2-PS1-2

SCUSD NGSS Curriculum Guide


 * 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.* ** [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [//Assessment Boundary: Assessment of quantitative measurements is limited to length.//]

Science Background for the Teacher:
Whole class discussions are imperative to student understanding. Make sure that students get a chance to revise their work after learning more about the materials that they are using. Help students extend their thinking to "what they would do next time." Make sure to use only the metric system when measuring.

Key Vocabulary:

 * strength || flexibility || hardness || buoyancy ||
 * absorbency || texture ||  ||   ||

Possible Assessments (formative and/or summative):
Build a bridge with the tower materials that will hold as much weight (in pennies, paper clips, etc.) as possible. Describe what worked and what didn't and why. Explain what you would do differently if you had unlimited resources.


 * Assessment is not limited to creating a structure. You could have students analyze why you would use a sponge instead of a paper towel or talk about the properties of paper towels, etc. Students could compare different materials that clothes are made out of and what the different purposes are.

Key Student Activity:
"Constructing with Solids" FOSS Grade 1, Investigation 1 Part 3-- measure how tall the tower that they created is; as a class create a graph. Have students try to make the tallest tower. Then, have a whole class discussion about the properties of the items given to build a tower. Now, have them try again to see if they can build it taller.

Key Teacher Demo/Activity:
Review the "Sorting Circle" activity.

Show pictures of different objects and discuss as a class what material would be best to create that object (example: show a tower and ask would work be best? would wood? stone?). Show different bridges and discuss how they were designed and why and what they are made out of (go see some if possible in your area).

Common Student Misconceptions:
[Descriptions of common student mistakes or misconceptions related to this topic.]

Things to Avoid/Correct:
What is your measurement tool? It needs to be standard across the class for comparison purposes.

Teacher needs to clearly state the parameters of what materials and space may be used during investigations.

====Other Resources (text, video, simulations, activities, models, etc..): ====

[Descriptions or links to other resources that would support student understanding of this topic or mastery of this performance expectation.]