NGSS Lesson Planning Template

SECOND GRADE: Physical Science

NGSS Standard: 2-PS1 Matter and its interactions

1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties
4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some
cannot
Performance Expectation(s):

Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:

Planning and Carrying Out Investigations PS1.A: Structure and Properties of Matter Patterns

Planning and carrying out investigations to answer
questions or test solutions to problems in K–2 builds
on prior experiences and progresses to simple
investigations, based on fair tests, which provide
data to support explanations or design solutions.
 Different kinds of matter exist and many ▪ Patterns in the natural and human designed world
can be observed. (2-PS1-1)
of them can be either solid or liquid,
depending on temperature. Matter can
be described and classified by its Cause and Effect
observable properties. (2-PS1-1)

▪ Plan and conduct an investigation collaboratively
to produce data to serve as the basis for evidence to
answer a question. (2-PS1-1)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences
and progresses to collecting, recording, and sharing
observations.
▪ Analyze data from tests of an object or tool to
determine if it works as intended. (2-PS1-2)
 Different properties are suited to
different purposes. (2- PS1-2),(2-PS1-3)
 A great variety of objects can be built up
from a small set of pieces. (2-PS1-3)
PS1.B: Chemical Reactions
Heating or cooling a substance may cause changes
that can be observed. Sometimes these changes are
reversible, and sometimes they are not. (2-PS1-4)
▪ Events have causes that generate observable
patterns. (2-PS1-4)
▪ Simple tests can be designed to gather evidence
to support or refute student ideas about causes. (2-
PS1-2)
Energy and Matter
▪ Objects may break into smaller pieces and be put
together into larger pieces, or change shapes. (2-
PS1-3)

Constructing Explanations and Designing -------------------------------------------

Solutions Connections to Engineering, Technology, and
Applications of Science

Constructing explanations and designing solutions in

K–2 builds on prior experiences and progresses to Influence of Engineering, Technology, and
the use of evidence and ideas in constructing Science on Society and the Natural World
evidence-based accounts of natural phenomena and
designing solutions. ▪ Every human-made product is designed by
applying some knowledge of the natural world and
▪ Make observations (firsthand or from media) to is built using materials derived from the natural
construct an evidence-based account for natural world. (2-PS1-2)
phenomena. (2-PS1-3)

Engaging in Argument from Evidence

Engaging in argument from evidence in K–2 builds

on prior experiences and progresses to comparing
ideas and representations about the natural and
designed world(s).

▪ Construct an argument with evidence to support a

claim. (2- PS1-4)

Connections to Nature of Science

Science Models, Laws, Mechanisms, and

Theories Explain Natural Phenomena

▪ Scientists search for cause and effect relationships

to explain natural events. (2-PS1-4)

LESSON PLAN – 5-E Model

ENGAGE:

Students will begin with a short video on the different phases of the elements, solid, liquid, and gas from:
https://youtu.be/CMUmQRgJAo0

After the video, students will start with their worksheet (attached below), filling in the three phases – solid, liquid, and gas.

They will provide a brief example of each and where to find it (i.e – when I cook I see steam, in the freezer there is ice, the
ocean contains liquid)

As a class, we will create a list of adjectives that we think could describe the phase, these will go on our large poster “What do
we know?”

Materials:
1. Worksheet
2. Pens
3. Balloons (enough for 3 per group of students – 10 groups = 30)
a. 1 per group must be filled with water and frozen (ice)
b. 1 per group must be filled with water
c. 1 per group must have air
4. Large trays (1 per group)
5. Thumb Tacks (1 per group)
6. Bags (1 per group)
7. Projector/computer for video
8. Report Worksheet
9. Large “What do we know?” poster
EXPLORE:
Students will start by observing each of the three balloons given to their group. They will poke, touch, weigh, listen, and take
the temperature of each one. This will help them determine some observations for each phase (solid, liquid and gas) listed on
their chart. Students will determine which balloon is in which state, fill it in on their chart, and continue observing and
describing their balloons. Hypotheses will be made by each group for each category.

EXPLAIN:

As a class, we will talk about the words they come up with, discuss the phases, and start to add to our large poster chart. This
will help students identify more explanations of each phase and correct their answers. The teacher is to explain the next steps
of the investigation, popping each balloon in the tray, one at a time, and measuring, observing, and writing down what they
see for each.

EXTEND/ELABORATE

All students will clean up their stations, meet in the center, and compare/contrast observations with the other groups. We
will discuss possible types of matter that were in each, and why. Students will need to explain and use evidence from their
observations to decide what they believe was in their balloons.

EVALUATE (Formative/Summative):

Students will complete the summary report (attached) before leaving the classroom. This will be a formal formative
assessment to assess student understanding, participation, and overall learning gaps in the classroom. Students will each
complete their own. These will be assessed using the rubric provided.
DIFFERENTIATED INSTRUCTION:

EL Students:
- Color coding posters/writing
- YouTube with captions and audio
- Group work
- Discussion
- Drawing/showing pictures
SPED Students:
- Color Coding
- Hands on/touching/feeling/kinesthetic
- YouTube with captions/audio/pictures
- Working with peers for social interaction
- Drawing observations
- Potential for a different matching worksheet if needed (depending on needs/abilities)
 States of Matter
What do I see? What do I think What
(Before it will happen? happened
popped) when it
popped?

Ice

This is in
____________
(solid, liquid,
gas)

Water

This is in
_____________
(solid, liquid,
gas)

Air

This is in
_____________
(solid, liquid,
gas)

The Phases of Matter Review Worksheet

For each box, fill in three adjectives to describe them, an example of a
time you see this phase, and if it is more likely to be cold, room
temperature, or warm/hot. At the bottom, make a prediction for the
following question.

Solid: Liquid:

The phases
of matter

Gas:

Prediction Question: Since these phases can be made from water, how
can I make water from a solid to a gas? (Hint: think about temperature!)