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Liquid and Solid Unit

Liquid and Solid Unit

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Published by Ashley Scherle

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Categories:Types, School Work
Published by: Ashley Scherle on Feb 16, 2012
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Name:Ashley Scherle

Date: September 19th/11

Subject: Science

Grade: Two

Content/Topic: Gases

Instructional Strategies:

Interactive: Large group discussion


LS2.1 Investigate observable physical
properties (e.g., colour, taste, smell, shape,
and texture) of familiar liquids and solids.


Students will be able to:
a. Pose questions that lead to investigation
and exploration of the properties of familiar
liquids and solids and gases
b. Classify objects in various natural and
constructed environments as gases.
h. Demonstrate that gases are matter
because they have mass and take up space.

Cross Curricula Competencies: developing thinking, developing literacies

Prerequisite Learning: What is a gas?

Adaptive Dimension:

We will work together as a class to help with classroom management. Also everyone will
be able to share their ideas with all the students.

Preparation: (equipment/materials/set-up)
Materials: Book called Gases in my World, 26 cups, paper towel, Balloon Picture from
Exploring Matter Booklet, CD Singin Songs of Science #8 Matter is Everywhere
Set-up: all materials

Set ( 10 minutes)


Gather students on the floor on

the foam mat.

Review I Chart


Remind students that we have
been learning about matter and so far we
have learned about 2 kinds (liquids and
solids) now we are going to learn about

Introduce Gases by reading book
called “ Gases in my World”

Ask students to share some ideas

of what gases are.

Show students the picture of the
balloons. Ask them what do they see?

Read the back of the card and ask
the basic and challenge questions.
**Molecule game

Development (15 minutes)

58.Activity: Gases fill up space
59.Show students a cup and then scrunch of
some paper towel and put it in side the
60.Ask students: What do you think will
happen when I put this cup upside down
in water and why?
The paper towel will stay dry because air is a
gas and it’s inside of the cup. Gases take up
space so the water was unable to get inside
the cup.
61.Demonstrate for students first then
students will have a chance to go try it.
62.Practice going to the table, listening for
the chime then coming back to the mat.
63.Give students a few minutes to explore
with the activity.

Closure ( 10 minutes)

1.Gather students back on the mat.
2.Let students share what they
explored and learned about.
3.Listen to the song called “Matter
is Everywhere” on the CD Singin’
Songs of Science by J.P. Taylor
and the Academics
4.Tell students that this week we
are going to go to the dance
studio and we are going to do
some “matter” dancing.

Student Engagement/Classroom
Management Strategies

Give clear directions so students
always know what to do and stay
on task.

Keep an eye on the time to make
sure the lesson does not run too

Have all materials ready to go
before the lesson starts.

Remind students to raise their hand
when they have an answer.

Remind students how to work in

Remind students how to work
independently and quietly.

Remind students how to use
materials and how to clean up after.

Move disruptive student towards

Assessment: Observation and classroom discussion

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