Unit Plan 9 (Grade 2 Science): Matter — Quarter Synthesis

Focus: Pull together learning about material properties, uses, and changes (reversible and irreversible) and explain them with observations, data, and arguments. Use engineering design to solve a simple problem with matter.

Grade Level: 2

Subject Area: Science (Physical Science • Engineering Design • Science & Engineering Practices)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this quarter synthesis unit, students revisit and connect all of their matter learning: how to describe and classify materials by their observable properties, how to test materials for a purpose, how objects made of pieces can be taken apart and rebuilt, and how heating and cooling can cause reversible and irreversible changes. They also use the engineering design process to define a simple problem and plan a tool or solution using what they know about materials.

Students rotate through hands-on review stations, build evidence-based accounts and arguments, and end the week with a small “Matter & Engineering Expo” where they show and explain their best work using data and key vocabulary, addressing 2-PS1-1–4 and K-2-ETS1-1–3.

Essential Questions

• How can we describe and sort materials by their properties?
• How do we decide which materials are best suited for a specific job or tool?
• How can the same pieces make different objects, and what stays the same when we rebuild?
• Which changes from heating and cooling can be reversed, and which cannot—and how do we know?
• How do engineers ask questions, plan, test, and improve tools using what they know about matter?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Plan and conduct investigations to describe and classify materials by observable properties (color, texture, hardness, flexibility, absorbency) (2-PS1-1).
2. Analyze data from tests of different materials to decide which materials are best suited for a given purpose (2-PS1-2).
3. Make observations to explain how an object made of a small set of pieces can be disassembled and reassembled into a new object (2-PS1-3).
4. Construct arguments with evidence about which heating or cooling changes are reversible and which are not reversible (2-PS1-4).
5. Ask questions, make observations, and gather information about a classroom problem that could be solved with a new or improved object or tool (K-2-ETS1-1).
6. Develop a simple sketch or model showing how the shape of an object helps it function for its job (K-2-ETS1-2).
7. Test and compare two designs for the same problem and use data to describe their strengths and weaknesses (K-2-ETS1-3).

Standards Alignment — 2nd Grade (NGSS-Aligned)

• 2-PS1-1 — Plan and conduct an investigation to describe and classify materials by observable properties.
• 2-PS1-2 — Analyze data from tests of materials to determine which have properties best suited for an intended purpose.
• 2-PS1-3 — Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
• 2-PS1-4 — Construct an argument with evidence that some heating/cooling changes can be reversed and some cannot.
• K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved with a new or improved object or tool.
• K-2-ETS1-2 — Develop a simple sketch, drawing, or model to show how the shape of an object helps it function.
• K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare strengths and weaknesses.

Success Criteria — Student Language

• I can describe and sort materials using words like strong, flexible, rough, smooth, absorbent, waterproof.
• I can explain which materials are best for a job and use test data to support my choice.
• I can show how one object made of pieces can be taken apart and used to build a new object.
• I can tell if a heating or cooling change is reversible or irreversible and give evidence from what I saw.
• I can define a problem, sketch a tool, and explain how its shape and materials help it work.
• I can compare two designs and say which worked better and why, using numbers or checks from our tests.