Name: Dylan Brooks Intended Curriculum:

Grade Level: 2nd

Time (needed for lesson): 30 minutes

SC Science Academic Indicators: 2-4.1 Recall the properties of solids and liquids.

2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events. Goals: The students will be able to demonstrate an understanding that every solid has more than one property and practice their scientific reasoning skills during their investigations. Science Ideas: It is important for students to know how to describe and discuss the similarities and differences in the ways they have grouped the solids. In this lesson, students will first sort the solids on the basis of color, shape or another property they discover. Then, they will sort them again using a different property. This division of activities is useful because when children observe a solid, many are unable to focus on more than one property at a time. The final discussion will help students recognize that the same set of solids can be sorted into groups on the basis of color or shape. This lesson is intended to be a review of matter (solids) before they explore the physical properties of liquids and compare the two. Implemented Curriculum Engage: This section will be to remind students what matter is and more specifically the properties of a solid.
1. Have the students seated on the carpet at the front of the room. Okay, who can raise their hand and tell me what they remember about matter? The most likely answer will be the three forms (solid, liquid, gas). Those are the three forms of matter. Who can tell me about a solid? The information or idea that is most wanted is that solids have their own shape and maybe an example of a solid like a desk, table or rock. 2. Yes, unlike gas or liquid, solid is the only form of matter that has its own shape. We can sort solids by different properties. Can anyone guess what that means? If students need more help you can add, Properties are like traits that can help describe an object. Students should answer with colors, shape, size, weight, etc. Explore: In this section the students will explore the different properties of solids and how to sort them. They should demonstrate that solids can belong in different categories. Materials: For each student: 1 science journal, and pencil/crayon For each group: 1 large sheet of paper, 1 crayon, and 1 set of 20 solids One set of solids include; blue plastic spoon, blue rubber ball, blue wood cube, blue Unifix cube, red wood golf tee, red pipe cleaner, red octagonal jewel,

Red plastic button, ping-pong ball, small plastic spoon, plastic cup lid, Stainless steel ball, steel washer, steel nut, jumbo metal paper clip, brass washer, bobby pin, acrylic cube, acrylic cylinder and a cork. 1. Today, I am going to give each group a bag of 20 different items. I want you to sort each object by its different properties. A possible first step could be to sort by the different basic shapes you see or different color. But remember, when you sort the solids, only deal with one property at a time and that each solid could belong to two different groups. I will call out your group and you will be dismissed from the carpet. As you and your group get up, one person needs to grab a bag of materials. A prepared list of students will be used. This list considered a students academic ability and behavior and social aspects. The groups consist of 2 or 3 students. 2. I want you to observe the objects with your partner(s). I want you look at the different properties of each object and how they are similar or different. I want you to really talk with your partner about what you observe. Also, when youre sorting the solids, make sure you have separated the groups well enough so that it does not become confusing to work with. If you have to, use the different corners of your desk to help organize your groups. Allow 5-7 minutes for the students to complete an initial observation. During this time I will be walking around the room to make sure students understand what they are to do. If students are struggling I will ask questions like, Do you see any similarities of color between the objects? What are some shapes you see? 3. Call the classs attention back to the front. On your large sheet of paper, I want each group to sort the objects by one specific property; whether it is shape or color. When you have sorted all of the objects and both partners agree with their placement, I want you to draw a circle around each group. Then next to each circle, write a word that describes the group. Allow about 5 minutes for this step. 4. Have each group remove the objects from the paper, and then flip the paper over. Now that you have sorted your solids, I want you to put the objects aside and flip the paper over. You can see that you have a clean piece of paper again. I want you to take the solids and sort them a second time. But this time I want you to sort the solids using a different property. Allow about 5 -7 minutes for this step. 5. Again, I want you to draw a circle around each group and name each group with a word that describes it. 6. Now I want each group to return the solids to the bag and large sheet of paper and place them on the desk up front. Then have the students return to their desk for discussion. Explain: 1. Invite one pair of students to describe the groups the created when they sorted the solids based on color. If the other students sorted the solids differently, have them share their groupings. Encourage the students to use the words they used to name each of their group of solids. 2. Ask another group, What are some of the group names you used when sorting by shapes? Did anyone use different names or shapes?

Elaborate: 1. Okay, lets focus on one solid in particular. (Hold up the cork) Based on shape, where did you put this? Did anyone have this shape in a circle alone? (If alone ask, what did you name the group it was in?) Reinforce the idea that the groups are not right or wrong; they are just different. 2. Next hold up the acrylic cube, plastic cup lid and cylinder. Based on color, where did you place these solids? Some students may say clear. I want someone to describe how the colors of these solids are different from the other solids? Well another property of a solid is whether you can see through it or not. These objects I am holding are called transparent because you can see through these objects. The other solids in the bag are opaque; you cannot see through them. Evaluate: To know what the students understood from this lesson, they will be writing in their science journals. I want everybody to select one solid from the bag to draw. Then I want you to write about its properties. This will be used as an assessment to see if a student understands that each object is a solid and are able to describe the different properties. A checklist will be used to track students understanding Pre-assessment: The informal discussion about matter during the Engage section. Resources: National Academy of Sciences. (1996). Solids and liquids. Burlington, NC: Carolina Biological Supply Company.

Students Name

Ability to make inferences during group work and discussion with teacher. (Informal)

Written journal assignment shows that students were able to list specific properties of the solid. (Formal)

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