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Teachers: Kaitlin Bird

Grade Level of Lesson: Second Grade


Subject/Content Area: Science
Common Core Content Standards and Benchmarks:
Science Standards:
Structure and Properties of Matter
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties. (To make this apply, ask them to describe and classify the ingredients as we made
the bath bombs. I will ask them to classify which are liquid and which are solid, and to describe why they
classified each ingredient the way they did)
2.1 Materials can be classified as solid, liquid or gas based on their observable properties.
Solids tend to maintain their own shape, while liquids tend to assume the shape of the container
and gases fill the entire container.
Unit Outcome:
In this unit, children are given the opportunity to observe, describe, and compare the three states of
matter. Students will learn the properties that make solids, liquids, and gases unique as well as their
commonalities through simple investigations. Students will also explore how matter can change through
the application of energy by conducting simple experiments. Students will be expected to justify their
rationale for classifying objects in the real world.
Lesson Outcomes:
The students will be able to identify the differences from a liquid and solid. The learner will also be
briefly introduced to chemical reactions and what a gas is
The students will also be able to better understand how a chemical reaction occurs when seeing the citric
acid mix with the dry ingredients.
The students will be able to sort and classify objects based on two observable properties
Rationale/Purpose for Lesson:
This lesson allows for students to have the ability to work in groups and learn teamwork.
This lesson also shows students the difference between liquid and solid and introduce chemical reactions
Assessment:
I will assess the students by how well they were able to follow directions, which would influence the
outcome of their bath bombs.
Exit tickets for students to end the lesson - questions will be:
1. Name one ingredient in our experiment that was a liquid
2. Name one ingredient in the experiment that was a solid
3. When did we see a chemical reaction when making our bath bombs?
Resources/Materials Required: List everything you will need to teach this lesson and, if possible, where
materials may be obtained.
Measuring cups
Corn Starch
Citric Acid
Baking soda
Lemon juice
Scented oils

(Bath) Food coloring


Mixing bowl
Wooden spoon
Spray bottle
Plastic molds
Paper towels

Introduction:
A pre-made bath bomb will be demonstrated in front of the class to show the outcome of the experiment
for the day. The students will have the option to take them home for personal use, or give them as gifts
A discussion will be held about the water and its state of matter, and also the bath bomb and its state of
matter.
Procedures:
1. Preparation and organization of materials - 3 minutes
1. Set out materials for five groups
2. Differentiation: Students may choose among essential oils for use in their bath bomb
b. Introduction of lesson - 3 minutes
c. Modeling of how to make bath bombs - 5 minutes
a. Preparation of dry ingredients
i.
Put corn starch into a mixing bowl (baggies will be pre-portioned)
ii.
Pour in baggie of baking soda
1. Can mix together with a wooden spoon
2. Make sure it is well mixed
b. Preparation of liquid ingredients
i.
Add lemon juice to a spray bottle
ii.
Add cup water to spray bottle
iii.
Add two drops of scented oil
iv.
If desired, may add three drops of dye
b. Spray the liquid mixture onto the dry ingredients
i.
Discuss the differences students observe in the liquid mixture versus the dry mixture
ii.
When the liquid is sprayed onto the dry ingredients, there may be slight bubbling.
iii.
Ask students why they think this is happening - it is the acid reacting with the baking
soda
b. Begin carefully stirring combined mixture
c. Once the mixture starts resembling damp sand and begins holding together, it can be molded by
pressing the material into the molds provided.
d. Product needs to stay in mold overnight - students will bring their molds home and take them out
after 24 hours.
4. Review steps orally with students (assessment) - 2 minutes
4. Students begin making bath fizzies - 10 minutes
a. Circulate classroom
b. Check on student progress
c. Provide assistance as necessary
4. Students return to large group to share and reflect on learning - 4 minutes
a. Present finished bath bombs
b. Discuss reflections about activity
Homework:

Students will go home and identify 3 liquids in their home and 3 solids. Extra credit will be given to those
that identify a gas.
Closure:
Ask questions to the class:
(Examples)
How can you describe a solid, a liquid, or a gas?
What properties of solids, liquids, and gases make them different?
What information about the properties of matter can be gathered by observation?

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