TeacherEdition - PHD Na e l02 m01 Te-Tr 42712 Lores Oer

T E AC H E R E D I T I O N
MODULE 1
2
LEVEL
Matter
Level 2 Module 1:
Matter
Teacher Edition
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LEVEL 2 MODULE 1
Matter
Contents
Module Overview �� 1
Concept 1: Properties of Matter (Lessons 1–13) �� 15
Concept 2: Matter Can Change (Lessons 14–19) �� 125
Concept 3: Suitability (Lessons 20–23) �� 177
Application of Concepts: Engineering Challenge (Lessons 24–28) �� 209
Application of Concepts: Socratic Seminar and End-of-Module Assessment (Lessons 29–31) �� 237
Student End-of-Module Assessment, Sample Responses, and Rubric �� 251
Appendix A: Module Resources �� 269
Appendix B: Module Storyline �� 327
Appendix C: Module Glossary �� 353
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L2 ▸ M1 ▸ ContentsPhD SCIENCE®
Appendix D: Domain-Specific Words, General Academic Words, and Spanish Cognates �� 355
Works Cited �� 357
Credits �� 358
Acknowledgments �� 359
iv © Great Minds PBC
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Module Overview
ESSENTIAL QUESTION
Why do different kinds of birds use certain

materials to build their nests?
Introduction
The depth and beauty of a nest, therefore, seems to depend more upon the materials at hand, the experience,
genius and hurry of the workers, than upon any other circumstances, each pair of birds shaping their home after their
own ideas, as far as possible.
—Howard Jones (1886)
Throughout the module, students study the anchor phenomenon, birds students use their knowledge of how matter can be described, classified,
building nests, and develop an answer to the Essential Question: Why and used to explain the anchor phenomenon, and they apply these
do different kinds of birds use certain materials to build their nests? concepts to a new context in an End-of-Module Assessment. Through
As students learn about each new concept, they revisit and refine these experiences, students learn that understanding the properties
a model that represents how to describe different materials and how of matter and the ways matter can change helps people use materials for
birds use those materials to build their nests. At the end of the module, specific purposes.
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L2 ▸ M1 ▸ Module Overview PhD SCIENCE®
Lessons 1 through 13 address the Concept 1 Focus Question: How can Lessons 14 through 19 address the Concept 2 Focus Question: How can
we describe and classify matter? In Lessons 1 through 3, students develop matter change? In Lessons 14 through 16, students observe photographs
an initial model of the materials and techniques birds use to build their of Niagara Falls in different seasons to begin exploring reversible and
nests. Students listen to an excerpt and view illustrations from A Nest irreversible changes in matter. Students observe as a warm water
Is Noisy(Aston and Long 2015) to learn about a variety of animal nests bath heats a variety of solid objects and some of those objects melt.
and materials that animals use for nest construction. Students then Students allow the objects to cool overnight and learn that some objects
narrow their focus to distinguish objects from the materials they are return to their solid state after cooling, whereas others do not. This new
made of. As a class, students develop an anchor model to show what they information leads students to wonder about the objects that remained
know so far about bird nests and the items birds use to build nests. They solid throughout the investigation. Students then view videos showing
also distill their key learning about objects and materials on an anchor that these objects do melt at high temperatures and identify melting and
chart and generate questions about bird nests on a driving question freezing as reversible changes. Students develop a model showing the
board. They revisit the anchor model, the anchor chart, and the driving relationship between temperature and type of matter. They then apply
question board throughout the module to build a coherent understanding their knowledge of reversible changes to Niagara Falls and update the
of matter and its interactions. In Lessons 4 through 7, students observe anchor chart. In Lessons 17 and 18, students explore irreversible changes
a variety of solid and liquid samples to explore how matter can be through the phenomenon of toasting bread. They use their senses
classified by its properties. They use their senses to make observations, of touch, smell, and sight to observe the properties of a slice of bread
build a list of properties, and use these properties to sort objects and before and after it is toasted. Students use evidence to determine that
materials. They then use their observations of these properties to develop toasting bread demonstrates an irreversible change. They update the
descriptions of the terms solid and liquid. Students investigate the anchor chart and driving question board with their new understanding
movement of solids and liquids in containers of different sizes and shapes of reversible and irreversible changes. In Lesson 19, students apply
as they continue to refine their descriptions. Finally, students apply their their understanding of how matter can change to a new context
new understanding to sand and determine that sand is made up of very in a Conceptual Checkpoint.
small solid grains. Students then look and listen for examples of solids
and liquids in A Nest Is Noisyand add their new knowledge to the anchor Lessons 20 through 23 address the Concept 3 Focus Question: Why is
chart. In Lessons 8 and 9, students compare the weight of classroom understanding the properties of matter useful? In Lessons 20 through 22,
items and determine that weight is a property of matter. Students students expand their understanding of the properties of matter by
then observe water displacement and determine that all matter takes exploring how different kinds of writing tools are suited to specific
up space. They use their experiences with weight and volume to define purposes. They learn the story of Edwin Binney in The Crayon Man: The
matterand recognize bird nests as examples of matter. In Lessons 10 True Story of the Invention of Crayola Crayons(Biebow 2019). Students
and 11, students investigate how objects can be made of smaller pieces. first test a variety of writing tools on different surfaces. They then analyze
They build and compare different structures made up of the same set their data and find that certain writing tools are better suited to specific
of plastic building blocks. Students then separate an orange half into writing surfaces. In Lesson 23, students apply their new knowledge in a
its parts and determine that objects can be made up of both solids and Conceptual Checkpoint by evaluating the suitability of the materials
liquids. In Lessons 12 and 13, students apply their understanding of matter honey bees use to build their nests.
to a new context in a Conceptual Checkpoint.
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PhD SCIENCE® L2 ▸ M1 ▸ Module Overview
In Lessons 24 through 28, students participate in an Engineering Students revisit module questions and synthesize their understanding
Challenge and draw on their knowledge of bird and honey bee nests in Lesson 29 by participating in a Socratic Seminar on matter and its
to design a shelter that provides protection from rain. They begin properties. In Lesson 30, students apply their conceptual understandings
by revisiting The Crayon Manto look for examples of the engineering in an End-of-Module Assessment. Finally, the class debriefs the
design process in action. Students then define the problem to be solved End-of-Module Assessment in Lesson 31 to clarify misconceptions, and
and apply their understanding of the properties of matter to imagine, students reflect on their work throughout the module to reveal how they
plan, create, test, improve, and share their solutions. built their knowledge.
Module Map
Anchor Phenomenon: Birds Building Nests
Essential Question: Why do different kinds of birds use certain materials to build their nests?
The properties of matter and the ways matter can change make materials suited to specific purposes.
Concept 1: Properties of Matter

Focus Question: How can we describe and classify matter?
Matter can be described and classified by its properties.
Performance
Science Topic Phenomenon Question Student Learning Expectations*
Bird Nests What can a bird nest look like? Birds use a variety of materials to build their nests. 2-PS1-1
▪ Lesson 1: Develop an initial model of a bird nest by exploring materials birds
might use to build nests.
▪ Lesson 2: Observe materials different kinds of birds use to build their nests.
▪ Lesson 3: Compare spoons and forks to describe properties of materials
and objects.
* The bold Performance Expectations identify lessons in which students should demonstrate mastery of the relevant Disciplinary Core Idea(s). In other lessons, students develop their knowledge of the
relevant Disciplinary Core Idea(s). Students integrate Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas in all lessons. In agreement with the guidance of the Next
Generation Science Standards (NGSS), students may apply Practices and Concepts other than those named in the Performance Expectations (NGSS Lead States 2013).
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Solids and Liquids In what ways are solids and liquids Classification of objects and materials requires observation of their properties. 2-PS1-1
different? ▪ Lesson 4: Observe objects and materials to describe their properties.
▪ Lesson 5: Classify objects and materials by their properties.
▪ Lesson 6: Investigate solids and liquids to observe their properties.
▪ Lesson 7: Gather evidence to determine that sand is a solid.
Defining Matter What do all classroom items have Matter has weight and takes up space (volume). 2-PS1-1
in common? ▪ Lesson 8: Investigate objects and materials to determine that weight
is a property of matter.
▪ Lesson 9: Investigate objects and materials to determine that volume
is a property of matter.
Pieces of Objects How are smaller pieces put Some objects are made of pieces that have the same properties, while other 2-PS1-3
together to make larger objects? objects are made of pieces that have differing properties. These pieces can
combine in different ways to form a variety of objects.
▪ Lesson 10: Build two different structures by using the same set of smaller pieces.
▪ Lesson 11: Observe parts of an orange to identify their different properties.
Properties of Matter What are the properties Matter can be described and classified by its properties. 2-PS1-1
of a honey bee nest? ▪ Lesson 12: Observe and classify the materials in honey bee nests.
▪ Lesson 13: Observe the materials in honey bee nests to determine whether the
materials are solid or liquid.
Concept 2: Matter Can Change

Focus Question: How can matter change?
Matter can change in different ways.
Performance
Science Topic Phenomenon Question Student Learning Expectations
Reversible Changes How does Niagara Falls Heating or cooling can cause changes in matter. 2-PS1-1
go through changes in type ▪ Lesson 14: Heat objects to determine a cause and effect relationship between 2-PS1-4
of matter? heating and type of matter.
▪ Lesson 15: Compare the properties of objects before heating, during heating,
and after cooling.
▪ Lesson 16: Model the reversible changes that heating and cooling cause in type
of matter.
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Irreversible Changes After we toast bread, can Some changes in matter are reversible, while other changes are irreversible. 2-PS1-4
we change it back to bread ▪ Lesson 17: Observe the properties of a slice of bread before and after toasting.
before toasting?
▪ Lesson 18: Gather evidence that toasting bread demonstrates an
irreversible change.
Matter Can Change How does beeswax change Matter can change in different ways. 2-PS1-1
when heated and cooled? ▪ Lesson 19: Investigate and explain the changes beeswax undergoes during 2-PS1-4
heating and cooling.
Concept 3: Suitability
Focus Question: Why is understanding the properties of matter useful?
The properties of matter make materials suited to different purposes.
Performance
Science Topic Phenomenon Question Student Learning Expectations
Suitability of Materials Which writing tool is best? The properties of a material or an object make it suited to a specific purpose. 2-PS1-2
and Objects ▪ Lesson 20: Explain how the properties of a crayon make it suited to writing
and drawing.
▪ Lesson 21: Test different writing tools to determine how well each is suited
to writing on different surfaces.
▪ Lesson 22: Model how the properties of nest building materials are suited
to building bird nests.
Suitability Why do honey bees use The properties of matter make materials and objects suited to different purposes. 2-PS1-1
beeswax to build their nests? ▪ Lesson 23: Explain why beeswax is suited to building honey bee nests. 2-PS1-2
Application of Concepts
Performance
Task Phenomenon Question Student Learning Expectations
Engineering Challenge What materials are suited People can apply their knowledge of materials and their properties 2-PS1-2
to building a shelter that to solve problems. K–2-ETS1-1
provides protection from rain? ▪ Lessons 24–28: Apply the engineering design process to build a shelter that
provides protection from rain.
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End-of-Module Socratic Seminar, Why was the sculpture Little The properties of matter and the ways matter can change make materials suited 2-PS1-1
Assessment, and Debrief Dancer Aged Fourteen remade to specific purposes. 2-PS1-2
in bronze? ▪ Lesson 29: Explain why different kinds of birds use certain materials to build 2-PS1-3
their nests. (Socratic Seminar)
2-PS1-4
▪ Lesson 30: Explain how the materials of the original Little Dancer Aged
Fourteensculpture are each suited to their purpose. (End-of-Module
Assessment)
▪ Lesson 31: Explain how matter can be described and used.
(End-of-Module Debrief)
Focus Standards
Performance Expectations
2-PS1 Matter and Its Interactions 2-PS1-4 Construct an argument with evidence that some changes
caused by heating or cooling can be reversed and
2-PS1-1 Plan and conduct an investigation to describe and classify some cannot.
different kinds of materials by their observable properties.
K–2-ETS1 Engineering Design
2-PS1-2 Analyze data obtained from testing different materials
to determine which materials have the properties that are K–2-ETS1-1 Ask questions, make observations, and gather information
best suited for an intended purpose. about a situation people want to change to define a simple
problem that can be solved through the development
2-PS1-3 Make observations to construct an evidence-based of a new or improved object or tool.
account of how an object made of a small set of pieces can
be disassembled and made into a new object.
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Three Dimensions: At a Glance
Science and Engineering Practices (SEPs) Disciplinary Core Ideas (DCIs) Crosscutting Concepts (CCs)
SEP.2: Developing and Using Models PS1.A: Structure and Properties of Matter CC.1: Patterns
SEP.3: Planning and Carrying Out Investigations PS1.B: Chemical Reactions CC.2: Cause and Effect
SEP.4: Analyzing and Interpreting Data ETS1.A: Defining and Delimiting Engineering Problems CC.4: Systems and System Models
SEP.6: Constructing Explanations and CC.6: Structure and Function
Designing Solutions
Three Dimensions: In Detail
Science and Engineering Practices
SEP.2: Developing and Using Models SEP.6: Constructing Explanations and Designing Solutions
▪ Develop and/or use a model to represent amounts, relationships, ▪ Make observations (firsthand or from media) to construct
relative scales (bigger, smaller), and/or patterns in the natural and an evidence-based account for natural phenomena.
designed world(s). ▪ Use tools and/or materials to design and/or build a device that
solves a specific problem or a solution to a specific problem.
SEP.3: Planning and Carrying Out Investigations
▪ Make observations (firsthand or from media) and/or

measurements of a proposed object, tool, or solution to determine
if it solves a problem or meets a goal.
SEP.4: Analyzing and Interpreting Data
▪ Record information (observations, thoughts, and ideas).

▪ Use observations (firsthand or from media) to describe patterns
and/or relationships in the natural and designed world(s) in order
to answer scientific questions and solve problems.
▪ Analyze data from tests of an object or tool to determine
if it works as intended.
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Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter ETS1.A: Defining and Delimiting Engineering Problems
▪ Different kinds of matter exist and many of them can be either ▪ A situation that people want to change or create can
solid or liquid, depending on temperature. Matter can be approached as a problem to be solved through engineering.
be described and classified by its observable properties. ▪ Asking questions, making observations, and gathering information
▪ Different properties are suited to different purposes. are helpful in thinking about problems.
▪ A great variety of objects can be built up from a small set ▪ Before beginning to design a solution, it is important to clearly
of pieces. understand the problem.
PS1.B: Chemical Reactions
▪ Heating or cooling a substance may cause changes that can

be observed. Sometimes these changes are reversible, and
sometimes they are not.
Crosscutting Concepts
CC.1: Patterns CC.6: Structure and Function
▪ Patterns in the natural and human designed world can ▪ The shape and stability of structures of natural and designed
be observed, used to describe phenomena, and used as evidence. objects are related to their function.
CC.2: Cause and Effect Connections to Nature of Science
▪ Events have causes that generate observable patterns. Science Addresses Questions about the Natural and Material World
▪ Simple tests can be designed to gather evidence to support ▪ Scientists study the natural and material world.
or refute student ideas about causes.
CC.4: Systems and System Models
▪ Objects and organisms can be described in terms of their parts.
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Building Knowledge and Skills across Levels

Throughout Level 2, students build knowledge and skills associated To make sense of the anchor phenomenon, students use observations
with the Science and Engineering Practices, Disciplinary Core Ideas, and from investigations, photographs, videos, and texts to construct
Crosscutting Concepts. an evidence-based account for the properties of, changes in, and
suitability of matter in bird nests (SEP.6). In Levels 3 through 5, students
Science and Engineering Practices construct explanations of observed relationships.
In this module, students build on the skill of developing and using models Disciplinary Core Ideas
(SEP.2) by using a variety of models to represent properties of matter
and changes in matter in bird nests. As students study the models, they Students’ study of the material composition of different kinds of bird
describe how the models represent amounts, relative scales, and patterns nests in Level 2 lays the foundation for their understanding of the
associated with both the natural and designed worlds. In Levels 3 structure and properties of matter and chemical reactions. In this module,
through 5, students build on the skill of developing and using models students learn that matter, including the materials birds use to build
collaboratively to show relationships among variables, describe and their nests, can be described and classified by its observable properties,
predict phenomena, and describe scientific principles. such as strength, flexibility, hardness, texture, and absorbency. Students
explore how the shape of materials can change as they observe that
During the Engineering Challenge, students plan and carry out different kinds of matter exist and many of them can be either solid
investigations by making observations and measurements of a solution—a or liquid, depending on temperature. Students explore the ideas that
shelter to provide protection from water—to determine whether it solves different properties are suited to different purposes and that a variety
a problem (SEP.3). As students develop their solutions, they analyze data of objects can be built from a small set of pieces (PS1.A). In Levels 3
from tests of materials used for shelter construction (SEP.4). They then through 5, students build on their understanding of the classification
use evidence from these tests to select materials to build a solution of matter as they measure properties to identify materials. They learn that
to a specific problem (SEP.6). In Levels 3 through 5, students make all matter can be subdivided into particles that are too small to see and
observations to produce data, make predictions, and test models (SEP.3). that the movement of particles can explain many observations, including
They analyze data to evaluate and refine design solutions (SEP.4) and the conservation of matter.
apply scientific ideas to solve design problems (SEP.6).
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Level 2 introduces students to chemical reactions. Students explore how about causes. By investigating changes in matter, students determine
heating or cooling a substance may cause observable changes in the that heating and cooling can sometimes cause reversible changes (CC.2).
substance. Students then determine that some of these changes are In Levels 3 through 5, students routinely identify, test, and explore cause
reversible, whereas others are irreversible (PS1.B), and they apply their and effect relationships to explain changes and to recognize that events
new knowledge to make sense of the anchor phenomenon. In Levels 3 that happen together may or may not be related.
through 5, students further explore chemical reactions by observing
how a new substance with different properties may be formed when two Students also apply the Crosscutting Concept of Systems and System
or more different substances are combined. Students learn that the total Models as they describe objects, including bird nests, in terms of their
weight of the substances does not change when a reaction or change parts (CC.4). In Levels 3 through 5, students build on their understanding
in properties occurs. that a system is a group of related parts that make up a whole and that
it can carry out functions that its individual parts cannot.
Crosscutting Concepts
Additionally, students explore how the properties of materials that
Throughout this module, students build their knowledge of the Disciplinary make up an object often determine the object’s suitability for a specific
Core Ideas by applying the Crosscutting Concepts of Cause and Effect, purpose (CC.6). In Levels 3 through 5, students deepen their understanding
Systems and System Models, and Structure and Function. Through of the substructures of objects and how they contribute to the function
investigations, students gather evidence to support or refute their ideas of that object.
Why?
Why don’t students refer to solids and liquids as states of matter? Why is access to a toaster necessary?
In Level 2 Module 1, students begin by learning about Disciplinary Core The changes to bread that result from toasting provide students with
Idea PS1.A: Structure and Properties of Matter. Through this Disciplinary an accessible example of an irreversible change. While bread can
Core Idea, students learn that different kinds of matter exist and many be toasted before the lesson if a toaster is not available in the classroom,
of them can be solid or liquid, depending on temperature. To remain toasting bread during the lesson allows students to observe additional
consistent with the Next Generation Science Standards and to make changes by using their senses of smell and touch.
content accessible to Level 2 students, the term statedoes not appear
in student-facing content. Instead, the module describes solids and liquids Access to a refrigerator or freezer is optional but can provide students
as types of matter. with an opportunity to confirm that toasting bread is an irreversible
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change. A freezer can also provide students with evidence that melting Why do students learn the term volume?
ice is a reversible change.
To meet the learning expectations of PS1.A, students are expected
Why is the temperature scale students use based in Fahrenheit, to develop an understanding of matter, which includes the idea that all
not Celsius? matter takes up space. While volume is not explicitly mentioned as part
of a standard in this grade band, Level 2 Module 1 includes the term
In this module, students use a Fahrenheit temperature scale to measure volumeto deepen students’ conceptual understanding of the properties
room temperature for consistency with the standard measurement all forms of matter have in common. At this level, students do not measure
scale in the United States. The temperature scale in this module is the volume or describe volume in terms of standard units.
same scale as the scale used in Kindergarten and Level 3 when students
explore weather. By using a temperature scale that students have some
familiarity with, students can focus on exploring how heating and cooling
changes matter rather than struggling with a nonfamiliar scale.
Key Terms
In this module, students learn the following terms through investigations,
models, explanations, class discussions, and other experiences.
▪ Classify ▪ Material ▪ Solid

▪ Cooling ▪ Matter ▪ Suited
▪ Freezing ▪ Melting ▪ Volume
▪ Heating ▪ Object ▪ Weight
▪ Irreversible change ▪ Property
▪ Liquid ▪ Reversible change
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Advance Materials Preparation

Several activities in this module require advance preparation. See the
lesson resources for more details on material preparation and instructions.
Lesson Set Time in Advance Investigation Description

14–16 Varies Heating Investigation Plan to complete Lessons 14 and 15 on consecutive days.
Lesson 14 requires access to hot water (100°F–105°F).
Consider enlisting a fellow school employee to help during the
investigation.
17–18 Varies Toasting Bread Investigation Plan to complete Lessons 17 and 18 on consecutive days.
17–18 1 day Toasting Bread Investigation If a toaster is not available to bring into the classroom,
toast 1 slice of bread per student pair and several extra slices
ahead of time. Note that an additional slice of white sandwich
bread will be required per student pair so students can
observe slices of both toasted and untoasted bread.
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Safety Considerations
The safety and well-being of students are of utmost importance 6. Students and teachers must wear personal protective equipment
in all classrooms, and educators must act responsibly, prudently, and (e.g., safety goggles) throughout investigations that require this
proactively to safeguard students. Science investigations frequently equipment. Students and teachers must wear safety goggles
include activities, demonstrations, and experiments that require extra whenever they work with objects with sharp points (e.g., wires,
attention to safety measures. Educators must do their best to ensure toothpicks), materials made up of tiny pieces (e.g., sand), glass,
a safe classroom environment. projectiles (objects that move through the air), hot liquids, or liquids
other than water.
The hands-on, minds-on activities of Module 1 involve the observation 7. Students must immediately inform teachers of any spills,
of a variety of samples and the heating and cooling of substances. Some breakages, or materials falling to the floor. Students must then
of the more important safety aspects to implement in Module 1 follow. follow all teacher instructions for cleaning up, including allowing
teachers to clean up spills, breakages, and other materials that
1. Teachers must explain all safety considerations to students and
may be dangerous. During investigations, items can fall to the floor
review all safety expectations with them before each activity.
even when everyone is careful. Immediate removal of debris from
2. Students must carefully listen to and follow all teacher instructions. the floor is essential to help prevent injury.
Instructions may be oral, on classroom postings, or written in the
8. Students must follow teacher instructions regarding cleanup at the
Science Logbook or other handouts.
end of each investigation. Teachers may ask students to return
3. Students must demonstrate appropriate classroom behavior materials to specific storage locations in the classroom or to clean
(e.g., no running, jumping, or pushing) during science investigations. the surfaces of their desks with provided materials (e.g., water and
Students must handle all supplies and equipment carefully and paper towels). After completion of the investigation and cleanup,
respectfully. Additionally, students should do their best to avoid students must thoroughly wash their hands.
touching their face during investigations.
9. Teachers must monitor student activity on the internet. If students
4. Students and teachers must put away all food and drinks must access the internet for science research purposes, teachers
during science investigations. Investigation materials can easily must monitor students’ activity to ensure conformation with school
contaminate food and drinks. Also, spilled food or drinks can disrupt and district policies.
investigations.
5. Students must never place materials in their mouth during Because this module is the first of the school year, stressing the importance
a science investigation. of safety and setting safety procedures with students are critical tasks.
To help ensure safe science experiences, schools are encouraged to have
students and their parents or guardians sign a science safety contract
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that outlines rules and procedures. Administration of a safety quiz also More information on safety in the elementary science classroom appears
is recommended to assess comprehension of the rules and procedures. in the Implementation Guide. Teachers should always follow the health
Teachers may use the sample contract and quiz in Appendix A: Module and safety guidelines of their school or district. For additional information
Resources or create their own. on safety in the science classroom, consult the National Science Teaching
Association website (http://www.nsta.org) or other resources.
Additional Reading for Teachers

▪ Avian Architecture: How Birds Design, Engineer, and Build ▪ Nests: Fifty Nests and the Birds that Built Themby Sharon Beals
by Peter Goodfellow ▪ Teaching Emerging Scientists: Fostering Scientific Inquiry with Diverse
▪ Bird Nests: Amazingly Ingenious and Intricateby Stan Tekiela Learners in Grades K–2by Pamela Fraser-Abder
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PhD SCIENCE®L2 ▸ M1 ▸ Lessons 1–3
Lessons 1–3
Bird Nests
Prepare
Throughout this module, students explore the different materials birds use to build nests (PS1.A). In
Lesson 1, students examine materials birds might use for nest building and draw an initial model of Concept 1: Properties
a bird nest. In Lesson 2, students observe photographs of different kinds of bird nests and listen to of Matter
readings about the wide variety of materials birds use for nest building from A Nest Is Noisy by
Dianna Hutts Aston and Sylvia Long (2015). Students then develop an initial anchor model by Focus Question
describing different bird nests and the materials the birds used to construct them (CC.4). In Lesson 3, How can we describe and classify
students begin to explore the properties of materials by comparing metal and plastic spoons and forks. matter?
Next, they apply their understanding of materials and objects to create an anchor chart and update
their anchor model with an explanation of how materials and objects relate to bird nests. Last, students Phenomenon Question
generate questions (SEP.1) about bird nests and the materials birds use to build them to develop a
What can a bird nest look like?
driving question board that will guide student exploration throughout the module.
Student Learning
Knowledge Statement
Birds use a variety of materials to build their nests.
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L2 ▸ M1 ▸ Lessons 1–3 PhD SCIENCE®
Objectives
▪ Lesson 1: Develop an initial model of a bird nest by exploring materials birds might use to
build nests.
▪ Lesson 2: Observe materials different kinds of birds use to build their nests.
▪ Lesson 3: Compare spoons and forks to describe properties of materials and objects.
Standards Addressed
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. (Developing)
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
SEP.1: Asking Questions and Defining Problems PS1.A: Structure and Properties of Matter CC.4: Systems and System Models
▪ Ask questions based on observations to find ▪ Different kinds of matter exist and many ▪ Objects and organisms can be described in terms
more information about the natural and/or of them can be either solid or liquid, depending of their parts.
designed world(s). on temperature. Matter can be described and
SEP.2: Developing and Using Models classified by its observable properties.
▪ Develop and/or use a model to represent amounts,

relationships, relative scales (bigger, smaller), and/or
patterns in the natural and designed world(s).
SEP.3: Planning and Carrying Out Investigations
▪ Make observations (firsthand or from media) and/or
measurements to collect data that can be used
to make comparisons.

Materials
Lesson 1 Lesson 2 Lesson 3
Student Bird nest building materials (1 set per group): cotton ball (1), feathers, moss, prepared string (2 pieces), ●
prepared twigs (3), thin vines
Science Logbook (Lesson 1 Activity Guide) ● ●
Spoon and fork comparison (1 set per group): white plastic fork (1), metal teaspoon (1) ●
Science Logbook (Lesson 3 Activity Guide) ●
Colored pencils (at least 8 colors per student pair) ●
Teacher Bird nest building materials: scissors (1), spool of string (1), twig garland (1) or 3″–6″twigs (18) ●
A Nest Is Noisy(Aston and Long 2015) ● ●
Baya Weaver Nests Photograph (Lesson 1 Resource) ●
Bird Nest Photographs (Lesson 2 Resource) ●
Large metal fork (1), white plastic teaspoon (1) ●
Colored markers (at least 8 colors) ●
Preparation Prepare a set of bird nest building materials for each group. Break the twig garland into 18 twigs that ●
are 3″to 6″in length, and cut the string into 12 pieces that are 8″to 10″in length.

L2 ▸ M1 ▸ Lesson 1 PhD SCIENCE®
Agenda
Launch (5 minutes)
Lesson 1 Learn (27 minutes)

▪ Explore Bird Nest Building
Materials (7 minutes)
Objective: Develop an initial model of a bird nest by exploring materials birds might use to build nests. ▪ Develop Initial Models
(10 minutes)
▪ Compare Bird Nests (10 minutes)
Land (3 minutes)
Launch 5 minutes
Divide the class into groups, and distribute samples of twigs, thin vines, and moss to each group. Have
students make observations about these materials. Consider demonstrating the flexible and English Language Development
breakable nature of the materials to help students generate ideas. Ask students to share their Students will encounter the term
observations first within their groups and then with the class. materialthroughout the module. Discuss
examples of materials students can see
around the classroom to support student
► What do you notice about these materials? use of this term. In Lesson 3, students will
learn that the term materialcan also
▪ The vines are skinny and long, and they can bend.
refer to what an object is made of.
▪ The twigs are short and brown.
▪ The moss is green and soft.
Elicit student ideas about the ways animals might use the materials.
Sample student responses:
▪ I think that animals might make a soft bed out of the moss.
▪ Birds might use the twigs, vines, and moss to build a nest.
▪ Beavers might use sticks and twigs to build dams.
Focus on student responses about birds. Tell students that throughout the next few lessons, they will
learn more about the materials they observed and why some birds use those materials to build nests.
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PhD SCIENCE®L2 ▸ M1 ▸ Lesson 1
Learn 27 minutes
Explore Bird Nest Building Materials 7 minutes
Ask students what they know about birds. Extension

Consider showing students images and
Sample student responses: playing recordings of local birds at the
following National Audubon Society web
page: http://phdsci.link/1598.
▪ Birds have feathers and wings that they use to fly.
Use the regional drop-down menu to find
▪ I know that birds lay eggs. local birds.
▪ Some birds sing songs, and some birds, like parrots, can talk.
▪ Birds make nests. Content Area Connection: English
This lesson builds background
knowledge for readers of Finch Study,
Highlight student responses that refer to bird nests. Distribute feathers, cotton balls, and string to
a Geodes® Level 2 text, which aligns
each group. Have students observe the entire set of materials (twigs, thin vines, moss, feathers, cotton with Wit & Wisdom® Level 2. If students
balls, and string). Then ask them to think about how they observed the materials and gathered read Finch Study during future literacy
instruction, consider asking them to
information about them.
revisit information from this lesson to
make connections.
Teacher Note
▪ I looked at the materials. I saw they are different colors. If necessary, remind students that during
▪ I felt the materials. The twigs are bumpy, and the cotton is soft. Level 1 Module 1, they explored how body
parts help animals move, including how
wings allow birds to fly.
Draw students’ attention to responses that refer to the use of the senses. Review the five human
senses: sight, hearing, smell, taste, and touch. Remind students that every time they observe a Teacher Note
material, they should think about the senses they are using to gather information about that material. Nesting birds build nests for laying and
Emphasize that students should never use their sense of taste to observe a material. Allow several incubating eggs and raising young. Some
birds do not build nests; instead, they
more minutes for students to make additional observations by using their senses. After students discuss
lay eggs directly on the ground or use
their observations of the materials as a class, have them consider how birds might use the materials. the nests of other bird species. Most
bird nests are used solely during nesting
season, and birds occupy them for only
► How might birds use these materials to build their nests?
part of the year.
▪ Birds could put the twigs and vines together in a bowl shape for their eggs.
▪ A bird could fill the bottom of the nest with soft materials like cotton, feathers, and moss.
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► How might you show your ideas?
▪ We could build little nests with the materials.

▪ I think we could draw a picture that shows a bird using the materials to build a nest.
Develop Initial Models 10 minutes
Tell students that scientists often use models to help them record and explain their thinking. Explain
that when scientists draw models, the drawings are not based on artistic skill. Clarify that drawn
models should, however, include details and labels so others can understand what the drawings show.
Ask students to think about what they have learned about the nest building materials they have
observed and how birds might use these materials to build nests. Then ask students to consider how
they might show their thinking in a drawing. Spotlight on Science and
Engineering Practices
Have students draw their models in their Science Logbooks (Lesson 1 Activity Guide). Remind students Students begin working with models
to show their knowledge by including details, labels, and an explanation of the model. in Kindergarten and become more
accustomed to using them in each
grade level. Encourage students
Sample model: to think about how their models show
amounts, relationships, relative scales,
or patterns (SEP.2).
Feathers
Extension
If time permits and materials are
Moss available, consider encouraging students
to build physical models of bird nests
in addition to their drawn models
by using combinations of twigs, thin
vines, moss, feathers, cotton, and string.
Twigs
Birds put twigs and moss together to build the round nest and put feathers on the inside
to protect the eggs.
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Check for Understanding

This task is a pre-assessment. Use students’ responses to gauge their prior and developing knowledge
that materials can be used for specific purposes. In addition, assess students’ understanding of how
models can be used to show relationships between objects and their parts.
Elements Assessed
SEP.2: Develop and/or use a model to represent amounts, relationships, relative scales (bigger,
smaller), and/or patterns in the natural and designed world(s).
PS1.A: Different kinds of matter exist and many of them can be either solid or liquid, depending
on temperature. Matter can be described and classified by its observable properties.
CC.4: Objects and organisms can be described in terms of their parts.
Evidence Next Steps
Students’ models (SEP.2) include examples At this point, students are not expected to draw
of materials (PS1.A) birds use to build nests an accurate model of the materials a bird might
(CC.4) and explanations of the use of those use to build its nest or how a bird might use
materials, such as those materials. Take note of students’ current
▪ twigs, sticks, or other rigid materials knowledge about the relationship between
construct the nest; each material and its use for nest building.
▪ vines, string, or other flexible materials are
woven into the nest; and
▪ feathers, moss, cotton, or other soft materials
cushion the nest.
Students’ models represent the phenomenon If students’ initial models do not sufficiently
by including labels that identify nest building represent the phenomenon, meet with students
materials and an explanation that describes in small groups to discuss the characteristics
how the materials fit together (SEP.2, CC.4). of scientific models. Ask students to share
examples of scientific models they have seen
or developed in past lessons, and discuss with
students how those examples might help them
develop a model of the current phenomenon.
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When students finish drawing, ask them to share their model with a partner and discuss the similarities
and differences between their model and their partner’s model.
▪ We both drew round nests that are mostly built out of twigs and vines woven together.
▪ I drew feathers in the bottom of my nest to make it softer, but my partner drew moss.
Allow students to update their models after sharing and discussing them in pairs. For example,
if students notice more detail in their partner’s model, they can use their partner’s ideas to improve
their own model.
Teacher Note
Compare Bird Nests 10 minutes A Nest Is Noisydoes not have page
numbers. Consider writing small page
Tell students that they will compare the bird nest they drew with one in a picture. Introduce A Nest Is numbers in the text or using sticky
tabs to mark pages where readings
Noisy, and show students the illustration of the blue jay nest on page 5. begin throughout the module. For
example, the reading in this text starts
► What do you notice about the blue jay nest? on page 1, which begins, “A nest is noisy.
It is a nursery of chirp-chirping …”
▪ A lot more is in that nest than just sticks and twigs.
At this point, students examine the
▪ It looks like a ribbon or string is wrapped up with the sticks. illustration on page 5 only.
▪ It looks like the sticks and twigs are all tangled together.
Have students discuss the differences between their initial models and the picture of the blue jay nest Teacher Note
by engaging in a Mix and Mingle routine. Mix and Mingle is a collaborative
conversation routine in which students
► How is the blue jay nest similar to your model? share ideas about a topic or question
while they move around the classroom.
▪ The blue jay nest is round like the nest I drew. Students receive a question or topic
and move across the room to pair
▪ In both nests, different materials are put together. up with a peer to discuss. After a few
minutes, a signal directs students
► How is the blue jay nest different from your model? to move around the room to pair
up with a different partner to discuss
▪ My model shows three materials, but the blue jay nest has a lot more. the same or a new topic or question.
This routine gives students time to think
▪ The nest I drew has materials from nature, like sticks and twigs, in it. The blue jay nest has trash,
and an opportunity to share their ideas
like candy wrappers, in it. with peers. For more information, see
the Instructional Routines section of the
Implementation Guide.
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▪ I think the blue jay nest looks stronger than the nest I drew because the different pieces are
twisted together.
▪ I didn’t draw eggs in my nest.
Distill student responses through class discussion to determine that some of the materials the blue jay
uses in its nest may not be represented in students’ models.
Land 3 minutes
Show students the photograph of baya weaver nests (Lesson 1 Resource) without revealing that the
structures are bird nests. Ask students to describe what they see.
▪ I see round sacks hanging from the branches.

▪ It looks like baskets made of little sticks and twigs are attached to the tree.
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Reveal that the structures hanging from the tree branches are nests built by birds called baya weavers.
► What ideas do you have about the materials baya weavers use to build these hanging nests?
▪ It looks like they are made of long, dry grass that is twisted together.
▪ The nests are brown and look like the twigs and vines we saw today.
► What questions do you have about the baya weaver nests? Differentiation
▪ What are the nests made of? Level 2 students likely need support
to formulate questions. Statements that
▪ How does the bird build the nest so it can hang from a tree? express wonder are also acceptable for
▪ Why does the baya weaver bird build this kind of nest? this task. If necessary, draw on student
responses during group discussions
▪ How do the birds get inside the nests? to help guide student thinking.
▪ Why do these nests look so different from the nest I drew? If students need additional support,
consider providing a short list of questions
or sentence starters such as these:
Introduce the Phenomenon Question What can a bird nest look like? Tell students that in the next
▪ Why does ?
lesson they will explore different kinds of bird nests and the materials birds use to build them.
▪ What is ?
▪ I wonder why .
Optional Homework
▪ I wonder how .
Students look for local birds and bird nests in their neighborhood and draw a picture of what
they see. Emphasize that students should not touch or disturb nests or materials they find in Teacher Note
and around nests. Students who live in urban areas may
benefit from visiting websites such
as the Cornell Lab of Ornithology to see
bird nests online. Consider emailing
parents or guardians the following link
so they can help students view the site:
http://phdsci.link/1522.
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Agenda
Launch (5 minutes)

▪ Read A Nest Is Noisy (15 minutes)
▪ Develop Anchor Model
Objective: Observe materials different kinds of birds use to build their nests. (10 minutes)
Land (5 minutes)
Launch 5 minutes
Display the photographs of bird nests (Lesson 2 Resource) without revealing that the structures
pictured are bird nests. Ask students to share their observations.

Teacher Note
▪ Little tan cups are stuck to rocks. They look like potato chips.
These photographs depict the
▪ I see a ball on the ground. nests of the edible-nest swiftlet, the
American flamingo, and the cactus
▪ It looks like a lot of fluff and sticks are in the middle of a cactus. wren. These birds and their nests are
featured in A Nest Is Noisy. Note that
although A Nest Is Noisy uses the name
Reveal to students that each picture shows a different bird nest. Elicit student ideas about
cave swiftlet, this module uses the
differences between the nests and the materials the birds used to build them. more accurate edible-nest swiftlet.
Students will study edible-nest swiftlet
and American flamingo nests later
in the module.
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► Why do these nests look so different?
▪ I think the nests look different because they are made of different materials.
▪ They look different because different kinds of birds made them.
▪ Maybe they are different because they are in different places.
► What materials do you think is each nest made of?
▪ I’m not sure what the cup-shaped nest is made of, but it kind of looks like plastic.
▪ I think the middle nest is made of dirt and grass.
▪ The last nest looks like it is made of fluff, sticks, and cactus.
Explain that students will listen to readings from A Nest Is Noisy to learn more about these and other
kinds of nests.
Learn 25 minutes
Read A Nest Is Noisy 15 minutes
Read aloud the full text of pages 1 through 4, the headings of pages 5 through 24, and the full text
of pages 25 through 28 while displaying the illustrations on each page to the class.
Differentiation
Provide students with information about blue jay, bee hummingbird, and baya weaver nests by Some students may benefit from
reading the first paragraph on page 6, the full text on page 8, and the first paragraph on page 18, additional support with reading
comprehension. Consider pausing while
respectively. As students listen, have them use a nonverbal signal each time they hear the name reading aloud to clarify unfamiliar ideas.
of a material birds use to construct a nest. After reading an important, unfamiliar word that students
cannot define through context or morphological clues, pause to provide a familiar synonym or to Teacher Note
define the word and use it in an example sentence. Then reread the sentence containing the word, The use of nonverbal signals
and continue reading the text aloud. Important, unfamiliar words in this reading may include is a response technique that allows the
class to engage in a quick formative
assembled, lichen, stretchy, expand, neighborly, and fronds.
assessment. In this routine, students
respond to a question with a closed set
of possible responses by using a signal
such as thumbs-up and thumbs-down
or American Sign Language.
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Summarize the information from the readings for the class, and then invite students to share their
initial answers to the Phenomenon Question What can a bird nest look like? Content Area Connection: English
Encourage students to use words and
Sample student responses: phrases from A Nest Is Noisy to discuss
the questions with a partner before
they share their responses with the
▪ A bird nest can look like a hanging basket.
class. Sharing with a partner allows
▪ A bird nest can look like a cup stuck to a wall. students to practice listening closely
and collecting evidence from a variety
▪ A bird nest can look like a pile of mud. of sources (CCSS.ELA-Literacy.L.2.6)
(NGA Center, CCSSO 2010a).
▪ A bird nest can look like a bunch of sticks and fluff stuck together.
► What materials do the different kinds of birds build their nests with?
▪ The bee hummingbird builds its nest with moss, bark, leaves, and spider silk.
▪ The baya weaver builds its nest out of grass.
▪ The blue jay uses sticks, string, and leaves to build its nest.
Develop Anchor Model 10 minutes
Tell students that the class will work together to develop an anchor model that the class will use
throughout the module to show what they learn about different kinds of bird nests and the materials
used to build them.
Explain that the first step in developing an anchor model is to determine which details to include. Tell
students to use their bird nest models (Lesson 1 Activity Guide) to help them decide what to include
in the anchor model. Ask for volunteers to share their ideas with the class.
As students share, ask the rest of the class to use nonverbal signals to show whether they agree that
their classmate has correctly named a detail about bird nests. Call on students to support their
agreement or disagreement with evidence. As needed, ask additional questions to help students Listen for students to provide evidence
to support their choices of the anchor
build on their classmates’ ideas and clearly express their own ideas. model’s components and the materials
that bird nests are made of (CC.4).
If necessary, revisit images of bird nests
from throughout the lesson set, and
pose questions such as these: What did
we find out when we looked at different
bird nests? What materials did the bird
use to build this nest?
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▪ I agree that the anchor model needs to include a few nests because there are many different
kinds of nests.
▪ I agree that we should show the materials birds use to build their nests.
▪ I disagree that we need to show the birds that make the nests.
If most students agree with adding a component and can justify its inclusion, draw it on the
anchor model.
Anchor models will vary by class but should include
▪ one typical bird nest and the name of the bird that builds it,
▪ two atypical bird nests and the names of the birds that build them,
▪ individual lists of the materials each bird uses to build its nest, and
▪ a combined list of all the materials the birds use to build the nests shown on the anchor model. Teacher Note
For the purpose of this module, a typical
Work with students to title the anchor model. bird nest refers to a bowl-shaped nest
made of sticks or twigs. An atypical bird
nest refers to all other types of nests.
Sample anchor model:
Teacher Note
Bird Nests
In the next lesson, students will update
the anchor model to reflect their learning
Leaves about materials and objects. Leave
space above the combined materials list
Vines for a heading. In the Concept 2 lessons,
Twigs students will further update the anchor
model with other nests. Leave space for
String these updates.
Grass Blue Jay Baya Weaver Bee Hummingbird
Moss Leaves Leaves Leaves
Vines Vines Moss
Bark
Twigs Grass Bark
String
Remind students that they will continue to add to the anchor model throughout the module
to represent new learning.
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Land 5 minutes
As a class, revisit the photographs of different bird nests (Lesson 2 Resource), and briefly discuss what
students have learned about bird nests from A Nest Is Noisy.
► What new questions do you have about different kinds of bird nests?
▪ How do birds pick the different materials they use to make their nests?
▪ Why are the nests so different from one another?
▪ How do birds put their nests together without hands? Do they use their beaks and feet?
Tell students that in the next lesson they will observe common household items to build on their
understanding about the materials birds use to make nests.
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Agenda
Launch (5 minutes)

▪ Examine Objects and Materials
(17 minutes)
Objective: Compare spoons and forks to describe properties of materials and objects. ▪ Develop Anchor Chart and
Update Anchor Model
(8 minutes)
Land (5 minutes)
Launch 5 minutes
Now that students have observed and discussed bird nests and nest building materials, have them
share one material birds use to build their nests by using an instructional routine such as a
Whip Around. Teacher Note
A Whip Around is a collaborative
Sample student responses: conversation routine that allows each
student an opportunity to respond.
▪ Twigs Students share their responses one after
another until they have all participated.
▪ Sticks
▪ Moss
Of the materials students mention, select one that is available in the classroom, such as string. Show
students the material, demonstrating its movement or flexibility, if possible, and have them discuss its
characteristics.
Teacher Note
Sample student responses: If students describe a nest building
material as a component of a certain
bird nest, ask guiding questions
▪ It is white, skinny, and long. such as these:
▪ You can swing the string back and forth. ▪ How would you describe the string
if it were not a part of the bird nest?
▪ I could tie the string into a knot.
▪ Could you describe the string with
the same words if it were part
of a different bird nest?
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Summarize student responses by focusing on some of the categories they mentioned, such as color,
shape, and flexibility.
► Are the other materials birds use to build their nests the same as this material? Why or why not?
▪ No, they’re not the same. Their sizes and shapes are different from the size and shape
of the string.
▪ No, the moss and twigs aren’t the same color as the string.
▪ No. The string and the cotton are both white, but they have different shapes.
Agree that other materials birds use in nests are different from the classroom material. Tell students
they will now look at other kinds of materials and explore ways to describe them.
Learn 25 minutes
Examine Objects and Materials 17 minutes
Divide the class into groups, and distribute a metal teaspoon and a white plastic fork to each group.
Tell students that the metal teaspoon is Metal 1 and the plastic fork is Plastic 1. Ask students to observe
the similarities and differences between the two objects.
Safety Note
Monitor groups closely as they observe the objects. Emphasize to students that they should apply
gentle pressure if they try to bend or twist the fork. Applying too much pressure may cause the
fork to break.
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Have students record their observations in the comparison chart in their Science Logbooks
(Lesson 3 Activity Guide). Teacher Note
A comparison chart allows students
Bring the class back together, and invite students to share their observations with the class. As to organize their ideas as they consider
they share, capture similarities and differences on a class comparison chart. Instruct students to how objects, images, and experiences
are similar or different.
add any missing ideas to their individual comparison charts in their Science Logbooks (Lesson 3
Activity Guide). Content Area Connection:
Mathematics
Sample class chart: Students develop the skill of estimating
length with standard units in Grade 2
(CCSS.Math.Content.2.MD.A.3) (NGA
How are Metal 1 and Plastic 1 similar? Center, CCSSO 2010b). Though this part
of the lesson requires students only to use
▪ Long handle comparative language, not to unitize, it
▪ Smooth supports student understanding that
length is a property of objects.
▪ Hard
How are Metal 1 and Plastic 1 different? Check for Understanding

Look for students to use their
Metal 1 Plastic 1 observations to make comparisons
(SEP.3) between the spoon and fork.
▪ Round end ▪ Pointed ends Observations might include descriptions
▪ Shiny ▪ Not shiny of each object’s size, shape, and weight.
▪ Silver ▪ White
▪ Does not bend ▪ Bends
▪ Does not twist ▪ Twists
▪ Heavier ▪ Lighter
▪ Longer ▪ Shorter
Explain that students will group the words and phrases on the class comparison chart into categories.
Circle one of the words related to color with a colored marker. Then ask students to identify another
word on the class comparison chart related to color. Circle the word with the same marker. Provide
pairs of students with colored pencils, and instruct them to follow along in their Science Logbooks
(Lesson 3 Activity Guide). Allow students time to read through their initial responses and circle other Teacher Note
words in that category that may not be on the class chart. Support students as needed.
Group words and phrases such as shiny,
not shiny, and smooth together
Continue the grouping activity with words and phrases that relate to texture, flexibility, and hardness, as descriptions of a material’s texture.
using a different colored marker for each category. As needed, explain that a material’s texture Shininess results when a material has
an extremely smooth surface.
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is how it feels to the touch or how its surface appears, its flexibility is how much it bends or twists, and
its hardness is how hard or soft it is. Lastly, work with students to group the remaining words English Language Development
related to size, shape, and weight. Explain that weight is how heavy or light something is. Students will encounter the terms
texture and flexibility throughout
the module. Providing the Spanish
Sample class chart:
cognates for texture (textura)
and flexibility (flexibilidad) may
be helpful. Invite students to discuss
How are the objects similar? and describe examples of flexibility and
different textures.
▪ Long handle
▪ Smooth Teacher Note
Demonstrate the categories by using
▪ Hard sample materials that exhibit certain
qualities. For example, bend a paper
How are the objects different? clip to show how it is flexible, or have
students feel smooth and rough objects.
Metal 1 Plastic 1
▪ Round end ▪ Pointy ends Differentiation
Allow students with color vision
▪ Shiny ▪ Not shiny deficiencies, commonly known
as colorblindness, to group the words
▪ Silver ▪ White by labeling words of the same category
with the name of a color or by placing
the same symbol, such as a circle
▪ Does not bend ▪ Bends or a triangle, next to words of the
same category.
▪ Does not twist ▪ Twists
▪ Heavier ▪ Lighter
▪ Longer ▪ Shorter
Record the list of categories and the corresponding groups of words and phrases on a sheet of chart
paper. Leave space above and below the categories as shown for headings.
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Sample class list:
Color: white, silver

Texture: smooth, shiny, not shiny
Flexibility: bends, twists, does not bend, does not twist
Hardness: hard
Size: long, short

Shape: round, pointy
Weight: heavy, light
Bring the class back together, and tell students that size, shape, and weight are different from the
other categories they identified. To illustrate this concept, introduce the large metal fork as Metal 2
and the white plastic teaspoon as Plastic 2. Pass these new objects around the classroom so students
can make observations.
► How are Metal 1 and Metal 2 similar?
▪ They’re shiny, silver, and they don’t bend.

▪ They’re both smooth and hard.
► How are Metal 1 and Metal 2 different?
▪ Metal 1 has a round end, and Metal 2 has pointy ends.

▪ Metal 2 is longer and heavier, and Metal 1 is shorter and lighter.
► Which categories contain words that are the same for Metal 1 and Metal 2?
▪ Color, texture, flexibility, and hardness
► Which categories contain words that are different for Metal 1 and Metal 2?
▪ Size, shape, and weight
► Why do you think Metal 1 and Metal 2 have the same color, texture, flexibility, and hardness? Teacher Note
▪ I think it’s because they’re both metal. If necessary, repeat the same line
of questioning for Plastic 1 and Plastic 2.
▪ I think they’re made of the same material.
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Confirm that Metal 1 and Metal 2 are made of the same material, as are Plastic 1 and Plastic 2.
However, they have different sizes, shapes, and weights. Metal 2 is longer and heavier than Metal 1,
and it is shaped like a fork instead of a spoon. Plastic 2 is shorter and lighter than Plastic 1, and
it is shaped like a spoon instead of a fork. Tell students that, as they have observed, a material
is anything that an object, such as a fork or spoon, is made of or can be made of. An object is a certain
amount of material or materials put together in a certain way, which explains why objects can differ
in size, shape, and weight even when they are made of the same material.
English Language Development

Introduce the terms material and object explicitly by using strategies such as
▪ pronouncing the word material and having students repeat it;
▪ providing the Spanish cognates for material (material) and object (objeto); and
▪ providing students with other examples of materials, such as glass, rubber, or cloth.
After introducing material, object, and other important terms, provide scaffolds for English learners
as they use the words in speaking, writing, and investigating. For more information, see the English
Language Development section of the Implementation Guide.
Tell students that a property is anything about an object or a material that can be observed
or measured, such as its shape, size, or color. Revisit the class list, and explain that some categories are
properties of materials and other categories are properties of objects.

Introduce the term property explicitly. Providing the Spanish cognate propiedad may help.
Consider providing English learners with an individual copy of the class list as they discuss properties
of objects and materials throughout the module.
► Based on what we have learned about materials and objects, where on our class list should
we write Properties of Materials?
▪ We should write it above color, texture, flexibility, and hardness.
► Where are on our class list should we write Properties of Objects?
▪ We should write that above size, shape, and weight.
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Update the class list to reflect students’ ideas. Teacher Note

Consider writing the Properties of Objects
Sample class list: heading on a sentence strip. As students
develop a deeper understanding of solids
and liquids, this heading will be updated.
Properties of Materials
Hardness: hard
Properties of Objects
Size: long, short
Prompt students to choose a classroom object and describe it in terms of the material or materials
it is made of.
▪ This object is a book, and it is made of paper.

▪ The desk is an object that is made of wood and metal.
▪ My scissors have metal and plastic pieces.
Develop Anchor Chart and Update Anchor Model 8 minutes
Distill the key learning that objects are made of materials and that people can describe both objects
and the materials they are made of in many ways. Record this learning on sentence strips, and place
the sentence strips on the anchor chart. Teacher Note
For more information on how to develop
the anchor chart, see the Anchor Visuals
section of the Implementation Guide.
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Sample anchor chart: Teacher Note

The anchor chart title is temporary and
will be revised as students’ knowledge
Objects and Materials of matter and its properties broadens
beyond objects and materials.
Properties of Objects and Materials
• Objects are made of materials.
• Color, texture, flexibility, and hardness are properties of materials.
• Size, shape, and weight are properties of objects.
Direct students’ attention to the anchor model.
► How can you apply your new understandings of objects and materials to bird nests?
▪ I think that bird nests are objects.

▪ We already have a list of materials birds use to build nests.
Work with the class to update the anchor model to reflect students’ ideas about objects and materials.
Add a short explanation below the model.
Sample anchor model: Teacher Note

Consider discussing with students that,
Bird Nests depending on the situation, some of the
Nest Building Materials items that appear under Nest Building
Materials can be objects or materials.
Leaves For example, a twig is an object made
Vines of wood, a material. However, when
a bird builds a nest with the twig, the
Twigs bird uses the twig as a material. Refer
to the definitions of object and material
String as needed during this discussion.
Vines Vines Moss
Bark
Twigs Grass Bark
String
Birds make all kinds of different nests. Bird nests are objects made of many different materials.
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Land 5 minutes
Ask students to discuss with a partner new questions they have about the bird nests they observed
in the pictures and A Nest Is Noisy. Tell students they will now use their questions to develop a driving
question board. Invite student pairs to share their questions with the class. Record at least one
question from each pair on a sticky note, and post the sticky notes on a sheet of chart paper. Explain
that students will revisit the driving question board throughout the module as they answer their
questions or ask new ones.
Review student questions as a class, and summarize the theme of these questions to develop the
Essential Question: Why do different kinds of birds use certain materials to build their nests? Write
this question across the top of the driving question board.
Teacher Note
The class will develop the driving question board throughout the module, and questions will eventually
be divided into three columns, with unanswered questions in a separate area. At this point in the
module, group all sticky notes in the Unanswered Questions area below the Essential Question. At the
end of each concept, create a new column in the space below the Essential Question. Each column
serves as a space to post student questions related to the learning in each concept. Questions that are
not associated with the learning in a concept can remain posted in the Unanswered Questions area.
By the end of the module, many student questions will be posted in the relevant column, while some
will still be considered unanswered questions. Students address these remaining questions in the
end-of-module lessons to show that, in science, unanswered questions can inspire more learning.
To develop the driving question board with greater ease, consider writing the Essential Question,
Unanswered Questions header, and Concept Focus Questions on sentence strips and affixing them
to the driving question board with repositionable tape.
Keep the driving question board posted in a prominent place where it is easy to update and revisit
throughout the module. Teacher Note
When students share experiences or prior
knowledge related to their learning
in the module, record and post the
information in the Related Phenomena
section at the bottom of the driving
question board.
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Sample driving question board:
Essential Question: Why do different kinds of birds use certain materials

to build their nests?
Unanswered Questions
What other Do birds of

Why are Does every Do all
Do all materials do the same kind bird
there so make a blue jay
birds make birds use use the same
many kinds of different nests look
nests? to build materials to kind of nest?
bird nests? the same?
their nests? build nests?
Why do birds
Why do What other use these
birds make animals materials
nests? make nests? to make
their nests?
Humans use
Related different Birds are not
Phenomena:: materials the only
to build animals that
different make nests.
structures.
Tell students that in the next lessons they will observe many more objects and materials to better
understand how to describe them.
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Lessons 4–7
Solids and Liquids
Prepare
In this lesson set, students observe a variety of objects and materials to describe and classify them
by their properties. In Lesson 4, students observe (SEP.4) the properties of various samples of matter Concept 1: Properties
(PS1.A). In Lesson 5, students classify various objects and materials by their observable properties (CC.1) of Matter
and develop class descriptions of solids and liquids. In Lesson 6, students investigate the shapes of
six different samples to improve their descriptions of solids and liquids. Finally, in Lesson 7, students Focus Question
observe sand and describe its properties to determine whether it is a solid or a liquid. The class then How can we describe and classify
updates the anchor chart to include descriptions of solids and liquids. matter?
Phenomenon Question
Student Learning
In what ways are solids and liquids
Knowledge Statement different?
Classification of objects and materials requires observation of their properties.

Objectives
▪ Lesson 4: Observe objects and materials to describe their properties.
▪ Lesson 5: Classify objects and materials by their properties.
▪ Lesson 6: Investigate solids and liquids to observe their properties.
▪ Lesson 7: Gather evidence to determine that sand is a solid.
Standards Addressed
SEP.4: Analyzing and Interpreting Data PS1.A: Structure and Properties of Matter CC.1: Patterns
▪ Record information (observations, thoughts, ▪ Different kinds of matter exist and many ▪ Patterns in the natural and human designed world
and ideas). of them can be either solid or liquid, depending can be observed, used to describe phenomena,
▪ Use observations (firsthand or from media) on temperature. Matter can be described and and used as evidence.
to describe patterns and/or relationships in the classified by its observable properties. CC.4: Systems and System Models
natural and designed world(s) in order to answer ▪ Objects and organisms can be described in terms
scientific questions and solve problems. of their parts.

Materials
Lesson 4 Lesson 5 Lesson 6 Lesson 7
Student Science Logbook (Lesson 4 Activity Guide) ●
Cotton ball from Lesson 1 (1 per group) ●
Teacher Objects and materials observation (1 set per group): 4 oz clear plastic cups (8), 4 oz
●
clear plastic jars with lids (4), blue or green plastic building blocks (2), blue or green dish
soap (2 fl oz), plastic handheld magnifier (1 per student), blue or green marbles (2),
marker (1 per class), masking tape, safety goggles (1 per student), seltzer (2 fl oz), plastic
tray or 6 qt clear plastic bin (1, optional), metal washers (2), water (2 fl oz)
Pencil (1) ●
Shapes Image (Lesson 5 Resource A) ●
Objects and materials classification (1 set per group): 4 oz empty clear plastic jar with lid
from Lesson 4 (1), blue or green plastic building block (1), blue or green dish soap sample
from Lesson 4 (1), honey (2 fl oz), blue or green marble (1), marker (1 per class), masking ●
tape, metal paper clip (1), safety goggles (1 per student), seltzer sample from Lesson 4 (1),
clear plastic teaspoon (1), metal teaspoon from Lesson 3 (1), twig from Lesson 1 (1), metal
washer (1), water sample from Lesson 4 (1)
Pouring stations: 4 oz clear plastic jars (4), 6 oz clear plastic rectangular containers (4),
8 oz clear plastic round containers (4), plastic building blocks (5), dish soap (2 fl oz), ●
marbles (5), metal paper clips (5), safety goggles (1 per student), seltzer (2 fl oz), plastic
tray or 6 qt clear plastic bin (1 per station, optional), water (2 fl oz)
Sand observation (1 set per student pair): 4 oz clear plastic jar with lid (1), plastic ●
handheld magnifier (1 per student), sand (2 oz)
Magnified Sand Photograph (Lesson 7 Resource) ●
A Nest Is Noisy (Aston and Long 2015) ●

Lesson 4 Lesson 5 Lesson 6 Lesson 7

Preparation Set up objects and materials observation activity. (See Lesson 4 Resource.) ●
Cue hummingbird adding material to nest video: http://phdsci.link/1541. ● ●
Set up objects and materials classification activity. (See Lesson 5 Resource B.) ●
Set up pouring stations. (See Lesson 6 Resource.) ●
Prepare a sand sample for each student pair by adding 2 oz sand to a 4 oz clear plastic ●
jar. Seal each jar tightly.

Agenda
Launch (5 minutes)

▪ Observe Samples (21 minutes)
▪ Debrief Observation Activity
Objective: Observe objects and materials to describe their properties. (4 minutes)
Land (5 minutes)
Launch 5 minutes
Play the video of a hummingbird adding material to its nest (http://phdsci.link/1541).
Use an instructional routine such as Inside–Outside Circles to elicit student responses about what
happens in the video and what questions students have after watching the video. Teacher Note
Inside–Outside Circles is a collaborative
► What did you see in the video? conversation routine in which the class
is divided in half. One half becomes
▪ I saw a hummingbird carrying some fluffy white material in its beak. the inside circle, and the other half
becomes the outside circle to form two
▪ It looked like the hummingbird uses its feet to push some fluff down in its nest.
concentric circles. Students in the inside
circle pair up with students they face
► What questions do you have about what you saw? in the outside circle. Students in each
pair take turns answering a question
▪ Why does the hummingbird push the white fluff down with its feet? or discussing a topic. When student
partners finish sharing, one circle rotates
▪ How does the hummingbird choose the materials it uses to build its nest?
so students face new partners for a new
▪ Do other birds use the same materials to build their nests? question or topic.
The Inside–Outside Circles routine
Discuss ways students might describe the material the hummingbird uses to build its nest. Refer to the allows students to respond to questions
or discuss information with many other
class properties list developed in the previous lesson.
students in a structured manner.
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Sample class list:
Hardness: hard
Size: long, short
► Which words from the class list describe the hummingbird nest material?
▪ The material is white and looks like it bends and twists.

▪ I think we need other words for the material because it looks soft and fluffy.
Add new words students mention to the class list. Tell students that in this lesson they will examine
more objects and materials to help them explain why birds use different objects and materials
to build nests.
Learn
Teacher Note
25 minutes If necessary, explicitly introduce the
handheld magnifiers to students.

Observe Samples 21 minutes
Students will encounter the term sample
throughout the concept. Introduce
Tell students they will observe six samples of objects and materials. Show students the samples the term explicitly, and explain that
and then the magnifiers, jars with lids, and cups they will use during the activity. (See Lesson 4 a sample is a small amount of a material
Resource.) or a small quantity or piece of an object
and that students can use it to find out
more about the object or material. Invite
students to share experiences they have
had with samples of objects or materials.
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► How could you use these objects to observe the different samples?
▪ We could use the magnifier to make the samples look bigger.

▪ I think we could put the samples into the cups. Then we could see what the samples do when
we move the cups around.
Establish with students that during the activity they will observe each sample with the magnifier, pour
the samples from one cup into another to watch how they move, and shake the samples inside sealed
jars to listen for sounds.
Safety Note
The objects and materials observation activity poses potential hazards. Ensure that jar lids are
screwed on tightly and that students shake the jars gently and as instructed. Review these safety
guidelines with students to minimize the risks:
▪ Wear safety goggles throughout the activity.
▪ Do not put any sample in or near your mouth or nose.
▪ Do not touch liquid samples.
▪ Use both hands when shaking jars.
▪ If a liquid spills, tell an adult right away.
Divide the class into groups, and distribute the solid samples, magnifiers, cups, and one unlabeled jar
with its lid to each group. (See Lesson 4 Resource.) Tell students they will observe the washers, marbles,
and blocks one sample at a time and write or draw their observations on the chart in their Science
Logbooks (Lesson 4 Activity Guide). Guide students through the following procedure step Teacher Note
by step, reading aloud the name of each sample on the chart as students observe it and allowing Clarify with students that a sample may
students adequate time to make observations. be one item, but it may also be two
or more of an item, such as the two
plastic building blocks they will observe.
1. Look at the sample. Then use the magnifier to look at the sample more closely.
2. Touch the sample to find out what it feels like. Differentiation
3. Place the sample in a cup. Pour the sample back and forth from one cup to the other, and watch Consider grouping students with varying
capabilities to support student learning.
how the sample moves.
4. Place the sample in an empty jar, and close the lid tightly. Shake the jar and listen for sounds.
5. Write or draw what the sample looks, feels, and sounds like in the first box on the chart in your
Science Logbook.
6. Write or draw how the sample moves from cup to cup in the second box on the chart.
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After students observe the solid samples, distribute the liquid samples, cups, and labeled jars according
to the instructions in Lesson 4 Resource. Have students observe the water, seltzer, and dish soap one
at a time, and tell them they will continue to write or draw their observations in their Science Logbooks.
Guide students through the following procedure step-by-step, reading aloud the name of each sample
on the chart as students observe it and allowing students adequate time to make observations.
1. Look at the sample. Then use the magnifier to look at the sample more closely.
2. Pour the sample into a clean cup. Pour the sample back and forth from cup to cup, and watch how
the sample moves.
3. Pour the sample into its labeled jar, and close the lid tightly. Shake the jar and listen for sounds.
4. Write or draw what the sample looks and sounds like in the first box on the chart in your
Science Logbook.
5. Write or draw how the sample moves from cup to cup in the second box on the chart.
Sample student response: Teacher Note

While it is acceptable at this point
in the module for students to describe
What does it look like? the liquid samples as wet and the solid
What does it feel like? samples as dry, do not add the terms wet
Sample What does it sound like? How does it move from cup to cup? or dry to the class list.
Washers Shiny, silver, round, smooth, hard, make Fall one at a time out of the cup
a loud sound
Marbles Round, blue, smooth, hard, make Roll over each other and fall out
a loud sound of the cup
Blocks Square, blue, smooth, hard, make Fall one at a time out of the cup
a clunky sound
What does it look like?

Sample What does it sound like? How does it move from cup to cup?
Water Clear, wet, makes a splashing sound Moves fast
Seltzer Clear, bubbly, wet, makes a fizzy sound Moves fast
Dish soap Blue, thick, wet, doesn’t make a sound Moves slow and drips
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Debrief Observation Activity 4 minutes
Ask groups to share their observations with the class. As students share new descriptive words, add the
words to the class properties list. Reflect with students on how the class list has grown. Check for Understanding
As students share, listen for them
Sample class list: to identify patterns in the properties
of the samples they observed (SEP.4).
As necessary, prompt students to
Properties of Materials consider that objects and materials
can share one property or more
Color: white, silver, clear, blue (e.g., color, texture) and that students
Texture: smooth, shiny, not shiny, fluffy, bubbly can group objects and materials by
the particular properties they share
Flexibility: bends, twists, does not bend, does not twist (e.g., blue, smooth).
Hardness: hard, soft
Size: long, short
Shape: round, pointy, square
Land 5 minutes
Ask students to reflect on the class properties list.
► What new questions do you have about the properties of objects and materials?
▪ What other properties can we add to our list?

▪ How can materials that are so different have some of the same properties?
▪ Is everything a property?
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Highlight student responses that refer to the distinction between properties of materials and properties
of objects. Show students a pencil, and ask them to describe its properties.
▪ The pencil is long and thin.

▪ The pencil is light.
▪ The pencil is yellow and has a pink eraser.
▪ The pencil is hard and smooth.
Break the pencil in half. Ask students to think about which of the pencil’s properties changed and which
stayed the same.
▪ Each pencil piece is shorter than the whole pencil, but the pieces are still thin.
▪ I think each piece is lighter than the whole pencil.
▪ The pencil pieces are still yellow, and the eraser is still pink.
▪ The pencil pieces are still hard and smooth except at the broken ends.
Summarize student responses to state that although the pencil’s size, weight, and shape changed
when it broke in half, the properties of the materials the pencil is made of did not change. Explain that
just like a pencil’s size, weight, and shape can change without changing the properties of its materials,
any object’s size, weight, and shape can change without changing the properties of its materials.
If necessary, provide other examples of taking a sample of an object such as a glass bowl breaking
into smaller pieces, a carrot cut into pieces, or a piece of paper ripped in half, and allow students
time to think about whether the properties of the materials change with the size, weight, and shape
of the objects. Remind students that because an object’s size, weight, and shape can change even
if the materials that make up the object remain the same, these properties describe objects but not
materials.
Tell students that in the next lesson they will explore some of their other questions about properties
as they continue to observe and describe properties of objects and materials.
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Agenda
Launch (5 minutes)

▪ Classify Objects and Materials
(21 minutes)
Objective: Classify objects and materials by their properties. ▪ Debrief Classification Activity
(4 minutes)
Land (5 minutes)
Launch 5 minutes
Display the image of shapes (Lesson 5 Resource A), and give students a few moments to observe
the shapes. Content Area Connection:
Mathematics
In Kindergarten through the elementary
grades, students develop the skill of using
defining attributes to identify and sort
two-dimensional shapes (CCSS.Math.
Content.2.G.A.1). Students use their
knowledge about structure to sort the
objects in different ways (CCSS.Math.
Practice.MP7).
► What do you notice about the picture?
▪ I notice triangles, squares, and circles.

▪ The shapes are red, purple, and blue.
▪ Some shapes are bigger than others.
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Refer to the class properties list.
► How could you use some of the properties on the class list to group the shapes?
▪ I could group the shapes by their shape.

▪ We could group the shapes by color.
▪ I think I could put all the smaller shapes together and all the bigger shapes together.
Agree that students can group the shapes in different ways depending on the properties students
choose to focus on. Tell students that they just shared different ways to classify the shapes. Explain
that the term classify means to group things by the properties they have in common. Reiterate that
students can classify the shapes by their color, shape, or size.

Introduce the term classify explicitly. Providing the Spanish cognate clasificar may help. Students
may benefit from hearing synonyms such as sort, group, and organize. To support students as they
classify samples in the lesson, consider providing sentence frames such as these:
▪ These samples are similar because they all .
▪ We can classify these samples by .
▪ We classified these samples as because they all .
Refer again to the class properties list, and ask students to consider the objects and materials they
examined in Lesson 4. Teacher Note
Students may benefit from looking
► How could you classify the objects and materials you observed in the previous lesson? at their Science Logbooks from the
previous lesson (Lesson 4 Activity Guide)
▪ We could sort them by color. to refresh their memories of the objects
▪ I think all the samples that are wet should be together. and materials they observed.
▪ We could put all the smooth objects in one group.
Acknowledge that students could classify the objects and materials in different ways.
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Learn 25 minutes
Classify Objects and Materials 21 minutes
Divide the class into groups, and show students the samples they will classify. (See Lesson 5 Resource B.)
Instruct students to classify the samples by placing them into at least three groups. Tell students that
when deciding how to classify the samples, they should focus on a property the samples have
in common, such as size, color, or hardness. Emphasize that students should classify samples
in containers according to each sample’s properties and not the container’s properties. Differentiation
Some students may need support
in completing the activity. Consider
Safety Note providing them with a smaller set
of samples to classify and gradually
The objects and materials classification activity poses potential hazards. Ensure that jars are sealed giving them more samples to add to their
tightly and that students shake the jars gently and as instructed. Consider providing a tray or plastic established groupings.
bin to each group to contain spills. Review these safety guidelines with students to minimize
the risks: Students needing a challenge may
benefit from additional samples,
▪ Wear safety goggles throughout the activity. a greater variety of samples, or a change
▪ Do not put any sample in or near your mouth, nose, or ears. in samples with each round.
▪ Use both hands when shaking jars.
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Sample groups:
Silver samples: washer, paper clip, metal spoon Blue samples: block, marble, dish soap
Clear samples: water, seltzer, plastic spoon Brown samples: honey, twig
When students finish, ask them to share with the class the properties they used to classify the samples.
After students share, have them classify the samples again, creating at least three groups. Encourage
students to use other properties from the class list or new properties they think of to classify the
samples. After students reclassify the samples, have them classify the samples a third time, but this
time they should create only two groups. After students finish classifying the samples a third time, ask
them to share the classification with the class.
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Sample groups:
Dry samples (or hard samples): washer, marble, Wet samples (or not hard samples): water,
block, twig, paper clip, metal spoon, plastic spoon seltzer, dish soap, honey

Students classify objects and materials by their observable properties to identify patterns.
Elements Assessed
SEP.4: Use observations (firsthand or from media) to describe patterns and/or relationships in the
natural and designed world(s) in order to answer scientific questions and solve problems.
CC.1: Patterns in the natural and human designed world can be observed, used to describe
phenomena, and used as evidence.
Evidence Next Steps
Students’ classifications should demonstrate If students’ classifications do not reflect the

that they have grouped the objects and properties the objects and materials have
materials by their observable properties in common, review the class properties list with
(PS1.A, SEP.4) and that all objects and students or prompt student thinking with questions
materials in each group have at least one such as these: How can you describe this sample?
property in common (CC.1). What other samples can you describe in the same
way? What do both samples have in common?
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Debrief Classification Activity 4 minutes
As a class, discuss the criteria students used for their final classifications, including what all the samples
in each group have in common.
► How did you classify the samples?
▪ We separated the wet samples from the dry samples.

▪ We made one group for samples that are hard and another group for samples that aren’t hard.
Highlight student responses that mention classifying wet samples and dry samples. Refer to the class
properties list, which includes color, texture, flexibility, hardness, size, weight, and shape. Point to each
category, and ask students to raise their hands when they hear the category they used to classify their
samples. Ask students who do not raise their hands to explain why they did not choose the category.
Sample student response:
▪ We put wet samples together and dry samples together, but wet and dry aren’t on the class list.
Acknowledge that the class list does not have a category that includes the terms wet or dry. Reveal
that groups that used the terms wet and dryto classify the samples actually grouped their samples
into liquids and solids. Tell students that liquids are not wet by themselves, but they can make the
solids they come into contact with wet.
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Land 5 minutes
Elicit students’ prior knowledge of the terms liquid and solid.
► When have you heard or used the words liquidand solid ?
▪ I’ve heard water called a liquid before.

▪ I’ve used the word solidto talk about things that are hard, like rocks.
As students share, capture their ideas on the whiteboard.
► How would you describe the samples classified as solids?
▪ All the solid samples are hard.

▪ The washers, marbles, and blocks made loud and clunky sounds when we shook them in the jar.
▪ In the last lesson, we could hold the washers, marbles, and blocks in our hands to look at them.
► How would you describe the samples classified as liquids?
▪ The liquid samples aren’t hard.

▪ The liquid samples are in jars. The inside of the jars look wet when you shake them.
▪ The water in the last lesson moved fast from one cup to the other cup.
Work with students to develop class descriptions of solids and liquids. Capture student ideas on a sheet
of chart paper. Teacher Note
Post the descriptions in a visible location
Sample class descriptions: in the classroom, and keep them posted
throughout the module for students
to refer to as they refine their ideas
▪ Solids: hard, can hold in our hands about solids and liquids. Consider writing
▪ Liquids: not hard, make solids wet, cannot hold in our hands the descriptions on sentence strips
as students will develop more precise
descriptions of these terms in the next
lesson and formal definitions in Lesson 9.
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Introduce the Phenomenon Question In what ways are solids and liquids different? Tell students that
in the next lesson they will investigate additional samples to learn more about solids and liquids.

Introduce the terms solid and liquidexplicitly. Providing the Spanish cognates for solid (sólido)
and liquid (líquido) may be helpful. Consider pointing out other examples of solids and liquids that
students may be familiar with, such as foods and drinks students have for lunch.
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Agenda
Launch (3 minutes)

▪ Explore Solids and Liquids
(20 minutes)
Objective: Investigate solids and liquids to observe their properties. ▪ Share Observations (5 minutes)
Land (7 minutes)
Launch 3 minutes
Replay the video of a hummingbird adding material to its nest (http://phdsci.link/1541).
Divide the class into groups, and distribute a cotton ball from Lesson 1 to each group. Remind students
of the class descriptions of solids and liquids from the previous lesson, and ask them to decide whether
they think the cotton ball is a solid or a liquid.
► What evidence supports your thinking about the cotton ball?
▪ I think the cotton ball is a solid because I can hold it in my hand.

▪ I think the cotton ball is a liquid. We said solids are hard, and it isn’t hard.
► How might we learn more about solids and liquids to improve our descriptions of them?
▪ I think we should take a closer look at different solids and liquids.

▪ What if we group the objects and materials in a different way?
Agree that students need to explore objects and materials further to improve the class descriptions
of solids and liquids. Tell the class that, sometimes, looking at the same samples in a new way leads
to new information and ideas.
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Learn 25 minutes
Explore Solids and Liquids 20 minutes
Tell students that they will further investigate the shapes of solids and liquids by visiting different
stations. (See Lesson 6 Resource.) Divide the class into groups, and introduce them to the
pouring stations.
Safety Note
The pouring stations pose potential hazards. Review these safety guidelines with students
to minimize the risks:
▪ Do not put any sample in or near your mouth, nose, or ears.
Explain that each group will begin at one station and then rotate to the other stations. Tell groups that
they will draw their observations in their Science Logbooks (Lesson 6 Activity Guide). Guide students Differentiation
through the following procedure at each station, reading aloud the names of the samples as needed Level 2 students may need support
to support student comprehension and allowing students adequate time to draw. working collaboratively in groups.
To encourage individual responsibility,
consider assigning each student a group
1. Examine the sample. role. Have students trade or rotate roles
2. In your Science Logbook, draw what the sample looks like in its container. at each new station. Roles may involve
responsibilities such as
3. Pour the entire sample from its container into the other container. ▪ pouring the sample from one container
4. Examine the sample again. to another,
▪ keeping the group on task,
5. In your Science Logbook, draw what the sample looks like in the other container.
▪ pausing the group’s work when
6. Pour the entire sample back into its first container. a member asks a question and
ensuring that the group listens and
responds to the question, and
Guide students as they rotate from one station to the next. Ensure that all groups visit all
▪ ensuring that all group members
stations. draw their observations in their
Science Logbooks before moving
to a new station.
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Marbles
Plastic Blocks
Dish Soap
Seltzer
Paper Clips
Water
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Share Observations 5 minutes
After all groups visit all stations, invite a student from each group to share an observation from the
pouring stations investigation. Content Area Connection: English
Encourage students to use complete
► What did you notice about the shapes of the liquid samples after you poured each one into sentences when presenting their
a new container? observations to provide sufficient
detail (CCSS.ELA-Literacy.SL.2.6).
▪ The water looked like a cylinder like its new container. If necessary, model responses that are
complete sentences and include precise
▪ The seltzer went from a cylinder shape to a rectangular prism. terminology. Sample responses could
▪ The dish soap moved slower than the water and seltzer, but all the liquid samples went to the include “All the liquids took the shape
of their containers” and “The solid objects
bottom of their new containers. They also made the same shapes as their new containers. did not change shape.”
► What did you notice about the shapes of the solid samples in their new containers?
▪ The shapes of the marbles, paper clips, and blocks were the same in the new containers as they
were in the old containers.
▪ The paper clips spread out at the bottom of the new container, but their shapes all stayed
the same.
► How did a liquid sample look different from a solid sample inside the same kind of container?
▪ When we poured the blocks into the round container, each block stayed the same shape. The
water spread out into a circle shape at the bottom of the round container.
▪ The dish soap filled up half of the jar and covered the whole bottom. When we looked at the
paper clips inside the jar, we could count five separate paper clips with spaces between them.
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Students orally describe and draw the shapes of solid and liquid samples in containers of different
sizes and shapes.
Elements Assessed
CC.1: Patterns in the natural and human designed world can be observed, used to describe
phenomena, and used as evidence.
Evidence Next Steps
Students’ descriptions and drawings of the If students have difficulty describing patterns
shapes of the solid and liquid samples (PS1.A) in the shapes of the solid and liquid samples
should show that the shapes of a single as they pour the samples between containers,
marble, a single paper clip, and a single block compare the behavior of the plastic blocks and
remain stable, and the liquid samples (water, water during pouring. Prompt student thinking
dish soap, and seltzer) conform to the shapes with questions such as these: What did the plastic
of their containers (CC.1). blocks look like in each container? What did the
water look like in each container? Which sample
changed shape when it was poured into the
round container?
Land 7 minutes
Discuss with students the ways in which solids and liquids acted differently in their new containers.
► Which samples kept their own shape in the new containers?
▪ The marbles, blocks, and paper clips kept their own shapes.
▪ All the solid samples kept their own shapes.
► Which samples had a shape like the new container’s shape?
▪ The dish soap, water, and seltzer had the same shapes as their new containers.
▪ All the liquid samples took the shapes of their new containers.
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Summarize that dish soap, water, and seltzer are examples of liquids and that their shapes change
depending on the container they are in. Explain that marbles, blocks, and paper clips are examples
of solids. Show students a paper clip, and then bend it into a new shape. Ask students to share
their observations.
▪ The paper clip’s shape changed because you bent it.

▪ You pushed and pulled on the paper clip to change its shape.
Highlight student responses that refer to or hint at pushes and pulls. Solids have a stable shape,
which means their shape mostly stays the same, but pushes and pulls can sometimes change that
shape. As a class, revisit the descriptions of solids and liquids and update the descriptions English Language Development
to incorporate new knowledge. Students will encounter the term stable
throughout the module. Providing the
Sample class descriptions: Spanish cognate for stable (estable) may
be helpful.
▪ Solid: has a stable shape, but pushes and pulls can change its shape
▪ Liquid: has a shape that changes depending on the container it is in
Distribute the cotton balls from the Launch section to groups again, and ask students to recall the
video of the hummingbird adding the fluffy white material to its nest. Reveal that the cotton ball
is a solid, and ask students to change the cotton ball’s shape to see for themselves how a solid’s shape
can change through pushes and pulls. Refer to the class descriptions of solids and liquids, and pose Teacher Note
the following question to students. If necessary, recall with students their
knowledge of pushes and pulls from
► How has your understanding of solids and liquids changed? Kindergarten.
▪ At first, I thought all solids were hard. Now I know they can be soft too.
▪ We learned that the shape of some solids change if you push or pull on them.
▪ We know that the shape of a liquid depends on its container.
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Revisit the class properties list, and point out that students have now observed that, like solid objects,
liquid samples have a size and shape.
► Do we have enough evidence to say that liquid samples also have weight?
▪ Yes. When we picked up the liquid samples, we could tell they had weight.
▪ The dish soap felt heavier than the water or seltzer, even when they were all in the same round
containers.
Work with students to update the Properties of Objects heading to Properties of Solid Objects and
Liquid Samples.
Sample class list:
Color: white, silver, clear, blue
Texture: smooth, shiny, not shiny, fluffy, bubbly
Hardness: hard, soft
Properties of Solid Objects and Liquid Samples
Size: long, short
Shape: round, pointy, square
Return to the Phenomenon Question In what ways are solids and liquids different? Tell students that
they will continue to develop their understanding of solids and liquids in the next lesson by examining
a new material.
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Agenda
Launch (5 minutes)

▪ Observe Sand (15 minutes)
▪ Update Anchor Chart
Objective: Gather evidence to determine that sand is a solid. (10 minutes)
Land (5 minutes)
Launch 5 minutes
Divide the class into pairs, and distribute a sand sample to each pair. Tell students to observe the sand
without opening, tipping, or shaking the jar.
► What do you notice about the sand?
▪ The sand is light brown.

▪ I see a lot of really small pieces of sand.
Ask students whether they think sand is a solid or a liquid now that they have observed its properties.
Use the Vote–Discuss–Revote instructional routine to survey student responses. Then invite students Teacher Note
to share their reasoning with the class. Vote–Discuss–Revote is a formative
assessment tool that tracks students’
Sample student responses: thinking throughout a lesson or module
through voting, student-driven
discussion, and reevaluation of the
▪ Sand takes the shape of its container like water does, so I think it is a liquid. initial vote.
▪ I think sand is a solid because it looks bumpy. The liquids we looked at didn’t have bumps. Students are asked a question and
provided with a small set of possible
▪ I think sand is a solid because you can use it to make other shapes, like building a sandcastle. answers. Students first vote individually
and anonymously on a sticky note. Votes
are collected and recorded publicly.
Students then discuss their answers with
a partner or group before voting again.
The process can be repeated after
further investigation.
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Highlight the variation in students’ answers, and suggest that students need more evidence to classify
sand as a solid or a liquid.
► How else could we observe sand to determine whether it is a solid or a liquid?
▪ We could look at it through a magnifier.

▪ We could pour it like we did with the other solids and liquids to see how it moves.
▪ We could listen when we shake it to find out if it sounds more like a liquid or a solid.
Tell students that in this lesson they will examine sand to explore its properties and determine whether
it is a solid or a liquid.
Learn 25 minutes
Observe Sand 15 minutes
Have students draw in their Science Logbooks (Lesson 7 Activity Guide) what the sand looks like
in the jar.
Sand in Jar Sand through Magnifier
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Next, instruct pairs to shake their jars and observe the sand’s motion.
Safety Note
This activity poses potential hazards. Ensure that jars are sealed tightly and that students shake the
jars gently and appropriately with both hands.
► What did you observe about the sand’s properties when you shook the jar?
▪ The sand went up and down inside the jar. After we stopped shaking it, the sand went back
down to the bottom of the jar.
▪ When we shook the jar, the sand made a swishing noise.
▪ While I was shaking the jar, my partner saw small pieces of sand flying around.
Distribute a handheld magnifier to each student pair. Instruct pairs to observe individual grains of sand
by placing the magnifier up against their jar and looking through it. Have students draw in their English Language Development
Science Logbooks what they observe. Students use the term grainin this lesson.
Providing the Spanish cognate grano
Sample student response: may be helpful. Explain that a grain
of sand is just one piece of sand. Consider
providing other examples of a grain, such
as a grain of rice or a grain of salt.
Sand in Jar Sand through Magnifier
► What properties of sand did you observe?
▪ There were a lot of small pieces of sand.

▪ Some sand pieces looked clear, but other pieces looked brown.
▪ The pieces of sand had different shapes.
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Display the photograph of sand under magnification (Lesson 7 Resource). Point out that each grain
of sand has a stable shape, which is a property that solids have.
► What do the properties you observed tell you about sand?
▪ Sand is a solid because the sand pieces move like the marbles and paper clips do.
▪ I think the sand is a solid because it looks hard and bumpy. I don’t think a liquid can
be hard or bumpy.
▪ The small pieces of sand have their own shape. Maybe sand is made of lots of little solid pieces.
Repeat the Vote–Discuss–Revote routine, and ask students again whether they think sand is a solid Differentiation
or a liquid. Have students share their reasoning by writing an explanation for their response in their
If students need support transferring
Science Logbooks. their ideas into a written explanation,
consider providing a sentence frame such
Sample student responses: as “Sand is a because .”

▪ Sand is a solid because the small pieces don’t change shape even if we move them around.
Look for students to make connections
▪ Sand is a solid because each grain has a stable shape. between the properties of sand and
the properties of other solids they
have examined to identify patterns
of properties that are consistent among
solids (CC.1).
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Summarize student understanding that the properties of the individual grains of sand are consistent
with the class description of solids. Revisit the Phenomenon Question In what ways are solids and
liquids different? Then invite students to share their ideas.
▪ Solids have their own shape, but liquids change shape depending on their container.
▪ Liquids pour and don’t have a stable shape, but solids have a stable shape.
▪ Sometimes solids can look like a liquid, but when you look closer, you see small pieces with their
own shapes.
Update Anchor Chart 10 minutes
Read aloud pages 20 through 22 of A Nest Is Noisy(Aston and Long 2015). As students listen, have Teacher Note
them use a nonverbal signal each time they hear a solid or a liquid mentioned in the reading. Discuss Important, unfamiliar words in this
the solids and liquids that students identify and how they know that each is a solid or a liquid. Have reading may include peculiar, concoct,
saliva, exposed, erect, depression,
students reflect on their recent investigations of solids and liquids, and create sentence strips
excessive, crop milk, and digestive
to demonstrate their new learning. Add the sentence strips to the anchor chart. tracts. As needed, provide students
with synonyms, definitions, or example
sentences.
Sample anchor chart:
Objects and Materials

• Size, shape, and weight are properties of solid objects and liquid samples.
• A solid has a stable shape, but pushes and pulls can change its shape.
• A liquid has a shape that changes depending on the container it is in.
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Land 5 minutes
Revisit the driving question board. Work with students to develop new questions based on their
learning about properties, liquids, and solids, and add these questions to the driving question board.


Why do birds How can

H What other
Why do What other use these different birds use
objects and
birds make animals materials materials liquids to
nests? make nests? to make share build their
their nests? properties? nests?
Humans use
structures.
Tell students that in the next lessons they will investigate objects and materials in new ways to improve
their understanding of properties.
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Optional Homework
Students look for examples of solids and liquids in their homes or communities. They record
in a notebook examples they find or share their findings with someone at home.
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Lessons 8–9
Defining Matter
Prepare
In Lesson 8, students use a scale to compare the weight of classroom objects and materials (CC.3) and
determine that weight is a property each item has. In Lesson 9, students observe a water displacement Concept 1: Properties
demonstration and use their observations to conclude (SEP.4) that another property of objects and of Matter
materials (PS1.A) is that they take up space, or have volume. Students then apply what they have
learned about various objects and materials to develop a definition of matter. Finally, students observe Focus Question
and compare images of bird nests and use their knowledge of properties to determine that bird nests How can we describe and classify
have both weight and volume and are therefore examples of matter. matter?
Phenomenon Question
Student Learning
What do all classroom items have
Knowledge Statement in common?
Matter has weight and takes up space (volume).
Objectives
▪ Lesson 8: Investigate objects and materials to determine that weight is a property of matter.
▪ Lesson 9: Investigate objects and materials to determine that volume is a property of matter.

Standards Addressed
SEP.4: Analyzing and Interpreting Data PS1.A: Structure and Properties of Matter CC.1: Patterns
▪ Use observations (firsthand or from media) ▪ Different kinds of matter exist and many ▪ Patterns in the natural and human designed world
to describe patterns and/or relationships in the of them can be either solid or liquid, depending can be observed, used to describe phenomena,
natural and designed world(s) in order to answer on temperature. Matter can be described and and used as evidence.
scientific questions and solve problems. classified by its observable properties. CC.3: Scale, Proportion, and Quantity
SEP.6: Constructing Explanations and ▪ Relative scales allow objects and events
Designing Solutions to be compared and described (e.g., bigger and
▪ Make observations (firsthand or from media) smaller, hotter and colder, faster and slower).
to construct an evidence-based account for natural
phenomena.

Materials
Lesson 8 Lesson 9
Student ●
Weight comparison investigation (1 set per group): marble (1), safety goggles (1 per student), plastic scale (1), blunt tip
scissors (1), twig (1)
Teacher Weight demonstration: plastic scale (1), water in any suitable container (200 mL) ●
●
Water displacement demonstration: food coloring (optional), 25 mL graduated cylinder (1), marble (1), masking tape
or other opaque tape, water (15 mL)
A Nest Is Noisy(Aston and Long 2015) ●
Preparation Set up water displacement demonstration. (See Lesson 9 Resource.) ●

Agenda
Launch (5 minutes)

▪ Observe Weight Demonstration
(8 minutes)
Objective: Investigate objects and materials to determine that weight is a property of matter. ▪ Compare Weight of Objects
(14 minutes)
Land (8 minutes)
Launch 5 minutes
Tell students to look around the classroom and silently observe as many objects and materials as they
can in 1 minute. Encourage students to focus on objects and materials that have varied properties.
Then invite students to share what they observed. Content Area Connection: English
Provide students with opportunities
Sample student responses: to improve their writing and speaking
fluency. Consider providing each
student with a small piece of paper
▪ I saw desks, chairs, you, other students, books, notebooks, paper, rubber bands,
or a whiteboard on which to record the
pencils, and pens. list of classroom objects and materials
with varied properties. After students
▪ I saw all sorts of things, like signs, posters, a clock, bookshelves, tables, a rug, and a plant. They
complete their lists, place students
are made of materials like plastic, metal, and glass. in pairs, and have them discuss their list
items and whether they can classify the
items into one group. Then have students
► Could you classify all the objects and materials you observed into one group? Why or why not?
share their ideas with the class.
▪ No, I could not because they have so many different properties.
▪ Some items in the room have the same color but not all of them.
▪ I think I could put them in two groups: one for solids and one for liquids. But I couldn’t put them
all in one group.
Acknowledge that it is difficult to classify all the objects and materials in the classroom into a
single group. Introduce the Phenomenon Question What do all classroom items have in common?
Tell students that they will explore this question to understand how the objects and materials they
observed might be related.
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Learn 22 minutes
Observe Weight Demonstration 8 minutes
Have students pair up and choose one classroom object they can hold in their hands. Instruct one
partner to hold the object in their hands and close their eyes. Students should allow the object to rest
in their hands without gripping it. Instruct the other partner to take the object from their partner’s
hands as gently as possible. Emphasize to students who are removing the object that they should try
to remove it without their partner noticing. Have students do this several times, and allow partners to
swap roles halfway through the activity. Then ask students to reflect on the experience. Teacher Note
Consider allowing students additional
► Was your partner able to take the object from your hands without you noticing? time to try a variation of this activity
in which one partner holds out their
▪ No. Every time they tried to pick up the book, I knew right away. hands with their eyes closed and the
▪ One time they took the pencil without me knowing, but every other time I felt when they took it. other partner places the object into their
partner’s hands as gently as possible. Ask
students who receive the object to reflect
► How were you able to tell that your partner took the object from your hands? on why they were able to feel it being
placed into their hands.
▪ I couldn’t feel the object in my hands anymore.
▪ I could feel when my partner took the object.
Highlight responses about students feeling that the object was no longer in their hands.
► What information helped you know whether you were holding the object?
▪ I knew when the object was in my hands because I could feel it.
▪ My hands felt lighter when my partner took the book away.
Tell students that in this lesson they will explore another property of objects. This property will help
them explain why they knew their partner had removed the object from their hands even though their
eyes were closed.
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Display the materials for the weight demonstration, and have students gather around the plastic scale
so that they can all observe the demonstration. Tell students that the scale is a tool used to compare
the weight of solid objects and liquid samples. Explain that right now the scale is balanced because
neither cup is higher than the other.
► What does the balanced scale show us about the weight of the two cups?
▪ It shows us that the cups must have the same weight.

▪ It means that one cup isn’t heavier than the other cup.
Point to the water in the container.
► What might happen if we pour a sample of water into one of the scale’s cups?
▪ The scale won’t be balanced anymore.

▪ The cup with the water will have more weight than the empty cup. Teacher Note
▪ The side of the scale with the water will be heavier than the other side. While the cup without water in it may
appear empty, it is still filled with air.
At this level, students are not expected
to understand what gases are or how
they behave. Students will explore gases
in Level 5 Module 1 and determine that,
like a solid or a liquid, a gas is another
type of matter that has weight and
takes up space.
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Pour about 75 mL of water into a cup on one side of the scale.
Have students share what they observe.
▪ The cup with the water went down. Now the scale isn’t balanced.
▪ The side of the scale with the water is heavier than the other side.
▪ One of the cups has more weight in it because of the water.
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Confirm that the cup containing the water is now heavier than the other cup, so the heavier side of
the scale lowered. Pour the rest of the water (about 125 mL) into the cup on the other side of the scale.
Have students share what they observe.
▪ The scale moved again. The side that was down went up, and the side that was up went down.
▪ The cup with more water in it went down. The cup with less water went back up!
► How can we use the scale to determine whether one water sample is heavier than the other?
Differentiation
▪ We can look at the scale to see which cup is lower. The water sample on that side will
be heavier. When forming groups, consider the
needs and abilities of each student. This
▪ The water sample in the lower cup on the scale will be heavier. The water sample in the higher investigation requires organizational,
cup won’t be as heavy. graphomotor, and observational skills.
To promote success, divide the class
so that groups collectively exhibit these
Agree that students can use the positions of the scale’s cups to determine which water sample skills. Consider providing students working
is heavier. Divide the class into groups, and tell students that each group will use a scale to compare above grade level with additional objects
for comparison.
the weight of different objects.
Most groups will need approximately
2 minutes to compare the weight of the
objects in each set. If needed, allow more
time so that all groups can complete the
investigation.
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Compare Weight of Objects 14 minutes
Distribute the materials for the weight comparison investigation to groups, and allow them a few
minutes to freely examine the objects and the scale.
Safety Note
The weight comparison investigation poses potential hazards. Review these safety guidelines with
students to minimize the risks:
▪ Wear safety goggles during the activity.
▪ Do not put any sample in or near your mouth, nose, or ears.
Tell students that they will compare the weight of the objects in each of three sets.
▪ Set 1: marble and scissors
▪ Set 2: scissors and twig
▪ Set 3: twig and marble
Starting with Set 1, have students place one of the objects in a cup on one side of the scale and the
other object in the cup on the other side of the scale. Tell students to observe what happens. Content Area Connection:
Mathematics
After groups observe each set, instruct them to indicate which of the two objects is heavier by circling Students often begin estimating and
the name of that object on the chart in their Science Logbooks (Lesson 8 Activity Guide). Support measuring mass and volume with
standard units in Grade 3 mathematics.
student comprehension by reading aloud the names of the objects in each set as students complete
However, students begin developing
their comparison. informal measurement skills through
experiential activities in Kindergarten.
Sample student response: This lesson supports student learning
about the inherent connections between
quantity, size, weight, and amount.
Object 1 Object 2
Set 1 Marble Scissors
Set 2 Scissors Twig
Set 3 Twig Marble
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After groups have completed the investigation, invite them to share what they observed.
▪ The scissors were heavier than the marble and the twig.
▪ The marble was heavier than the twig.
▪ The twig was the lightest object.
Ask students what they think would happen if one of the objects was removed from a cup while the
other object remained in its cup.
▪ The cup that still had an object in it would go down.

▪ The side with the object would be lower because it would be heavier than the side with the
empty cup.
Have groups leave the marble in its cup and remove the twig from the other cup. Confirm that the side
with the marble in the cup lowers because it is heavier than the side with no object in the cup.
► Do you think we will see the same result with other objects?
▪ Yes, I think the same thing will happen with other objects.
▪ Yes, we will. If one side has no object, any object we add to the other side will make that
side heavier.
Tell groups to test their ideas by selecting other classroom objects and placing them, one at a time,
in a cup on one side of the scale. Instruct students to leave the cup on the other side with no object
in it. Then have groups remove each object and observe what happens. After groups have tested
several objects, ask students to think about what they observed.
► What did you determine from your testing?
▪ Every object we tested has weight.

▪ All the objects made their side of the scale lower, so that means they all have weight.
▪ Some objects made the scale tip more than other objects.
▪ When we took an object out of the cup, the scale was balanced again.
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Land 8 minutes
Bring the class back together, and discuss with students what they have learned so far about weight.
► When you added an object or a liquid sample to one side of the balanced scale, that side became
heavier. When you took an object out of the scale, that side of the scale became lighter. What
can we now say about solid objects and liquid samples?
▪ We can say that water, marbles, scissors, twigs, and everything else we put in the cups
have weight.
▪ We can say that some objects and samples weigh more than others because some objects
made the cup go lower.
Ask students to think back to when their partner tried to secretly remove an object from their hands.
► How does the movement of the scale explain why you could tell when an object was
in your hands?
▪ The scale showed us that all objects have weight, so the objects we had in our hands must have
weight too. We could tell if the object was still in our hands because of its weight.
▪ Maybe our hands were like the cups! When our partner took the object out of our hands,
we didn’t feel the object or its weight anymore. That’s how we knew it was gone.
▪ Now I think I know why I didn’t feel my partner take the pencil one of the times. It isn’t very
heavy, so I didn’t feel a big change.
Summarize student responses by stating that weight is a property of all objects and materials, both
liquid and solid.
Return to the Phenomenon Question What do all classroom items have in common? Ask students
whether they think they have enough information to answer the question.
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▪ We learned that all the items in our classroom have weight. Maybe that’s what they have
in common.
▪ I think the items might have something else in common, but I’m not sure.
Tell students that in the next lesson they will continue to observe and measure objects and materials
to see if they can identify another property all classroom items share.

Students observe and compare the weight of different classroom items to determine that weight
is a property that all solid objects and liquid samples have.
Elements Assessed
SEP.4: Use observations (firsthand or from media) to describe patterns and/or relationships in the
natural and designed world(s) in order to answer scientific questions and solve problems.
CC.3: Relative scales allow objects and events to be compared and described (e.g., bigger and
smaller, hotter and colder, faster and slower).
Evidence Next Steps
Students orally describe how they used If students struggle to understand that all solid
a scale to observe (SEP.4) and compare objects and liquid samples have weight and
(CC.3) the weight of different classroom items that the weight of these items can be observed
to determine that weight is a property of all and compared, ask questions such as these:
solid objects and liquid samples (PS1.A). Student How can you know if something has weight?
responses should include the ideas that How can you determine whether one object
▪ all solid objects and liquid samples have weighs more than another object?
weight as a property, and
▪ the weight of solids and liquids can
be observed and compared by using a scale.
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Agenda
Launch (5 minutes)

▪ Observe Water Displacement
(12 minutes)
Objective: Investigate objects and materials to determine that volume is a property of matter. ▪ Define Matter (10 minutes)
Land (8 minutes)
Launch 5 minutes
Remind students that in the previous lesson they held classroom items in their hands with their
eyes closed and noticed when their partner removed those items. Have students select two additional
objects in the classroom that they can hold with a single open hand, such as a pencil and an eraser.
Challenge students to hold the two objects in the exact same place on their hand at the same time.
► Can the two objects be in exactly the same place on your hand at the same time? Why
or why not?
▪ No. I can put the pencil next to the eraser on my hand, but they aren’t in the same place.
▪ No. The two objects can be next to each other or on top of each other, but they can’t be in the
exact same place.
Show students the prepared materials for the water displacement demonstration. (See Lesson 9
Resource.)
► 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?
▪ We could put the marble in the water and see what happens.
▪ I think we could try to put the water and the marble together somehow.
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Revisit the Phenomenon Question What do all classroom items have in common? Tell students that
in this lesson they will explore another property of solid objects and liquid samples by investigating
whether the marble and the water can be in the same place at the same time.
Learn 22 minutes
Observe Water Displacement 12 minutes
Have students collect their Science Logbooks and a writing tool. Then have students gather around
the materials for the water displacement demonstration so that all students can observe the
demonstration. Ask students to predict what will happen when the marble drops into the cylinder.
Sample student responses: Teacher Note

If no students predict that the water level
▪ I think the marble will sink to the bottom. in the graduated cylinder will change,
point to the water level and ask students
▪ I think the water level might go up. what they think might happen to it when
the marble drops into the cylinder.
Complete the demonstration as students watch. (See Lesson 9 Resource.)
Extension
► What did you observe when the marble dropped into the cylinder?
Demonstrate that liquid samples also
▪ The marble sank to the bottom. take up space by adding a dense, viscous
liquid such as corn syrup to the water
▪ I saw the water level go above the tape. in the graduated cylinder. Have students
observe the increase in water level
Instruct students to draw in their Science Logbooks (Lesson 9 Activity Guide) the water level before and as the corn syrup sinks to the bottom
of the cylinder.
after the addition of the marble. Remind students to use the top edge of the tape on the
graduated cylinder to determine the starting water level.
Differentiation
Consider carrying out the demonstration
again so students can focus more closely
on the changing water level before
they record their observations in their
Science Logbooks.
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Without Marble With Marble
► What do you think would happen to the water level if we removed the marble?
▪ I think the water level would go back down.

▪ I think the water level would go back to the tape again.
Agree that if the marble were removed the water would return to its previous level in the graduated
cylinder.
► Why do you think adding the marble changes the water level? Teacher Note
▪ The marble makes the water go up because it takes some of the water’s place in the cylinder. Some students may interpret the
result of the water displacement
▪ The marble moves the water inside the cylinder out of the way. demonstration to mean that more
water appeared in the cylinder. Take this
Highlight student responses that hint at the idea that the marble displaces some of the water opportunity to address misconceptions
in students’ developing knowledge of the
in the cylinder.
conservation of matter. If time allows,
consider carefully removing the marble
► Did the demonstration show that water and a marble can be in exactly the same place at the with a suitable tool so that students can
observe the water return to its previous
same time?
level. Additionally, consider completing
▪ No. We saw that the marble couldn’t be in the exact same place as the water. the demonstration with other containers
and objects so that students can observe
▪ No. The demonstration showed that trying to put the water and the marble in the same place a consistent pattern in how the water
made the water move somewhere else. level rises and falls.
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Confirm that water and a marble cannot be in exactly the same place at the same time. Explain that
when the marble dropped into the cylinder, it took up space, and the water that had been in that space
had to move somewhere else. Because the water had nowhere to go except up, the water level in the
cylinder rose. Ask students what they think would happen if a second marble were placed in the cylinder.
▪ The water level would go up even more.

▪ The second marble would move more water out of the way, so the water level would go up again.
Agree that if a second marble were placed in the cylinder, the water level would rise even more. Inform
students that by determining that solid objects and liquid samples take up space, they have now
observed a second property of all classroom items: volume, or the amount of space something takes Teacher Note
up. Invite students to relate this new concept to real-world experiences. The term volumeis more precise than
size. While sizecan describe a solid
► Have you ever faced a problem related to solids or liquids taking up space? What was it? object’s dimensions, it is often used
as a relative term (i.e., bigger or smaller)
▪ I can only fit so many books in my backpack at a time. It depends on how big the books are. and only used to describe solids. Unlike
▪ One time I put too much ice in a cup of lemonade, and the lemonade spilled all over my hands. size, volumealways refers to the
three-dimensional space that matter
That reminds me of the marble and the water! takes up, and the volume of both solid
objects and liquid samples is measurable.
Summarize students’ experiences by acknowledging that many examples outside the classroom show It may be helpful to explain to students
that bigger objects typically have more
that solids and liquids take up space. Then update the class properties list by adding volume.
volume than smaller ones, but they
might not have more weight. Consider
Sample class list: bringing objects to class that illustrate
this concept, such as a beach ball and
a soccer ball, and allowing students
Properties of Materials to compare the objects’ relative volume
and weight.
Color: white, silver, clear, blue
Texture: smooth, shiny, not shiny, fluffy, bubbly Check for Understanding
Flexibility: bends, twists, does not bend, does not twist Listen for student responses that
Hardness: hard, soft mention the pattern of objects taking
up space (CC.1) as students explain
Properties of Solid Objects and Liquid Samples a situation or challenge they have
Size: long, short experienced (SEP.6).
Shape: round, pointy, square Teacher Note

Save this chart for use in Level 2
Volume: bigger, smaller Module 2 when students describe the
properties of land.
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Define Matter 10 minutes
Tell students that they now know that all classroom items have weight and take up space. Then tell
students that scientists use the term matterto describe anything that has these two properties.
Matter, then, is anything that has weight and takes up space. Teacher Note
In Kindergarten through Level 5, no
distinction between weight and mass is
English Language Development made. In later levels, students will define
mass as the amount of matter in an
Students will encounter the term matter throughout the module. Providing the Spanish cognate for object and weight as a measurement
matter (materia) may be helpful. As students discuss other examples of matter, English learners may of the effect gravity has on an object
benefit from using sentence frames such as these: (a force).
▪ is an example of matter because .
▪ takes up space, so it is matter.
▪ has weight, so it is matter.
Ask students to keep the definition of matterin mind as they answer the following question.
► What are some examples of matter?
▪ All solid objects and liquid samples are examples of matter because they all have weight and
take up space.
▪ The twig, the marble, the scissors, the cylinder, and the water are all examples of matter.
▪ Bird nests and all the materials they’re made of are matter.
▪ I have weight and take up space, so I must be matter!
Confirm that every solid object and liquid sample students have observed is made of matter. Extension
Ask students to brainstorm examples
Revisit students’ understanding of solids and liquids, and review the class descriptions of solid and liquid of things they can see or feel that are not
from Lesson 6. Explain that solids and liquids are two types of matter, and work with students to revise considered matter. At this level, example
responses might include light and heat.
their descriptions to be more precise.
A solid is a type of matter that has a stable shape, but pushes and pulls can change its shape.
A liquid is a type of matter that has a shape that changes depending on the container it is in.
Return to the Phenomenon Question What do all classroom items have in common? Then ask students
to answer it.
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▪ Classroom items are all matter. That’s what they have in common.
▪ All classroom items have weight and take up space.
Use student responses to summarize new learning, and record the new learning on a sentence strip.
Post the sentence strip on the anchor chart. Update the anchor chart heading from Objects and
Materials to Matter.
Matter
Properties of Matter
• Size, shape, weight, and volume are properties of solid objects and liquid samples.
• A solid is a type of matter that has a stable shape, but pushes and pulls can change
its shape.
• A liquid is a type of matter that has a shape that changes depending on the
Teacher Note
container it is in.
Matter is a broader term for material.
• Matter is anything that has weight and takes up space (volume). Because matter describes anything that
has weight and takes up space, it does
not distinguish between materials,
combinations of materials, or objects,
Point out that the class properties list and anchor chart show weight and volume as properties of solid which are made of one or more
objects and liquid samples but that students have determined that all matter—which includes all materials. Therefore, students may
correctly assert that an object is simply
objects and materials—has weight and takes up space. Wonder aloud how materials can have weight made of matter.
and take up space.
The weight of a sample of matter
depends on the amount and kind
► Earlier in the lesson, you observed that a glass marble has weight and takes up space. Why do you of matter that makes up the sample. The
think the marble has weight and takes up space? volume of a sample of matter depends
on the amount and arrangement
▪ Because it is made of matter. of matter that makes up the sample.
Students explore these concepts further
▪ Because it is made of glass. in Level 5.
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Highlight student responses about the marble being made of glass. Explain that all materials, such
as glass, wood, and water, are examples of matter, so they all have weight and take up space.
► What do you think determines how much the glass marble weighs and how much space
it takes up?
▪ I think it depends on how big the marble is.
▪ I think it depends on how much glass is used to make the marble.
Agree that the glass marble has a certain weight and volume because a certain amount of glass—a
kind of matter—was used to make it. Explain that only a certain amount of matter, such as a solid Spotlight on Crosscutting Concepts
object or a liquid sample, can be measured to determine its weight and volume. Ask students to describe the relative
weight and volume of the different
amounts of water added to the scale’s
cups in Lesson 8. Listen for students
to demonstrate understanding that
Land
a larger sample of water has a greater
weight and volume than a smaller
8 minutes sample of water (CC.3).
Teacher Note
Show students pages 7 and 8 of A Nest Is Noisy(Aston and Long 2015), and ask students to share their
Important, unfamiliar words in this
initial thoughts on the pictures. reading may include decomposing and
diameter. As needed, provide students
with synonyms, definitions, or example
sentences.
▪ The nest on the bottom looks like a big mountain or a hill. Content Area Connection: English
▪ The nest in the top right corner has the bird sitting inside it, and I see some eggs. Consider placing students in pairs
to discuss the questions about A Nest
▪ I see a ruler next to both nests. The bottom nest looks a lot bigger than the top nest.
Is Noisy. Pairing students allows them
to practice participating in collaborative
Explain that the pages show pictures of a dusky scrubfowl nest and a bee hummingbird nest. Read conversations (CCSS.ELA-Literacy.SL.2.1).
Listening in on students’ collaborative
aloud pages 7 and 8. Ask students to think about the similarities and differences between the two
conversations provides opportunities
nests as they listen. to assess student understanding, address
misconceptions, and highlight responses.
► What are some similarities and differences between the two bird nests?
Spotlight on Crosscutting Concepts
▪ The dusky scrubfowl’s nest is big, and the bee hummingbird’s nest is small.
Listen for students to use comparative
▪ Both nests are made of leaves and other materials the birds find outside. terms such as smaller and larger
to describe the relative volume of the
▪ One difference is that the bee hummingbird’s nest can get bigger as the babies grow.
two nests (CC.3).
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Highlight student responses about the size of the nests. Point out the rulers below each nest in the
illustration. Tell students that the dusky scrubfowl nest is more than 36 feet wide, while the bee
hummingbird nest is about 1 inch wide. Teacher Note
To help students conceptualize this
► Which nest do you think takes up more space? Why? difference, consider showing them the
length of 1 inch on a standard 12-inch
▪ The dusky scrubfowl’s nest takes up more space because it’s so much bigger! ruler. Then tell them that 36 of these
▪ The bee hummingbird’s nest is much smaller, so it takes up less space than the dusky rulers placed in a line add up to a length
of 36 feet. Alternatively, show students
scrubfowl’s nest. the length of 36 feet by using tape
to mark the length inside the classroom
Agree that the dusky scrubfowl nest is much larger and therefore takes up more space. Remind or a hallway.
students of their earlier observations that objects and materials have weight and take up space.
► Which of the two nests do you think weighs more?
▪ I think the dusky scrubfowl’s nest weighs more because it is so much bigger.
▪ I think the dusky scrubfowl’s nest is heavier because of all the materials in it.
Point out that students cannot be sure which nest weighs more because they have not measured
the weight of each nest, but confirm that both nests are examples of matter and have weight. Tell
students that in the next lesson they will continue to look at the dusky scrubfowl nest to build on their
understanding of matter.
Optional Homework
Students observe the properties of objects and materials they find at home or in their communities.
Students record their observations and then classify the objects and materials by their properties.
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Lessons 10–11
Pieces of Objects
Prepare
In this lesson set, students observe different objects to determine that objects can be made of smaller
pieces. In Lesson 10, students work in groups to build a structure from a set of plastic building blocks Concept 1: Properties
(PS1.A). They then take apart the structure and use the same blocks to build a different structure (CC.5). of Matter
Finally, students observe the differences (SEP.4) between the original structure and the new structure
they built. In Lesson 11, students separate an orange half into its parts and observe the properties of Focus Question
those parts. Students then compare the orange half with their block structures to describe how objects How can we describe and classify
can be made of pieces that have the same properties or made of pieces that are different. matter?
Phenomenon Question
Student Learning
How are smaller pieces put together
Knowledge Statement to make larger objects?
Some objects are made of pieces that have the same properties, while other objects are made of
pieces that have differing properties. These pieces can combine in different ways to form a variety
of objects.

Objectives
▪ Lesson 10: Build two different structures by using the same set of smaller pieces.
▪ Lesson 11: Observe parts of an orange to identify their different properties.
Standards Addressed
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. (Developing)
SEP.4: Analyzing and Interpreting Data PS1.A: Structure and Properties of Matter CC.5: Energy and Matter
▪ Record information (observations, thoughts, ▪ Different kinds of matter exist and many ▪ Objects may break into smaller pieces, be put
and ideas). of them can be either solid or liquid, depending together into larger pieces, or change shapes.
▪ Use observations (firsthand or from media) on temperature. Matter can be described and
to describe patterns and/or relationships in the classified by its observable properties.
natural and designed world(s) in order to answer ▪ A great variety of objects can be built up from
scientific questions and solve problems. a small set of pieces.

Materials
Lesson 10 Lesson 11
Student ●
Orange parts observation (1 set per group): disposable gloves (1 pair per student), prepared orange half (1), paper towel (1),
safety goggles (1 per student)
Orange part cards (1 set per group) ●
Teacher A Nest Is Noisy(Aston and Long 2015) ●
Building block construction: 1 qt resealable plastic bags (6), plastic building blocks (40 blue, 40 green, and 40 red) ●
Baya Weaver Nest Photographs (Lesson 10 Resource) ●
Brick Wall Photograph (Lesson 11 Resource A) ●
Orange parts observation preparation: knife (1), whole oranges (4) ●
Preparation Cue baya weaver nest construction videos: http://phdsci.link/1551, http://phdsci.link/1552, and http://phdsci.link/1553. ●
●
Prepare 6 sets of plastic building blocks for building block construction activity by placing 20 blocks of the same color
in separate resealable plastic bags.
Build 5 × 6 ×1 wall out of 30 plastic building blocks of the same color from Lesson 10. ●
Prepare materials for orange parts observation activity. (See Lesson 11 Resource B.) ●
Prepare orange part cards. (See Lesson 11 Resource C.) ●

Agenda
Launch (10 minutes)

▪ Build Block Structures (8 minutes)
▪ Compare Block Structures
Objective: Build two different structures by using the same set of smaller pieces. (12 minutes)
Land (5 minutes)
Launch 10 minutes
Show students page 7 of A Nest Is Noisy(Aston and Long 2015) to revisit the illustration of the dusky
scrubfowl nest.
► How do you think the dusky scrubfowl builds its large nest?
▪ I think it piles a lot of different materials together to build its nest.

▪ The dusky scrubfowl builds its nest by putting leaves and twigs into a big pile.
Highlight student responses that mention the bird gathering different materials, and tell students they
will now look at another kind of bird nest. Display the illustrations of the baya weaver nests at the tops
of pages 17 and 18 of A Nest Is Noisy. Ask students to examine the nests’ materials and shapes.
► How might the baya weavers build their nests?
▪ The nests look like they are made of a lot of tangled grass.
▪ I think the baya weavers build their nests by tying grass to trees.
Tell students they will watch videos of two different baya weavers building their nests. Play the first
video (http://phdsci.link/1551). Then ask students to share their observations. Teacher Note
The first two videos show the same baya
weaver and its nest at early but different
stages of completion. The third video
shows a different baya weaver and its
nest at a later stage of completion.
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▪ The bird is tying the pieces of grass around the tree branches.
▪ Not much of the nest is built. The bird looks like it is just starting.
▪ I can see the pieces of grass the bird used to make a circle.
Explain that the video shows the nest at an early stage of the building process. Show students
the second video, telling them to keep in mind what the nest looked like in the first video
(http://phdsci.link/1552). How are the videos similar? How are they different?
▪ In both videos, the bird uses the same movements to build the nest.
▪ The bird uses grass in both videos.
▪ The nest is a little bigger in the second video.
► How do you think the bird will continue to build its nest?
▪ I think the bird will use more grass to make the nest bigger.
▪ The bird will probably add more grass until the nest looks like the ones in the book.
Play the third video, which shows a baya weaver nest that is almost complete (http://phdsci.link/1553).
Have students reflect on their responses about the bird in the first two videos.
► What evidence in this video supports your thinking about the first bird and its nest?
▪ The nest in this video has a lot more grass in it than the nest in the other videos.
▪ The nest in the third video is much bigger.
Confirm that the baya weaver will gather many more pieces of grass to build its nest. Have students
connect the idea of building objects from smaller pieces to examples in their own lives.
► Have you, or has someone you know, ever made an object from smaller pieces? Teacher Note
▪ At home, I made a truck out of some small plastic blocks that came in a kit. While exploring the Phenomenon
Question, students may bring up their
▪ My sister filled a bottle with different colors of sand in big stripes. The stripes are made of tiny bodies as examples of structures that
grains of sand. are made of different parts or pieces.
Draw on students’ learning from
Level 1 Module 1 to discuss that different
Introduce the Phenomenon Question How are smaller pieces put together to make larger objects? parts of the body have specific purposes
and properties.
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Learn 20 minutes
Build Block Structures 8 minutes
Divide the class into six groups, and give each group a prepared bag of plastic building blocks. Instruct
groups to discuss the properties of their blocks. Then ask groups to share their observations. Differentiation
Consider grouping students by ability
Sample student responses: level for this investigation. Homogenous
grouping gives students an opportunity
to develop social and leadership skills
▪ Our blocks are all one color. Other groups have blocks that are different colors. in addition to conceptual understanding.
▪ All our blocks are the same size and shape.
▪ The blocks are a solid and stay the same shape.
▪ We’re pretty sure our blocks are made out of plastic.
Highlight student responses that identify the properties that all of the blocks share. Confirm that all
groups’ blocks have the same properties except color. Tell students that each group has the same
number of blocks. Instruct groups to use all their blocks to build a structure, and allow them about
3 minutes to complete their work. Content Area Connection:
Mathematics
Students begin to develop the skills
English Language Development to compose and recompose shapes
from other shapes in Kindergarten and
Students will encounter the term structurethroughout the module. Providing the Spanish cognate refine their experiences throughout the
estructuramay be helpful. Explain that structures are objects that are made up of smaller pieces, elementary grades. This lesson gives
and they can be large or small. Support students by sharing examples of structures they may have students an opportunity to use uniform
seen before, such as buildings or playground equipment. rectangular shapes to analyze the parts
and the whole of composed forms.
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Compare Block Structures 12 minutes
Have students participate in a Gallery Walk to view their classmates’ structures. As students circulate, Teacher Note
encourage them to look for differences among the structures. After students view all the structures, During a Gallery Walk, students circulate
discuss their observations as a class. the classroom to view other students’
work. Instruct students on how to interact
with the work they are viewing (leave
► What differences did you notice in the structures? comments on sticky notes, write
▪ One of the groups made a tall structure, but ours is short. observations, or discuss with classmates).
▪ Our group built a tower out of the blocks. No other group built a tower. English Language Development
▪ Our group made one long row from our blocks. Another group used all their blocks to make one Providing the following sentence frames
big block. may be helpful as students compare
their structures:
▪ Our group had a structure, while
Instruct groups to build a new structure that is different from their first structure. As groups may decide
other groups had a structure.
to completely disassemble their previous structures, allow them about 5 minutes to complete their ▪ Both structures have .
work. Then have students reflect on the activity.
Content Area Connection: English
► What process did you use to build a new structure? This discussion provides an opportunity
▪ We took apart the first structure to get all the blocks back. Then we put all the blocks together to assess students’ presentation
of knowledge and ideas (CCSS.
in a new way to build a new structure. ELA-Literacy.SL.2.1). Listen for students
▪ Our first structure was a tower. We took blocks from the top of the tower and added them to the to use complete sentences, to include
enough detail to fully respond to the
sides to make it look different. question, and to speak audibly (SL.2.6).
► How were your two structures different?
▪ The first structure was taller than the second structure.

▪ Our structures had different shapes.
► How were your two structures similar?
▪ We used the same blocks to make both structures.

▪ Both of our structures looked like rectangles.
Spotlight on Disciplinary Core
► What have you learned about building an object out of smaller pieces? Ideas
▪ The blocks we used did not change, but the objects we built had different shapes. Students’ understanding of the
conservation of matter (PS1.A) deepens
▪ We can put the same pieces together in different ways to make objects that look different. in later levels as they determine that
matter is conserved in both physical and
chemical processes.
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Students orally describe how an object is built from smaller pieces and how those same pieces can
be used to build a new object.
Elements Assessed
PS1.A: A great variety of objects can be built up from a small set of pieces.
CC.5: Objects may break into smaller pieces, be put together into larger pieces, or change shapes.
Evidence Next Steps
Students’ descriptions should establish that If students have difficulty describing how the
the blocks are the smaller pieces they used same pieces can be used to build different
to create structures, the same blocks can be put structures, consider working with small groups
together in different ways, and putting together to assemble the same blocks in different ways.
the same blocks in different ways results Have students use the same blocks to follow
in different structures (PS1.A, CC.5). prompts such as “make a row” or “build
a rectangle.” After students make different
structures, point out that they did not remove
or add any blocks, but the structures were still
different.
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Land 5 minutes
Display the photographs of the two different baya weaver nests (Lesson 10 Resource). Have students
use an instructional routine such as Think–Pair–Share to discuss the photographs.
► How are the nests in the pictures similar?
▪ Both nests are hanging and have a hole where you can see the bird.
▪ Both nests look like they are made from grass, but the first one is darker than the second one.
► How are the nests different?
▪ One nest has a hole close to the top. The other nest has a hole close to the bottom.
▪ The nests have different shapes.
Remind students of their comparisons of the building block structures.
► What do the building block structures and the nests show us about objects and their pieces?
▪ Objects can be made of lots of pieces.

▪ Small pieces, like blocks or grass leaves, can be put together to build bigger objects.
▪ Even if two objects are made of the same pieces, they may look different.
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Confirm that smaller pieces, such as blades of grass, can be put together to build different structures,
such as the baya weaver nests in the pictures. Tell students that in the next lesson, they will explore
another object made of pieces.
Optional Homework
Students make a list of objects not discussed in class that they can take apart and put together
in different ways to make new or different objects. Students share their list with family members
or classmates.
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Agenda
Launch (5 minutes)

▪ Observe Orange Parts
(20 minutes)
Objective: Observe parts of an orange to identify their different properties. ▪ Debrief Orange Parts
Observation (5 minutes)
Land (5 minutes)
Launch 5 minutes
Show students the wall built from 30 plastic building blocks while displaying the photograph of a brick
wall (Lesson 11 Resource A).
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Tell students to compare the block wall and the brick wall in the picture.
► How are the two walls similar?
▪ The pieces of both walls look like they are stacked on top of each other.
▪ Both walls are made from smaller pieces.
▪ The blocks and the bricks have similar shapes.
► How are the two walls different?
▪ The wall in the picture looks like it is made of bricks. The other wall is made of plastic blocks.
▪ I see white lines between all the bricks in the picture. The other wall only has plastic blocks.
▪ The plastic blocks are all the same size. In the picture, some of the bricks are different sizes.
Highlight student responses identifying that the brick wall is made of bricks and mortar, while the block
wall is made of plastic blocks only. Have students think about other objects that are made of more
than one material. Then invite students to share one object they thought of.
▪ My backpack is made of cloth and has metal zippers.

▪ My desk has a wooden top and metal legs.
▪ My lunch box looks like it’s made of plastic and cloth.
Explain that students will use their learning from previous lessons to identify the properties of different
materials that make up an object.
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Learn 25 minutes
Observe Orange Parts 20 minutes
Safety Note
This activity poses potential hazards. Additionally, be aware of citrus allergies before distributing
orange halves to students. Provide an alternative fruit if necessary. Review these safety guidelines
with students to minimize the risks:
▪ Wear gloves and safety goggles during the activity.
▪ Do not eat any part of the orange.
Show a whole orange to the class, and ask students to share what they know about oranges. Teacher Note
Students may respond that the orange
Sample student responses: is living or comes from a living thing.
Be prepared to discuss that even though
an orange is an object, it is also living,
▪ We buy oranges at the supermarket. and that both living and nonliving
▪ I’ve made orange juice. I squeezed the oranges to get the juice. objects are considered matter. Students
will explore differences between living
▪ Oranges grow on trees. and nonliving things in middle school.
▪ You have to peel oranges before you eat them.
Highlight student responses that relate to specific orange parts, such as the peel or the juice. Divide
the class into six groups, and distribute the materials for the orange parts observation activity to each
group. Use the procedure outlined in Lesson 11 Resource B to guide groups as they take apart their
orange half and observe the properties of its parts. Differentiation
Consider cutting or tearing a section
of the orange skin to help students who
Teacher Note have difficulty with fine motor skills take
apart the orange half more easily.
After students place their orange parts on the paper towel, they should not touch the parts again.
They can then remove their gloves and safety goggles to list the properties of the orange parts in their
Science Logbooks.
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Provide groups the orange part cards (Lesson 11 Resource C), and ask students to point out the different
parts of their orange half for each card. Tell students to observe the orange parts on the paper towel
without touching them and to refer to the pictures as they list the properties of each orange part
in their Science Logbooks (Lesson 11 Activity Guide). Read aloud the name of each orange part on the
chart to support students as they work. Teacher Note
Keep parts of an orange half that
Sample student response: students have already deconstructed
as a reference for groups that may have
accidentally destroyed parts of their
Orange Part Properties orange halves during the activity.
Consider having students view previously
Juice Liquid, sticky separated orange parts as an alternative
to having groups deconstruct orange
Skin Solid, bumpy, orange on the outside, white halves. Separate one set of orange
underneath, bends but tears apart parts to display on a paper towel, and
separate one set of orange parts to put
Segment Orange with white stripes, squishy in plastic bags for each group to observe
more closely.
Pith Solid, white, bendable, stringy
Seeds Solid, light brown, pointed
Listen for observations (SEP.4) that
describe the different properties of the
orange parts (PS1.A). Students who have
Debrief Orange Parts Observation 5 minutes difficulty identifying the properties of the
orange parts may benefit from reviewing
As a class, discuss the properties of each orange part students observed. Highlight student responses terms that identify properties in earlier
lessons. Consider working with students
that relate to the different types of matter students observed. in small groups and allowing them extra
time to observe and interact with the
► How were you able to tell whether an orange part was a solid or a liquid? different orange parts.
▪ We pressed on one of the seeds. It kept its shape, so we knew it was a solid. We could bend the
skin, so we said it was a solid too. Pushes and pulls can change the shape of solids.
▪ We knew the juice was a liquid because we could see it dripping when we took the
orange apart.
► Did you have trouble telling whether other parts were a solid or a liquid?
▪ Yes. The orange segments were squishy. They felt like a solid on the outside, but they had some
juice in them, and juice is a liquid.
Agree that it is sometimes difficult to tell whether something is a solid or a liquid, and confirm that
some objects can be made of both solid parts and liquid parts.
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► Do you think an orange is made of solids, liquids, or both solids and liquids?
▪ An orange has some parts that are solid and some parts that are liquid.
Remind students of the structures they built out of plastic building blocks in the previous lesson.
► How are the orange and the block structures similar?
▪ We can take them both apart into smaller pieces.

▪ The orange and the block structures are objects made of smaller pieces.
► How are the orange and the block structures different?
▪ All the blocks that make up the block structures have the same properties. The orange has lots
of different parts with different properties.
▪ The orange has solid and liquid parts, but the block structures only have solid parts.
▪ We can put the blocks back together and build the block structures again. I don’t think we can
put the orange parts back together to make an orange again.
Agree that both the orange and the plastic block structures are objects made of smaller pieces. The pieces
of the orange have different properties, while the pieces of the block structures have the same properties.
Land 5 minutes
Remind students of the objects they observed during the lesson set: the baya weaver nests, the plastic
block structures, the brick wall, and the orange. Ask students to share what they learned from their
observations.
▪ We can break down objects, like the orange or the brick wall, into smaller pieces.
▪ You can use the same pieces, like blocks or grass, to build different structures.
▪ All the objects we looked at are made of smaller pieces.
▪ Some objects can be made from both solids and liquids, like an orange.
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Use student responses to summarize and record new learning on a sentence strip. Post the sentence
strip on the anchor chart.
Matter
its shape.
container it is in.
• Matter is anything that has weight and takes up space (volume).
• Pieces of objects are examples of different types of matter. Pieces can be put together
in different ways.
Optional Homework
Students identify an object made of smaller pieces in their homes or communities. Students list the
properties of the object’s pieces.
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Lessons 12–13
Prepare
In this lesson set, students use their knowledge of matter and its properties to analyze the materials in
a honey bee nest (PS1.A). In Lesson 12, students revisit A Nest Is Noisy(Aston and Long 2015) to connect Concept 1: Properties
their learning about matter to bird nests, the anchor phenomenon. Next, students build knowledge of Matter
about honey bees and their nests by making observations about the materials in honey bee nests (SEP.6).
Students use these observations to complete Part A of the Conceptual Checkpoint, in which they Focus Question
describe the properties of the materials in honey bee nests and classify these materials (CC.4). In How can we describe and classify
Lesson 13, students continue to apply their knowledge of matter and its properties to honey bee nests matter?
to complete Part B of the Conceptual Checkpoint. Finally, students revisit the driving question board,
update the anchor model, and respond to the Concept 1 Focus Question: How can we describe and Phenomenon Question
classify matter?
What are the properties of a honey
bee nest?
Student Learning
Knowledge Statement
Matter can be described and classified by its properties.

Objectives
▪ Lesson 12: Observe and classify the materials in honey bee nests.
▪ Lesson 13: Observe the materials in honey bee nests to determine whether the materials are solid
or liquid.
Standards Addressed
by their observable properties. (Demonstrating)
SEP.6: Constructing Explanations and PS1.A: Structure and Properties of Matter CC.4: Systems and System Models
Designing Solutions ▪ Different kinds of matter exist and many ▪ Objects and organisms can be described in terms
▪ Make observations (firsthand or from media) of them can be either solid or liquid, depending of their parts.
to construct an evidence-based account for natural on temperature. Matter can be described and
phenomena. classified by its observable properties.

Materials
Lesson 12 Lesson 13
Student Honey Bees Knowledge Deck™ card (1) ● ●
Materials in honey bee nests observation (1 set per group): prepared beeswax sample, prepared cornmeal sample, ● ●
prepared honey sample, plastic handheld magnifier (1 per student), prepared sugar solution sample
Conceptual Checkpoint Part A (Lesson 12 Resource B) ●
Conceptual Checkpoint Part B (Lesson 13 Resource) ●
Teacher A Nest Is Noisy(Aston and Long 2015) ●
Honey Bees Knowledge Deck poster ● ●
●
Materials in honey bee nests observation preparation: yellow beeswax pellets (2 tbsp per group), 24 oz or larger plastic
or glass container (1), yellow cornmeal (2 tbsp per group), honey samples from Lesson 5, 4 oz clear plastic jars with lids
(3 per group), marker (1), masking tape, long spoon or stirring rod (1), granulated white sugar (1 21 cups), water (12 fl oz)
Preparation Prepare for the materials in honey bee nests observation. (See Lesson 12 Resource A.) ●
Prepare to distribute a copy of Lesson 12 Resource B to each student. ●
Prepare to distribute a copy of Lesson 13 Resource to each student. ●

Agenda
Launch (5 minutes)

▪ Prepare for Conceptual
Checkpoint (10 minutes)
Objective: Observe and classify the materials in honey bee nests. ▪ Conceptual Checkpoint
Part A (15 minutes)
Land (5 minutes)
Launch 5 minutes
Revisit A Nest Is Noisyand show students the illustrations of the blue jay nest (page 5), dusky scrubfowl
nest (pages 7 and 8), bee hummingbird nest (page 8), baya weaver nests (pages 17 through 18), and
edible-nest swiftlet nests (page 20). Hold a brief discussion about matter and bird nests. Teacher Note
At this point, do not read the text
► What have you learned about matter that you can connect with bird nests? accompanying the nest illustrations.
▪ All objects and materials are matter. Bird nests are objects made of materials, so bird nests
are matter.
▪ Birds can use the same kinds of matter, like leaves or vines, to build different nests.
▪ There are all different kinds of matter. Even though a lot of bird nests look different, they’re all
made of matter.
Agree that students have learned a lot about matter and bird nests so far. Tell students they will now
apply their learning in a new way.
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Learn 25 minutes
Prepare for Conceptual Checkpoint 10 minutes
Turn to the two pages of nest illustrations that appear before the title page of A Nest Is Noisy. Give
students a few moments to examine the pages, and then ask them what they see.
▪ I see some of the bird nests we’ve been learning about.

▪ I see lots of eggs.
▪ I see nests that different kinds of animals make.
Highlight student responses about nests made by animals other than birds. Turn to page 3 and show
students the illustration of a honey bee nest.
► What do you know about honey bees or their nests? Teacher Note
▪ I know that bees can sting you. Students may be familiar with the
idea that honey bees live in beehives.
▪ Honey bees fly around to different flowers. They also make honey. If necessary, explain to students that
▪ Some people wear big suits around honey bee nests so they don’t get stung. beehives are structures people build
to keep honey bees and collect the
▪ I think the nests honey bees build are called hives. honey the bees produce. In the wild,
honey bees build their nests in natural
places such as openings in rock faces
Highlight student responses about the materials found in honey bee nests, such as honey or beeswax. or hollow trees.
Tell students that they will use what they know about matter to answer the Phenomenon Question
What are the properties of a honey bee nest?
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Show students the front of the Honey Bees Knowledge Deck poster, and explain that the picture shows
a honey bee nest. Ask students to share what they notice and wonder about the picture. Teacher Note
For more information on how to use
Sample student responses: Knowledge Deck posters and cards, see
the Implementation Guide.
▪ I notice a lot of bees. One of them looks like it’s going down into a tube.
Content Area Connection:
▪ I notice that the bees are standing on a bunch of holes. Mathematics
▪ I wonder if that yellow stuff is honey. Honeycomb is recognizable by its iconic
pattern of hexagonal cells. This lesson
▪ I wonder why some of the holes are open and some are closed.
provides an opportunity to support
student analysis of the attributes
Turn the poster around and read aloud the text on the back. Ask students to raise their hands when of a hexagon as it appears in nature.
Consider tracing the perimeter
they hear the name of a material found in a honey bee nest. Then point out the flower and the pollen
of a honeycomb cell to reveal the cell’s
on the honey bee’s body in the thumbnail image. Explain that honey bees gather pollen and nectar shape (CCSS.Math.Content.2.G.A.1).
from flowers. Turn the poster back to its front, and point out the honeycomb’s hollow tubes made
of beeswax. Tell students that these hollow tubes are where honey bees store pollen, nectar, and
honey. English Language Development
Students will encounter the terms pollen,
► What materials do you think we would find in a honey bee nest? nectar, and beeswaxthroughout the
module. Providing the Spanish cognates
▪ We’d find pollen and nectar. Bees get pollen and nectar from flowers. for pollen (polen) and nectar (néctar)
▪ We’d find the honey that the bees make from nectar. may be helpful. Consider showing
students the samples of the materials for
▪ Bees make beeswax from honey. The bees use the wax to build their nest, so I think we’d find the Conceptual Checkpoint and directly
lots of beeswax. linking the materials to the Honey Bees
Knowledge Deck poster photographs.
Give each student a Honey Bees Knowledge Deck card to refer to during Part A of the Conceptual Teacher Note
Checkpoint. Review the photographs with students and read aloud the text on the back of the card.
In addition to collecting nectar and
pollen, honey bees collect water. Honey
bees also collect sap and other plant
Conceptual Checkpoint Part A 15 minutes material to make propolis, an adhesive
they use as a sealant.
Divide the class into groups, and distribute four prepared jars of materials to each group and a plastic
handheld magnifier to each student (see Lesson 12 Resource A). Explain that the Nectar and Pollen jars
do not contain real nectar and pollen but that the materials in them share many of the same properties
with real nectar and pollen. Explain that the Honey and Beeswax jars contain real honey and beeswax.
Distribute a copy of Conceptual Checkpoint Part A (Lesson 12 Resource B) to each student, and read
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aloud the names of the materials in the first chart. Instruct students to independently observe the
properties of each material and to record these properties in the chart. Encourage students to respect
other students’ time by passing each jar to another student in their group as soon as they have recorded
a material’s properties. Differentiation
Consider giving students a time limit per
material and providing a visual timer
Safety Note for the class to help groups manage
their time.
Remind students to handle the jars carefully when observing how the contents of the jars move.
Teacher Note
As students work, circulate and read the text on students’ Honey Bees Knowledge Deck cards
as needed. Although the information on the card is not essential to student success on the assessment,
students may benefit from viewing the photograph on the front of the card to remind them of what the
materials in honey bee nests look like in context.
Material Properties
Pollen Yellow, small pieces, takes shape of container
Nectar Clear, moves like a liquid
Honey Yellow, heavy, thick but moves like a liquid
Beeswax Yellow, solid, smooth
Next, instruct students to independently classify the four materials—pollen, nectar, honey, and
beeswax—into two groups in the second chart and to record at least one material in each column. Tell
students to write the property they used to classify the materials below each group. Teacher Note
With their knowledge about and
experience with solids and liquids,
students may think they have enough
evidence to classify each honey bee nest
material as a liquid or a solid.
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Group 1 Group 2
Pollen Nectar
Honey
Beeswax
Property: yellow Property: clear
Conceptual Checkpoint Part A

This Conceptual Checkpoint assesses student understanding of the Concept 1 Focus Question: How can
we describe and classify matter?
Elements Assessed
SEP.6: Make observations (firsthand or from media) to construct an evidence-based account for
natural phenomena.
Evidence Next Steps
Students describe the properties (e.g., color, If students have difficulty describing the
texture, weight, type of matter) of the properties of the materials in honey bee nests,
materials in honey bee nests (PS1.A). remind students of properties such as color,
texture, weight, and type of matter. Prompt
student thinking with questions such as these:
What can you learn about each material
by looking at it or picking it up? What properties
can you observe?
Students group the materials in honey bee If students need help classifying the materials
nests by an observable property (PS1.A) and or justifying their classifications, prompt student
identify the property they used to classify the thinking with questions such as these: How are
materials (SEP.6, CC.4). the materials similar? How are the materials
different?
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Land 5 minutes
After students complete Part A of the Conceptual Checkpoint, bring the class back together and ask
students to share their experiences.
► What properties of the materials in honey bee nests did you observe?
▪ The nectar and honey move like liquids. I think the pollen and beeswax are solids.
▪ The pollen is yellow and made of really small pieces. It takes the shape of its container like the
sand we looked at.
▪ The honey is thicker than the nectar and doesn’t move as fast.
► What properties did you use to classify the materials in honey bee nests?
▪ I classified the materials by color. Three were yellow and one was clear.
▪ I grouped the pollen and beeswax together because I think they are both solids.
▪ I think the honey and nectar are liquids, so I put them together.
Tell students that in the next lesson they will continue to observe the materials found in honey bee
nests and show their learning about matter and its properties.
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Agenda
Launch (5 minutes)

▪ Conceptual Checkpoint Part B
(15 minutes)
Objective: Observe the materials in honey bee nests to determine whether the materials are solid ▪ Debrief Conceptual Checkpoint
or liquid. (5 minutes)
Land (10 minutes)
Launch 5 minutes
Revisit the Honey Bees Knowledge Deck poster, and briefly review with students the information about
honey bee nests from the previous lesson. Remind students that in Part A of the Conceptual
Checkpoint, they observed and recorded properties of the materials found in honey bee nests. Tell
students that they will now complete Part B of the Conceptual Checkpoint and continue to explore the
Phenomenon Question What are the properties of a honey bee nest? Content Area Connection:
English
Students use the information gathered
from the Knowledge Deck cards and their
observations of honey bee nest materials
Learn
to answer the Conceptual Checkpoint
(CCSS.ELA-Literacy.W.2.8). Consider
20 minutes
collecting data during and after the
assessment to document student writing
and language development. When
Conceptual Checkpoint Part B 15 minutes a question requires a written answer,
encourage students to use complete
sentences in their response.
Distribute a copy of Conceptual Checkpoint Part B (Lesson 13 Resource) to each student. Read aloud
the text and the four claims, and then instruct students to circle the claim they agree with most.
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► On a school trip, students see a honey bee nest in a tree. They also see the nest’s shadow.
Students make claims about the shadow.
▪ The shadow is matter because we can see it.
▪ The shadow is matter because it has a shape and a size.
▪ The shadow is not matter because we cannot weigh it.
▪ The shadow is not matter because it looks different from the nest.
Next, have students write an explanation for their choice. Teacher Note
If necessary, remind students that
Sample student response: in Level 1 they explored shadows,
including how a shadow forms when
an object blocks light.
▪ I chose the third claim because matter has weight. Shadows don’t have weight, so the shadow
can’t be matter. Differentiation
If students have difficulty with the
Next, divide the class into groups. Distribute one Honey jar and one Beeswax jar from the previous writing demands of this task, consider
lesson to each group and a plastic handheld magnifier to each student. Instruct students to determine scribing their responses or conducting
whether each material is solid or liquid. Encourage students to observe the materials closely both with one-on-one interviews.
their eyes and through the magnifier to make their determination.
Safety Note
Remind students to handle the jars carefully when observing how the contents of the jars move.
Point out the chart in Conceptual Checkpoint Part B (Lesson 13 Resource). Tell students to circle either
Solid or Liquid below Honey and Beeswax to show their decision.
Honey Beeswax
Solid Solid
Liquid Liquid
Next, have students write an explanation for their choices.
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▪ Honey is a liquid because it has the shape of the jar and it changes shape when I move the jar.
Beeswax is a solid because the shape of each piece stays the same when I move the jar.
Conceptual Checkpoint Part B

This Conceptual Checkpoint assesses student understanding of the Concept 1 Focus Question: How can
we describe and classify matter?
Elements Assessed
natural phenomena.
Evidence Next Steps
Students reason that because weight If students do not circle the correct claim,
is an observable property of matter (PS1.A), prompt student thinking with questions such
a shadow is not matter. as these: How did we define matter? What two
properties does all matter have?
Students use their observations (SEP.6) If students do not correctly identify the
of a material’s properties (including its behavior materials as solids or liquids or cannot explain
and/or parts) to explain why the material their reasoning, prompt student thinking with
is a solid or liquid (PS1.A, CC.4). questions such as these: How do we define
solids and liquids? How are solids different
from liquids?
Debrief Conceptual Checkpoint 5 minutes
After students complete Part B of the Conceptual Checkpoint, bring the class back together to discuss
students’ thinking.
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► Which student claim did you agree with and why?
▪ I picked the third claim because you can’t weigh shadows.

▪ The honey bee nest’s shadow has no weight. Matter has weight, so I picked the third claim.
► Did you classify honey as a solid or a liquid? Which property of honey supports your choice?
▪ Honey is a liquid because it takes the shape of the container.

▪ I think honey is a liquid because its shape would change depending on the container
we put it in.
► Did you classify beeswax as a solid or a liquid? Which property of beeswax supports your choice?
▪ Beeswax is a solid because its pieces keep their shape in the container.
▪ I think beeswax is a solid because its pieces would stay the same shape if we poured them out
of the container.
Remind students of the Phenomenon Question What are the properties of a honey bee nest? Then ask
them to share their thoughts on the question.
▪ Honey bee nests have lots of materials in them. We saw that the materials have some
properties that are the same and some that are different.
▪ We learned that honey bees use beeswax to build the tubes that make up the nest. I think that
makes it mostly solid.
▪ A honey bee nest is made up of different parts and materials. Some materials are solid and
some are liquid.
Build on student responses to summarize that a honey bee nest is an object that includes several
materials, both liquid and solid, with varied properties.
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Land 10 minutes
Revisit the driving question board. Read aloud the question on each sticky note. Have students use
a nonverbal signal to show whether they can now answer the question. If students signal that they can
answer the question, place the sticky note in the first column of the driving question board. If students
cannot answer the question, move the sticky note to a second column. Continue this process until all
questions are sorted. Then introduce students to the Concept 1 Focus Question: How can we describe
and classify matter? Write the Concept 1 Focus Question at the top of the first column.

How can we describe and classify matter? Unanswered Questions
What other Do birds of Why are

Does every Do all Why do
materials do the same kind bird make a there so
birds use use the same birds make many kinds of birds make
different nests? nests?
to build materials to kind of nest? bird nests?
How can Why do birds What other
Do all different
blue jay What other use these birds use
objects and
nests look materials animals materials liquids to
the same? share make nests? to make build their
properties? their nests? nests?
Humans use
There are
to build many kinds
animals that
different of matter.
make nests.
structures.
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Remind students that they have learned about different types of matter and how to describe and
classify matter by its properties. Allow students a few minutes to look back at their Science Logbook
pages from the past several lessons. Then use an instructional routine such as a Whip Around to have
students respond to the following questions.
► In what ways can we describe matter?
▪ We can describe matter as anything that has weight and takes up space.
▪ We can describe materials by their properties, like color or texture.
▪ We can describe objects and the materials they are made of.
▪ We can describe objects by their shape and size.
▪ We can describe the smaller pieces that make up an object.
► In what ways can we classify matter?
▪ We can classify matter as solid or liquid.

▪ We can classify matter by its properties.
Turn students’ attention to the anchor model. Ask students what they could add to the anchor model
to reflect their new learning about matter. Update the anchor model with students’ suggestions, and
draw the edible-nest swiftlet’s nest. Teacher Note
Students learn about the edible-nest
swiftlet’s nest in Lesson 7. If necessary,
reread the text from page 20 of A Nest
Is Noisy before adding the edible-nest
swiftlet nest to the anchor model.
Ask students to think about whether
saliva is a liquid or solid and how this
material compares with the materials
that blue jays, baya weavers, and bee
hummingbirds use to build their nests.
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Bird Nests
Nest Building Materials
Leaves - smooth, green, solid
Vines - long, brown, solid
Twigs - hard, flexible, solid
String - stretchy, long, solid
Grass - long, flexible, solid Blue Jay Baya Weaver Bee Hummingbird
Moss - soft, flexible, solid Leaves Leaves Leaves
Vines Vines Moss
Bark - bumpy, rough, solid
Twigs Grass Bark
Saliva - white, liquid String
Edible-Nest Swiftlet
Saliva
These materials have many different properties, but they are all made of matter. Birds use solids
and liquids to build their nests.
Call students’ attention to the edible-nest swiftlet nest. Ask students to think about the fact that the
material the swiftlet uses to build its nest, saliva, is a liquid.
► Do you think the nest is liquid when the birds use it to hold their eggs?
▪ I don’t think the nest is liquid when the birds use it. In the book, it looks like a solid.
▪ I think the nest would have to be solid before the swiftlet could lay its eggs there.
Confirm that the saliva solidifies, or turns into a solid, during nest building. Tell students that in the next
lesson they will begin to explore some of the ways in which matter can change.
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Lessons 14–16
Reversible Changes
Prepare
In Lessons 14 through 16, students build on their understanding of matter by investigating what
happens when solids and liquids are heated and cooled. In Lesson 14, the class observes two Concept 2: Matter Can Change
photographs of Niagara Falls and discusses the differences between them. Students then observe the
properties of several objects before and after heating to determine whether a change occurs in the
Focus Question
objects (PS1.A). In Lesson 15, students revisit the objects they heated in the previous lesson, which have How can matter change?
cooled overnight, to determine the effects of cooling. In Lesson 16, students model (SEP.2) reversible
changes to determine the cause and effect relationship (CC.2) between heating or cooling and type Phenomenon Question
of matter. Finally, students revisit the photographs of Niagara Falls and update the anchor chart to
How does Niagara Falls go through
reflect their new learning about how matter can change.
changes in type of matter?
Student Learning
Knowledge Statement
Heating or cooling can cause changes in matter.

Objectives
▪ Lesson 14: Heat objects to determine a cause and effect relationship between heating and type
of matter.
▪ Lesson 15: Compare the properties of objects before heating, during heating, and after cooling.
▪ Lesson 16: Model the reversible changes that heating and cooling cause in type of matter.
Standards Addressed
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling
can be reversed and some cannot. (Developing)
SEP.2: Developing and Using Models PS1.A: Structure and Properties of Matter CC.2: Cause and Effect
▪ Develop and/or use a model to represent amounts, ▪ Different kinds of matter exist and many ▪ Events have causes that generate
relationships, relative scales (bigger, smaller), and/or of them can be either solid or liquid, depending observable patterns.
patterns in the natural and designed world(s). on temperature. Matter can be described and ▪ Simple tests can be designed to gather evidence
SEP.4: Analyzing and Interpreting Data classified by its observable properties. to support or refute student ideas about causes.
▪ Record information (observations, thoughts, PS1.B: Chemical Reactions
and ideas). ▪ Heating or cooling a substance may cause changes
that can be observed. Sometimes these changes
are reversible, and sometimes they are not.

Materials
Student Science Logbook (Lesson 14 Activity Guide) ● ●
Reversible change model (1 set per group): reversible change model cards (6 arrows and ●
6 color photographs), colored pencils (6, in colors of thermometer color bands)
Teacher Niagara Falls Photographs (Lesson 14 Resource A) ● ●
Color band thermometer: 2″wide clear tape or access to laminating machine, color copy of color strip ● ● ●
in Lesson 14 Resource B (1), scissors (1), tape, thermometer (1)
Heating investigation: 1 L measuring cup (1), 1 qt resealable plastic bags (5 per group), 6 qt clear
plastic bin with lid (1 per group), 10 qt plastic bucket (1), medium binder clips (5 per group), cold butter
(1 tbsp per group, cut into 4 slices the same size), insulated cooler bag or access to a freezer, ice cube ● ●
(1 per group), marbles (5 per group), paper towels (5 per group), safety goggles (1 per student), white
plastic teaspoon (1 per group), prepared color band thermometer (1), access to hot water (100°F–105°F),
white chocolate chips (8 per group)
Preparation Plan to complete Lessons 14 and 15 on consecutive days. ● ●
Prepare color band thermometer. (See Lesson 14 Resource B.) ●
Prepare for heating investigation. (See Lesson 14 Resource C.) ●
Cue melting plastic spoon and molten glass videos: http://phdsci.link/1578 and http://phdsci.link/1579. ●
Cue melting icicles and blowtorching log videos: http://phdsci.link/1580 and http://phdsci.link/1581. ●
Prepare to distribute a set of reversible change model cards (6 arrows and 6 color photographs) to each ●
group. (See Lesson 16 Resource.)

Agenda
Launch (5 minutes)

▪ Observe and Record Object
Properties (12 minutes)
Objective: Heat objects to determine a cause and effect relationship between heating and type ▪ Investigate Heating (15 minutes)
of matter.
Land (3 minutes)
Launch 5 minutes
Display the photographs of Niagara Falls (Lesson 14 Resource A). Have students Think–Pair–Share
to discuss their observations and questions.
► What do you notice about the pictures?
▪ I notice a lot of snow in the first picture.

▪ In the second picture, I notice a waterfall and trees.
▪ I see something like clouds in both pictures, but they aren’t up in the sky.
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► What do you wonder about the pictures?
▪ I wonder when and where the pictures were taken.

▪ Is the first waterfall made of ice?
▪ Do both pictures show the same place?
Highlight student responses about the location of the waterfall in the photographs. Tell students that
the pictures show the same place: Niagara Falls. Teacher Note
Consider providing students with
► Why might the waterfall look so different in these two pictures? information about Niagara Falls, as they
might wonder about its location and size.
▪ Maybe the pictures were taken at different times of the year. Show students the location of Niagara
▪ The water could have frozen! Falls on a map. Tell students that while
Niagara Falls is not the world’s largest
▪ I think someone took the pictures in different seasons. waterfall in terms of width or height,
it is one of the world’s most well-known
waterfalls.
Highlight student responses that mention the pictures might have been taken at different times of the
year, and tell students that the first picture shows Niagara Falls during winter and the second picture
shows Niagara Falls during summer.
► How might the water in the waterfall change from solid to liquid or from liquid to solid? Teacher Note
▪ It must be very cold there during winter because there is a lot of snow in the picture. Maybe the Student answers may include the words
freeze or melt.Lesson 15 defines these
waterfall freezes.
terms formally.
▪ The ice probably melts when it gets warm in summer.
Introduce students to the Phenomenon Question How does Niagara Falls go through changes in type
of matter?
► How could we investigate our ideas about the waterfall?
▪ We could see how cold it has to be for liquid water to turn to ice.
▪ I think we could heat up different objects to see if they turn to liquids.
Tell students that they will begin to explore changes in matter by observing the properties
of several objects.
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Learn 27 minutes
Observe and Record Object Properties 12 minutes
Show students the color band thermometer. (See Lesson 14 Resource B.) Teacher Note
In Kindergarten, students use the color
band thermometer when studying
weather. Review the temperature ranges
as needed.
The hot water added to the plastic bins
will be 100°F–105°F, a temperature range
that is between the Hot and Very Hot
color bands on the thermometer.
Content Area Connection:

Mathematics
Students begin to develop the concept
of units of 10 in Kindergarten, and
they continue developing this concept
throughout elementary mathematics
for use in measuring, comparing, and
calculating. The thermometer supports
students as they develop the skill
of solving comparison problems by using
information in a vertical graph (CCSS.
Math.Content.2.MD.D.10).
If necessary, review how to read the thermometer with students. Point out the color bands at the side
of the thermometer, and explain that they represent different temperature ranges. Ask students English Language Development
to identify the color band that matches the classroom temperature. Students will encounter the terms
thermometer and temperature
throughout the concept. Providing the
Sample student responses: Spanish cognates for thermometer
(termómetro) and temperature
▪ The red line on the thermometer goes up to the yellow color band. (temperatura)may be helpful.
▪ Our classroom temperature is in the yellow band, so the classroom is warm. a thermometer is a tool that measures
temperature.
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Tell students that they have just read the temperature of the air in the classroom.
Divide the class into groups, and assign a prepared plastic bin to each group. (See Lesson 14
Resource C.) Each bin should have a bag with white chocolate chips, a bag with marbles, and a bag
with a plastic spoon attached to the interior side.
Retrieve the plastic bags from the insulated cooler bag or freezer, and clip a bag containing an
ice cube and a bag containing butter slices to each bin as quickly as possible. Have groups gather
around their bin, and allow them a few minutes to observe the properties of the objects in the bags,
starting with the ice cube and the butter slices. As they make observations, students should record
the properties of each object in the first Properties column on the chart in their Science Logbooks
(Lesson 14 Activity Guide). Read aloud the name of each object on the chart to support student Check for Understanding
understanding. Listen for students to make and record
accurate observations (SEP.4) about the
Sample student response: properties of the objects they examine.
Teacher Note
Properties Properties Properties Students may refer to temperature
Object ranges when describing the objects’
properties. For example, they may
Ice cube Hard, clear, solid, square describe the ice as cold. Confirm for
students that temperature is a property
Butter slices Smooth, yellow, solid of matter.
White chocolate Hard, white, solid, round

chips
Plastic spoon Hard, white, solid, long
Marbles Hard, blue, solid, round
► What do you think will happen when we add water that is hotter than the classroom temperature
to the bins?
Teacher Note
▪ I think the temperature in the bins will go up.
▪ I think the objects will get hotter. all objects are made of a single
material or made up of a combination
of materials. Each object students
Highlight student responses about an increase in temperature. Confirm that adding water that observe in the investigation is made
is hotter than the classroom temperature will heat the objects in the bags. Explain that heating can of a single material. Consider challenging
increase a material’s temperature and cause other changes in the material. students to identify the material each
object is made of.
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Introduce the term heatingexplicitly. Discuss different forms of the word, such as heat, heats, and
heated. Invite students to discuss examples of heating, such as an oven heats food or a car heater
heats the inside of the car.
Instruct students to complete the heading of the first Properties column on the chart in their Science
Logbooks by writing the words before Heatingin the blank. Ask students to predict which objects’
properties will change during heating and to circle the names of those objects on the chart.
Properties Properties Properties

Object before Heating
Ice cube Hard, clear, solid, square
Butter slices Smooth, yellow, solid
White chocolate Hard, white, solid, round

chips
Plastic spoon Hard, white, solid, long
Marbles Hard, blue, solid, round
Investigate Heating 15 minutes
Distribute a pair of safety goggles to each student, and then fill the plastic bucket with hot tap water.
The temperature of the water should be close to the upper limit of the 100°F–105°F range. Place the
thermometer in the hot water. Have groups identify the color band of the water temperature. Teacher Note
The temperature of the water will vary,
Sample student responses: resting at, slightly above, or even slightly
below the border between the red (Very
Hot) and the orange (Hot) color bands
▪ The red line on the thermometer is at the bottom of the red band. on the thermometer.
▪ The water temperature is in the red band, which means very hot.
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Safety Note
This part of the investigation poses potential hazards. Measure the temperature of the tap water
before the investigation, and ensure that the water is cooler than 105°F before allowing students
to interact with it. Review these safety guidelines with students to minimize the risks:
▪ Do not touch the hot water.
▪ If water spills, tell an adult right away.
Instruct students to complete the heading of the second Properties column on the chart in their
Science Logbooks by writing the words during Heatingin the blank. As students work, use the
1 L measuring cup to carefully transfer 1 L of hot water from the bucket to each bin. Ensure that the hot
water contacts all bags to heat all objects.
Have groups gather around their bin and observe the properties of the objects in the bags. After a few
minutes, instruct students to record these properties in the Properties during Heating column on the
chart in their Science Logbooks. As students work, monitor their progress and provide support
as needed. Teacher Note
If the properties of an object do not
Sample student response: change, students can record the same
properties they recorded in the
previous column and add “(no change)”
Properties Properties Properties to facilitate analysis at the end of the
investigation in the next lesson.
Object before Heating during Heating
Ice cube Hard, clear, solid, square Clear, liquid, Differentiation
no stable shape Students who need additional support
with writing may benefit from a word
Butter slices Smooth, yellow, solid Yellow, foamy, liquid, bank that includes words that describe
no stable shape the properties of the objects.
White chocolate Hard, white, solid, round White, soft, liquid, Consider having students who work
above grade level or who quickly
chips no stable shape
complete the investigation discuss
Plastic spoon Hard, white, solid, long Hard, white, solid, long and write a prediction that describes
which objects they expect to change
(no change)
after cooling.
Marbles Hard, blue, solid, round Hard, blue, solid, round
(no change)
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Land 3 minutes
Ask students to compare the predictions they made with their observations during heating.
▪ I was right because the properties of the butter, the ice cube, and the white chocolate chips
all changed.
▪ My prediction wasn’t right. I said only the ice cube’s properties would change because
of heating.
Tell students that the five objects in the plastic bags will stay in the classroom overnight at room
temperature. Cover the bins by resting their lids on top to minimize evaporation.
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Agenda
Launch (5 minutes)

▪ Observe Properties after Cooling
(10 minutes)
Objective: Compare the properties of objects before heating, during heating, and after cooling. ▪ Debrief Investigation (15 minutes)
Land (5 minutes)
Launch 5 minutes
Remind students that the objects they observed in Lesson 14 have been left out overnight in the
plastic bins. Invite students to share how they think the water temperature and the objects may have
changed since students last observed them.
▪ I think the water will be colder today.

▪ I think the marble and spoon are still solid.
▪ I think the white chocolate and butter might be solid again.
Have students return to their groups from Lesson 14, and then place the color band thermometer
in one of the bins. If necessary, tilt the thermometer to immerse the bulb completely in the water. Have
groups note the change in water temperature.
Sample student responses: Teacher Note

Water temperature and student
▪ The water temperature is lower today. responses will vary depending on the
▪ The water temperature is in the yellow band now. It started out in the red band yesterday. ambient temperature of the classroom.
Highlight student responses about the lower temperature of the water. Explain that cooling can decrease
a material’s temperature and cause other changes in the material. The water has cooled overnight, and
the temperature is now lower. Point out that this means the materials have cooled as well.
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Introduce the term coolingexplicitly. Discuss different forms of the word, such as cool, cools, and
cooled. Invite students to discuss examples of cooling, such as how a refrigerator cools the food
inside of it or how ice can be put into drinks to cool them.
Learn 25 minutes
Observe Properties after Cooling 10 minutes
Instruct students to complete the heading of the third Properties column on the chart in their Science
Logbooks (Lesson 14 Activity Guide) by writing the words after Coolingin the blank. As students work,
unclip the bags from each bin, place each bag on an individual paper towel, and take the bins away.
Ask groups to gather around their bags, observe the properties of the objects, and record these
properties in the Properties after Cooling column on the chart in their Science Logbooks. After students
finish, ask them to share some of the properties they recorded.

Students may mention that after cooling,
the shape of the solid butter and solid
Properties Properties Properties white chocolate is different from the
Object before Heating during Heating after Cooling shape of the solid butter slices and solid
white chocolate chips before heating.
Ice cube Hard, clear, solid, square Clear, liquid, Clear, liquid, no stable Remind students that liquids do not
no stable shape shape (no change) have a stable shape. If necessary, guide
students to make the connection that
Butter slices Smooth, yellow, solid Yellow, foamy, liquid, Yellow, solid, flat shape
the shape of the bags determined the
no stable shape shape of the liquid butter and liquid
White chocolate Hard, white, solid, round White, soft, liquid, White, solid, flat shape white chocolate.
Plastic spoon Hard, white, solid, long Hard, white, solid, long Hard, white, solid, long
(no change) (no change)
Marbles Hard, blue, solid, round Hard, blue, solid, round Hard, blue, solid, round
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Debrief Investigation 15 minutes
Tell students to review the chart in their Science Logbooks (Lesson 14 Activity Guide).
► What did you notice about the properties of the objects during heating?
▪ The shape of some objects changed. Other properties, like color, stayed the same.
▪ The ice cube, white chocolate chips, and butter became liquids. The marbles and the plastic
spoon stayed solids.
▪ The ice cube, white chocolate chips, and butter changed shape in the bags during heating.
▪ Some objects changed from solid to liquid, but other objects didn’t.
Highlight student responses about a change in type of matter during heating. Tell students to indicate
the types of matter on their charts by drawing a rectangle around solidand underlining liquidin the
Properties before Heating and Properties during Heating columns.

Object before Heating during Heating after Cooling
Ice cube Hard, clear, solid, square Clear, liquid, Clear, liquid, no stable
no stable shape shape (no change)
no stable shape
White chocolate Hard, white, solid, round White, soft, liquid, White, solid, flat shape
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► What do you notice about each object’s type of matter before heating and during heating? Content Area Connection: English
▪ Three objects that were solids before heating became liquids during heating. The marbles and As students present their knowledge and
the plastic spoon stayed solid. ideas, encourage them to use complete,
coherent sentences that provide the
▪ The butter, ice cube, and white chocolate chips were solids before heating. They changed requested details. Prompting students
to liquids during heating. to include part of the question in their
response may be helpful. For example,
students could respond as follows:
Discuss the cause of the change in type of matter. Consider using the Think–Pair–Square instructional ▪ “I notice …”
routine to facilitate class discussion throughout the debrief. ▪ “I think the change from solid to liquid
was caused by …”
► What do you think caused some of the objects to change from solid to liquid? ▪ “The evidence we have is …”
▪ The hot water caused them to change from solid to liquid. Speaking in complete, coherent
sentences also helps students rehearse
▪ I think heating caused some of the objects to change. ideas orally before writing in complete
sentences to answer a question
► What evidence do we have that heating was the cause of the change in type of matter? or present an idea (CCSS.ELA-Literacy.
SL.2.4, SL.2.6).
▪ The change happened when you put hot water around the objects.
▪ The objects didn’t change until the hot water was in the bins. Teacher Note
The Think–Pair–Square instructional routine
▪ The temperature of the water was a lot higher than the temperature of the classroom.
is a variation of the Think–Pair–Share
instructional routine. Students conduct
Agree that heating caused some of the objects, such as the ice cube and white chocolate chips, a Think–Pair and then join a second pair
to share in groups of four. In this instance,
to change from solids to liquids. Tell students that these objects melted. Define melting as the change
students could pair with a member
of matter from solid to liquid. of their investigation group and then
square with a pair from a different
investigation group.

Introduce the term meltingexplicitly. Consider using a picture, video, or a real life example
to demonstrate melting, such as butter melting in a pan or an ice cube melting in the Sun.
Ask students to share whether they think the plastic spoon, the marbles, or both types of objects
can melt and to provide reasoning for their thinking. Have students use nonverbal signals to agree
or disagree as their classmates answer.
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▪ No, I don’t think these objects can melt because they didn’t melt in the hot water.
▪ They might melt, but I think they would both need to get really hot!
▪ I think the plastic spoon might melt if it got hot enough. I don’t think the marbles can melt
because they’re made of glass.
Highlight student responses about heating the plastic spoon and the marbles to a very high
temperature. Play the videos of the melting plastic spoon (http://phdsci.link/1578) and the molten glass
(http://phdsci.link/1579). Teacher Note
Consider playing these videos several
► What did you notice about the plastic and the glass in the videos? times to allow students to make
thorough observations. Explain that
▪ I noticed that the plastic melted when the flame heated it. in the video of the melting plastic spoon,
▪ The heated glass was glowing! the flame is heating the spoon, and
in the video of the molten glass, the
▪ The heated glass did not have a stable shape. glowing material is heated glass.
Tell students that although the color band thermometer can measure high temperatures,
temperatures can get even higher. Explain that materials such as plastic and glass can melt when they
are heated to high enough temperatures.
► What have we learned so far about what can happen to solids when they are heated?
▪ Some solids change to liquids during heating.

▪ Some objects need to be heated to a higher temperature than other objects before they melt.
Summarize student responses, and confirm that many solids become liquids when heated to a certain
temperature. Teacher Note
Not all solids melt when heated. Listen
Direct students’ attention back to the chart in their Science Logbooks (Lesson 14 Activity Guide) for the misconception that heating
to discuss the effect of cooling on the objects students observed. Tell students to continue to indicate melts all solids, and prompt students
to consider the evidence they have for
the types of matter on the chart by drawing a rectangle around solidand underlining liquidin the such a statement. In the next lesson set,
Properties after Cooling column. students will observe a change caused
by heating a solid that does not include
a change in type of matter.
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Object before Heating during Heating after Cooling
Ice cube Hard, clear, solid, cube Clear, liquid, Clear, liquid, no stable
no stable shape shape (no change)
no stable shape
White chocolate Hard, white, solid, round White, soft, liquid, White, solid, flat shape
► What did you notice about the properties of the objects after cooling?
▪ All the objects are solid except for the water from the melted ice cube.
▪ The white chocolate and the butter changed from liquids to solids.
▪ The plastic spoon and the marbles did not change.
Acknowledge that the white chocolate and butter became solids again, whereas the water from the
melted ice cube remained liquid. Teacher Note
Be aware of students’ existing
► What do you think caused some of the objects to change from liquid to solid? conceptions about the term freezing.
Students may associate freezing only
▪ I think cooling caused the butter and the white chocolate to change back to solids.
with temperatures at or below the
▪ I think the liquids that turned to solids changed back because they cooled. temperature at which water freezes.
Explain that freezing can occur
at warm temperatures as well, as the
Agree that cooling caused the butter and white chocolate to change from liquid to solid. Tell students butter and the white chocolate chips
that the liquid butter and liquid white chocolate froze. Define freezing as the change of matter from demonstrate. As an extension activity,
liquid to solid. consider bringing a jar of solid coconut
oil to class and using a warm water
bath to demonstrate that the oil melts
at temperatures only slightly above
room temperature and then freezes into
a solid as it cools.
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Introduce the term freezingexplicitly. Consider showing students a photograph, video, or real
life example of freezing. Invite students to think of other examples of freezing, such as a puddle
freezing in winter or ice pops that turn from a liquid to a solid in a freezer.
► Why do you think the liquid water from the melted ice cube stayed a liquid and did not freeze?
▪ I think we’d need to put the water in a freezer so it turns to ice.

▪ The butter and the chocolate can become solids at room temperature, but I don’t think the
liquid water is cold enough to freeze.
Refer to the color band thermometer, and confirm that water must cool to a temperature in the Cold
color band to freeze. Direct students’ attention to the types of matter they indicated on the chart Extension
in their Science Logbooks (Lesson 14 Activity Guide). Place the bag of water from the melted
ice cube in a freezer to cool overnight.
Allow students to observe the water’s
► What changes in type of matter did the materials go through during heating and after cooling?
properties before and after freezing.
▪ The butter and white chocolate chips changed from solids to liquids during heating. The liquid
butter and liquid white chocolate became solids again after cooling.
▪ The ice cube changed from a solid to a liquid during heating. The liquid water from the ice cube
stayed liquid after cooling.
Explain that because many materials change from solid to liquid during heating and then back to solid
after cooling, melting and freezing are examples of reversible changes. Tell students that a reversible
change is a change that can be undone. Heating causes melting, and cooling can undo melting.
Cooling causes freezing, and heating can undo freezing.

Introduce the term reversible changeexplicitly. To demonstrate a reversible change, use a strategy
such as the following: Show students a sock or another piece of clothing and turn it inside out. Ask
students how they would change it back to how it started.
Continue demonstrating reversible changes with actions such as blowing up a balloon or folding
a piece of paper. Invite students to think of other examples of reversible changes.
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Land 5 minutes
Have students demonstrate their understanding of the term reversible changeby using the Act It Out
instructional routine. Have students stand in one large circle. Ask students to think about the Teacher Note
properties of solids and then to use their body to act out what a solid looks like. Next, ask students The Act It Out routine provides students
to think about the properties of liquids and to use their body to act out what melting to a liquid looks with a kinesthetic outlet to connect
movement with an unfamiliar term
like. Then, ask students to act out what freezing back to a solid looks like. After students complete the
or concept to remember its meaning.
routine, have them discuss how they acted out the types of matter, melting, and freezing. Students receive a term, individually
or in pairs, and have a short time
to imagine how they could represent
► How did you act out a solid and a liquid?
it in movement. Students then take turns
▪ When I acted like a solid, I didn’t move at all because solids have a stable shape. acting out their terms in groups.
▪ When I changed from a solid to a liquid, I wiggled my arms and legs like I was melting because
the shape of a liquid changes depending on the container.
Next, prompt students to act out what an object that they observed, such as the ice cube, did during
heating. Continue to provide prompts that include the terms heating, cooling, melting, and freezing
to allow students to act out reversible changes in matter. Check for Understanding
Watch for students to express that
Tell students that in the next lesson they will build on their understanding of heating, cooling, melting, changes in matter result from heating
and cooling (PS1.B).
and freezing by developing a model of changes in type of matter.
Differentiation
Optional Homework Consider providing students working

above grade level with more specific
temperature information by referring
Students look for examples of melting and freezing in their homes and communities. Students to temperature ranges on the color band
record changes in the materials by writing about or drawing the materials before and after heating thermometer. Students can represent
specific objects at a temperature in each
or cooling. Students then explain why the changes are reversible.
temperature range.
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Agenda
Launch (5 minutes)

▪ Model Changes in Type of Matter
(15 minutes)
Objective: Model the reversible changes that heating and cooling cause in type of matter. ▪ Update Anchor Chart
(10 minutes)
Land (5 minutes)
Launch 5 minutes
Tell students they will watch another video of a change in type of matter, and play the video of icicles
melting (http://phdsci.link/1580). Ask students to share their observations.
▪ The icicles are melting and dripping water.

▪ It looks like it is winter in the video.
▪ I can see the Sun through the trees.
► Why do you think the icicles are melting?
▪ I think the temperature outside must be going up.

▪ The Sun is shining, so I think it’s getting too warm for the icicles to stay frozen.
Ask students to summarize their observations from the heating investigation from the previous lessons.
Tell students they will work in groups to develop a model that shows the relationship between heating
or cooling and changes in type of matter.
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Learn 25 minutes
Model Changes in Type of Matter 15 minutes Teacher Note

Divide the class into groups, and distribute the materials for the reversible change model. a cause and effect relationship describes
(See Lesson 16 Resource.) Instruct groups to arrange the arrows and the pictures to show the cause and how a change (cause) leads to a certain
effect relationships between heating and cooling and the type of matter of each material. result (effect). Prompt students to think
about how changing the temperature
of an object (cause) can lead to a change
Display the color band thermometer. Ask students to think about the temperatures required to melt in its type of matter (effect).
or freeze the materials in the pictures, and instruct them to color the arrows to match the band on the
thermometer in which they think each material melts or freezes. Teacher Note
The color choice may vary from the
Sample student response: sample response because it depends
on the temperatures of the hot and
cooled water in the investigation.
Heating Teacher Note

Cooling In middle school, students learn about
melting points and freezing points. While
some students may choose red to color
the Heating arrow for ice based on their
observations, other students may use
prior knowledge about ice and color
Heating it yellow or green. Encourage students
Cooling who choose to color the arrow red
to think about what would happen to the
ice if it was left on the counter at room
temperature to more accurately color
the Heating arrow.
Remind students that water from the
Heating melted ice remained a liquid at room
Cooling temperature. Although students did not
observe water freezing, encourage them
to draw upon prior knowledge about
the temperature required to make ice
to color the Cooling arrow.
Differentiation
Consider labeling the photographs with
the name of each material.
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After groups arrange the arrows and pictures and color the arrows, ask students to reflect
on their models.
► How does your model show reversible changes in matter?
▪ Our model shows that heating the solid objects changes them to liquid objects. Cooling the
liquid objects changes them back to solid objects.
▪ The changes that happen when we heat the objects are undone when we cool the objects,
so the changes are reversible changes.
► How does your model explain the relationship between temperature and solids and liquids?
▪ Some solids change to liquids when their temperature goes up.

▪ Some liquids become solids at room temperature, but water stays liquid.
▪ Different materials melt and freeze at different temperatures.
Finally, briefly discuss the limitations of the model with students.
► Our model cannot show everything we know about cause and effect relationships. In our
investigation, which property didn’t return to the way it was before the reversible change?
▪ Our model doesn’t show that the shapes of the solids didn’t go back to the shapes they
were before.
▪ Shape! In our investigation, the butter and white chocolate didn’t turn back into pieces after
they froze back into solids. They were both in one big chunk.
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Students model reversible changes by using arrows to show the cause and effect relationships
in heating or cooling different materials.
Elements Assessed
PS1.B: Heating or cooling a substance may cause changes that can be observed. Sometimes these
changes are reversible, and sometimes they are not.
CC.2: Events have causes that generate observable patterns.
Evidence Next Steps
Students model (SEP.2) the relationship (CC.2) If students have difficulty modeling the cause and
between heating or cooling and a material’s effect relationships between heating or cooling
type of matter (PS1.B) to show that and type of matter, prompt student thinking
▪ heating or cooling can result in a change with questions such as these: When did the
in type of matter, change in matter in this object occur during your
investigation? What effect did heating this object
▪ heating or cooling is the cause of the have? What effect did cooling this object have?
change in type of matter, and What changes did you observe in the object’s
▪ a change in type of matter caused properties?
by heating or cooling is reversible.
Update Anchor Chart 10 minutes
Revisit the photographs of Niagara Falls (Lesson 14 Resource A) with students.
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Ask students to use their new learning to answer the Phenomenon Question How does Niagara Falls
go through changes in type of matter?
▪ In winter, the liquid water freezes to form solid ice. The opposite happens in summer, so the
change is reversible.
▪ When it’s warm outside, the solid ice melts to become liquid. When it’s cold outside, the liquid
water freezes to become solid.
▪ In winter, the waterfall goes through a reversible change from liquid to solid. In summer, it goes
through another reversible change from solid to liquid.
Use student responses to summarize new learning, and record this summary on a sentence strip. Post
the sentence strip on the anchor chart under the new heading Matter Can Change.
Matter
• A solid is a type of matter that has a stable shape, but pushes and pulls can change its shape.
• A liquid is a type of matter that has a shape that changes depending on the container it is in.
in different ways.
Matter Can Change

• Heating or cooling can cause a change in type of matter.
• Reversible changes in matter are changes that can be undone.
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Land 5 minutes
Show students the blue jay nest on page 5 of A Nest Is Noisy(Aston and Long 2015).
► What objects do you see in the blue jay nest?
▪ I see twigs and vines.

▪ There are leaves and string in the nest.
▪ I see a lot of sticks and some feathers.
Highlight student responses about twigs or sticks. Point out that wood is the material that twigs and
sticks are made of. Play the video of the blowtorch heating a log (http://phdsci.link/1581).
► What did you observe in the video?
▪ I saw fire heating a log!

▪ Someone was trying to burn the wood.
Play the video again, pausing as needed, to identify the blowtorch as the heat source and the log
as the object the blowtorch is heating.
► How does the log change as the fire heats it?
▪ It looks like the color changes from brown to black.

▪ Parts of the wood look like they’re glowing after the fire touches them.
Wonder aloud whether the changes are reversible.
► Do you think the changes the video shows are reversible? If so, how might you undo the changes
to the wood?
▪ I’m not sure, but you could try to cool the wood.
▪ I don’t think you can do anything to unburn the wood.
Tell students that in the next lesson set they will examine more changes in matter to find out whether
all changes in matter are reversible.
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Lessons 17–18
Irreversible Changes
Prepare
In Lesson 17, students observe the properties of a slice of bread before and after toasting. Students
then consider whether the changes heating causes in the bread during toasting can be reversed by Concept 2: Matter Can Change
cooling. In Lesson 18, students observe the properties of the toasted bread after it cools overnight and
then compare their observations of the bread’s properties before toasting, after toasting, and after
Focus Question
cooling. Students use their observations of the bread’s properties as evidence (SEP.6) to determine that How can matter change?
heating bread during toasting causes (CC.2) an irreversible change (PS1.B).
Phenomenon Question
Student Learning After we toast bread, can we change

it back to bread before toasting?
Knowledge Statement
Some changes in matter are reversible, while other changes are irreversible.

Objectives
▪ Lesson 17: Observe the properties of a slice of bread before and after toasting.
▪ Lesson 18: Gather evidence that toasting bread demonstrates an irreversible change.
Standards Addressed
can be reversed and some cannot. (Developing)
SEP.3: Planning and Carrying Out Investigations PS1.B: Chemical Reactions CC.2: Cause and Effect
▪ Make predictions based on prior experiences. ▪ Heating or cooling a substance may cause changes ▪ Events have causes that generate
SEP.4: Analyzing and Interpreting Data that can be observed. Sometimes these changes observable patterns.
are reversible, and sometimes they are not. ▪ Simple tests can be designed to gather evidence
▪ Record information (observations, thoughts,
and ideas). to support or refute student ideas about causes.
SEP.6: Constructing Explanations and

Designing Solutions
▪ Make observations (firsthand or from media)
to construct an evidence-based account for natural
phenomena.

Materials
Lesson 17 Lesson 18
Student Science Logbook (Lesson 17 Activity Guide) ● ●
Colored pencils (at least 8 colors per student pair) ●
Teacher Toasting bread investigation: 1 qt resealable plastic bag (1 per student pair), white sandwich bread slices (1 per student ● ●
pair plus several extra slices), disposable gloves (1 pair per student), plastic handheld magnifier (1 per student), toaster (1)
Color band thermometer from Lesson 16 ●
Preparation Plan to complete Lessons 17 and 18 on consecutive days. ● ●
Gather materials for toasting bread investigation.

1 Day Before: If a toaster is not available to bring into the classroom, toast 1 slice of bread per student pair and several ●
extra slices ahead of time. Provide an additional slice of untoasted white sandwich bread per student pair so students
can observe slices of both toasted and untoasted bread.

Agenda
Launch (5 minutes)

▪ Observe Bread Before and After
Toasting (25 minutes)
Objective: Observe the properties of a slice of bread before and after toasting. Land (5 minutes)
Launch 5 minutes
Safety Note
This investigation poses potential hazards. Throughout the investigation, students use their senses
to observe bread before and after it is toasted. Be aware of gluten allergies before distributing
bread to students, and provide gluten-free products if necessary. Review these safety guidelines with
students to minimize the risks:
▪ Wear gloves throughout the investigation.
▪ Do not put bread in or near your mouth.
▪ Do not touch any part of the toaster, electrical cord, or outlet.
Show students a slice of untoasted bread, and ask them to share some of its properties.
▪ The bread is white with brown crust.

▪ The slice of bread is shaped like a square, and it has little holes in it.
Remind students that in the previous lesson set, they observed reversible changes in matter.
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► How could we change the properties of this bread?
▪ I think we could heat the bread like we did with the butter and the ice cube.
▪ We could dip the bread in water to make it soggy and see what happens.
▪ We could cut the bread into pieces.
Highlight student responses about heating or cooling, and tell students that in this lesson, they will
observe the properties of a slice of bread before and after it is toasted.
Learn 25 minutes
Observe Bread Before and After Toasting 25 minutes
Divide the class into pairs, and distribute a slice of bread to each pair and a plastic handheld magnifier
and pair of disposable gloves to each student. Tell students to observe the properties of the bread and
record those properties in the Before Toasting column on the chart in their Science Logbooks
(Lesson 17 Activity Guide). Encourage students to use their senses of touch, smell, and sight to observe
the bread. After pairs observe, discuss, and record the bread’s properties, ask them to share their
observations with the class. Differentiation
Consider providing students who need
Sample student response: support with gross motor skills a larger
chart on which to record the bread’s
properties. Students return to the chart
Before Toasting After Toasting After Cooling to record properties throughout the
lesson set.
Soft
Floppy
White
Has lots of little holes
Shaped like a square
Solid
Smells like bread
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Show the class the toaster. Tell students that the toaster will toast the bread they observed by heating
it. Refer to the color band thermometer, and point out that bread must heat to temperatures above Spotlight on Three-Dimensional
the red (Very Hot) color band for it to toast. Integration
In this lesson set, students observe
Collect the bread slices from student pairs and toast the slices. As students observe the bread toasting, physical changes (melting and freezing)
that result from heating or cooling
encourage them to make additional observations by using their sense of smell. Then distribute a slice
as well as chemical changes that result
of toasted bread to each pair. from heating. Students will delve deeper
into the chemical changes that occur
in bread during toasting in Level 5.
Safety Note Teacher Note

Allow the toasted bread slices to cool to a safe handling temperature before distributing them
Bread becomes toast when it reaches
to students.
a temperature between 285°F and
320°F. If students are curious about
how the temperature required to toast
Instruct students to observe the properties of the toasted bread and to record those properties in the bread compares with the temperatures
required to melt the glass and plastic
After Toasting column on the chart in their Science Logbooks. After pairs finish, invite them to share the in the previous lesson set, tell them
properties they observed. that polypropylene, a kind of plastic
that is in many different objects, must
be heated to about 250°F before it melts
Sample student response: and that most glass melts between
1,400°F and 1,600°F.
Before Toasting After Toasting After Cooling Teacher Note

Soft Hard If time is limited, have pairs begin
observing their toasted bread slice as
Floppy Stiff
soon as it is cool enough to handle safely.
White Brown
Has lots of little holes Has lots of little holes
Shaped like a square Shaped like a square
Solid Solid
Smells like bread Smells like it burned
► How have the bread’s properties changed after toasting?
▪ The bread was soft before we toasted it, but the toasted bread is hard.
▪ The color of the bread changed. It was white before, and now it’s brown.
▪ Before the bread toasted, it could bend. Now the bread is stiff.
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Remind students of the reversible changes in matter they observed in the previous lesson set.
► Do you think the changes that happened in the bread are reversible? Why or why not?
▪ No, I don’t think the changes are reversible. I don’t think the toasted bread can change back
to untoasted bread.
▪ Yes. I’ve seen people scrape the dark brown stuff off toasted bread, so I think the changes are
reversible.
Agree that, at this point, students do not have enough evidence to determine whether the changes
in the bread are reversible. Introduce students to the Phenomenon Question After we toast bread, can
we change it back to bread before toasting?
Land 5 minutes
Have students brainstorm ways to investigate whether toasting bread demonstrates a reversible
change. Check for Understanding
Listen for students to mention cooling
► How could we find out whether the toasted bread can change back to the way it was before? as a possible way to undo the changes
in toasted bread. At this point in the
▪ We could cool the toasted bread to see if its properties go back to the way they were before. module, such a suggestion is an
▪ The white chocolate and butter changed back to solids after we let them cool overnight. Maybe acceptable indication of students’
current understanding of reversible
we could let the toasted bread cool overnight too and see what happens. changes (PS1.B).
As needed, prompt students with
Tell students that in the next lesson they will observe the toasted bread slices after they cool in the questions about temperature, such as
classroom overnight. How did the temperature of the bread
change?
Extension
Safety Note
Students may offer additional ideas for
Before leaving the toasted bread slices in the classroom overnight, seal each slice in a resealable reversing the changes that result from
plastic bag. Do not allow students to open the bags during the next lesson. toasting bread, such as adding water
to soften the toasted bread or cooling
the toasted bread in a refrigerator
or freezer. Pursue these options if time
and resources allow.
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Agenda
Launch (5 minutes)

▪ Observe Cooled Toasted Bread
(10 minutes)
Objective: Gather evidence that toasting bread demonstrates an irreversible change. ▪ Analyze Observations
(15 minutes)
Land (5 minutes)
Launch 5 minutes
Remind students that the toasted bread cooled in the classroom overnight. Before revealing the
toasted bread, elicit student ideas about the properties they expect to observe if a reversible change
has occurred. Have students refer to their Science Logbooks (Lesson 17 Activity Guide) to review the
properties they recorded of bread before and after toasting.
► How can we find out whether toasting bread is a reversible change?
▪ We can look at the properties of the toasted bread after cooling to see if they are the same
as the properties of the bread before toasting.
▪ We can compare the properties of the bread before toasting, after toasting, and after cooling.
If the bread’s properties before toasting and after cooling are the same, the change is
reversible.
Agree that students need to compare the properties of the toasted bread after cooling with the
properties of the bread before toasting to determine whether the toasted bread has undergone
a reversible change.
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Learn 25 minutes
Observe Cooled Toasted Bread 10 minutes
Place students in the same pairs as in the previous lesson, and distribute the cooled toasted bread
slices in the resealable plastic bags. Provide students with plastic handheld magnifiers, and instruct
them to observe and record the properties of the cooled toasted bread in their Science Logbooks
(Lesson 17 Activity Guide) without removing the bread from the plastic bag. After pairs finish, have them
share the properties they observed.
Before Toasting After Toasting After Cooling

Soft Hard Hard
Floppy Stiff Stiff
White Brown Brown
Has lots of little holes Has lots of little holes Has lots of little holes
Shaped like a square Shaped like a square Shaped like a square
Solid Solid Solid
Analyze Observations 15 minutes
Tell students they will now compare the properties of the bread before toasting, after toasting, and
after cooling. Provide pairs with colored pencils. Instruct students to select one property, such as color,
and use a single colored pencil to circle all the words related to that property in each column in their
Science Logbooks (Lesson 17 Activity Guide).
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Before Toasting After Toasting After Cooling

Soft Hard Hard
Floppy Stiff Stiff
White Brown Brown
Has lots of little holes Has lots of little holes Has lots of little holes
Shaped like a square Shaped like a square Shaped like a square
Solid Solid Solid
Discuss whether the selected property provides evidence of a reversible change in the bread caused
by heating during toasting.
► Does the property you chose provide evidence of a reversible change? Why or why not?
▪ No, the color did not provide evidence of a reversible change. The color of the bread did not
change back to white after the toasted bread cooled.
▪ I don’t think a reversible change happened because the toast stayed hard even after it cooled.
Instruct students to work with their partner to analyze the remaining properties and circle them
by using different colored pencils. Have pairs discuss whether the properties show evidence
of a reversible change in the bread.
Ask students to share their analysis of the remaining properties.
► Do the bread’s other properties show evidence of a reversible change? Why or why not? Differentiation
▪ No. The bread was soft at first, but after it was heated and cooled it was hard. The toasted To support students who have difficulty
with auditory processing, consider writing
bread did not get soft again.
properties students name on the board.
▪ The bread was floppy before toasting and stiff after toasting. After cooling, the toasted bread
was still stiff, so the change wasn’t reversible.
▪ I don’t see evidence of a reversible change. A lot of the bread’s properties, like color and
hardness, didn’t change back after it cooled.
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Refer to the Phenomenon Question After we toast bread, can we change it back to bread before
toasting? and ask students to answer the question with evidence they gathered during the
investigation.
▪ After we toast bread, we can’t change it back to bread before toasting. Cooling didn’t change
the bread’s properties back to what they were before.
▪ Toasted bread can’t be untoasted by cooling it. The changes in the bread can’t be undone.
Agree that changing toasted bread back to bread before toasting is not possible because the bread
did not go through a reversible change. Explain to students that the bread went through an
irreversible change, which is a change that cannot be undone. Content Area Connection: English
Consider introducing students to the
prefix ir- and explaining that it means
English Language Development “not.” Tell students that another word
that begins with the ir- prefix is irregular.
Introduce the term irreversible changeexplicitly. Explain that an irreversible change is a change
that cannot be undone. Invite students to discuss other examples of irreversible changes, such Teaching students to notice word
as baking a cake. parts helps them develop vocabulary
acquisition strategies (CCSS.
ELA-Literacy.L.2.4) and can pique their
curiosity about words and language
► What evidence shows that an irreversible change occurred when the bread was toasted? across disciplines.
▪ The properties of the bread changed when it was heated during toasting. The properties didn’t
change back when the toasted bread cooled.
▪ The changes heating caused in the bread’s properties didn’t change back after cooling, so the
change in the bread is irreversible.
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Students share evidence from their investigation to support the idea that bread undergoes
an irreversible change during toasting.
Elements Assessed
natural phenomena.
Evidence Next Steps
Students use evidence to support the idea If students have difficulty providing evidence
(SEP.6) that the bread undergoes an irreversible that the bread went through an irreversible
change (PS1.B) caused by toasting (CC.2). change, prompt student thinking with questions
Students orally describe observations that such as these: What were the bread’s properties
▪ heating bread by toasting it causes the before toasting? What caused the changes
bread’s properties to change, in the bread’s properties? How did the bread’s
properties change after toasting? How did
▪ the bread’s properties do not change back the toasted bread’s properties change when
after cooling, it cooled? Was the change undone when the
▪ the bread’s properties provide evidence toasted bread cooled?
of what kind of change occurs, and
▪ the change is irreversible because it cannot
be undone.
Tell students they will now update the anchor chart to reflect their new understanding about how
matter can change.
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Land 5 minutes
Ask students to reflect on their recent observations of changes in matter.
► How can matter change as a result of heating or cooling?
▪ Sometimes, heating changes matter, and cooling changes it back. Other times, heating
changes matter, but cooling doesn’t change it back.
▪ Heating or cooling matter can cause it to go through a reversible change, which means its
properties can go back to how they were.
▪ Heating matter can cause it to go through an irreversible change, which means its properties
can’t go back to how they were.
▪ Heating can cause reversible or irreversible changes in matter.
Use student responses to summarize and record new learning on a sentence strip. Post the sentence
strip on the anchor chart.
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Matter
in different ways.
Matter Can Change

• Irreversible changes in matter are changes that cannot be undone.
Revisit the driving question board, and ask students what new questions they have about how matter—
including nest materials—can change. Add new questions to the driving question board.
Sample student questions:
▪ Why does heating or cooling matter change it?

▪ How else can matter change?
▪ Which nest materials go through changes?
▪ What kinds of changes happen to nest materials?
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Tell students that in the next lesson, they will apply their understanding of how matter can change
to honey bee nests.
Optional Homework
Students look for irreversible changes in their homes or communities. Students record these changes
by writing about or drawing the materials they observe before and after heating or cooling. Students
then explain why the changes are irreversible.
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Lesson 19
Matter Can Change
Prepare
In Lesson 19, students complete a Conceptual Checkpoint in which they apply their Concept 2
learning to honey bee nests. First, students look again at the Honey Bees Knowledge Deck poster Concept 2: Matter Can Change
from Lessons 12 and 13 and think about what it means for honey bees to take care of the materials in
Focus Question
their nest. Next, students watch a video of beeswax melting and observe a jar of beeswax pellets. In
the Conceptual Checkpoint, students use their observations to explain (SEP.6) the cause and effect How can matter change?
relationship (CC.2) between heating, cooling, and matter and the reversible change during heating or
cooling (PS1.B) that beeswax undergoes. Finally, students update the anchor model, revisit the driving Phenomenon Question
question board, and respond to the Concept 2 Focus Question: How can matter change?
How does beeswax change when
heated and cooled?
Student Learning
Knowledge Statement
Matter can change in different ways.
Objective
▪ Lesson 19: Investigate and explain the changes beeswax undergoes during heating and cooling.
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Standards Addressed
can be reversed and some cannot. (Demonstrating)
SEP.2: Developing and Using Models PS1.A: Structure and Properties of Matter CC.2: Cause and Effect
▪ Develop and/or use a model to represent amounts, ▪ Different kinds of matter exist and many ▪ Events have causes that generate
relationships, relative scales (bigger, smaller), and/or of them can be either solid or liquid, depending observable patterns.
patterns in the natural and designed world(s). on temperature. Matter can be described and
SEP.6: Constructing Explanations and classified by its observable properties.
Designing Solutions PS1.B: Chemical Reactions
▪ Make observations (firsthand or from media) ▪ Heating or cooling a substance may cause changes
to construct an evidence-based account for natural that can be observed. Sometimes these changes
phenomena. are reversible, and sometimes they are not.

Materials
Lesson 19
Student Honey Bees Knowledge Deck card (1) ●
Conceptual Checkpoint (Lesson 19 Resource) ●
Prepared beeswax sample (1 per student pair) ●
Teacher Honey Bees Knowledge Deck poster ●
Conceptual Checkpoint (1 set per student pair): 4 oz clear plastic jar with lid (1), yellow beeswax pellets (2 tbsp) ●
Preparation Prepare to distribute a copy of Lesson 19 Resource to each student. ●
●
Prepare a beeswax sample for each student pair. Gather the beeswax samples from Lesson 13. To prepare additional samples, add
2 tbsp beeswax pellets to each clean plastic jar, and seal the jars tightly. After the lesson, save the beeswax samples for use during the
End-of-Module Assessment.
Cue beeswax melting video: http://phdsci.link/1582. ●
Cue dog playing in mud video: http://phdsci.link/1583. ●

Agenda
Launch (7 minutes)

▪ Conceptual Checkpoint
(15 minutes)
Objective: Investigate and explain the changes beeswax undergoes during heating and cooling. ▪ Debrief Conceptual Checkpoint
(5 minutes)
Land (8 minutes)
Launch 7 minutes
Revisit the photograph on the front of the Honey Bees Knowledge Deck poster, which students first saw
in Lesson 12. Review with students the materials in a honey bee nest: pollen, nectar, honey, and
beeswax. Read aloud the text on the back of the poster. Then reread the last two sentences, and ask
students to share what they think it means for honey bees to keep their nest “safe, strong, and dry
in sunshine, rain, or snow.” Content Area Connection: English
Readers of Bee Waggle, a Geodes Level 1
Sample student responses: text that aligns with Wit & Wisdom
Level 1, may have background knowledge
of bees and their hives. If students have
▪ Maybe they have to keep the nest dry when it rains. read Bee Waggle, consider asking them
▪ I think honey bees have to protect their nests somehow. to make connections between that text
and the Knowledge Deck poster.
▪ The part about sunshine, rain, and snow makes me think the bees have to take care of their nest
when it’s hot or cold outside.
Highlight student responses that mention honey bee nests’ exposure to different temperatures.
► What questions do you have about how temperature affects honey bee nest materials?
▪ Will the beeswax melt when it heats up, like the butter and ice cubes?
▪ If the beeswax melts, will it turn back into a solid after it cools?
▪ What happens to honey when it heats and cools?
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Highlight student responses about beeswax. Place students in pairs, and distribute a copy of the
Conceptual Checkpoint (Lesson 19 Resource) to each student. Then give each student pair a prepared
jar of beeswax pellets to share during the assessment. Tell students that they will use what they know
about how matter can change to answer the Phenomenon Question How does beeswax change when
heated and cooled?
Learn 20 minutes
Conceptual Checkpoint 15 minutes
Teacher Note
As students work, circulate and reread the text on students’ Honey Bees Knowledge Deck cards
as needed. Although the information on the card is not essential to student success in the assessment,
students may benefit from a reminder of the materials in a honeybee nest and that honey bees take
care of these materials.
Play the video of beeswax melting in a pan (http://phdsci.link/1582). Ask students to focus on the Extension
types of matter they observe in the video as the beeswax is heating. Next, direct students to examine If time allows, consider demonstrating
the beeswax pellets in the jar. Tell students that this beeswax was formed into small balls after heating that beeswax melts when heated
by using a procedure similar to the
and cooling.
heating investigation from earlier in the
module. (See Lesson 14 Resource C.)
Tell students to look at the beeswax changes model in the Conceptual Checkpoint (Lesson 19 Resource). Note that most beeswax melts between
144°F and 147°F. Students should not
Remind students that they observed the heating of solid beeswax in the video, and then they
interact with beeswax heated to this
examined a jar of cooled beeswax. Point out the two boxes labeled Solid and Liquid in the model, and temperature.
tell students that each arrow shows a process that the class has observed and discussed during the last
few lessons. Arrow A shows the process that happens when the beeswax changes from solid to liquid.
Arrow B shows the process that happens when the beeswax changes from liquid to solid. Ask students
to identify each process and to write its name on the correct line. Differentiation
If students struggle with the writing
demands of this task, consider
scribing their responses or conducting
one-on-one interviews.
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Beeswax Changes Model

A
Melting
Solid Beeswax Liquid
Freezing
B
Next, ask the following questions, and tell students to write their responses independently on the lines
in the Conceptual Checkpoint. Encourage students to refer to the beeswax changes model and
to think back to the video of the beeswax as they answer each question. Content Area Connection: English
Prompt students to answer the
► What causes beeswax to change from solid to liquid? Conceptual Checkpoint questions
in complete sentences to practice
▪ Beeswax changes from a solid to a liquid when it heats up. capitalization, punctuation, and spelling
▪ Heating beeswax causes it to melt. (CCSS.ELA-Literacy.L.2.2).
► What causes beeswax to change from liquid to solid?
▪ Beeswax changes from a liquid to a solid when it cools down.

▪ Cooling beeswax causes it to freeze.
Finally, pose the following question, and tell students to write their response independently by using
the sentence frame in the Conceptual Checkpoint. Encourage students to include evidence from the
beeswax video, the jar of beeswax pellets, and the beeswax changes model in their responses.
► How does the model show a reversible change?
▪ The model shows a reversible change because the beeswax melts when it heats up and freezes
when it cools down. The change from solid to liquid is undone.
▪ The model shows a reversible change because the changes in the beeswax that happen during
heating are undone during cooling.
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Conceptual Checkpoint
This Conceptual Checkpoint assesses student understanding of the Concept 2 Focus Question:
How can matter change?
Elements Assessed
natural phenomena.
Evidence Next Steps
Students identify (SEP.6) melting as the process If students do not correctly identify the
that occurs when beeswax changes from a solid processes of melting and freezing or do not
to a liquid (PS1.A, PS1.B). explain that heating and cooling cause melting
and freezing, respectively, prompt students with
Students identify (SEP.6) freezing as the process questions such as these: What type of matter
that occurs when beeswax changes from was the beeswax when it was heated and/or
a liquid to a solid (PS1.A, PS1.B). cooled? What changed about the beeswax
Students explain that heating causes beeswax after heating and/or cooling?
to melt and cooling causes beeswax to freeze
(PS1.B, CC.2).
Students explain that the model (SEP.2) shows If students have difficulty describing that the
a reversible change in beeswax because cooling model shows a reversible change, return to the
causes liquid beeswax to turn back into solid beeswax melting video and the beeswax
beeswax (PS1.B). pellets, and ask the following question: What
type of matter was the beeswax before heating,
after heating, and after cooling?
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After students complete the Conceptual Checkpoint, bring the class back together to discuss
student thinking.
► What happens to beeswax when it is heated and then cooled?
▪ It melts when it heats up, and it freezes when it cools.

▪ It turns from a solid to a liquid and then back to a solid.
► How does heating and cooling beeswax show evidence of a reversible change?
▪ Beeswax starts as one type of matter, changes when it heats, and changes back when it cools.
▪ A reversible change happens because the change is undone. Beeswax melts into a liquid, but
then it freezes back into a solid.
Revisit the Knowledge Deck poster and read aloud the last two sentences again.
► What could happen if the beeswax in a honey bee nest got too hot or too cold?
▪ If the nest got too hot, I think the beeswax could melt, and that would be bad for the bees!
▪ I think if the beeswax got too cold, it would be too hard for the bees to shape into tubes.
Confirm that if beeswax gets too hot or too cold, its properties change. These changes might destroy
the nest or make it more difficult for honey bees to build honeycombs. Explain that one way
honey bees take care of their nest is by keeping the nest’s temperature stable. They do so by flexing
or vibrating their muscles to heat the nest or by fanning their wings to cool the nest (Tyson 1999). Extension
If time allows, consider revisiting the
Launch discussion about honey bees
keeping their nests “safe, strong, and dry
in sunshine, rain, or snow.” Ask students
to share how they think rain might affect
honey bee nests. Then remove several
beeswax pellets from a jar and place
them on a nonabsorbent surface such
as a plastic or ceramic plate. Pour a small
amount of water over the beeswax
pellets, and invite students to share their
observations of what happens next.
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Land 8 minutes
Read aloud page 13 of A Nest Is Noisy(Aston and Long 2015), and discuss the ovenbird nest
with students.
► What materials did you hear about or do you see in the ovenbird nest?
▪ The book talks about mud and clay.

▪ I think I see bits of leaves or grass in the nest.
Confirm that some of the materials in the nest are mud, clay, and grass. Show students the first
10 seconds of the video of a dog playing in a mud puddle (http://phdsci.link/1583). Ask students what
properties they observe in the mud in the video.
▪ The mud looks dark brown or black.

▪ The mud looks soft and wet.
▪ The mud looks like it has water in it.
Revisit the image of the ovenbird nest.
► Do you think the mud in the video and the mud in the ovenbird nest have the same properties?
If not, how are their properties different?
▪ No, I think the mud in the ovenbird nest is harder. I don’t think the bird could live in the mud
we saw in the video.
▪ The mud in the nest looks dried out. It’s not wet like the mud the dog is playing in.
Agree that the properties of the mud in the video and in the ovenbird nest are different because mud
can dry out and harden. Display the anchor model. Ask students what they can add to show their new
learning about bird nests. Update the anchor model with students’ suggestions.
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Bird Nests
Vines Vines Moss
Twigs Grass Bark
Mud - soft, brown, solid
Clay - red, solid
Edible-Nest Swiftlet Ovenbird
Saliva Mud
Clay
Grass
These materials have many different properties, but they are all made of matter. Birds use
solids and liquids to build their nests. Some nest materials, such as saliva or mud, change during
nest building.
Display the driving question board. The first column contains the questions students have already
answered, and the second column contains unanswered questions. Read aloud the unanswered
questions on each sticky note in the second column. Have students use a nonverbal signal to show
whether they can now answer each question. As students respond, begin to sort these questions
into two separate columns so the driving question board now has three columns. Keep the newly
answerable questions in the second column, and place the questions that the class still cannot answer
in the third column.
After sorting the questions, introduce students to the Concept 2 Focus Question: How can matter
change? Write the Focus Question at the top of the second column.
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How can we describe and How can Unanswered Questions

classify matter? matter
change?
g
What other Do birds of What nest Why are
materials do the same kind Do all Why do
materials there so
birds use use the same birds make birds make
go through many kinds of
to build materials to nests? nests?
changes? bird nests?
Does every Do all What kinds Why do birds What other

bird make a blue jay of changes What other use these birds use
different nests look happen animals materials liquids to
kind of nest? the same? to nest make nests? to make build their
materials? their nests? nests?
How can Why does
different heating or How else
objects and
materials cooling can matter
share matter change?
properties? change it?
Humans use
Related different Birds are not There are
to build many kinds
animals that
make nests.
structures.
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Remind students that they have learned about different kinds of matter and to describe and classify
matter by its properties. Ask students to briefly review their Science Logbook pages from the past
few lessons. Then use an instructional routine such as a Whip Around to have students respond to the
following question.
► What have you learned about how matter can change?
▪ Matter can turn from solid to liquid and back again.

▪ Heating and cooling matter can change it.
▪ Matter can freeze and melt.
▪ Some changes to matter are reversible, and others can’t be undone.
Tell students that in the next concept they will explore how humans and animals use the properties
of matter for certain purposes.
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Lessons 20–22
Suitability of Materials
and Objects
Prepare
In this lesson set, students develop their understanding that objects and materials have properties
that make them suited to different purposes. In Lesson 20, students observe the properties of a piece Concept 3: Suitability
of wax paper and a crayon. After listening to a reading from The Crayon Man: The True Story of the
Invention of Crayola Crayonsby Natascha Biebow and Steven Salerno (2019), students discuss why the
Focus Question
properties of the first crayons made them hard to use for colorful drawing. In Lesson 21, students test Why is understanding the properties
different writing tools on various surfaces and analyze the data they collect (SEP.4) to determine how of matter useful?
well each writing tool is suited to writing on different surfaces. In Lesson 22, students revisit A Nest Is
Noisy(Aston and Long 2015). They observe bird nests and update the anchor model to describe how Phenomenon Question
different nest materials (CC.4) have properties that make them suited to building bird nests (PS1.A).
Which writing tool is best?
Student Learning
Knowledge Statement
The properties of a material or an object make it suited to a specific purpose.

Objectives
▪ Lesson 20: Explain how the properties of a crayon make it suited to writing and drawing.
▪ Lesson 21: Test different writing tools to determine how well each is suited to writing on different
surfaces.
▪ Lesson 22: Model how the properties of nest building materials are suited to building bird nests.
Standards Addressed
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have
the properties that are best suited for an intended purpose. (Developing)
SEP.3: Planning and Carrying Out Investigations PS1.A: Structure and Properties of Matter CC.4: System and System Models
▪ Make observations (firsthand or from media) and/or ▪ Different properties are suited to different purposes. ▪ Objects and organisms can be described in terms
measurements of a proposed object, tool, of their parts.
or solution to determine if it solves a problem Connections to Nature of Science
or meets a goal.
Science Addresses Questions about the Natural and
SEP.4: Analyzing and Interpreting Data Material World
▪ Analyze data from tests of an object or tool ▪ Scientists study the natural and material world.
to determine if it works as intended.
SEP.5: Using Mathematics and Computational Thinking
▪ Describe, measure, and/or compare quantitative
attributes of different objects and display the data
using simple graphs.

Materials
Student Crayon exploration (1 set per student pair): dark-colored crayon (1), prepared wax paper square (1) ●
Writing tool investigation (1 set per group): prepared aluminum foil square (1), prepared plastic wrap ●
square (1), prepared printer paper square (1), prepared wax paper square (1)
Teacher Crayon exploration preparation: scissors (1), wax paper ( 21 roll) ●
The Crayon Man: The True Story of the Invention of Crayola Crayons(Biebow and Salerno 2019) ● ● ●
Writing tool investigation preparation: aluminum foil (1 roll), cardboard (enough to create a 3″ square
●
per group) or chipboard (4 sheets), white chalk (2 sticks), dark-colored crayons (2), markers (2),
pencils (2), plastic wrap (1 roll), 8.5″ × 11″printer paper (4 sheets), tape (optional), scissors (1),
wax paper ( 21 roll)
Writing tool graph: chart paper, markers in black and blue ●
Preparation Prepare materials for crayon exploration. Cut wax paper into 6″ squares. ●
Prepare materials for writing tool investigation. (See Lesson 21 Resource.) ●
Cue video of flamingo building a nest: http://phdsci.link/1590. ●

Agenda
Launch (5 minutes)

▪ Explore Crayons (10 minutes)
▪ Read The Crayon Man
Objective: Explain how the properties of a crayon make it suited to writing and drawing. (15 minutes)
Land (5 minutes)
Launch 5 minutes
Show students a crayon and a 6″square of wax paper, and explain that both contain wax
as a material. Remind students that honey bees use beeswax to build their nests, and tell students
that people use other kinds of wax for many purposes. Review student knowledge of the Teacher Note
properties of wax. Crayons and wax paper are made
of paraffin wax. Consider passing
► What properties of wax make it useful for building honey bee nests? small pieces of wax paper around the
classroom for students to observe.
▪ Wax is soft, so honey bees can shape it into honeycombs.
▪ Wax is a solid, so it has a stable shape.
Ask students to predict whether the crayon will write on the wax paper. Have students use a nonverbal
signal to indicate their prediction, and then invite students to explain their reasoning.
▪ I don’t think the crayon will write on the wax paper. I think it will slide off and not make a mark.
▪ I’ve used crayons to write on lots of things, so I think the crayon will write on the wax paper.
Tell students they will test their predictions to find out whether crayons can write on wax paper.
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Learn 25 minutes
Explore Crayons 10 minutes
Have students work in pairs to explore whether crayons can write on wax paper. Instruct Differentiation
pairs to use the crayon to write a word or draw a simple picture on the wax paper. After several Students whose fine motor skills are
minutes, revisit and discuss students’ predictions. still developing may have difficulty
writing on the wax paper with a crayon.
Encourage these students to explore the
► Was your prediction correct? Why or why not? materials separately and then to observe
other students attempting to use the
▪ Yes. The crayon was very light on the wax paper, but I was still able to see what
crayons on wax paper.
my partner wrote.
▪ I didn’t think the crayon could write on the wax paper. It did, but we had to press down really Teacher Note
hard to draw lines. Any dark-colored crayon, such as purple,
brown, or black, is visible on wax paper.
Ask pairs to observe the properties of the crayon and wax paper and then share their observations with
the class. As students share, capture the properties on a class list.
Sample class list:
Crayon Wax Paper

Smooth Smooth
Crumbly Slippery
Blue White
Long Flat
Pointed Thin
Hard Flexible
Solid Solid
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► How might the properties of the crayon and wax paper affect your ability to write and draw? Check for Understanding
▪ I think we can write and draw on the wax paper because our crayon is dark blue. The crayon As students respond, listen for them
to connect their observations of the
shows up on the white wax paper.
properties of both the crayon and the
▪ The wax paper is slippery and smooth, so it’s hard to get the wax from the crayon to stick to it. wax paper to their ability to write and
draw on the wax paper (SEP.3).
▪ We can hold the crayon like a pencil because of its shape. The wax paper is flat, so we can
write on it.
Agree that although crayon does not show up very well on wax paper, the properties of the crayon and
wax paper still allow students to write and draw. Explain that students will learn more about crayons
when investigating how the properties of materials and objects make them appropriate for certain
activities.
Read The Crayon Man 15 minutes
Introduce students to The Crayon Man: The True Story of the Invention of Crayola Crayons, and ask
them to observe the cover. Allow students to share their observations with a partner, and then discuss
their observations as a class.
▪ I see crayons on the cover of the book.

▪ It’s really colorful, and it looks like the man has different colors drawn on him.
▪ There is a man with kids around him. They’re all holding crayons.
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Read the main text aloud to students. Teacher Note

The Crayon Mandoes not have page
Reread aloud the italicized sentences on page 10, and have students use a nonverbal signal when they numbers. Consider writing small page
hear a property that describes early crayons. Discuss these properties as a class. numbers in the text or using sticky
tabs to mark pages where readings
begin. For example, the reading for this
► What properties of early crayons made them difficult to use? lesson starts on page 2, which begins,
“Once there was a man who saw color
▪ The book says they were big and clumsy, which makes me think they were hard to write with. everywhere.”
▪ They were dull. Maybe the book is talking about the tips of the crayons. When my pencil gets During the initial reading of the text,
dull, I have to sharpen it. Or maybe it means the crayons weren’t colorful. refrain from reading the information
in the text boxes that appear on most
▪ The crayons crumbled and broke easily. even pages.
▪ Some crayons were poisonous! Important, unfamiliar words in The
Crayon Manmay include soot, knack,
► Why do you think Edwin Binney wanted to invent a different kind of crayon? slate, blackboard, paraffin, minerals,
and lapis. As needed, provide students
▪ He wanted children to be able to draw colorful pictures. with synonyms, definitions, or example
sentences.
▪ Edwin wanted to make safe crayons that kids could draw with.
▪ He wanted to make a crayon that kids would like. Differentiation
Students who need additional support
Summarize student responses by stating that the properties of early crayons made them difficult, and to comprehend the text may benefit
from additional readings. Consider
possibly dangerous, for children to use, and Edwin wanted to create a new kind of crayon with different
providing these students with a copy
properties. of the text so they can follow along.
Spotlight on Disciplinary Core

Ideas
Listen for students to mention properties
that made early crayons hard to use
for colorful drawing (PS1.A). Examples
of crayon properties include breakability,
color, shape, and size.
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Land 5 minutes
Hold a brief discussion about the purpose of writing tools. Use a routine such as Inside–Outside Circles
to facilitate the discussion.
► What are some ways you use writing tools?
▪ I use markers, crayons, and colored pencils to draw pictures.

▪ We use pencils and pens when we write and do math in school.
► What writing tools do you like to use to write and draw?
▪ I like crayons and colored pencils because they are good for coloring.
▪ I love to use markers because the colors are so bright.
▪ I like to use pencils so I can erase when I make mistakes.
► When do you choose to use one writing tool over another? Why?
▪ When I write in class, I use a pencil because it’s easy to use on paper.
▪ When I draw, I want to use markers or crayons because of their colors.
▪ When I draw, I like to use a pen to make thinner lines, and then I color them in with crayons.
Build on student responses about using different writing tools for different purposes, and introduce
students to the Phenomenon Question Which writing tool is best? Tell students that in the next lesson
they will explore a variety of writing tools to begin to answer this question.
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Agenda
Launch (5 minutes)

▪ Test Writing Tools (15 minutes)
▪ Graph and Analyze Data
Objective: Test different writing tools to determine how well each is suited to writing (10 minutes)
on different surfaces.
Land (5 minutes)
Launch 5 minutes
Remind students that writing tools are used for different purposes, such as writing words or drawing
pictures. Then revisit The Crayon Manand read aloud page 11.
► Did the slate pencil, chalk, and black crayon work well for drawing pictures? Why or why not?
▪ Not really. They were gray, white, and black, so you couldn’t draw in color!
▪ No, they didn’t work well. The pencil and chalk rubbed off easily, and that’s bad for drawing.
Agree that these writing tools did not work well for drawing in color. Revisit the activity from the
previous lesson, and recall with students how the properties of the wax paper had an effect on how
well the crayon showed up.
► How could we test if a writing tool works well?
▪ We could test more writing tools and surfaces and see which ones work the best. English Language Development
▪ I think we should try to write on different surfaces with different writing tools, like pencils Students will use the term surface
throughout the lesson. Providing
and markers. the Spanish cognate superficie may
be helpful. Explain that a surface
Agree that testing additional writing tools and surfaces will allow students to gather more information is the top or outer layer of something.
Invite students to find other examples
about how well different writing tools work. of surfaces around the classroom, such
as the surface of a table, a counter,
a whiteboard, or a chalkboard.
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Learn 25 minutes
Test Writing Tools 15 minutes
Divide the class into groups, and explain that each group will test one of four writing tools on four
different surfaces. (See Lesson 21 Resource.) Teacher Note
Consider dividing the class into groups
Writing Tools: chalk, crayon, marker, pencil of four. Two groups may test the same
writing tool as long as at least one group
tests each writing tool.
Surfaces: aluminum foil, plastic wrap, printer paper, wax paper
Extension
Distribute a writing tool and the four prepared writing surfaces to each group. Have each student
Students can test additional writing tools
choose one of the four writing surfaces provided, and choose one student in each group to write first. and surfaces if time allows.
Instruct this student to silently choose a number between 1 and 9 and then write the number on the
square, filling the entire square while using their other hand to shield the number from others’ view. Teacher Note
Then have that student pass the writing tool to another student in the group who has a different In groups of more than four students,
writing surface. Repeat the procedure until all four squares contain a number. Encourage students students may share a square and
work together.
to think about the properties of the writing tool and surfaces as they test each combination.
Teacher Note
Tell students to test the writing tools only on the surfaces provided. Encourage students to use the
same pressure during testing as they would during everyday writing and drawing. Circulate as students
work, and prevent them from using excessive pressure if necessary.
Differentiation
Last, have students take turns walking 10 steps away from their group and revealing their square
as the other members of their group try to read the number written on it. If most group members guess Students with visual impairments
may struggle to read messages
the number correctly, instruct students to draw a check mark under the name of the surface in the and determine the clarity of written
table in their Science Logbooks (Lesson 21 Activity Guide). messages on the different materials.
Consider providing these students with
a modified setup that combines dark
writing tools and light writing surfaces.
These students can also participate
by holding the number up for others
or listening as students orally describe
their reactions.
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Sample data tables:
Writing Tool: Chalk
Aluminum Foil Plastic Wrap Printer Paper Wax Paper

✓ ✓
Writing Tool: Crayon

✓ ✓ ✓
Writing Tool: Marker

✓ ✓ ✓ ✓
Writing Tool: Pencil

✓
Invite groups to share and discuss their results with the class. Teacher Note
Groups that tested the same writing
► What did you learn about your writing tools by testing them? tool may report different results because
of students’ subjective observations.
▪ We were able to read the numbers on all the surfaces when we used a marker. During this discussion, focus on why
▪ We could read all the numbers written in crayon except for the number on the plastic wrap. the properties of certain combinations
of writing tools and surfaces allowed
▪ The pencil only worked on paper. We couldn’t read the number on the other surfaces. students to read the numbers instead
of why groups may have recorded
▪ We could see the number written with chalk on the plastic wrap and the aluminum foil. different results.
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Compile groups’ data on chart paper or a whiteboard. Tell groups that the number of check marks they
recorded in their data table indicates the number of surfaces their writing tool wrote on successfully.
If two groups tested the same writing tool, take the average number of check marks, rounding
up if necessary.
Sample class data table:
Writing Tool Number of Surfaces

Chalk 2
Crayon 3
Marker 4
Pencil 1
Graph and Analyze Data 10 minutes
Tell students that next the class will create a bar graph to display the data they collected. Emphasize
that a bar graph is a helpful tool that allows students to compare their results easily. Explain that Content Area Connection:
the graph will contain four bars—one for each writing tool—and that the bars will show the number Mathematics
of surfaces on which each writing tool wrote successfully. Begin by drawing the graph axes on chart As the class develops the single-unit
paper. Explain the purpose of the category and count axes with students. Then work as a class to fill scale bar graph, students build their
data representation and interpretation
in an appropriate scale (a single-unit scale), labels, and a graph title. Last, ask students to refer to the skills by depicting the success of each
class data table, and use their input to add the bars to the graph. writing tool on the four surfaces and
by using the information in the graph
to answer questions (CCSS.Math.
Content.2.MD.D.10, MP.4).
Teacher Note
Use chart paper with grid lines, or draw
in horizontal grid lines to aid students’
analysis of the data.
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Sample class graph:
Success of Writing Tools
Number of Different Surfaces

4
0
Chalk Crayon Marker Pencil
Writing Tool
Discuss the class graph with students.
► What can we determine from this graph? Content Area Connection:

▪ The marker wrote on the most surfaces. Mathematics
If students need help interpreting the
▪ The pencil did the worst. It was only good at writing on one surface.
graph, ask questions such as How many
▪ The crayon worked on three surfaces. It was almost as successful as the marker. surfaces did you write on with the
crayon? How many more surfaces did
▪ The chalk wrote on two of the four surfaces. you write on with a marker than with
a pencil? Which writing tool wrote on the
► How did the properties of the writing tools and surfaces affect whether you could see fewest number of surfaces? (CCSS.Math.
Content.2.MD.D.10).
the number?
▪ The line the pencil makes is gray and really skinny, so we could only see it on the white printer
paper. Even though the wax paper is white, the pencil didn’t stick to it very well.
▪ The marker is wet, so it spread on all the surfaces. It makes a thick line, so we could see the
number better too. It soaked into the printer paper, so it showed up best on that surface.
▪ The crayon worked really well on the printer paper, but it got crumbly on the other surfaces.
We could barely see it on the wax paper.
▪ We could see the chalk on the aluminum foil and the plastic wrap because it stood out on the
dark background. We couldn’t see the chalk on the printer paper or wax paper because
everything was white.
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Confirm that some writing tools were more successful than others in writing on different surfaces.
Explain that in the most successful combinations the properties of both the writing tool and the surface
made them suited to writing. Tell students that suited means appropriate for a specific purpose.

Introduce the term suitedexplicitly. Discuss related words, such as suitable and suitability. Describe
some everyday examples of objects that are suited to and not suited to specific purposes, as in
“A hairbrush is suited to brushing hair but is not suited to brushing teeth because it is too big and
has the wrong type of bristles.” As students participate in this discussion, English learners may
benefit from additional scaffolding in the form of sentence frames such as these:
▪ is suited to because .
▪ is not suited to because .
▪ is suitable for because .
▪ is not suitable for because .
► What does our class graph show us about which writing tool was suited to writing on the
most surfaces?
▪ The marker was suited to writing on the most surfaces.
▪ The marker was the most successful, so it was the most suited.
Confirm that the marker was successful in writing on the most surfaces because its properties make
it suited to writing on a variety of different surfaces.
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Students analyze the class data and then use the class graph and their observations to describe how
well different writing tools are suited to writing on different surfaces.
Elements Assessed
SEP.4: Analyze data from tests of an object or tool to determine if it works as intended.
SEP.5: Describe, measure, and/or compare quantitative attributes of different objects and display
the data using simple graphs.
PS1.A: Different properties are suited to different purposes.
Evidence Next Steps
Students analyze the class data (SEP.4) and use If students struggle with analyzing the class
the class graph (SEP.5) to identify which writing data or interpreting the class graph, have them
tool was suited to writing on the most surfaces revisit their groups’ data tables and the class
(PS1.A). Students reason aloud that because the graph. Prompt student thinking with questions
marker wrote successfully on the most surfaces, such as these: Did your writing tool write well
its bar is tallest on the graph, and that of the on this surface? Which writing tool wrote
four writing tools, the marker is most suited successfully on the most surfaces?
to writing on the tested surfaces.
Land 5 minutes
Revisit the Phenomenon Question Which writing tool is best?
► In this question, what might the word best mean?
▪ It could mean easiest to write with.

▪ It could mean which writing tool shows up the best on different surfaces.
▪ It could mean the one that writes on any surface.
Acknowledge that the word bestmight have different meanings depending on what students
are trying to figure out about the writing tool. Wonder aloud how this question could be revised
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to be more specific about the activity students completed. Work with students to revise the
Phenomenon Question.
▪ Which writing tool is suited to writing on the most surfaces?

▪ Which writing tool can write on the most surfaces?
▪ Which writing tool is easiest to read on the most surfaces?
Build on student responses to arrive at a more specific Phenomenon Question. Then draw students’
attention to the anchor chart. Distill the key knowledge that the properties of objects and materials
can make matter suited to specific purposes. Record this new learning on a sentence strip, and post
the sentence strip on the anchor chart under the heading Suitability.
Matter
its shape.
container it is in.
in different ways.
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Matter
Matter Can Change
Suitability
• The properties of matter make objects and materials suited to specific purposes.
Optional Homework
Students look for different writing tools at home or school, record the properties of the writing tools,
and carry out additional tests with family members or friends.
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Agenda
Launch (5 minutes)

▪ Discuss Nest Materials
(15 minutes)
Objective: Model how the properties of nest building materials are suited to building bird nests. ▪ Update Anchor Model
(10 minutes)
Land (5 minutes)
Launch 5 minutes
Revisit The Crayon Man: The True Story of the Invention of Crayola Crayons.Remind students that
Edwin Binney was trying to invent a writing tool that was suited to drawing colorful pictures. Read
aloud pages 7 and 8 and discuss the suitability of the different writing materials.
► How were Edwin’s inventions suited to writing on different surfaces?
▪ His slate pencil wrote really smoothly. I think it was probably suited to writing on paper.
▪ His chalk didn’t crumble when teachers wrote with it on a blackboard.
▪ His black crayon was really dark and could write on both wood and paper.
Agree that Edwin’s writing tools were suited to writing on certain surfaces.
► What questions do you have about objects or materials we have talked about in class and the
purposes they may be suited to?
▪ Why do some birds use liquids like saliva or mud to build their nests?
▪ What makes the plastic blocks we used to build walls suited to building walls?
Spotlight on Nature of Science
Highlight student responses about nest building materials. Tell students that they will look at Take this opportunity to discuss how
scientists study the natural and
some of the materials birds use in their nests to explore why those materials are suited to
material world. Contrast the study
their purpose. of human-made objects such as writing
tools with the study of natural objects
such as bird nests.
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Learn 25 minutes
Discuss Nest Materials 15 minutes
Read aloud pages 21 and 22 of A Nest Is Noisy.
► What materials do flamingos use to build their nests?
▪ Flamingos use mud, grass, and stones.
► According to the book, why do flamingos build their nests the way they do?
▪ The book says that flamingos build tall nests to protect their eggs from water.
▪ I think the nest needs to be tall enough to keep the eggs from getting too warm.
Use the illustration in the book to show students that a flamingo’s nest must be tall enough to keep
an egg above water and at the right temperature. Show students the video of a flamingo building its
nest (http://phdsci.link/1590).
► What do you notice in this video?
▪ A flamingo is pulling mud into a pile.

▪ It looks like the flamingo is building its nest by moving dirt with its beak.
▪ I think the flamingo is making a nest out of the mud.
Highlight student responses about the flamingo moving the mud around.
► How might the properties of the mud make it suited to building this kind of nest?
▪ The mud is soft, so the flamingo is able to scrape and scoop it.
▪ The mud is thick enough to stay in the right shape for the flamingo’s nest.
▪ I know from playing with mud that you can make it into lots of different shapes.
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Build on student ideas about how the properties of mud make it useful for flamingos as a nest
material. Point out that students have just described how mud is suited to building flamingo nests. Flip
through A Nest Is Noisy,and ask students how the materials in the nests that students examined
previously are suited to building those nests. Check for Understanding
As students respond, listen for them
Sample student responses: to connect the properties of different
nest building materials (CC.4) to the
way birds use those materials in their
▪ Grass is long and flexible. It’s suited to building baya weaver nests because the birds need nests (PS1.A).
to weave the blades of grass together.
▪ Mud is soft and wet, which helps ovenbirds shape it into their nest before the mud dries. Content Area Connection: English
To support students in gathering
▪ The bee hummingbird uses stretchy spider silk so its nest can get bigger as the baby birds grow.
evidence and information from A Nest
Is Noisy, consider rereading passages
Discuss student responses, and summarize that each kind of bird uses materials that are suited that describe nest building materials.
to building its nest. Encouraging students to use evidence
from the text helps them build the
skill of listening closely to words the
author uses and prepares them to
Update Anchor Model 10 minutes read more complex texts with fewer
illustrations independently
(CCSS.ELA-Literacy.RI.2.10).
Return to the anchor model, and ask students what they can add to show their new learning about the
suitability of the materials birds use to build nests. During this discussion, challenge students to identify
several materials that are suited to building many kinds of bird nests. Update the anchor model with
students’ suggestions.
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Bird Nests
Vines Vines Moss
Twigs Grass Bark
Clay - red, solid
Stones - hard, smooth, solid Edible-Nest Swiftlet Ovenbird Flamingo
Saliva Mud Mud
Clay Stones
Grass Grass
These materials have many different properties, but they are all made of matter. Birds use solids
and liquids to build their nests. Some nest materials, such as saliva or mud, change during nest
building. Birds use materials with properties that make the materials suited to building their nests.
Some materials, such as leaves, grass, and mud, are suited to building many kinds of bird nests.
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Land 5 minutes
Revisit the driving question board, and ask students what new questions they have about how different
materials are suited to building bird nests. Add these new questions to the driving question board.
Sample student questions:
▪ How do birds choose which materials to use?

▪ Why do so many birds use grass in their nests?
▪ What other materials are suited to building bird nests?
Tell students that in the next lesson they will apply their new learning to the materials that make
up honey bee nests.
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Lesson 23
Suitability
Prepare
In Lesson 23, students complete a Conceptual Checkpoint in which they apply their learning from
Concept 3 to honey bee nests. Students begin by examining the Honey Bees Knowledge Deck poster Concept 3: Suitability
and thinking about why honey bees use beeswax as a nest building material. During the Conceptual
Checkpoint, students use evidence to explain (SEP.6) why beeswax is suitable (PS1.A) for use as a
Focus Question
honey bee nest building material (CC.4). Finally, students revisit the driving question board and respond Why is understanding the properties
to the Concept 3 Focus Question: Why is understanding the properties of matter useful? of matter useful?
Phenomenon Question
Student Learning
Why do honey bees use beeswax
Knowledge Statement
The properties of matter make materials suited to different purposes.
Objective
▪ Lesson 23: Explain why beeswax is suited to building honey bee nests.

Standards Addressed
the properties that are best suited for an intended purpose. (Demonstrating)
SEP.6: Constructing Explanations and PS1.A: Structure and Properties of Matter CC.4: Systems and System Models
Designing Solutions ▪ Different kinds of matter exist and many ▪ Objects and organisms can be described in terms
▪ Make observations (firsthand or from media) of them can be either solid or liquid, depending of their parts.
to construct an evidence-based account for natural on temperature. Matter can be described and
phenomena. classified by its observable properties.
▪ Different properties are suited to different purposes.
Materials
Lesson 23
Student Honey Bees Knowledge Deck card (1) ●
Conceptual Checkpoint (Lesson 23 Resource) ●
Twig (1) ●
Teacher Honey Bees Knowledge Deck poster ●
Preparation Prepare to distribute a copy of Lesson 23 Resource to each student. ●
If necessary, break the twig garland from Lesson 1 into additional 3″–6″pieces or gather additional twigs so that each student ●
receives a twig.

Agenda
Launch (5 minutes)

▪ Prepare for Conceptual
Checkpoint (5 minutes)
Objective: Explain why beeswax is suited to building honey bee nests. ▪ Conceptual Checkpoint
(15 minutes)
▪ Debrief Conceptual Checkpoint
(5 minutes)
Launch 5 minutes
Land (5 minutes)
Revisit the Honey Bees Knowledge Deck poster. Show students the photograph on the front of the
poster, and wonder aloud about the structure of the honeycomb.
► What do you notice about the honeycomb?
▪ It has very thin walls.

▪ It has holes in it.
▪ The lines in the honeycomb are really straight.
Turn the poster over and read aloud the text for students. Then reread the sentence that begins
“Honey bees use the nectar they collect” through the sentence “Layer by layer, honey bees build
up their nest.”
► How is a honeycomb made?
▪ Honey bees make a honeycomb with beeswax.

▪ Honey bees chew the beeswax to make it soft. Then they shape it to build a honeycomb.
Highlight student responses about beeswax. Tell students that they will use what they know about the
suitability of materials to answer the Phenomenon Question Why do honey bees use beeswax to build
their nests?
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Learn 25 minutes
Prepare for Conceptual Checkpoint 5 minutes
Read aloud the summary sentences on students’ Honey Bees Knowledge Deck card.
► What information on the card might help answer the Phenomenon Question?
▪ The honey bees shape the beeswax.

▪ The honey bees use the beeswax to make hollow tubes.
Build on student responses to establish that honey bees need to be able to soften and shape the
beeswax to make their nest. Capture this information on a sheet of chart paper or a whiteboard
so students can refer to it during the Conceptual Checkpoint.
Conceptual Checkpoint 15 minutes
Distribute a copy of the Conceptual Checkpoint (Lesson 23 Resource) to each student. Direct students’
attention to the chart, and review the properties of beeswax on the chart. Instruct students to circle
two properties that make beeswax suited to building a honey bee nest.
Teacher Note
As students work, circulate and read the text on students’ Honey Bees Knowledge Deck cards
as needed.
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Color Texture Hardness Type of Matter

Yellow Smooth Soft Solid
Next, pose the following question and have students respond by completing each sentence frame in
the Conceptual Checkpoint. Differentiation
If students struggle with the writing
► Why does each property make beeswax suited to nest building? demands of this task, consider
scribing their responses or conducting
▪ Beeswax is soft. This property makes it suited to building a honey bee nest because beeswax one-on-one interviews.
needs to be soft enough to shape into a honeycomb.
▪ Beeswax is solid. This property makes it suited to building a honey bee nest because beeswax
needs to keep its shape so the nest doesn’t fall apart.
Distribute a twig to each student. Ask students to think about the properties of the twig and the
material it is made of, wood. Pose the following question and have students respond in the Conceptual
Checkpoint. Content Area Connection: English
Encourage students to use complete
► Why is beeswax a better material than twigs for building a honey bee nest? sentences and vocabulary such as
suited, suitable, and properties
▪ Twigs are hard, so the honey bees wouldn’t be able to shape them like beeswax. Beeswax to express their ideas and reasoning
is softer, so it is more suited to building a honey bee nest. (CCSS.ELA-Literacy.W.2.8, L.2.6).
Consider providing students with
▪ A honeycomb needs to be a certain shape. Honey bees can chew beeswax to make it soft and sentence frames such as these:
then shape it. I don’t think honey bees can make the same shape with twigs. ▪ Beeswax is more suitable than
twigs for building honey bee nests
because ____.
▪ The properties of beeswax make
it suited to building a honey bee nest
because ____. The properties of twigs
make them less suited to building
a honey bee nest because ____.
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This Conceptual Checkpoint assesses student understanding of the Concept 3 Focus Question:
Why is understanding the properties of matter useful?
Elements Assessed
natural phenomena.
on temperature. Matter can be described and classified by its observable properties. Different
properties are suited to different purposes.
Evidence Next Steps
Look for evidence that students If students choose a property that does not
▪ choose two properties of beeswax that make contribute to beeswax’s suitability to building
it suited to building a honey bee nest, honey bee nests, such as color, prompt student
thinking with questions such as the following:
▪ explain why these properties make beeswax If the beeswax was a different color, would
a suitable building material, and it still be suited to building a honey bee nest?
▪ explain why at least one property
of twigs makes twigs unsuited to building If students have difficulty explaining why
a honey bee nest. the properties of beeswax make it suited
to building a honey bee nest, revisit the Honey
Bees Knowledge Deck poster. Prompt students
to think about how honey bees use beeswax
in a honey bee nest and to connect the
properties of beeswax to its use.
If students cannot explain why twigs are not
suited to building a honey bee nest, prompt
student thinking with questions such as these:
What properties of the beeswax make it suited
to nest building? How are the properties of the
twig different from the properties of beeswax?
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After students complete the Conceptual Checkpoint, debrief the assessment with the class.
► What properties of beeswax make it suited to building a honey bee nest?
▪ The wax is soft.

▪ The wax is solid.
► How do these properties make beeswax a suitable material?
▪ The beeswax needs to hold its shape, so it needs to be solid.

▪ The bees need to be able to shape the beeswax into hollow tubes, so it has to be soft.
► Why would twigs be more difficult for honey bees to use to build their nests?
▪ The twigs are too hard for honey bees to shape.

▪ I don’t think honey bees can chew twigs to make them soft. Even if they could, I don’t think the
bees could make hollow tubes out of chewed wood.
Land 5 minutes
Draw students’ attention to the driving question board. At this point in the module, the first and
second columns should contain the questions that students have already answered, and the third
column should contain unanswered questions. Read aloud each question in the third column, and
have students use a nonverbal signal to show whether they can now answer the question. As students
respond, keep the newly answerable questions in the third column, and place the questions that
cannot yet be answered in an open space next to the driving question board. Continue this process
until all questions have been sorted.
Introduce students to the Concept 3 Focus Question: Why is understanding the properties of matter
useful? Write the focus question at the top of the third column.
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How can we describe and How can matter change? Why is understanding the
classify matter? properties of matter useful?
What other Do birds of What kinds Why do birds

What nest How do birds
materials do the same kind of changes use these
materials choose which
birds use use the same happen materials
go through materials
to build materials to to nest to make
changes? to use?
their nests? build nests? materials? their nests?
What other
Does every Do all Why do so materials are
bird make a blue jay many birds suited to
different nests look use grass in building
kind of nest? the same? their nests? bird nests?
How can
different
objects and
materials
share
properties?
Humans use
to build many kinds
animals that
make nests.
structures.
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Remind students that they have learned about different kinds of matter and how to describe and
classify matter according to its properties. Allow students a minute to look back at their Science
Logbook pages from the past few lessons. Then use an instructional routine such as a Whip Around
to have students respond to the following question.
► Why is understanding the properties of matter useful?
▪ When we understand the properties of matter, we know why beeswax works well for building
honey bee nests.
▪ If we need to build something, understanding the properties of matter helps us pick the best
materials.
▪ Knowing about the properties of matter helps us choose the best object, like a writing tool, for
what we want to do.
Tell students that next they will apply their understanding of the properties of matter to solve
a problem.
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Lessons 24–28
Engineering Challenge
Prepare
In Lessons 24 through 28, students draw on their knowledge of bird and honey bee nests as they use
the engineering design process to design and build a shelter that provides protection from rain (SEP.6). Application of Concepts
In Lesson 24, students revisit The Crayon Man: The True Story of the Invention of Crayola Crayons
(Biebow and Salerno 2019) to look for examples of the engineering design process in action. In Lesson 25,
Task
they analyze the properties of various materials to determine which materials are most suited to (PS1.A) Engineering Challenge
building their shelter. Throughout the remainder of the Engineering Challenge, students apply their
understanding that the materials that make up a structure (PS1.A) and the structure’s shape and Phenomenon Question
stability relate to its function (CC.6) as they imagine, create, test, improve, and share their solutions.
What materials are suited to building
a shelter that provides protection
Student Learning from rain?
Knowledge Statement
People can apply their knowledge of materials and their properties to solve problems.
Objective
▪ Lessons 24–28: Apply the engineering design process to build a shelter that provides protection
from rain.

Standards Addressed
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 through the development
of a new or improved object or tool. (Demonstrating)
SEP.3: Planning and Carrying Out Investigations PS1.A: Structure and Properties of Matter CC.6: Structure and Function
▪ Make observations (firsthand or from media) and/or ▪ Different properties are suited to different purposes. ▪ The shape and stability of structures of natural and
measurements of a proposed object, tool, ▪ A great variety of objects can be built up from designed objects are related to their function(s).
or solution to determine if it solves a problem a small set of pieces.
or meets a goal.
ETS1.A: Defining and Delimiting Engineering Problems
SEP.4: Analyzing and Interpreting Data
▪ A situation that people want to change or create
▪ Analyze data from tests of an object or tool can be approached as a problem to be solved
to determine if it works as intended. through engineering.
SEP.6: Constructing Explanations and ▪ Asking questions, making observations, and
Designing Solutions gathering information are helpful in thinking
▪ Use tools and/or materials to design and/or build about problems.
a device that solves a specific problem or a solution ▪ Before beginning to design a solution, it is
to a specific problem. important to clearly understand the problem.

Materials
Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28

Student Science Logbook (Lesson 24 Activity Guide) ●
Marker (1), prepared 2″ square of construction paper (1) ● ●
Science Logbook (Lesson 25 Activity Guide) ● ● ● ●
Materials test (1 set per group): prepared cheesecloth or cotton cloth (1 piece);
jumbo craft sticks (5); prepared aluminum foil (1 piece); 3″ × 5″ index card (1); ●
9″ × 12″ construction paper in blue, brown, or purple (3 sheets); prepared plastic
wrap (1 piece); plastic or metal trays (2 or 3 depending on tray size)
●
Chart paper, 8.5″ × 11″ printer paper, or personal whiteboards for group
presentations
Teacher Engineering Challenge Rubric (Lesson 24 Resource A) ● ● ● ● ●
A Nest Is Noisy (Aston and Long 2015) ●
Engineering Design Process Visual (Lesson 24 Resource B) ● ● ● ● ●
The Crayon Man: The True Story of the Invention of Crayola Crayons (Biebow ●
and Salerno 2019)
9″ × 12″ construction paper (2 or 3 sheets) ●
Materials test preparation: cheesecloth or cotton cloth (9 sq ft), aluminum ●

foil (1 roll), plastic wrap (1 roll), spray bottle filled with water (4)
Materials Test Sample Results (Lesson 25 Resource) ●
Engineering Challenge materials: various materials made of fabric, metal,

paper, plastic, and wood such as cheesecloth, chenille stems, cotton balls,
cotton cloth, cotton swabs, aluminum foil, paper bags, paper clips, index cards,
8.5″ × 11″ printer paper, paper towels, foam blocks, plastic building blocks,
● ●
plastic wrap, plastic straws, wooden coffee stirrers, jumbo craft sticks, and
toothpicks; gray nonhardening modeling clay (10 oz); safety goggles (1 per
student); blunt tip scissors (1 per group); clear or masking tape (at least one
12″ long strip per group)
Note: Reserve a 5″ × 36″ strip of cheesecloth, at least 6 oz nonhardening
modeling clay, and at least 12 jumbo craft sticks for the End-of-Module
Assessment in Lesson 30.

Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28
●
Teacher Engineering Challenge testing materials: 9″ × 12″ construction paper (1 sheet
per group), spray bottle filled with water, Shelter Test Procedure
(Lesson 27 Resource)
●
Preparation Prepare paper squares for students to draw the person, animal, or object that
they plan to protect. Cut construction paper into 2″ squares so each student
receives a square.
●
Prepare the materials test materials. Cut cheesecloth or cotton cloth, aluminum
foil, and plastic wrap into 3″ × 5″ pieces to prepare 1 piece of each material
per group.
Prepare the Engineering Challenge materials, and place them at the front ●
of the classroom.

Agenda
Launch (8 minutes)

▪ Review Engineering Design
Process: Ask, Imagine, Plan
Objective: Apply the engineering design process to build a shelter that provides protection from rain. (10 minutes)
▪ Review Engineering Design
Process: Create, Improve, Share
(12 minutes)
Launch
Land (5 minutes)
8 minutes
Teacher Note English Language Development

Review the Engineering Challenge rubric (Lesson 24 Resource A) before beginning Lesson 24. Use the Students will encounter the term shelter
rubric to assess students throughout the Engineering Challenge by looking and listening for evidence throughout the Engineering Challenge.
of student engagement in each stage of the engineering design process. Consider providing a student-friendly
explanation such as “A building
is an example of a shelter. A building
protects people and animals from
Show students the illustrations of the honey bee, cactus wren, and platypus nests on pages 3, 9, and 16, weather events such as storms or severe
respectively, in A Nest Is Noisy(Aston and Long 2015). Discuss students’ observations of animals seeking heat.” Invite students to brainstorm other
shelter in their nests. types of shelters that animals or people
use, such as caves or tents. If needed,
show students photographs of different
► How are these nests similar? shelters to reinforce their understanding.
▪ They’re all homes for animals.
▪ They all protect the animal’s eggs. Content Area Connection: English
Placing students in pairs to discuss
Build on student ideas about some nests providing protection for animals. Show students the animals seeking shelter, the illustrations
illustration of the orangutan nest on the title page. Then read aloud the second paragraph on page 6, in A Nest Is Noisy, and their own
which describes how an orangutan’s nest provides protection from rain. experiences will give them the
opportunity to practice their speaking
and listening skills (CCSS.ELA-Literacy.
► How can animals protect themselves from rain? SL.2.1). Encourage students to use
▪ An orangutan stays dry under an umbrella of leaves. the terms shelter and protection and
to speak in complete sentences in their
▪ I think a lot of the nests in the book protect animals from rain. conversations.
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► How do you protect yourself from rain?
▪ We stay inside when the weather is bad.

▪ When it rains, I wear a rain jacket and use an umbrella to stay dry.
▪ We have recess inside when it’s raining.
Highlight student responses about seeking shelter, whether at home, at school, or elsewhere, during
rainy weather. Explain that both people and animals seek shelter to stay dry, to stay safe, or to avoid
getting too hot or too cold during weather events such as storms or severe heat or cold. Emphasize Teacher Note
that although animals and people use different kinds of shelters, the goal is the same: protection. Tell In Kindergarten, students explore how
students that during the Engineering Challenge, they will design, build, and test a shelter that can different shelters protect people from the
weather. If students used PhD Science®
protect people, animals, and objects from rain.
in Kindergarten, provide the cliff
dwellings at Mesa Verde as an example
of shelters that can protect people from
rain and other weather events.
Learn 22 minutes
Review Engineering Design Process: Ask, Imagine, Plan 10 minutes
Display the engineering design process visual (Lesson 24 Resource B), and have students turn to the
same visual in their Science Logbooks (Lesson 24 Activity Guide). Review the engineering design process
with students and point out the six stages of the process: Ask, Imagine, Plan, Create, Improve,
and Share. Teacher Note
Students may already be familiar with
the engineering design process from
Level 1. Take this time to remind students
of the stages of the process.
Students must understand the phrase engineering design processto participate fully in the
Engineering Challenge. Introduce this term explicitly. Sharing the Spanish cognate phrase for
engineering design process (proceso de diseño ingeniería) may be helpful.
Differentiation
Revisit The Crayon Man. Tell students that they will hear Edwin Binney’s story again and to listen for
Some students may benefit from
examples of the six stages of the engineering design process in action. annotating the engineering design
process visual in their Science Logbooks
by recording what Edwin and his team
did during each stage of the process.
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Tell students that in the Ask stage of the engineering design process, engineers ask what the problem
is and how they might solve it. Read aloud pages 10 and 11 of The Crayon Man, giving students time
to examine the illustrations. Ask students to listen for clues about the problems people had with the
writing tools available in Edwin’s time.
► What were the problems with early writing tools that Edwin was trying to solve?
▪ The crayons were big and dull and broke too easily.
▪ Some crayons cost too much and weren’t safe for kids to use.
▪ The pencil and chalk rubbed off.
▪ The tools Edwin’s company made did not come in different colors.
Tell students that in the Imagine stage, engineers conduct research, examine possible materials, and
brainstorm ideas for their solutions. During this stage, engineers often write or draw sketches of their
ideas. Read aloud pages 14 through 16, including the text box on page 14. Ask students to listen English Language Development
for clues about how Edwin wanted to make crayons better. Introduce the term sketch explicitly.
Provide a student-friendly explanation,
► How did Edwin and his team imagine ways to make better, stronger crayons? such as “A sketch is a simple drawing
that shows the most important parts
▪ They decided to use melted wax instead of charcoal and oil. of something.” Explain that sketch can
also mean to make a sketch by drawing
▪ The team decided to grind up rocks and minerals into powders to make different colors. something quickly.
Tell students that in the Plan stage, engineers choose a solution to try. They write steps to follow,
decide which materials to use, and create more detailed drawings. Read aloud pages 19 and 22,
including the text box on page 22. Ask students to listen for clues about how Edwin planned to make
his new crayons.
► How did Edwin and his team plan what to do?
▪ His team decided which materials they thought would work best.
▪ They decided how much of each ingredient to use.
▪ The team planned to make the crayons out of materials that were safe for kids.
Have students use the Think–Pair–Share routine to summarize how Edwin applied the Ask, Imagine,
and Plan stages of the engineering design process to invent his new crayons.
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Review Engineering Design Process: Create, Improve, Share 12 minutes
Tell students that in the Create stage, engineers follow their plans and build and test their solutions.
Point out that part of Edwin’s Plan stage involved the Create stage because he and his team
experimented until they found combinations of materials that worked best. Reread aloud pages 19 Teacher Note
and 22 and the text box on page 20. Ask students to listen for clues about how Edwin created his In future levels, students carry out
new crayons. precise scientific experiments. Explain
to students that in The Crayon Man the
word experimentmeans to do something
► How did Edwin and his team create the new crayons? in a new way to see what happens.
▪ They mixed the materials, and then they changed the temperature of the materials to get
new colors.
▪ They added just the right amount of wax, clay, and colored powders.
▪ They poured the special formula into small molds that were the right size for kids.
Tell students that in the Improve stage, engineers change their solutions to make them better and then
test their solutions again. Reread aloud pages 16 and 19. Ask students to listen for clues about how
Edwin improved his new crayons.
► How did Edwin and his team improve their new crayons?
▪ At first they only made a few colors, but then they tried different things to make more colors.
▪ They kept trying to make the crayons better and brighter.
Tell students that in the Share stage, engineers present their work to others and receive feedback.
Read aloud pages 26 through 32. Ask students to listen for clues about how Edwin shared his invention
and what he did after he shared it.
► How did Edwin and his team share their invention with others?
▪ They shipped the first boxes of crayons and waited to see if kids would like them.
▪ They showed off their new crayons to lots of people at the St. Louis World’s Fair.
► What did Edwin and his team do after they shared their invention with others?
▪ They made the box of crayons even better by making more colors.
▪ They had children help name the different colors.
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After discussing the Create, Improve, and Share stages of the engineering design process with
students, briefly summarize the entire process by drawing from the experiences of Edwin and his team.
Point out the double-headed arrows in the engineering design process visual in students’ Science
Logbooks (Lesson 24 Activity Guide). Explain that these arrows indicate that the engineering design
process is not always a step-by-step process in which one stage follows another stage in a certain
order. Instead, engineers may move forward or backward through the stages, and they often repeat
stages. For example, engineers may improve and test a solution many times before they share it with
others. They may also return to the Imagine or Plan stages if necessary. And sometimes, solving
a problem by using the engineering design process may even lead to an opportunity to solve a new
problem that engineers discover along the way, leading them back to the Ask stage. Teacher Note
Remind students that the method
Edwin used to invent his new crayons
demonstrates the flexibility of the
engineering design process. Edwin
Land
moved back and forth between the
Plan, Create, and Improve stages
5 minutes as he attempted to perfect his formulas,
and he also moved from the Share
stage back to the Improve stage after
Debrief by summarizing that Edwin Binney and his team used the engineering design process to design he received feedback from the public.
a solution to a problem, and then revisit the illustration of the orangutan nest on the title page of A Nest
Is Noisy. Remind students that an orangutan uses leaves to keep its nest dry. Teacher Note
If necessary, reread the second
► How do shelters keep people, animals, and objects dry? paragraph on page 6 to remind students
of how orangutans build their nests.
▪ Shelters have a roof to keep rain from getting inside.
▪ They have covers on top and on the sides to protect people, animals, and objects.
Introduce the Phenomenon Question What materials are suited to building a shelter that provides
protection from rain? Tell students that in the next lesson they will begin to apply the engineering
design process to build a shelter that protects people, animals, and objects from rain.
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Agenda
Launch (5 minutes)

▪ Ask about an Engineering
Problem (10 minutes)
Objective: Apply the engineering design process to build a shelter that provides protection from rain. ▪ Imagine a Shelter (15 minutes)
Land (5 minutes)
Launch 5 minutes
Remind students of the Phenomenon Question What materials are suited to building a shelter that
provides protection from rain? Distribute a marker and prepared square of construction paper to each
student. Have students draw a picture to represent the person, animal, or object they want to keep dry.
Invite students to explain what they drew and why. Teacher Note
Save students’ construction paper
Sample student responses: squares for use later in the Engineering
Challenge. Consider having each student
write their name on the back of their
paper square.
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▪ I drew me and my dog because we need to be dry.

▪ I drew my favorite books because they would be ruined if they got wet.
Acknowledge the variety in students’ responses, and then tell students they are ready to begin the
engineering design process.
Learn 25 minutes
Ask about an Engineering Problem 10 minutes
Begin by asking students to state the problem in their own words.
► What problem are you trying to solve? Differentiation

▪ The problem is that people, animals, and objects get wet when it rains. If students have difficulty identifying the
problem, remind them that both people
▪ People, animals, and objects need to stay dry when it rains. and animals seek shelter at certain times.
Consider prompting student thinking
Use students’ responses to define the problem with the class. Create a class problem and solution chart with questions such as the following:
What can a shelter protect people and
with three columns. Record the class problem in the first column, and instruct students to write or draw animals from?
the problem in the Ask section of their Science Logbooks (Lesson 25 Activity Guide).
Sample class problem and solution chart:
What is the problem?

People, animals, and objects
get wet when it rains.
Teacher Note
Tell students that they will work in groups to design and build shelters to protect the people, animals, If necessary, explain to students that
and objects they drew on construction paper. Record the solution on the class problem and the shelters they design and build will
solution chart. be small versions of shelters that could
be built to protect the real people,
animals, or objects their drawings
represent.
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What is the problem? What is the solution?

People, animals, and objects We will build a shelter
get wet when it rains. to protect the people, animals,
or objects from the rain.
Let students know that in addition to identifying problems and coming up with ideas for how to solve
them, engineers need to figure out whether their solutions are effective.
► How will you know if your shelter works?
▪ No water will get inside the shelter.

▪ The people and objects in the shelter will stay dry.
▪ The shelter won’t fall down. It needs to stay standing up to keep water out.
Review with students the criteria each shelter must satisfy. Explain that the shelter must keep their
drawings of people, animals, and objects as dry as possible. Therefore, the shelter must be at least
2 inches tall and large enough to cover the paper square. Last, the shelter must be stable enough
to remain standing during and after testing. Record these criteria on the class problem and solution
chart so students can refer to them during the remainder of the Engineering Challenge.
How will we know if the

What is the problem? What is the solution? solution works?
People, animals, and objects We will build a shelter Our solution will be large
get wet when it rains. to protect the people, animals, enough to cover our drawings.
or objects from the rain. When we spray the shelter
with water, the shelter will
stay standing and keep our
drawings dry.
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Then address remaining student questions.
► What other questions do you have about the shelter you will design, build, and test?
▪ What will we use to make the shelter?

▪ How will we make it rain on the shelter?
Show students the following samples from each of five categories of building materials. Teacher Note
In the Imagine stage, students test
▪ Fabric: cheesecloth or cotton cloth a sample material from each category.
Consider posting a list of the five
▪ Metal: aluminum foil categories in a prominent place in the
▪ Paper: index cards classroom. During the Plan and Create
stages in the next lessons, provide
▪ Plastic: plastic wrap students with additional materials from
each category.
▪ Wood: jumbo craft sticks
Remind students that during the Imagine stage of the engineering design process, engineers conduct
research, examine possible materials, and brainstorm solutions. Discuss with students how they might
test the five materials to determine whether they are suited to building a shelter that provides
protection from rain.
► How could we find out whether these materials are suited to protecting people, animals, and
objects from rain?
▪ We could drop water on them.
▪ I think we should dip the materials in water.
▪ We can spray water on the materials.
Highlight student responses about spraying water. Confirm that spraying water on the materials
is a good way to represent rain falling on the materials of a shelter.
► What should we look for during this test?
▪ I think we need to see how the materials look after we spray them with water.
▪ I think we should watch what happens to the materials when they get wet.
▪ We should see if water gets through the materials.
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Agree that students should consider several factors as they test the materials, such as how the
materials react to water, whether they change shape when wet, and whether water can pass
through them.
Imagine a Shelter 15 minutes
Divide the class into groups of three students, and distribute the materials (five materials that they will
test, trays, and sheets of construction paper) to each group. Instruct groups to line their trays with
construction paper and place each material on the paper. Teacher Note
Encourage groups to place the craft
Pass spray bottles around the classroom, and instruct groups to spray each material 10 times. sticks next to each other so the sticks are
Emphasize that students should observe the properties of the materials immediately after spraying touching if they do not arrange them this
way on their own.
them 10 times and then again after 2 minutes. Then have students remove the materials and observe
the construction paper underneath. Teacher Note
Encourage students to record on a blank
Have students turn to the chart in the Imagine section of their Science Logbooks, and instruct them piece of paper in their Science Logbooks
to circle the picture that shows what the water did. Then have students complete the chart by writing their observations about each material’s
properties immediately after spraying
yes or noto indicate whether the material changed shape (at any point during the test) and whether the materials and again after 2 minutes.
they will use the material to build a shelter. If necessary, explain the meaning of each graphic in the
chart (water stayed on the surface of the material, water was absorbed by the material, or water Teacher Note
soaked through the material and made the paper wet). Sample results from the materials test
appear in Lesson 25 Resource.
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Student responses regarding a change
in the shape of wood may vary. Most
Did the Would you use craft sticks should not change shape
material the material significantly when wet.
change to build
Material What did the water do? shape? a shelter?
Fabric No No
Metal No Yes
Paper Yes No
Plastic No Yes
Wood No Yes
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Land 5 minutes
Have students review the results of the materials test and think about the materials they plan to use
in their solutions.
► How did your observations help you decide whether you might use a material to build your shelter?
▪ The wood, metal, and plastic didn’t let much water through, so I think they are good materials
to use for our shelter.
▪ I don’t think paper would make a stable shelter because it changed shape and got soft when
we sprayed water on it. We need to use strong materials that don’t change shape or get soft.
▪ The fabric seems like the worst material to use because it let a lot of water through. It’s also
really flexible, so it wouldn’t help the shelter stand up.
► Think about the materials you would use to build a shelter that can provide protection from rain.
What do they have in common?
▪ They didn’t let much water pass through.
▪ They didn’t change shape when water got on them.
Confirm that the materials best suited to keeping rainwater out of a shelter prevent water from
passing through and also keep their shape when wet.
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Agenda
Launch (5 minutes)

▪ Imagine a Shelter (10 minutes)
▪ Plan a Shelter (15 minutes)
Objective: Apply the engineering design process to build a shelter that provides protection from rain.
Land (5 minutes)
Launch 5 minutes
Show students the materials available for the Engineering Challenge. Discuss with students that each
material fits into one of the following material categories: fabric, metal, paper, plastic, or wood. Inform
groups that they will also have access to modeling clay, tape, and scissors.
Recall with students the testing they carried out in the previous lesson.
► How can you use your observations to help you decide which of these materials to use
in your design?
▪ We can look back at our tests to see how other wood or paper materials might work.
▪ Materials with similar properties may do similar things when they get wet.
Build on student responses to reach the idea that students can use the results of their testing to help
them make decisions about which materials are most suited to building a shelter that provides
protection from rain. Allow students 1 or 2 minutes to review their results from the materials test, and
encourage students to refer to these observations as they plan their designs.
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Learn 25 minutes
Imagine a Shelter 10 minutes
Have students work independently to draw at least one sketch of a shelter in the Imagine section
of their Science Logbooks (Lesson 25 Activity Guide), and instruct them to label each material in their
sketches. Then invite students to share their reasons for selecting the materials they labeled.
► Why did you choose each material?
▪ I picked plastic blocks for the walls of my shelter and aluminum foil for the roof. Plastic and
metal keep water out and don’t change shape when they get wet.
▪ I chose plastic, metal, and wood for different parts of my shelter. Those materials didn’t change
shape, and they kept the paper dry when we tested them.
Plan a Shelter 15 minutes
Have students return to their engineering groups from the previous lesson and share their designs
within their groups. Ask groups to discuss each design and then to either select one shelter to build
or combine ideas from different designs to create a new design. Have groups draw their design Differentiation
in the Plan section of their Science Logbooks, and instruct students to label each material in their Students may need support articulating
drawing. their opinions and coming to a consensus
on a final design for their group’s shelter.
Consider posting the following sentence
Sample student response: frames:
▪ I think we should because .
Aluminum foil and ▪ What if we try ?
▪ I agree/disagree because .
craft sticks roof
Plastic blocks wall
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Students use evidence from testing different materials to design a shelter that provides protection
from rain.
Elements Assessed
SEP.4: Analyze data from tests of an object or tool to determine if it works as intended.
PS1.A: Different properties are suited to different purposes.
CC.6: The shape and stability of structures of natural and designed objects are related to their
function.
Evidence Next Steps
Students analyze data gathered through If students have difficulty selecting suitable
testing (SEP.4) to select materials suited to materials after analyzing the results of their
building a rain shelter that will remain stable testing, review groups’ results and prompt
and keep its shape when wet (PS1.A, CC.6). student thinking with questions such as these:
Which materials have properties that make
them suited to building a shelter that provides
protection from rain? How will these materials
prevent water from getting inside your shelter?
Students use the properties of the materials If students need support articulating the
as evidence to explain the results of their properties of materials, ask guiding questions
testing and to determine which materials are such as these: Which materials kept the water
suited to building a rain shelter (PS1.A). from soaking through to the construction paper?
What properties do those materials have
in common?
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Land 5 minutes
Have each group select a representative design to display in a designated area of the classroom where
all students can view the work of their peers. Hold a brief class discussion about the designs.
► What do you notice about the designs?
▪ Some groups chose different materials from ours.

▪ Another group is also using plastic blocks to build walls, but their roof is different from ours.
▪ We all used materials in different ways.
▪ Most of our designs look really different, but a few look similar.
Highlight student responses about using the same materials in different ways.
► What does using the same materials in different ways remind you of?
▪ It reminds me of when we built block structures that were different even though we all had the
same pieces.
▪ It reminds me of how birds can use the same materials in different ways to build different nests.
Confirm that the variety in groups’ designs is another example of how the same materials can be used
to build a variety of objects.
Teacher Note
Make note of the materials students plan to use to build their shelters. If necessary, gather additional
supplies before the next lesson to ensure that there is enough of each material for all groups or plan for
replacement items.
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Agenda
Launch (2 minutes)

▪ Create a Shelter (20 minutes)
▪ Test a Shelter (5 minutes)
Objective: Apply the engineering design process to build a shelter that provides protection from rain.
Land (8 minutes)
Launch 2 minutes
Have students work in their engineering groups to review their group’s plan. Allow groups 1 or 2 minutes
to review the materials they will use to build their shelters.
Learn 25 minutes
Create a Shelter 20 minutes Differentiation

Some groups may need support working
Place all Engineering Challenge materials at the front of the classroom, and distribute a pair of safety collaboratively. Suggest that students
work together to solve problems.
goggles to each student. Tell students that only one student from each group may come up to gather
If necessary, assign group members tasks
materials at a time. Return students’ construction paper squares from Lesson 25. to encourage individual responsibility
while ensuring that the group members
successfully build their shelter. Students
may take on tasks such as these:
▪ Keeping track of materials
▪ Keeping the group focused
▪ Pausing the group’s work when a group
member asks a question to ensure
that the group listens and responds
to the question
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Safety Note
This Engineering Challenge poses potential hazards. Explain that toothpicks are sharp and can
cause injury and that broken craft sticks may have sharp edges. Review these safety guidelines with
students, as well as other safety guidelines specific to sourced materials, to minimize the risks:
▪ Do not touch the tips of toothpicks.
▪ Do not break craft sticks.
▪ Use scissors safely. Always cut away from your body.
Ask students to select a construction paper square from one member of their group. Have students use
a pencil to draw a horizontal line and a vertical line on the front of the square to create four “rooms”
of equal size. Remind groups that their shelters must fit over the entire construction paper square, and
then let students begin building their shelters. Encourage groups to refer to the Plan section of their
Science Logbooks (Lesson 25 Activity Guide) as they build.
Teacher Note
Assist students in portioning materials, and ensure that they do not take more than their group needs.
Consider enlisting a fellow school employee to help during this part of the lesson.
Test a Shelter 5 minutes
As each group finishes building its shelter, use the procedure in Lesson 27 Resource to test the shelter.
Instruct groups to turn to the Create section of their Science Logbooks (Lesson 25 Activity Guide) and
respond to the two questions.
Have students refer to the criteria for success that the class established in Lesson 25, and invite groups
to share how successful they think their shelters were at keeping water out and remaining stable during
and after testing.
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▪ All four rooms stayed dry and our shelter was stable, so it was successful!
▪ We think our shelter did a pretty good job. Part of it started to sink in, but only one of our
rooms got wet.
▪ Our shelter stood the whole time, but all four rooms got wet.
Land 8 minutes
Point out that students have carried out only one test of their solutions. Emphasize that engineers’
solutions rarely work perfectly the first time engineers test them. Engineers often improve their designs
many times before they are satisfied with their work. Teacher Note
Unless time allows, groups will not
► What about your shelter worked well? be able to implement improvements
during this Engineering Challenge. Use
▪ Our design was stable and kept its shape when we tested it. this discussion in addition to groups’
▪ Our shelter didn’t let much water get in. Only one room got wet. presentations to evaluate student
understanding of the Improve stage
▪ Everyone in our group helped with the design. of the engineering design process.
Consider using a routine such as a Whip
Around to hear from each group.
► What about your shelter did not work as well?
▪ When the materials got wet, our shelter tilted to the side.
▪ Water got in between our roof and walls.
► What would you change about your shelter? Why?
▪ We would change the shape of our roof because water was able to get inside.
▪ We would use a flat material to cover the craft sticks because water went through the spaces
between the sticks.
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► How might you use your understanding of material properties to make those changes?
▪ We could cover the whole roof with a material like plastic wrap since we know it won’t let
water through.
▪ We could use clay to fill in the spaces between the roof and the walls because it is soft and
we can shape it how we want.
Acknowledge students’ ideas about improving their shelters. Tell students that in the next lesson they
will move to the Share stage of the engineering design process. Extension
If time allows, groups can improve their
current shelter or build a new shelter
by using the knowledge they gained from
the test of their shelter.
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Agenda
Launch (3 minutes)

▪ Prepare for a Presentation
(9 minutes)
Objective: Apply the engineering design process to build a shelter that provides protection from rain. ▪ Share Shelter Designs
(18 minutes)
Land (5 minutes)
Launch 3 minutes
Have students return to their engineering groups, and tell them that in the Share stage of the
engineering design process they share their designs with their peers. Explain that engineers share their
designs in many ways. They give speeches; create presentations; record videos; build websites; and
publish their work in newspapers, magazines, or journals. Tell students that they will share their work
by preparing a short presentation for the class. During their presentations, groups should describe
their designs, the materials they used, the overall success of their designs, and any improvements they
would make.
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Learn 27 minutes
Prepare for a Presentation 9 minutes
Provide groups with chart paper, personal whiteboards, or printer paper to plan their presentations.
Inform groups that they may use these materials along with their shelter and the plans in their Science
Logbooks (Lesson 25 Activity Guide) during their presentations. Tell groups that they may choose their
presentation format and that their presentations must address the following questions. Teacher Note
Work with groups as needed to ensure
► What materials did you use to build your shelter? that each group member contributes
to the presentation. Consider posting the
► How did those materials affect the stability of your shelter? questions for groups to refer to during
► How did you determine how successful your shelter was? their presentations.
► How would you improve your shelter? Content Area Connection: English
Ensure that students participate in the
Share Shelter Designs 18 minutes Share stage by having all students
prepare and rehearse the presentation
in their groups (CCSS.ELA-Literacy.SL.2.4).
Allow each group approximately 3 to 5 minutes to share their presentation with the class. Tell
When groups are ready to share with
students to listen as each group presents information about how well their materials were suited the class, consider choosing students at
to building a shelter that provides protection from rain. random to present on behalf of their
groups.
After each presentation, ask the class the following questions. Differentiation
Consider spreading group presentations
► How did the group use different materials to build their shelter?
throughout the day or over multiple days
▪ They built the walls and the roof out of craft sticks and put aluminum foil over the top. as needed.
▪ The group used plastic blocks for the walls and layers of paper and plastic wrap for the roof. Teacher Note
Consider displaying groups’ shelters for
► Were the group’s materials suited to building a shelter that provides protection from rain? Why
several days to give students ample time
or why not? to observe one another’s work.
▪ The craft sticks were strong and kept the roof up, and the aluminum foil kept the paper
inside dry.
▪ The plastic wrap didn’t let water through, but the paper roof wasn’t strong and fell in.
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Land 5 minutes
Revisit the Phenomenon Question What materials are suited to building a shelter that provides
protection from rain? Debrief by having students summarize how they used the engineering
design process.
► How did you use the engineering design process to try to solve the problem?
▪ We built a small shelter and tested it to see if the shelter would work the way we wanted it to.
▪ We tested materials and decided which were best to use for our shelter.
▪ Our shelter leaked and water got on our paper, so we thought of ways we could improve
our design.
► How did you choose the materials for your design?
▪ We tested different materials by spraying water on them to see what they would do. We knew
from that test that using aluminum foil was suited to keeping water out.
▪ We chose materials by observing their properties. The clay was soft and a little sticky so we used
it to connect the roof to the walls and to fill in holes that might let water through.
▪ We chose materials that had the right shape and weren’t flexible to make our shelter stable.
That’s why we used craft sticks for the walls and roof.
Tell students that during the next few lessons they will summarize and demonstrate their
understanding of the properties and uses of matter.
Optional Homework
Students notice different types of structures around their community that provide protection from
weather events such as storms or severe heat or cold and observe the properties of the materials used
to build the structures. Students discuss their findings with their family or classmates.
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Lessons 29–31
Bird Nests
Prepare
In Lessons 29 through 31, students synthesize their learning from throughout the module and express
their understanding of how matter can be described, classified, and used in a Socratic Seminar and an Application of Concepts
End-of-Module Assessment. In Lesson 29, students discuss the Essential Question in a Socratic Seminar
and reflect on how they built their knowledge during the module. Lesson 30 introduces students
Tasks
to a new phenomenon, the remaking of Edgar Degas's sculpture Little Dancer Aged Fourteen with Socratic Seminar
different materials. Students then complete the End-of-Module Assessment, which is based on that End-of-Module Assessment
phenomenon. During the End-of-Module Assessment, students engage in Science and Engineering
Practices (SEP.2, SEP.3, SEP.6), apply the lens of Crosscutting Concepts (CC.2, CC.4), and use their Essential Question
knowledge of Disciplinary Core Ideas (PS1.A, PS1.B) to explain why Little Dancer Aged Fourteen was
remade in bronze. In Lesson 31, this module’s culminating lesson, students debrief the assessment and Why do different kinds of birds use
reflect on how they built their knowledge throughout the module by understanding and applying the certain materials to build their nests?
Crosscutting Concept of Energy and Matter.
Phenomenon Question
Why was the sculpture Little Dancer
Student Learning Aged Fourteenremade in bronze?
Knowledge Statement

Objectives
▪ Lesson 29: Explain why different kinds of birds use certain materials to build their nests. (Socratic
Seminar)
▪ Lesson 30: Explain how the materials of the original Little Dancer Aged Fourteensculpture are
each suited to their purpose. (End-of-Module Assessment)
▪ Lesson 31: Explain how matter can be described and used. (End-of-Module Debrief)
Standards Addressed*
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. (Demonstrating)
can be reversed and some cannot. (Demonstrating)
SEP.8: Obtaining, Evaluating, and Communicating PS1.A: Structure and Properties of Matter CC.5: Energy and Matter
Information PS1.B: Chemical Reactions ▪ Objects may break into smaller pieces, be put
▪ Communicate information or design ideas and/or together into larger pieces, or change shapes.
solutions with others in oral and/or written forms Connections to Nature of Science
using models, drawings, writing, or numbers that
Science Addresses Questions about the Natural and
provide detail about scientific ideas, practices,
Material World
and/or design ideas.
▪ Scientists study the natural and material world.
* This section lists the Performance Expectations, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting
Concepts students may apply during instructional activities in these lessons. See the End-of-Module Assessment rubric for a list
of standards the assessment addresses.

Materials

Student Key term card (1) ●
Little Dancer Aged FourteenKnowledge Deck card (1) ●
End-of-Module Assessment ●
End-of-Module Assessment (1 per student pair): prepared samples of beeswax, clay, fabric, and wood ●
Teacher Little Dancer Aged FourteenKnowledge Deck poster ●
Edgar Degas Background Information (Lesson 30 Resource A) ●
End-of-Module Assessment: prepared beeswax samples from Lesson 19 (1 per student pair), 5″ × 36″
●
cheesecloth from Lesson 27, gray nonhardening modeling clay from Lesson 27, jumbo craft sticks from
Lesson 27 (1 per student pair), 4 oz clear plastic jars with lids (1 per student pair), plastic handheld
magnifiers (1 per student), marker (1 per class), masking tape, scissors (1 per class)
Crosscutting Concept Energy and Matter card (1) ●
Preparation Prepare key term cards. (See Lesson 29 Resource.) ●
Prepare materials for End-of-Module Assessment. (See Lesson 30 Resource B.) ●
Score End-of-Module Assessment and write individual feedback. ●
●
Select at least one End-of-Module Assessment item for the class to debrief, and prepare a sample
response for that item to share with students.
Prepare Crosscutting Concept Energy and Matter card. (See Lesson 31 Resource.) ●
●
Select student work products that show evidence of three-dimensional learning, and display them
in different areas of the classroom. Student work products may include the anchor model, other class
charts, selected Science Logbook pages, and Engineering Challenge designs.

Agenda
Launch (7 minutes)

▪ Prepare for Socratic Seminar
(5 minutes)
Objective: Explain why different kinds of birds use certain materials to build their nests. ▪ Engage in Socratic Seminar
(Socratic Seminar) (15 minutes)
Land (8 minutes)
Launch 7 minutes
Tell students that they will participate in a Link Up routine to identify relationships, or connections,
between key terms they learned throughout the module. Ask for a few volunteers to model the Teacher Note
routine. Distribute a different key term card (Lesson 29 Resource) to each volunteer, and read aloud The Link Up routine helps students
each term. If needed, define each term for students. Describe the routine to the class, explaining each understand relationships between
scientific terms. Each student receives
step while guiding the volunteers through one round. Have volunteers complete a few additional
a key term card. Then students circulate
rounds. Point out that terms can relate to each other in different ways. to find a student with a term that
they think relates to theirs. When they
find someone with a related term, the
Next, distribute key term cards to the rest of the class so each student has a card. While handing out
two students discuss the relationship
the cards, make sure to read aloud each term. Prompt students to circulate and find a partner with between their terms.
a different, but related, key term card. Ask students to discuss the following question with their partner.
Differentiation
► How do these words relate? Before using the Link Up routine with key
terms, consider having students practice
with familiar words such as texture,
Continue the routine until students have had the opportunity to discuss their key terms with a few other
smooth, observe, and describe. Highlight
students. After the routine, invite partners from the final round to share their key terms with the class connections between these familiar
and to explain how the terms are related. words to help students understand the
different ways terms can be related.
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Learn 20 minutes
Prepare for Socratic Seminar 5 minutes
Have students revisit the model of a bird nest they drew at the beginning of the module
(Lesson 1 Activity Guide).
Sample model:
Feathers
Moss
Twigs
Remind students of the Essential Question: Why do different kinds of birds use certain materials Content Area Connection: English
to build their nests? Ask students to think about what they have learned since they first modeled a bird The Socratic Seminar allows students
nest and how their answer to the Essential Question has changed. to use their speaking and listening skills
to express and deepen their science
content knowledge. In a Socratic
Tell students they will share their current understanding of the Essential Question with one another Seminar, students participate in a
through a Socratic Seminar discussion. Review the routines and expectations for participating collaborative, evidence-based, academic
conversation. In this discussion, students
effectively in a Socratic Seminar, including classroom guidelines and resources for speaking and should work toward grade-level
listening. Explain that students can refer to the anchor model, the anchor chart, and other expectations for collaborative
classroom resources to support their discussion. Then display and read aloud the Essential Question: conversations (CCSS.ELA-Literacy.SL.2.1).
See the Socratic Seminar resource
Why do different kinds of birds use certain materials to build their nests? Ask students to prepare for in the Implementation Guide for more
the seminar by briefly discussing the question with a partner. background.
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Engage in Socratic Seminar 15 minutes
Read aloud the Essential Question to begin the Socratic Seminar discussion. Allow students to respond to
one another directly, with minimal teacher facilitation. Students should remind one another
of conversation norms, ask for evidence, and pose questions to extend the conversation. Check for Understanding
As needed, step in briefly to reinforce norms for collaborative conversations. If students’ conversation As students engage in the Socratic
wanes or wanders, consider asking one of the following questions to stimulate additional conversation: Seminar, note how they provide details
about scientific ideas and practices
(SEP.8). To monitor student participation
► How are the bird nests you have explored similar? How are they different? and the flow of the conversation,
► Why don’t all bird nests look the same? consider writing each student’s
name around the edge of a piece
► How do the properties of nest materials relate to the structure of the nest? of paper before the lesson and drawing
lines between speakers during the
conversation.
Teacher Note
Land 8 minutes Depending on students’ familiarity with

Socratic Seminars, consider adding some
of these supports to the seminar.
▪ Students hold seminars in groups
Restate a few responses from the Socratic Seminar that show evidence of students’ learning. Ask rather than participating in the
students to reflect silently on how their knowledge has grown since the beginning of the module. seminar as a class.
▪ Students use sentence frames to help
► You have learned a lot about how matter can be described, classified, and used. What did you them build on one another’s remarks.
do to build your knowledge? ▪ Students use talking chips. Each

student receives a chip. After a student
shares, the student places the chip
Model how to find a student work product (e.g., a page from a Science Logbook or a class chart) that in the middle of the circle. After every
shows evidence of how students built their knowledge during the module. Explain the difference student shares and all chips are in the
circle, students retrieve the chips and
between how students learned and what they learned. Instruct students to find one work product start the process again.
Teacher Note
Display the driving question board,
anchor chart, and anchor model to help
students reflect on how their knowledge
has grown.
SC_0201TE1_L29.indd 242 3/30/2021 2:22:05 PM

in their Science Logbooks or elsewhere in the classroom that shows evidence of how they learned.
Have students compare how they learned with a partner who chose a different work product. Differentiation
To provide additional support, assign
► What did you do in this work? student pairs specific work products that
demonstrate clear evidence of similarities
▪ (Response comparing Lesson 1 Activity Guide with Lesson 16 model) In the first lesson, we used in the learning process, such as products
models to show what we knew about birds and their nests. In the other lesson, we used a model in which students applied the same
to show how objects can go through reversible changes. Science and Engineering Practice.
For example, consider pairing these
▪ (Response comparing Lesson 3 class chart with Lesson 4 Activity Guide) In one lesson, we looked work products:
at plastic and metal objects to describe them. In the other lesson, we looked at solids and ▪ Lesson 1 Activity Guide and
Lesson 16 model
liquids with a magnifier.
▪ Lesson 3 class chart and
Lesson 4 Activity Guide
► What is the same about what you did? What is different?
▪ Lesson 11 Activity Guide and
▪ (Response comparing Lesson 1 Activity Guide with Lesson 16 model) We used models to show Lesson 17 Activity Guide
what we knew both times. In the first model, we drew what we already knew about bird nests.
In the second model, we showed what we learned about reversible changes.
▪ (Response comparing Lesson 3 class chart with Lesson 4 Activity Guide) We observed properties
in both lessons. In one lesson, we looked at solid objects. In the other lesson, we looked Teacher Note
at different solids and liquids. Depending on student responses, this
discussion may focus on actions related
to specific elements of a Science and
Restate several student responses that relate to the Science and Engineering Practices. Remind Engineering Practice (e.g., measuring,
students that science practices are actions scientists take to learn about the world and gather which relates to SEP.3 and SEP.5) or,
more broadly, on a few of the eight
evidence to develop scientific ideas. Select a student response and explain how it relates to one of the
Science and Engineering Practices
practices. Ask students to share other experiences they have had with using this practice, such (e.g., SEP.3: Planning and Carrying Out
as in other modules or outside of school. Help students identify how they used the practice to build Investigations).
knowledge of phenomena or to develop scientific ideas. Tell students they can continue to use science
Spotlight on Three-Dimensional
practices to understand the world around them.
Integration
Throughout PhD Science, students
apply all three dimensions of the NGSS
in concert to make sense of phenomena.
This activity highlights the role of Science
and Engineering Practices in students’
three-dimensional learning throughout
the module. This discussion should
not isolate Science and Engineering
Practices; rather, it should help students
reflect metacognitively on links between
phenomena, ideas, concepts, and
practices in science and engineering.
SC_0201TE1_L29.indd 243 3/30/2021 2:22:06 PM

Agenda
Launch (5 minutes)

▪ Complete End-of-Module
Assessment (28 minutes)
Objective: Explain how the materials of the original Little Dancer Aged Fourteensculpture are each Land (2 minutes)
suited to their purpose. (End-of-Module Assessment)
Launch 5 minutes
Tell students that in this lesson they will apply their understanding of how matter can be described,
classified, and used in an End-of-Module Assessment. Explain that the assessment is a way for students
to show all the knowledge they have developed throughout the module.
Tell students that they will first learn about an artist named Edgar Degas and a sculpture he made called
Little Dancer Aged Fourteen. Read aloud the background information about Edgar Degas (Lesson 30
Resource A). Then display and read aloud the Knowledge Deck poster about Little Dancer Aged Fourteen.
Engage students in a conversation about the new phenomenon.
► What materials did Edgar Degas use to make the sculpture?
▪ He used wood, metal, rope, wire, and padding.

▪ He covered the outside of the sculpture with clay and wax.
▪ He used fabric to make the clothes and shoes.
► How did Degas use each of these different materials?
▪ He used wood and metal on the inside of the sculpture.

▪ He used clay and wax on the outside of the sculpture.
▪ Degas wrapped rope around the middle and the legs of the sculpture.
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► What happened to the sculpture over time?
▪ The sculpture’s arms and hands cracked!

▪ The tutu fell apart.
▪ People made copies of the sculpture with bronze.
Draw on students’ observations to arrive at the following key ideas. As students discuss these
ideas, write them on a sheet of chart paper to create a resource for students to refer to during the
assessment.
▪ The artist made Little Dancer Aged Fourteenfrom many materials.

▪ He used the materials in different ways.
▪ The original sculpture became damaged. Other people remade it in a metal called bronze.
Distribute a Little Dancer Aged FourteenKnowledge Deck card to each student. Ask students to look
at the text on the back of the card. Read each sentence aloud to summarize the key ideas for
students to keep in mind during the End-of-Module Assessment. Tell students they may use the card
as a resource during the assessment. Then introduce the Phenomenon Question Why was the sculpture
Little Dancer Aged Fourteen remade in bronze?
Learn 28 minutes
Complete End-of-Module Assessment 28 minutes
Distribute the End-of-Module Assessment; the prepared samples of beeswax, clay, fabric, and wood;
and the plastic handheld magnifiers. (See Lesson 30 Resource B.) Instruct students to share the
samples with a partner for the first item of the assessment; however, emphasize that students should
complete the assessment individually. Teacher Note
Students may open the jars during the
assessment to interact with the beeswax
and clay. Encourage students to use the
magnifier to look closely at the materials.
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Safety Note
The first item on the End-of-Module Assessment requires students to work with materials that pose
potential hazards. Review these safety guidelines with students to minimize the risks:
▪ Do not put any sample in or near your mouth.
▪ Do not break the craft sticks.
Read aloud each assessment item one at a time. Allow time for every student to respond to each item
before proceeding to the next item. Remind students to provide complete responses and to use the
resources posted in the room.
Teacher Note
To prepare for the next lesson, analyze students’ responses to each item on the End-of-Module
Assessment and score each item on the rubric. (See the rubric and sample responses in the
End-of-Module Assessment section in the Teacher Edition.) Identify at least one assessment item
to debrief with the class in the next lesson. Also select an exemplar student response for the item
to show students, or display the sample student response to this item from the Teacher Edition.
If selecting a student response, remember to remove identifying information and to select responses
from diverse students over time.
When providing individual feedback on the assessment, be sure to guide students to focus on specific
areas of improvement to deepen their understanding of module concepts. Offer students who need
remediation the opportunity to revisit portions of the module.
Land 2 minutes
Tell students that the next lesson will give them the opportunity to share their thinking about the
End-of-Module Assessment.
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Agenda
Launch (3 minutes)

▪ Debrief End-of-Module
Assessment (10 minutes)
Objective: Explain how matter can be described and used. (End-of-Module Debrief) ▪ Reflect on Crosscutting Concepts
in Module Learning (15 minutes)
Land (7 minutes)
Launch 3 minutes
Explain that in this lesson students will review part of the End-of-Module Assessment and discuss their
responses.
Revisit the Little Dancer Aged FourteenKnowledge Deck poster and read aloud the text again
to remind students of the assessment phenomenon. Ask students to share questions they have about
the phenomenon. Teacher Note
In the class discussion that follows
this lesson’s Launch, refer to relevant
student questions when discussing the
End-of-Module Assessment item selected
for the debrief. After the discussion, follow
up with individual students to address
other open questions.
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Learn 25 minutes
Debrief End-of-Module Assessment 10 minutes
Tell students they will discuss part of the End-of-Module Assessment. Display the selected assessment
item alongside the sample response selected in Lesson 30. Have students discuss the item by using
a routine such as Inside–Outside Circles. Facilitate the discussion by posing relevant student questions
from the Launch and general questions such as the following:
► What do you notice about this response?
► What do you wonder about this response?
► How does this response change your thinking?
Provide sentence frames such as the following to support students during the discussion.
▪ I notice . That makes me wonder .

▪ I notice . That makes me think .
▪ I used to think . Now I think .
If students’ End-of-Module Assessment responses indicate the need, repeat this process with additional
assessment items.
Teacher Note
Depending on students’ familiarity with reflection and revision, consider these additional strategies for
debriefing the assessment.
▪ Display a student-friendly version of the rubric evidence description for the assessment item. Have
students share evidence and questions about how the sample response meets rubric expectations.
▪ Display a sample response that does not meet expectations alongside the previously displayed
sample response that does meet expectations. Have students compare the responses.
▪ Have students offer feedback on peers’ responses or on their own response to the assessment item.
▪ Have students revise their response to the assessment item by applying new ideas from the debrief
conversation to show deeper understanding in their responses.
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Reflect on Crosscutting Concepts in Module Learning 15 minutes

Teacher Note
Remind students that scientists work to answer questions they have about the natural world, which Consider using a prop such as a large
is how scientific ideas are developed. Explain that scientists can use the Crosscutting Concepts magnifying glass to help students
understand the analogy of physically
as lenses to help them figure out answers to their questions. Point out that students have done looking through a lens. In this lesson
a great deal to build their knowledge of how matter can be described, classified, and used, and and future lessons, use this prop when
explain that they often used the lens of Energy and Matter to deepen their science understanding. students apply the lens of a Crosscutting
Concept to understand a phenomenon
Introduce the Energy and Matter card (Lesson 31 Resource). Explain that this card represents the idea or connect scientific ideas.
that objects can change shape or be taken apart and used to build something new. Ask students
to review examples of this concept they encountered during the module. Spotlight on Three-Dimensional
Integration
► Which objects did you observe that can change shape or be taken apart? Throughout PhD Science, students apply
all three dimensions of the NGSS
▪ We put plastic building blocks together to make a structure. Then we took them apart and built in concert to make sense of phenomena.
a different structure with the same blocks. This activity highlights the role of
Crosscutting Concepts in students’
▪ During the Engineering Challenge, we changed the shape of clay when we used it to build three-dimensional learning throughout
our shelter. the module. This discussion should
not isolate Crosscutting Concepts;
rather, it should help students reflect
Select a student work product related to students’ responses to this question, and model how
metacognitively on links between
to discuss the work product by using the lens of Energy and Matter. Then ask students to circulate phenomena, ideas, concepts, and
to review the selected student work products displayed before the lesson. As students circulate, have practices in science and engineering.
them consider individually how the lens of Energy and Matter helped them understand the This lesson highlights Energy and
phenomena the work products depict. After a few minutes, have half the class stand next to a work Matter because this concept plays
an especially important role in students’
product related to Energy and Matter. Have the rest of the class find a partner who is standing next making sense of phenomena throughout
to a work product, and instruct pairs to discuss the following question: this module. Highlight connections
to other Crosscutting Concepts,
Disciplinary Core Ideas, and Science and
► How did the lens of Energy and Matter help you understand this phenomenon? Engineering Practices in the discussion
▪ (Response related to a protective shelter from the Engineering Challenge) The aluminum foil as they appear.
was thin and flexible. This made it a good roof because we could fold it over our shelter to keep
water out.
To help English learners and other
▪ (Response related to the orange part observation from Lesson 11) An orange can be taken apart students who may need support
to make smaller pieces. We took apart the orange, and the pieces all had different properties. identifying an object that can change
shape or be taken apart, consider
▪ (Response related to the anchor model) A bird nest is an object that is made of smaller pieces. providing a sentence frame such as the
Different kinds of birds use different materials to build their nests. Some birds use the same following:
materials, such as grass or mud, to build different kinds of nests. A (object) can (change
shape, be taken apart). I know this
because (explanation).
SC_0201TE1_L31.indd 249 3/30/2021 12:52:41 PM

Ask students to switch roles, choose different work products, and repeat this process. Check for Understanding
Listen for students to connect the
After the activity is complete, select a few students to share their insights with the class. Discuss how concept that some objects can be taken
students used the lens of Energy and Matter throughout the module to understand different apart, used to build other objects,
or change shape (CC.5) with other
phenomena. Ask students to share other phenomena that the lens of Energy and Matter helps them aspects of their learning throughout
understand, such as phenomena from other modules or outside of school. Tell students they can the module, including the phenomena
they explored, the investigations they
continue to apply Crosscutting Concepts to answer their questions and find links between scientific
conducted, the practices they applied,
ideas as they explore new situations. and the scientific ideas they developed.
Teacher Note
Consider saving the Energy and Matter
Land
card as well as cards representing
Crosscutting Concepts that students
7 minutes are familiar with from prior modules.
Refer to relevant cards as students apply
Crosscutting Concepts to make sense
of phenomena in future modules.
Draw students’ attention to the driving question board, and invite them to reflect on their new
knowledge and what else they would like to learn. Begin by asking students to think about questions
they answered during the module. Pose questions such as these to facilitate the discussion:
► What did you do to answer these questions?
► Which answers surprised you? Why?
► Which questions relate to each other? How?
Then ask students to share new questions they have. Ask students to reflect on these new questions
and other unanswered questions on the driving question board. Pose questions such as these
to facilitate the discussion: Extension
Offer opportunities for students
► What do we need to know to answer this question? to explore these questions, such
as through shared research, collaborative
► What can we do to learn more about this question?
investigation, or optional homework.
► Does this question raise other questions?
Optional Homework
Students draw and label an object made from several materials. Students share their drawings with
their family or classmates and describe the materials that make up the object, the properties of each
material, and how they know that the object is made of matter.
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Student End-of-Module Assessment,
Sample Responses, and Rubric
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SC_0201TE2_EOMA.indd 253
Name:
© Great Minds PBC

LEVEL 2 MODULE 1
End-of-Module Assessment
1. Observe the materials. Draw a line from each material to the

properties of the material.
Material Properties
Hard, bends a little, solid
Beeswax
Yellow, smooth, liquid
Clay
Soft, has tiny holes, solid
Fabric Yellow, smooth, solid
Soft, does not bend, solid

Wood
Gray, smooth, solid
This page may be reproduced for classroom use only.

253
PhD SCIENCE®L2 ▸ M1 ▸ End-of-Module Assessment
3/30/2021 12:32:40 PM
254
2. Before artists begin working, they often sketch what they
want to create. Imagine you are making a sculpture.
You decide to use the same materials the artist used to make
Little Dancer Aged Fourteen.
a. Draw a sketch of your sculpture. Label the materials.

L2 ▸ M1 ▸ End-of-Module Assessment

b. Choose one material. Why did you use this material in
your sculpture?
© Great Minds PBC I used to make the because

PhD SCIENCE®
3/30/2021 12:32:41 PM
3. The picture shows beeswax at different temperatures.
© Great Minds PBC

Thermometer Beeswax
°F
140
130
Very Hot 120
110
100
Hot 90
80
Warm 70
60
Cool 50
40
30
Cold 20
10
0
−10
Very Cold −20
−30
−40
Degas started with beeswax in the Cool color band.

He changed the beeswax so he could spread it over his
sculpture.
255
3/30/2021 12:32:45 PM
256
Circle the sentence that describes how Degas changed the
beeswax.
▪ He heated the beeswax to the Warm color band so it
became liquid.
▪ He heated the beeswax to the Very Hot color band so it

became liquid.
▪ He cooled the beeswax to the Cold color band so it

became solid.
4. A piece of fabric was heated and then cooled. The pictures

show the fabric before heating, after heating, and after cooling.
Before Heating After Heating After Cooling
a. Circle the type of change that happens to the fabric.
Reversible change Irreversible change
© Great Minds PBC

PhD SCIENCE®
3/30/2021 12:32:49 PM
b. What evidence did you use to decide?
© Great Minds PBC

5. The picture shows the hands of the original Little Dancer
Aged Fourteen sculpture.
Over time, the sculpture became damaged. The beeswax and

clay cracked, showing the materials underneath. Much later,
the sculpture was remade in a metal called bronze.

257
3/30/2021 12:32:49 PM
258
The chart shows some properties of bronze.
Type of
Texture Color Hardness
Matter
Smooth
Solid Brown Very hard

Shiny
Choose two properties that make bronze suited to remaking

the sculpture. Then complete the two sentences.

Property 1: Bronze is . This property makes it
suited to remaking the sculpture because
Property 2: Bronze is . This property makes it

© Great Minds PBC

PhD SCIENCE®
3/30/2021 12:32:49 PM
Name: Sample
© Great Minds PBC

LEVEL 2 MODULE 1
End-of-Module Assessment
1. Observe the materials. Draw a line from each material to the

properties of the material.
Material Properties
Hard, bends a little, solid
Beeswax
Yellow, smooth, liquid
Clay
Soft, has tiny holes, solid
Fabric Yellow, smooth, solid
Soft, does not bend, solid

Wood
Gray, smooth, solid

259
3/30/2021 12:32:49 PM
260
2. Before artists begin working, they often sketch what they
want to create. Imagine you are making a sculpture.
You decide to use the same materials the artist used to make
Little Dancer Aged Fourteen.
a. Draw a sketch of your sculpture. Label the materials.

Beeswax

Clay
Fabric
Wood
b. Choose one material. Why did you use this material in

your sculpture?
I used wood to make the legs because

it is hard and solid, so the legs will keep
their shape and hold up the body.
© Great Minds PBC
PhD SCIENCE®
3/30/2021 12:32:50 PM
3. The picture shows beeswax at different temperatures.
© Great Minds PBC

Thermometer Beeswax
°F
140
130
Very Hot 120
110
100
Hot 90
80
Warm 70
60
Cool 50
40
30
Cold 20
10
0
−10
Very Cold −20
−30
−40
Degas started with beeswax in the Cool color band.

He changed the beeswax so he could spread it over his
sculpture.
261
3/30/2021 12:32:51 PM
262
Circle the sentence that describes how Degas changed the
beeswax.
▪ He heated the beeswax to the Warm color band so it
became liquid.
▪ He heated the beeswax to the Very Hot color band so it

became liquid.
▪ He cooled the beeswax to the Cold color band so it

became solid.
4. A piece of fabric was heated and then cooled. The pictures

show the fabric before heating, after heating, and after cooling.
Before Heating After Heating After Cooling
a. Circle the type of change that happens to the fabric.
Reversible change Irreversible change
© Great Minds PBC

PhD SCIENCE®
3/30/2021 12:32:55 PM
b. What evidence did you use to decide?
The fabric changed color and shape. Its
© Great Minds PBC

properties after cooling did not change back
to the same properties before heating. The
change to the fabric was not undone.
5. The picture shows the hands of the original Little Dancer
Aged Fourteen sculpture.
Over time, the sculpture became damaged. The beeswax and

clay cracked, showing the materials underneath. Much later,
the sculpture was remade in a metal called bronze.
263
3/30/2021 12:32:55 PM
264
The chart shows some properties of bronze.
Type of
Texture Color Hardness
Matter
Smooth
Solid Brown Very hard

Shiny
Choose two properties that make bronze suited to remaking

the sculpture. Then complete the two sentences.

Property 1: Bronze is solid . This property makes it
solids keep their shape, so the sculpture could last
for a long time.

Property 2: Bronze is very hard . This property makes it
the sculpture would be hard to break.
© Great Minds PBC

PhD SCIENCE®
3/30/2021 12:32:55 PM
PhD SCIENCE®L2 ▸ M1 ▸ End-of-Module Assessment Rubric
LEVEL 2 MODULE 1
End-of-Module Assessment Rubric

Score each student’s End-of-Module Assessment. The rubric describes evidence of student work that meets expectations. Use the blank spaces as needed
to record evidence of student work that exceeds or falls below expectations.
Name: Date:
Item and 1 2 3 4 Score

Standards Does Not Yet Meet Approaches Expectations Meets Expectations Exceeds Expectations
Addressed Expectations Incorrect or unreasonable Correct or reasonable Correct or reasonable
Incorrect or unreasonable response with some detail response with sufficient response with more than
response with no detail or evidence detail or evidence sufficient detail or evidence
or evidence
OR
Correct or reasonable
response with insufficient
detail or evidence
1 2-PS1-1 The student observes the

SEP.3 materials (SEP.3) to identify
their properties and matches
PS1.A
each material to the correct set
CC.4 of properties (PS1.A, CC.4).
2a 2-PS1-3 The student develops and

SEP.2 labels a model (SEP.2) that
shows different uses for the
PS1.A
materials from the original
sculpture (PS1.A).
2b 2-PS1-3 The student chooses a material

SEP.2 from the model (SEP.2) and
explains the reasons for
PS1.A
using that material for their
sculpture (PS1.A).
SC_0201TE2_EOMA_Rubric.indd 265 3/30/2021 12:32:16 PM

L2 ▸ M1 ▸ End-of-Module Assessment Rubric PhD SCIENCE®
Item and 1 2 3 4 Score

Standards Does Not Yet Meet Approaches Expectations Meets Expectations Exceeds Expectations
Addressed Expectations Incorrect or unreasonable Correct or reasonable Correct or reasonable
Incorrect or unreasonable response with some detail response with sufficient response with more than
response with no detail or evidence detail or evidence sufficient detail or evidence
or evidence
OR
Correct or reasonable
response with insufficient
detail or evidence
3 2-PS1-4 The student observes the

SEP.6 picture of the thermometer
and the beeswax and uses
PS1.B
it as evidence (SEP.6) that
CC.2 beeswax must be heated to very
hot temperatures to become
a liquid (PS1.B, CC.2).
4a 2-PS1-4 The student uses information

SEP.2 from the model (SEP.2) to claim
that the fabric undergoes
PS1.B
an irreversible change during
heating (PS1.B).
4b 2-PS1-4 The student uses observations

SEP.6 of the fabric’s properties (CC.2)
to explain (SEP.6) that the fabric
PS1.B
has gone through an irreversible
CC.2 change (PS1.B) because the
changes to its properties were
not undone.
5 2-PS1-2 The student chooses two

SEP.6 properties of bronze and
explains (SEP.6, CC.2) why
PS1.A
these properties make bronze
CC.2 suited to remaking the
sculpture (PS1.A).

PhD SCIENCE®L2 ▸ M1 ▸ End-of-Module Assessment Rubric
End-of-Module Assessment Alignment Map

For teacher reference, this alignment map lists the NGSS elements assessed by each item in the End-of-Module Assessment.
Item Performance SEP Element DCI Element CC Element

Expectation*
1 2-PS1-1 SEP.3: Planning and Carrying Out PS1.A: Structure and Properties of Matter CC.4: Systems and System Models
Investigations ▪ Different kinds of matter exist and many ▪ Objects and organisms can be described
▪ Make observations (firsthand of them can be either solid or liquid, in terms of their parts.
or from media) and/or measurements depending on temperature. Matter
to collect data that can be used to make can be described and classified by its
comparisons. observable properties.
2a 2-PS1-3 SEP.2: Developing and Using Models PS1.A: Structure and Properties of Matter
▪ Develop and/or use a model to represent ▪ A great variety of objects can be built
amounts, relationships, relative scales up from a small set of pieces.
(bigger, smaller), and/or patterns in the
natural and designed world(s).
2b 2-PS1-3 SEP.2: Developing and Using Models PS1.A: Structure and Properties of Matter
▪ Develop and/or use a model to represent ▪ Different properties are suited to different
amounts, relationships, relative scales purposes.
(bigger, smaller), and/or patterns in the ▪ A great variety of objects can be built
natural and designed world(s). up from a small set of pieces.
3 2-PS1-4 SEP.6: Constructing Explanations and PS1.B: Chemical Reactions CC.2: Cause and Effect
Designing Solutions ▪ Heating or cooling a substance may ▪ Events have causes that generate
▪ Make observations (firsthand or from cause changes that can be observed. observable patterns.
media) to construct an evidence-based Sometimes these changes are reversible,
account for natural phenomena. and sometimes they are not.
4a 2-PS1-4 SEP.2: Developing and Using Models PS1.B: Chemical Reactions

▪ Develop and/or use a model to represent ▪ Heating or cooling a substance may
amounts, relationships, relative scales cause changes that can be observed.
(bigger, smaller), and/or patterns in the Sometimes these changes are reversible,
natural and designed world(s). and sometimes they are not.
* The listed Performance Expectations identify items through which students should demonstrate mastery of the relevant Disciplinary Core Idea(s). Students integrate Science and Engineering Practices,
Crosscutting Concepts, and Disciplinary Core Ideas throughout the End-of-Module Assessment. In agreement with the guidance of the NGSS, students may apply Practices and Concepts other than
those named in the Performance Expectations.

L2 ▸ M1 ▸ End-of-Module Assessment Rubric PhD SCIENCE®
Item Performance SEP Element DCI Element CC Element

Expectation
4b 2-PS1-4 SEP.6: Constructing Explanations and PS1.B: Chemical Reactions CC.2: Cause and Effect
Designing Solutions ▪ Heating or cooling a substance may ▪ Events have causes that generate
▪ Make observations (firsthand or from cause changes that can be observed. observable patterns.
media) to construct an evidence-based Sometimes these changes are reversible,
account for natural phenomena. and sometimes they are not.
5 2-PS1-2 SEP.6: Constructing Explanations and PS1.A: Structure and Properties of Matter CC.2: Cause and Effect
Designing Solutions ▪ Different properties are suited ▪ Events have causes that generate
▪ Make observations (firsthand or from media) to different purposes. observable patterns.
to construct an evidence-based account
for natural phenomena.

Appendix A
Module Resources
Contents
Student Safety Contract
Safety Quiz
Lesson 1 Resource: Baya Weaver Nests Photograph
Lesson 2 Resource: Bird Nest Photographs
Lesson 4 Resource: Objects and Materials Observation Setup Instructions
Lesson 5 Resource A: Shapes Image
Lesson 5 Resource B: Objects and Materials Classification Setup Instructions
Lesson 6 Resource: Pouring Stations Setup Instructions
Lesson 7 Resource: Magnified Sand Photograph
Lesson 9 Resource: Water Displacement Demonstration Setup Instructions and Procedure
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L2 ▸ M1 ▸ Appendix A PhD SCIENCE®
Lesson 10 Resource: Baya Weaver Nest Photographs
Lesson 11 Resource A: Brick Wall Photograph
Lesson 11 Resource B: Orange Parts Observation Setup Instructions and Procedure
Lesson 11 Resource C: Orange Part Cards
Lesson 12 Resource A: Materials in Honey Bee Nests Observation Setup Instructions
Lesson 12 Resource B: Conceptual Checkpoint Part A
Lesson 13 Resource: Conceptual Checkpoint Part B
Lesson 14 Resource A: Niagara Falls Photographs
Lesson 14 Resource B: Color Band Thermometer Preparation Instructions
Lesson 14 Resource C: Heating Investigation Setup Instructions
Lesson 16 Resource: Reversible Change Model Cards
Lesson 19 Resource: Conceptual Checkpoint
Lesson 21 Resource: Writing Tool Investigation Setup Instructions and Sample Results
Lesson 23 Resource: Conceptual Checkpoint
Lesson 24 Resource A: Engineering Challenge Rubric
Lesson 24 Resource B: Engineering Design Process Visual
Lesson 25 Resource: Materials Test Sample Results
Lesson 27 Resource: Shelter Test Procedure
Lesson 29 Resource: Key Term Cards
Lesson 30 Resource A: Edgar Degas Background Information
Lesson 30 Resource B: End-of-Module Assessment Setup Instructions
Lesson 31 Resource: Crosscutting Concept Cards
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Student Safety Contract
© Great Minds PBC

Note for parents or guardians: Read and explain this safety contract to your student. Students must write
their name in the student signature space to indicate understanding and agreement. If your student cannot
independently sign the contract, indicate oral consent in the student signature space.
I, , am a student in
Level 2 and want to conduct safe science investigations this year.
Safety Rules
I will follow all directions for each science investigation.
I will pay close attention to the health and safety expectations for
each science investigation.
I will be sure I understand the plan for a science investigation

before I participate.
I will wear goggles the way my teacher directs.
I will never eat or drink during a science investigation.
I will keep all science materials away from my mouth,

nose, and eyes.
I will do my best to avoid touching my face during science

investigations.
I will handle all science materials in a careful and

respectful manner.
I will always use science materials the way my teacher instructs.

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PhD SCIENCE®L2 ▸ M1 ▸ Appendix A
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272
I will be sure to clean up and dispose of materials the way
my teacher instructs.
L2 ▸ M1 ▸ Appendix A
I will wash my hands with soap and water after every

investigation.
I will tell my teacher right away if I am hurt or if another

student is hurt.

I will tell my teacher right away if any materials break or spill
during an investigation.
My signature below means that I understand and agree to follow

these safety rules. I understand that I may not be permitted
to participate in a science investigation if I do not follow
these rules.
Student Signature Parent or Guardian Signature
Date:
© Great Minds PBC

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Safety Quiz
© Great Minds PBC

Name:
1. What should I always do during a science investigation?
Circle Yes or No to show what you should do.
a. Follow all directions my teacher gives me Yes No
b. Understand the plan for the investigation

Yes No
before I start the investigation
c. Take off my goggles during the investigation Yes No
d. Clean up materials the way my

Yes No
teacher instructs
e. Wash my hands after the investigation Yes No
f. Eat food and drink water during the

Yes No
investigation
g. Tell my teacher right away if someone
Yes No
gets hurt
h. Handle science materials carefully Yes No
i. Clean up all spills by myself Yes No

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L2 ▸ M1 ▸ Appendix A PhD SCIENCE®
2. What will I do to stay safe during science investigations?
Draw an example.
274 This page may be reproduced for classroom use only. © Great Minds PBC
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PhD SCIENCE®L2 ▸ M1 ▸ Appendix A ▸ Lesson 1 ▸ Resource
Baya Weaver Nests Photograph

LESSON 1 RESOURCE
© Great Minds PBC This page may be reproduced for classroom use only. 275
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L2 ▸ M1 ▸ Appendix A ▸ Lesson 2 ▸ Resource PhD SCIENCE®
Bird Nest Photographs
Edible-Nest Swiftlet Nest

LESSON 2 RESOURCE
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American Flamingo Nest
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Cactus Wren Nest
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LESSON 4 RESOURCE
Objects and Materials Observation
© Great Minds PBC

Setup Instructions
Follow the instructions below to set up the objects and materials observation activity before the lesson.
Materials (1 set per group): 4 oz clear plastic cups (8), 4 oz clear plastic jars with lids (4), blue or green plastic
building blocks (2), blue or green dish soap (2 fl oz), plastic handheld magnifier (1 per student), blue or green
marbles (2), marker (1 per class), masking tape, safety goggles (1 per student), seltzer (2 fl oz), plastic tray
or 6 qt clear plastic bin (1, optional), metal washers (2), water (2 fl oz)
Materials Note: Each group should receive plastic building blocks, marbles, and dish soap of the same color
(i.e., each group receives either blue blocks, blue marbles, and blue dish soap or green blocks, green marbles,
and green dish soap).
Preparation
Prepare 3 labeled jars and a cup of each liquid per group. Prepare cups containing water and dish soap
before the lesson. Prepare cups containing seltzer during the lesson so that the seltzer is still carbonated
when students receive the sample. (See step 6.) Consider placing the materials in a tray or plastic bin
to contain spills.
1. Use masking tape and a marker to label the lids of 3 plastic jars Water, Seltzer, and Dish Soap,
respectively.
2. Add 2 fl oz water to a plastic cup.
3. Add 2 fl oz dish soap to a plastic cup.
4. When the activity begins, place 2 plastic blocks, 2 marbles, 2 washers, 2 plastic cups, 1 unlabeled
empty plastic jar, and 1 magnifier per student in each group’s work area.
5. When students complete their observations of the solid samples, distribute a cup containing water,
a clean plastic cup, and a Water jar to each group.
6. When students complete their observations of the water samples, add 2 fl oz seltzer to a plastic cup for
each group. Distribute a cup containing seltzer, a clean plastic cup, and a Seltzer jar to each group.
7. When students complete their observations of the seltzer samples, distribute a cup containing dish
soap, a clean plastic cup, and a Dish Soap jar to each group.
Procedure: Have students follow the procedure outlined in the lesson.
Note: Keep the liquid samples sealed in jars after the activity, ensuring that the jars are sealed tightly. Each
group will use a sample of each liquid, a plastic building block, a marble, and a metal washer in Lesson 5.
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L2 ▸ M1 ▸ Appendix A ▸ Lesson 5 ▸ Resource A PhD SCIENCE®
Shapes Image
LESSON 5 RESOURCE A
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LESSON 5 RESOURCE B
Objects and Materials Classification
© Great Minds PBC

Setup Instructions
Follow the instructions below to set up the objects and materials classification activity before the lesson.
Materials (1 set per group): 4 oz empty clear plastic jar with lid from Lesson 4 (1), blue or green plastic
building block (1), blue or green dish soap sample from Lesson 4 (1), honey (2 fl oz), blue or green marble (1),
marker (1 per class), masking tape, metal paper clip (1), safety goggles (1 per student), seltzer sample from
Lesson 4 (1), metal teaspoon from Lesson 3 (1), clear plastic teaspoon (1), twig from Lesson 1 (1),
metal washer (1), water sample from Lesson 4 (1)
Materials Note: Each group should receive a plastic building block, a marble, and a dish soap sample of the
same color (i.e., a group receives either a blue block, a blue marble, and a blue dish soap sample or a green
block, a green marble, and a green dish soap sample).
Preparation
Reuse the unlabeled empty plastic jars with lids from Lesson 4. Prepare 1 honey sample per group.
1. Add 2 fl oz honey to a plastic jar. Seal the jar tightly. Use masking tape and a marker to label
the lid Honey.
2. When the activity begins, place all materials and prepared samples in each group’s work area.
Note: Save the honey samples for use in Lessons 12 and 13. Ensure that the jars are sealed tightly. Save one
dish soap sample and one water sample for use in the next lesson. Empty, wash, and dry the remaining
jars containing dish soap, seltzer, or water, and remove the labels from the lids to prepare the jars for reuse
in future lessons.

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PhD SCIENCE®L2 ▸ M1 ▸ Appendix A ▸ Lesson 5 ▸ Resource B
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LESSON 6 RESOURCE
282
Pouring Stations Setup Instructions
Follow the instructions below to set up the pouring stations before the lesson.
Materials: 4 oz clear plastic jars (4), 6 oz clear plastic rectangular containers (4), 8 oz clear plastic round
containers (4), plastic building blocks (5), dish soap (2 fl oz), marbles (5), metal paper clips (5), safety goggles
L2 ▸ M1 ▸ Appendix A ▸ Lesson 6 ▸ Resource
(1 per student), seltzer (2 fl oz), plastic tray or 6 qt clear plastic bin (1 per station, optional), water (2 fl oz)
Materials Note: One dish soap sample and one water sample from Lesson 5 may be reused to set up the
Dish Soap and Water Stations. Fresh seltzer must be used to set up the Seltzer Station.

Preparation
Set up the following stations in different locations around the classroom. Consider placing the materials
at each station in a tray or plastic bin to contain spills.
Marbles Station: Place 1 jar and 1 rectangular container at the station. Add 5 marbles to the jar.
Plastic Blocks Station: Place 1 jar and 1 round container at the station. Add 5 building blocks to the jar.
Dish Soap Station: Place 1 round container and 1 jar at the station. Add 2 fl oz dish soap to the round
container.
Seltzer Station: Place 1 round container and 1 rectangular container at the station. Add 2 fl oz seltzer to the
round container.
Paper Clips Station: Place 1 rectangular container and 1 jar at the station. Add 5 paper clips to the
rectangular container.
Water Station: Place 1 rectangular container and 1 round container at the station. Add 2 fl oz water to the
rectangular container.
© Great Minds PBC

PhD SCIENCE®
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Magnified Sand Photograph

LESSON 7 RESOURCE
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LESSON 9 RESOURCE
284
Water Displacement Demonstration
Setup Instructions and Procedure
Materials: food coloring (optional), 25 mL graduated cylinder (1), marble (1), masking tape or other opaque
tape, water (15 mL)
Materials Note: The marble should be able to fit inside the graduated cylinder easily.
Preparation

Follow the instructions below to set up the water displacement demonstration before the lesson.
1. Add 15 mL water to the graduated cylinder.

2. (Optional) Add one or two drops of food coloring to the water. Swirl the contents of the graduated
cylinder to distribute the food coloring.
Procedure
Follow the instructions below to carry out the procedure during the lesson.
1. Place the graduated cylinder on a level surface.

2. Mark the water level with the top edge of a piece of tape.
3. Have students observe the water level.
4. To prevent splashing, tilt the graduated cylinder and carefully add the marble so that it rolls gently
down into the water. Return the graduated cylinder to its vertical position. If the marble does not sink
all the way to the bottom of the graduated cylinder, do not force it down.
5. Have students observe the new water level.
© Great Minds PBC

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Baya Weaver Nest Photographs

LESSON 10 RESOURCE
Nest 1
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Nest 2
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PhD SCIENCE®L2 ▸ M1 ▸ Appendix A ▸ Lesson 11 ▸ Resource A
Brick Wall Photograph

LESSON 11 RESOURCE A
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LESSON 11 RESOURCE B
288
Orange Parts Observation Setup
Instructions and Procedure
Materials: disposable gloves (1 pair per student), knife (1), whole oranges (4), paper towels (at least 6),
safety goggles (1 per student)
L2 ▸ M1 ▸ Appendix A ▸ Lesson 11 ▸ Resource B
Materials Note: When purchasing oranges for this activity, select a variety that has seeds, such as Valencia
or Hamlin oranges. Other varieties of oranges, such as blood oranges, navel oranges, or clementines, may
not have seeds.

Preparation: Cut three of the oranges in half. Leave one orange whole to display at the beginning of
the activity.
Procedure
Have groups follow the instructions below to carry out the procedure during the lesson. Guide groups as they
work, and direct them to handle the orange half carefully to preserve its parts for observation. Note that
groups may need help peeling the orange, separating its segments, or identifying the orange’s pith.
1. Observe the orange half.
© Great Minds PBC

PhD SCIENCE®
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2. Place the paper towel on the cut side of the orange half and gently pat down. Then lift the paper
towel and observe it.
© Great Minds PBC

3. Peel the skin from the orange half, and observe the properties of the skin.
4. Separate a few orange segments and observe properties of the orange segments.

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5. Peel the white pith from the orange segments, and observe the properties of the pith.
290

6. Remove the seeds from the orange segments, and observe the properties of the seeds.
7. Place all the orange parts on the paper towel.
© Great Minds PBC

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LESSON 11 RESOURCE C
Orange Part Cards
© Great Minds PBC

Cut out six color copies of each card so each group receives a full set of five cards. Consider using card stock
and laminating for multiple uses.
Juice Skin
Segment Pith
Seeds
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PhD SCIENCE®L2 ▸ M1 ▸ Appendix A ▸ Lesson 11 ▸ Resource C
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292
Materials in Honey Bee Nests
Observation Setup Instructions
Follow the instructions below to set up the materials in honey bee nests observation activity before
the lesson.
L2 ▸ M1 ▸ Appendix A ▸ Lesson 12 ▸ Resource A
Materials: yellow beeswax pellets (2 tbsp per group), 24 oz or larger plastic or glass container (1), yellow
cornmeal (2 tbsp per group), honey samples from Lesson 5, 4 oz clear plastic jars with lids (3 per group),
marker (1), masking tape, long spoon or stirring rod (1), granulated white sugar (1 21 cups), water (12 fl oz)

Materials Note: In this activity, the sugar solution and yellow cornmeal simulate nectar and pollen,
respectively.
Preparation
Reuse the honey samples from Lesson 5. Prepare a sugar solution, cornmeal, and beeswax sample for
each group.
1. Prepare a sugar solution by adding 12 fl oz water and 1 21 cups sugar to a 24 oz or larger plastic or glass
container and stirring until the sugar completely dissolves.
2. Divide the jars so that there are three per group. Use the masking tape and marker to label the lids
Beeswax, Pollen, and Nectar. Prepare samples by adding 2 tbsp beeswax pellets, 2 tbsp cornmeal,
and 2 fl oz sugar solution to each labeled jar, respectively. Seal the jars tightly.
3. When the activity begins, place the prepared samples and plastic handheld magnifiers in each
group’s work area.
Note: Save the honey and beeswax samples for Lesson 13. After Lesson 13, save the beeswax samples for use
in Lesson 19. Empty, wash, and dry the remaining jars, and remove the labels.
© Great Minds PBC

PhD SCIENCE®
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Conceptual Checkpoint Part A
© Great Minds PBC

Name:
List the properties of each material.
Material Properties
Pollen
Nectar
Honey
Beeswax
Classify the materials.
Group 1 Group 2
Property: Property:
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LESSON 13 RESOURCE
294
Conceptual Checkpoint Part B
Name:
On a school trip, students see a honey bee nest in a tree.

They also see the nest’s shadow. Students make claims about

the shadow.
Circle the claim you agree with most.
▪ The shadow is matter because we can see it.
▪ The shadow is matter because it has a shape and a size.
▪ The shadow is not matter because we cannot weigh it.
▪ The shadow is not matter because it looks different

from the nest.
Explain your choice.
© Great Minds PBC

PhD SCIENCE®
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Beeswax
Liquid
Solid
Circle the type of matter.
Honey
Liquid
Solid
Explain your choices.
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L2 ▸ M1 ▸ Appendix A ▸ Lesson 14 ▸ Resource A PhD SCIENCE®
Niagara Falls Photographs

During Winter
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During Summer
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298
Color Band Thermometer Preparation
Instructions
Follow the instructions below to prepare the color band thermometer before Lesson 14.
Materials: 2″wide clear tape or access to laminating machine, color copy of color strip in this resource (1),
scissors (1), tape, thermometer (1)
Materials Note: These instructions are for use with the thermometer in the Level 2 Module 1 official materials

kit. If sourcing a different thermometer, use the temperature range table below to create a suitable color
strip for the thermometer.
Preparation
1. Cut out a color copy of the color strip in this resource.

2. Cover the front and back with clear tape. Alternatively, laminate the color strip. Trim any excess
tape or film.
3. Use tape to attach the color strip to the left side of the thermometer, covering the Celsius scale.
Be sure to line up each color band with the correct temperature range on the Fahrenheit scale.
Temperature Range Label Color
100°F to 120°F Very Hot Red
80°F to 100°F Hot Orange
60°F to 80°F Warm Yellow
40°F to 60°F Cool Green
0°F to 40°F Cold Blue
−40°F to 0°F Very Cold Purple
© Great Minds PBC

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Very Hot
Hot
Cold
Very Cold
Warm
Cool
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LESSON 14 RESOURCE C
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Heating Investigation Setup
Instructions
Follow the instructions below to set up the heating investigation before the lesson.
Materials: 1 L measuring cup (1), 1 qt resealable plastic bags (5 per group), 6 qt clear plastic bin with lid
L2 ▸ M1 ▸ Appendix A ▸ Lesson 14 ▸ Resource C
(1 per group), 10 qt plastic bucket (1), medium binder clips (5 per group), cold butter (1 tbsp per group,
cut into 4 slices the same size), insulated cooler bag or access to a freezer, ice cube (1 per group), marbles
(5 per group), paper towels (5 per group), safety goggles (1 per student), white plastic teaspoon (1 per group),

prepared color band thermometer (1), access to hot water (100°F–105°F), white chocolate chips (8 per group)
Preparation
Prepare one set of materials for each group.
1. Place the ice cube and butter slices in separate resealable plastic bags. Squeeze as much air out
of the bags as possible and seal them. Store the bags in an insulated cooler bag or freezer.
2. Place the white chocolate chips, marbles, and plastic spoon in separate resealable plastic bags.
Squeeze as much air out of the bags as possible and seal them. Clip the bags to the interior sides
of the clear plastic bin with the binder clips, flipping the arms of the clips down to secure the bags.
Procedure: Follow the instructions in Lessons 14 and 15 to carry out the procedure during these lessons.
Note: Enlist a fellow school employee to help during the investigation. Assist and guide students as needed
throughout the investigation.
© Great Minds PBC

PhD SCIENCE®
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LESSON 16 RESOURCE
Reversible Change Model Cards
© Great Minds PBC

Cut out enough color copies of the arrows and color photographs so each group receives a full set of cards
(six arrows and six photographs). Consider using card stock and laminating for multiple uses. Distribute the
arrows and photographs during the reversible change model activity. Note that groups working with laminated
arrows will need to use crayons or colored markers instead of colored pencils to complete the activity.
Heating Cooling
Heating Cooling
Heating Cooling
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LESSON 19 RESOURCE
© Great Minds PBC

What process does arrow A show? Write on the line.
What process does arrow B show? Write on the line.

Beeswax Changes Model
Solid Beeswax Liquid
What causes beeswax to change from solid to liquid?

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What causes beeswax to change from liquid to solid?
The model shows a reversible change because
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LESSON 21 RESOURCE
Writing Tool Investigation Setup
© Great Minds PBC

Instructions and Sample Results
Follow the instructions below to set up the writing tool investigation before the lesson.
Materials: aluminum foil (1 roll), cardboard (enough to create a 3″ square per group) or chipboard (4 sheets),
white chalk (2 sticks), dark-colored crayons (2), markers (2), pencils (2), plastic wrap (1 roll), 8.5″ × 11″ printer
paper (4 sheets), tape (optional), scissors (1), wax paper ( 21 roll)
Materials Note: Ideally, divide the class into groups of four students so all students are able to participate
fully in the investigation. Otherwise, divide the class into groups containing an even number of students.
Preparation
Prepare one set of writing surfaces for each group.
1. Cut the aluminum foil, wax paper, printer paper, and cardboard or chipboard into 3″ squares.
2. Wrap a sheet of plastic wrap tightly around the cardboard or chipboard square, and gather the edges
on the opposite side. If necessary, use tape to secure the plastic wrap.

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Writing tools: (top row, from left) chalk, crayon; (bottom row, from left) marker, pencil
Sample results:
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LESSON 23 RESOURCE
© Great Minds PBC

The chart shows some properties of beeswax.
Color Texture Hardness Type of Matter

Yellow Smooth Soft Solid
Circle two properties that make beeswax suited to building a

honey bee nest.
Why does each property make beeswax suited to nest building?

To answer the question, complete the sentences below.
Beeswax is . This property makes it suited to

building a honey bee nest because

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. This property makes it suited to
Why is beeswax a better material than twigs for building a

building a honey bee nest because
honey bee nest?

Beeswax is
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Engineering Challenge Rubric
© Great Minds PBC

Score each student’s engagement in the Engineering Challenge. The rubric describes evidence of student
engagement that meets expectations for each stage of the engineering design process. Use the blank
spaces as needed in the rubric to record evidence of student work that exceeds or falls below expectations.
Name: Date:
Engineering 1 2 3 4 Score
Design Process Does Not Approaches Meets Exceeds
Stage and Yet Meet Expectations Expectations Expectations
Standards Expectations Some evidence Sufficient More than
Addressed No evidence of engagement evidence of sufficient
of engagement in stage engagement evidence of
in stage in stage engagement
in stage
Ask SEP.3 The student

ETS1.A discusses
ways to test
materials (SEP.3)
to determine
whether they are
suited to solving
a problem (ETS1.A).
Imagine PS1.A The student asks

ETS1.A questions, makes
observations,
CC.6
and gathers
information
(ETS1.A) about the
ways materials
change during
testing and use
their findings
to determine that
the properties
of materials and
objects, including
shape and
stability, relate
to their purposes
and functions
(PS1.A, CC.6).
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310
in stage
Plan SEP.4 The student

PS1.A analyzes data
from tests (SEP.4)
CC.6
of materials
to choose
materials that
provide protection
from rain (CC.6)

and realizes
that the same
materials can
be used in different
ways (PS1.A).
Create SEP.3 The student uses

SEP.6 a set of materials
to design and
PS1.A
build (SEP.6, PS1.A)
a shelter that
provides protection
from rain. After
testing, the student
describes how
well the shelter
solves the problem
(SEP.3). (The
degree to which
the student’s
shelter is successful
should not affect
this score.)
Improve SEP.4 The student

ETS1.A analyzes data
from testing
CC.6
(SEP.4) to identify
improvements
that can be made
to the shelter’s
design (ETS1.A,
CC.6).
© Great Minds PBC
PhD SCIENCE®
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© Great Minds PBC

in stage
Share SEP.6 The student shares

ETS1.A details about the
construction and
success of the
shelter (SEP.6) and
describes the use
of the engineering
design process
to attempt
to solve the
problem (ETS1.A).

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312
Engineering Challenge Alignment Map
For teacher reference, this alignment map lists the NGSS elements assessed in each stage of the engineering
design process during the Engineering Challenge.
Stage SEP Element DCI Element CC Element
Ask SEP.3: Planning and Carrying Out ETS1.A: Defining and Delimiting
Investigations Engineering Problems
▪ Make observations (firsthand ▪ A situation that people want
or from media) and/or to change or create can
measurements of a proposed be approached as a problem
object, tool, or solution to be solved through

to determine if it solves engineering.
a problem or meets a goal. ▪ Before beginning to design
a solution, it is important

to clearly understand
the problem.
Imagine PS1.A: Structure and Properties CC.6: Structure and Function

of Matter ▪ The shape and stability
▪ Different properties are suited of structures of natural and
to different purposes. designed objects are related
ETS1.A: Defining and Delimiting to their function(s).
Engineering Problems
▪ Asking questions, making
observations, and gathering
information are helpful
in thinking about problems.
Plan SEP.4: Analyzing and Interpreting PS1.A: Structure and Properties CC.6: Structure and Function
Data of Matter ▪ The shape and stability
▪ Analyze data from tests of an ▪ A great variety of objects can of structures of natural and
object or tool to determine be built up from a small set designed objects are related
if it works as intended. of pieces. to their function(s).
Create SEP.3: Planning and Carrying Out PS1.A: Structure and Properties
Investigations of Matter
▪ Make observations (firsthand ▪ A great variety of objects can
or from media) and/or be built up from a small set
measurements of a proposed of pieces.
object, tool, or solution
to determine if it solves
a problem or meets a goal.
SEP.6: Constructing Explanations
and Designing Solutions
▪ Use tools and/or materials
to design and/or build
a device that solves a specific
problem or a solution
to a specific problem.
© Great Minds PBC
PhD SCIENCE®
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Stage SEP Element DCI Element CC Element
Improve SEP.4: Analyzing and Interpreting ETS1.A: Defining and Delimiting CC.6: Structure and Function
Data Engineering Problems ▪ The shape and stability
© Great Minds PBC

▪ Analyze data from tests of ▪ A situation that people want of structures of natural and
an object or tool to determine to change or create can designed objects are related
if it works as intended. be approached as a problem to their function(s).
to be solved through
engineering.
Share SEP.6: Constructing Explanations ETS1.A: Defining and Delimiting

and Designing Solutions Engineering Problems
▪ Use tools and/or materials ▪ A situation that people want
to design and/or build to change or create can
a device that solves a specific be approached as a problem
problem or a solution to be solved through
to a specific problem. engineering.

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L2 ▸ M1 ▸ Appendix A ▸ Lesson 24 ▸ Resource B PhD SCIENCE®
Engineering Design Process Visual
Plan
Imagine
Create
Ask
Improve
Share
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LESSON 25 RESOURCE
Materials Test Sample Results
© Great Minds PBC

Material(s) After Spraying After Removing
Fabric (cotton cloth)
Plastic (plastic wrap)
Paper (index card)
Metal (aluminum foil)

315 Wood (craft sticks)
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LESSON 27 RESOURCE
316
Shelter Test Procedure
Follow the instructions below to carry out the shelter test during Lesson 27.
Procedure
1. Tell each group to place their construction paper square on a full-size sheet of construction paper
and then to either place their completed shelter over the paper square or build the shelter around
the square.

2. Hold the spray bottle directly above the shelter at a distance of approximately 30 cm (12 inches).
Spray the shelter 10 times with water. Do not disturb the shelter for 1 minute.
© Great Minds PBC

PhD SCIENCE®
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3. Score the shelter on its stability. Have students record in their Science Logbooks (Lesson 25 Activity Guide)
whether the shelter remained standing after the test.
4. Move the shelter or carefully remove a piece of the shelter to observe the construction paper square
inside. Be sure not to let any water remaining on the roof drip onto the paper when moving the shelter
© Great Minds PBC

or removing the piece of the shelter.
5. Score the shelter on its ability to withstand water. Have students record in their Science Logbooks
(Lesson 25 Activity Guide) the number of dry quadrants on the construction paper square.

317
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LESSON 29 RESOURCE
318
Key Term Cards
Print and cut out enough copies of the cards so each student receives one card. Consider using card stock
and laminating for multiple uses. Distribute the cards during the Lesson 29 Launch, making sure to pass out
each term at least once.

Classify Cooling Freezing
Irreversible
Heating Liquid
change
Material Matter Melting
Reversible
Object Property
change
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Volume
Suited
Weight
Solid
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320
Edgar Degas Background Information
Read aloud the following information to prepare students for the End-of-Module Assessment.
▪ Edgar Degas was a French artist who was famous for colorful paintings. His paintings often showed
racehorses, singers, and ballet dancers.
▪ In 1881, he surprised everyone with a sculpture of a young ballerina named Marie. He called the
sculpture Little Dancer Aged Fourteen.

▪ At the time, many artists made sculptures from bronze, a metal, or marble, a kind of stone. Degas did
something new. He used many different materials to create Little Dancer.

▪ Degas even gave Little Dancerreal clothes and hair. His original sculpture wears a fabric ballerina tutu
and slippers. On the sculpture’s head, he placed a wig made of real hair tied with a wide silk ribbon.
© Great Minds PBC

PhD SCIENCE®
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End-of-Module Assessment Setup
© Great Minds PBC

Instructions
Follow the instructions below to prepare the materials for the End-of-Module Assessment.
Materials: prepared beeswax samples from Lesson 19 (1 per student pair), 5″ × 36″cheesecloth from Lesson 27,
gray nonhardening modeling clay from Lesson 27, jumbo craft sticks from Lesson 27 (1 per student pair), 4 oz
clear plastic jars with lids (1 per student pair), plastic handheld magnifiers (1 per student), marker (1 per class),
masking tape, scissors (1 per class)
Materials Note: Students require these materials to complete the first item of the End-of-Module
Assessment. Do not collect them until all students complete the assessment.
Preparation
Prepare enough sets of materials for each student pair to receive the following four samples: beeswax, clay,
fabric, and wood.
1. Cut the cheesecloth into 3″ × 5″ pieces.

1
2. Divide the clay and roll into roughly 2 oz balls. Place each ball in a jar, and seal the jar loosely. Use the
masking tape and marker to label the lid Clay.
3. Loosen the lids of all prepared beeswax samples. If a lid from Lesson 19 is unlabeled, use the masking
tape and marker to label the lid Beeswax.
4. Use the marker to label the cheesecloth pieces Fabric and the craft sticks Wood.

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LESSON 31 RESOURCE
322
Crosscutting Concept Cards
Print and cut out the Energy and Matter card to use in Lesson 31. Consider also printing and cutting out
cards for other Crosscutting Concepts students are familiar with. Refer to these cards during relevant
moments in future lessons.

Patterns
© Great Minds PBC

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Scale, Proportion,
Cause and Effect
and Quantity
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Energy and Matter

System Models
Systems and
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and Function
Stability and
Structure
Change
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Appendix B
Module Storyline
Anchor Phenomenon: Birds Building Nests

Essential Question: Why do different kinds of birds use certain materials to build their nests?
Conceptual Overview
1. Matter can be described and classified by its properties.
2. Matter can change in different ways.
3. The properties of matter make materials suited to different purposes.
NGSS Performance Expectations

2-PS1 Matter and Its Interactions
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are 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 changes caused by heating or cooling can be reversed and some cannot.
K–2-ETS1 Engineering Design
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 through the
development of a new or improved object or tool.
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L2 ▸ M1 ▸ Appendix B PhD SCIENCE®
Concept 1: Properties of Matter (Lessons 1–13)

Focus Question: How can we describe and classify matter?
Lessons 1–3
Phenomenon Question: What can Wonder:* We begin by observing materials such as twigs and vines and share what we notice about them. We discuss that birds use
a bird nest look like? these materials to build nests. Our teacher asks us what we know about birds and their nests.
Phenomenon: Birds building nests Organize: We observe more nest building materials by using our senses and discuss how birds might use these materials. We learn
that scientists use models to record and explain their thinking, and then we make an initial bird nest model by drawing how birds
Spotlight on Three-Dimensional might use the materials we observed to build nests.
Integration: Students describe
materials (PS1.A) that bird nests can Reveal: We compare our drawing with a partner’s drawing and then with a picture of a blue jay nest from A Nest Is Noisyby Dianna
be made of (CC.4) and ask questions Hutts Aston and Sylvia Long (2015). We determine that some of the materials blue jays use to build nests are different from the
(SEP.1) about bird nests and their materials we included in our drawing.
materials. Organize: We observe a picture of what looks like sacks or baskets hanging from a tree. We learn that these are baya weaver
Knowledge Statement: Birds use bird nests.
a variety of materials to build Wonder: Next, our teacher shows us pictures of different bird nests, and we share our observations and questions. We discuss that
their nests. the nests look very different and are made of different materials.
Reveal: Our teacher reads aloud from A Nest Is Noisy, and we use a nonverbal signal each time we hear an item birds use to build
nests. We share our thinking about what a bird nest can look like.
Reveal and Distill: We then work as a class to develop an anchor model that shows our learning about bird nests. We use our initial
bird nest models to help us decide which details to include. As we agree on the details to include, our teacher draws them on the
anchor model.
Bird Nests
Leaves
Vines
Twigs
String
Vines Vines Moss
Bark
Twigs Grass Bark
String
* The purple headings indicate the relevant content stage within the content learning cycle. See the Implementation Guide for more information on the content learning cycle.

PhD SCIENCE®L2 ▸ M1 ▸ Appendix B
Know: We think about all the bird nests we have observed and discuss new questions we have.
Wonder and Organize: We discuss some of the materials bird nests can be made of, and our teacher chooses one material for
us to observe and describe. We talk about how we can describe the material and agree that we cannot describe other nest
materials in the same way. Our teacher tells us that we will look at other materials and explore ways to describe them.
Reveal: Next, our teacher divides the class into groups, and each group receives a metal teaspoon and a white plastic fork.
We observe the similarities and differences between the spoon and the fork and record them on a comparison chart in our Science
Logbooks. Then we share our ideas with the class, and our teacher captures the similarities and differences on a class comparison
chart. Our teacher shows us how to categorize the words that describe the spoon and the fork by circling words that describe
their color and their shape with different colored markers. We follow along with our teacher to group all the words into categories.
As a class, we create a list of these descriptive words and their categories, which include color, texture, flexibility, hardness, size,
shape, and weight. Our teacher explains that weight is how heavy or light something is.
Then our teacher shows us a white plastic teaspoon and a large metal fork. We compare them with the metal teaspoon and white
plastic fork we observed earlier and discuss their similarities and differences. Our teacher explains that the metal spoon and metal
fork are made of the same material, just like the plastic spoon and plastic fork, but these objects have different sizes, shapes, and
weights because they are made of different amounts of the same materials. We learn that a material is anything an object is made
of or can be made of, and an object is a certain amount of material or materials put together in a certain way.
We then learn that a property is anything about an object or a material that can be observed or measured. Our teacher explains
that some categories on the class list are properties of materials, and some categories are properties of objects. On the list,
we label the color, texture, flexibility, and hardness categories Properties of Materials, and we label the size, shape, and weight
categories Properties of Objects.
Distill: We think about what we have learned so far about how we can describe objects and materials. We add our learning to the
class anchor chart.


• Size, shape, and weight are properties of objects.
We then use our learning about objects and materials to update the anchor model.
Bird Nests
Leaves
Vines
Twigs
String
Vines Vines Moss
Bark
Twigs Grass Bark
String
Organize: We work with a partner to discuss new questions we have about bird nests. Our teacher records our questions to create
a driving question board and then summarizes the theme of our questions to develop the Essential Question: Why do different kinds
of birds use certain materials to build their nests?

Lessons 4–7
Phenomenon Question: In what ways Wonder and Organize: We begin by watching a video of a hummingbird adding material to its nest. We share what we notice
are solids and liquids different? about the video and what questions we have about the video. Our teacher reminds us of the list of properties we made in the
previous lesson. We discuss that although we can use some of the words from the list to describe the nest material we saw in the
Phenomenon: Behavior and
video, we also need to use other words. Our teacher adds these new words to the list and tells us that we will examine more objects
properties of solids and liquids
and materials.
Reveal: Our teacher tells us that we will observe six samples of objects and materials. As a class, we discuss how we might explore
Integration: Students use their
the samples with magnifiers, with jars with lids, and with cups. We decide that we can use the magnifier to observe the samples
observations (SEP.4) to classify
up close, the jars with lids to listen to the samples when we shake them, and the cups to pour the samples. In groups, we observe
samples of solids and liquids (CC.1)
the six samples, record our observations, and share those observations with the class. Our teacher records the new words we used
by their properties (PS1.A).
to describe the samples on the class properties list. We reflect on the list and discuss new questions we have about the properties
Knowledge Statement: Classification of objects and materials.
of objects and materials requires
Distill: Our teacher shows us a pencil and asks us to describe its properties. Our teacher then breaks the pencil in half and asks
observation of their properties.
us to describe its properties again. As a class, we discuss how some of the pencil’s properties changed while others did not. Our
teacher explains that although the pencil’s size, shape, and weight changed when it was broken, the properties of its materials,
such as color and texture, did not change. Our teacher reminds us that the properties of size, weight, and shape describe objects
but not materials because these properties can change even if the properties that make up the object remain the same.
Wonder and Organize: We observe a picture of different shapes and discuss how we could sort the shapes by their properties.
We learn that when we groups things by the properties they have in common, we classify them. Our teacher asks us to think about
how we could classify the objects and materials we have already observed. We discuss how we could classify objects and materials
by their properties in many ways.
Reveal: Next, we work in groups to classify different samples by their properties. We share how we classified the samples and
then reclassify them by using a new property. Then our teacher asks us to classify the samples into only two groups. As a class,
we discuss how we classified the samples. Our teacher focuses on groups that classified samples into a wet group and a dry group
and then asks us to indicate which category our group used to classify the samples. We realize that our class properties list does
not have a category that includes wet and dry. Our teacher explains that the groups that separated wet and dry samples grouped
their samples into solids and liquids. Our teacher asks us to share what we know about solids and liquids, and we use our answers
to develop class descriptions of them.
Wonder and Organize: We watch the video of the hummingbird adding material to its nest again. Our teacher divides the class
into groups and gives each group a cotton ball, which is like the material the bird is adding to its nest. Our teacher then asks
us to decide whether the cotton ball is a solid or a liquid. We share our thinking and decide that we need to explore more materials
to improve the class descriptions of solids and liquids.
Reveal: In groups, we visit different stations that have solid and liquid samples in different containers. We observe each sample and
then pour it from its container into another container. We draw our observations in our Science Logbooks and then move to the next
station. We observe marbles, plastic blocks, dish soap, seltzer, paper clips, and water. As a class, we discuss what we noticed about
the shapes of the samples we observed.

Distill: We discuss that the solid samples kept their shape, while the liquid samples changed shape in the new container. Our
teacher tells us that solids have a stable shape that can change with pushes or pulls and that liquids have a shape that changes
depending on the container. We update our class descriptions of solids and liquids with this new information. Our teacher hands
out a cotton ball to each group again and reveals that it is a solid. We see that we can change the shape of the solid by pushing
or pulling it. We discuss how our understanding of solids and liquids has changed, and we update the Properties of Objects heading
on our class properties list to Properties of Solid Objects and Liquid Samples.
Wonder: We work in pairs to observe a jar of sand without opening or moving the jar. We share what we notice and then vote
on whether we think the sand is a solid or a liquid.
Organize: Our teacher asks us how we could figure out whether sand is a solid or a liquid. We discuss that we could look at the sand
with a magnifier, pour the sand to see how it moves, or use our other senses to make more observations.
Reveal: We draw a picture showing the sand in the jar and then shake the jar to observe the sand’s movement. We discuss what
we noticed about the sand when it moved, and then our teacher gives us magnifiers. We look into the jar and draw what we see
through the magnifier. Our teacher shows us a close-up picture of sand and points out the individual grains of sand. We discuss
how the properties of sand we observed helped us determine that sand is a solid. We vote again on whether we think sand is a solid
or a liquid and share what we have learned about the differences between solids and liquids.
Distill: We revisit A Nest Is Noisy, and our teacher reads aloud about the edible-nest swiftlet. We learn that this bird uses saliva,
a liquid, as a nest building material. We add our new learning about solids and liquids to the anchor chart.

• Size, shape, and weight are properties of solid objects and liquid samples.
• A solid has a stable shape, but pushes and pulls can change its shape.
• A liquid has a shape that changes depending on the container it is in.
Know: We return to the driving question board and generate new questions to add.



Why do birds How can

H What other
Why do What other use these different birds use
objects and
birds make animals materials materials liquids to
nests? make nests? to make share build their
their nests? properties? nests?
Humans use
structures.

Lessons 8–9
Phenomenon Question: What do all Wonder and Organize: We observe items in the classroom and share our observations. We discuss how to describe the items and
classroom items have in common? agree that other items in the classroom cannot be described in the same way. Our teacher tells us that we will explore how the
Phenomenon: Exploring the weight objects and materials we observed might be related.
and volume of classroom items Next, we work with a partner and choose a classroom item we can hold in our hands. We take turns trying to remove the object
Spotlight on Three-Dimensional from our partner’s hands without their noticing while their eyes are closed. Our teacher shows us a scale and demonstrates how
Integration: Students compare the to use it by adding different amounts of water to the cups on each side. We notice that the cup with more water is lower than the
weight of classroom items (CC.3) cup with less water. We reason that the water on the lower side of the scale is heavier than the water on the higher side of the scale.
and use observations of water Reveal: Our teacher divides the class into groups and distributes a scale, a marble, a pair of scissors, and a twig to each group.
displacement to describe (SEP.4) the After we explore the objects and the scale, we compare the weight of the objects and share our results. Our teacher asks us what
properties shared by all matter (PS1.A). would happen if one side of the scale were left empty. We investigate and observe that the side of the scale with an object
Knowledge Statement: Matter has is always lower than the side without an object. From our observations, we determine that the marble, scissors, and twig have
weight and takes up space (volume). weight. We reflect on our experiences with the objects we held in our hands and the water our teacher used during the scale
demonstration. We conclude that solid objects and liquid samples each have a certain weight.
Organize: We remember holding the classroom object with our eyes closed, and then we choose two different classroom objects
to hold in our hands. We notice that we are unable to hold the objects in the same place at the same time. Our teacher shows
us a graduated cylinder filled with water and a glass marble, and we wonder whether the marble and the water can be in the same
place at the same time. We draw the height of the water in our Science Logbooks.
Reveal: Our teacher demonstrates water displacement by placing the marble in the graduated cylinder filled with water. We watch
the water level rise and draw the new height of the water. We then think about what would happen to the water level if the marble
were removed and agree that the water would return to its previous level. We also consider how the water level would change
if two marbles were added, and we agree that the water level would rise again. We determine that the marble changes the
water level by taking up space. Our teacher tells us that volume, or the amount of space something takes up, is another property
of all classroom items. We discuss our past experiences with solids and liquids taking up space. We then add volume to our class
properties list.
Our teacher tells us that matter is anything that has weight and takes up space, and we list examples of matter such as the objects
in our classroom, bird nests, and our own bodies. We review our class descriptions of solids and liquids and work as a class to develop
more precise definitions.
Distill: We reflect on what all the objects and materials in our classroom have in common. We summarize our new learning
about matter by updating the anchor chart and changing the Objects and Materials heading to Matter. We then discuss how all
materials have weight and take up space, but a material’s weight and volume can be measured only when a person has a certain
amount of the material in the form of a solid object or liquid sample.

Matter
Distill: Our teacher shows us pictures of a dusky scrubfowl nest and a bee hummingbird nest in A Nest Is Noisy. We notice similarities
and differences between the nests, focusing on the incredible size difference. We apply our understanding of matter to the nests,
concluding that both have weight and take up space.

Lessons 10–11
Phenomenon Question: How are Wonder and Organize: Our teacher has us look again at the picture of the dusky scrubfowl nest in A Nest Is Noisy. We remember
smaller pieces put together to make its large size and that it is made of different materials. We then look at a picture of a baya weaver nest and watch videos of baya
larger objects? weavers building nests. We confirm that the baya weaver uses many pieces of grass to construct its nest. We think about times
when we or someone we know made an object from smaller pieces.
Phenomenon: Arranging pieces
to form objects Reveal: To learn more about how smaller pieces can be put together, we work in groups to build a structure with plastic building
blocks. Each group has the same number of blocks, and we must use all the blocks to build our structure. After we finish building,
we participate in a Gallery Walk to look at other groups’ structures. We notice that all the structures look different—some groups
made tall towers, while other groups made long, wide structures. We take our structures apart and create new, different structures.
observations (SEP.4) from building
We reflect on our experience and compare the two structures we built.
objects out of and breaking
objects into smaller pieces (CC.5) Distill: We look at two pictures of baya weaver nests and compare how the nests are similar to and different from each other.
to determine that many objects are We then think about the nests and the block structures we created. We recognize that both the structures and the nests are made
made from smaller parts (PS1.A). of many pieces and that even though they are made of the same materials, such as grass or blocks, they can look different and
have different shapes.
Knowledge Statement: Some objects
are made of pieces that have the Organize: Our teacher shows us a wall made with plastic blocks and a picture of a brick wall. We compare the walls and realize
same properties, while other objects that the brick wall is made of more than one material. We think about other objects that are made of more than one material.
are made of pieces that have
Reveal: We work in groups to take apart an orange half and study all the parts that make up the orange. We use our observations
differing properties. These pieces can
to determine that oranges are made of different materials, including both solids and liquids. Our teacher reminds us of the
combine in different ways to form
structures we built from plastic building blocks, and we compare the orange and the block structures. We recognize that both the
a variety of objects.
orange and the block structures are made of smaller pieces. While the block structures are made of pieces that have the same
properties, the orange is made of pieces that have different properties.
Distill: We add our new learning about pieces of objects to the anchor chart.

Matter
in different ways.
Lessons 12–13
Phenomenon Question: What are the Organize: We revisit pictures of bird nests in A Nest Is Noisyand reflect on our learning about matter. Our teacher explains that
properties of a honey bee nest? we will apply our learning to a new animal nest in a Conceptual Checkpoint.
Phenomenon: Properties of the Our teacher shows us the picture of a honey bee nest in A Nest Is Noisy, and we discuss what we already know about honey bees
materials found in a honey bee nest and their nests. Our teacher then shows us the front of the Honey Bees Knowledge Deck poster, and we share what we notice and
Spotlight on Three-Dimensional wonder about the picture. Our teacher reads aloud the text on the back of the Knowledge Deck poster about how honey bees
Integration: Students use their build their nest. We learn that they gather pollen and nectar from flowers to make honey and beeswax and that they store pollen,
observations (SEP.6) of materials nectar, and honey in hollow tubes that form a honeycomb. We each receive a Honey Bees Knowledge Deck card to refer to during
found in a honey bee nest (CC.4) the Conceptual Checkpoint.
to describe and classify the properties Know: We begin the Conceptual Checkpoint by observing samples of materials in honey bee nests. We work independently
of matter (PS1.A). to describe the properties of each material. We then classify the materials by the properties they have in common and share our
Knowledge Statement: Matter can observations and classifications with the class.
be described and classified by its We continue the Conceptual Checkpoint by selecting a claim that best describes why the shadow of a honey bee nest is or is not
properties. an example of matter. We then observe honey and beeswax samples through a magnifier and identify each as a solid or a liquid.
We discuss the reasoning behind our claims. Finally, we describe the properties of the honey and beeswax.
We revisit the driving question board to determine which questions we can now answer. As our teacher reads each question
aloud, we sort the questions into two columns: questions we can answer and questions we cannot yet answer. After we sort all the
questions, our teacher introduces the Concept 1 Focus Question: How can we describe and classify matter?


How can we describe and classify matter? Unanswered Questions
What other Do birds of Why are

Does every Do all Why do
materials do the same kind bird there so
make a birds make birds make
birds use use the same many kinds of
different nests? nests?
to build materials to kind of nest? bird nests?
How can Why do birds What other
Do all different
blue jay What other use these birds use
objects and
nests look materials animals materials liquids to
the same? share make nests? to make build their
properties? their nests? nests?
Humans use
to build many kinds
animals that
make nests.
structures.
We reflect on our new learning and share ways to describe matter. Then we update the anchor model to show our new learning
about matter.

Bird Nests
Vines Vines Moss
Twigs Grass Bark
Edible-Nest Swiftlet
Saliva
Birds make all kinds of different nests. Bird nests are objects made of many different materials. These
materials have many different properties, but they are all made of matter. Birds use solids and liquids to build
their nests.

Concept 2: Matter Can Change (Lessons 14–19)

Focus Question: How can matter change?
Lessons 14–16
Phenomenon Question: How does Wonder: We observe pictures of Niagara Falls in different seasons. We notice that one picture shows the falls moving normally and
Niagara Falls go through changes the other shows them partially frozen. We wonder why the falls look so different in the pictures.
in type of matter? Organize: We think about how Niagara Falls changes from solid to liquid. We offer ideas about how to investigate changes from
Phenomenon: The seasonal reversible solid to liquid and agree to explore these changes.
change of Niagara Falls from Reveal: Our teacher divides the class into groups and places the following solid objects into a plastic bin for us to investigate: an ice
liquid to solid cube, butter slices, white chocolate chips, a plastic spoon, and glass marbles. We record the properties of the objects on the chart
Spotlight on Three-Dimensional in our Science Logbooks, and we measure the temperature of the air in the classroom with a thermometer. Before our teacher heats
Integration: Students develop the objects, we predict which objects will change when heated. Our teacher heats the objects in a warm water bath, and we record
a model to represent (SEP.2) their the properties of the objects during heating. We notice that the ice cube, butter slices, and white chocolate chips melt, but the
understanding that heating or cooling plastic spoon and marbles do not. As we compare our predictions with our observations, our teacher tells us that we will allow the
a material (PS1.B) can cause (CC.2) objects to stay in the classroom overnight.
a reversible change. Organize: The next day, we predict how the temperature of the water and the objects may have changed since we last saw them.
Knowledge Statement: Heating Our teacher places the thermometer in the water bath, and we observe that the water has cooled.
or cooling can cause changes Reveal: We return to the cooled objects and observe their properties. We notice that the white chocolate and butter are solid
in matter. again, while the melted ice is still liquid. The plastic spoon and marbles are unchanged.
We analyze the results by updating the chart in our Science Logbooks. We recognize that some objects melt when heated
and wonder whether the plastic spoon and glass marbles can melt. We watch a video to observe that plastic and glass melt
at temperatures higher than that of the warm water bath. We learn that, while the temperature at which objects melt may vary,
many solids can change to liquids when heated.
We return to our results to analyze the effect cooling has on type of matter. We see that all the objects except for the ice cube are
solid after cooling. Our teacher tells us that these objects froze when they changed from liquid to solid. We conclude that the ice
cube did not freeze because the temperature in the classroom was not cool enough. We notice the pattern of changes between
solid and liquid when objects are heated and cooled. Our teacher tells us these types of changes are reversible, which means that
they can be undone.
Distill: We act out reversible changes by demonstrating what solids and liquids look like with our bodies. Some of us stand very still
to show that we are solids, and some of us wiggle our arms and legs to show that we are liquids. Next, our teacher shows us a video
of icicles melting. We observe water dripping from the icicles as they melt, leading us to conclude that the temperature of the
icicles must have risen.
We work in groups to develop a model that shows the relationship between temperature and type of matter. We arrange arrows
and pictures of the solid and liquid objects from our heating investigation to show cause and effect relationships. We explain how
our models show reversible changes.
We use our new learning about reversible changes to update the anchor chart.

Matter
in different ways.
Matter Can Change

Know: Our teacher has us look again at the picture of the blue jay nest in A Nest Is Noisy.We notice the sticks and twigs that make
up the nest. Then we watch a video of a log burning and notice that the wood is changing color from brown to black. We wonder
whether the changes we saw in the video are reversible.

Lessons 17–18
Phenomenon Question: Once Wonder: Our teacher shows us a slice of bread. We discuss its properties and our ideas for how we could change those properties.
we toast bread, can we change Organize: We learn from our teacher that we will observe how the properties of bread change when it is heated. Then we work
it back to bread before toasting? in groups to observe and record the properties of a slice of bread by using our senses of touch, smell, and sight. Our teacher shows
Phenomenon: The irreversible change us a toaster and explains that we will heat the slices of bread to a temperature above those shown on the color band thermometer.
caused by toasting bread Reveal: We observe the properties of the toasted slice of bread. We use our senses to notice changes in color, hardness, flexibility,
Spotlight on Three-Dimensional and smell.
Integration: Students use their Organize: We discuss whether the changes to the properties of bread are reversible and agree that we do not have enough
observations as evidence (SEP.6) evidence to reach a conclusion. We brainstorm about how to design an investigation to gather evidence of a reversible change.
to claim that toasting causes (CC.2) We decide to allow the toast to cool in the classroom overnight and discuss the evidence we will look for to determine whether
changes to bread that are not a reversible change occurred.
reversible (PS1.B).
Reveal: The next day, we use our senses to observe the properties of the toasted bread, which cooled overnight. When we compare
Knowledge Statement: Some the properties of the toast by updating the chart in our Science Logbooks with a partner, we do not find evidence of any changes
changes in matter are reversible, after cooling. We determine that many of the properties, including color, hardness, and flexibility, remained the same after the
while other changes are irreversible. toast cooled.
Distill: From our results, we determine that it is not possible to change bread back to the way it was before toasting. Our teacher
explains that the bread went through an irreversible change. We summarize the evidence we gathered and conclude that
an irreversible change occurred when the bread was toasted. We describe the differences between reversible and irreversible
changes and update the anchor chart.

Matter
in different ways.
Matter Can Change

Know: Finally, we pose new questions about how matter, including nest materials, can change, and we add these questions to the
driving question board.

Lesson 19
Phenomenon Question: How does Organize: We return to the picture of the honey bee nest and are reminded of the materials in the nest, including pollen, nectar,
beeswax change when heated honey, and beeswax. Our teacher reads us information about honey bees, and we discuss our ideas about how honey bees take
and cooled? care of their nests. We wonder how temperature affects the materials in a honey bee nest.
Phenomenon: Changes in honey bee Know: We complete a Conceptual Checkpoint to demonstrate our understanding of changes in matter. We begin by watching
nest materials a video of beeswax being heated and observe solid beeswax after it has cooled. Then we work independently to complete a model
by identifying the processes that occur when the beeswax changes from solid to liquid and from liquid to solid. Next, we identify the
causes of these changes as heating and cooling. We use evidence to explain how the model shows a reversible change in beeswax.
We share our responses and summarize our learning by recognizing that honey bees take care of their nests by controlling the nest
observations as evidence (SEP.6)
temperature to prevent changes in the materials.
to claim that heating and cooling
cause (CC.2) changes to beeswax that We look at a picture from A Nest Is Noisyof an ovenbird, and our teacher confirms that the ovenbird’s nest includes mud, clay, and
are reversible (PS1.B). grass. We watch a video of dog lying in a mud puddle, and then we compare the properties of the mud in the puddle with the
properties of the mud in the ovenbird nest. We agree that the properties of the mud in the ovenbird nest changed as is dried out
Knowledge Statement: Matter can and hardened. Then we update the anchor model to show our new learning that matter can change.
change in different ways.
Bird Nests
Vines Vines Moss
Twigs Grass Bark
Clay - red, solid
Edible-Nest Swiftlet Ovenbird
Saliva Mud
Clay
Grass

their nests. Some nest materials, such as saliva or mud, change during nest building.
Know: We revisit the driving question board and continue to sort the questions that we have answered from the questions that
remain unanswered. Our teacher introduces the Concept 2 Focus Question: How can matter change? We use what we have learned
so far to think about how we can answer this question. We share our learning as a class.

How can we describe and How can Unanswered Questions

classify matter? matter
change?
g
materials do the same kind What nest Why are
materials Do all Why do
birds use use the same birds make there so birds make
to build materials to go through many kinds of
changes? nests? nests?
their nests? build nests? bird nests?
Does every Do all What kinds Why do birds What other

bird make a blue jay of changes What other use these birds use
different nests look happen animals materials liquids to
kind of nest? the same? to nest make nests? to make build their
materials? their nests? nests?
How can Why does
different heating or How else
objects and
materials cooling can matter
share matter change?
properties? change it?
Humans use
There are
Phenomena:: materials the only many kinds
make nests.
structures.

Concept 3: Suitability (Lessons 20–22)

Focus Question: Why is understanding the properties of matter useful?
Lessons 20–22
Phenomenon Question: Which writing Wonder: Our teacher shows us a piece of wax paper and a crayon and explains that both contain wax, just like honey bee nests
tool is best? contain beeswax. We predict whether the crayon will write on the wax paper and explain our predictions.
Phenomenon: Suitability Organize: We work with a partner to explore how crayons write on wax paper. We observe and share the properties of the crayon
of writing tools and wax paper, and our teacher captures these properties on a class list. We agree that the properties of both the crayon and
the wax paper affect our ability to read the message, and we plan to learn more about crayons as we continue to investigate the
properties of materials.
Integration: Students analyze data
from testing (SEP.4) of a variety Reveal: Our teacher reads aloud The Crayon Man: The True Story of the Invention of Crayola Crayonsby Natascha Biebow and
of writing tools and surfaces (CC.4) Steven Salerno (2019). We learn about Edwin Binney and the invention of crayons. We agree that the properties of early crayons
to determine that objects and described in the story would make the crayons difficult to use, which is why Binney wanted to invent better crayons.
materials have properties that
Organize: We discuss our experiences with using writing tools. We return to The Crayon Manand discuss how the examples from
make them suited to different
the text did not work well for drawing. We propose different ways to test whether a writing tool works well.
purposes (PS1.A).
Reveal: We work in groups to investigate one of four writing tools on four different writing surfaces. Each member of our group
Knowledge Statement: The
chooses a number between 1 and 9 and writes the number on their square of writing surface. We take turns walking 10 steps away
properties of a material or an object
and challenging the other group members to read our numbers. We record the results of our investigation and share them with the
make it suited to a specific purpose.
class. Then we compile our data to create a class bar graph showing how many surfaces each writing tool successfully wrote on.
We see that some writing tools are more successful than others, and we describe how the properties of the writing tool and surface
affect the ability to write. We agree that certain combinations are more successful than others and learn that the word suited
means appropriate for a specific purpose.
Distill: We discuss which writing tool we thought worked the best and agree that bestcan mean different things depending on the
purpose of the writing tool. We distill our learning that materials are suited for specific purposes and update the anchor chart.

Matter
in different ways.
Matter Can Change

Suitability
• The properties of matter make objects and materials suited to specific purposes.

Distill: Our teacher reads an excerpt from The Crayon Man.We apply our understanding of how writing tools are suited to specific
purposes to other objects and materials. We explore how bird nest materials are suited to their purpose.
Our teacher reads aloud from A Nest Is Noisyabout flamingos and the nests they build from mud. We discuss how mud is suited
to flamingo nests. Then we apply our learning about suitability to other bird nests we saw throughout the module. We update the
anchor model to reflect our new knowledge about suitability.
Bird Nests
Vines Vines Moss
Twigs Grass Bark
Clay - red, solid
Stones - hard, smooth, solid Edible-Nest Swiftlet Ovenbird Flamingo
Saliva Mud Mud
Clay Stones
Grass Grass
their nests. Some nest materials, such as saliva or mud, change during nest building. Birds use materials with
properties that make the materials suited to building their nests. Some materials, such as leaves, grass, and
mud, are suited to building many kinds of bird nests.
Distill: We revisit the driving question board and pose new questions we have about how the properties of certain materials are
suited to different bird nests.

Lesson 23
Phenomenon Question: Why Organize: We return to the picture of the nest on the Honey Bees Knowledge Deck poster, and our teacher points out the structure
do honey bees use beeswax to build of honeycomb. We make observations and discuss how honey bees make honeycomb.
their nests?
Know: We complete a Conceptual Checkpoint to demonstrate our understanding of how beeswax is suited to building honey
Phenomenon: Suitability of honey bee bee nests. Our teacher reads text describing how honey bees shape the beeswax to form the honeycomb and then writes this
nest materials information on the whiteboard. From a list of the properties of beeswax, we select two properties that make it suited for nest
building and explain our reasoning. Our teacher hands each of us a twig, and we use our new knowledge to explain why beeswax
is better than twigs for building honey bee nests.
knowledge of the properties We revisit the driving question board and continue to sort the questions we have answered from the questions that remain
of beeswax to explain (SEP.6) why unanswered. Our teacher shares the Concept 3 Focus Question: Why is understanding the properties of matter useful? We share
beeswax is suitable (PS1.A) for examples of what we have learned about suitability.
use as a honey bee nest building
material (CC.4).
Knowledge Statement: The

properties of matter make materials
suited to different purposes.


How can we describe and How can matter change? Why is understanding the
classify matter? properties of matter useful?
What other Do birds of What kinds Why do birds

What nest How do birds
materials do the same kind of changes use these
materials choose which
birds use use the same happen materials
go through materials
to build materials to to nest to make
changes? to use?
their nests? build nests? materials? their nests?
What other
Does every Do all Why do so materials are
bird make a blue jay many birds suited to
different nests look use grass in building
kind of nest? the same? their nests? bird nests?
How can
different
objects and
materials
share
properties?
Humans use
to build many kinds
animals that
make nests.
structures.

Application of Concepts (Lessons 24–31): Engineering Challenge, Socratic Seminar, End-of-Module Assessment
Lessons 24–28 (Engineering Challenge)
Phenomenon Question: What Wonder: We begin by looking at several nests in A Nest Is Noisy. We then discuss as a class that nests are shelters that provide
materials are suited to building animals with protection. We further discuss that shelters can provide protection from rain, and our teacher tells us that both
a shelter that provides protection humans and animals seek shelter to stay dry. Our teacher tells us that our Engineering Challenge will be to design and build
from rain? a shelter that can protect people, animals, and objects from rain.
Phenomenon: Engineering a shelter Organize: We review the engineering design process by rereading excerpts from The Crayon Manand connecting them to each
to provide protection from rain stage of the engineering design process.
Spotlight on Three-Dimensional We begin the engineering design process with the Ask stage. We work as a class to define the problem as people, animals, and
Integration: Students design and objects getting wet when it rains. We draw a picture on a square of construction paper to show the person, animal, or object
build a shelter (SEP.6) that provides we want to keep dry. Our teacher tells us that we will work in groups to design and build rain shelters to protect the people,
protection from rain by applying their animals, and objects we drew.
understanding that the properties As a class, we discuss how we will know whether our solution is successful. After our discussion, our teacher tells us that our shelters
of materials determine which must meet certain criteria to be successful: The shelter must keep our construction paper square as dry as possible, it must
materials are most suited to a specific be at least 2 inches tall and large enough to cover the paper square, and it must be stable enough to remain standing during and
purpose (PS1.A) and that a structure’s after testing. Our teacher asks us what questions we have and reveals some of the materials we will use when we build our shelters.
shape and stability relate to its We discuss how we might test some of the materials to determine whether they will remain stable when wet and whether they are
function (CC.6). suited to providing protection from rain.
Knowledge Statement: People can Reveal: Next, we move to the Imagine stage and test our materials to determine which ones we will include in our solutions.
apply their knowledge of materials We spray samples of fabric, metal, paper, plastic, and wood with water and observe them after a short time. We record whether the
and their properties to solve problems. water went through the materials and whether the materials changed shape. We analyze the results and use them to decide which
materials we will use in our solutions. Then we are ready to move to the Plan stage, during which we individually draw sketches
of possible shelters. Next, in groups, we compare plans and decide on one design to move forward with. We draw a detailed plan
and label each of the materials we will use.
During the Create stage, we work in our groups to use our selected materials and our plan to build our shelters. Once each group
creates its shelter, our teacher tests it by spraying water on it from above. We determine how successful our solution is by looking
at how much of our paper square got wet and examining the shape of our structure to see if it remained stable. Then we discuss
what worked well and what we would change about our designs based on the results of the test.
Distill: In the Share stage, we present our work and our learning to the rest of the class. We also reflect on other groups’ shelters
to discuss how well different materials were suited to building a shelter that provides protection from rain.

Lessons 29–31 (End-of-Module Socratic Seminar, Assessment, and Debrief)
Phenomenon Question: Why was the Distill: As a class, we participate in a Socratic Seminar and discuss our Essential Question: Why do different kinds of birds use certain
sculpture Little Dancer Aged Fourteen materials to build their nests? We use our work products from throughout the module to help us answer this question.
remade in bronze?
Know: We show our understanding of how matter can be described, classified, and used in the End-of-Module Assessment, and
Phenomenon: The casting of Little then we reflect on our learning throughout the module.
Dancer Aged Fourteenin bronze
Finally, we discuss any remaining questions about bird nests and how matter can be described, classified, and used.
Integration: Students apply their
understanding of the properties
of matter and the ways it can change
(PS1.A, PS1.B) to explain (SEP.6) the
need for Little Dancer Aged Fourteen
to be remade in bronze (CC.2).
Knowledge Statement:
Understanding the properties
of matter and the ways matter can
change helps people use materials for
specific purposes.

Appendix C
Module Glossary
These Level 2–appropriate descriptions of the module terminology are not intended to be complete definitions.
Term Description Lesson

Classify to group things by the properties they have in common 5
Cooling a process that can decrease a material’s temperature and cause other changes in the material 15
Freezing the change of matter from liquid to solid 15
Heating a process that can increase a material’s temperature and cause other changes in the material 14
Irreversible change a change that cannot be undone 18
Liquid a type of matter that has a shape that changes depending on the container it is in 9
Material anything that an object is made of or can be made of 3
Matter (n.) anything that has weight and takes up space 9
Melting the change of matter from solid to liquid 15
Object (n.) a certain amount of material or materials put together in a certain way 3
Property anything about an object or a material that can be observed or measured 3
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L2 ▸ M1 ▸ Appendix C PhD SCIENCE®
Term Description Lesson

Reversible change a change that can be undone 15
Solid a type of matter that has a stable shape, but pushes and pulls can change its shape 9
Suited appropriate for a specific purpose 21
Volume the amount of space something takes up 9
Weight how heavy or light something is 3
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Appendix D
Domain-Specific Words, General Academic

Words, and Spanish Cognates
Type Word(s) Spanish Cognate

Module Key Terms Classify Clasificar
(Tier Two or Three)
Cooling None
Freezing None
Heating None
Irreversible change None
Liquid Líquido
Material Material
Matter (n.) Materia
Melting None
Object (n.) Objeto
Property Propiedad
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L2 ▸ M1 ▸ Appendix D PhD SCIENCE®
Type Word(s) Spanish Cognate

Module Key Terms Reversible change None
(Tier Two or Three)
Solid Sólido
Suited None
Volume Volumen
Weight None
Domain-Specific Words Beeswax None

(Tier Three)
Engineering design process Proceso de diseño de ingeniería
Flexibility Flexibilidad
Hardness None
Nectar Néctar
Pollen Polen
Shelter None
Temperature Temperatura
Thermometer Termómetro
Texture Textura
General Academic Words Color (n.) Color

(Tier Two)
Grain Grano
Item None
Sample (n.) None
Stable Estable
Structure (n.) Estructura
Surface (n.) Superficie
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PhD SCIENCE®L2 ▸ M1 ▸ Works Cited
Works Cited
Aston, Dianna Hutts, and Sylvia Long (illustrator). 2015. A Nest Is Noisy. National Governors Association Center for Best Practices, Council of Chief
San Francisco: Chronicle Books. [All references to A Nest Is Noisy State School Officers (NGA Center, CCSSO). 2010a. Common Core
are from this source.] State Standards for English Language Arts & Literacy in History/
Social Studies, Science, and Technical Subjects. Washington,
Biebow, Natascha, and Steven Salerno (illustrator). 2019. The Crayon Man: DC: NGA Center, CCSSO. [All references to Common Core State
The True Story of the Invention of Crayola Crayons. Boston: Standards for English Language Arts & Literacy are from this source.]
Houghton Mifflin Harcourt. [All references to The Crayon Man are
from this source.] National Governors Association Center for Best Practices, Council of Chief
State School Officers (NGA Center, CCSSO). 2010b. Common Core
Jones, Howard (author), and Genevieve E. Jones, N. E. Jones, and State Standards for Mathematics. Washington, DC: NGA Center,
Eliza J. Schulze (illustrators). 1886. Illustrations of the Nests and CCSSO. [All references to Common Core State Standards for
Eggs of Birds of Ohio: With Text. 2 vols. Circleville, OH, 1879–1886. Mathematics are from this source.]
https://www.biodiversitylibrary.org/bibliography/51146#/summary.
[Quote in Module Overview epigraph is from page 42.] NGSS Lead States. 2013. Next Generation Science Standards: For States,
By States. Washington, DC: The National Academies Press.
National Gallery of Art (NGA). 2020. “Edgar Degas: Little Dancer Aged [All references to NGSS are from this source.]
Fourteen.” Accessed December 2, 2020. https://www.nga.gov
/collection/highlights/degas-little-dancer-aged-fourteen.html. Tyson, Peter. 1999. “Anatomy of a Hive: Temperature.” In Tales from the Hive.
NOVA Online. Aired January 4, 2000. WGBH Science Unit, Public
NGA. 2020. “Modeling Movement: Degas’s Dancers.” Accessed December 2, Broadcasting Service (PBS). https://www.pbs.org/wgbh/nova/bees
2020. https://www.nga.gov/features/modeling-movement.html. /hivetemp.html.
SC_0201TE5_Works_Cited.indd 357 3/30/2021 11:45:31 AM

L2 ▸ M1 ▸ CreditsPhD SCIENCE®
Credits
Great Minds® has made every effort to obtain permission for the reprinting Melting spoon video by BlackBoxGuild/Shutterstock.com, Molten glass video
of all copyrighted material. If any owner of copyrighted material by Ivan Golenkov/Shutterstock.com; pages 127, 143, Icicles video by Film
is not acknowledged herein, please contact Great Minds for proper Master/Shutterstock.com; pages 128, 146 (left) Jorge Moro/Shutterstock.
acknowledgment in all future editions and reprints of this module. com, (right) Anna Krivitskaya/Shutterstock.com; pages 144, 302, (composite
image from top left) onair/Shutterstock.com, PurMoon/Shutterstock.
Common Core State Standards for English Language Arts &Literacy com, P Maxwell Photography/Shutterstock.com, urfin/Shutterstock.
in History/Social Studies, Science, and Technical Subjects © Copyright 2010 com, Robyn Mackenzie/Shutterstock.com, Hortimages/Shutterstock.
National Governors Association Center for Best Practices and Council of Chief com; page 167, Beeswax video by Lost Mountain Studio/Shutterstock.
State School Officers. All rights reserved com, Dog video by Zayats Svetlana/Shutterstock.com; page 169, Beeswax
video by Lost Mountain Studio/Shutterstock.com; page 173, Dog video
Common Core State Standards for Mathematics © Copyright 2010 National by Zayats Svetlana/Shutterstock.com; page 179, 195 Flamingo nest
Governors Association Center for Best Practices and Council of Chief State video by BlackBoxGuild/Shutterstock.com; pages 255, 261, (top) Nattika/
School Officers. All rights reserved. Shutterstock.com, (bottom) P Maxwell Photography/Shutterstock.com;
pages 256, 262, (left) Seregam/Shutterstock.com, (right) Vladz_2009/iStock
Next Generation Science Standards: For States, By States © Copyright 2013 Photo; pages 257, 263, Edgar Degas, Little Dancer Aged Fourteen (detail),
National Academy of Sciences. All rights reserved. 1878–1881. Image credit: National Gallery of Art, New York, NY, USA Collection
of Mr. and Mrs. Paul Mellon; page 276, finchfocus/Shutterstock.com;
Pages 23, 275, eakkaluktemwanich/Shutterstock.com; page 25, (from left) page 277, poeticpenguin/Shutterstock.com; page 278, Marcus England/
finchfocus/Shutterstock.com, poeticpenguin/Shutterstock.com, Marcus Shutterstock.com; page 285, mayurfever4u14/Shutterstock.com; page 286,
England/Shutterstock.com; pages 44, 45, 59, Hummingbird video by andre Platoo Fotography/Shutterstock.com; page 296, Jorge Moro/Shutterstock.
baget/Shutterstock.com; page 69, 283, AlexussK/Shutterstock.com; com; page 297, Anna Krivitskaya/Shutterstock.com
pages 95, 96, 97, Weaverbird videos by SARIN KUNTHONG/Shutterstock.com;
page 101, (left) mayurfever4u14/Shutterstock.com, (right) Platoo Fotography/ All other images are the property of Great Minds.
Shutterstock.com; page 103, 287, Vladitto/Shutterstock.com; pages 127, 139,
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PhD SCIENCE®L2 ▸ M1 ▸ Acknowledgments
Acknowledgments
Great Minds Staff Max Oosterbaan, Tamara Otto, Sarah Oyler, Catherine Paladino,
Meagan Palamara, Christine Palmtag, Mallory Park, Emily Paulson,
The following writers, editors, reviewers, and support staff contributed to the Andy Peterson, Kim Pettig, Margaret Petty, Judy Plazyk, Lizette Porras,
development of this curriculum: Courtney Quarterman, Brianna Reilly, Jocelyn Rice, Kristen Riedel,
Leandra Rizzo, Karen Rollhauser, Allyson Romero, Carol Rose, Kim Rudolph,
Amanda Abbood, Maria Albina, Brian Aycock, Nina Barcelli, Trevor Barnes, Vicki Saxton, Michelle Schaut, Gina Schenck, Catherine Schmidt,
Koi Beard, Brianna Bemel, Kerry Benson, David Blair, Ranell Blue, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer,
Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Sharon Buckby, Nawshin Sharif, Aaron Shields, Erika Silva, Kerwyn Simpson, Violet Slepoy,
Sarah Bushnell, Adam Cardais, Eric Canan, Lauren Chapalee, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten,
Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Madeline Cronk, Marianne Strayton, Lisa Sweeney, Annie Tete, Melissa Thomson, Olga Tuman,
Natasha Curtis, Christopher Czochara, Jessica Dahl, Allison Davidson, Jennifer VanDragt, Freddy Wang, Lara Webb, Farah Weheba,
Kristin Davis, Brandon Dawley, Megan Dean, Jill Diniz, Erin Doble, Samuel Weyand, Dave White, Charmaine Whitman, Nicole Williams,
Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Tiffany Williams, Erin Wilson, Glenda Wisenburn-Burke, Armetta Wright,
Sandy Engelman, Tamara Estrada, Molly Fife, Soudea Forbes, Howard Yaffe, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler
Jennifer Forbus, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi,
Lisa Giddens-White, Ellen Goldstein, Laurie Gonsoulin, Margaret Goodner,
Pamela Goodner, Kristen Gray, Lorraine Griffith, Nathan Hall, Cassie Hart, Colleagues and Contributors
Lori Head, Sarah Henchey, Laurie Henry, Marcela Hernandez, Rachel Hirsh,
Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Libby Howard, We are grateful for the many educators, writers, and subject-matter experts
Rachel Hylton, Mamie Jennings, Marsha Kaplan, Amy Kanjuka, Ashley Kelley, who made this program possible.
Robert Kelly, Suzanne Klein, Lisa King, Sarah Kopec, Jenny Kostka,
Cindy Abel, Jessie Antonellis-John, Daniel Armstrong, Brandy Bishop,
Andrew Krepp, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee,
Tricia Boese, Thomas Brasdefer, Carolyn Buck, Andrew Chen,
Latausha Lee, Jennifer Leonberger, Latoya Lindsay, Katherine Longo,
Harry Dammers, Arthur Eisenkraft, Rachel Gritzer, Fran Hess, Betsy Kolodziej,
Scott Loper, Tom Loschiavo, Crystal Love, Susan Lyons, Kristi Madden,
Lora McCampbell, Melissa Morgan, Fred Myers, Jim O’Malley, Erin Pollyea,
David Malone, Maya Márquez, Siena Mazero, Stacie McClintock,
Neela Roy, Ed Six, and Larry Stowe
Miranda McDaniel, Cindy Medici, Sandra Mercado, Brian Methe,
Patricia Mickelberry, Mackenzie Most, Lynne Munson, Marya Myers,
Mary-Lise Nazaire, Corinne Newbegin, Bekka Nolan, Gillia Olson,
SC_0201TE7_Acknowledgments.indd 359 3/30/2021 3:01:45 PM

MODULE 1
2
LEVEL
Matter
T E AC H E R E D I T I O N
From grass and mud to stones and saliva, birds use an astonishing variety of materials
to build their nests. In this module, nest building inspires the study of matter. Students
observe a variety of solids and liquids to explore what all matter has in common and what
ON THE COVER
makes different materials unique. Next, they investigate how heating and cooling can cause
Little Dancer Aged Fourteen,
reversible and irreversible changes to materials. Students analyze a variety of materials to 1878–1881
determine their suitability for different purposes and apply their knowledge to design, build,
Edgar Degas, French, 1834–1917
and test a shelter to protect people and animals from the rain.
Pigmented beeswax, clay, metal armature,
rope, paintbrushes, human hair, silk and
PhD Science® appeals to students’ curiosity about their world. By grounding deep science linen ribbon, cotton faille bodice, cotton
and silk tutu, linen slippers, on wooden base
content in compelling, knowledge-rich phenomena and engaging experiences, PhD Science
National Gallery of Art, New York, NY, USA
inspires students to wonder about the world and empowers them to make sense of it.
Collection of Mr. and Mrs. Paul Mellon
LEVEL 2 MODULES
1. Matter 3. Plants
2. Earth Changes 4. Biomes
Great Minds® brings teachers and scholars together to craft exemplary instructional
materials that inspire joy in teaching and learning. PhD Science, Eureka Math®, and our
English curriculum Wit & Wisdom® all give teachers what they need to take students
ISBN 978-1-63642-712-6
beyond rote learning to provide a deeper, more complete understanding of the sciences,
mathematics, and the humanities.
9 781636 427126

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Why do different kinds of birds use certain

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Concept 1: Properties of Matter

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Concept 2: Matter Can Change

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Three Dimensions: At a Glance

Three Dimensions: In Detail

Science and Engineering Practices

▪ Make observations (firsthand or from media) and/or

SEP.4: Analyzing and Interpreting Data

▪ Record information (observations, thoughts, and ideas).

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Disciplinary Core Ideas

PS1.B: Chemical Reactions

▪ Heating or cooling a substance may cause changes that can

CC.1: Patterns CC.6: Structure and Function

CC.2: Cause and Effect Connections to Nature of Science​

CC.4: Systems and System Models

▪ Objects and organisms can be described in terms of their parts.

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Building Knowledge and Skills across Levels

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▪ Classify ▪ Material ▪ Solid

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Advance Materials Preparation

Lesson Set Time in Advance Investigation Description

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Additional Reading for Teachers

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Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

▪ Develop and/or use a model to represent amounts,

CC.2: Cause and Effect Connections to Nature of Science

A Nest Is Noisy(Aston and Long 2015) ● ●

Sample student responses:

▪ We could build little nests with the materials.

Sample student responses:

Sample student responses:

▪ I see round sacks hanging from the branches.