PHD_L2_M1_PS_21_Updated 05.23

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Lesson XX 1

Observe materials.

What do you notice about these materials?

Explore Bird Nest Building Materials

What do you know about birds?

How might birds use these materials to build their nests?

How might you show your ideas?

Develop Initial Models

Compare Bird Nests

What do you notice about the blue jay nest?

How is the blue jay nest similar to your model?

different

How is the blue jay nest

from your model?

What ideas do you have about the materials baya weavers

use to build these nests?

What questions do you have about the baya weaver nests?

What can a bird nest look like?

Look for birds and bird nests in your neighborhood. Draw a picture of what you see. Do not touch or disturb nests or materials you find in and around nests.

Lesson XX 2

Observe pictures.

Why do these nests look so different?

What materials do you think each nest is made of?

Read A Nest Is Noisy

What can a bird nest look like?

What materials do the different kinds of birds build their nests with?

Develop Anchor Model

What new questions do you have about different kinds of bird nests?

Lesson XX 3

Discuss bird nest materials.

Discuss the characteristics of a material.

Are the other materials birds use to build their nests the same as this material? Why or why not?

Examine Objects and Materials

Record observations.

Class Comparison Chart

Group the words and phrases into categories.

Key Term

weight

how heavy or light something is

How are Metal 1 and Metal 2 similar?

How are Metal 1 and Metal 2 different?

categories contain

or phrases

Which

words

that are the same for Metal 1 and Metal 2?

Which categories contain words or phrases that are different for Metal 1 and Metal 2?

Why do you think Metal 1 and Metal 2 have the same color, texture, flexibility, and hardness?

Key Term material

anything that an object is made of or can be made of

Key Term object

a certain amount of material or materials put together in a certain way

Key Term property

anything about an object or material that can be observed or measured

Think about what we have learned about materials and objects. Where on our class list should we write Properties of Materials?

Where on our class list should we write Properties of Objects?

Develop Anchor Chart and Update Anchor Model

How can you apply your new understandings of objects and materials to bird nests?

Driving Question Board

Why do different kinds of birds use certain materials

to build their nests?

Lesson XX 4

Hummingbird Video

What

did you see in the video?

What questions do you have about what you saw?

Class Properties List

Which words from the class list describe the hummingbird nest material?

Observe Samples

How could you use the magnifiers, jars, and cups to observe the different samples?

Debrief Observation Activity

Class Properties List

What new questions do you have about the properties of objects and materials?

Describe properties of a pencil.

Lesson XX 5

What do you notice about the picture?

some

could

How

you use

of the properties on the class list to group the shapes?

Key Term classify

to group things by the properties they have in common

Class Properties List

How could you classify the objects and materials you observed in the previous lesson?

Classify Objects and Materials

Debrief Classification Activity

How did you classify the samples?

Class Properties List

When have you heard or used the words solid and liquid?

How would you describe the samples classified as solids?

How would you describe the samples classified as liquids?

Describe solids and liquids.

In what ways are solids and liquids different?

Lesson XX 6

Hummingbird Video

the

Is

cotton ball a solid or a liquid?

What evidence supports your thinking about the cotton ball?

How might we learn more about solids and liquids to improve our descriptions of

them?

Explore Solids and Liquids

Share Observations

What did you notice about the shapes of the liquid samples after you poured each one into a new container?

What did you notice about the shapes of the solid samples in their new containers?

How did a liquid sample look different from a solid sample inside the same kind of container?

Which samples kept their own shape in the new containers?

Which samples had a shape like the shape of the new container?

Share paper clip observations.

Revisit descriptions of solids and liquids.

How has your understanding of solids and liquids changed?

Class Properties List

Do we have enough evidence to say that liquid samples also have weight?

In what ways are solids and liquids different?

Lesson XX 7

Observe the sand.

What do you notice about the sand?

How else could we observe sand to determine whether it is a solid or a liquid?

Observe Sand

What did you observe about the sand properties of the sand when you shook the jar?

What properties of sand did you observe?

What do the properties you observed tell you about sand?

In what ways are solids and liquids different?

Update Anchor Chart

Driving Question Board

Look for examples of solids and liquids

in your home or community. Record examples in a notebook or share them with someone at home.

Lesson XX 8

Silently observe objects and materials in the classroom.

classify

objects and materials

Could you

all the

you observed into one group? Why or why not?

What do all classroom items have in common?

Observe Weight Demonstration

Was your partner able to take the object from your hands without you noticing?

How were you able to tell that your partner took the object from your hands?

What information helped you know whether you were holding the object?

Weight Demonstration

What does the balanced scale show us about the weight of the two cups?

What might happen if we pour a sample of water into one of the cups of the scale?

How can we use the scale to determine whether one water sample is heavier than the other?

Compare Weight of Objects

What would happen if one object was removed from a cup and the other stayed in its cup?

Do you think we will see the same result with other objects?

What did you determine from your testing?

When you added an object or a liquid sample to one side of the scale, that side became heavier. When you took an object out, that side became lighter.

What can we now say about solid objects and liquid samples?

Think about the movement of the scale. How can that explain why you knew when an object was in your hands?

What do all classroom items have in common?

Lesson XX 9

Classroom Object Activity

Can the two objects be in the same place on your hand at the same time?

Why or why not?

How could we find out whether the glass marble and the water inside the cylinder can be in the same place at the same time?

What do all classroom items have in common?

Observe Water Displacement

What did you observe when the marble dropped into the cylinder?

What do you think would happen to the water level if we removed the marble?

Why do you think adding the marble changes the water level?

Did the demonstration show that water and a marble can be in the same place at the same time?

Key Term volume

the amount of space something takes up

Have you ever faced a problem related to solids or liquids taking up space? What was the problem?

Class Properties List

Define Matter

Key Term matter

anything that has weight and takes up space

What are some examples of matter?

Key Term solid

a type of matter that has a stable shape, but pushes and pulls can change its shape

Key Term liquid

a type of matter that has a shape that changes depending on the container it is in

What do all classroom items have in common?

Anchor Chart

Class Properties List and Anchor Chart Comparison

Earlier in the lesson, you observed that a glass marble has weight and takes up space.

Why do you think the marble has weight and takes up space?

What do you think determines how much the glass marble weighs?

What determines how much space it takes up?

some similarities and differences between the two bird nests?

What are

Which nest do you think takes up more space?

Why do you think that?

Which of the two nests do you think weighs more?

Observe the properties of objects and materials you find at home or in your community. Record your observations. Then classify the objects and materials by their properties.

Lesson XX 10

How do you think the dusky scrubfowls builds their large nests?

How do you think the baya weavers build their nests?

Baya Weaver Nest Construction Video

Baya Weaver Nest Construction Video 2

How are the videos similar?

How are they different?

How do you think the bird will continue to build

its nest?

Baya Weaver Nest Construction Video 3

In this video, what evidence supports your thinking about the first bird and its nest?

Have you, or has someone you know, ever made an object from smaller pieces?

How are smaller pieces put together to make larger objects?

Build Block Structures

Compare Block Structures

What differences

did you notice between the structures?

Rebuild block structures.

What process did you use to build a new structure?

How were your two structures different?

How were your two structures similar?

What have you learned about building an object out of smaller pieces?

How are the nests similar?

How are the nests different?

building

What do the

block structures and the nests show us about objects and their pieces?

Make a list of objects not discussed in class that you can take apart and put together in different ways to make new or different objects. Share your list with family members or classmates.

Lesson XX 11

How are the two walls similar?

How are the two walls different?

Observe Orange Parts

Debrief Orange Parts Observation

How did you know whether an orange part was a solid or a liquid?

Did you have trouble telling whether other parts were a solid or a liquid?

Do you think an orange is made of solids, liquids, or both solids and liquids?

How are the orange and the block structures similar?

How are the orange and the block structures different?

Review observations.

Anchor Chart

Identify an object made of smaller pieces in your home or community. List the properties of the pieces of the object.

Lesson XX 12

What have you learned about matter that you can connect with bird nests?

Prepare for Conceptual Checkpoint

What do you know about honey bees or their nests?

What are the properties of a honey bee nest?

Notice and Wonder

What materials do you think we would find in a honey bee nest?

Conceptual Checkpoint Part A

Conceptual Checkpoint

Conceptual Checkpoint

properties

What

of the materials in honey bee nests did you observe?

What properties did you use to classify the materials in honey bee nests?

Lesson XX 13

What are the properties of a honey bee nest?

Conceptual Checkpoint Part B

Conceptual Checkpoint

Conceptual Checkpoint

Conceptual Checkpoint

Conceptual Checkpoint

Debrief Conceptual Checkpoint

Which student claim did you agree with? Why?

Did you classify honey as a solid or a liquid? Which property of honey supports your choice?

Did you classify beeswax as a solid or a liquid? Which property of beeswax supports your choice?

What are the properties of a honey bee nest?

Driving Question Board

How can we describe and classify matter?

In what ways can we describe matter?

In what ways can we classify matter?

Anchor Model

Do you think the nest is liquid when it holds bird eggs?

Lesson XX 14

Notice and Wonder

What do you wonder about the pictures?

Why might the waterfall look so different in these two pictures?

How might the water in the waterfall change from solid to liquid or from liquid to solid?

How does Niagara Falls go through changes in type of matter?

How could we investigate our ideas about the waterfall?

Observe and Record Object Properties

Which color band matches the classroom temperature?

What do you think will happen when we add water that is hotter than the classroom temperature to the bins?

Key Term heating

a process that can increase a material’s temperature and cause other changes in the material

Make predictions.

Investigate Heating

Compare predictions.

Lesson XX 15

Reflect about how the objects and water temperature may have changed.

Observe temperature change in water.

Key Term cooling

a process that can decrease a material’s temperature and cause other changes in the material

Observe Properties after Cooling

Debrief Investigation

What did you notice about the properties of the objects during heating?

solid liquid

What do you notice about the type of matter of each object before heating and during heating?

What do you think caused some of the objects to change from solid to liquid?

What evidence do we have that heating was the cause of the change?

Key Term melting

the change of matter from solid to liquid

Melting Plastic Spoon Video

Molten Glass Video

What did you notice about the plastic and glass in the videos?

What have we learned so far about what can happen to solids when they are heated?

solid liquid

What did you notice about the properties of the objects after cooling?

What do you think caused some of the objects to change from liquid to solid?

Key Term freezing

the change of matter from liquid to solid

Why do you think the liquid water from the melted ice cube stayed a liquid and did not freeze?

changes

matter

What

in type of

did the materials go through during heating and after cooling?

Key Term reversible change

a change that can be undone

Solid and Liquid Activity

How did you act out a solid and a liquid?

Look for examples of melting and freezing in your home and community. Write about or draw the materials before and after heating or cooling. Then explain why the changes to the materials are reversible.

Lesson XX 16

Icicles Melting Video

Why do you think the icicles are melting?

Model Changes in Type of Matter

How does your model show reversible changes in matter?

How does your model explain the relationship between temperature and solids and liquids?

In our investigation, which property did not return to the way it was before the reversible change?

Our model cannot show everything we know about cause and effect relationships.

Update Anchor Chart

How does Niagara Falls go through changes in type of matter?

Anchor Chart

What objects do you see in the blue jay nest?

Blowtorch Heating a Log Video

What did you observe in the video?

Blowtorch Heating a Log Video

How does the log change as the fire heats it?

Do you think the changes in the video are reversible?

If so, how might you undo the changes to the wood?

Lesson XX 17

Bread Properties

How could we change the properties of this bread?

Observe Bread Before and After Toasting

How have the properties of the bread

changed after toasting?

Do you think the changes in the bread are reversible? Why or why not?

After we toast bread, can we change it back to bread before toasting?

How could we find out whether the toasted bread can change back to the way it was before?

Lesson XX 18

How can we find out whether toasting bread is a reversible change?

Observe Cooled Toasted Bread

Analyze Observations

Does the property you chose provide evidence of a reversible change? Why or why not?

Do the other properties of bread show evidence of a reversible change?

Why or why not?

After we toast bread, can we change it back to bread before toasting?

Key Term irreversible change

a change that cannot be undone

What evidence shows that an irreversible change occurred when the bread was toasted?

How can matter change as a result of heating or cooling?

Anchor Chart

Driving Question Board

Look for irreversible changes in your home or community. Write about or draw the materials you observe before and after heating or cooling. Then explain why the changes are irreversible.

Lesson XX 19

What questions do you have about how temperature affects honey bee nest materials?

How does beeswax change when heated and cooled?

Conceptual Checkpoint

Beeswax Melting Video

What causes beeswax to change from solid to liquid?

What causes beeswax to change from liquid to solid?

How does

the model show a reversible change?

Debrief Conceptual Checkpoint

What happens to beeswax when it is heated and then cooled?

How does heating and cooling beeswax show evidence of a reversible change?

What could happen if the beeswax in a honey bee nest got too hot or too cold?

What materials did you hear about or do you see in the ovenbird nest?

Dog Mud Puddle Video

Do the mud in the video and the mud in the nest have the same properties? If not, how are the properties different?

Anchor Model

Driving Question Board

How can matter change?

What have you learned about how matter can change?

Lesson XX 20

What properties of wax make it useful for building honey bee nests?

Explore Crayons

Was your prediction correct? Why or why not?

Wax Properties Class List

crayon

How might the properties of the

and wax paper affect your ability to write and draw?

Read The Crayon Man

TheCrayonMan:TheTrueStoryoftheInventionofCrayolaCrayons

crayons

What properties of early

made them difficult to use?

Why do you think Edwin Binney wanted to invent a different kind of crayon?

What are some ways you use writing tools?

What writing tools do you like to use to write and draw?

When do you choose to use one writing tool over another? Why?

Which writing tool is best?

Lesson XX 21

Did the slate pencil, chalk, and black crayon work well for drawing pictures?

Why or why not?

How could we test if a writing tool works well?

Test Writing Tools

What did you learn about your writing tools by testing them?

Graph and Analyze Data

Create class graph.

What can we determine from this graph?

How did the properties of the writing tools and surfaces affect whether you could see the number?

Key Term suited appropriate for a specific purpose

What does our class graph show us about which writing tool was suited to writing on the most surfaces?

Which writing tool is best?

In this question, what might the word best mean?

Anchor Chart

Look for different writing tools at home or school. Record the properties of the writing tools. Then do additional tests with an adult at home or a friend.

Lesson XX 22

How were Edwin’s inventions suited to writing on different surfaces?

What questions do you have about objects or materials we have talked about in class?

What questions do you have about the purposes objects or materials may be suited to?

Discuss Nest Materials

What materials do flamingos use to build their nests?

According to the book, why do flamingos build their nests the way they do?

Flamingo Building Nest Video

What do you notice in this video?

How might the properties of the mud

make it suited to building this kind of nest?

Update Anchor Model

Driving Question Board

Lesson XX 23

Notice and Wonder

How is a honeycomb made?

Why do honey bees use beeswax to build their nests?

Prepare for Conceptual Checkpoint

What information on the card might help

answer the Phenomenon Question?

Conceptual Checkpoint

Conceptual Checkpoint

Conceptual Checkpoint

Conceptual Checkpoint

Debrief Conceptual Checkpoint

What properties of beeswax make it suited to building a honey bee nest?

How do these properties make beeswax a suitable material?

Why would twigs be more difficult for honey bees to use to build their nests?

Driving Question Board

Why is understanding the properties of matter useful?

Lesson XX 24

How are these nests similar?

How can animals protect themselves from rain?

How do you protect yourself from rain?

Engineering Challenge Introduction

Review Engineering Design Process: Ask, Imagine, Plan

TheCrayonMan

What were the problems with early writing tools that Edwin was trying to solve?

How did Edwin and his team imagine ways to make better, stronger crayons?

How did Edwin and his team plan what to do?

Review Engineering Design Process:

How did Edwin and his team create the new crayons?

How did Edwin and his team improve their new crayons?

How did Edwin and his team share their invention with others?

What did Edwin and his team do after they shared their invention with others?

How do shelters keep people, animals, and objects dry?

What materials are suited to building a shelter that provides protection from rain?

Lesson XX 25

What materials are suited to building a shelter that provides protection from rain?

Draw an object.

Ask about an Engineering Problem

What problem

are you trying to solve?

Class Problem and Solution Chart

How will you know if your shelter works?

Shelter Criteria

What other questions do you have about the shelter you will design, build, and test?

How could we find out if these materials are suited to protecting people, animals, and objects from rain?

What should we look for during this test?

Imagine a Shelter

How did your observations help you decide whether you might use a material to build your shelter?

Think about the materials you would use to build a shelter that can provide protection from rain.

What do they have in common?

Lesson XX 26

How can you use your observations to help you decide which of these materials to use in your design?

Imagine a Shelter

Why did you choose each material?

Plan a Shelter

What do you notice about the designs?

What does using the same materials in different ways remind you of?

Lesson XX 27

Review group engineering plan.

Create a Shelter

Test a Shelter

What about your shelter worked well?

What about your shelter did not work as well?

What would you change about your shelter? Why?

How might you use your understanding of material properties to make changes?

Lesson XX 28

Explain Share stage and presentations.

Prepare for a Presentation

Share Shelter Designs

Were the group’s materials suited to building a shelter that provides protection from rain? Why or why not?

How did the group use different materials to build their shelter??

What materials are suited to building a shelter that provides protection from rain?

How

did you use the engineering design process to try to solve the problem?

How did you choose the materials

for your design?

Notice different types of structures that provide protection from weather events such as storms or severe heat or cold. Observe the properties of the materials used to build the structures. Discuss your findings with an adult at home or classmates.

Lesson XX 29

Key Term Activity

How do these words relate?

Prepare for Socratic Seminar

Why do different kinds of birds use certain materials to build their nests?

Engage in Socratic Seminar

You have learned a lot about how matter can be described, classified, and used.

What did you do to build your knowledge?

What did you do in this work?

What is the same about what you did?

What is different?

Lesson XX 30

What materials did Edgar Degas use to make the sculpture?

How did Degas use each of these different materials?

What happened to the sculpture over time?

Why

was the sculpture Little

Dancer

Aged Fourteen remade in bronze?

Complete End-of-Module Assessment

Lesson XX 31

What questions do you have about what happened to the sculpture over time?

Debrief End-of-Module Assessment

Reflect on Crosscutting Concepts in Module Learning

Which objects did you observe that can change shape or be taken apart?

How did the lens of Energy and Matter help you understand this phenomenon?

Energy and Matter Discussion

Driving Question Board

Draw and label an object made from several materials. Share your drawings with classmates or an adult at home. Describe the materials that make up the object and the properties of each material. Describe how you know that the object is made of matter.

References

Aston, Dianna Hutts, and Sylvia Long (illustrator). 2015. A Nest Is Noisy. San Francisco: Chronicle Books.

Biebow, Natascha, and Steven Salerno (illustrator). 2019. The Crayon Man: The True Story of the Invention of Crayola Crayons. Boston: Houghton Mifflin Harcourt.

National Gallery of Art. 2020. “Edgar Degas: Little Dancer Aged Fourteen.” Accessed April 20, 2021. https://www.nga.gov/collection/highlights/degas-little-dancer-aged-fourteen.html.

National Gallery of Art. 2020. “Modeling Movement: Degas’s Dancers.” Accessed April 20, 2021. https://www.nga.gov/features/modeling-movement.html.

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

Credits (slide 1 of 2)

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this presentation.

Great Minds PBC disclaims all rights of ownership with respect to any marks or copyrights owned by Microsoft Inc.

Slides 1, Edgar Degas, Little Dancer Aged Fourteen, 1878–1881, National Gallery of Art, New York, NY; slides 12, 25, 110, 157, 163, 164, 200, 202, 283, 326, 328, 370, 376, 396, 398, 414, A Nest Is Noisy, text © 2015 Dianna Hutts Aston, Illustrations © 2015 Sylvia Long, published by Chronicle Books LLC; slides 16–18, eakkaluktemwanich/Shutterstock.com; slides 22–24 and 30 (from left), finchfocus/Shutterstock.com, Poeticpenguin/Shutterstock.com, Marcus England/Shutterstock.com; slides 54, 80, Hummingbird video by andre baget/Shutterstock.com; slide 106, AlexussK/Shutterstock.com; slides 165, 166, 169, Weaverbird Builds a Nest videos 1, 2 and 3 by SARIN KUNTHONG/Shutterstock.com; slides 181 and 182 (left), Platoo Fotography/Shutterstock.com, (right), mayurfever4u14/Shutterstock.com; slides 186, 187, vladitto/Shutterstock.com; slides 230 and 281 (left), Jorge Moro/Shutterstock.com, (right), Anna Krivitskaya/Shutterstock.com; slide 258, Melting Plastic Spoon video by BlackBoxGuild/Shutterstock.com; slide 259, Molten Glass Video by Ivan Golenkov/Shutterstock.com; slide 273, Icicles Melting video by Film Master/Shutterstock.com; slide 276 (clockwise from top center), PurMoon/Shutterstock.com; urfin/Shutterstock.com; onair/Shutterstock.com; Robyn Mackenzie/Shutterstock.com; Hortimages/Shutterstock.com; P Maxwell Photography/Shutterstock.com; slides 284, 286, Blow Torch Heating a Log video by BlackBoxGuild/Shutterstock.com; slide 318, Melting Natural Bees Wax video by Lost Mountain Studio/Shutterstock.com;

slide 327, Dog in Mud Puddle video by Zayats Svetlana/Shutterstock.com; slides 340, 341, 349, 366, 404, The Crayon Man, text copyright © 2019 Natascha Biebow, illustrations copyright © 2019 Steven Salerno, published by Houghton Mifflin Harcourt; slide 373, Flamingo Building a Nest video by by BlackBoxGuild/Shutterstock.com; slides 476, 484 (from top right), Nattika/Shutterstock.com, P Maxwell Photography/Shutterstock.com; slide 477 (left), Seregam/Shutterstock.com, (center and right), Getty Images/iStockphoto; slides 478, 486, Edgar Degas, Little Dancer Aged Fourteen (hand detail), 1878–1881, National Gallery of Art, New York, NY

All other images are the property of Great Minds.