Date: 09/24-10/02/15 | Jorge Garcia

Grade: K
Lesson: With teacher assistance student groups conduct an investigation. Observe, record, and discuss
how materials can be changed by heating or cooling.
Students observe, record, and discuss how to remove a small paper clip from an ice cube. Once the ice
cube is melted they need to plan to remove the paper clip from the baggie it melted in without using their
fingers (they will need to use a magnet).

Student:
Uses an appropriate, complete strategy to solve the problem.
Collaborates with others in each stage of the inquiry.
Demonstrates insightful reasoning and strong evidence of critical thinking.
Skillfully provides evidence for the solution and strategy used.
Engage in argument from evidence.
Call for 6 student volunteers to demonstrate the three states of matter in front of the class.

Show and discuss the position of each student, as well as the speeds at which they will need to move to
represent the three states of matter.
Present vocabulary through the childrens activities in the three states of matter.
NGSS: (K-ESS2-1): Patterns in the natural world can be observed, used to describe phenomena, and used as
evidence.
Formative Assessment or Launch: What do you need to know to get started on this project? What will you
need to do to melt the ice and free the paper clip?
Performance Assessment: What did you do with your hands to be able to get the ice to melt?
Objective and Closing Product:
OBJECTIVE: We will remove a small object from water in the solid state without getting our fingers wet.
PRODUCT: I will complete my project and discuss the strategy I used to remove the paper clip from an ice
cube.
Vocabulary: States of matter, solid, liquid, gas, particle movement, fast, slow, melt, freeze, magnetism,
magnet, friction, heat or thermal energy.
Materials: Ice cubes with a paper clip frozen in them, magnets, plastic trays, and Ziploc sandwich bags.

Purposeful Talk and Write Critically Prompt: Before starting the activities students discuss in their groups
how they might remove the paper clip from its ice cube. Once the ice melts discuss how they can remove
the paper clip without getting their fingers wet.
TEKS/SE: K.5B: Observe, record, and discuss how materials can be changed by heating or cooling.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Date: 09/24-10/02/15 | Jorge Garcia

Grade: 1
Lesson: With teacher assistance student groups design a process to separate a set of objects using their
physical properties.
Uses an appropriate, complete strategy to solve the problem.
Collaborates with others in each stage of the inquiry.
Demonstrates insightful reasoning and strong evidence of critical thinking.
Skillfully provides evidence for the solution and strategy used.
Engage in argument from evidence.
Science and engineering practices (1-PS4-4): Use tools and materials provided to design a device that
solves a specific problem.

Scientific and Engineering Practices/Disciplinary Core Ideas (DCI):

Students construct explanations (for science) and design solutions (for engineering).
Crosscutting Concepts: Cause and Effect.
Once they have completed their table, students will group and classify objects in the bag by their
properties. They will then test magnetic, float or sink properties, and if it reflects or dont reflect light.

Formative Assessment or Launch: What process do you follow from the moment you get up in the
morning to when you arrive at school? Discuss with your shoulder partner and draw a sequence diagram
of your process.
Performance Assessment: A process that achieves its objective.
Objective and Closing Product:
OBJECTIVE: We will use the physical properties of objects to design a process for separating objects in our
bags.
PRODUCT: I will use evidence from my investigation to reason my separation process.
Vocabulary: Observable property, color, shape, texture, heavier, lighter, smaller, larger.

Materials: Magnets, tubs with water, manila, and construction paper.

Purposeful Talk and Write Critically Prompt: Discuss with your group how you could make the process
automatic and continuous.

Date: 09/24-10/02/15 | Jorge Garcia

TEKS/SE: 1.5A: Classify objects by observable properties of the materials from which they are made
such as larger and smaller, heavier, and lighter, shape, color, and texture.

ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Date: 09/24-10/02/15 | Jorge Garcia

Grade 2
Lesson: With teacher assistance student groups conduct an investigation. Observe, record, and discuss
how materials can be changed by heating or cooling.
Students observe, record, and discuss how to remove a small paper clip from an ice cube. They will also use
the magnetic property of the paper clip to remove it from the melted ice in the bag without getting their
fingers wet.
Call for 6 student volunteers to demonstrate the three states of matter in front of the class.

Show and discuss the position of each student in the volunteer group in the three states of matter
position.

Uses an appropriate, complete strategy to solve the problem.

Collaborates with others in each stage of the inquiry.
Demonstrates insightful reasoning and strong evidence of critical thinking.
Skillfully provides evidence for the solution and strategy used.
Engage in argument from evidence.

NGSS PS1.A: Structure and Properties of Matter. Matter can be described and classified by its observable
properties. (2-PS1-1)
Formative Assessment or Launch: Students describe what happens when they rub their hands together
and the type of energy it is produced by the force of friction.
Performance Assessment: What type of materials do magnets attract?

Objective and Closing Product:

OBJECTIVE: We will observe how materials can be changed by heating.
PRODUCT: I will evidence from investigation to reason why the ice cube melted.
Vocabulary: States of matter, solids, liquids, gases, particle movement, fast, slow, melt, freeze, magnetism,
magnet, friction, heat or thermal energy.
Materials: Ice cubes with a paper clip frozen in them, magnets, plastic trays, and Ziploc sandwich bags.

Purposeful Talk and Write Critically Prompt: Discuss with your group what happens when water in the
solid state is heated.
TEKS/SE: 2.5B: Compare changes in materials caused by heating and cooling.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Date: 09/24-10/02/15 | Jorge Garcia

Grade: 3, 4, 5

Lesson: Investigating Properties of Matter: Is a cube shape the best shape for an ice cube?
Engage. Initiate a discussion using the following questions: What shape ice cubes do
you have at home? Do you think the shape is important for cooling efficiently your
Summer drink? Does a large ice cube cools a drink faster than a smaller cube? Which
cube do you think melts faster? Students should discuss with their shoulder partners
for about 8 minutes. The class will come together and describe the results of their
discussion.
NGSS: 3-5-ETS1-2 Students who demonstrate understanding can generate and compare multiple possible
solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
TEKS: 3.2F: Communicate valid conclusions supported by data in writing, by drawing pictures, and
through verbal discussion.

Formative Assessment or Launch: During our initial discussion, we talked about volume and surface area.
Do you think different shapes can have the same volume?
Performance Assessment: Write in your journal if volume or surface area will make water in an ice cube
freeze faster.
Objective and Closing Product:
OBJECTIVE: We will determine the best shape for making an efficient cooling ice cube.
PRODUCT: I will use evidence from my investigation to determine the most efficient shape for an ice cube.
Vocabulary: States of matter, melting, freezing, volume, surface area, dilution.

Materials: Each group will need transparent plastic report covers, scissors, a ruler, and about 1.5 m of duct
tape, as well as a fine-tipped waterproof marker to scribe the plastic and the patterns for the three trays
included below.
Purposeful Talk and Write Critically Prompt: Explain what you think will happen if you have a glass of
water with ice cubes filled to the rim. Will it overflow, will the level remain the same, or will the level drop?
TEKS/SE: 3.2F: Communicate valid conclusions supported by data in writing, by drawing pictures, and
through verbal discussion.
ELPS: ELPS c.1C: Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

Date: 09/24-10/02/15 | Jorge Garcia

Patterns for different shape ice-trays.

Novelty ice cube trays.