conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
explain and predict changes in materials caused by heating and cooling; and
investigate and describe applications of heat in everyday life such as cooking food or using a clothes dryer; and
describe how some changes caused by heat may be reversed such as melting butter and other changes cannot be reversed such as cooking an egg or baking a cake.
conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing; and
predict, observe, and record changes in the state of matter caused by heating or cooling in a variety of substances such as ice becoming liquid water, condensation forming on the outside of a glass, or liquid water being heated to the point of becoming water vapor (gas); and
Patterns are regular sequences that can be found throughout nature.
Processes such as cutting, folding, sanding, melting, or freezing create patterns of change in size, shape, and state of matter (solid or liquid.)
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
As processes of change are applied (cause), the physical properties of the materials are changed (effect).
Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes. It is important to note that in kindergarten–grade 2, the foundation of flow of energy and cycling of matter is built by identifying the forms of energy and properties of matter. In grades 3–8, students learn that matter and energy are conserved, changing forms but maintaining quantities.
Changes in material caused by heating come from energy flowing into the materials. Changes caused by freezing come from energy being removed from the materials.
Stability describes a system that does not change at the observed scale. In a stable system, a small disturbance will die out and the system will return to a stable state. Change in the system can come from modifying a factor or condition.
In most instances, materials remain in an unchanging, stable state. However, modification through a physical change (such as cutting, folding, sanding, melting, or freezing) can change one or more of the material's physical properties.
Math.2.1.A apply mathematics to problems arising in everyday life, society, and the workplace
Math.2.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
Math.2.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math.2.1.F analyze mathematical relationships to connect and communicate mathematical ideas
ELAR.2.1.B follow, restate, and give oral instructions that involve a short, related sequence of actions
ELAR.2.1.D work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others
ELAR.2.1.E develop social communication such as conversing politely in all situations
ELAR.2.13.A generate questions for formal and informal inquiry with adult assistance
ELAR.2.13.E demonstrate understanding of information gathered
ELAR.2.13.G use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.2.1.A identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps
TA.2.1.C analyze a plan with adult assistance that outlines the steps needed to complete a task
TA.2.1.D create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task
TA.2.3.A demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully
TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays
TA.2.10.A select and use a variety of applications, devices, and online learning environments to create and share content