Description
This unit was taught in a 2nd grade classroom in Chico, CA. The students had to create evidence-based arguments to support a claim about whether or not chemical reactions are reversible or irreversible. While the unit focuses upon creating an argument with supporting evidence, the students also explored cause and effect relationships related to heating and cooling. The goal of our Triad unit was: 1) to understand how heating and cooling changes matter, 2) to determine if the change that occurs is reversible or irreversible, 3) to understand the relationship between cause and effect, and 4) to help students construct an evidence-based argument that supports a created claim.