EXPLORING

LIQUIDS DAY 3 LESSON 1

Name: Alyssa Fortin

Date: Tuesday Feb. 6
Grade: 2
Subject: Science
Unit: Exploring Liquids
Class Length: 1 hr 45 min

General Learner Outcomes:
Students will…
1) Describe some properties of water and other liquids, and recognize the importance of
water to living and nonliving things.

Specific Learner Outcomes:
Students will…
1) Compare water with one or more other liquids, such as cooking oil, glycerine or water
mixed with detergent. Comparisons may be based on characteristics, such as colour,
ease of flow, tendency of drops to form a ball shape (bead), interactions with other
liquids and interactions with solid materials.
2) Demonstrate an understanding that liquid water can be changed to other states:
§ Recognize that on cooling, liquid water freezes into ice and that on heating, it
melts back into liquid water with properties the same as before
§ Recognize that on heating, liquid water may be changed into steam or water
vapour and that this change can be reversed on cooling
§ Identify examples in which water is changed from one form to another.

Learning Objectives:
Students will…
1) Explore water through their senses and learn about the three states of water.
2) Record observations in a chart and use the information to identify and describe liquids.

Assessment:
Students should be able to identify liquids by their characteristics (look, smell, feel, flow),
record observations in a chart and use the information to identify and describe liquids, and
make conclusions about common properties or characteristics.

Materials:
• “Observing Liquid #5 & #6” worksheets
• “Exploring Water #1-4” worksheets
• various liquids – at most 5 (water, milk, vinegar, juice, syrup, mustard, soap, oil,
molasses, etc.)
• small plastic cups (and a few larger)
• tray, ramp, popsicle sticks
• paper towels (for messes)
EXPLORING LIQUIDS DAY 3 LESSON 2

Introduction (5 min)
Today we will be looking at how we can tell some liquids apart based on their appearance, how
they feel, and how they smell. First, we will look at water alone since it is the most easily
recognized liquid. Then, we will look at and compare other liquids and conduct tests to see how
they are different from each other.

Body
Exploring Water (1 hour)
Have select students hand out Science duotangs. Ask students to flip to “Exploring
Water #1-4” worksheets. Go to each group (of 4) and have kids name off A, B, C, D. Have
A collect cups for each of their group mates, B to collect a larger cup of water for their
group as well as some paper towel, and then C to collect a flat pan or paper plate.
Remind the students that they cannot touch any of the materials at the groups until I
say so. Proceed to go through the steps that the students have to take and show
examples if need be. The students will be investigating properties of water using their
senses and complete worksheets 1-4.
Senses Experiment (30-45 min)
Start by leading students in a discussion about how we know what a liquid is. What are
some properties of a liquid (smell, colour, texture, etc.)? Inform students that it can be
important to test liquids before using them. For example, vinegar and water look the
same, so how can we tell them apart?
Have students flip to “Observing Liquid #5 and #6” worksheet in their booklets (pg. 14-
15). Read through the instructions on the first page as a class. Each table group (4-5
students) can work together through the steps to fill out the chart on worksheet #6.
Each table group gets a small cup of each liquid (send 2 students to collect cups that will
be prepared at the back). For the part “Flow on the Ramp”, I will call each table group at
a time to test out liquids (I will have my own cups there so that the students don’t have
to carry them around the room).

Closure
Clean Up and Movement Break (7 min)
Remind students of how much time they have left. Have C and D take cups out to sink
and dump them out. A and B will return other materials to the back table. Students will
return their Science duotangs to the bin and finish up with a movement break to
prepare the students for agendas.

Modifications/Accommodations/Differentiation:
Students can work in partners if it will be conducive to their learning and work ethic. I will also
make sure to thoroughly go through what the students have to do before they get started.

Sponge:
Extra experiment worksheets (related to activity).