Water Soluble Science

Second Grade

Objective:

Students will be able to investigate and identify some solids that dissolve in
water.

Big Idea:

Students will enjoy this hands-on lesson where they make simple solutions and
mixtures to predict and observe solids that dissolve in water.

Materials and preparation

- Solids to put in water (such as sugar, salt, glitter, and sand)

- Containers to hold solids

- Ground pepper (for demonstration)

- Water (fill 4 cups with water for each group before class begins)

- 4 Clear plastic cups for each group

- Stir sticks or spoons

Engage

I bring students' attention to the question displayed on the board: " In 4 things
(sugar, salt, glitter, and sand), which one when we mix with water , it will
dissolve?

-Teacher will explain the meaning of the word “dissolve” to students

dissolve": to mix with a liquid and become part of it

Next, I tell the students to take out their notebooks to note their answers. While
they are writing, I walk around the room monitoring students as they write.
Then, I direct students to share their answer to their elbow partner. During this
time I am walking around listening to conversations about the responses.

The class reconvenes as a whole for a discussion. I call upon five-six people to
share out loud. To keep others as active listeners, I remind students to give a
thumbs up if they agree and/or have similarities to the student's sharing.

After hearing the answers from the students, I will lead the class to take part in
the next step, which is mixing some solids with water
Explore

I ask the students to come together so that they can watch my demonstration.
Then I show the students a cup of water and tell them I am going to put some
pepper in it.

I make a prediction if the pepper will dissolve or not and draw it on chart paper
in a fashion similar to how the observation worksheet is set up. I put in the
pepper and stir. I record my observations on the chart paper.

After modeling, I repeat my test with a different solid of my choice (It’s rice). I
ask students to make a prediction and draw it on the chart paper. Have a student
put the solid in the water and stir. As a class, discuss the result and record it on
the chart paper. I tell the students that they will now get to do this experiment
with 4 different solids in small groups.

I put the students in small groups and ask them to make and draw their
predictions first before mixing. I remind them to follow the discussion rules as
they offer ideas and suggestions. I remind the students to take turns putting in
the solids and to not taste the solids. I hand out the “To Dissolve or Not
Dissolve” worksheet and containers of solids to each group (sugar, salt, glitter,
and sand). Cups with water can be filled before class and set aside for the
experiment. I tell the students to begin the experiment. While the students do
their experiment, I walk around the classroom to assist and have conversations
with them about their discoveries. Then I ask them to describe their solutions
and their observations. Have the students make sure their solids are back in their
containers at the end of the experiment.
Explain

Through 4 experiments that students have just performed, students draw

conclusions which substances are soluble in water and which are insoluble in
water:

- soluble substances in water: salt, sugar.

- insoluble substances in water: glitter, sand.

● When a substance dissolves in water, what we get is called solution.

● When a substance completely mixes into water, it is referred to as a

soluble substance for water.

● Substances that do not dissolve in a liquid are call insoluble substances.

 ● Soluble substance can dissolve in water only up to a certain extent.

"dissolve": which is a solid being incorporated into a liquid

EX:
- If you keep adding sugar to a glass of water and keep stirring, a stage
will come when the sugar will no more dissolve in it at that temperature
- The extra sugar will settle down at the bottom of the vessel
=> such a solution is called saturated solution

Elaborate

To help students further develop their understanding of Dissolve and Not

dissolve, teacher will have students to take part in “Which Things Dissolve in
Water?” worksheet
Students work on these for the remainder of the class and continue for
homework

Evaluate

- Listen to the student conversations and check their results of the experiment.

- - Choose groups to describe the experiment results and any observations they
want to make about solids that dissolved versus solids that did not dissolve
- Teacher collect previous worksheet and use them as a formative assessment.-
Teachers collect previous worksheet and use them as a formative assessment