In this science station, students read about how small pieces can be put together differently to make different things. They make a model of this by rearranging paper shapes to make a new figure. They answer questions in order to reinforce what they have learned. The Model Science station is part of the Structures and Properties of Matter Science Stations.
This station is also available in a larger bundle of 8 stations at a discount of 35%. Instead of paying $2.59, you only pay $1.50 per station for 8 stations on Structures and Properties of Matter Science Stations.
Information about the Full Set of Stations
► Big Idea Posters
that explain the core ideas of the stations.
► Vocabulary Cards
in two formats with and without pictures.
- Students watch one of two videos and then answer questions about the videos. Videos include: matter and the properties of matter.
- Students play a video game and learn about volcanoes or a game to learn about what happens when matter changes state. Students answer questions to reinforce the new learning.
- Students read about states of matter and changes of states of matter. They change the state of coconut oil (or butter) in order to investigate this. Students then answer questions to reinforce the concepts learned.
- Students read about properties of matter and hardness. They create a diagram in the form of a hardness chart and answer questions in order to reinforce what they have learned.
► Read a Passage
- Students read about properties and states of matter. They answer questions in order to reinforce what they have learned.
- Students read about how small pieces can be put together differently to make different things. They make a model of this by rearranging paper shapes to make a new figure. They answer questions in order to reinforce what they have learned.
Students read about mass and matter. They explore the nature of matter by observing the properties of air. They answer questions in order to reinforce what they have learned.
- Students read about the states of matter. They sort pictures into categories of states of matter. They then answer questions in order to reinforce what they have learned.
Each station includes four different ways to respond to the experience at the station: short answer questions, fill-in the blank questions, task cards with short answers, task cards with multiple choice. All the variations are similar to one another. Choose the format that best fits your classroom and students. Students are encouraged to use their science journal, but worksheets are included as well.
Each station is designed to last about 15-20 minutes. Students may do one a day for 8 days, 2 a day for four days, or any format that works for your classroom. Because there are additional activities for the Watch and Play stations, you can offer those as a choice within that station or offer them as an early finisher station, as well.
In Second Grade, students are expected to demonstrate understanding
in the following areas:
• 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.
This correlates with the DCI 2-PS1.A, which states:
• 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.
• Different properties are suited to different purposes.
• A great variety of objects can be built up from a small set of pieces.
The Investigate, Diagram, and Explore stations correlate with the Engineering Design DCI ETS1.A
, which states:
• A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2-ETS1-1)
• Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-2-ETS1-1)
• Before beginning to design a solution, it is important to clearly understand the problem. (K-2-ETS1-1)
The Crosscutting Concepts are met in the following ways:
• Patterns: Patterns in the natural and human designed world can be observed. (2-PS1-1) - This Concept is met in each of the stations.
* Cause and Effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2) - This Concept is met in the Investigate, Diagram, and Explore stations.
• Energy and Matter: Objects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3) - This Concept is met in the Model station.
• Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World. Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. (2-PS1-2) - This concept is met in each of the stations
Intergration with Other 2nd Grade Science Stations
This station set integrates with 2-PS1.B, It’s a Matter of Change. This station set explores changes of states of matter as a physical property of matter. 2-PS1.B explores changes of states of matter as it occurs in chemical reactions.
See the preview for additional information and details.
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