New Mexico Grade 2 Science

Explain how the same pieces can form a different object

Explore New Mexico Grade 2 science through block rearrangement, evidence-based explanations, selected references, lessons, independent quizzes, and state guidance.

New Mexico’s science rule, NMAC 6.29.10, incorporates NGSS with additional state expectations, effective July 1, 2018. The selected NGSS references here were checked in the original publisher’s Next Generation Science Standards, September 2017 DCI arrangements. That document’s publication date identifies the reference copy; the state rule establishes New Mexico’s requirements. Read complete performance expectations, clarifications, assessment boundaries, practices, core ideas, and crosscutting concepts alongside the school’s course plan. This activity selects a Grade 2 expectation. It is one part of a science course, not a complete curriculum.

Also read the six additional New Mexico expectations and their framework. The state additions complement NGSS; this selected activity does not cover all of them.

Explain how the same pieces can form a different object

A teacher-approved set contains twelve large interlocking blocks. Build a low wall using all twelve, draw it, and then carefully take it apart. Use the same blocks to build a small tower. Count the pieces before and after, and describe what changes. The supplied record is invented to illustrate how observations might be organized; replace it with the class’s actual constructions.

Explain the evidence or model

The example record uses twelve blocks for both the wall and the tower. Their arrangement changes: the wall spreads along the desk while the tower stacks upward. The pieces can be separated and connected differently without needing new blocks. An evidence-based account should connect the observed pieces before disassembly with those used in the second object, rather than simply announce that shapes change. Count and check the pieces, and describe a feature of each arrangement. The record supports a new object built from the same small set; it does not show a new kind of block material being created.

What to check in the explanation

Twelve blocks do not guarantee that every imagined design can be built or that a tall tower will be stable. If the class leaves a block unused or adds one, record that difference instead of claiming exactly the same set. Use large, age-appropriate pieces under teacher supervision. This model concerns disassembly and rearrangement, not every physical or chemical change.

Plan the next activity

1. Observe and draw the first object and its pieces.
2. Disassemble and build a different arrangement.
3. Explain what stayed the same and what changed using the actual record.

Make a third object using the same blocks. Compare its height, spread, and stability with the first two, keeping count separate from shape. Ask the child to explain how a drawing or photograph helps another person follow the rearrangement.