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What is Matter?

2nd Grade Matter


Krystina Stump

EDI 631
Spring 2015
Grand Valley State University
Dr. Ellen Schiller

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2nd Grade Matter
Unit Overview
Unit Lesson Day 1: What do you know about matter? How do we categorize matter? How
do different matters compare?
Day 2: Solids, Shape and texture
Day 3: Liquids compare to solids
Day 4: Gases What are gases? Showing air!?
Day 5: Comparing all three together.Now you know! Review and assess:

Essential Questions: What is matter? What the three states


Grade Level of matter? What are the properties solids/liquids/gases? What are the
2nd similarities and differences of the properties of the three states of
Time Needed matter? Can you change shape/size of matter? How?
About 35-45 minutes/day

Materials Needed Background: Students will need to have science journals for
Will come with each keeping observation notes and recordings throughout this unit. Have
separated lesson
these ready before the lesson or pass out in first 2 minutes of first
lesson.

Students will also participate with group work throughout unit. It is


important to assign students to mixed-ability group in order to allow
the higher-level learning students to collaborate with and support
students who usually require guided support with obtaining new
academic concepts.

GLCE(s): P.PM.02.12 Describe objects and substances according


to their properties (color, size, shape, texture, hardness, liquid or
solid)

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What is Matter?

Grade Level
2nd
Introduction: This is an introductory lesson introducing
Time Needed students to the concepts of matter, solid, liquid, gas, and the
35-40 minutes characteristics of these properties of matter

Materials Needed
Bill Nye Video links: Background: Vocabulary cards should be created and ready to
https://www.schooltube.c use before the beginning of the lesson. The teacher should have
om/video/ea7dae4437c24 background knowledge of these terms and scientific concepts to
0958f92/Bill%20Nye%20 discuss in lesson.
The%20Science%20Guy
%20Phases%20of%20Ma
tter Vocabulary Terms: Mass, Matter, Solid, Liquid, Gas, Property,
or Volume, Density
http://www.teachertube.
com/user/profile/Leathers Students will need to have science journals for keeping observation
m?playlist-id=44
notes and recordings throughout this unit. Have these ready before
White board
Poster board the lesson or pass out in first 2 minutes.
Student Science Journals
Note cards with
vocabulary terms:
GLCE(s): P.PM.02.12 Describe objects and substances according
to their properties (color, size, shape, texture, hardness, liquid or
solid)

Engagement: Questioning: Ask entire class to share, What


comes to mind when you think of what makes or builds up different
objects?, What comes to mind when you hear the term
solid/liquid/gas? Allow students 2-3 minutes to think and discuss
before moving on.

After 3-4 minutes of student discussion, create KWL on whiteboard or


posterboard (if white board, take picture or write down on paper to
refer to later). Have students share with you the prior knowledge
they just discussed regarding the questions above. Record any
previous knowledge in K column; be aware of misconceptions.
Record student questions in W column. Have students record KWL
chart in their science journals. The L column will be added to later
in the unit.

Show Bill Nye video clip discussing solids, liquids and gases. After
video, ask students if someone can summarize what was presented
in the video. Call on about 3 students to share their video summary.

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Exploration:
Pass out vocabulary cards among students. Have each group discuss whether or not
this scientific term is familiar, or not. Students can discuss where they may have heard
these terms before. Allow about 5 minutes for student group discussions.

Explanation: Write each vocabulary term on the board (or posterboard) and
share a basic, student friendly definition of each word. Keep these words posted
throughout the unit so students may refer to when having later scientific discussions.
Collect cards. In their groups, have students discuss each word and explanation of each
definition after teacher explains it. Students will write down their notes of definition, or
draw a picture, to help them remember at least 5 of the new scientific terms. Have 4-5
students share their definitions or pictures recorded in journals.

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Solids

Grade Level
2nd
Introduction: Lesson introducing students to, and teaching
Time Needed them the characteristics of, solids
40-45 minutes

Materials Needed
Background: Understanding that things have different
What Makes A Solid characteristics or properties. Set up of materials for Identifying
video link: Matter activity.
http://www.teachertube.
com/video/forms-of-
matter-solids-version-20- GLCE(s): P.PM.02.12 Describe objects and substances according
11933 to their properties (color, size, shape, texture, hardness, liquid or
solid)
Making crayons: use
https://www.youtube.co
m/watch?v=5xhbctEcAAA Engagement: Conduct the Sound and Feel activity.
OR Refer to Identifying Matter hand-outs pages 7, 8, 11 and 12
http://pbskids.org/rogers
/video_crayons.html
OR
http://www.sciencechann
Exploration: Conduct the Sound and Feel activity. Ask
el.com/tv-shows/how-its- students to share what they are experiencing and record notes on
made/videos/how-its- board. After groups complete activity, have students record their
made-how-crayons-are- feelings/findings in journals. Solids sound like/feel
made/ like:_________________. Ask students to share their reactions or
journal notes. Call on 3-4 students to share.
Poster/butcher paper
Crayons
Pencils Explanation: Share What Makes a Solid, a Solid? video clip.
Student journals
Have students record vocabulary words they hear in the video in
Empty film canisters
Identifying Matter hand- their journals. Ask students to share their reactions to the video
outs pages 7,8,11 and 12 afterwards. Call on 3-4 students to share. Review the key points of
video with class.

Extension: How Crayons are Made video. Have students record


vocabulary words they hear in the video.

Evaluation: In their groups, have students create a poster on


poster/butcher paper, displaying all the cool things they learned
about solids today. They can design this however they choose, but
will need at least 3 different things to share from todays lesson. When students are
finished with posters, each group will share with class.

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Liquids

Grade Level Introduction: Lesson introducing students to, and teaching


2nd
Time Needed
them the characteristics of, liquids
40-45 minutes
Background: Understanding that things have different
Materials Needed
Fast facts about liquids:
characteristics or properties. Set up and labeling of materials for
http://www.teachertube. liquid density experiment.
com/video/fast-facts-
about-liquids-12446
GLCE(s): P.PM.02.12 Describe objects and substances according
4 plastic cups per group to their properties (color, size, shape, texture, hardness, liquid or
4 plastic bowls per group solid)
Water
Vegetable oil
Hand soap Engagement: Review KWL chart from day 1. Focus on any
Syrup questions related to properties of liquids. Ask students to refer to
Student journals these questions in their journals, and read out loud any questions
they have related to liquids. Ask students to share any new questions
they may now have related to liquids. Add these questions to the
KWL chart.

Show Fast Facts about liquids video clip. Ask students to share their
summaries of video. Call on about 3 students to share.

Exploration: Students will experience how different liquids flow


out of containers at different speeds. For each group, have a cup of
water, cup of syrup, cup of vegetable oil, and cup of hand soap.
(Have cups labeled before lesson). Include 4 small bowls on the
desk. Students will take turns in their groups pouring the liquids
from the cups into the separate bowls. Each group member will take
a turn pouring each liquid. Have students record their observations
in journals. Students are encourages to draw pictures and write
description of experiment in journals.

Explanation: After students have completed their pouring


experiment, explain the concepts of density and how liquids with
different density flow at different speeds. Ask students to add your
explanations to their journal notes.

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Evaluation:
Create a class Venn Diagram on the board and compare solids and liquids. Ask the
students to tell you what information they want recorded, and what circle it should be
included in. This is checking their understanding thus far into the unit.

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Gases

Grade Level
2nd
Introduction: Lesson introducing students to, and teaching
Time Needed them the characteristics of, gases
40-45 minutes

Materials Needed
Background: Understanding that things have different
Magic School Bus goes on characteristics or properties. Set up of materials for Water Changing
air - Demonstration. This is a teacher demonstration, not a class
https://www.youtube.co experiment.
m/watch?v=JK5ykKGvRV
k (4:40 14:47)
GLCE(s): P.PM.02.12 Describe objects and substances according
From Solid to Liquid and to their properties (color, size, shape, texture, hardness, liquid or
From Liquid to Gas solid)
handouts pages 21-25

Student handouts: Engagement: Demonstration of water changing states. Refer


pages 22 and 25
to From Solid to Liquid and From Liquid to Gas handouts pages 21-
2 liter bottles:1 per group 25. Although this is presented as an activity for older students, it
should be conducted as a demonstration for this lesson. Students
Balloons: 1 per group record observations on pages 22 and 25. Ask 3-4 students to share
their observation recordings.
Student journals

Exploration: Magic School Bus goes on Air video clip. Have


students write down the vocabulary terms they hear in the video.
Explain how the video described air taking up space and air pressure
breaking the rubber glove.

Explanation: Go to the Fun facts! Website to review the build-


up of gases and some cool fun facts about the gases in our
atmosphere. http://www.chem4kids.com/files/matter_gas.html

Extension: Complete the pop-bottle/balloon experiment so


students can see how air takes of space in an empty 2 liter bottle.
Students may be able to complete this in their groups, but will
probably struggle with putting the blown up balloon over the top of
the 2-liter bottle.

Evaluation: In their groups, students will decide on a way to share their newly-
acquired knowledge about gases. Students can write a Scientific Report where they
describe 3 fact about gases, and write one sentence about how gases are different than
solids, and one sentence describing how gases are different than liquids. Students can

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create a venn diagram comparing liquids and gases, or students can write a poem or
song describing gases. After 8-10 minutes of group work, have each group share what
they wrote/created.

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-

Review and Evaluate

Grade Level Introduction: The purpose of this lesson is to compare the


2nd
Time Needed
three states of matter together. Students will do a hands on
40 minutes investigation to compare the different forms of matter and describe
similarities and differences between the three states of matter.
Materials Needed Students will be shown many different items and describe how they
Matter Chatter: know whether the item is a solid, liquid or gas by tracking their
http://playrific.com/m/ investigations with a graphic organizer and writing their results in
16357/matter-chatter-
journals.
song OR
https://www.youtube.c
om/watch?v=C33WdI6 Background: Students will continue their learning about solids,
4FiY liquids and gases. It is expected that students would have spent
small bowls or cups previous days studying solids, liquids and gases separately.
water
soil
cotton balls GLCE(s): P.PM.02.12 Describe objects and substances according
pipe-cleaners to their properties (color, size, shape, texture, hardness, liquid or
balloons solid).
glue bottles with glue
(really, any other
objects wanted for Engagement: Review the 3 states of matter by following along
observation) with the Matter Chatter. Pass out lyrics so students may follow
graphic organizer along. Video of song online:
worksheets
pencils http://playrific.com/m/16357/matter-chatter-song or
journals https://www.youtube.com/watch?v=C33WdI64FiY
checkpoint/assessment
After the song, review content by having students share an example
of a solid, liquid and gas. Also call on students to describe each state
of matter. Write these examples and descriptions on the board or on
large poster board paper to display in room.

Exploration: After discussion of three states of matter, have


students in mixed-ability groups of 4 students (may have group of 3
or 5 if odd number of students, but 4 is ideal). Each group will be
given multiple objects to analyze. This may include bowls of water,
soil, cotton balls, a ball, glue bottle and filled balloon. Students
should consider what they see, feel and smell when analyzing each
object (ask students to consider what is inside the balloon and glue
bottle). Give students 10-15 minutes to work hands-on with these elements and record
notes on their graphic organizer.

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Explanation: After 15 minutes, students should have completed graphic
organizers. Ask students to discuss with group mates their findings and notes on their
graphic organizers. Give students 2-3 minutes to discuss. Call the attention back to the
entire group, and have students volunteer to share their findings with the entire class.
Record these on whiteboard or poster board with your initial class notes (under
engagement).

Evaluation: After class discussion, ask class a whole to share 5 things they
observed from the different materials today. Try to call on 5 different students. Refer
class back to the KWL created on the first day of the unit. Ask students to help you
complete the L section of the KWL chart. Record the students answers in the L column
of the KWL chart and ask students to complete this section in their notes as well.
Allow students time to clean up their desk/group areas and return to seats with their
journals. Have students record a summary/results/conclusion of their findings and
notes from graphic organizers. Collect graphic organizers and journals to assess student
understanding and comparing of the materials they analyzed in lesson. If discussion
reveals that students have a strong understanding of the different properties and
characteristics relating to matter, have students complete checkpoint assessment.

Use journal entries, graphic organizers and checkpoints to assess understanding of unit
lesson components. Plan on re-addressing/re-teaching concepts students seemed to
struggle with understanding.

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References

Hackett, J. (2011). Science: A Closer Look. Columbus, OH: Macmillan/McGraw-Hill.

Llewellyn, D. (n.d.). Inquire Within: Implementing Inquiry- and Argument-based

Science Standards in Grades 3-8 (Third ed.).

Young, R. (2002). Matter: Super Science Activities. Westminster, CA: Teacher Created

Materials.

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