Physical Science For Children All About Properties

Contributor
QLFthailand
Type Category
Instructional Materials
Types
Animation/Movie
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

This short 20 minute video is well-done and engaging for young students in the 2nd grade. The video uses a well paced voice-over, interesting images, highlights vocabulary, and recaps of "what we learned so far". It starts out with "what matter is", "what properties are", and "what properties we can sense using sight, smell, hearing and touch".  It has a great pace. At the eighth minute, the video discusses mass, weight, volume and density, which might be skipped over for 2nd grade. At the 17 minutes, the video goes into the states of matter, but includes gases, which is a concept beyond the performance expectation.

The video comes with an accompanying teacher resource guide (the guide is not reviewed as part of the resource).

 http://www.libraryvideo.com/guides/K7112.pdf mscssid=LTEJ3TR54TQF8KG5LR01189EH8G2FLQ7

 

Intended Audience

Educator
Educational Level
  • Elementary School
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.

Assessment Boundary: none

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Comments about Including the Performance Expectation
The video explores classifying properties according to the different senses. This resource could accompany an investigation where the students use their senses to classify properties of matter. The video engages students in media, but it does not offer support to the teacher for using the video to describe and classify.

Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Comments about Including the Science and Engineering Practice
The video supports students answering questions about properties of matter using observations. There are investigations after the 8th minute, but these investigations have to do with density, which goes beyond the performance expectation.

Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
The teacher may wish to accompany this video with pictures or actual objects that are shown in the video. The students could support the claim that the material belongs to a certain category and the use the observable properties to back their claim with evidence. There are some ideas that go beyond the Core Idea (for example, after minute 17 the video begins to discuss volume. the teacher may choose to stop the video at this time, or continue watching. It is not wrong to go above the Performance Expectation, but the teacher can keep in mind that the students would not be assessed on any of the material concerning weight, volume, and gas state.

Crosscutting Concepts

This resource was not designed to build towards this crosscutting concept, but can be used to build towards it using the suggestions provided below.

Comments about Including the Crosscutting Concept
The video infers the function of the materials, but does not go into this idea in depth. it might be interesting for the teacher to stop the video and ask questions that challenge the students to make these structure and function connections. For example, "How would you describe the structure of the material? Does it make sense that it is used for that function (purpose)?"

Resource Quality

  • Alignment to the Dimensions of the NGSS: The video is superior to the 8th minute, it is clear, well organized and easy to follow. It needs to be supplemented with discussion, and with the teacher stopping the video and asking questions that cue the Cross Cutting Concept and the students doing some of the heavy lifting for figuring out.

  • Instructional Supports: We gave this the score of strong because the students will experience some phenomena while watching the video. It is scientifically accurate and uses great everyday life examples. The clear organization and questioning technique of the narrator as well as the text, engaging video, and slow, clear speaking would make this video useful for students with special needs, language processing issues, or home languages other than English. Much of the accompanying discussion would need to be well scaffolded by support staff and the teacher for students with special needs. There is a teacher’s guide for this video. http://www.libraryvideo.com/guides/K7112.pdf?mscssid=LTEJ3TR54TQF8KG5LR01189EH8G2FLQ7 It supports the teacher and the learning that the teacher can provide.

  • Monitoring Student Progress: There is no accompanying assessment. The video would not stand alone, but rather serve as an additional exposure to rich lessons aligned to the Performance Expectation.

  • Quality of Technological Interactivity: The video quality is very well done. students would not mind watching more than one time.