Second Grade Matter Unit Plan

Science 2.3 Chloe Berry, Juanita Jackson, and Frances

Marquez Time Frame: 7 days

Daily lesson: 35-45mins.

Science 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

Unit Introduction

Everything is made up of matter. This unit explains the characteristics and properties of

the different types of matter which include solids, liquids, and gases. Students will also focus on the changes and phases of matter with the addition and removal of energy. In addition, students will review the units of measurement. It is important that the students understand the basics of matter.Students will be able to relate the topic of matter into their everyday life.

For this unit, the entire Science 2.3 SOL will be covered while incorporating Technology, Movement, Language Arts, and Fine Arts objectives. This unit should be taught after students have achieved the objectives for SOL Math 2.11, which covers measuring volume, mass, and weight of matter. In order to accommodate to all students, this unit includes various activities from all modalities: visual, auditory, and kinesthetic/tactile. We included videos, songs, chants, diagrams, anchor charts, and other visual aids for auditory and visual learners. For kinesthetic learners, we provided writing components, hands-on experiments, sorting, and other tactile opportunities. This unit plan will ultimately give students a variety of opportunities to explore, understand, and learn all about matter!

Day 1 Measurement Review

Purpose: This day specifically is a review of tools used to measure mass and volume, as well as the appropriate units of measurement. The students are learning about measurement on the first day as an introduction and as a review to the unit, which is matter. Students will use their prior knowledge of the subject to understand how to measure the three states of matter. Math 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.

Science 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; f) time is measured using the proper tools; g) conditions that influence a change are identified and inferences are made; h) data are collected and recorded, and bar graphs are constructed using numbered axes; i) data are analyzed, and unexpected or unusual quantitative data are recognized; j) conclusions are drawn; k) observations and data are communicated; l) simple physical models are designed and constructed to clarify explanations and show relationships; and m) current applications are used to reinforce science concepts. Science 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

Objectives: The students will be able to measure matter using a bucket scale, beaker, or a cup by correctly measuring 80% of the items provided.

Procedure: Introduction

● The students will be completing a classwide KWL chart throughout the whole lesson. The first section, “Know,” will be completed first. Students will be asked, “What do you already know about measurement and measuring matter?” The teacher will write the answers on the following KWL chart, which will be

enlarged and placed on the board. Next is the “Want” section, which the teacher will ask,

“What do you want to know about measurement and measuring matter?” The teacher will leave the KWL chart on the board for the summary activity.

● The teacher will show the video clips to the class as a review on how matter is measured. Evaluating Mass in Matter: https://www.youtube.com/watch?v=GnBQ6vIutDM

https://www.youtube.com/watch?v=SB8mph4d-AA ● The teacher will demonstrate to the whole class on how to properly measure

solids using a bucket scale. The teacher will model how to weigh an apple using grams and kilograms.

● The teacher will demonstrate to the whole class how to properly measure liquid using the beaker. A beaker is used for determining the volume of an item and is typically measured in mililiters. The teacher will model how to read a beaker with various amounts of liquid inside. The teacher will pour to the 20 mL, 50mL, and 80mL marks.

● The teacher will demonstrate to the whole class how to properly measure liquid using a cup in these measurements: ¼ cup, ½ cup, and 1 cup.

● The teacher will say, “Today, we are going to practice measuring different items we find in the classroom by either using a scale, beaker, or cup.”

Development

● Students will be divided into three equal groups in which they will rotate between each station. Each station will last 10-15 minutes.

● They will be recording their answers in their science journals after they measure each item. (V) The teacher will provide a visual aid (draw on board) the format in which the children are expected to record their answers. Their answers should be written in their journals as follows:

Item Weight (g, mL, or cups) Instrument

(name of item) (weight of item) (instrument used to weigh the item)

Students are allowed to discuss and work together to figure out the answers (A)

● Bucket scale station There will be 2-3 bucket scales at this station, along with various solids provided by the teacher such as . The students will be measuring in grams. The objects students will weigh are: pencil, textbook, mug, candy bar, folder, stapler, pencil pouch, bag of chips, water bottle, and a rock. Each student will be expected to weigh each object and record the mass in grams in their journals. (K/T)

● Beaker station There will be 2-3 beakers at this station, along with various liquids provided by the teacher including juice, vinegar, water, soda. A tablecloth will be placed on the table

before the station begins. Each student will be expected to measure the volume of each liquid and record their findings in their journals. (K/T)

● Cup station There will be 3 measuring cups at this station (¼ cup, ½ cup, and 1 cup), along with various liquids provided by the teacher. A tablecloth will be placed on the table before the station begins.The objects students will measure are: liquid dish soap, water, milk, contact solution, and paint. Each student will be expected to measure the volume of each liquid and record their findings in their journals. (K/T) For struggling students: During the stations, the teacher will be observing the students and pulling aside struggling students to have small group instruction and extra practice using the measuring tools. For advanced students: The students will be working on the Measuring Weight worksheet to reinforce what they have learned in measuring matter.

Summary: Once students have completed the stations, they will return to their seats to complete the final section of the KWL chart. Students will be asked to share everything new they learned from the lesson. The teacher will leave the KWL chart displayed in the class for the rest of the unit (A/V). Materials

Bucket scale Cups Beaker Various classroom items for measurement (listed in development section) KWL chart Science journals Pencil

Evaluation Part A: The teacher will assess student knowledge of measuring matter by reviewing their science journal entries from the three stations. The answers from the “L” section of the KWL chart will also give the teacher an idea of which students comprehend the subject. Since this lesson is a review, most should be comfortable with the material. Also, while the students are working in stations, the teacher will be walking around the classroom. By observing the discussion and interactions amongst students, the teacher will be able to detect struggling students who may need extra assistance during the rest of the unit. The teacher will use the following chart to record student progress. Got it! Almost there! Needs review!

Evaluation Part B: 1. Did your lesson accommodate/address the needs of all your learners? 2. What were the strengths and weaknesses of the lesson? 3. How would you change the lesson if you could teach it again? 4. Did the students meet your objectives? How?

Day 2 Introduction to Matter

Purpose: Today’s lesson is an introduction to what is matter, how matter changes, and what causes matter to change. Students will be able to compare and contrast the different characteristics of the three states of matter - solid, liquid, and gas. Science 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

English 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. Physical Education 2.1 The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills. a) Demonstrate individually and with a partner the manipulative skills of throwing, catching, kicking, striking, volleying, and dribbling.

Objectives: Using the States of Matter worksheet, the students will be able to correctly identify the 3 states of matter by sorting at least 80% of the words correctly.

Procedure Introduction

● The teacher will ask the students, “What is the world made of?” The teacher will ask a few students to share their thoughts. (A)

● The teacher will read, “What is the World Made Of?” by Kathleen Weidner

Zoehfeld aloud to the whole class. After the book, the teacher will ask the students the following questions:

1. What does this book say about solids? 2. What does this book say about liquids? 3. What does this book say about gases? 4. Who learned something new about matter? 5. What state of matter are humans? (higher level of thinking question)

● The teacher will give students the definition and examples of matter itself, which is anything that has mass and takes up space. The teacher will teach matter and the three states with a pre-made anchor chart that will stay in the room for the whole unit.

● Display the “States of Matter” song on the smartboard. As a class, sing it at least

twice. The teacher will also pass out the printed lyrics for each student to keep for personal use. (A)

● The teacher will give students the definition and examples of matter itself, which is anything that has mass and takes up space. The teacher will teach matter and the three states with a pre-made anchor chart that will be displayed in the room for the whole unit.

Development

● Students will do multiple classwide activities to learn about matter. For the first activity, children will get in partners and complete the States of Matter sort. Students will be working together to sort the right state of matter into the correct category. When they are finished, they will compare their answers with other groups at their table.

● The students will do a hands-on experiment that explains the three states of matter. Baking soda and vinegar mixed together create carbon dioxide. Put baking soda in a balloon and put it on top of a water bottle that contains vinegar. When the solid (baking soda) falls into the liquid (vinegar), it creates a gas (carbon dioxide). Be sure to place the tablecloth underneath to prevent any mess! Kids will be doing this at their desks with a partner. The teacher will have pre-stuffed the balloons with the baking soda and filled the water bottles with vinegar. The teacher will instruct the students to place the mouth of the balloon over the top of the water bottle and see what happens! After the students realize the reaction that just took place, the the teacher will reiterate the 3 stages, explain how the states interact with one another, and how they each have energy. (K/T)

● The students will all play “3 Corners.” There will be 3 separate corners for each state of matter, and the children will each receive a card with an item. They will then have to find the corner that aligns with their image. This game can be played for multiple rounds so students have the opportunity to see multiple examples of each state of matter. (K/T)

● For struggling students: They will draw 4 examples for each type of matter in their science journal. For advanced students: As a group, they will create a song about the states of matter in their science journal. Summary:

● For the end of the lesson, students will create their own mini anchor chart about the three states of matter and their energy changes in their science journals. This will be their “exit ticket,” and will be used as a reference for the upcoming days of the unit plan. Below is an example of what the anchor chart will look like. The teacher will make sure to have this example for the children to model in order to guarantee that every child writes down the correct information.

Materials States of Matter sort Science journals Pencils Solid, liquid, and gas cards Baking soda

Balloon Water bottle Vinegar Table cloth Glue Scissors

Evaluation Part A: ● The teacher will assess the students’ knowledge of the material by the amount of

participation in the discussion after seeing the demonstration.

● At the end of the day, when students are leaving school, the teacher will ask each child to tell an example of either a solid, liquid, or gas before they leave the room. This will give the teacher an idea of which students are retaining the information and is also a nice review before the students leave.

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

Day 3 Phase Changes

Purpose: Today’s lesson focuses on phase changes and how energy can transform each state of matter. Yesterday’s lesson, which focused on matter will be incorporated while teaching the various phase changes that matter can go through. Students will learn how the addition or removal of energy can change the phases of matter. The goal of this lesson is to teach students not only the causes of phase changes, but what the results of these energy changes bring as well.

Science 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. Technology C/T K-2.1 Demonstrate an operational knowledge of various technologies. A. Use various types of technology devices to perform learning tasks. Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer. Fine Arts 2.4 The student will create works of art inspired by a variety of concepts, themes, and literary sources.

Objectives: Given the Phases of Matter Math worksheet, students will be able to identify the energy changes by answering 100% of the questions correctly.

Procedure: Introduction

● The students will all sit on the carpet. ● The teacher will project the diagram on the board and proceed to explain each of

the phase changes. (V) ● After the teacher reviews the diagram, the teacher will ask the following

questions: (A) 1. What happens to a solid when energy is added? 2. What happens to a liquid when energy is added? 3. What happens to gas when energy is added?

● The teacher will emphasize the following: - Energy is either lost or gained during a change of state. - There are additional phases but these are the primary phases, which also

occur in the water cycle. Development

● The teacher will show the students an ice cube and ask them to identify which state it is in. Next, instruct the students to rub their palms together and feel the heat of their palms. Then give each student an ice cube to hold in their hands.Ask the students what state the ice cubes are in. Once all the ice cubes have melted from the heat of their hands, ask the students what phase of matter the ice is in now. Next, put the take the bowl of water from the melted cubes and place it in the microwave. Ask the students what they noticed about the ice cube after removing it from the microwave.

In addition, ask them the following questions: 1. What happened to ice cubes? 2. Why did the ice cubes melt? 3. What happened to water? 4. How did water change into steam?

● The next step of this activity will be to demonstrate the concept of condensation.

The teacher will heat water (microwave), and fill an empty jar ⅓ of the way full. Next, the teacher will place a plate on top of the jar, and after a few minutes, place ice cubes on top of the plate. The students will quickly see water flowing down the inside of the jar (condensation). The teacher will explain that the gas (steam from hot water) interacted with the cold (ice cubes) to create water (liquid), which is the process of condensation.

(lesson credit to http://www.greenkidcrafts.com/make-it-rain/)

● The next activity will demonstrate the concept of melting by using crayons and a hair dryer. The teacher will do this activity in front of the whole class, who will be sitting at their desks. (The teacher will pre-glue the crayons onto a posterboard before this lesson).

● The teacher will melt the crayons using a hair dryer on high heat setting. While the teacher is heating the crayons, the students will write down what they’ve observed in their Science journal. (V,K,T)

● After the melting demonstration has been done, the students will see the final product and it will be posted in the classroom as a visual aid.

For struggling students: The students will watch a video, play the game, and take the quiz on the computer to practice the concepts of the phase changes. https://www.brainpop.com/science/matterandchemistry/statesofmatter/quiz/

For advanced students: The students will draw their own diagram about what they learned in the different phases of matter. Summary: After participating in multiple experiments, the students will complete a writing prompt in their science journals. The prompt goes as follows: name and give an example of at least 2 phase changes and how energy affects each change. After they write their responses, they will complete the Phases of Matter Math worksheet, which will be graded. Materials Microwave Hairdryer Science journal Pencil Computers Headphones Poster board Hot glue Projector/Smartboard Ice cubes Container Crayons Plate Mason jar Water

Evaluation Part A ● The teacher will assess the students’ knowledge of the material by reviewing the

written responses from the science journal. This will provide the teacher with an idea of what aspects of the lesson were understood/not understood.

● While the students are participating during the demonstration, the teacher will be walking around the classroom observing the discussion and interactions amongst students, the teacher will be able to detect struggling students who may need extra assistance during the rest of the unit.

● The students’ understanding of the content will ultimately be evaluated by their Phases of Matter Math worksheet answers.

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

Day 4 All About Solids

Purpose: Today’s lesson will focus primarily on solids and their properties. Students will review the characteristics of solids from yesterday’s introduction to matter. Science 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

English 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.

Objectives: The students will be given a solids and properties chart. The student will list 10 solids and identify 2 properties of each with 80% accuracy.

Procedure: Introduction

● Background knowledge: When matter is in a solid state, it holds its shape. The molecules of the matter are very close together, and they barely move. The atoms that make up the molecules of a solid are in motion, because all atoms are moving all the time. Even though the tiny atom particles are in motion, the molecules are not free to go anywhere they want. The solid stays in one position. You can hold a solid in your hand.

● The teacher will read, “What Is A Solid? ” By Jennifer Boothroyd aloud to the whole class. After reading the book, the teacher will ask the students the following questions:

1. What does this book say about solids? 2. What are some examples of a solid? 3. How does a solid differ from a liquid and gas?

Whole group instruction: create an anchor chart of solids in our environment on the board

● What are properties? Properties are how scientist describe objects ● Many solids do not have much, if any flexibility. That means they can’t easily

bend or be molded into a shape. For example a rock can not change its shape unless it breaks. Some kind of force must be applied to change the shape.

● The teacher will provide the following examples for students to closely exam: a rock, book, ruler, rubber band, and a paper clip.

Development ● Students will be divided into groups in which they will rotate between each

station. Each station will last 7-10 minutes.

● Station 1 : Identify properties of the following items: apple, plastic spoon, tissue, metal fork, pencil, hat, computer, table, eraser, and a marker (T)

● The students will identify a total of 20 properties. ● Students will be recording their answers in their science journals. (V) The teacher

will provide a visual aid (draw on board) the format in which the children are expected to record their answers. Their answers should be written in their journals as follows:

○ Number paper 1-10 in journal. Item Property 1 Property 2

(name of item) description description

For struggling students: Students will only have to identify 12 properties. For advanced students: Students will identify properties for each item on the list. They will also be asked to identify 2 other solids and their properties.

● Station: 2 States of Matter Video http://www.neok12.com/video/States-of-Matter/zX794073787305507c6c7677.htm

● Listen to video and write a paragraph about what you learned (A/V) a. Answer the following questions:

■ What is the main idea? ■ What is a solid? ■ What is something new you learned?

● Station: 3 States of Matter Vocabulary Game : Adaptation of “Headbands”

○ Students will take turns identifying properties of various solids through this interactive game. By using 5 adjectives or less, one student must describe the solid to their peers.. The student describing the item on the flashcard will have to identify common properties, while their peers guess the item. For example, if the word is “apple,” the person describing the item can use words such as, “round,” “hard,” “tasty,” “smooth,” and “tasty.” Once the students have correctly guessed the item, a new student will get to play the role as “guesser.” (K)

Summary: After this lesson, the students will have used all modalities to explore the different ways to identify matter in a solid state. As a class, we will have a brief dialogue discussing 2-3 things they learned about solids. A few students will share one example of a solid and give one property.

Materials

● Flashcards ● Ipads/ laptops ● Science Journal ● Pencil ● Headphones

Evaluation Part A: The students’ knowledge will be assessed using the Solids and Properties worksheet. The teacher will know that the student understands if they can correctly identify solids and provide two properties.

Evaluation Part B: 1. Did your lesson accommodate/address the needs of all your learners? 2. What were the strengths and weaknesses of the lesson? 3. How would you change the lesson if you could teach it again? 4. Did the students meet your objectives? How?

Name: __________________

Solids and Properties Item Property 1 Property 2

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

(name of item) description description

Day 5 All About Liquids

Purpose: Today’s lesson will focus on liquids and their characteristics. Students will practice their measuring skills since liquids are measured by volume in cups, pints, quarts, gallons, and liters. Science 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

Math 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.

Objectives: Through a Venn diagram, the students will be able to compare and contrast two different types of liquids. Given the liquids investigation graphic organizer, the students will be able to identify different types of liquids in various containers with 80% accuracy. Using beakers and measuring cups, the students will be able to accurately measure 80% of the volume of different types of liquids

Procedure: Introduction

● Begin the lesson with the children sitting on the rug. ● The teacher will ask the students to give examples of liquids that they see around the

school. (A/V) ● The teacher will ask the students to brainstorm words describing the properties of liquid.

(A) Development

● The teacher will provide a variety of containers at their table and a bottle of water. Students will carefully pour their liquids from one container to another, watching it flow and fill another jar. To add another element to the experience, provide more examples of liquid such as: a juice, colored water, or cooking oil work well. (V/K)

● Encourage students to compare and contrast the two liquids according to their

appearances and behaviors by writing the similarities and differences on a Venn diagram. Allow students to mix different liquids to see what happens. (V)

● Using measuring cups and beakers, the students will measure each amount of liquid poured into each container. (V/K)

● Students will share with teacher and class their observations. Teacher will guide the discussion to include the properties of a liquid: liquids are visible and become shaped like their containers. (A)

For struggling students: They will draw examples of liquid as they observe. For advanced students: Challenge them to name as many liquids as they can. Record their answers on a chart to add any other liquids they may encounter during class.

Summary:

- After the discussion, the students will use the tools to measure how much space the different types of liquid they take up.

- When the students pour some liquid water in a cup, it will fill up the bottom of the cup first and then fill the rest in the shape of the cup.

- The students will look at the poster to review the properties of liquid. (V)

Materials: Beakers Measuring cups Juice Food Coloring Cooking Oil

Evaluation Part A: ● In their science journals, the students will draw a chart that shows the observations and

properties of each liquid given.

Liquid Observations/Properties (see, feel, smell)

Juice

Water

Cooking oil

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

Day 6 All About Gases

Purpose: The purpose of this lesson is to fully investigate the third state of matter: gas. Students will learn the properties, features, and definition of gases. They will gain a better understanding of the molecules in gases and phase changes through numerous activities. Science 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 2.4 The student will create works of art inspired by a variety of concepts, themes, and literary sources.

Objectives: Given a worksheet with a list of gas properties, the students will be able to understand gases by correctly identifying 5/7 facts.

Procedure: Introduction

● The teacher will be explain what gases are. Read the following definition to the class: “Gas is a state of matter that has no fixed shape and no fixed volume. Gases have lower density than other states of matter, such as solids and liquids.” The teacher will ask, “What makes the volume and shape of gases different than a liquid?”

● There is a great deal of empty space between particles, which have a lot of kinetic energy. The particles move very fast and collide into one another, causing them to diffuse, or spread out, until they are evenly distributed throughout the volume of the container. To demonstrate the movement of molecules, have students play a quick game of freeze tag. This will serve as a brain break as well as fun way to express high energy, such as that of gas molecules.

● The teacher will introduce the “Gases” song with the class (A). She will show the lyrics on the screen for the children to read along.

● The teacher will show the video about gases:

https://www.youtube.com/watch?v=5SfEdexMgo8 (A) Development

● First, the teacher will share various examples of gases with the class (either photo or actual item). Since gases are invisible, it could be hard for students to identify them, which is why this step is very important.. The teacher use air, water vapor, helium, an air freshener, carbon dioxide, and elements on the periodic table as examples of gases.

● Next, students will learn about the energy of gases. The teacher will reiterate the differences in atoms for each state of matter. Then, all students will complete the following worksheet about atoms, which uses cheerios to show the atoms in each state of matter. (K/T)

● Students will now experiment with the most basic gas all around us: air. Each student will have the opportunity to fill a balloon with air. There will be a variety of sizes/colors for the children to experiment with. After they blow the balloon, they will release it into their and see what happens! Children will see that gas is responsible for inflating the balloon as well as shrinking it. Encourage children to make balloon animals so they can see how gases are confined. (K/T)

● Next, students will each have their own empty plastic water bottles to examine how gases take the shape of the container. Students will experiment expanding the water bottle and popping off the lid. This activity as a whole allows children to understand how gases move in and out of containers. (K/T)

● Finally, the students will have a discussion about the differences between gases and the other two states of matter. The teacher will create a chart with two columns to distinguish the similarities and differences. This is an opportunity to review the other states as well!

For struggling students: For struggling students, have them practice another “solid, liquid, gas” sort during silent reading time. Assign an advanced student work as their partner to give guidance if needed. For advanced students: For advanced students, have them research different examples of gases. Each student will be able to present a few facts about the gas they discovered with the rest of the class.

Summary:

● Now that students have learned all three states, students will play this computer game to reinforce the three different states. (V). http://www.abcya.com/states_of_matter.htm

Materials Balloons Computers Beaker of water States of Matter worksheet Gases worksheet Cheerios Science journals

Evaluation Part A: The students’ knowledge will be assessed with the Gases worksheet. The teacher will know that the student understands if they can identify correct facts about gases. The worksheet also includes false statements so the teacher can

examine what aspects of gases may confuse the children. This state of matter can be the most difficult to understand, which is why this assessment is crucial to the lesson as a whole.

Evaluation Part B: 1. Did your lesson accommodate/address the needs of all your learners? 2. What were the strengths and weaknesses of the lesson? 3. How would you change the lesson if you could teach it again? 4. Did the students meet your objectives? How?

GASES WORKSHEET

Name: Date:

Circle which statements below are correct. Gases have no definite size Gases are invisible Gases have no definite shape Wood is a type of gas Gases take the shape of its container Gas has volume Juice is a type of gas Oxygen is a type of gas Molecules in gas move very quickly Molecules in gas move very slowly

Day 7 All About Matter Review Day

Purpose: The purpose of today is to tie together the following concepts: what is matter, how matter changes, what causes matter to change,

Science 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.

Objectives: Given the various review day activities, students will be able to demonstrate their knowledge of the unit by scoring over 90% on each worksheet.

Procedure: Introduction

● The teacher will first review matter by having students create a master list of all the matter examples they can think of. On the board, the teacher will create three columns and write their answers in the appropriate section. Students will be instructed to not repeat answers, and will be encouraged to think of as many examples as possible.

● Next, the teacher will review molecules in each state of matter. The teacher will demonstrate with hula hoops and student volunteers. The teacher should aim to select struggling students to be volunteers so that they can have extra practice with the concept. The teacher will ask several students to fit into one hula hoop and move, jump, and dance around. The tightly packed students represent the molecules in a solid. Have a few students leave the hula hoop circle and again ask students to move, jump, and dance around. The circle is less crowded, which represents the molecules in a liquid. Now, have only one student remaining in the hula hoop to move, jump, and dance around. This student has plenty of room to move around in, which represents the molecules in a gas.

http://www.layers-of-learning.com/solids-liquids-and-gases/ Development

● Root beer float experiment https://www.pinterest.com/pin/515451119830383197/

This activity is a fun celebration to the end of the unit! Students will be making their own rootbeer floats, which incorporates all three states of matter. First, the teacher will fill a the cup halfway with rootbeer, and a separate cup with one scoop of vanilla ice cream. Each child will take one cup of each, and when they are all seated, they will pour the root beer overtop of the ice cream, which will cause the bubbles to form. The teacher will ask the students, “What happened when we pour the liquid on top of the solid?” The students will be able to enjoy their float and chat amongst each other for 10 minutes. Students will complete this worksheet after enjoying the Rootbeer floats.

● Matching activity https://www.pinterest.com/pin/532269249695618282/ In this activity, the phase changes of matter will be reinforced. The students will be given flashcards in which they will match and identify the different scenarios based on whether they are freezing, melting, condensation, or evaporation. Then, they can create their own so they can prove that they are understanding the differences between the phase changes.

● Cool writing activity https://www.pinterest.com/pin/228628118553243700/ This activity will be a quick reference resource for students. Students will write properties and examples of each state of matter. Students will be provided construction paper and 10 hole reinforcers. Fold construction paper in half (hot dog bun style) then cut 3 squares on top half of foldable. Name of 1 state goes on the outside fold of each square. Draw molecules of each state under fold using hole reinforcers. Describe characteristics of each state under fold and give definition. For struggling students: All students will be participating in the review day activities, but struggling students will receive the extra assistance by being paired with an advanced student, who can help reinforce the concepts of this unit. For advanced students: The students can write a poem or a song about matter to illustrate

their understanding of the properties of each state of matter. Summary: https://jeopardylabs.com/play/2nd-grade-states-of-matter The final activity is a class-wide jeopardy game that reviews every lesson from the unit. Students will work in groups at their desks to answer the questions. The teacher will briefly review the rules of jeopardy before game. Materials Construction paper Hole reinforcers Markers/color pencils Root beer Small cups Vanilla ice cream Ice cream scoop Napkins Straws Flashcards Phase Change Scenario Worksheet

Evaluation Part A: The students’ knowledge will be assessed by having students answer the questions on the “We learned that….” worksheet. This worksheet will also serve as an exit ticket. We learned that…

● A solid + heat = _______________________ ● A liquid + heat = ___________________________ ● A liquid + freezing temperature = ___________________________ ● How would you measure a solid? ______________________ ● How would you measure a liquid?_______________________ ● Can gas be measured? Explain. _______________________ ● What unit of measurement is used for a solid? ________________ ● What unit of measurement is used for a liquid? ____________________ ● List an example of each state of matter and list two properties of each.

_________________________ ● Describe how ice goes through all 3 stages of

matter_____________________________

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

Unit Evaluation

Matter Brochure Presentation Project Instructions:

These are the instructions that we will be using for the brochure project. The only difference is the point system, which will be on a 2 point scale. The point system is shown below in the rubric for the assignment.

Category 2 Points 1 Point 0 Points Total Number of Points

Matter Title on Front Cover,

I wrote the titles of the states of matter in a neat way.

I wrote the titles of the states of matter in a messy way.

I did not write the titles of the states of matter.

/2

5 Examples for Each State of Matter

I listed five examples of each state of matter

I listed less than five examples of each state of matter

I did not list any examples for each state of matter

/2

2 Attributes for Each State of Matter

I listed two properties for each state of matter.

I listed one property for each state of matter.

I did not list any properties for each state of matter.

/2

Sharing and Presenting Information

I presented all of my information in a clear way.

I presented some of my information in a clear way.

I did not present my information in a clear way.

/2

Total Number of Points

/8

Unit Resources

1. This diagram is a great resource because it depicts molecular movement in each state of

matter. Students can see how this photo highlights the energy component of matter. Students can also use this diagram as a resource to copy in their science journals.

2. https://www.youtube.com/watch?v=cBBmdqti_Kg The “States of Matter Rap”video is engaging, motivating, and a great idea for movement. This video can be played to excite the students about the unit! Plus, this resource is great for auditory learners. Students will be given lyrics of the video for personal reference.

3. Joe-Joe the Wizard Brews Up Solids, Liquids, and Gase s Written by Eric Braun This book is a fun fictional read about a child wizard who accidently turns his homework into chocolate syrup. The text provides picture support and as well as on-level passages.This text can be used independently or whole group.

4. https://www.brainpop.com/science/matterandchemistry/statesofmatter/ This brief video introduces the states of matter and allows students to assess themselves by answering ten questions.This can also be used as a review activity in which struggling students can continue to learn about the three states of matter.

5. This is a great resource because it depicts solids that students may not encounter in their daily routine. This visual diagram will be displayed for the whole unit as a quick reference for identifying what characteristics make an object a solid.

6. The resource reinforces the definition and examples of properties. This visual diagram of the properties of matter will be displayed in the classroom for the whole unit. Students will be able to refer to this diagram when needed.

7. This great bulletin board will be created to be displayed for the whole unit. The bulletin board will be created prior to the first lesson of the unit to not only excite the students, but build their interest in the topic. Plus, it is a creative way to display the SOL objectives for the principal, faculty, and parents.

8. “Matter Chatter” video https://www.youtube.com/watch?v=C33WdI64FiY

This resource will engage students because it is a catchy, easy-to-follow song. It also provides a plethora of examples of matter with lyrics that define each of the 3 states.

9. Change It! Solids, Liquids, Gases, and You. Written by Adrienne Mason. Illustrated by Claudia Davila. This hands-on, engaging book will be a great read aloud for this unit because it

introduces the 3 states of matter and energy changes in a kid-friendly manner. Plus, the book includes matter-based activities and experiments on every page, making this resource beneficial for both the students and the teacher.

10. http://www.learninggamesforkids.com/changes-in-matter-games.html

This site provides 7 computer games and videos relating to the phase changes in matter. Students can use this fun, interactive resource to build their knowledge on the subject as well as reinforce what has already been taught. This resource can be used during station time as well as a supplemental activity for struggling students.

11. Matter Chant https://www.superteacherworksheets.com/songs/matter-song.pdf?up=1466611200 This is a great transition song for students to learn more about examples of each state of matter. In this way, the students will remember the important properties for solid, liquid, and gas.

12. Mystery Mud Experiment http://www.pbslearningmedia.org/resource/phy03.sci.phys.matter.mud/mystery-mud-exploring-changes-in-states-of-matter/ sIn this experiment, the students will learn water changing from a solid to a liquid and from a liquid to a gas. This also shows change in temperature, whether it results from heating or cooling. 13. Museum Field Trip http://wowchildrensmuseum.org/visit/science-class-field-trips/ The students will learn about the concepts of the states of matter by visiting a museum and doing activities such as slime and oobleck. Hands-on experiences will allow the students to be engaged with one another. 14. Bill Nye The Science Guy and Phases of Matter Short Film https://vimeo.com/124260338 The students will learn more about matter through real life applications that are shown in the video. 15. Matter Mobile Project http://blogs.spsk12.net/4768/files/2015/10/Matter-Mobile-Directions.pdf The students will create a mobile to demonstrate states of matter using recycled materials.