Atomic Building Blocks

By Jordan Wargo
Second Grade Physical Science
Standard
2-PS1-3 Make observations to construct an evidence-based account of
how an object made of a small set of pieces can be disassembled and made
into a new object.
Science Integration
Energy and Matter

Objects may break into smaller pieces and be put together into larger pieces,
or change shapes.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K2 builds on prior

experiences and progresses to the use of evidence and ideas in constructing
evidence-based accounts of natural phenomena and designing solutions.
o

Make observations (firsthand or from media) to construct an evidencebased account for natural phenomena.

Interdisciplinary
ELA/Literacy
CCSS.ELA-LITERACY.W.2.7 Participate in shared research and writing
projects (e.g., read a number of books on a single topic to produce a report;
record science observations).
CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather
information from provided sources to answer a question.
CCSS.ELA-LITERACY.RI.2.9 Compare and contrast the most important
points presented by two texts on the same topic.
Mathematics

G.GS.02.02 Explore and predict the results of putting together and taking
apart two-dimensional and three-dimensional shapes.

Objectives
The student will be able to..

Use evidence from observations including:

o The characteristics (e.g., size, shape, arrangement of parts) of the
o
o
o

original object.
That the original object was disassembled into pieces.
That the pieces were reassembled into a new object or objects.
The characteristics (e.g., size, shape, arrangement of parts) of the

new object or objects.

Construct an explanation that includes:
o The original object was disassembled into its pieces and is
o
o

reassembled into a new object or objects.

Many different objects can be built from the same set of pieces.
Compared to the original object, the new object or objects can have
different characteristics, even though they were made of the same

set of pieces.
Use comparing and contrasting skills to compare new objects to other new
objects or to the original.

Misconceptions

A study by zalp, and Kahveci, looked at assessing student misconceptions

about the particulate nature of science from an Ontological perspective
(2015). They found that many students struggle with distinguishing between
the macroscopic and microscopic properties of matter. Most notably, students
struggled to explain dissolution at the particulate level. This study was done
on students Grades 6-11, so it is a little above the level of understanding
expected from second graders. This unit provides students with the
foundation that they will need in order to later understand the microscopic
properties of matter. The emphasis of this lesson is on the breakdown of later
objects into smaller pieces that can be rearranged to make new substances

or objects. In the elaborate section, there is a clip that introduces the idea of
molecules being tiny pieces that can be used to build larger structures. Since
this misconception cannot be resolved in one lesson, or even in this grade,
future lessons must build upon this foundation by continuously emphasizing
the microscopic and particulate levels of matter.

Materials and Setup

*Amounts based off a class size of 30 students, may vary based on need*
Engage
The Wonderful Towers of Watts book by Patricia Zelver
Explore
15 containers with various Excellerations Building Brilliance Magnetic
Shapes
1 Magnetic

Architects

worksheet

[Attachment

A]

per

student

(approximately 30)
Explain
30 identical cubes (except in color) made of snap cubes
1 Gallery Walk worksheet [Attachment B] per student (approximately 30)
Science journals
Class focus question thought web [Attachment C]
Elaborate

Honda-a cog YouTube Video clip (2:00)

o https://www.youtube.com/watch?v=_ve4M4UsJQo
1 Lets Break it Down Now worksheet [Attachment D] per student

(approximately 30)
Meet Molly Cule Magic School Bus YouTube Video clip (7:118:22)
o https://www.youtube.com/watch?v=ANzvtBDE8eY

Safety
The

Excellerations

Building

Brilliance

Magnetic

Shapes

have

recommended age of 3+ years. The Snap Cubes have a recommended age of 5+

years. Both of these minimum age suggestions fall below the age of the average
second grader so the materials pose little safety risk to students.

Requisite Knowledge
At the beginning of this lesson, students should know:
o How to make observations and use them as evidence to make a claim
o How to compare and contrast two objects.

Engage
Begin by gathering the students for a read aloud session. Read The
Wonderful Towers of Watts book by Patricia Zelver to students. Ask them to focus
on making observations about the pictures of the towers. They should also be
listening for different things that Simon Rodia used to make the towers. When the
story is over, the class will have a brief summary discussion about the book. Ask the
students the following questions:

Why did Simon make the tower?

What did the Towers bring to Watts?
What types of things did Simon Rodia use to make his towers?
Do you think Simon could break down the towers and build other things?

(raise hands if yes)

Do you think that you can make things using parts of other objects? (raise
hands if yes)
Tell the students that we will be focusing on a central question for the rest
of the lesson: How can we make new objects using an object that already exists?
Write the question on the white board for the class to see and refer to.
Explore
Have students return to their tables and work with their shoulder partners for
this next activity. Each partner pair will get container with Excellerations Building
Brilliance Magnetic Shapes; each student will receive a Magnetic Architects
worksheet to write their observations. Tell students that these worksheets will be
handed in but not graded; they are practicing making good observations rather
than worrying about finding the right observation. Decide who is partner 1 and
who is partner 2 by playing Rock-Paper-Scissors (winner is 1). Students should put
their names on their partner number lines. Partner 1 will have 2 minutes to create a

design with the magnetic shapes. Tell students that while they should be creative,
they should keep the design either table flat or only 1 shape high. Each child should
be sketching their partners design while they are waiting for their turn. After the 2
minutes have passed, both partners should write down 4 observations they make
about the creation. Now Partner 2 will have 2 minutes to make a new creation using
the same pieces. Both partners will make 4 observations about this. Students will
then write 3 similarities and 3 differences that they noticed between the two
creations on their worksheets.
Ask students to add evidence to the class question on the board: How can
we make new objects using an object that already exists?

(By moving

pieces around, by adding to or taking away parts, etc)

Explain
The students will work by themselves for this section. Give each student a
snap cube block and have students make observations. Ask students:

What are some observations you can make about your block?
Except for the colors, are all of these blocks the same?
Do you think that I could build another one exactly the same?
Do you think I could build one that is a little bit different? A lot different?

Students will now have 10-15 minutes to take apart the blocks and use the
cubes to build something new. Tell students that they need to use all of the cubes
from the block, so be careful not to drop any on the floor. When the 10-15 minutes
is over, the students will place their new designs on their desks and be given
Gallery Walk worksheet. They should put their names on the top. There will be a
gallery walk where the students pick 1 classmates block design and write 2
similarities and 2 differences between their own design and that classmates design
on the worksheet. They will do this 4 times so by the end they should have a total of
16 comparisons. This should be done in 3 minute rotations. This worksheet will be
collected and graded so the students should focus on making good observations.
Ask the students to add more evidence to the thought web. They should now
come to an evidence based conclusion about the class focus question: How can we
make new objects using an object that already exists? They can record their
findings (see Attachment C for an example of a basic thought web) in their class
science journals.

Elaborate 1
Students will be watching a 2 minute video (https://www.youtube.com/watch?
v=_ve4M4UsJQo) that shows a Honda commercial. Students will be focusing on
making observations and collecting evidence about how the small pieces are
working together in a way that was different for their intended purpose. Possibly
ask:

What was the original object? (hint: its at the end of the video) (a car)
Did they take the original object and break it into smaller pieces? (yes)
Did they put those pieces together in a different way? (yes)
Does this new object work the same way as the original one? (no, they no
longer run like a car, they make a chain reaction now)
o What is some of your evidence?

Elaborate 2
Give the students the first page of the final worksheet: Lets Break it Down
Now. Read the instructions to the class. The students should be looking at 6
pictures of classroom objects and deciding, to the best of their ability if the objects
can be broken down into smaller, whole pieces. Students should circle the answer
on the sheet. When they finish the six questions, they should turn them into the bin
and then we will watch a brief clip. Tell them to keep that worksheet in mind,
because there is a bonus question they will get after the clip.
They will be watching a brief clip introducing them to molecules. Begin by
giving the students some background on the video clip (Miss Frizzle and her
students are cleaning Molly Cules car at a car wash and are trying to get tar off the
hood. They shrink really small in order to find the tar. The students have some
interesting observations and conclusions about their size and their surroundings.)
Play the Youtube clip (https://www.youtube.com/watch?v=ANzvtBDE8eY) from
approximately 7:118:22. As a lesson summary ask the students:

Can anything be broken down into smaller pieces? (Yes)

What are these pieces called? (Molecules)
Can they be put back together? (Yes)
Do they have to go back the same way that they were before they were
broken? (No)

Pass out the bonus question sheet and have the students answer the class. Make
sure the students know that there is NO PENALTY for an incorrect response, but they

may receive extra credit if they answer it right. They should just try their best to
use what they know to answer it. Have them turn the worksheets into the bin when
they are finished.
Evaluation Alignment Table
Instructi

Standard(s)

Assessment Activity

onal
Area
Engage

CCSS.ELA-LITERACY.W.2.7,
CCSS.ELA-LITERACY.W.2.8, 2-

Explore

PS1-3
CCSS.ELA-LITERACY.RI.2.9,
G.GS.02.02,

Explain

Elaborate

Formative: class summary

discussion, class focus question
Formative: Magnetic Architects
worksheet [Attachment A], adding

2-PS1-3
CCSS.ELA-LITERACY.W.2.7,

evidence to class focus question

Summative: Gallery Walk

CCSS.ELA-LITERACY.RI.2.9,

worksheet [Attachment B]

G.GS.02.02,

Formative: Class question thought

2-PS1-3
2-PS1-3

web [Attachment C]
Summative: Lets Break it Down
Now worksheet [Attachment D]

Evaluate: Materials
All worksheets and scoring criteria are attached at the end of this lesson
Differentiation
This lesson is geared to meet the needs of diverse learners. The lesson itself
is hands-on, which will help the students who need to manipulate the material in
order to learn it. It also has ample opportunity for discussion for the more auditory
learners. The students are recording their evidence for many of the activities,
which will meet the needs of students who rely on reading and writing for learning.
The thought web is an evidence based practice (AFIRM Team, 2015) which will help
support the learning of all students in all situations. For students who are emerging
readers and writers, or for students who are English Language Learners, provide the
thought web for them at the beginning of the lesson. The students who are ELLs or
have a SLD may decrease the number of written observations for the worksheets in

this lesson. For other differentiation, refer to the students IEP to best meet the
needs of that student.
Scientific Background
Matter is anything that has mass and takes up space. Matter has observable
characteristics such as state (i.e. solid, liquid, or gas), color, smell, or, size. These
observable characteristics are determined by the particles that make up the object.
Matter is made up of molecules, which in turn are made up of atoms. Atoms are the
building blocks of matter. Anything that has mass and takes up space can be broken
down into smaller, whole pieces (i.e. atoms) and these pieces can be rearranged to
form new substances.
Whenever an object or other type of material is broken down to its smallest
parts and put back together to form a new object or material, it is called a chemical
change.

Examples of chemical changes include: cooking food, a bonfire, and

rusting metal. Objects and materials can also undergo a physical change where the
molecules are rearranged, but the structure remains the same. These reactions can
change the state or the way that the object works, but the internal structure and
characteristics are the same after as they were before. In essence, there is not new
substance formed in a physical reaction. Examples of this include: boiling water,
dissolving salt in water, and crumpling up a piece of paper.

References
[Lumea Celor Mici]. (2016, June 22). Magic School Bus E40Meet Molly Cule. [Video
File]. Retrieved from https://www.youtube.com/watch?v=ANzvtBDE8eY.
[WebRidesTV]. (2009, July 29). Honda The Cog. [Video File]. Retrieved from
https://www.youtube.com/watch?v=_ve4M4UsJQo.
AFIRM Team. (2015). Visual supports. Chapel Hill, NC: National Professional
Development Center on Autism Spectrum Disorder, FPG Child Development
Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/visual-supports

Faber, J. (n.d.). Thousands of Tiny Pieces Can Create Something BIG! Retrieved
2016, from http://betterlesson.com/lesson/636230/thousands-of-tiny-piecescan-create-something-big
McKenna, B. (n.d.). Building Things In Different Ways. Retrieved 2016, from
http://betterlesson.com/lesson/635840/building-things-in-different-ways
zalp, D., & Kahveci, A. (2015). Diagnostic assessment of student misconceptions
about the particulate nature of matter from ontological perspective.
Chemistry Education Research and Practice, 16(3), 619-639. Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1720057270?
accountid=39473
WEAVER, E. (1962). Atoms. Elementary School Science Bulletin, (73), 1-2. Retrieved
from http://www.jstor.org.ezproxy.gvsu.edu/stable/43085775
What is the difference between chemical and physical change? (2015). Retrieved
September 22, 2016, from
http://antoine.frostburg.edu/chem/senese/101/matter/faq/physicalchemical.shtml

Attachment
A

Magnetic Architects
Partner 1 name: ________________________________
Partner 2 name: ________________________________
Sketch of Partners design:

Partner 1 design:
Observations:

1. ______________________________________________________
___________
2. ______________________________________________________
___________
3. ______________________________________________________
___________
4. ______________________________________________________
___________
Attachment
A

Partner 2 design:
Observations:

1. ______________________________________________________
___________

2. ______________________________________________________
___________
3. ______________________________________________________
___________
4. ______________________________________________________
___________
Similarities between 1 and 2:
1. ______________________________________________________
___________
2. ______________________________________________________
___________
3. ______________________________________________________
___________
Differences between 1 and 2:
1. ______________________________________________________
___________
2. ______________________________________________________
___________
3. ______________________________________________________
___________

Attachment
B

Name: ________________________________
Gallery Walk
Directions: Compare your classmates designs to your own
design.
Choice 1 name: ___________________________
Similarities:
1. ____________________________________________________________
2. ____________________________________________________________
Differences:
1. ____________________________________________________________
2. ____________________________________________________________
Choice 2 name: _______________________________
Similarities:
1. ____________________________________________________________
2. ____________________________________________________________
Differences:
1. ____________________________________________________________
2. ____________________________________________________________

Attachment
B

Choice 3 name: _____________________________

Similarities:
1. ____________________________________________________________
2. ____________________________________________________________
Differences:
1. ____________________________________________________________
2. ____________________________________________________________
Choice 4 name: _______________________________
Similarities:
1. ____________________________________________________________
2. ____________________________________________________________
Differences:
1. ____________________________________________________________
2. ____________________________________________________________

Attachment
C

Thought Web Example

Break the
object into
smaller pieces

Blocks made
new designs

Put the pieces

back together
in a new way

How can we make

new objects using an
object that already
exists?

Solutions (Black)
Observations (Blue)
Evidence (Green)

Each design
looked
different

Rearrange the
pieces in a new
way

Attachment
DName: _____________________________

Lets Break it Down Now

Directions: For each picture below, think about whether the object can be made
into smaller pieces. Circle Yes if you think it can and No If you think it cannot. All
of these are objects you can find in the classroom so get up and look at them if you are
stuck!
1.

Yes No

2.

Yes

No

Yes

No

3.

Yes

No
4.

5.

Attachment
D Name: _____________________________

Yes

No

Yes

No

Lets Break it Down Now Bonus Question!

Try to figure out if the object below can be broken down into smaller
pieces. Then fill out the answer below. There is NO PENALTY if you are
wrong, but you can earn an extra point on this worksheet if you are right!

Can this be broken into smaller pieces?

Yes

No

If yes, what pieces? _____________________________________

If no, turn it in to the bin

Attachment
D

Name: ____ANSWER KEY_______________

Lets Break it Down Now
Directions: For each picture below, think about whether the object can be made
into smaller pieces. Circle Yes if you think it can and No If you think it cannot. All
of these are objects you can find in the classroom so get up and look at them if you are
stuck!
2.

Yes

No

Yes

No

Name: _____________________________
Yes
Yes
No

No

Yes No

3.

4.

Yes
5.

No
6.

Attachment
D

Lets Break it Down Now Bonus Question!

Try to figure out if the object below can be broken down into smaller
pieces. Then fill out the answer below. There is NO PENALTY if you are
wrong, but you can earn an extra point on this worksheet if you are right!

Can this be broken into smaller pieces?

Yes

No

If yes, what pieces? Molecules or atoms. May also say seeds/core for half point
If no, turn it in to the bin