1. EED380: STEM Unit Plan – Science-focused
1. Name(s) & Date:
2. Grade Level & STEM Connections:
Grade Level
Science (Identify your Central Focus)
Math
Technology
Engineering (optional)
3. Description of Central Focus (Describe your central focus and how your learning tasks build
on each other to reinforce the central focus):
Farah Taha
Second Grade
Phases of Matter-The process of how cool and heat energy are exchanged; identifying different
phases of solids and liquids depending on temperature; how to use and read a thermometer; dif-
ferent heating/cooling factors that affect phases
Measuring temperatures using a thermometer and creating a line graph
Video to represent phases from solid to liquid and liquid to solid (how heat and cool energy are
exchanged) https://www.youtube.com/watch?v=jd0RXHfIKJQ
N/A
The central focus is understanding different states of matter (solids and liquids) and their different
phases using a thermometer. When a liquid is placed in freezing temperatures, cold energy will
replace heat energy causing the liquid to freeze. When a solid is placed in melting temperature
(ice), heat energy will replace cool energy causing the solid to melt.
- In the first activity, students will identify the initial phase of matter (liquid) and take the temper-
ature using a thermometer. Then the students will place the liquid in a freezer. The teacher will
ask the students to predict what will happen and record any change in matter after the liquid
freezes.
- In the second activity, students will use thermometers to measure the temperature of a solid (ice)
melting at room temperature. The students will record the difference in temperatures.
- In the third activity, the students will learn how different factors affect temperature changes
such as: hair dryer, salt, heat lamp, sunny window, ice and heat packs. Students will use ther-
mometer again and record observations in their journals. Students will record in their log the
temperatures and create a line graph using data from activity 1,2, and 3.
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2. 4. Time Frame:
5. Context for Learning: Suburban Elementary School; 22 students (10 males, 12 females) including
2 ELL students (native language is Spanish) and 1 student with special needs (visual impairments)
6. Learning Standards & Evidence: (Evidence = Explain how each standard connects to your activities)
NGSS Standard(s) & Evidence
Common Core Math Standard(s) & Evidence
I. Introduction: 15- 20 min
II. Activity 1: 1 day
III. Activity 2: 2 hours
IV. Activity 3: 2 hours
V. Concusion: 15 min
PS1.A: Structure and Properties of Matter
• Different kinds of matter exist and many of them can be either solid or liquid, depending on tem-
perature. Matter can be described and classified by its observable properties. (2-PS1-1)
• Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3)
Evidence: In activity 1 and 2, students identify and describe the different kinds of matter (solids and liq-
uids) based on the temperature of environment they are in. The students observe the different
properties and record it in their journals
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)
Evidence: In activity 2, students experiment with the different properties of a solid and liquid using mate-
rials such as a heating pad, freezer, and window.
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3. ISTE Technology Standards(s) & Evidence
7. Science Content Overview & Language Demands (Describe the key science ideas that the students will be
learning, including vocabulary or key phrases students need to understand or use. If applicable, describe com-
mon misconceptions within your central focus and how you will address them):
MP.2
Reason abstractly and quantitatively. (2-PS1-2)
Evidence: In activity 3, students will identify the relationship between the effects the materials have on the
phases. An example of this is: the window causes the ice to melt because of the heat energy (pene-
trating through the window) is replacing the cool energy in the ice.
2.MD.D.10
Draw a line graph (with single-unit scale) to represent a data set with up to four categories. Solve simple
put-together, take-apart, and compare problems using information presented in a line graph. (2-PS1-1),(2-
PS1-2)
Evidence: In activity 3, students will use the given data from activities 1 and 2 to organize the data and
material by their different properties. Examples of this are (solids being melted using heat
lamp ,window, room temperature).
MP.5
Use appropriate tools strategically. (2-PS1-2)
Evidence: This is evident in all activities with the use of a thermometer. Students must understand the
proper use of a thermometer to measure the temperatures.
2-PS1-1
Plan and conducts an investigation collaboratively to produce data to serve as the basis for evi-
dence to answer a question.
Evidence: Evident in activity 3 when students need to collect data and create a line graph
2-PS1-2
Analyze data from tests of objects to determine if it works as intended
Evidence: Evident in activity 3 when using different materials and heat sources to change the
phases.
2-PS1-3
Make observations to construct an evidence-based account for natural phenomena
Evidence: Used in all activities when students have to observe the phases before and after they are manip-
ulated. In activity 1, students will make a hypothesis about what they believe will happen when
the liquid is placed in the freezer.
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4. 8a. Objective(s): (List at least one objective for each activity / learning task)
Science Content Overview:
All matter can move from one state to another, it does not have to be permanent. To change from one state
such as: solid, liquid, or gas; it can require extreme temperatures or pressure. An example of this is water;
it can change into three states: solid ice, liquid water, and water vapor. For a solid to become a liquid, this
process is called melting. Melting is the change from a solid state to a liquid state. The melting point for
ice is 0 degrees Celsius. The opposite of melting is freezing. That is when a liquid forms into a solid state.
When a liquid freezes, the temperature at which it freezes is called the freezing point. There are many
devices that can be used to measure the temperature such as a thermometer. On a thermometer, there are
two scales: the Celsius scale and the Fahrenheit scale. Both of these scales can be used to measure the
temperature, but make sure to label the temperature using “°F or °C.”
There is a process for a solid to melt: when heating a solid, the particles begin to move faster because of
the heat energy. If you keep heating the solid, the particles will break apart and will become a liquid.
There are many examples of things that can be used to create heat energy. Examples of this can be fire, the
sun, heating pads etc… To freeze a liquid to freeze, it must be cool. The liquid particles begin to slow
down (cool energy). If you keep cooling the particles down, the particles will move so slowly, that the
particles will lock, forming a solid. There are many examples of things that can be used to produce cool
energy such as refrigerators.
We know that all matter is made up of atoms and molecules. A solid is when the particles vibrate in place.
The vibration of the molecules forces the particles to lock together. A liquid is when the particles begin to
move faster causing the particles to not lock together, but flow over each other. This is why when you spill
a cup of water, the water molecules form a puddle.
Language Demands for 2nd Grade:
Solid, liquid, heat energy, cool energy, states of matter, melting, melting point, freezing, freezing point,
atoms, molecules, degree Fahrenheit ,degree Celsius, thermometer
Common Misconception:
Students often wrongly believe that materials can only exhibit properties of one state of matter. This is not
true, which is why I'm using ice. Ice exhibits all the properties of matter: liquid, gas, and solid. After these
activities, students will understand that under the right temperature and pressure, matters can change prop-
erties. However, I have to make it clear that water is not the only thing that can melting, freeze and boil,
and condensate. Students must understand that heat and temperature are not the same. This will be ad-
dressed with using the thermometers. To measure temperatures, you can measure hot and cold substances/
objects. Students must also understand that ice can change also change temperatures. They will figure this
out when they create their line graphs and compare their temperatures with other students.
Great Source Education Group. (2006). ScienceSaurus: A Student Handbook. A Houghton Mifflin Com-
pany.
http://amasci.com/miscon/opphys.html
Condition Behavioral Verb /Language
Function
Criteria
Activity/Learning Task 1
Using a thermometer, students will measure the initial temperature of the water
before placed in the freezer.
Every thirty minutes, students will observe the freezing of the water in the ice
tray and record the observations in
their journal.
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5. 8b. Choose one learning task and explain how an Essential Literacy Strategy will reinforce the language
function throughout that activity. (Choose an essential literacy strategy from the following list:
Predict & gather evidence; Measure & interpret results; Describe & summarize; Analyze & draw conclusions;
Observe & ask questions; Gather data & infer; Identify and distinguish; Test a hypothesis & control variables)
Activity/Learning Task 2
Melting the frozen substance, stu-
dents will
measure the temperature of the substance at
room temperature (temperature of
the after phase)
As the substance is melting, stu-
dents will
record their observations and temperature
in their journals (temperature of
the after phase)
Activity/Learning Task 3
Using the different materials (hair
dryer, salt, heat lamp, sunny win-
dow, ice, heat packs) for solids and
liquids, students will
record and observe their observations in their journals
(temperature of the after phase)
After experimenting with all the
different materials, students will
gather data and create a line graph using data
from activity 1, 2, and 3. This will
show the difference in tempera-
tures
My Essential Literacy Strategy will reinforce the language function with Activity 3 using “gather
data and infer.” Students will go from station to station with their ice cube or water. As they ex-
periment with the different materials placed at the stations (hair dryer, salt, heat lamp, sunny win-
dow, ice, heat packs, freezer), students will observe and record if there is a change in phases. Stu-
dents will also use their thermometers to measure the temperatures of the phases before and after
they are manipulated by heat/cool forces. After the students have experimented with all the mate-
rials, they will gather data from activities, 1, 2, 3 and create a line graph. The data gathered are
the different temperatures of the solids and liquids. Afterwards, students will infer from their line
graph and make predictions regarding if they noticed any reoccurring patterns with temperatures
(with the use of the heat/cool forces).
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