should be matter or solids. Yes and when we began to sort the solids, what did we use to put them into groups? The students should answer with properties or traits. If they need further help ask, When we sorted the solids by shape or color what were those? This will serve as an informal pre- assessment of the information retained from the previous lesson. 2. When you see a car or motorcycle going down the highway, what is it doing? What part of the vehicle is making it roll or move forward? The students should quickly come up with the answer of wheels or tires. Yes the car is rolling on its wheels. Why do you think a wheel is able to roll? The most likely answers are because it is round or because it doesnt have sides/edges. Exactly. Wheels are able to move because they are round and they do not have something from preventing it from rolling, like a cube or a block. Can anyone share another solid that rolls? Some expected answers would be a ball, pencils, etc. 3. Okay, now I want you to look at the blocks behind me that make up the wall. The blocks are solids, correct? Do you notice anything about their shape that gives them the ability to stack? The most likely answer is that they have flat sides or corners.

Explore: In this section the students will explore and investigate the different properties of each solid that either make the roll, stack or both. Materials: For each student: 1 science journal and pencil For each group: 1 copy of Venn Diagram handout and 1 set of The 20 Solids. Each set of solids include; blue plastic spoon, blue rubber ball, blue wood cube, blue Unifix cube, red wood golf tee, red pipe cleaner, red octagonal jewel, Red plastic button, ping-pong ball, small plastic spoon, plastic cup lid, Stainless steel ball, steel washer, steel nut, jumbo metal paper clip, brass washer, bobby pin, acrylic cube, acrylic cylinder and a cork. For Whole Group: Venn Diagram graphic for the SMART board with graphics of the solids. (If an interactive white board is not available, a large piece of chart paper would work as well with printed pictures of the items.) Today I am going to give each group the same bag of solids from the last lesson. This time I want you conduct an experiment with each item to test whether it rolls, stacks, or both. I am also going to give you a Venn Diagram to use during your investigation. Who can raise their hand and tell me what they remember about a Venn Diagram? The students should easily recall this information because they have been frequently working with this graphic organizer in ELA during the past weeks. The sides of the diagram will be either roll or stack. What would go in the middle? The students should respond with both or something similar. I want you and your partner(s) to work together to decide which category each item should be placed in. You can write the item, draw the item, or simply place the item in the diagram. I know that some of the items do not want to cooperate and stay in one place. Also, I want you guys to remember that some of these items, like the golf tee, could possibly hurt you or your partner. So I want you to remember to handle these with caution and do not play around with the items. I want you all to be safe. This instruction is important to provide before handing out the materials. I will place you with your partners and I will pass out your materials. Do not open the bag until I tell you to do so. I will then pass out the bag of solids, tray and Venn Diagram handout. Now you may begin testing your items and sorting them into your Venn Diagram. Allow about 5-8 minutes to allow for discussion among groups. During this time, I will also be walking around to make sure students are on task and understand what they are supposed to be doing. I will be asking questions like, Is there another way that you could test that solid? Could it roll/stack another way? Have you tried testing it with all of the solids? Call the classs attention back to the front when they seem to be done sorting the solids. Okay, now I want everyone to put the solids into the bag and look at me. Would any of the groups like to share what items they put into the roll side of the diagram? On the SMART board or chart

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paper, place the students solid choice into the diagram. The solids that would most likely put into this side are the blue ball, the metal sphere, or the ping pong ball. Then ask the students, Would anyone put these solids somewhere else? Are there any other solids that you would put here? 6. Would anyone like to share what they put into the stack side of the diagram? Again, place the corresponding solid into the whole group chart. Some of the solids that the students would most likely place here would be the cubes, spoon, nut, or the red pipe cleaner. Would anyone put these solids into a different category? Does everyone agree? If no, ask a student of their reasoning of putting it into a different category. If necessary, allow the students to vote by raising their hands of where the solid should be placed. 7. Would anyone like to share what they put in the middle of the Venn Diagram? Did any of the items both roll and stack? Some possible suggestions would be the cork, the cylinder and the metal washer. If there is argument about if a solid should be placed here, allow the students to justify their reasoning and if necessary, allow the students to vote by raising their hands of where the solid should be placed. Explain: 1. What were some of the similarities among the solids that stack? What made them different from the other solids that allowed them to stack? What prevented them from rolling? The students should explain that because of the sides the solid could not roll well or that the solid was not round/smooth. 2. I want everyone to think carefully. Do all round solids roll? Do all solids with flat sides stack? Not all solids roll because an egg does not roll well, and not every solid with flat sides stack, like a pyramid or a triangle based solid. Elaborate: 1. I want you all to think back to your investigations. Do you remember testing the cylinder? (Hold up the cylinder) We placed this item in the middle of the Venn Diagram, so we agreed that it both rolled and stacked. Why do you think that is? What about its shape allows it to do both? 2. If you were going to build a large tower, which types of shapes would you want to use? Why would you choose the solids that can stack? 3. During our last lesson, we were also separating solids by their different properties, but todays lesson was a little different. When we sorted the solids, what did we do differently today than we did the previous day? I want students to realize is that they tested each solid so that they were able to obtain information that they could not gather by simply observing or looking at each solid. Evaluate: To know what the students understood from this lesson, they will be adding to the journal entry that they started during the previous lesson. The last lesson required them to choose a solid and list some of its properties they observed during the lesson. I want you all to turn to the page that we added in your

science journals the other day. You already chose a solid and wrote about its properties. Today I want you to add some new properties you discovered about that object. Write things like, Does it roll? Does it stack? Does it do both? Also I want you to write a few sentences about why you think its shape affects its ability to roll, stack or do both? A rubric will be used to measure students understanding. Resources: National Academy of Sciences. (1996). Solids and liquids. Burlington, NC: Carolina Biological Supply Company.

Venn Diagram Handout

Rubric for Writing Sample Exceeds (9) Meets (6) Does Not Meet (3) Teachers Score a. Writing is long enough and includes extra details to address the topic. a. Writing is long enough to address the topic. a. Writing is too short to address the topic.

b. Writing includes exemplary use of an organizational pattern (chronological order, similarity and difference, answering questions).

b. Writing includes an organizational pattern (chronological order, similarity and difference, answering questions).

b. Writing lacks an organizational pattern.

c. Writing includes a solid with more than one property listed and a detailed explanation of how the shape affects function.

c. Writing includes a solid with its properties and a short explanation of how the shape affects function.

c. Writing includes some properties that may be incorrect and little explanation as to why the shape affects a solids function.

Points awarded:______________ out of 12