Matter and Materials

Mystery Science Unit: Material Magic

ReadyGen / Literacy Connections

Clarification & Boundary Statements

Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share. 

Boundary Statement: none

Clarification & Boundary Statements

Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.

Boundary Statement: Assessment of quantitative measurements is limited to length.

Clarification & Boundary Statements

Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.

Boundary Statement: none

Clarification & Boundary Statements

Clarification Statement: Examples of reversible changes could include materials such as water and butter at

different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf,

and heating paper.  

Boundary Statement: none

Mystery Science Units

2nd Grade Phenomenon Storylines   

What is an Anchoring Phenomenon?

Mystery Science 2nd Grade Student Notebook


Material Magic - In this unit, students explore the properties of materials and matter! They describe and classify different types of materials by properties like hardness, flexibility, and absorbency, and they investigate how those properties are useful in meeting basic human needs (such as clothing and cooking). They also investigate how heating and cooling affect the properties of materials.

Anchor Phenomenon

Material Magic Anchor

The anchor phenomenon for this unit can be found inside of a special type factory called a Foundry. Foundries are places where people melt solid metal into a liquid that can be poured into new shapes. Foundries can be dangerous places to work, so how do the people that work in foundries stay safe?

Material Magic - Mystery Science Lesson / Connections to Anchor Phenomenon




Using ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"

CDE: Grade Level Expectations

Prepared Graduates:


Grade Level Expectation:

1. Matter exists as different substances that have observable different properties.

Hands On, Minds On Connections

The Importance of creating Active Learners

The Science Wonder of the Day


Mystery Packs:

You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies please contact contact Michael O'Toole at otoole_michael@svvsd.org 


Additional Hands on Options: Science to Go





Nearpod Lessons / Activities / Videos



STEM Connections

Teacher Notes / Assessments / Career Connections

STEM Student Explore Boards



Using A.I. to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"



Science Database

Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary



3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge.  Combined 3D Task Inventory



Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies


Thinking Map Connections

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide


Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?


Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)


Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?


Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)


Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?


Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)