5E Lesson Plan

Teacher: Brittany Harper

Date: June 19, 2022

Subject / grade level: 2nd Grade
Materials:
Water
Ice cube
Bowl
2 cups
GA Science GSE:
S2P1. Obtain, evaluate, and communicate information about the properties of matter and
changes that occur in objects.
ELAGSE2W8: Recall information from experiences or gather information from provided sources to answer a question.
Lesson objective(s):
- Students will be able to identify and describe the three states of matter (solid, liquid, gas)
- Students will be able to explain how water can appear in different forms
Differentiation strategies to meet diverse learner needs:
- Provide sentence stems for struggling writers and ELL students
- Allow struggling learners or ELL students to submit recordings with verbal responses instead of writing their
responses.
- Modify requirements for the scavenger hunt based on student readiness
ENGAGEMENT
• Describe how the teacher will capture students’ interest.
• What kind of questions should the students ask themselves after the engagement?

Students will view 3 virtual reality images of Yellowstone National Park, looking at different examples of matter in each image. Students should focus especially
on how water appears in each image. Students should ask themselves:
- Why does the water appear differently in each image?
- Is it still water if it appears differently?

https://www.360cities.net/image/geyser-area-near-mammoth-hot-springs-yellowstone-4680-usa/vr - snow (solid)

https://www.360cities.net/image/yellowstone-river-1/vr - river (liquid)
https://www.360cities.net/image/rock-formation-geyser-near-mammoth-hot-springs-yellowstone-4720-usa/vr - hot spring (gas)

EXPLORATION
• Describe what hands-on/minds-on activities students will be doing.
• List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
Activity 1:
https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html
Students will use the link above to take them to a virtual lab that allows them to explore what the molecules look like in the three states of matter. Students will
explore what happens to the water molecules when they click on solid, liquid, and gas. Students will be given a three-column graphic organizer (solid, liquid,
gas) to record their observations. Teacher will tell students to pay close attention to how each state of matter effects the movement of the water molecules. The
teacher will guide students’ thinking with the following questions:
- What happens to the molecules as you switch between solid, liquid, and gas?
- What do you notice about the molecules in solids?
- What do you notice about the molecules in liquids?
- What about do you notice about the molecules in gases?
- What do you notice about the way the molecules move when you change between solid, liquid, and gas?

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Activity 2:
Students will use the same graphic organizer from Activity 1 to record observations for Activity 2. Students will draw a picture of a solid, liquid and gas as they
observe them.
Students will need an ice cube, 1 empty cup, 1 empty bowl, and a cup of water.
First, students will be told to hold the ice and make observations about it like:
- How would you describe the ice?
- How does it feel?
- Is it hard?
- Is it cold?
- Is it rough or smooth?
- What shape is the ice cube?
Students will then place the ice cube in the empty bowl and think about the following:
- Did anything about the ice cube change when you put it in the bowl?
Next, students will get the cup of water and an empty cup (to pour the water back and forth between the cups) and explore properties of the water like:
- How would you describe the water?
- How does the water move? When you move the cup, does the water move easily or quickly?
- Does the water have a shape?
- How does the water feel when you touch it?
Students will then pour the water in the empty bowl and think about the following:
- What did you notice about the water when you poured it in the empty bowl?
- Did anything about water change when it went from the cup to the bowl?
Last, students will click this link (https://www.youtube.com/watch?v=pv7p_BNfNJs&ab_channel=PavelMark) which shows a kettle steaming to observe gas
because of safety concerns. After watching the video, students will think about the following questions:
- How would you describe the steam in the video?
- Do you think the steam is hot or cold?
- Does the steam have a shape?

EXPLANATION
• Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
• List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.

Students will take turns sharing their observations about solids, liquids, and gases from both activities. Students will listen to classmates’ explanations and
observations and add to their graphic organizer if necessary.
Teacher will guide students’ discussion by asking the following questions:
- What did you notice about the water as a liquid when you pour it back and forth between the cup and the bowl in Activity 2?
- Do you see any similarities in the way they move between the water from Activity 2 and the molecules as a liquid from Activity 1?
- What did you notice about the ice when you put it in the bowl?
- Do you see any similarities in the way they move between the ice from Activity 2 and the molecules as a solid from Activity 1?
- What did you notice about the kettle steam from Activity 1?
- Do you see any similarities in how the steam moves in the video from Activity 2 and the molecules as a gas from Activity 1?
- What observations did you make about the molecules in Activity 1 when you increased the heat? What happened when you decreased the heat?
-

ELABORATION
• Describe how students will develop a more sophisticated understanding of the concept.
• What vocabulary will be introduced and how will it connect to students’ observations?
• How is this knowledge applied in our daily lives?

Students will watch the following videos

- What’s the Matter? (gpb.pbslearningmedia.org/resource/evscps.sci.phys.matter/whats-the-matter/?student=true&focus=true)
- What’s Matter? (https://www.youtube.com/watch?v=ELchwUIlWa8&ab_channel=CrashCourseKids)

Teacher will also discuss the following terms:

- Matter
- Property
- States or Forms
- Solid
- Liquid
- Gas
- Volume
- Weight
- Temperature
- Texture

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 5E Lesson Plan

Teacher will explain that water can be a solid, liquid, or a gas. Solid water is called ice. When molecules are solid, they are packed together and do not move a
lot, just like the ice cube they held and the snow they saw in the first Yellowstone VR image.
Teacher will also explain that liquid water is just called water. When molecules are liquid, they can move around easily and can fill the shape of their container
just like the water poured in Activity 2 and the river water from the second Yellowstone VR image.
Teacher will explain that when water is in the form of a gas, it is called steam or vapor. When molecules are in the form of gas, they move faster and are more
spread out just like the steam from the kettle in Activity 2 and the hot spring that can be seen in the third Yellowstone VR image.
Even though students focused on water in this lesson, teacher will explain that different kinds of matter exist and can be solid, liquid, or gas. Students should
understand that matter is everywhere around us.

EVALUATION
• How will students demonstrate that they have achieved the lesson objective?
• This should be embedded throughout the lesson as well as at the end of the lesson

Students will complete a matter scavenger hunt where they will need to find at least 2 examples of solids, liquids, and gases. Students will also need to answer
the following:
- How did you know which objects were solid, liquid, or gas?

Reference/Inspiration:
- https://www.mccracken.kyschools.us/Downloads/2%20NGSS%20UNIT%20Matter.pdf
- https://gpb.pbslearningmedia.org/resource/evscps.sci.phys.matter/whats-the-matter/
- Nearpod.com
- https://lor2.gadoe.org/gadoe/file/ce22de6a-61a4-4bf7-8674-935436329ebd/1/Science-2nd-Grade-Distance-Learning-Plan-
Matter.pdf