Hannah

Witty
Properties of Matter Lesson Plan

Subject/Content: Science/Properties of Matter


Grade: 2

TEKS: (5) Matter and energy. The student knows that matter has physical
properties and those properties determine how it is described, classified, changed,
and used. The student is expected to: (A) classify matter by physical properties,
including shape, relative mass, relative temperature, texture, flexibility, and whether
material is a solid or liquid

ELPS: (5) Writing. (B) Write using newly acquired basic vocabulary and contentbased grade-level vocabulary.

Content Objective: The learner will be able to sort at least 5 objects based on if they
are solids or liquids after learning about matter as a class.

Language Objective: The learner will be able to write at least two content-based
grade-level appropriate vocabulary in their science journal.

H.E.A.T. Self-Assessment:

Higher-Order Thinking: 1 2 3 4 5 6

Engaged Learning: 1 2 3 4 5 6

Authentic Learning: 1 2 3 4 5 6

Technology Use: 1 2 3 4 5 6

Assessment: I am going to look at each of the students science notebooks to check
if they have all the correct solids and liquids in the correct category. If they get it
wrong, I will put a line through it. If a student put one in the wrong category, I will
call them over to me and ask them if it is a solid or a liquid again. I will want them to
tell me why its either a solid or a liquid. For every notebook I look at, I will put a
check on the top, regardless of if they got something wrong.

Modifications: None

Materials, Resources, and Equipment: Promethean board, solids and liquids
cards, anchor chart, root beer, cups, spoons, straws, ice cream, root beer activity
worksheet, science notebooks, pencil

Classroom Management Strategies: Before beginning my direct instruction, I will
explain to the students how I am going to communicate with them when I need
them to pay better attention, or when I need them to stop making mouth noises. If
the students are having trouble making mouth noises, I will simply tap on my lips to
signify for them to stop. I will explain this to them so they know what I mean when I
do this. I will also tap on my ears or by my eye when I need students listening or
looking at me. I may remind them in the middle of the lesson that I need all attention
on me during that time. When distributing materials, I will set the correct number of

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papers on the end of the table, and the students will be responsible for distributing
them amongst themselves. When doing the Root Beer Float activity, I will hand out
all materials to the end of the table. I will come around the room with the root beer
and fill the students cups when they have put their ice cream into their cup.

Instructional Component

Focus: I am going to show the BrainPop Jr. video about matter to begin the lesson.

Learning Expectations: I am going to have a Promethean slide on the board titled
Expectations. Underneath the title, there will by a typed message telling them my
expectations. My expectations for you during this lesson, is for you to know what
matter is and how to identify different types of matter. You can expect to me to
teach you that today.

Direct Instruction: (I am going to start off by writing What is Matter? on an
anchor chart.) So, what is matter? Does anyone have any ideas of what matter could
be? (I will let the students say what they think matter might be.) Matter is anything
that takes up space and has mass. (I will write the definition on the anchor chart)
Does anyone know what mass is? (I will let the students answer) Mass is the amount
of matter in an object. We are going to talk about three different types of matter.
One state of matter is solid. A solid has its own shape. For example, a chair. It has
its own shape, right? Even if you were to take the legs off the char, the seat would
keep its shape, and the legs would keep their shape, right? Solids dont always have
to be hard either. Can anyone think of any solids they see in the room right now? (I
will let the students answer) The next type of matter is liquid. Liquids take the
shape of their container. So do you see how my water bottle has water in it, and if I
tip it to the side, the water goes that way, and takes the shape of that side of the
water bottle? The third type of matter, which we will only talk about today, is gas.
You will talk more about gas in third grade. A gas is a state of matter that fills all the
space of its container. If I blow a balloon up, its going to get bigger right? It gets
bigger because we are putting air in it, which is made up of gasses. So now, I want
you to turn your bodies and face the board. We are going to practice identifying
different types of matter.

Closure: We have just learned how we identify if something is a solid or liquid. Can
someone remind me of how we know when something is solid? (Students will
answer) Now can someone remind me of how we know something is a liquid?
(Students will answer)

Guided Practice: I am going to have a Promethean slide up where we will sort the
solids and liquids as a class into containers. If they get it correct, the container will
play a bell sound, if they get it incorrect, the container will not accept the object. If
the Promethean isnt working, I will create cards with objects on them, and the
students will go to a certain spot in the room, labeled solids or liquids, and we will
go over each as a class.

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Okay, so now we are going to practice sorting our solids and liquids. Remind me
before we begin what a solid is. (Students will answer) Okay, remind me what a
liquid is. (Students will answer) Now we are going to practice sorting solids and
liquids on the board. I have different solids and liquids on here, and we are going to
sort them based on if they are a solid or a liquid. If we get it right, the word will stay
in the box. If we get it wrong, it wont take the object into its box. I am going to use
Dojo to randomly pick someone to come up here and sort one. We want to make
sure that whoever is at the board gets to answer it themselves. If they need help,
they can ask for help, but dont call out the answers. When we work on the board, all
you have to do is hold the pen, touch the object, and drag it. Everybody understand?
(Students will answer) Okay, lets get started.

Independent Practice: Now you are going to practice sorting solids and liquids
with a partner. For this activity, you will need your science notebook and a pencil.
So before I tell you about the activity, I want you to open your science notebooks to
a clean page. On your clean page, I want you to make a T-chart. It should look like
this: (I will draw a T-chart on a paper under the doc cam) So if we are going to do an
activity on solids and liquids, what do you think we should write on these two lines?
(The students will hopefully answer solids and liquids but if they dont, I will
remind them of what we talked about on the carpet. If they still dont guess, I will
write them down. Okay, now your paper should look exactly like mine. Should you
have any words spelled wrong on your paper? (Students will answer with no) Why?
(Students will answer because its written on the board for them) For the activity,
you are going to pair up with one person, and one group will have to have three
people since we have an odd number of students. You are going to get a stack of
cards that have types of solids and liquids in them, and you have to sort them based
on if they are a solid or liquid. You are also going to get two cards, one that says
Solids and another that says Liquids. You will place the cards (the solid and liquid
examples) below them. (Im going to call a student up to the front to help
demonstrate how the game should look.) You are going to choose a card and lay it
down below the label that either says Solids or Liquids. After doing that, your
partner can either agree or disagree. Im going to demonstrate how you should do
this. (I will demonstrate putting it in the wrong category and the student I have
chosen will either agree or disagree. Once they have disagreed, I will put it in the
right category. Once you have done this, you are going to write the object in the
category that it is. So I have, apple, am I going to write apple in the liquids category?
(Students will answer with no.) You are going to write all of them until you have
finished the whole stack. You are going to write the ones your partner pulls too, not
just your own. Are there any questions before I let you do this by yourself?
(Students will answer and I will address as needed) When you are working with
your partners please keep your voice level at a 1 or 2. You may choose your partners
quickly and quietly and begin working.

Corrective Teaching: If the students dont understand, I am going to use balloons
as an example. I will fill one with air, another with water, and another one with

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water but it will be frozen. I will demonstrate to them that the frozen one takes the
shape of what it is in. If I were to take the balloon off of this balloon, we would have
a large chunk of ice. I will demonstrate to them that the one filled with just water
can be manipulated. I will squeeze the balloon in the middle to show them that the
water moves to either side of where I have squeezed it. For the balloon filled with
air, I will show them that the balloon is hard to manipulate because the air has filled
it completely up. If I were to pop the balloon, we would have a deflated balloon and
nothing else, right? Thats because when we released the air from the balloon, it
went into the room.

Extensions: In order for the students to complete the extension activity, they must
finish their independent activity correctly first. We are going to make Root Beer
Floats (approved) as our extension activity. We are going to talk about how the ice
cream is a solid, the root beer is a liquid, and the little bubbles that form on top from
the mixture of the two are made of gas. The students will be allowed to eat them
when we have finished the activity. To have this ready for the students, I will have
small clear cups for them, the individually packaged vanilla ice cream cups, and root
beer separated. If students finish this activity with time to spare, they can get onto
BrainPop Jr. and explore the section about matter.