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MatterSecond Grade

BY:

Rachel Bradford and Jennifer AyersTime Frame: 5 Days

Unit Introduction

Everything is made of matter. Which can cause matter to be a broad, yet specific unit of content. This unit is to be taught with the intentions of using all three modalities of learning. This was prepared for our visual, audio, and kinesthetic learners. Students should talk about, see, and use their own bodies and senses to understand the phases of matter. Through this science unit, math, language arts, movement, technology, and the fine arts were integrated to further the success of comprehension. It is important that students understand and can relate this unit to everyday life, as it creates a base for future science standards of learning. The students will concentrate on the description, properties and characteristics of matter. This will include the phases of matter; solid, liquid and gas. In this unit, students will use prior knowledge of the water cycle, units of measurement, and living vs. non-living.

The first step in this unit of matter is identifying the characteristics of the phases of matter. Students need to learn this before moving on to measurement and changes in the phases of matter. Measurement encompasses conversions, weight, mass, volume, and using the metric system versus Standard English. The changes in phases digs deep into temperature by assessing the addition and removal of energy. This first week prepares students for a successful introduction to the understanding of matter; how to categorize its various forms and measure its properties. Next week, we will focus on changes in the phases of matter, which will be followed by a week revolved around measurement.

Objectives

● General Unit Objectives ○ The students will be able to identify the three phases of matter and their

characteristics.○ Students will be able to relate to everyday life by identifying phases of matter in

the classroom. ■ Students will also be able to measure in the correct units. This includes

mass and volume.○ Students understand that everything is made of matter. They will do this through

individual assessment, group projects and discussion. ■ A final movement activity will summarize matter and its phases by having

the students work together. ● Specific Objects

○ Day One- Introduction ■ Given the information from the Brain Pop video, the students will be able

to explain that all things are made out of matter as well as identify and classify the three stages of matter with 80% accuracy.

■ Given the SmartBoard activity, the students will be able to use the smartboard to help identify at least three characteristics of the three stages of matter.

○ Day Two- Solids ■ Given the solids, liquids, and gases graphic organizer, the students will be

able to identify and list 3 characteristics of a solid.■ With the scales, the students will measure the mass of solid objects in

pounds and grams with 80% accuracy. ○ Day Three- Liquids

■ Given the solids, liquids, and gases graphic organizer, the students will be

able to identify and list 2 characteristics of a liquids.

■ With the measuring cups and graduated cylinders, the students will measure the volume of liquid objects in cups with 100% accuracy.

○ Day Four- Gases ■ Given the solids, liquids, and gases graphic organizer, the students will be

able to identify and list 2 characteristics of a gases.■ Given the discussion about the water cycle, the students will create and

label a water cycle chart with solid, liquid, gas, evaporation, condensation and precipitation with 50% accuracy.

Day Five- Recap and Changes in Phases■ Given the activities the past four days, the students will be able to fill out a

blank graphic organizer with the five characteristics of the phases of

matter.

■ Given the space outside, the students will be able to collectively, as a

class, identify with movement the phases of matter with 100%

participation.

Standards of Learning

● Day 1: ○ SOL C/T 2.1 : Demonstrate an operational knowledge of various technologies.

A)Use various types of technology devices to perform learning tasks.Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.Use appropriate buttons, gestures, menu choices, and commands to manipulate t

he computer when completing learning tasks.B)Communicate about technology with appropriate terminology.Use basic technology vocabulary as needed.

● SOL Science 2.3: The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includeA)identification of distinguishing characteristics of solids, liquids, and

gases;B) measurement of the mass and volume of solids and liquids; andC)changes in phases of matter with the addition or removal of energy.

● SOL Language Arts 2.12: The student will write stories, letters, and simple explanations.a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity

● Day 2: ○ Science SOL 2.3 The student will investigate and understand basic properties of

solids, liquids, and gases. Key concepts includea) identification of distinguishing characteristics of solids, liquids, and gases;b) measurement of the mass and volume of solids and liquids; andc) changes in phases of matter with the addition or removal of energy.

● Math SOL 2.11 The student will estimate and measurea) length to the nearest centimeter and inch;b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; andc) liquid volume in cups, pints, quarts, gallons, and liters.

● Language Arts SOL 2.12: The student will write stories, letters, and simple explanations.a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity


solids, liquids, and gases. Key concepts includea) identification of distinguishing characteristics of solids, liquids, and gases;b) measurement of the mass and volume of solids and liquids; and

c) changes in phases of matter with the addition or removal of energy.● Math SOL 2.11 The student will estimate and measure

a) length to the nearest centimeter and inch;b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; andc) liquid volume in cups, pints, quarts, gallons, and liters.

● Language Arts SOL 2.12: The student will write stories, letters, and simple explanations.a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity



● Fine Arts SOL 2.4: The student will create works of art inspired by a variety of concepts, themes, and literary sources.

○ Language Arts SOL 2.12: The student will write stories, letters, and simple explanations.a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity



● Movement SOL 2.2 The student will apply the basic movement concepts to change performance of locomotor, nonlocomotor, and manipulative skills.

○ a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations.

○ b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situation

Introduction to Matter2nd Grade

Day 1

Purpose:● Today’s lesson is the first in a series of five days focusing on Matter. Today we will

move from learning living versus nonliving. The students will now identify that all things are made of matter. Furthermore, matter has three phases; solids, liquids and gases. This is the start of the week because the students need to understand that everything is made of matter first and that it is categorized into three phases.

● SOL C/T 2.1 : Demonstrate an operational knowledge of various technologies.A)Use various types of technology devices to perform learning tasks.Use a keyboard, mouse, touch screen, touchpad, and other input devices to interact with a computer.Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.B)Communicate about technology with appropriate terminology.Use basic technology vocabulary as needed.

● SOL Science 2.3: The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includeA)identification of distinguishing characteristics of solids, liquids, and gases;B) measurement of the mass and volume of solids and liquids; andC)changes in phases of matter with the addition or removal of energy.

● SOL Language Arts 2.12: The student will write stories, letters, and simple explanations.a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity

Objectives:● Given the information from the Brain Pop video, the students will be able to explain that

all things are made out of matter as well as identify and classify the three stages of matter with 80% accuracy.

● Given the SmartBoard activity, the students will be able to use the smartboard to help identify at least three characteristics of the three stages of matter.

Procedure: Introduction

● To introduce matter, the teacher will review living and nonliving by creating a chart on the board. V

○ Chart:

Living Nonliving

Things that :GrowLively and active(What you are looking for)

Things that:Do not growNo movement(What you are looking for)

● The teacher will have the students raise their hands to help fill in the chart.○ What is does living and nonliving look like?○ What are some living things? Nonliving?

● Once the chart is completed, the teacher will have a discussion about the differences in living and nonliving. A

○ Looking at the chart, do you see any differences between living and nonliving?

○ Is the object active and moving or is it stationary? Can the object grow and reproduce?

● To transition into matter, the teacher will ask the students if they know any similarities between living and nonliving.

Development ● The teacher will play the Brainpop Video to introduce the idea of matter and its

three characteristics. V/A○ “We will be watching this brainpop video to give us examples of what

matter, solids, liquids and gases are. I want you to listen for examples of each to help you with the stations we will be doing after this.”

● Students will be placed randomly into four different groups. There will be a group for solids, liquids, gases and the SmartBoard.

● Students will be invited to explore, with their science journals, each matter station. V/K

● Each station will be focused around solids, liquids and gases. ○ 1.)Solid Station- Rock, Pencil, water bottle○ 2.)Liquid Station- Water bottle filled with water, lotion○ 3.)Gas Station- balloon filled with Helium, empty water bottle○ 4.)Interactive Powerpoint- as a group the students will be able to explore

the definitions and characteristics of the three states of matter. ● At each station there will be three questions:

○ 1.) What do they see?○ 2.) What do they feel?○ 3.) Can the object be held?

● Students will be asked to write down characteristics they saw on the video and form new ones.

● After 6 minutes at each station, students will join in a think-pair-share with their group describing the characteristics of solids, liquids, and gases.V/A

● For strugglers, let them draw a picture diagram in their journal. V

● For advanced, let them pair up with a struggler to explain the characteristics to further their understanding. A

Summary ● After the video, group discussion, and matter station tour, students will have used

all modalities of learning to explore the characteristics of matter. ● Students will then have a worksheet listing the three states of matter.● Students will independently cut out the pictures of matter and place them under

the correct state. K● As a whole, the class will then discuss the proper placement for each picture to

ensure understanding. V/AMaterials:

● Smart Board● Computer● Interactive Powerpoint (http://exchange.smarttech.com/details?id=e436acf6-9b5c-443f-

ac6d-0059a340fcf0)● Brain Pop Video (https://www.brainpop.com/science/matterandchemistry/statesofmatter/)● Solid Station- Rock, Pencil, water bottle● Liquid Station- Water bottle filled with water, lotion● Gas Station- balloon filled with Helium, empty water bottle● Science Journal

Evaluation Part A:● Looking at the students science journals, could they explain the fact that everything is

made of matter?● Watching the students at the SmartBoard, did the students accurately identify at least

three characteristic of the three stages of matter?● Could students identify at least 3 characteristics at all their stations in their science

journal?Evaluation Part B:

● Did the students meet your objectives?● How do you know?● Did your lesson accommodate/ address the needs of all your learners?● What were the strengths of the lesson?● What were the weaknesses?● How would you change the lesson if you could teach it again?

Solids2nd Grade

Day 2

Purpose:● Today’s lesson will focus primarily on solids and their characteristics. Students will

explore and review the characteristics they learned from the solid station from the introduction lesson. Solids are measured by their mass in pounds/ounces and kilograms/grams using a scale. The students will be able to practice their measuring skills while learning about the characteristics of solids. This will tie into past, present, and future math lessons.

● Science SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea) identification of distinguishing characteristics of solids, liquids, and gases;b) measurement of the mass and volume of solids and liquids; andc) changes in phases of matter with the addition or removal of energy.

● Math SOL 2.11 The student will estimate and measurea) length to the nearest centimeter and inch;b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and

c) liquid volume in cups, pints, quarts, gallons, and liters.● Language Arts SOL 2.12: The student will write stories, letters, and simple explanations.

a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity

Objectives:● Given the solids, liquids, and gases graphic organizer, the students will be able to identify

and list 3 characteristics of a solid.● With the scales, the students will measure the mass of solid objects in pounds and grams

with 80% accuracy.


● What is a solid? From the four table groups in the classroom, allow students 5 minutes to brainstorm words describing the properties of a solid. A

● Invite a student from each group to go up to the board and list the properties. This can also be done one group at a time or have four separate columns for each group to go up together. V/K

Group 1 Group 2 Group 3 Group 4

● Once the students list the properties and sit back down, ask another student from each table, one table at a time, to share with the class what properties they identified and why? A

○ What is the size of a solid? Texture? Color? ○ How do we measure them?○ Do they have their own shape or do they take the shape of the object they

are in?

Development ● With science journals out on their desks, students will open to the next blank

page. This should be directly after their introduction to matter page. K● Students will be given 10 minutes to write the properties of a solid into their

science journals. K/V● Students should also have their graphic organizer, which should have been folded

into their science journal. This will be used as the assessment at the end of the lesson.

Solids Liquids Gases

-have their own shape-has mass-temperature can affect its state

● Students at each table group will have a scale in the middle of the table.

● Reviewing their measuring skills, invite a student from each group who has not yet represented the group that day to push in their chair and bring a solid object from the classroom to their group. K

● Students will measure their solid object. Their results should be written in their journal. K/V

Object Measurement

● Teacher should be walking around and making sure each student is writing the measurements correctly. This should include the correct number and unit of measurement. This allows for the teacher to identify who needs another lesson in measuring during math as well. K/V

● After the group has measured one object and the teacher has checked on their group, invite the group to pick another friend to grab another solid object in the classroom. They should have 4 objects total measured in their journals. K

● While students are working together, close out SmartBoard window with the solid properties. Open another window for measurements.

● There should be a column labeled “Object” and another column labeled “Weight”● When students have completed their measurements, invite a student up from each

group to write down their measurements. K● This window will be saved for a later math lesson to list the objects in order from

heaviest to lightest. ● For strugglers, let them be the record keeper for measurements of solids.V/A ● For advanced, let them read and report the measurements of solids from the scale.

V Summary

● From reviewing as a whole class the properties of a solid, students will have identified the proper characteristics. The teacher should not pull back up the SmartBoard window, as this should be a review from memory. A

● Students will review, from the measurement chart written as a collective, that solids have a definite shape and are measured in units of mass. A/V

● Students will then complete the solids column of their graphic organizer. K/V

● When the graphic organizer is complete, students are to fold it and store back into

their science journal.

● Students will be invited to grab one solid object from their table and restore it in the proper place. K

● The teacher can pick a student from each table to grab the scales and place them back into the bin by the teacher’s desk. K

Materials:● Solids, Liquids, Gases graphic organizer● Scale● Science journals● Solid objects from classroom● SmartBoard

Evaluation Part A:● Walking around the classroom and glancing at the solids, liquids and gases graphic

organizer, could the students identify and list 3 characteristics of solids?● Looking at their science journals, could the students measure the mass of the solids with

80% accuracy?○ Did the students use the correct unit of measurement when measuring?

Evaluation Part B:● Did the students meet your objectives?● How do you know?Did your lesson accommodate/ address the needs of all your learners?● What were the strengths of the lesson?● What were the weaknesses?● How would you change the lesson if you could teach it again?

Liquids2nd Grade

Day 3

Purpose:● Today’s lesson will focus on liquids and their characteristics. Students will explore and

review the characteristics they learned from the liquid station from the introduction lesson. Liquids are measured by volume in cups, pints, quarts, gallons and liters using measuring cups and graduated cylinders. The students will be able practice their measuring skills while learning about the characteristics of a liquid. This will tie into past, present, and future math lessons.

● Science SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts includea) identification of distinguishing characteristics of solids, liquids, and gases;b) measurement of the mass and volume of solids and liquids; andc) changes in phases of matter with the addition or removal of energy.

● Math SOL 2.11 The student will estimate and measure

a) length to the nearest centimeter and inch;

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and

c) liquid volume in cups, pints, quarts, gallons, and liters.● Language Arts SOL 2.12: The student will write stories, letters, and simple explanations.

a) Generate ideas before writing.b) Organize writing to include a beginning, middle, and end for narrative and expository writing.c) Expand writing to include descriptive detail.d) Revise writing for clarity

Objectives:● Given the solids, liquids, and gases graphic organizer, the students will be able to identify

and list 2 characteristics of a liquids.

● With the measuring cups and graduated cylinders, the students will measure the volume of liquid objects in cups with 100% accuracy.


● What is a liquid? From the four table groups in the classroom, allow students 5

minutes to brainstorm words describing the properties of a liquid. A

● Invite a student from each group to go up to the board and list the properties. This can also be done one group at a time or have four separate columns for each group to go up together. V/K


● Once the students list the properties and sit back down, ask another student from

each table, one table at a time, to share with the class what properties they

identified and why? A

○ What is the size of a liquid? Texture? Color?

○ How do we measure them?

○ Do they have their own shape or do they take the shape of the object they

are in?

○ What are some examples of a liquid?

Development ● With science journals out on their desks, students will open to the next blank

page. This should be directly after their introduction to matter page. K

● Students will be given 10 minutes to write the properties of a liquid into their

science journals. K/V

● Students should also have their graphic organizer, which should have been folded

into their science journal. This will be used as the assessment at the end of the

lesson.


-have their own shape - take the form of the object they are in

-has mass-temperature can affect its state

-has volume-temperature can affect its state

● Students at each table group will have a set of different size measuring cups and

graduated cylinders in the middle of the table.

● A student from each table, who has not participated, will grab the measuring cup and fill it with 1 cup of water. The student will check with the teacher to ensure the amount of water was properly measured into the cup. This can be done by the teacher constantly walking around the classroom. K

● Each student at the sink filling their cups should also grab a paper towel. K● This process will be done until all of the the measuring cups are filled at the table

by each student in the group. Each student should show their ability to measure a liquid. K/V

● Students will then take turns watching each student pour their 1 cup of water into their specific graduated cylinder. V

● This is where students should be discussing what happens. The teacher should be floating around and also asking questions in case a table sounds quiet. A

● The teacher will write in a separate SmartBoard window “What looks different”? The students will discuss and answer these questions in their science journals. A/V

○ Is the amount of liquid the same? ○ How do we measure the liquid? ○ What would happen is the liquid was poured back into the measuring cup?○ Is it the same?

● For strugglers, students can have another student in group measure their water. They can also draw a picture of their containers rather than write out the answers to the discussion questions.V

● For advanced, students can hypothesize in their science journals what would happen if the liquid wasn’t water. For example, would the results be the same if they used syrup? Milk? Why?A/V

Summary

● When students have completed writing or drawing their observations from the measuring liquids questionnaire on the board into their science journals, begin a whole class discussion. A

● Students will review the characteristics of liquids. A○ What did they observe while measuring?○ How was the liquid measured?○ What happened to the liquid as it was poured into another container?○ What happened when they poured it back into the measuring cup?○ Was it the same?○ Why?

● Students will then complete the liquids column of their graphic organizer. V/K● When the graphic organizer is complete, students will fold it and store back into

their science journal. K● Students will be invited to grab their measuring cup, graduated cylinder, and line

up quietly at the door. K● Students will then follow the teacher outside to the courtyard and empty their

containers into the garden. K/V● This reviews the measuring of liquids, the characteristics of liquids, and the basic

needs of living things. K/V/AMaterials:

● Solids, liquids and gases graphic organizer● liquids for each group● SmartBoard● Science journal● different size measuring cups● different size graduated cylinders

○ tall and skinny○ short and wide○ pentagonal

Evaluation Part A:● Walking around the classroom and glancing at the solids, liquids and gases graphic

organizer, could the students identify and list 3 characteristics of liquids?

● Walking around the classroom to each student and group, did the teacher observe the

students successfully measure the water in cups with 100% accuracy?

● Did the students participate in the class discussion and correctly answer the questions in their science journal?

Evaluation Part B:● Did the students meet your objectives?● How do you know?Did your lesson accommodate/ address the needs of all your learners?● What were the strengths of the lesson?● What were the weaknesses?● How would you change the lesson if you could teach it again?

Gases

2nd Grade

Day 4

Purpose:

● Today’s lesson will focus primarily on gases and their characteristics. Students will

explore and review the characteristics they learned from the gases station from the

introduction lesson. During this lesson, the students will see the resemblance between the

states of matter and the water cycle. This is important because the characteristics of gas

can be less tangible for students in comprehension and relating to everyday life. The

water cycle helps integrate all three phases of matter.

● Science SOL 2.3 The student will investigate and understand basic properties of solids,

liquids, and gases. Key concepts include

a) identification of distinguishing characteristics of solids, liquids, and gases;

b) measurement of the mass and volume of solids and liquids; and

c) changes in phases of matter with the addition or removal of energy.

● Fine Arts SOL 2.4: The student will create works of art inspired by a variety of

concepts, themes, and literary sources.

● Language Arts SOL 2.12: The student will write stories, letters, and simple explanations.

a) Generate ideas before writing.

b) Organize writing to include a beginning, middle, and end for narrative and expository

writing.

c) Expand writing to include descriptive detail.

d) Revise writing for clarity.

Objectives:

● Given the solids, liquids, and gases graphic organizer, the students will be able to identify

and list 2 characteristics of a gas.

● Given the discussion about the water cycle, the students will create and label a water

cycle chart with solid, liquid, gas, evaporation, condensation and precipitation with 50%

accuracy.

Procedure:

Introduction

● What is a gas? From the four table groups in the classroom, allow students 5 minutes to

brainstorm words describing the properties of a gas. A

● Invite a student from each group to go up to the board and list the properties. This can

also be done one group at a time or have four separate columns for each group to go up

together. V/K


● Once the students list the properties and sit back down, ask another student from each

table, one table at a time, to share with the class what properties they identified and why?

A

○ What is the size of a gas? Texture? Color?

○ How do we measure them?

○ Do they have their own shape or do they take the shape of the object they are in?

○ What are some examples of a gas?

Development

● With science journals out on their desks, students will open to the next blank

page. This should be directly after their introduction to matter page. K

● Students will be given 10 minutes to write the properties of a gas into their

science journals. K/V

● Students should also have their graphic organizer, which should have been folded

into their science journal. This will be used as the assessment at the end of the

lesson.


-have their own shape

-has mass

- take the form of the

object they are in

-take the form of the

object they are in

-temperature can affect its state -has volume

-temperature can affect

its state

- temperature can affect

its state

● Each group will have three types of balloons at their table, enough blue for an empty

balloon (there should be a blue balloon for each student), a yellow one that has air in it,

and a purple one filled with helium. These should be the same size.

● The purple and yellow balloon should be tied to a string and taped to the tables.

● Allow for one student at each group to blow up the empty blue balloon. Let students

know they can raise their hand for assistance in tying the balloon shut. K

● When each group is complete, ask students to look around and observe the difference

between each groups blue balloons. Repeat this until each student has rotated in filling

their own balloon. V/A

● In their journals, ask students to make a prediction. Why is the shape of the balloon

different each time?K

● Now ask students to look at the purple balloon. Why does it float compared to the yellow

balloon? This discusses the idea that some gases are heavier than others.

● The teacher will start a class discussion by asking:

○ They are the same size, but could their be different gases in them?

○ What does this say about the shape of a gas?

○ Can students name other gases? A

● For strugglers, they can ask another friend or teacher to fill their balloon. They may also

ask the teacher for coloring utensils to draw and label their balloons in their journals

rather than write about them.

● For advanced, students may graph their balloons in their journals from heaviest to

lightest. This integrates their math skills. They may also write down the other forms of

gas by looking at the Periodic Table of Elements. Can they find the Noble Gases? V

● When complete, each student will come up and show the teacher their science journal

entries and be checked for completion. Students will then clean and restore materials

from their table. Balloons will be laid out along windows of classroom for observation

but not distraction.K

● Once everyone is seated the class will spend 5 minutes reviewing the characteristics of a

gas. V/A

● How does the phases of matter tie into the water cycle?

○ list the vocabulary from discussion of the board.

○ condensation, precipitations, and liquid

○ evaporation and gas

○ solid and ground

Summary

● One student from each table will grab butcher paper for each student in their group.

Another student will grab a basket of paints for their table and a plate. K

● Students will finger paint and creatively express their comprehension of the water cycle

from previous lessons and identify the phases of matter. K/V

● The teacher will walk around the classroom asking students to identify and share their

painting. A

● For strugglers, students can be provided a paint brush or color their water cycle.

● For advanced, students can assist strugglers in correctly labeling their water cycle.

● When complete students will lay picture along drying rack, wash hands, and restore

materials. One friend will restore paints and throw away the paint plate. The rest of the

group will clean the table. K

Materials:

● Science journals

● Yellow Balloons- air filled

● Purple Balloons- helium filled

● Blue Balloons- empty

● Paper

● Pencil

● Paint

● Paint brush

● Smart Board

● Science journal

● Plates

Evaluation Part A:

● Looking at the solids, liquids and gases graphic organizer, did the students list 3

characteristics of gases?

● Looking at the water cycles that the students created, were they able to label 50% of the

given vocabulary words accurately?

○ Solid

○ Liquid

○ Gas

○ Condensation

○ Precipitation

○ Evaporation

Evaluation Part B:

● Did the students meet your objectives?

● How do you know?Did your lesson accommodate/ address the needs of all your learners?

● What were the strengths of the lesson?

● What were the weaknesses?

● How would you change the lesson if you could teach it again?

Recap and Changes in Phases

2nd Grade

Day 5

Purpose:

● To close this weeks unit, today will focus on reviewing the phases of matter. This

will also transition into the next week about temperature and its affect on the

changing between phases. It is important to complete this lesson last because the

students need to learn the characteristics of the phases of matter to be able to

understand how they change and the factors behind it.

● Science SOL 2.3 The student will investigate and understand basic properties of

solids, liquids, and gases. Key concepts include

a) identification of distinguishing characteristics of solids, liquids, and

gases;

b) measurement of the mass and volume of solids and liquids; and

c) changes in phases of matter with the addition or removal of energy.

● Movement SOL 2.2 The student will apply the basic movement concepts to

change performance of locomotor, nonlocomotor, and manipulative skills.

○ a) Use the concept of relationships (e.g., over, under, around, in front

of, behind, and through) in dynamic movement situations.

○ b) Use the concepts of spatial awareness (e.g., location, directions,

levels), and effort (time, force, flow) in static and dynamic movement

situation

Objectives:

● Given the activities the past four days, the students will be able to fill out a blank

graphic organizer with the five characteristics of the phases of matter.

● Given the space outside, the students will be able to collectively, as a class,

identify with movement the phases of matter with 100% participation.

Procedure:

Introduction

● Once students are seated, the teacher will ask, “If you had a friend who didn’t

understand or was aware of the different phases of matter, and you couldn’t talk,

how would you explain the phases? A

○ Would you use your body?

○ How would you show a solid?

○ A liquid?

○ A gas?

Development

● Students will be invited to calmly line up at the door by groups. The teacher will

lead the students outside to the playground.V/K

● Once outside, students will line up side by side. The teacher will explain that they

are going to use their bodies to show the phases of matter. A

● Students will be instructed to stand as close together as they can, comfortably and

respectfully. They can wiggle like worms but stay in the same place. V/K

○ This is a solid. They have a definite shape.

○ Let students identify an example of a solid from previous lessons.

○ How did we measure a solid?

○ How does a solid change into a liquid? A

● Students will then interact by letting them move out enough so that their

fingertips are touching. This means they will need to spread out a little, but stay

close. V/K

○ They are now a liquid! They have a shape but it changes because their

fingers are still moving.

○ Let students identify an example of a liquid from previous lessons.

○ How did we measure a liquid?

○ What happened to its shape in different containers?

○ How does a liquid change into a solid or gas? A

● Students will then be invited to move around so they are no longer touching and

move all around the playground boundaries. Let them do this for 30 seconds, then

call them back to sit in a circle together. V/K

○ They were just acting as a gas! There was no defined area or shape.

○ Can they remember gases we talked about in class?

○ Are some gases heavier than others?

○ Do they take the shape of the containers? A

● For strugglers, they can stand next to the teacher if they are uncomfortable with

contact or gross motor skills. Can they still identify what is happening? V/A

● For advanced, ask them if they think a solid can change into a gas? Can a gas

change into a solid? Provide them these terms to write about in their journals.

○ sublimation- solid to gas

○ deposition- gas to solid

Summary

● Students will be asked to line back up at the door and return to their seats quietly.

As they enter the classroom, the teacher will hand them a blank graphic organizer.

K

● Students will use their content knowledge from the week's lessons, today’s

movement activity, and review session to complete the graphic organizer.

Materials:

● Final graphic organizer

● Pencil

● Make sure the playground is free during time

Evaluation Part A:

● Collecting the graphic organizer, completed today, could the students accurately list the

five characteristics?

○ Two for solids

○ Two for liquids

○ One for gas

● Watching the students on the playground, could the students perform the phases of matter

in relation to their bodies?

○ Could they relate to everyday life? Example of a solid, liquid, gas.

○ Were they respectful of personal space but able to work well together in a

movement activity? This observation predicts future movement activities.

Evaluation Part B:

● Did the students meet your objectives?

● How do you know?Did your lesson accommodate/ address the needs of all your learners?

● What were the strengths of the lesson?

● What were the weaknesses?

● How would you change the lesson if you could teach it again?

Matter

Solids, Liquids and Gases1. Everything is made up of __________.

a. Matterb. Sciencec. Aird. Space

2. What state(s) of matter takes the shape of the container it is in?

a. Liquidb. Gasc. Solidd. Both A and B

3. When you measure liquid, you are measuring __________.a. Poundsb. Massc. Volumed. Units

4. What state(s) of matter has their own definite shape?a. Liquidb. Gasc. Solidd. Both A and B

5. Which of the following is NOT a characteristic of a liquid?a. It has its own definite shapeb. It takes the shape of the container it is inc. It can be measured with a graduated cylinderd. Temperature can affect it

6. When you measure a solid, you are measuring __________.a. Poundsb. Massc. Volumed. Units

7. Which of the following can be used to measure a solid?a. Graduated Cylinderb. Measuring cupc. Scaled. None of the above

8. Which of the following is NOT a characteristic of a solid?

a. It has its own definite shapeb. It can be measured with a graduated cylinderc. Temperature can affect itd. It can be measured with a scale

9. If you wanted to measure a liquid, what would you use?a. Scaleb. Measuring cupc. Graduated Cylinderd. Both B and C

10. _____________ is a characteristic of a gas.a. It can be measured with a scaleb. It takes the shape of the container it is inc. It has its own definite shaped. None of the above

11. True or False: The three states of matter are solid, liquid and gas.a. Trueb. False

12. True or False: Liquid and gas both take the shape of the container they are in.a. Trueb. False

13. Give one example of a solid:

_________________________________________________

14. Give one example of a liquid:

_________________________________________________

15. Give one example of a gas:

__________________________________________________

Materials

● Day One- Introduction ○ Smart Board○ Computer○ Interactive Powerpoint http://exchange.smarttech.com/details?id=e436acf6-9b5c-

443f-ac6d-0059a340fcf0○ Brain Pop Video

(https://www.brainpop.com/science/matterandchemistry/statesofmatter/)○ Solid Station- Rock, Pencil, water bottle○ Liquid Station- Water bottle filled with water, lotion○ Gas Station- balloon filled with Helium, empty water bottle○ Science Journal

● Day Two- Solids ○ Solids, Liquids, Gases graphic organizer○ Scale○ Science journals○ Solid objects from classroom○ SmartBoard

● Day Three- Liquids ○ Solids, liquids and gases graphic organizer○ liquids for each group○ SmartBoard○ Science journal○ different size measuring cups○ different size graduated cylinders

■ tall and skinny■ short and wide■ pentagonal

● Day Four- Gas ○ Science journals○ Yellow Balloons- air filled○ Purple Balloons- helium filled○ Blue Balloons- empty○ Paper○ Pencil○ Paint○ Paint brush○ Smart Board○ Science journal○ Plates

● Day Five- Recap and Changes in Phases

○ Final graphic organizer○ Pencil○ Make sure the playground is free during time

Work Sheets● All graphic organizers and worksheets are original work done by Jennifer Ayers and

Rachel Bradford. Pictures for the worksheets were found on google.

Solid Liquid Gas

Solid Liquid Gas

1.

2.

1.

2.

1.

What affects all three phases of matter?

Solid

Liquid

Gas

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