Grade 2 Liquids and Solids Unit

Here is the unit outline I made for grade 2 Science Outcomes LS 2.1 and 2.2.

This is the link to the original google doc that I created this unit in. I much prefer this formatting!

Lots of the learning activities in this unit have recording sheets that go with them.. I didn’t include these because of formatting issues but have nooooo problem sharing them; they make the learning descriptions make a lot more sense. Same as with the Healthy Snacking Unit, the learning plan outline that I created for this isn’t yet split up into daily lessons, just more into topic and learning experiences and I will be making daily lessons as we move through the unit!

 

 

 Liquids and Solids Unit

Name: Stacey Mamer

Grade: 2

Subject: Science


Stage 1: Begin With The End in Mind

Big Ideas: What do we want students to remember 40 years from now?

Why does MATTER, matter?

Goals

Construct scientific knowledge

Scientific Inquiry

* Processes of:

-Designing, planning, and implementing investigations

-Collecting, analyzing, and interpreting data

-Proposing explanations and making new predictions

-Communicating results (scientific paper, lab report, visual

presentation)

Understand the nature of science and Science-Technology-Society-Environment (STSE) interrelationships

Technological Problem Solving (TPS) uses iterative design processes: -Proposing, creating, testing prototypes -Analyzing and interpreting results

-Communicating methods and results (design report)

Develop scientific and technological skills and attitudes that support scientific habits of mind

STSE Decision Making:

 -Clarifying an issue, identifying stakeholders viewpoints, evaluating available research -Generating, implementing, and evaluating position statements or courses of action

-Identifying results of decision / action

-Communicating and/or taking action (research project, position paper, role play, deliberative dialogue, debate, case study, action plan)

Cultural and Indigenous Perspectives * Indigenous ways of knowing include: -Experiential learning – listening, observing, intuitive awareness, participating, and experiencing

-Place-based knowledge to solve practical problems -Honouring protocols for obtaining this knowledge from a knowledge keeper, and taking responsibility for knowing it. -Interrelatedness, connectedness, spirituality

Outcomes

LS 2.1: Investigate properties (e.g., colour, taste, smell, shape, and texture) of familiar liquids and solids. [SI]

LS 2.2: Investigate interactions between liquids and solids, and technologies based on those interactions. [CP, SI, TPS]

Indicators

I Can Statements

LS 2.1:

a. Pose questions that lead to investigation and exploration of the properties of familiar liquids and solids.

b. Classify objects in various natural and constructed environments as liquids or solids.

c. Identify examples of how liquids, in all three states of matter, are used at home, in the school, and throughout their communities.

d. Interpret safety symbols (e.g., WHMIS and consumer chemical hazard symbols) and labels that are used on hazardous product containers for liquids and solids.

e. Select and safely use materials and tools (e.g., magnifier, scale, measuring cup, and spatula) to carry out explorations of the observable physical properties of familiar liquids and solids.

f. Record and compare observable physical properties (e.g., colour, taste, smell, shape, texture, transparency, and ability to adapt to the shape of container) of familiar liquids and solids.

g. Distinguish between properties of familiar liquids and solids.

h. Demonstrate that liquids and solids are matter because they have mass and take up space.

i. Investigate to determine whether properties of familiar liquids and solids depend on factors such as the amount of substance present.

j. Group or sequence liquids and solids according to one or more observable physical properties (e.g., colour, state, texture, smell, transparency, and buoyancy).

k. Predict and test changes in characteristics (e.g., shape, colour, and volume) of liquids when they are changed into solids or gases.

LS 2.2:

a. Pose questions that lead to exploration and investigation of combining liquids and solids.

b. Investigate how liquids change when they are poured into different containers.

c. Describe examples of useful objects and materials in their environment that are made by combining different liquids or solids and liquids.

d. Investigate and describe the changes in characteristics of familiar solids and liquids resulting from processes such as mixing and dissolving liquids with liquids, solids with solids, and liquids with solids.

e. Distinguish between familiar solids (e.g., sand, sugar, salt, gravel, soil, and drink crystals) that dissolve in water and those that do not.

f. Carry out an investigation to determine the relative viscosity of different liquids (e.g., water, milk, and syrup) when placed on various surfaces (e.g., paper, paper towel, cotton, plastic, and wax paper).

g. Design and carry out an investigation to determine the rate and ability of various materials (e.g., paper, paper towel, cotton, plastic, and wax paper) to absorb liquids and explain how these capabilities determine their uses.

h. Use a variety of sources (e.g., newspapers, Elders, anglers, books, videos, and Internet) to gather information about objects that sink and float (e.g., canoes, kayaks, barges, boats, buoys, and fishing lures).

i. Demonstrate an understanding of sinking and floating by solving a related practical problem such as building an object that will float, carry a load, and be stable.

j. Assess ways people use knowledge of solids and liquids to maintain a clean and healthy environment (e.g., filtering water, sorting solids for recycling, cleaning up a kitchen spill, washing dishes, cleaning paint brushes, using hand cleaners, wearing a paint smock).

LS 2.1:

– I can ask questions that help to investigate and explore properties of liquids and solids.

 – I can classify different objects in natural and constructed environments as either liquids or solids.

 – I can explain how liquids in all 3 states of matter are used in my everyday life.

– I can identify safety and hazard symbols on containers of liquids and solids.

 

– I can pick and use tools safely that help me explore the properties of liquids and solids.

 

– I can record and compare physical properties of liquids and solids.

– I can tell the difference between properties of liquids and solids that I know.

– I can show that liquids and solid are matter because they have mass and take up space.

– I can investigate to see if the properties of solids and liquids depend on other factors.

– I can group liquids and solids based on their physical properties.

– I can predict and test changes of characteristics of liquids when they are changed into solid or gas.

LS 2.2:

– I can ask questions that help to investigate and explore combining liquids and solids

– I can investigate what happens to liquid when poured into different containers.

– I can explain how combining different liquids or liquids and solids can be useful in my life.

– I can explain what dissolving means and explore different solids that dissolve in liquid.

– I can explain how a liquids “thickness” changes how it moves when poured.

– I can explore how different material absorbs liquids.

– I can use different sources to find out about objects that float and sink

– I can demonstrate my understanding of sinking and floating by creating an object that floats.

– I can explain how our knowledge about solids and liquids can help us create safe and healthy living environments.

Understandings What do we hope students will come to understand as a result of learning? Think: Students will understand that…

Essential Questions Questions for deeper understanding that invite deep thinking about the ideas and issues throughout the unit.

1. Solids are matter that keeps their shape unless

purposefully manipulated.

2. Liquid matter may be poured and always takes the

shape of the container it is in.

3. We need liquids to survive every day, as well as

the mixtures they create,

4. Matter has different properties that help distinguish

between each.

5. A property describes matter and can help to the

difference between various types of matter.

6. When matter is mixed it changes some of its

properties.

7. Some solids will dissolve in liquids and “disappear”

in the spaces between the molecules.

8. Objects that float have to meet specific criteria.

9. Liquids and solids interact with one another which

in turn create a number of technologies to create a

clean and healthy environment.

1. What do solid and liquid objects have in common?

2. Why do liquids take the shape of the container they are in?

 3. Are all solids and liquids safe?

4. What is matter?

5. How does a scientist describe matter?

6. How can we change the original properties of an object?

 7. What happens when I combine matter?

 8. Why do solids sometimes disappear in water?

9. Are liquids all the same?

10. How does a solid soak up a liquid?

11. Why does a boat float?

Students need to know: What is essential knowledge for students to have in order to demonstrate their understanding of the outcomes?

And be able to do: What should they eventually be able to do as a result of their learning experiences in order to achieve the outcome? Should reference the indicators. Think: verb.

1. What is a liquid? Solid?

2. How to classify.

3. Properties of matter.

4. WHMIS symbols

5. Safe use of tools

6. Consumer chemical hazard symbols

7. Matter takes up space and has mass.

8. Safely use liquids and solids

9. Record scientific observations

10. Vocabulary – mass, odour, texture,

transparency, buoyancy, dissolve, mixture, molecules, viscosity, absorb

11. States of matter.

 12. Sinking and floating objects

13. Graphing results from observations

14. Places and effective ways to conduct research (inquiry)

 15. Steps of scientific experimentation

1. Classify objects as liquids and solids.

 2. Identify liquids that are used within our home, school and community.

3. Distinguish between properties of familiar liquids and solids.

 4. Interpret safety symbols and labels used on solid and liquid containers.

 5. Select and safely use materials and tools.

6. Demonstrate that liquids and solids are matter.

7. Explore observable physical properties of liquids and solids and group objects according to properties.

8. Compare and group physical properties of objects

 9. Predict and test changes of characteristics of liquids when they change state.

 10. Investigate the changes of solids and liquids when mixed together.

11. Describe examples of objects that are created around them by combining liquids and solids.

 12. Distinguish between solids that dissolve in water and those that do not. 13. Investigate the viscosity of different liquids.

 14. Investigate the rate and ability of various materials to absorb liquids and the use they then have.

15. Gather information about sinking and floating

. 16. Build an object that will float, be stable and carry a load.

17. Assess ways people use knowledge of solids and liquids to maintain a clean and healthy environment.

18. Ask questions to stimulate inquiry.


Stage 2: Critical Evidence of Understanding

Formative Assessment Through what multiple sources of evidence will students demonstrate their understanding on a daily basis?

Summative Assessment In an assessment of what students know and can do according to the outcomes. It is a snapshot in time, used for reporting.

LS 2.1:

1. Pre-Assessment- KWL chart

2. Matter hunt- graphic organizer product

3. Ooblek Investigation Activity- students will investigate ooblek and with the use of a graphic organizer, determine if it is a solid or a liquid (found here: https://curriculum.nesd.ca/Grade2/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade2/Science-Outcomes/LS%202.1%20Physical%20Properties%20of%20Liquids%20and%20Solids/Stage%202-Assessments/LS%202.1%20Assessment%20Event.docx&action=default )

4. Cheerio Atom Activity

5. Solids Scavenger Hunt

6. ”Is it a Liquid?” activity graphic organizer

7. Ice cube experiment explanation (Formative Assessment)

8. Safety Symbols search at home sheet

LS 2.2:

1. Journal Entry describing one useful way that student combines liquids and solids in their own life.

2. Activity sheet where students draw what liquids look like in different containers then explain (LS 2.2b in student booklet)

3. Viscosity experiment recording sheet

4. “Sink or Float?” graphic organizer  

LS 2.1:

1. Solids and Liquids Description- using pictures and words, students will describe what a solid and what a liquid is, through descriptions and examples.

NESD Rubric: https://curriculum.nesd.ca/Grade2/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade2/Science-Outcomes/LS%202.1%20Physical%20Properties%20of%20Liquids%20and%20Solids/Stage%202-Assessments/LS%202.1%20Rubric.docx&action=default 

LS 2.2:  

1. Building a Boat- students will design their own boat made to float on water.

NESD Rubric:

https://curriculum.nesd.ca/Grade2/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade2/Science-Outcomes/LS%202.2%20Interactions%20Between%20Liquids%20and%20Solids/Stage%202-Assessments/LS%202.2%20Rubric.doc&action=default 


Stage 3: Learning Plan

The learning plan should guide your day-to-day operations based on the natural order of learning experiences necessary to achieves the outcomes by all students.

Lesson &

I Can Statement

Lesson Overview

Assessment

1. Introductory Lesson

 I can ask questions that help to investigate and explore properties of liquids and solids.

In this lesson, the teacher will introduce the unit topic to the students and give them a brief overview of what they will be learning throughout the unit. The class will do a pre-assessment with a KWL chart. To help students generate questions, the teacher will bring in examples of liquids and solids and share them with the students in a circle on the classroom carpet area.

Pre-

Assessment

KWL chart

2. Matter

I can show that liquids and solid are matter because they have mass and take up space.

I can classify different objects in natural and constructed environments as either liquids or solids.

 

This lesson is centered around answering the essential question, “What is matter?”

-show this video about matter: https://www.youtube.com/watch?v=tuE1LePDZ4Y 

-read the book What is the World Made of? By Kathleen Weidner Zoehfeld

Talk about:

Properties of matter:

  • All the things around you are made of matter
  • Matter is anything that takes up space and has mass
  • Mass is similar to weight but is not the same. Mass is the amount of particles (atoms) in an object. More particles = more mass.
  • States of matter” solids, liquids, gases
  • The particles are closest together in solids, farther apart in liquids, and most spaced out in gases. The more spaced out the atoms are, the more easily they are able to move around.

-Have several examples of matter and take turns as a class describing their physical properties.

-Do the matter hunt (in student handbook)

-Human particle analogy: have students stand up and spread around (can move easily, gas), restrict the space that students can be in to represent liquids and how particles are less free to move, then restrict the space students  into close quarters which will represent how little the particles in solids can move.

-Cheerio Atom Activity: Have students glue cheerios into sections labeled “solid, liquid, gas”, with the cheerios representing particles. See: http://www.mrsthompsonstreasures.com/2016/03/states-of-matter-fun.html/ 

Cheerio Atom Activity (Formative Assessment)

Matter Hunt (Formative Assessment)

3. Solids

I can show that liquids and solid are matter because they have mass and take up space.

I can classify different objects in natural and constructed environments as either liquids or solids.

 

 I can group liquids and solids based on their physical properties.

I can record and compare physical properties of liquids and solids.

-The teacher will have this poem prepared on chart paper as well as pictures of different objects to be examined and pasted onto the poem. See: http://mrsterhune.blogspot.ca/2012/01/matter.html 

-Go through poem with students.

-Talk about properties of solids: holds its shape, particles don’t move, stays in one place and doesn’t flow, sometimes turns to a liquid when heated (ex: ice),

-Go through the pictures of different objects. Discuss each object and whether or not it is a solid.

-Have a chart prepared similar to the “Is it a solid?” handout on large chart paper and work through the objects using that chart.

– Paste the objects that are determined to be solids onto the poem.

-Go through poem once again as a class.

-Have students fill out the properties of solids (found in student handbook)

-Have students draw their own pictures onto the solids poem

-Observation of conversation on objects to be pasted onto solids poem.

4. Properties of Liquids

I can show that liquids and solid are matter because they have mass and take up space.

I can classify different objects in natural and constructed environments as either liquids or solids.

I can investigate what happens to liquid when poured into different containers.

 

 I can group liquids and solids based on their physical properties.

I can record and compare physical properties of liquids and solids.

-The teacher will have this poem prepared on chart paper as well as pictures of different objects to be examined and pasted onto the poem. See: http://mrsterhune.blogspot.ca/2012/01/matter.html 

-Go through poem with students.

-Talk about properties of liquids: can flow and be poured easily, not easy to hold, takes shape of container it is in, may turn to solid when cold and gas when hot, even when shape changes the amount of space it takes up is the same

-Go through the pictures of different objects. Discuss each object and whether or not it is a liquid. Paste the objects that are determined to be liquids onto the poem.

-Go through poem once again as a class.

-have students fill in the properties of liquids into student handbook

-have students draw their own pictures of liquids onto the liquids poem

-bring in water and two different measuring containers. Pour into each and talk about how the water takes the shape of container but remains the same amount of liquid.

-Have students do the activity sheet, for LS 2.2 b in the student handbook.

-Do the “Is it a liquid?” experiment (found in student booklet)

-Have students investigate several materials and determine whether or not they are liquids through use of the included graphic organizer.

-Observation of class discussion determining which items are liquids or not. (Formative Assessment)

-Activity sheet where students draw what liquids look like in different containers then explain (LS 2.2b in student booklet)

-”Is it a Liquid?” activity graphic organizer (Formative Assessment)

6. Solids and Liquids Property Review

-Review with students the properties of solids and liquids.

-have them draw a solid and explain why it is a solid

-have them draw a liquid and explain why it is a liquid

Solids and Liquids Description- using pictures and words, students will describe what a solid and what a liquid is, through descriptions and examples.

 (Summative Assessment)

5. Viscosity

I can explain how a liquid’s “thickness” changes how it moves when poured.

-Introduce to students that the thickness of a liquid changes how it is moved when poured.

-also called viscosity

-viscosity is the resistance to flow

 A fluid with higher viscosity resists motion because of the molecular structure which creates a lot of internal friction within the liquid.

– A fluid with low viscosity flows easily because its molecular structure results in very little friction when it is in motion.

-do the “What Are Liquids Like?” part on the “Go With the Flow” section of the smartboard interactive.

-Do the “What are liquids Like?” experiment which tests the viscosity of different liquids.

Viscosity experiment recording sheet (Formative)

6. Determining Whether a Substance is a Solid or a Liquid

I can classify different objects in natural and constructed environments as either liquids or solids.

 

Ooblek Investigation Activity- students will investigate ooblek and with the use of a graphic organizer, determine if it is a solid or a liquid (found here: https://curriculum.nesd.ca/Grade2/_layouts/15/WopiFrame.aspx?sourcedoc=/Grade2/Science-Outcomes/LS%202.1%20Physical%20Properties%20of%20Liquids%20and%20Solids/Stage%202-Assessments/LS%202.1%20Assessment%20Event.docx&action=default )

-Prepare ooblek beforehand.

-Explain activity and organizer.

-Investigate.

-Explain findings with a partner.

-Discuss as a class.

-Ooblek investigation organizer, and observation of experiment and discussion (formative assessment)

7. Changing Liquids to Solids and Gases

 I can investigate to see if the properties of solids and liquids depend on other factors.

I can predict and test changes of characteristics of liquids when they are changed into solid or gas.

-Introduce to students that some matter can change states if they are heated or cooled (ex: melting ice cubes, making ice cubes, boiling water

-Show students this video on the changes of states of matter: https://www.youtube.com/watch?v=r8M7mah_QaY 

– Ice cube experiment, changing ice cubes to water

-Have students write about what they did to make the ice cube melt and why it melted

-Ice cube experiment explanation (Formative Assessment)

8. Safety

I can identify safety and hazard symbols on containers of liquids and solids.

 

This lesson will teach students how to be safe around solids and liquids as well as introduce them to whmis symbols.

-Show students this video which explains safety symbols and how to act safely:

https://www.youtube.com/watch?v=zuvJifOIhHk 

-Go through first page of  “Safety Matters” on smartboard interactive.

-Go through safety symbols

-Have students search for safety symbols at home and record.

-Discuss as a class.

-Safety Symbols search at home sheet (Formative Assessment)

9. Absorption

I can explore how different material absorbs liquids.

-Explain to students that some solids absorb liquids and some don’t.

-Explain that absorption means how well a material soaks up something.

-Do lesson 33 in book- spill water, find something to wipe up

-then spoon water onto different materials and test how well the material absorb the water

-have students predict which material will absorb liquid the best

-reflect and discuss results

-observation on conversation about the results of the experiment

9. Mixing Matter

 I can ask questions that help to investigate and explore combining liquids and solids

 I can investigate what happens to liquid when poured into different containers.

I can explain how combining different liquids or liquids and solids can be useful in my life.

I can explain what dissolving means and explore different solids that dissolve in liquid.

This lesson will introduce to students what happens when matter is mixed.

-Go through “Mixing Matter” on the interactive smartboard program.

-Discuss how matter can be mixed in one’s own life, examples and sharing

Experiments:

1. Mixing Matter in Bottles

-Share with students an overview of the experiment ahead.

-Make class predictions of what will happen and record on a large class chart.

– in clear plastic water bottles, mix several liquids and solids together with water. Ex: sand, salt, sugar, ice tea, oil, rocks.

-observe and chart the results.

-reflect on predictions and how they were the same or different from the results.  

2. Making Hot Chocolate

-observe materials and make a class prediction on what will happen to them when mixed.

-record prediction

-mix materials

-observe, record results, and enjoy!

-make sure to point out how the chocolate dissolved, and the marshmallows melted due to the heat of the water

-Have students respond to the prompt, “A useful way that I mix matter in my life is..”

-Journal Entry describing one useful way that student combines liquids and solids in their own life. (Formative Assessment)

10. Sinking and Floating

I can use different sources to find out about objects that float and sink

-Show this video which explains why some objects sink and some float:

https://www.youtube.com/watch?v=nMlXU97E-uQ 

-review video and discuss

-do the “Sink or Float?” experiment

-have water and several objects.

-have students draw or write the name of the object then predict if it will sink or float.

-test it out then record.

“Sink or Float?” graphic organizer (formative)

11. Titanic Inquiry

I can use different sources to find out about objects that float and sink

-remind students about sinking and floating

-introduce the titanic

-show this video on the titanic:

https://www.youtube.com/watch?v=POj_I8DSvZI 

-read book on Titanic?

-have students research how to build their own boats

-provide students with QR codes that they can scan to find research sites.

-have students make a plan to build their own boats

-send home letter for materials

-build boats

-test them out on water and drop pennies onto them-see how many pennies they can hold

-have students reflect on process and what they did right or could have done better.

Building a Boat (Summative Assessment)

 

Reflection

How did each student experience the learning through the unit? How did my plan transfer to practice?

Resources

Teacher Resources:

 

1. Matter Website: this website explains what matter is as well as the properties of solids, liquids, and gases.

http://schools.bcsd.com/fremont/5th_sci__matter_properties_of_matter.htm 

2. Properties of Solids, Liquids, and Gases: this website explains the three states of matter in student friendly language.

http://www.bbc.co.uk/bitesize/ks2/science/materials/solids_liquids_gases/read/1/ 

3. Matter Video: this is a good video to show with students that explains the different states of matter and what matter is.

https://www.youtube.com/watch?v=tuE1LePDZ4Y 

4. Changes in States of Matter Video: this video is good to share with students to explain why and how matter changes phases.

https://www.youtube.com/watch?v=r8M7mah_QaY 

5. This youtube video explains safety symbols in kid friendly language.

https://www.youtube.com/watch?v=zuvJifOIhHk 

Student Resources:

  1. Change It!: Solids, Liquids, Gases and You by Adrienne Mason
  2. What Is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld
  3. What Is a Solid? by Jennifer Boothroyd
  4. What Is a Liquid? by Jennifer Boothroyd
  5. What Is a Gas? by Jennifer Boothroyd
  6. Solids, Liquids, And Gases by Ginger Garrett
  7. Joe-Joe the Wizard Brews Up Solids, Liquids, and Gases by Eric Braun
  8. Solids, Liquids and Gases by the Ontario Science Centre
  9. National Geographic Kids- Remembering the Titanic
  10. Watchknowlearn.org : The Sinking of the Titanic

solids and liquids concept map.jpeg

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