Bridging II TAKS

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Bridging II TAKS
Fundamental Learning Experiences in Science

• Module 2
• Using Tools to Explore Matter

2
Tools in the TAKS

• Students are expected to have experience using
  all equipment found in TEKS 4(A) in first through
  fifth grades.

• What types of equipment may be referenced on the
  TAKS Elementary Science test?

3
Predict

• At which grade level do the TEKS specifically
  introduce the use of these 16 tools? (K-5)

4
Collect Data

• Place a checkmark under the appropriate columns
  to indicate which tools are listed in TEKS 4(A)
  or (B) of each grade level.

5
Analyze and Communicate

• Compare data to prediction.
• Share at least
• One surprise
• One new insight
• One instructional implication

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Bracketed Text, p. 5-6

• bracketed text will not be specifically tested
  on the TAKS.
• What does this mean?

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K-5 Tools and Equipment
The student is expected to collect and analyze
information using tools including calculators,
microscopes, ?cameras, sound recorders,
computers,? hand lenses, rulers, thermometers,
compasses, balances, ?hot plates,? meter sticks,
timing devices, magnets, collecting nets, and
safety goggles.
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Blueprint for Grade 5

• Student scores will be reported by objective.
• Obj. 1 Nature of Science 13 items
• Obj. 2 Life Science 9 items
• Obj. 3 Physical Science 9 items
• Obj. 4 Earth Science 9 items
• Total 40 items
• Plus 10 embedded field test items

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Opportunities for Concept Development

• Using Tools to Teach the Science TEKS, pp. 15-43

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TAKS Objective 1

• Nature of science
• Safe practices
• Scientific methods
• Critical thinking
• Scientific problem solving
• Using tools

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Properties of Matter
K.5 / 1.5 / 2.5 The student knows that
organisms, objects, and events have properties
and patterns.
4.7 The student knows that matter has physical
properties.
3.7 The student knows that matter has physical
properties.
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Properties of Matter
5.7 The student knows that matter has physical
properties. The student is expected to
(D) observe and measure characteristic
properties of substances that remain constant
(A) classify matter based on its physical
properties
(C) identify changes that can occur in the
physical properties of the ingredients of
solutions
(B) demonstrate that some mixtures maintain the
physical properties of their ingredients
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Structures Properties of Matter
IPC 7 The student knows relationships exist
between properties of matter and its components.
The student is expected to

• investigate and identify properties of
• fluids including density, viscosity,and buoyancy

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Structures Properties of Matter
IPC The student knows that changes in matter
affect everyday life. The student is expected to
(C) Investigate and identify the law of
onservation of mass
(A) distinguish between physical and chemical
changes in matter such as oxidation, digestion,
changes in states, and stages in the rock cycle
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Structures Properties of Matter
IPC 9 The student knows how solution chemistry is
a part of everyday life. The student is expected
to
(D) demonstrate how various factors influence
solubility
(B) relate the concentration of ions in a
solution to physical and chemical properties  
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Grade K Properties Matter
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Engage

• Observe the wrapped object with your eyes closed,
  and describe how it feels.
• Open your eyes,take the wrappers off, and
  continue to describe the object.

18
Engage

• My Five Senses
• by Aliki Brandenburg

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Engage

• The Secret Shoebox
• How can we use our senses to discover the
  properties of objects?

20
Explore

• Comparing Length
• Put the pipe cleaners in order from shortest to
  longest
• Color the order on the sorting mat
• Have you seen this pattern of colors before?

21
Explain

• Compare the length of the pencils
• Why is the starting line important in a race?

22
Explore

• Comparing Mass
• How do we know if a seesaw is balanced?

23
Explore

• What are the parts of a hanger balance system?
• What happens if an object is placed in one pan?

24
Explain

• Comparing Size and Weight
• Place the round objects in order from smallest to
  largest
• Place the round objects in order from lightest to
  heaviest

25
Explore

• Comparing Temperature
• What objects are warmer or colder than the bag of
  water?

26
Explain

• Sequence Its Hot or Not cards from coldest to
  hottest

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Elaborate

• Clifford, the Small Red Puppy
• by
• Norman Bridwell

28
Elaborate

• Comparing Clifford and his accessories as he
  grows from a tiny puppy into a BIG red dog
• Length of collars
• Capacity of food dish

29
Elaborate

• Small/Tall Races
• A House for the Three Bears

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Evaluate

• Properties Matter Assessment and Rubric

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Materials Management Moment

• Please organize and return any materials you have
  from this learning experience.
• Straighten your table, dispose of trash, etc.

32
Grade 1 Pets Matter
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Engage

• Ants on a String
• Compare the distance each ant walks down the
  string to reach the sugar bowl

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Engage

• If one ant gets sidetracked, but stops at the end
  of the same piece of string, which ant has walked
  a longer distance?

35
Engage

• Stretch the second ants string out again, and
  compare the distance walked by the ants.
• Does moving the string change its length?

36
Engage

• Snakes in the Class
• Remove the snake from the egg and observe its
  properties.
• Put the snake back in the egg.
• Make a clay snake the same size as the plastic
  one, based on your observations
• Why is it hard to make the snake the same size?

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Explore

• Units of Length
• Measure your snake in paperclips, and record the
  number used by coloring in squares on the data
  sheet. (p.7)
• Repeat with other other non-standard units from
  the unit box.

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Explain

• Rules for Measuring in Units
• Choose a unit that is the same size and shape.
• Predict or estimate the objects length in units.
• Choose a starting line.
• Place units end to end from the starting line,
  so they touch.
• Count and record the units.

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Explore

• Which container holds the most rice?
• What are the steps to determine which container
  holds the most rice?

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Explain

• Measuring Capacity in Units
• Choose a unit to fill the container.
• Estimate how many units the container will hold.
• Fill container, and level off.
• Count and record the units.

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Explore

• Temperature
• Is it Hot or Cold?
• Can you explain what happened to the temperature
  testers?
• What other methods could be used to tell if a
  material is hot or cold?

42
Explain

• Film Can Thermometers
• Use a sticky note to mark the starting line of
  red liquid.
• What happens to the red liquid in the straw when
  the can is placed in hot water?

43
Explore

• Which Toy is Heavier?
• Predict the order of the toys from lightest to
  heaviest.
• Check predictions with the rocker arm balance,
  and record on The Toy Box Data sheet.(p 16)
• Use units from the box to find out how much
  heavier each toy is, and record on Rocker Balance
  Data Sheet. (p. 18)

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Explain

• Measuring Weight with a Balance and Non-standard
  Units
• Choose a unit from the box.
• Estimate how many need to be added to level the
  balance.
• Place the object in one pan, and add units to the
  other pan until the arms/pans are level.
• Count and record the units.

45
Elaborate

• Which Pet Measures Up?
• By Deborah Linscomb

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Elaborate

• Temperature
• Pinto Bean thermometers, p. 20

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Evaluate

• Find an object to measure.
• Describe the objects properties.(color, shape)
• Compare the object to other objects in size and
  weight.
• Measure the object in units.
• Make a visual for your groups presentation.

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Evaluate

• Pets Matter Assessment
• P. 22-25

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Materials Management Moment

• Please organize and return any materials you have
  from this learning experience.
• Straighten your table, dispose of trash, etc.

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Grade 2 Units Matter
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The Longest Necklace

• Rules
• Everyone on team must have a job
• Necklace must show a repeated pattern
• Macaroni must stay on assigned table
• May pick up only one piece at a time
• Lace must stay on other assigned table

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The Longest Necklace

• Team planning time

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The Longest Necklace
Starting line
15 pieces
21 pieces

• Is this a fair test?

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Moving the Cup
moved 4 sticks
moved 6 sticks

• Is this a fair test?
• How can we make it fair?

55

• Fairness develops as an intuitive principle as
  early as 7 to 8 years of age and provides a sound
  basis for understanding experimental design.
• Benchmarks for Science Literacy, p. 360

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Super Sand Castle Saturday

• Spoons and shovels and peoples feet can all be
  different sizes, but an inch is always an inch.
• Larry the lifeguard

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TEKS 2.4(B)

• The student is expected to measure and compare
  organisms and objects and parts of organisms and
  objects, using standard and non-standard units.

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Explore - Length

• Trace your hand on a page in your
  journal.
• How can we measure our fingers in a fair way?
• Use cubes to measure and record the length of
  each finger.
• Make comparisons within your group.

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Explain - Length

• Describe relationships between data using symbols
  lt, gt,
• Remove metric rulers from box
• Place a cube on the starting line
• How long is the cube?
• How long are two cubes? Etc.
• Is there a pattern?

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Centimeters

• Abbreviation cm
• Find a body part that is very close to the same
  size as 1 cm
• Share with a friend
• Put the rulers back in the box

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Centimeters, p. 10

• Set of 5 rods red, purple, dark green, brown,
  and orange
• In journal, record prediction and then
  measurement with ruler
• Are there any patterns?
• Complete and discuss pages 10-11 while referring
  to pages 12-13
• Record all information in journal

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Explore - Mass

• What makes things move?
• What can we do to make this table move?
• Will the table or the pencil require more push
  to make it move?
• Keep push in mind as you complete a fair test,
  p. 14
• Record all information in journal

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• Sharing Time

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Explore - Mass

• Predict what will happen when we place the full
  pudding box on one pan and the empty pudding box
  on the other pan. Try it!

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Explore - Mass

• Using a double pan balance and cubes, 4 on p.
  15
• Introduce gram stackers and g for grams, p. 16
• Predict and Measure Mass, pp. 16-21
• Record all information in journal

67
Explore - Volume

• Use materials to quickly model and discuss pages
  22-23.
• Return materials to table.
• Record your reflections about the main points of
  this activity in your journal.

68
Explain - Volume

• Why didnt the rice from Cup A fit into Cup B and
  Cup C?
• Use the spoon with a 1 to find how many it
  takes to fill the two containers. See Master G

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• 12 mL

7 mL
7 mL water line
12 mL water line
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ExplainVolume

• Work as a team to visit 4 stations
• Manipulate materials, discuss observations, and
  record data

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300 mL of water
Which container holds more?
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• 300 mL of water fills each of the 3 containers to
  the top.

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Which will hold more than 700 mL of rice?
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Which one will hold 600 mL?
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Explore - Temperature

• Read and discuss page 30

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Explain - Temperature
Tap water
Very warm water
Warm water
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Elaborate Problem-Solving Activities

• Work as a team to visit 4 stations
• Manipulate materials, discuss observations, and
  record data

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• Sharing Time

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Evaluate

• Selected Response Assessment Items
• Pages P-R

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Materials Management Moment

• Please organize and return any materials you have
  from this learning experience.
• Straighten your table, dispose of trash, etc.

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Closure
Thinking Back

• Introduction to Tools
• Grade K Properties Matter
• Grade 1 Pets Matter
• Grade 2 Units Matter

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Reflections

• Fold your card in half hamburger style.
• Label the 4 sections Intro, K, 1, 2
• Write a brief reflection about each section
  giving details.
• At the door, turn in your card.
• Have a good eveningwell see you in the morning!

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Bridging II T A K S
Fundamental Learning Experiences in Science
Module 2 Using Tools to Explore Matter
 
 
A product of the Texas Education Agency and
the Texas Science Center for Professional
Development