Title of Lesson: Exploring Properties of Solids and Liquids
Grade Level: 2
Teachers: Elizabeth Marks and Evelyn Rogers
After discussing the properties of solids and liquids, students will be able to create a T-chart to compare the properties of solids and liquids by listing two characteristics and two examples of each in groups.
SCSDE Curriculum Standard(s) Addressed:
Standard 2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the special properties of magnets.
● 2.P.3A.1 Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid or a liquid.
● Students will have base understanding of matter and space.
● Students will have prior knowledge constructing a T-chart, along with comparing and contrasting two categories.
Materials/Preparation: (APS 6)
● Pitcher of water
● 2 cups
● 2 TupperWare containers
● Tennis ball
● Chart paper
a. Pour water from a pitcher to a glass and a TupperWare container.
b. Attempt to pour tennis balls from a pitcher into the same size glass and TupperWare container (unsuccessfully).
2. Discussion led with probing questions:
a. How did the water and tennis balls compare when put into different containers?
b. Did the water or the tennis balls fit better in the different containers?
c. What would happen if we poured the liquid on the table? The tennis balls?
d. Which of the two changed shape?
e. Could this water ever become a solid?
f. How would you describe this tennis ball?
3. Creation of list of properties:
a. As we are discussing the demonstration, one teacher will be leading the discussion and one teacher will create a list of properties of solids and liquids on the whiteboard as we brainstorm from the demonstration.
b. If we are missing any properties at the end of the discussion, we will add those to the list. Our goal is to have the students recognize and verbalize these characteristics as a result of the demonstration and the probing questions.
c. Our properties from the standard are listed below:
1. A liquid is a form of matter that does not have its own shape.
2. A liquid takes the shape of the container it is in.
3. A liquid can flow, be poured, or spilled.
4. A liquid can change to a solid by freezing, for example, water to ice cubes.
1. A solid is the only form of matter that has its own shape.
2. Some examples of solids are chairs, rocks, or tables.
3. Some properties of solids are color, shape, size, weight, texture, buoyancy (if it floats or not), hardness, and magnetism.
– During the discussion, observation will act as an informal assessment for each student’s understanding of the demonstration.
– To assess the students’ understanding in a formal manner, students will work in groups to create a T-Chart with two characteristics and two examples of each state of matter (liquids and solids) as well as a creative representation of each, which will be assessed with the rubric attached.
Adaptations and Accommodations:
● Organize groups so that those that may fall behind and struggle are placed with students that will encourage them rather than pull them down; also would help to eliminate behavior issues throughout the lesson.
● Word Bank on the whiteboard for words related to the lesson.
● Early finisher assignment (attached Matter Word Search) available.
● Incorporate science books for early finishers and/or silent reading.
● Students create tri-fold brochures describing each state of matter (incorporate during writing time).
● Perform various experiments throughout the week to show the differences in states of matter.
Rubric: Solids and Liquids T-Chart