Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

2-PS1-4

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.]

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.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Engaging in Argument from Evidence

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

Planning and Carrying Out Investigations

Make observations (firsthand or from media) and/or measurements to collect data.
Make predictions based on prior experiences.

Analyzing and Interpreting Data

Record information (observations, thoughts, and ideas).

Constructing Explanations and Designing Solutions

Use information from observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

Obtaining, Evaluating, and Communicating Information

Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas.

DISCIPLINARY CORE IDEAS (DCI)

PS1.A: Structure and Properties of Matter

Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

PS1.B: Chemical Reactions

Heating or cooling a substance may cause changes that can be observed.
Some changes are reversible and some are not.

CROSSCUTTING CONCEPTS (CCC)

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.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA WRITING

CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.

CCSS ELA SPEAKING & LISTENING

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

CCSS ELA LANGAUGE

CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

California English Language Development (ELD) Standards

CA ELD

Part 1.2.1: Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

EMERGING

EXPANDING

BRIDGING

P1.2.1 Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and learned phrases.

P1.2.1 Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

In addition to the standard above, you may find that you touch on the following standards in this lesson as well:

P1.2.5: Listening actively to spoken English in a range of social and academic contexts