Name of lesson: What Could This Be?

(Solid/Liquid Lesson/Activity) Grade Level: 2nd

Suggested group size: Partner groups (2 person)

Subject: Science—Physical Science

Standard: Students will (2)2.2 observe and describe solids and liquids [P2A1; P2A3] and be

able to (2)2.1 sort solids and liquids according to similarities and differences [P2A1; P2A3]

Objective: By using the scientific method and deductive reasoning, the student will demonstrate

an understanding of how different materials are classified between a solid and liquid due to their

physical properties.

Materials: 4 jars of honey (with lids superglued/hot glued on), a bag of jumbo marshmallows, 4

plates of (solid) Jell-O, 4 glitter jars (with lids superglued/hot glued on), paper towels, oobleck,

spoon, paper, pencil, worksheet packet

Procedures: 1) Set up 4 stations around the room:

 Station A: Plates of Jell-O

 Station B: Jars of honey

 Station C: Marshmallows

 Station D: Glitter Jars

2) Have students partner up with their shoulder partners and pass out the worksheet

packets to each individual student.

3) Students will have 5 minutes with their partner to discuss and write

their predictions for what differentiates a solid and a liquid on the 1st page of the

worksheet packet.
4) Students will have 5-10 minutes to flip to the next page and read two short

paragraphs explaining the characteristics of solids and liquids, once done reading

they may get up and begin going station to station observing the materials.

5)Students will have 20 minutes at each station. On the third page of the worksheet

packet will be a checklist for the different characteristics a solid OR a liquid may

have with each material name at the top of the column. Students should observe and

check each they agree with as they are observing the materials by shaking, touching

or looking. (**ADVISE STUDENTS NOT TO EAT/TASTE THE MATERIALS**)

6) As students are observing, walk around the classroom to help as needed and keep

track of time giving them 5-minute notices (4 total). This should allow them 5

minutes at each station to fully observe the materials.

7) After 20 minutes, have students come back together as a class and form a half circle

with teacher in the middle/opening.

8) Ask the class what they learned/found interesting. Review the characteristics of a

solid and liquid, then ask for two volunteers to join in the middle/opening. Have

paper towels, the spoon, and the already made

oobleck in a clear bowl ready.

9) Ask the first volunteer to hit the oobleck with the backside of the spoon in a quick

motion, then have student explain what it felt like and if they think it is a solid or

liquid. Have second volunteer come forward and stick their fingers into the oobleck,

have student do the same as the first volunteer: what it felt like -- solid or liquid?

(Have student wash and dry hands with paper towel)

 10) Open discussion with students on why they think the oobleck may be confusing in

if it is a solid or liquid. Then after a few answers, explain

how it is made, and why it is an exception and how it is neither (cornstarch particles

move together vs. away; relate it to water and how that can be

both a solid and liquid due to its properties).

Assessment: The checklist page of the worksheet will be the page being assessed for

understanding the material (summative assessment). With 6 questions on the checklist per

station, and then the final decision of if the item is a solid or liquid, the goal is for the students to

have answered 80% of the questions correctly — resulting in about 23 correct answers.

RUBRIC:

0-7 correct— Poor Comprehension

8-14 correct— Needs Improvement

14-23 correct— Developing Comprehension

23-28 correct— Thorough Comprehension