1. Structure and Properties of Matter
in K-5 Classrooms
KSTA Fall Conference
November 1, 2013

2. Session Goals
Examine the Structure and Properties of Matter Storyline in grades K-5
Examine and analyze sample activities from the K-5 SPM progression
Share lessons learned
Review each goal, stress the emphasis for today is on the first goal – others won’t matter if don’t get the 1st one
Rename – Meeting Goals

3. Vision of the Framework for K-12 Science Education
“The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. pg. 8-9

4. Teaching at the Nexus
Core
Ideas
Practices
Crosscutting Concepts

5. What is a Performance Expectation?

6. …the NGSS has only two specific purposes beyond its broad vision for science education, namely (1) to describe essential learning goals, and (2) to describe how those goals will be assessed at each grade level or band.
The rest – instruction, instructional materials, assessments, curriculum, professional development, and the university preparation of teachers – is up to the science education community.
Pg. 15 The NSTA Reader’s Guide to the NGSS

7. Session Goal
Examine the Structure and Properties of Matter Storyline in grades K-5
Review each goal, stress the emphasis for today is on the first goal – others won’t matter if don’t get the 1st one
Rename – Meeting Goals

8. Early Structure and Properties of Matter Unit Sequence Development

9. Properties (Materials) Measurement Conservation Change
Composition
(Materials)
Measurement
Conservation
Change K
Identify - color, texture, shape,
length, hardness, shininess, size
Sort objects by property
Not property
Length
Non-standard
Serial order
Measurements are estimates
Additive length 1
Identify – K + flexibility,
magnetism, float/sink, use
Sort by
Objects vs materials
Mass
Using balance with non-std units
Comparing
Idea of units
Proper use of device
Additive mass
When change an object (break,
cut, reshape) but not material,
some properties change and
some do not
Material conserved 2
Property of liquids and solids
Use magnifying glasses
Water
Mixtures
Temperature
Temperature range for solid,
liquid
Temperature changes when
state changes
Mass of mixture is additive
Water freezes and melts
Mixtures can be separated using
their properties 3
Properties of solids, liquids,
gases
Use of microscope for water
Same or not the
same throughout –
solids and liquids
Volume
Replicating an object
Additive volume if materials
identical
No change in mass as
temperature changes (accnt for
mass when boiling)
Water freezes, melts, boils
When change material (water),
some properties change, some
don’t
Some things dissolve when
mixed 4
Conductivity
Melting pt & boiling pt
Gas has mass
Floating/sinking
Solutions
Measuring volume
Scales
Grams
Mass is conserved upon formation of solution
Dissolving is faster if temperature is higher 5
Characteristic properties
Density
Mass is conserved upon mixing; volume is not always conserved
In some changes the material is changed to a new material, and in some changes the material remains the same

11. Structure and Properties of Matter Storyline in NGSS
SPM topic in 2nd grade and 5th grade
What about K, 1, 3, and 4?
Are there concepts in K, 1, 3, and 4 that SPM is foundational to student understanding?
With a partner, examine the K, 1, 3, or 4 standards
Don’t limit yourself to physical science
Be prepared to share

12. Current SPM Unit Sequence Development
Important Considerations
NGSS
Framework for K-12 Science Education
Key misconceptions
Object vs. Material
Gases
Conservation of Mass
Examine key components K-5 in PPES Unit Overview

13. From the Framework
“While standards typically outline the goals of learning, curricula set forth the more specific means – materials, tasks, discussions, representations – to be used to achieve those goals.” Pg. 247

14. Session Goal
Examine and analyze sample activities from the K-5 SPM progression
Review each goal, stress the emphasis for today is on the first goal – others won’t matter if don’t get the 1st one
Rename – Meeting Goals

15. Activity Analysis Examine Samples from the K-5 SPM Units
Follow the directions at each grade level station.
Use the organizer for note-taking
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Connections to Math
Connections to ELA

16. Activity Debrief Discuss the following with your activity group:
What practices will the student use to explore the phenomenon in order to construct an explanation?
How do these help the students make sense of their observations?
What disciplinary core ideas were addressed ?
What cross-cutting concept(s) seems especially pertinent for understanding ?
What was the role of discourse and modeling?

17. Activity Debrief Discuss the following with your activity group:
What are some instructional implications from this experience?
How might this inform your selection of experiences for students?

18. Session Goal Share lessons learned
Review each goal, stress the emphasis for today is on the first goal – others won’t matter if don’t get the 1st one
Rename – Meeting Goals

19. Lessons Learned
Writing in Science approach to science notebooking was well accepted K-5
Need to examine K-5 for the progression of the SEP
Need to analyze within each unit for the practices that are in the foreground/background
Be more intentional about crosscutting concepts
Important to develop content experiences with teachers
Buy-in from teachers and administrators varies

20. “Building progressively more sophisticated explanations of natural phenomena is central throughout grades K-5, as opposed to focusing only on description in the early grades and leaving explanation to the later grades.” Pg. 26

21. Contact Information
Diane Johnson
Susan Mayo