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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D75 Alternate Assessment Curriculum K-2 Science Module 4: Properties of Matter

Underlying the development of the activities included in this document is the profound

belief that students with significant intellectual disabilities need high standards that are

reasonable and achievable given sufficient and appropriate opportunities to learn. All students

who participate in Alternate Assessment classes are expected to be provided with access and

exposure to the content learning expectations of their general education peers at a reduced

depth, breath and complexity. The presented tasks, while not reflecting the degree of higher

order skills and comprehensiveness of expectations established for students participating in the

general assessment system, do reflect reasonable and achievable expectations for students

with significant intellectual disabilities. In addition, they maintain a necessarily broad

connection with the Common Core Standards through a concentrated focus on salient features

of specific Standards. These content area sample learning plans and activities are designed not

only to elicit performances of content area thinking skills/behaviors but also to provide

opportunities for students to engage with, read and/or use content understandings that are

imbedded within the tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take

place, engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations

of a concept and apply this knowledge. They exhibit intentional behavior in response to

situations. They rely heavily on objects, picture cues, a print rich environment, and an exposure

to content in multiple and modified formats to facilitate learning. These students typically work

within Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential


Thinking Skills and Behaviors Explanatory Notes document for further information regarding

the concept of conceptualization, and Webb’s Depth of Knowledge).

Level B learning plans and activities are reflective of students who demonstrate skill abilities

closest to meeting the CCLS and content standards expectations as they are written. These are

typically students who may participate in inclusion settings and students who may return to

community based instruction programs. These students would be expected to work in all levels

of Webb’s Depth of Knowledge.

The Revision of Modules

The Alternate Assessment Curriculum Framework was developed to serve as a guide for

schools. It is expected to be modified and adjusted in order to meet school-specific instructional

goals and objectives.

To assist schools with understanding what the revision process entails, the district gathered

a small group of teachers and administrators during the summer of 2014 to revise Math module

2 for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document

from the summer revision group regarding the revision process can be found at the end of this

introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list


materials lists

A sample lesson written related to one activity in one strand

It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities

to develop targeted skills through content-based instructional experiences that are also applied

in the context of functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they

begin the process of revising a module for their own use. These are generic

expectations in the order they should occur to ensure an efficient and effective

revision of a module. This is by no means the only way in which a module can be

revised, but is intended to provide the essence of what the revision process

should include and be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and D).

5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level B,

C, and D.


A reflection Sample on “How to” Revise an Alternate

Assessment Curricular Framework Module of Study (AACF) based

on the guiding protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric


quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).

It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum Framework Grades K-2 Science Module 4

PROPERTIES OF MATTER

CONTEXTUNIT TOPIC: Properties of Matter

The fourth module of Grades K-2 Science is connected to key ideas in Physical Science, specifically matter and its properties. Students are provided opportunities to have direct experience with solids, liquids and gases in their environment and in the classroom. Additionally, students will have exposure to concepts of chemical change, dissolve and solution as they explore mixing solids and liquids. The module integrates literacy skills development as students read texts about the different states of matter, participate in writing and developing content for class slideshows or books about matter and communicate their observations to their teacher and classmates. As part of a performance based assessment, students are asked to help the teacher prepare for an exhibit on matter. As part of the activities relevant to this module and connected to the CDOS standards, students can assume roles of a scientist.

The sample activities outlined are designed not only to elicit performances of content area thinking skills and behaviors but also to provide opportunities for students to engage with, read and/or use informational texts about the concepts explored in the module. Extension of this module might include using cooking activities to reinforce concepts related to the properties of matter.

Throughout this unit, students use the scientific method to explore and experiment with the phases of matter. Students learn to form hypotheses (to make guesses and predictions) and test those hypotheses through experiments designed to further deepen their understanding of the three states of matter. Students also learn the importance of recording observations, hypotheses, and experiment results. It is expected that science notebooks are used, as appropriate, by the students participating in this module. Science notebooks are used to help students organize information, document experiences, data and thinking, and to record illustrations. Each notebook page should be devoted to a new activity. Entries in the science notebook can consist of student drawings; simple writing, including individual words or short phrases; cut out sentence


strips and picture symbols; and visual and tactile artifacts. Sentence starters and frames, focus questions, basic diagrams and charts can be provided to the students.

Conceptual Understandings drive the learning plans and activities that are addressed in this module:

Matter has weight and takes up space (mass and volume). We use our senses to observe different kinds of matter.

Matter is made up of atoms that we are not able to see. Solids take up space, have a fixed shape, don’t flow and are visible. We cannot

pass our hands through solids. Liquids take up space, change their shape to fit the container, flow and are

visible. We can pass our hands through liquids. Gases take up space, change their shape to fill up space, and are generally not

visible. When solids and liquids are mixed, a chemical change can happen. Some solids can be dissolved in liquids, while other solids are not able to

dissolve.

Note Literacy Skills:

Class and Individual Books: To support the development of the class or individual books on matter, prior to beginning the module teachers may choose to develop a Table of Contents for the books.

Food Allergies/Allergies: Prior to engaging students in cooking activities or with food products, please identify and note any allergies that students may have. This module has a number of balloon activities. Be aware of latex allergies.

Science concept: The concept of atoms is introduced to students. Though it may appear to be too early of an introduction, we choose to acknowledge that students are introduced and exposed to this word and related material through cartoons such as Jimmy Neutron and Sid the Science Kid.


ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

Science Notebooks

PERFORMANCE BASED ASSESSMENT TASK

To prepare for this performance assessment, the teacher gathers materials and pictures

that represent solids, liquids and gases. Additionally, the teacher prepares Oobleck

(Mystery Matter) which can be colored red or blue. (During the module, students will

participate in lessons using green Oobleck.)

Task Directions for Students:

The Principal has told you that the class will be responsible for a school display of solids,

liquids and gases. The teacher has a big problem. The teacher needs help sorting

representations of solids, liquids and gases so that they are labeled correctly. And there

is also a Mystery Matter that should be part of the display. The Principal has chosen you

to be the scientist who can set up the display.

PERFORMANCE BASED ASSESSMENT TASK

Level D:When presented with two to three solids or representations of a solid, students will

choose one for the display (errorless choice). When presented with two to three liquids

or representations of a liquid, students will choose one for the display (errorless choice).


Students will engage in exploring the Mystery Matter, by demonstrating a voluntary and

sustained attention to the activity.

Level C:You are an amazing scientist. Your teacher has asked you to help set up a display on the

States of Matter for a class museum. Your job has two parts.

1. There are three shelves; they are labeled Solid, Liquid and Gas. There are

eight objects or pictures of objects of different kinds of matter that need to

be put on the correct shelf.

2. The teacher also needs you to help figure out what the Mystery Matter is.

Explore what the Mystery Matter is and put it on the shelf where you think it

belongs. Tell your teacher the reason why you put the Mystery Matter on

the shelf you did.

Level B:You are an amazing scientist. Your teacher has asked you to help set up a display on the

States of Matter for a class museum. Your job has two parts.

3. There are three shelves; they are labeled Solid, Liquid and Gas. There are ten

objects or pictures of objects of different kinds of matter that need to be put

on the correct shelf.

4. The teacher also needs you to help figure out what the Mystery Matter is. Is

it a sold, liquid or gas? You need to record (speak/draw/write) three reasons

why you think the mystery matter is a solid, liquid or gas.

*See explanatory notes of “engagement” in The Essential Thinking Skills and Behaviors

Document.


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

RI.1: Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to

from the text.

RL.2: Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

W.2 Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization

and analysis of content.

L.6 Acquire and use accurately a range of general academic and domain-specific words

and phrases sufficient for reading, writing ,speaking and listening at the college

and career readiness level; demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term important to comprehension

or expression.

SL. 4: Present information, findings, and supporting evidence such that listeners can

follow the line of reasoning and the organization, development, and style are

appropriate to task, purpose, and audience.

SCIENCE KEY IDEAS

Properties of Matter – phases of matter

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2.1: Integrated Learning

Integrated learning encourages students to use essential academic concepts, fact, and

procedures in applications related to life skills and the world of work. Thus approach


allows students to see the usefulness of the concepts that they are being asked to learn

and to understand their potential application in the world of work.

Standard 3a. Universal Foundation Skills

2. Thinking Skills

Thinking skills lead to problem solving, experimenting, and focused observation and

allow the application of knowledge to new and unfamiliar situations.

ESSENTIAL QUESTIONS

1. What is matter and how does it change?2. How do we describe matter?


VOCABULARY

Note: Over the course of the module, it is expected that students are exposed multiple

times to the vocabulary listed below as they participate in the learning plans and

activities of this module. However, it is not expected that students are able to use all

the words in the correct context.

Air

Atom

Balance scale

Balloon

Blow

Breathe

Change

Conclusion

Container

Dissolve

Expand

Experiment

Feel

Fell

Float

Freeze

Gas

Guess

Heavy

Inflate

Light

Liquid

Magnetic

Matter

Melt

Mixture

Observe

Oxygen

Prediction

Pressure

Push

Record

Results

Scientist

Shape

Sink

Solid

Windy

LESSON STRANDS OVERVIEW1. There are three states of matter (solids, liquids, and gases).2. What are properties of solids?3. What are properties of liquids?4. What are properties of gases?5. We can mix solids and liquids.


LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered for

all students in all activities across all levels.

Lesson Strand 1: There are three states of matter (solids, liquids, and gases).

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend to teacher presentation on familiar states of matter found in their natural

environment (e.g. ball, ice, bottle of water, or showing a feather, bubbles and

asking students to blow or blowing for them to show movement of air).

Engage with representations of different states of matter and identify what state

of matter they just felt/experienced. Teacher will chart their responses and

explain why they are documenting/journaling their ideas, questions, and

observations.

Attend to teacher as (s)he introduces the concept that we are all scientists and

explains that we can be scientists by:

Observation: Observing using pictures, photos and/or words. Teacher can

use a large set of eyes or a picture of eyes or large over-sized pair of

clown glasses to engage students in the process of observation.

Making a guess / prediction: teacher models how to make a prediction

etc. Teacher can create a giant question mark on a stick to hold up when

making a prediction.

Doing an experiment: importance of following the sequence, ordinal

numbers etc. (Teacher can demonstrate this process by having students

put on a white lab coat etc.)


Recording observations and results/what happened (Teacher can make a

giant graph or pie chart on a stick, or a large 3-D tactile graph to show

this process).

Drawing conclusions (teacher can create a giant magnifying glass to show

this process).

Engage with adapted books (page turners, raised textures within the books,

larger print books, simple pictures, Smartboard book with sound effects etc.

about states of matter (solids, liquids, and gases).

Engage with materials by participating in a “properties of matter” scavenger

hunt: Look around the classroom to locate examples of solids, liquids, and gases

(e.g. desks are solids, the water in the fountain is liquid, air conditioning unit is a

solid and but it releases gas/air etc.).

Engage in Super Scientist Mystery Game by using their senses to explore

different substances.

Create “I am a Scientist” posters or slides of each student. Students dress as

scientists and choose a solid or liquid to be photographed with. (Throughout the

module, photos and/or slides will be compiled for a final class slideshow on

Matter.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in a read aloud of What is a Scientist?, Barbara Lehn.

Attend to teacher as (s)he introduces the concept that we are all scientists and

explains that we can be scientists by:

Observation: Observing using pictures, photos and/or words, teacher can

use a large set of eyes or a picture of eyes or large over-sized pair of

clown glasses to engage students in the process of observation)


Making a guess /Prediction: teacher models how to make a prediction

(guess) etc. Teacher can create a giant question mark on a stick to hold

up when making a prediction.

Doing an experiment: importance of following the sequence, ordinal

numbers etc. (Teacher can demonstrate this process by having students

put on a white lab coat etc.)

Recording results/ what happened: Teacher can make a giant graph or

pie chart on a stick, or a large 3-D tactile graph to show this process.

Drawing conclusions (teacher can create a giant magnifying glass to show

this process).

Establish routine of students using a science notebook (journal)

Attend to an informational text about states of matter (solids, liquids, and gases)

and answer “WH” questions (e.g. generate a list of their responses into “solids,”

“liquids,” and “gases” using a chart, etc.).

Participate in a read aloud about the states of matter, Solids, Liquids and Gases

(Rookie Read about Science) by Ginger Garrett. After the read aloud, generate a

list of solids, liquids and gases. Generate and answer “WH” questions about the

text.

Attend to teacher presentation on familiar states of matter in their natural

environment (e.g. a ball, ice, bottle of water, or showing a feather, and asking

students to blow to show air).

Participate in sorting objects and/or pictures of the objects into liquid, solid, or

gas. Pictures can be color coded to represent solids, liquids and gases.

Participate in creating a chart that will be a display of items representing solids,

liquids and gases.

Participate in a “properties of matter” scavenger hunt. Looking around the

classroom students will find an example of a solid, liquid, and gas. Students will

be given photographs of different examples of matter within the classroom and


asked to match or find the different states within the classroom environment.

Locate and label them with the matching picture and words representing the

state of matter. (Pictures can be color coded to represent solids, liquids and

gases.)

Participate in Super Scientist Mystery Game: Teacher provides opportunities for

students to engage with a variety of mystery substances in zip-lock bags.

Students guess whether the mystery substances are solid, liquid or gas.

Students participate in writing a class book about Matter. Students draw/write

about the different states of matter.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Listen to a teacher presentation on the concept that we are all scientists.

Teacher explains that we can be scientists by engaging in the following:

Observation/Observing using pictures, photos, words

Making a guess: teacher models how to make guess etc. -Doing an

experiment: importance of following the sequence, ordinal numbers etc.

Recording results/ what happened

Drawing conclusions

Introduce science notebooks and establish a routine of using the notebooks to

record information and observations.

After teacher presentation on journaling as scientists and the importance of

asking questions and testing them, students will write and/or draw in their

science journals under the headings “What do you think a solid is?”, “What do

you think a liquid is?”, and “What do you think a gas is?” (students can be given

pictures and/or words representing the different states of matter (e.g. an ice

cube, tree, stream, ocean, clouds, etc.) to sort and separate into the different 3


headings). Students will then share their ideas with teacher and the class will

compose a KWL chart to post in the class as a reference throughout the unit.

Introduce the terms “solid”, “liquid” and “gas”. Show students a zip lock bag with

a solid inside, such as a ball or a rock. Introduce the term “solid”. Take the rock

out and have students make and record observations about it. Students will

respond to questions such as whether the solid has weight, keeps its shape or

takes up space. Show a zip lock bag with water inside. Introduce the term

“liquid.’ Have students make and record observations. Students will respond to

questions such as whether liquid has weight, keeps its shape or takes up space.

Demonstrate blowing air into a third zip lock bag. Students will make and record

observations. Students respond to questions about what is in the bag, whether

it has weight, takes up space or keeps its shape.

Participate in an informational text read aloud about states of matter, What is

the World Made Of? All About Solids, Liquids and Gases by Kathleen Weidner

Zoehenfeld and Pail Meiser.

Introduce students to the concept that matter is made up of atoms that are so

small that we cannot see them. Atoms act very differently in solids, liquids and

gases. Demonstrate with a clear plastic container of marbles.

Students act out being atoms in a solid, liquid or gas.

Use Cheerios to have students make models of atoms in solids, liquids and gases.

Participate in a “matter” scavenger hunt: Looking around the classroom to find

solids, liquids, and gas (e.g. desks are solids, the water fountain has liquid, air

conditioning is gas/fan etc.). Provide students with several color-coded labels

(Solid, Liquid, Gas) to place where they find different types of matter. Have

students share what they found in the scavenger hunt.

Fill two zip lock bags: one with a liquid and one with a sold. Direct students to

push, squish, pat each bag. While students are exploring, ask questions such as,


“Which one moves? What happens to the shape when you push on it?” or other

questions that will help students begin to think about the properties of matter.

Review the states of matter with students (in small groups) through investigation

of three balloons. One balloon is frozen. Cut the rubber balloon and have

students make observations of what they see and feel. A second balloon is filled

with water. Pour the water from the balloon into a tray. A third balloon is filled

with air. Students make observations as the air is let out.

Participate in a read aloud of after listening to the story “Bartholomew and the

Oobleck” by Dr. Seuss, students answer “WH” questions about different states

matter from within the book. Students will tally how many examples of solids,

liquids, and gases they hear within the story.

Super Scientist Mystery Game: Teacher will set up science stations for

students/scientists with a variety of mystery substances in zip-lock bags or small

containers such as cereal, whipped cream, ice cubes, jelly, mustard, ketchup, etc;

Students will be given their journals or a clipboard to tally their hypothesis at

each station. Afterwards, students will be asked to write about their results.

Students participate in playing a teacher created bingo game about states of

matter . The teacher asks students to place a marker on an example of a solid,

liquid or gas. Students put their bingo markers on a picture representing the

identified category of matter.

Students participate in writing a book about Matter. Include a page that states,

“I am a scientist. I am curious. I learned that matter________. My question

about matter is ____.”


Lesson Strand 2: What are properties of solids?


Observing Solids: In small groups, students engage with a few different solid

objects, one at a time.

Provide students with two different objects at a time. Pair the objects so that

they provide students with different sensory experiences related to a single

property. For example, students may engage with two objects that have

different textures – bumpy or smooth. (Note: Pair objects by color, texture,

size, weight, shape.)

Provide students with sensory bins and have them locate different solids that are

placed in the bin.

Fill a tub with water and demonstrate how different objects sink or float.

Students participate in putting various objects in the tub.

Students explore heavy and light objects: Set up stations with a scale and a bin

of different solid objects. On one side of the scale can be placed a

predetermined object. Students engage in placing each item on the balance

scale and attend to what happens when objects are placed on the scale.

Engage in matching objects to objects on large poster boards (e.g. matching the

green apple to the green apple).

Engage in exploring the magnetic properties of solid objects. Provide students

with magnets and several magnetic and non-magnetic properties.

Presented with several solids, each student chooses a solid that will be

represented by a photograph for a Matter poster or a slide. Throughout the

module, photos or slides will be complied for a final class slideshow on Matter.



Place solid objects in a brown paper bag or a cloth bag. Have students reach in

the bag to describe what they feel. Take the object and compare the object they

guessed to the actual object they felt in the bag.

Sink or Float: Present a container of water and various objects to students.

Students will be called up to guess whether an object sinks or floats and test the

whether that object sinks or floats. Chart their guesses and

responses/observations using pictures that will be added to a “Sink” / “Float” T-

Chart.

How Heavy? : Demonstrate how to use the balance scale to compare the weight

of objects. Students explore relative weights or objects using a balance scale.

I’m Thinking of Something”: Participate in teacher-developed game. Describe an

object in the room by its properties (size, shape, color, weight). Have students

identify the object.

Provide students with magnifying glasses and several solids, such as balls,

sponges, paper clips, rocks. Students explore objects with magnifying glasses

and draw what they see.

Pairs/ small groups will be given a box of solid objects and will sort them

according to an identified attribute (e.g. color). Begin with one attribute as

appropriate. Transition to two or more attributes to catalogue objects.

Explore through observation and trial and error the magnetic properties of

different objects. Chart a list of items that are magnetic and non-magnetic.

Students record an example of a magnetic object in their notebook.

Continue to participate in writing a class book. As a class, have students make a

list of different items that are solids in the classroom. Have students draw and

label their drawing to be included in the Class book’s section on solids.



Sink or Float: Demonstrate how objects sink or float when placed in a tub of

water. Provide a tub of water and various objects are given to small groups of

students. Before placing an object in the water, students guess whether the

object will sink or float. Have students test their guess and record their

answers/observations.

Sink or Float extension - “Does an orange sink or float?”: Fill a bowl with water.

Put the orange in the water and have students observe& record their

observations. Then, peel the rind off the orange and place in bowl. Students

observe, record their observations, & discuss with their partner.

Participate in a read aloud of Who Sank the Boat? by Pamela Allen.

“How much does it weigh?”: Demonstrate how to use a balance beam. Set up

stations with a scale and a bin of different solid objects (objects can be pre-

arranged in a zip-lock bag, paired with a corresponding picture of the object).

Students will go to stations with a partner and will place each item on the

balance scale to determine which solid is “heavier” and which one is “lighter”

(e.g. a pencil vs. a box of crayons, etc.).

Provide students with magnifying glasses. Students explore and observe

different objects using the magnifying glasses.

“I’m Thinking of Something…”: Participate in teacher-developed game. Describe

an object in the room by its properties (size, shape, color, weight). Students

identify the object. Provide students with opportunities to think of an object and

describe it to their peers.

Pairs/ small groups and will be given a box of solid objects (various shapes, sizes,

weight, color, etc.) to sort according to their attributes.

Provide students with an array of objects and ask them to guess whether the

objects are magnetic or are not magnetic. Students test their guesses and chart

what they found.


Students participate in drawing and/or writing a page about solids in their book

about Matter.

Host a mini-science expo and have each student share with their “fellow

scientists” what they have learned about solids.


Lesson Strand 3: What are the properties of liquids?

Note: This strand also includes activities that show how liquids, specifically water, can

be frozen and then melt.


Students engage with water and paintbrushes. Students paint (using water on

paper or chalkboard.

Fill ice cube trays with water. Add food coloring to different sections to sections

to ensure a variety of colors in tray. Place a craft stick into each section of the

ice tray. Freeze the trays. Have students draw on paper using the frozen ice

cubes. Color will transfer to the paper.

Ice Treasures: Fill ice cube trays with water and different small plastic creatures.

Place a craft stick into each cube. Place a container of warm water on the desk

and have students engage with moving ice cubes in the warm water.

Add food coloring to water. Show students a clear cup being filled with colored

water and placed in the freezer. Place the cup filled with frozen water to watch

and see what would happen when the solid ice cubes remain in the sun. On an

ongoing basis, lift the cup for students to see and have students attend to what

is happening to the ice.

Jackson Pollock spray paint activity: Mix about two tablespoons of liquid based

paint with water to make the paint thin. Shake the mixture in a spray bottle.

Students spray paint mixture on paper. (Note: This activity can be messy; place

the paper in a cardboard box top).

Ice Pops: Fill an ice cube tray with fruit juice; place a craft stick into each section

of the ice cube tray. Put a clean craft stick into each section of the fruit tray.

Freeze the ice pops and serve them to the students. As students eat the ice pops,


draw students’ attention to the fact that the solid is turning back into a liquid

form.

Mix water with a high content of salt. Have students use paintbrushes to dab

salt water onto dark construction paper.

Students engage with various containers of liquid that are familiar in their

immediate environment (bottle of water, ketchup, milk, juice, mustard etc.).

Using a dropper, teacher demonstrates how to drop liquid out of the various

containers onto a piece of wax paper. Students explore using the eye droppers

to drop water onto wax paper. Water may be colored with food coloring.

In small groups, students engage with materials in order to explore properties of

liquids. Teachers/paras place a small drop of liquid in student’s hands and

describe the different states/properties of liquids to them (e.g. syrup and water;

“Syrup is a sticky liquid”, “Syrup feels sticky” the “Lotion feels smooth”, etc.).

Provide students with opportunities pouring a cup of water into different size

and shape containers.

Students engage with “discovery bottles.” Fill water bottles with colored water.

Put in objects that float and sink (e.g. foam shapes, beads, glitter, wood blocks,

pennies, etc.) Seal the bottles shut.

Students explore mixing different liquids together, eg syrup, oil and water. Food

coloring may be used.

Take a photograph of students exploring the properties of liquids and for

posters/slide shows of students as scientists. Students attend to photographs of

themselves exploring the properties of liquids.



of the ice cube tray. Put a clean craft stick into each section of the fruit tray. D75 Alternate Assessment Curriculum K-2 Science Module 4: Properties of Matter

Freeze the ice pops and serve them to the students. Allow students to observe

the ice pops. Note how the liquid froze into a solid. As students eat the ice pop,

make note that the solid is turning back into a liquid form.

Observing Liquids: Students explore/observe various containers of liquid that

are familiar in their immediate environment (bottle of water, ketchup, milk,

juice, mustard etc).

Attend to teacher presentation on liquids. Teacher demonstrates using a

dropper to drop liquid out of the various containers onto a piece of wax paper.

Children explore with the droppers and water. Note: Water may be colored

with food coloring.

Extend eyedropper water activity by having students use eyedropper to drop

water on foil, wax paper and paper towels. Make chart with students about

what happens.

Students explore by making “discovery bottles.” Fill water bottles with colored

water. Students select objects (eg foam pieces, beads) to put in the water

bottle. Students listen to the sounds when they shake the bottles, observe what

happens when they roll the bottle, turn it upside down, etc.

Pour equal amounts of different liquids (syrup, oil and water) into three identical

bowls. Students use their sense to explore each of the liquids. Pour different

liquids such as syrup and water at the same time.

Measuring Liquids: Provide students with two different shaped containers that

each contain the same amount of liquid (e.g. 1 cup). Students measure the

liquids separately by pouring them into a measuring cup and observing that

container A is 1 cup and container B is 1 cup. Allow students to observe that

water assumes the shape of its container.

Continue to participate in writing a class book about Matter. As a class, have

students make a list of different items that are liquids in the classroom and their


home. Students draw and label their drawing to be included in the class book’s

section on solids.



of the ice cube tray. Freeze the ice pops and serve them to the students. Allow

students to observe the ice pops. Note how the liquid froze into a solid. As

students eat the ice pop, make note that the solid is turning back into a liquid

form.

Ice Pops Writing Activity: Students sequence the steps of making the ice pops,

answering what happened to the liquid after it was placed in the freezer.

Observing Liquids: Students explore/observe various containers of liquid that

are familiar in their immediate environment (bottle of water, ketchup, milk,

juice, mustard etc.).

Participate in a teacher presentation on liquids.

Teacher demonstrates using a dropper to drop liquid out of the

various containers onto a piece of wax paper.

Teacher shows a solid object, such as a block, to students for

comparison.

Teacher explains that solids have a defined shape and liquids do

not have their own shape and take the shape of a container. On

the wax paper, or outside of a container, the liquid

moves/spreads etc.

Teacher describes the liquid’s qualities.


In small groups, students explore the different properties of liquids. Given

liquids, an eye dropper, and wax paper. Students demonstrate and observe the

different properties of liquids. Note: Water may be colored with food coloring.

Students record observations in their science journals and then construct simple

sentences about their results.

Present 4 tests that can be used to determine if something is liquid or solid.

Demonstrate how to use the 4 tests and record the results. Provide groups of

students with differences items in zip lock bags. Students will conduct tests with

items in the bags.

Students explore by making “discovery bottles” Fill water bottles with colored

water. Students select objects (e.g. foam pieces, beads, wooden blocks, glitter)

to put into the water bottle. Students listen to the sounds when they shake the

bottle, observe what happens when they roll the bottle, turn it upside down, etc

Pour equal amounts of different liquids (syrup, oil and water) into three identical

bowls. Students use their senses to explore each of the liquids. Pour different

liquids such as syrup and water at the same time. Students make comparisons.

Students write/draw their observations.

Use water, vinegar and oil to show students how the different liquids mix. Prior

to mixing the liquids, have students guess what will happen. (Mix water and

vinegar together first, then water and oil, and finally oil and vinegar.)

Students participate in a read aloud of How to Make a Liquid Rainbow. Students

follow the steps in the book to make a liquid rainbow in a bottle. Seal the bottle.

Students sequence and/or record (through speaking, drawing, and/or writing)

what they did to make the liquid rainbow.

Measuring Liquids: Given a measuring cup, students pour 1 cup of water/

juice/milk into different sized/shaped containers to show that 1 cup of liquid is

still 1 cup of liquid but has a different shape depending on the container.

Students write the procedures leading up to the results in their science journals.


Provide each group with a large container. Instruct the students to rub their

palms together and feel the heat of their palms. Then give each student an ice

cube to hold in their hands. Direct them to place their hands over the container.

Once all the ice cubes have melted from the heat of their hands, take the bowl

and place it over a heater. Heat until the water disappears.

What happened to ice cubes?

Why did the ice cubes melt?

What happened to water?

Students participate in drawing and/or writing the next section of their book, a

page about liquids.

Host a mini-science expo and have each student share with their “fellow

scientists” what they have learned about liquids.


Lesson Strand 4: What are properties of a gas/air?

LEARNING PLANS AND ACTIVITIES LEVEL D

Observing Air: Students engage with representations of air while going on an

“air walk” with around the school/outside the school:

Teacher sets up representations of air throughout classroom (e.g.

fan, blown up balloons, blow through a straw, etc.).

Students walk outside and feel the air on their faces, attend to the

movement of leaves/trees, etc.

Engage with hand held fans to feel motion of air.

Engage with 2 different objects to be moved (e.g. a feather and a stacking block)

to test how air moves the objects.

Engage with various tools that produce air such as an automatic battery-

operated hand fan, a hand-held non-battery operated fan, and blow dryer / hair

dryer to see how air moves objects.

Engage with a ball that is not filled to capacity with air (flat) in order to observe

that it doesn’t bounce as high, etc. Engage with filling a ball with air in order to

observe the difference they see in how the ball bounces (students may use a tire

pump to fill ball). Record observations on the Smartboard/whiteboard/chart

paper.

Helium vs. Air Experiment: Engage with a balloon filled with helium and a

balloon filled with air.

Book Blast Experiment - Air Moves Things (invisible force - air pressure):

Engage with materials in order to complete experiment.

Materials:

Plastic bag

Straw

book


Procedure:

1. Insert a straw into a plastic bag.

2. Place book on top of the bag.

3. Blow into the bag using the straw.

4. The book will rise/move up.

Students respond “yes”/”no” to the question, “Did the book move?”

Record student responses.

Take photographs of students (dressed as scientists) and a object that represents

gases for posters/slideshow about matter.


Students participate in an “air walk” with around the school/outside the school:

Teacher sets up representations of air throughout classroom (e.g.

fan, blown up balloons, blow through a straw, etc.).

Students walk outside and feel the air on their faces, attend to the

movement of leaves/trees, etc.

Students record the following (can use pictures/picture symbols):

List two ways we can describe air.

List two ways air “behaves.”

Describe how you know that you have “found air”

Discuss where else air can be found?

Investigate how air moves 2 different objects by testing them (e.g. blowing on a

feather and blowing on stacking blocks).

Investigate various tools that produce air such as an automatic battery-operated

hand fan, a hand-held non-battery operated fan, etc. and how using the tool

moves things.


Provide students with eight different objects and have them use a battery

operated fan to move them. Sort objects into two categories to indicate

whether or not the objects could be moved. Ask students to guess why some

objects moved and others did not.

Bounce a ball that is not filled to capacity with air (flat) and allow students to

observe what happens. Participate in filling a ball with air to observe differences

in how high each of the balls bounces. Students record observations in their

science journals (using sentence strips, pictures, and/or picture symbols).

Helium vs. Air Experiment: Explore a balloon filled with helium and a balloon

filled with air. Students observe how the balloon with helium rises higher and

the balloon filled with air falls to the ground. Students observe as teacher

releases the air from both the balloon filled with helium and the balloon filled

with air.


First observe, and then participate in experiment (in small groups).

Materials:

Plastic bag

Straw

book

Procedure:





o Teacher will conduct experiment using pictures alongside the

experiment: when blowing bag show pictures of action being

demonstrated throughout the experiment.

o Student place pictures in correct sequential order.


Students repeat the experiment in small groups and record their

observation, based on guiding questions, using sentence strips, pictures,

and/or picture symbols (e.g. “Did the book move?”).

Paper Plunge: Students participate in the experiment. Assemble materials

needed for experiment: Clear plastic cup; big bowl of clear cold water; and

scrunched up piece of paper.

Procedure:

1. Fill the bowl with water.

2. Scrunch up the piece of paper.

3. Push the paper into the bottom of the clear plastic cup so that it cannot

fall out.

4. Turn the glass upside down and plunge it straight down in to the bowl of

water.

Teacher records student observations on a chart pad.

Teacher works with students to record steps of the experiment and to write a

statement of what happened.

(Note: Teacher explains to the students that the air inside the large cup takes up

space. The paper stays dry because the water can only get into the large cup.

The air pushes back and prevents the water from reaching the paper.)

Baking Soda and Vinegar: Investigate what happens when baking soda is mixed

with white vinegar. Work in small groups. Have students follow along with the

teacher to carry out the steps of the experiment. Assemble the following:

baking soda, vinegar, food coloring (optional), small clear plastic cups, small

plastic spoons, measuring cups.

1. Give each child two clear plastic cups and a plastic spoon.

2. Pour 1/4 cup of white vinegar in one of the two cups. Add a couple of

drops of food coloring if desired.

3. Put three spoonfuls of baking soda in the other cup. D75 Alternate Assessment Curriculum K-2 Science Module 4: Properties of Matter

4. Slowly pour the vinegar into the cup with the baking soda.

Have students sequence the steps to the experiment and to record what

happened. Explain that a gas was formed and the gas created the bubbles.

Orange Soda: Mix 1 teaspoon baking soda, ¼ cup water and ¾ cup water in clear

plastic cups. (Other flavors can be substituted). Students observe what

happens. Show students a mixture of water and orange juice and have them not

differences between mixtures. Explain that a gas was formed and the gas

created the bubbles in the mixture with baking soda. Record student

observations.

Have students add a section about what they learned about gases to the class

book on Matter.


Students engage in a reading of It’s a Gas by Ruth Griffin & M. Griffin. Students

share what they learned about gases by recording on a class chart.

Investigate how air moves 2 different objects by testing them (e.g. blowing on a

feather and blowing on stacking blocks).

Assemble different objects of different weights (e.g. penny, feathers, paper,

blocks, styrofoam packing). Use an automatic battery-operated hand fan.

Students predict which items they will be able to move with the different fans.

Student record their predictions on a graphic organizer. Students test the

different objects. Students record their observations in their science journals

and work in groups to hypothesize why some objects moved and others did not.

Another Variation (Air Can Experiment) – in small groups, students arrange two

empty soup cans next to each other. Students first hypothesize whether the

soup cans will move if they blow on them. Students blow in between the cans to

see if they move. Record results and write their conclusion in their science


journals. Students then will share with the class their findings. This can be

repeated using a handheld battery operated fan.

Students follow a chart to make/ construct a pin-wheel and will experiment with

air by using different forces of air to make it spin (e.g. blowing, putting it in front

of a fan or air conditioner, taking it outside). Students record their observations

in their science journals.

Bounce a ball that is not filled to capacity with air (flat) and a ball that is filled

(students can help use a tire pump to fill the ball). Students record their

observations (e.g. differences they see, etc.) in their science journals and

record/write/draw their explanation for why the filled ball bounced higher.


Students conduct experiment individually or in small groups.

Materials:

Plastic bag

Straw

book

Procedure:





Student will record results in their science journals and write a conclusion

to “What made the book move?”

Paper Plunge: Students participate in the experiment. Assemble materials

needed for experiment: Clear plastic cup; big bowl of clear cold water; and

scrunched up piece of paper. Prior to beginning step 4 have the class predict

what will happen to the paper.

Procedure:


1. Fill the bowl with water.

2. Scrunch up the piece of paper.

3. Push the paper into the bottom of the clear plastic cup so that it cannot

fall out.

4. Turn the glass upside down and plunge it straight down in to the bowl of

water.

Ask why the paper didn’t get wet and the noodle was pushed down.

Make clear that the cup was not empty but full of air. Talk about how

they could see that the air takes up space and prevented the water from

filling the cup.

Students record their observations in their science notebooks.

(Note: Teacher explains to the students that the air inside the large cup takes up

space. The cup was not empty but full of air. The paper stays dry because the

water can only get into the large cup. The air pushes back and prevents the

water from reaching the paper.)

Baking Soda and Vinegar: Investigate what happens when baking soda is mixed

with white vinegar. Work in small groups. Have students follow along with the

teacher to carry out the steps of the experiment. Assemble the following:

baking soda, vinegar, food coloring (optional), small clear plastic cups, small

plastic spoons, measuring cups.

1. Give each child two clear plastic cups and a plastic spoon.

2. Pour 1/4 cup of white vinegar in one of the two cups. Add a couple of

drops of food coloring if desired.

3. Put three spoonsful of baking soda in the other cup.

4. Slowly pour the vinegar into the cup with the baking soda.

Students sequence the steps to the experiment and to record what happened.

Explain that a gas was formed and the gas created the bubbles.

Orange Soda: Mix 1 teaspoon of baking soda, ¼ cup water and ¾ cup water in


clear plastic cups. (Other flavors can be substituted). Students observe what

happens. Show students a mixture of water and orange juice and have them not

differences between mixtures. Explain that a gas was formed and the gas

created the bubbles in the mixture with baking soda. Record student

observations.

Exploring gas with balloons, vinegar and baking soda: Tell students that you will

blow up a balloon without having to blow the balloon. Place the end of the

balloon around the neck of the funnel. Put about a tablespoon of baking soda in

the funnel and shake it gently into the balloon. Remove the funnel and place it

in the bottle. Pour about an inch of vinegar into the bottle. Remove the funnel

and place it in the bottle. Pour about an inch of vinegar into the bottle. Remove

the funnel. The amount of soda and vinegar needed varies with the size of the

bottle and balloon. (Experiment before doing the experiment with the students.)

Place the end of the balloon around the neck of the bottle, being careful not to

spill the baking soda. Have students guess what will happen to the balloon.

When the balloon is attached, gently raise the balloon upright and let the baking

soda fall into the bottle. Have students hypothesize why the balloon was able to

blow up and to record observations in their science notebook.

Students add a section about gases to the class book on Matter.


Lesson Strand 5: We can mix solids and liquids.


Students match/engage in identifying the solid(s) (chocolate powder) and the

liquid (milk). Students make chocolate milk.

Provide students with transparent containers, water and substances such as

sugar, instant coffee, pepper and sand. Ask students to guess what will happen

to the different solids when they stir them in the water. Have students stir the

solid with the water and observe what happens.

Students attend to a reading of Pancakes, Tomie de Paola. Students engage in

making pancakes by following a chart of directions.

Students engage with making play-dough (mixing solids and liquids). Recipe: Mix

4 cups all purpose flour, 1 cup salt, 1 ½ cup warm water, small amount of

vegetable oil, food coloring (optional).

Students engage with Oobleck.

Assemble: Cornstarch,water, food coloring (optional),large wood or plastic

spoon, large plastic bowl, plastic trays

Directions:

1. Add food coloring to the water.

2. Mix one part cornstarch with one part water. Mixture will become hard

but will liquefy when you touch it.

3. Remove from the bowl and experiment with on a plastic tray.

Take photos of students dressed as scientists (for posters of class slideshow)

engaged in mixing a solid and liquid.


LEARNING PLANS AND ACTIVITIES LEVEL C

Provide students with transparent containers, water and substances such as


to the different solids when they stir them in the water. Have students stir the

solid with the water and observe what happens.

Have students participate in making personal beach bottles. Mix sand with

water and several plastic fish and shells.

Solid & Liquid - Making Chocolate Milk Experiment: Have students follow a chart

to make chocolate milk using chocolate powder and milk. Have students also

make milk with milk and syrup. Ask students to make observations about the

different mixtures.

Students participate in reading Bartholomew and the Oobleck. Students

participate in making Oobleck.

Assemble: Cornstarch,Water, Food coloring (optional),Large wood or plastic

spoon, large plastic bowl, Plastic trays

Directions:

4. Add food coloring to the water.

5. Mix one part cornstarch with one part water. Mixture will become hard

but will liquefy when you touch it.

6. Remove from the bowl and experiment with on a plastic tray.

Provide students with different objects, e.g. pennies, marbles, toothpicks, string,

toy cars and encourage students to explore what will happen with different

objects. (Some objects will sink in Oobleck and others will stay on top of

Oobleck.) Chart student observations about how the different objects react with

Oobleck.

Participate in reading Pancakes by Tomie de Paola. Assemble the ingredients.


Students identify whether ingredients are solids or liquids.

Students add a page to their book about what they have learned about mixing

solids and liquids. They finalize their books which can be added to the science

display that is the focus of the final performance assessment.

LEARNING PLANS AND ACTIVITIES LEVEL B Provide students with transparent containers, water and substances such as


to the different solids when they stir them in the water. Students stir the solid

with the water and observe what happens. Teach the word “dissolve” and ask

students to use a chart to categorize solids that dissolve in water and solids that

do not dissolve in water.

Set out three clear plastic cups. Fill cups with water at 3 different temperatures

(very cold, room temperature, and very hot). Students guess in which cup the

Kool-Aid powder will spread the fastest. Add Kool-Aid to the cups and ask

students to observe what happens. Students record what happens in their

science notebooks.

Repeat the above with food coloring. Discuss differences and similarities in how

the Kool-Aid powder and the liquid food coloring spread.

Make chocolate milk with powder and again with syrup. Students compare

observations about making chocolate milk with syrup and with chocolate

powder.

Students participate in a reading of Bartholomew and the Oobleck. Students

make Oobleck by following a chart.

Students perform a series of experiments using Oobleck. After each experiment,

students should identify whether Oobleck acted like a solid or liquid and record

on a graphic organizer.


Ideas for experiments:

1. Pour the Oobleck;

2. Pick the Oobleck up;

3. Squeeze the Oobleck;

4. Slap Oobleck with your hand;

5. Shape Oobleck into a ball;

6. Push or poke Oobleck;

7. Drive a small toy car through Oobleck.

Students state what they think Oobleck is and the reason that they think that.

Make ice cream with students. Have students identify the solids and liquids. After

making the ice cream, students can put sentence strips in order and make two

sentences about what they learned about how matter can change from one state to

another.

Materials 1/2 cup milk 1/2 cup whipping cream (heavy cream) 1/4 cup sugar 1/4 teaspoon vanilla or vanilla flavoring (vanillin) 1/2 to 3/4 cup sodium chloride (NaCl) as table salt or rock salt 2 cups ice 1-quart ZiplocTM bag 1-gallon ZiplocTM bag measuring cups and spoons

Procedure

1. Add 1/4 cup sugar, 1/2 cup milk, 1/2 cup whipping cream, and 1/4 teaspoon vanilla to the quart zip lock bag. Seal the bag securely.

2. Put 2 cups of ice into the gallon zip lock bag.3. Add 1/2 to 3/4 cup salt (sodium chloride) to the bag of ice.4. Place the sealed quart bag inside the gallon bag of ice and salt. Seal the gallon bag

securely.


http://chemistry.about.com/library/graphics/blvanillin.htm

5. Gently rock the gallon bag from side to side. Hold the bag by the top seal or to have gloves because the bag will be extremely cold.

6. Continue to rock the bag for 10-15 minutes or until the contents of the quart bag have solidified into ice cream.

Students work in small groups. Have students classify ingredients as solid or

liquid and describe the ingredients in their science notebooks. Record students

guess about what will happen when they mix the ingredients. After making and

testing the ice cream, students can sequence strips.

Students add a page to their book about what they have learned about mixing

solids and liquids. They finalize their books which should be a part of the

science display that is the focus of the final performance assessment.


MATERIALS (including but not limited to)

Science Journal

Chart paper

Sensory bins

Solids (e.g. ball, plastic spoon, crayon, blocks, lego pieces etc.)

Container/bowl

Orange

Magnets and objects to test for magnetic and non-magnetic properties

Objects to test for sink or float properties

Balance Scale

Zip lock bags

Empty water bottles

Liquids (e.g. milk, juice, water, soda, glue, yogurt, lemon juice, etc.)

Wax paper

Eyedropper

Food coloring

Measuring cup

Air (e.g. feather, bubbles, fan, etc.)

Assorted tools that produce air, e.g. battery operated fans, hair dryers

Balloon

Gym balls

Straw

Plastic bags

Book

Soup cans

Vinegar

Baking soda

Chocolate Powder Mix/Syrup/MilkD75 Alternate Assessment Curriculum K-2 Science Module 4: Properties of Matter

Ingredients to make playdough

Ingredients to make oobleck

Ingredients to make ice cream

RESOURCES

BrainpopJr (http://www.brainpopjr.com/)

Discovery Education (http://www.discoveryeducation.com/)

Smartboard Exchange(http://exchange.smarttech.com/index.html)

Scholastic: Dirtmeister’s Science Lab

(http://www.scholastic.com/teachers/activity/dirtmeisters-science-lab)

Share My Lesson (http://www.sharemylesson.com/)

TLC Easy Science Activities - States of Matter

(http://tlc.howstuffworks.com/family/science-projects-for-kids-states-of-

matter.htm)

PBS Kids - Zoom Science (http://pbskids.org/zoom/activities/sci/)

Science Kids – Lesson Plans (http://www.sciencekids.co.nz/lessonplans.html)

Science Kids – Changing State of Water

(http://www.sciencekids.co.nz/gamesactivities/statematerials.html)

Pinterest (https://www.pinterest.com/)

Unique Learning System (https://www.n2y.com/products/unique/)

Kid’s Science Experiments – Paper Plunge

(http://www.lovemyscience.com/paperplunge.html)

BOOKS (including but not limited to)

What is a Scientist ?, Barbara Lehn *

Solids, Liquids and Gases (Rookie Read about Science) by Ginger Garrett*


http://www.lovemyscience.com/paperplunge.html

https://www.n2y.com/products/unique/

https://www.pinterest.com/

http://www.sciencekids.co.nz/gamesactivities/statematerials.html

http://www.sciencekids.co.nz/lessonplans.html

http://pbskids.org/zoom/activities/sci/

http://tlc.howstuffworks.com/family/science-projects-for-kids-states-of-matter.htm

http://tlc.howstuffworks.com/family/science-projects-for-kids-states-of-matter.htm

http://www.sharemylesson.com/

http://www.scholastic.com/teachers/activity/dirtmeisters-science-lab

http://exchange.smarttech.com/index.html

http://www.discoveryeducation.com/

http://www.brainpopjr.com/

What is the World Made Of? All About Solids, Liquids and Gases by Kathleen

Weidner Zoehenfeld and Pail Meiser*

It’s a Gas, Ruth Griffin and M. Griffin (Rookie Read About Science)*

Pancakes by Tomie de Paola*

Bartholomew and the Oobleck by Dr. Seuss*

Who Sank the Boat ? by Pamela Allen.*

The Boy with the Helium Head by Phyllis R. Naylor

The Solid Truth about States of Matter with Max Axiom, Super Scientist by

Cynthia Martin

States of Mater: A Question and Answer Book by Fiona Bayrock

Change It! Liquids, Gases, and You by Adrienne Mason

The Snowman, Raymond Briggs

What is Solid? By Caroline Hutchinson

Air by Andrienne Soutter Perrot

* Books specifically included in the learning plans and activities.

Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes


EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that the

same opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.

Environmental Differentiation


Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a

basis from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.

Conceptualization


Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make

known to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family


and Consumer Sciences, Health, Phys. Ed., Career Development and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).

Functional Use of Objects

Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a

student to use content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.

Problem Solving


Problem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.

Self-Regulation

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive


conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others

(e.g. replacing attention to task with stereotypic response; continuous noise production)

o Behaviors which interfere with positive social interactions (e.g. grabbing belongings of others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.


In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.

Explanatory Notes: (Self-Regulation, Informed Choice-Making)

An informed choice refers to a student’s selection (within a single activity) of one of two (or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.


**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world. Explanatory Notes:

In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.


To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.

A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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