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SCIENCE - SECOND GRADE
TEACHER: HANS QUEVEDO
FIRST MARKING PERIOD PLANNING
FROM: August 29th to November 25th 2011
DURATION: 5 HOURS WEEKLY
SCHOOL YEAR: 2011-2012
GRADE MOTTO: Building up my independence, strengthening my understanding
and my relationships with others by contributing to the environment and
atmosphere at school, at home and in the natural world.
CONTENT:
Unit 1: MATTER
1.1 Properties of matter.1.1.1 Physical
1.1.2 Chemical1.2 Changes in the states of matter: condensation, solidification, evaporation,fusion and boiling.
1.3 Contamination by solids, liquids and gases.
Problem situations in Science associated with recycling and caring of water inthe city of Cali.
Area Project: Taking care of my city (recycling and caring of water).
PURPOSE:
We will start off the year by watching the SOLID RESIDUES MANAGEMENTPROJECT presentation, which will be reinforced by the homeroom teachers for a
better understanding. The students will review and make different activities which will
lead them to a clear understanding of what matter is, its changes and characteristics,
as well as the importance of recycling and caring of water in our city Cali in order to
develop an environmental conscience. Through the activities the students will make a
direct observation at matter and its changes helping them increase their understanding
on some of the physical and chemical properties of objects and materials that they
encounter on a daily basis having them experiment in the classroom or the Science
Lab. Through this observation and manipulation of objects the students will recognize
and describe the differences between solids, liquids, gases and plasma as well as the
contamination caused by them.
Throughout the marking period the students will continue working based on the Little
Scientist method, however the roles will be reviewed. Another topic that will be
discussed in class is the Scientific Method, which will be taught to the students through
problem situations in Science associated with recycling and caring of water in our city.
The workshops, conferences, guides and reinforcement activities will be posted in the
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Second Grade Science Blog created by the teacher and the schools platform. The
students will be invited to participate in a Science Marathon, which consists of their
continuous participation throughout the school year in different tasks assigned by the
teacher through the teachers blog and platform; which will have a record on
participation by classrooms: www.hansquevedo.blogspot.comand also to make
part of the Recycling Captains Team.
DIDACTIC:
INSTRUCTION: I understand what matter is, its characteristics, changes, and
some physical and chemical properties.
I will start off the week by doing different diagnostic activities. Before having any class,
topic-related activity or give any explanations of the topics for this marking period, I will
explain and discuss the Solid Residues Management Project to the students. Videos
and powerpoint presentations will be shown.
The students will answer questions like: What is matter? Does matter exist in different
forms? As an introduction, different examples of what matter is will be given in class to
the students and afterwards an activity will be done before giving a definition. The
students will be asked to stand up by their desks. Then I will slightly explain what a
molecule and atom are, matter and its states. We will do an activity in which they will
represent water molecules transitioning through different states of matter. I will explain
that when I call out a state of matter, I want them to move like the molecules at that
state. For example: When I call out a state of matter, such as SOLID. Students should
walk very slowly around the room and so on.
Once done with the exercise, I will move on to tell them that matter is almost everything
around them. The students will write down simple definitions based on what they have
come up with and my guidance. They will be told that all things, living and nonliving are
made up of matter. All matter takes up space. Matter exists in four states or phases:
solids, liquids, gases and plasma, and they can come in many shapes and sizes. Video
clips will be shown as well as PowerPoint presentations to
reinforce the topic, where the students can see how the molecules move in each state
of matter and the characteristics of each phase. Examples will be used in the
classroom and a simple concept map will be done together with the students for a
better understanding of the three states of matter. Once the students do a concept map
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with the teacher, we will create one together to strengthen its design and then later on
they will be asked to create different ones. E.g.
Properties of matter: I will explain to the students that all substances have properties
that we can use to identify them. For example we can identify a person by their face,
their voice, height, finger prints, etc The more of these properties we can identify, the
better we know the person. In a similar way matter has properties and there are many
of them. There are two basic types of properties that we can associate with matter.
These properties are called Physical properties and Chemical properties. The more
properties we can identify for a substance, the better we know the nature of that
substance. These properties can then help us identify the substance and thus
understand how this substance will behave under various conditions.
1.1.1 Physical properties: I will explain to the students that it does not produce a
new substance (e.g., phase changes, crushing a can). It can be observed or
measured without changing the composition of matter. Examples of physical
properties are: size, shape, color, texture, smell, attraction or repulsion to
magnets. There are many more examples. Note that measuring each of theseproperties will not alter the basic nature of the substance. At this point a simple
electrical circuit consisting of a battery, potato or lemon, a switch and a light
MATTER GAS
SOLI
D
LIQUID
tabl
e
soda
smok
ewate
r
air
penci
l
PLASMA
sun
stars
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bulb or led will be created with the students.
1.1.2 Chemical properties: I will explain to the students that it produces a new
substance (e.g., burning, rusting, photosynthesis). Examples of chemical propertiesare: heat of combustion, or reactivity with water. Here the teacher will create a baking
soda volcano with the students.
1.2 CHANGES IN THE STATE OF MATTER:
Students will be explained that the phase or state of matter can change from one state
to another depending on the temperature. We will learn that each change in the state of
matter has a specific name; we will study 5 of them. Heating can cause a solid to melt
to a liquid. Further heating can cause a liquid to become a gas. To return a liquid to a
solid or a gas to a liquid, the heat must be removed. For example, if ice (a solid) is
heated it will become water (a liquid). Further heating will cause the water to become
steam (a gas).
The teacher will mention that in a solid, the molecules wiggle in place. In a liquid, they
move more and slide over each other. In a gas, the molecules bounce around and
move very fast. The difference between the phases is a difference in how the
molecules move. Therefore, if you want to make matter change phase, you have to
make its molecules move differently.
We will visit the laboratory in order to emphasize in these changes and the students will
be given a lab induction by teacher Luz Adriana Ortiz. As a safety proceeding, they will
learn safety measures when visiting the laboratory, as well as
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identifying and the correct use of the instruments there. A workshop (Laboratory
workshop #1) will be handed out to the students to reinforce this procedure. Afterward
the students will watch video clips and PowerPoint presentations, a round table
discussion will take place to clarify and listen to the students points of view. The
teacher will ask the students to make predictions on some accidents and will mention
one accident as an example: what do you think could happen if ... the students will
be asked to give other examples and the cause of the accidents they bring up.
As for the direct observation, we will observe the changes in
matter. We will observe how a solid changes to liquid or a
liquid to gas or gas to solid. We will use the Laboratory
workshop #2, which will be given to the students to solve
after visiting the lab, where they will answer questions related
to the observation done.
We will also sing a song called Theyre all matter (Workshop #1) which explains in its
lyrics the three states of matter and some characteristics. We will also recite the solid,
liquid and gas poems.
1.2 Changes in the states of matter: The teacher will continue explaining that matter
can change its form. As an example,I will ask the students to imagine we have an ice
cube in the refrigerator and I decide to heat it. You take it out of the freezer and put it in
a pan in your kitchen. The air in your kitchen is moving very fast. It bounces against the
ice cube and bumps into its molecules. The molecules start wiggling faster. Some of
them start sliding. Because of gravity, they slide downwards to the bottom of the pan.
Your ice cube is turning into liquid called water. Eventually it will be a puddle on the
bottom of the pan. The ice has changed phase. Now it is water. I will also explain to the
students that gravity is like a giant magnet that pulls us to the earth. As an example, I
will ask the students to stand up and jump as high as they can. Then I will ask them tostay up in the air as long as they can. Then I will ask them: "Why can't anyone stay up
in the air even for a few seconds?
Afterwards, the teacher will explain to the students that there are different processes
that can take place when changing matter from one form to another. As to reinforce the
concepts, the students will be asked to represent each process by drawing them and
writing down a short definition and then it will be compared with mine:
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1- Fusion is a process that consists in the changing in the state of matter from solid to
liquid due to heat. How do you make a molecule move faster? It is
simple. Heat is the energy of moving molecules. To make a
molecule move faster you have to heat it.
2- Solidification is the process in which a liquid turns into a solid. It can be
considered the opposite of fusion except that here is with freezing.
3- Condensation is the process of changing from a gaseous to a liquid state. For
example: water vapor condenses into liquid after making contact with the surface of
a cold bottle.
4- Evaporation is the process by which molecules in a liquid (e.g. water)
spontaneously become gas (e.g. water vapor).
5- Boiling is the process of changing the state of a substance
from liquid to gas by heating it to its boiling point.
To differentiate evaporation and boiling it is important to know that in evaporation
bubbles cannot form since it is not so hot. While in boiling bubbles can form and rise
because it is extremely hot.
1.2 Contamination by solids, liquids and gases.
I will begin this topic by asking the students about their previous knowledge in
contamination. I will ask questions like: what is contamination? How do you think air or
water is contaminated? What do you think happens if I put a bird in a box and fill it with
black smoke? Then the teacher will explain to the students that there are different
types of pollution:
A. Atmospheric Pollution:Air pollution refers to the change of Earth's atmosphere by
the addition of gases or solid or liquid particles released in various proportions.
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The name of air pollution is usually applied to changes that have harmful effects on
health of living beings and nature. The students will be asked who are the ones that
contaminate the most. What do they contaminate and how? Then the students will be
taught that the main producers of air pollution are industrial processes involving
combustion in industries such as automobiles and residential heating, generating
carbon monoxide (they will be taught that carbonic oxide, is a colorless, odorless and
tasteless gas which is slightly lighter than air. It is highly toxic to people, animal and
plants).
B. Soil contamination: is caused by deposition of chemicals and waste. The former
can be of industrial or domestic, whether in the form of liquid waste such as sewage
from the houses, or by air pollution due to the material it contains then falls on the
ground.
C. Water contamination: should be noted that water is contaminated, if its
composition or state are altered so that they no longer meet the conditions for optimal
use in their natural state. We will start discussing Calis situation and their project for
this period. The students will be given some guidelines to their work and how their
parents need to support them with the research.
Scientific method: The teacher will first ask the students what they know about this
method. Then I will proceed to explain what it is and its steps: Problem statements,
formulate a hypothesis, elaborate scientific theories, collection of data through
observation, experimental design, analyze the data, draw a conclusion and
communicate the results. They will draw the following sketch and we will discuss each
one as we go over them:
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The teacher will explain to the students that the scientific method is a process for
experimentation that is used to explore observations and answer questions. Scientists
use the scientific method to search for cause and effect relationships. The scientific
method will be reviewed and worked during all three marking periods. The students will
be taught the scientific method through problem situations in Science associated with
recycling and caring of water in the city of Cali.
Then the teacher will explain the steps of the scientific method. The students will only
write the subtitles and a brief description of each:
Area Project: Environmental impact in our city (recycling and caring of water).
INSTRUCTION: I learn the importance of developing an environmental
conscience.
Recycling: We will discuss the recycling impact in our city, Cali. With the goal of
developing an environmental conscience on the students, it is important to mention that
the activities alone are not sufficient if they are not accompanied by a critical reflection
done by them. Questions will be asked: How many rivers does Cali have? What has
happened to the rivers of Cali? Do you live close to one of them, if so, name it and
describe it. Have you been to Pance River lately? What have you observed? How canwe contribute to the environment? The students will be asked to bring in an article
about this situation in Cali. Round table discussions will be done in order to have the
students make a reflexive and critical opinion on the current environmental situation
(videos of people littering, trash in the city and a powerpoint presentation of the city
dump Navarro will be shown). The students will be taught the importance of developing
an environmental conscience. An experience from the There is no away Module, in
which the students have to find different ways to reduce, reuse, recycle and rethink
different objects they encounter throughout their daily activities. Throughout the
module, the students are frequently asked "Where is away?" They grow more and
more aware of the reality that there is no "away" and that conservation must be a major
part of the solution to our trash problems.
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Keeping in mind the schools Solid Waste Management Project and maintaining an
environmental conscience on the students. We will discuss the importance of
recycling. The idea of appointing Recycling Leaders or Captains (teams) in each
classroom will continue. The duties of the chosen students are to be vigilant in the
recycling process other students are doing at school. In other words checking if they
organize the recyclables appropriately and to encourage his/her classmates not leave
trash around and to recycle.
A chart with the students name, week of duty and performance or comments will be
posted in each classroom and taken into account for extra points. Kids will eventually
make posters which show the importance of recycling and taking care of rivers. As a
final assignment, the students will create a brochure in groups. Example will be given.
Throughout the classes, the teacher will request whenever considered necessary a
monitor(s) or assistant(s), one who has showed a good level of understanding on
the topic given for the purpose of explaining and practicing with other classmates.
The kids will be given four questions based on the city dump (Navarro) and the rivers of
Cali to take home research and ask their parents:
1. Where was the dump moved to? Why?
2. What is Cali doing about recycling?
3. How can we contribute to the recycling process and caring of water?
4. Where do we receive water from?
Taking care of water: The students will be asked to write two proposals towards the
water preservation and improvement in our city Cali. The students will write based on
the following questions: What can you do at home to use water effectively? How long
do you take in the shower? Do you play with water guns? Do you leave the water
running when brushing your teeth or washing your hands or face? What needs to be
done to the rivers in Cali?
Based on their answers, I will explain that each of us contributes to the conservation
and proper use of water by:
1. Not wasting it--ever!
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Since you know that you and your family use water in many ways, how would you
make certain that your family uses water wisely? Here are few ways to help you get
started, draw the ones you like or consider more important:
* When your family washes clothes, be sure that the washer has a full load.
* When your family washes dishes, be sure that there is a full load in the dishwasher,
or fill the sink with water to wash the dishes, then refill the sink to rinse them.
* Take shorter showers.... and get a special shower head that uses less water.
* Take shallow baths. You don't need to fill the tub to the brim to get clean.
* Shut off the water when you are brushing your teeth and washing your hands. Just
run it long enough to wet your toothbrush or your hands, and then shut it off until you
need to rinse.
* Keep a jug of water in the refrigerator so that you don't need to let the water run
down the drain while it cools for a drink.
* Find out how the landscape is watered at your house, and how can it be done with
less water.
* Tell your parents or teacher if some faucet is leaking at home or at school. Explain
to them that the water that is dripping is costing them money!
* Don't use your toilet as a wastepaper basket. It has its purpose, and use it for that
only.
* If you run water waiting for it to get hotter or colder, don't let it go down the drain.
Save it in a bucket to use later to water plants.
* Always, always shut off the faucet when you are finished using the water.
2. To keep water as clean as possible:
* Don't put anything in streams, lakes, and rivers that should not be there.
* Don't pour chemicals down the drain or on the ground.
* Don't pour chemicals down the storm sewer.
* Use soaps and detergents carefully.Finally I will ask the students to create a file in word in which they have to write
messages to help the planet and our city Cali. This will be done in the computer lab
using Microsoft Word. The idea is that they will tell or imply awareness of the
environment in Cali and the world.
LITTLE SCIENTIST WORK METHOD: Taking into account that the students started
working with this system in first grade, I will start off by asking previous questions as to
this experience and verify what they recall.It is basically a hands-on and inquiry-basedlearning. Asking questions while experimenting is at the heart of this method and is the
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main role of the students. The teacher will guide the students in finding the answers
themselves and encourage them to ask new questions along the way. The students will
have different roles when working with this method, such as:
- Director (coordinator-leader)
- Materials-supply handler
- Secretary (register data, instructions and results)
- Time keeper
- Spokesperson
Then we will proceed to organize the groups and once this is done, the students will
learn the working time frame:
- Organization (agreements-roles)
- Questions (predictions-hypothesis)
- Experimentation
- Sharing of experiences (confrontation)
- Closing (conclusions-elaboration of concepts)
ACHIEVEMENTS: The children will have demonstrated their science understandings
by:
1. Identifico las propiedades de la materia y sus cambios de estado / I identify
the properties of matter and its changes of state. (50%)
2. Indago sobre las consecuencias producidas por los cambios en el estado de la
materia a travs de la contaminacin ambiental. / I inquire about the
consequences produced by the changes in the state of matter through
environmental contamination. (50%)
BIBLIOGRAPHY:
http://www.chem4kids.com/files/matter_intro.html
http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html
Science 2. Workbook. Richmond Publisher. 2006
Science. Diamond edition. Scott Foresman. 2008
http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm
http://www.cybraryman.com/matter.html
Focus on Science. Level A. Steck Vaughn. 2004
http://www.pequeoscientficos.org
http://www.chem4kids.com/files/matter_intro.htmlhttp://www.chem4kids.com/files/matter_intro.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.htmlhttp://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htmhttp://www.cybraryman.com/matter.htmlhttp://www.cybraryman.com/matter.htmlhttp://www.chem4kids.com/files/matter_intro.htmlhttp://www.nyu.edu/pages/mathmol/textbook/statesofmatter.htmlhttp://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htmhttp://www.cybraryman.com/matter.html8/4/2019 1st M. P. Planning 2011-2012
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Week ACTIVITIES / LEARNING STRATEGIES CHANGES
N 1
August 29th - Sept 2nd
Diagnostic activities will be done in class to break the ice
and get to know the students and their previous
knowledge. General questions about Science will be
asked.
N 2
September 5th 9th
The Little Scientists work method will be presented to
the students. The concept of matter will be explained
and discussed with the students. Different activities
related to the topic will be given to reinforce and to clarify
any doubts.
N 3
September 12th 16th
The Recycling Captain campaign and The Science
Marathon will be explained and started. We will see the
changes in matter.
N 4
September 19th 23rd
Environmental conscience work will begin. Images,
powerpoint presentations and video clips will be shown.
N 5
September 26th 30th
The Scientific Method will be taught to the students.
Each stage will be clearly explained and discussed with
the students. Many examples will be done in class. We
will work on what is an atom and molecule. Images,
powerpoint presentations and video clips will be shown.
Instructions will be given by teacher Luz Adriana Ortiz
before visiting the Science Lab.
N 6
October 3rd October07th
The states of matter will be explained. Powerpoint
presentations, video clips and workshops will be given to
reinforce the topic. We will visit the Science lab to have
direct observation in the changes of the states of matter.
N 7
October 10th -14thSTUDENTS RECESS
N 8
October 17th 21st
Different presentations in powerpoint and video clips will
be shown in order to analyze and discuss the importance
of recycling and caring for water.
N 9
October 24th 28th
Round table discussions about the recycling impact in
our city and school will be done. The different recycling
groups will mention their comments and analysis on the
topic.
N 10
October 31st
We will give conclusions and feedback about everythingseen related to matter, recycling and caring of water.
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November 4th
N 11
November 7th 11th
This last week will be used to do a general review and
clarify any doubts with the students.
N 12
November 14th 18thEVALUATION WEEK
N 13
November 21st 25thEVALUATION AND MARKING PERIOD FEEDBACK
N 14
November 28th
December 2nd
RECUPERATIONS
OBSERVATIONS:
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