Reflection: Developing a Conceptual Understanding Design a Pattern - Section 4: Our Conclusion/ Design Connections and the Elemental Chart


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. 

PS1.A  A great variety of objects can be built up from a small set of pieces

One of the aspects of NGSS that appeals to me is the thoughtful vertical articulation, which provides a solid base and depth of science and engineering practices and big idea science concepts. This is evident in the cited 2nd grade standards above.

Through planned lab experiences, students' concepts of structure and properties of matter evolves. Through the grades, this concept is developed, as students explore the nature of atoms.

In 2nd grade the focus is on the idea that a variety of objects can be built from a small set of pieces, eventually in future grades they will learn about the elements and how these make most of the materials on Earth. I touch on this concept with the kiddos in this lesson.

Will they completely get what I am saying? Maybe some will. Am I planting a seed? Sure. Is it foreign to the kiddos? No. Throughout the year, when we work with salt or water, discuss oxygen, carbon dioxide. I introduce the chemical name for these materials. So when the students see the periodic table for the first time in this lesson, I can point out oxygen, hydrogen, sodium ... and students start to make connections, or seeds are planted for future discussion.

  Elemental Chart to Do or Not to Do
  Developing a Conceptual Understanding: Elemental Chart to Do or Not to Do
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Design a Pattern

Unit 5: Unit 5 Matter and Its Interactions
Lesson 11 of 11

Objective: SWBAT design a pattern with a set number of pattern blocks and compare the number of designs made by the class.

Big Idea: Students explore the concepts that a variety of designs can be made from a set number of shapes .

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