Title: Root Beer Float: States of Matter K2A2

Topic Area: The States of Matter: Solid, Liquids, and Gases

Grade Level: 2nd grade

Inquiry Statement:
The inquiry in this lesson is having the students create their own hypothesis on what they
think will happen during the experiment and what parts of the root beer float they think are the
solid, liquid, and gas. The students will have to make their own observations. Ideally, given the
luxury of time and money, students would be able to design their own experiment about solids,
liquids, and gasses, make a hypothesis and test it to increase inquiry. The teacher will facilitate
this lesson by defining the states of matter and providing the necessary materials.

NGSS:
1. 2-PS1-1:Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.

2. 2-PS1-2:Analyze data obtained from testing different materials to determine which

materials have the properties that are best suited for an intended purpose.

3. W.2.8: Recall information from experiences or gather information from provided sources
to answer a question.

4. CC.2.R.I.7 Integration of Knowledge and Ideas: Explain how specific images (e.g., a
diagram showing how a machine works) contribute to and clarify a text.

Objectives:
1. Students will be able to create a hypothesis and conduct a scientific experiment.
2. Students will be able to distinguish between the three states of matter.
3. Students will be able to answer what parts of the experiment correlate to the states of
matter.
4. Students will label the different states of matter in the diagram provided.

Science Process Skills:

 Students will use their class notes on how to create a hypothesis before we start our
experiment. Students will fill out the handout which will guide them in supporting their
hypothesis or if their hypothesis turned out to be incorrect based on their data. They will be
gathering data by mixing root beer and ice cream and discussing the findings.

Assessment: *See attached rubric for grading purposes*

1. Groups of students will work together to come up with a hypothesis and conduct an
experiment.
2. Students will discuss and state if their hypothesis was supported or not.
3. Students will fill out a handout identifying the states of matter.

Materials:
● Vanilla Ice Cream(1 pint)
● Root Beer (14, 12 oz. cans)
● Plastic Cups (14)
● Spoons (14)
● Handout (4)
● Paper Towels

Background Information:
Definitions to know: Kalee
Solid - The particles are closely packed together
Liquid - Substance takes the form of the container
Gas - Spreads to fill the container and has no fixed shape
Hypothesis - An idea or explanation that you then test through study and
experimentation
Prediction - A statement of what might happen in the future

References:
1. https://www.boundless.com/chemistry/textbooks/boundless-chemistry-
textbook/introduction-to-chemistry-1/classification-of-matter-27/three-states-of-matter-
178-10543/

Management:
 The teacher will provide the supplies. Each group will obtain a cup, a pint of ice-cream
and one 12 oz can of root beer. We will define the terms and then pass out the materials. Lastly,
we will pass out the handout.

Safety Considerations:
● Provide an alternative ice cream and/or root beer drink for students with an allergy.
● Provide an alternative ice cream and/or root beer drink for students that are lactose
intolerant.

Procedures:
Before:
1. Discuss the different states of matter.
2. Define each type of matter on whiteboard.
3. Show the students the materials and ask what they think is going to happen.
4. Hand the students the handout (one per group).
5. Delegate one student in the group to record their hypothesis on the handout.
6. Have students discuss their hypothesis in their group after writing it.
7. Give students the materials.
During:
1. Pour half of a can of root beer into the plastic cup.
2. Add 2 scoops of ice cream into the plastic cup.
3. Have students discuss the reaction in their groups.
After:
1. Have students complete handouts in their groups- discussing what the solid, liquid and
gas was and if their hypothesis was supported or not.
2. Have each group present their findings to the class.
3. Discuss findings as a class after each group presents. Refer to discussion questions
below.
4. Teacher will collect students handout and fill out one rubric per group.

Discussion Questions: Allie/Kayla

● What happened when the root beer and ice cream mixed?
● What state of matter is the ice cream? Root beer?
● What is a solid, liquid and gas?
● Was your hypothesis supported or not supported?
● Describe what you thought would happen versus what actually happened.
● What did you learn about solid, liquids, and gases from this experiment?
● Which of the materials could possibly turn into another state of matter?

Adaptations:
Assign groups so that struggling students are working with students that can provide guidance.
Give extra time for students to experiment. Extra materials will be provided, if needed.

Sources:
1. Hill, K. (1970). Hands-On Science Inquiry - Root Beer Float (solids, liquids, gases).
Retrieved October 12, 2016, from
http://anchoringdowninsecondgrade.blogspot.com/2014/11/hands-on-science-
inquiry-root-beer.html
2. Core, C. (2015). Common Core Standards - Illinois State Board of Education. Retrieved
October 18, 2016, from
http://www.isbe.state.il.us/common_core/pdf/ELA_common_core_standards.pdf
3. NGSS. (2013, April). 2.Structure and Properties of Matter | Next Generation ... Retrieved
October 13, 2016, from http://www.nextgenscience.org/topic-
arrangement/2structure-and-properties-matter
Rubric:

Criteria: 4 3 2 1

Handout Group members Group members Group members Group members

names on names on names on names not on the
handout, handout, handout, partial handout,
completed with completed but completion with incomplete with
no errors and a with 1-2 errors 3-4 errors, little most questions
genuine effort and some effort. effort shown. unanswered, no
was shown. effort shown.

Presentation Stated if Stated if Explain the Did not state

hypothesis was hypothesis was evidence for the whether the
supported or not, supported or not experiment but hypothesis was
stated evidence. but did not did not say if the supported or not
provide hypothesis was and did not have
evidence. supported or not. evidence.

Performing Follow Followed Talked with Did not follow

Experiment directions, directions and group members directions, made
collaborated collaborated but but did not a mess of the
with group left a mess of the follow directions materials, and
members, and materials. and did not clean were off task the
cleaned up after up after the entire class time.
themselves. experiment.