Mixing Solids and Liquids Lesson Plan

Teacher: Raina Haas

Grade Level: 2

Content Area: Science

I. Content and Standards: This lesson addresses the following Common Core State Standards for
Pennsylvania for science. Specifically, this activity aligns with Lesson 5 in the Changes Unit
of Coopertown Elementary School’s 2nd grade Changes science curriculum from STC.
i. Science Common Core State Standards:
1. Standard – 3.2.2.A4: Experiment and explain what happens when two
or more substances are combined (e.g. mixing, dissolving, and
separated e.g. filtering, evaporation).
2. Standard – 3.2.2.A5: CONSTANCY AND CHANGE: Recognize that
everything is made of matter.
II. Prerequisites: Students should be able to identify and compare the characteristics of the three
states of matter: solids, liquids, and gases. Additionally, students should understand the basic
principles of how matter can change from one form to another.
III. Instructional Objective: Through participating in hands-on experimentation with three different
types of solids and a liquid (water), students will be able to describe the different types of
changes that occur when solids are mixed with liquids.
IV. Instructional Procedures:
i. Before (5 minutes): The period will begin with a review of the attributes of the
three different states of matter. We also will revisit what happened when two
solids (gravel and salt) were mixed together and then separated. Prior to
beginning the main activities, I will introduce two new terms to the students:
“mixture” and “solution.” At this time, students will be provided with two “hold-up”
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cards, one with each term. The students will be shown 5 different pictures and
Comment [1]: 3a: Communicating With
have to determine if they are looking at a mixture or a solution and will share their Students
answer by holding up the appropriate card. RAINA HAAS 2/26/2019 11:11 AM
ii. During (20 minutes): For the crux of the lesson, students experiment with Comment [2]: 3c: Engaging Students in
Learning
mixing different solids with water.
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1. Whole group observation and modeling (10 minutes): the students Comment [3]: 3b: Using Questioning and
Discussion Techniques
will congregate in a circle on the carpet to make observations about each
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of the solids. These observations will be recorded on a new anchor chart. Comment [4]: 3a: Communication With
Then students will turn and talk with a neighbor to make predictions Students
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about what they think will happen when they mix each solid with water. I
Comment [5]: 3b: Using Questioning and
Discussion Techniques
 will then model for the students the steps for completing the lab—how to
mix each solid (gravel, toilet tissue, and salt) with the water, and how to
record their findings in their lab notebook.
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2. Centers Activities (10 minutes): the students then will break into their
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lab groups to complete the mixing experiment and record their findings Students
about what happened when they combined each of the solids with water. RAINA HAAS 2/26/2019 11:14 AM
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iii. After (5 minutes): The students will gather on the carpet as a group to share Learning
what they witnessed in the experiment. Students will join lab groups (groups 1 RAINA HAAS 2/26/2019 11:16 AM
and 2, 3 and 4, 5 and 6) to discuss if each combination of matter is a mixture or Comment [8]: 3b: Using Questioning and
Discussion Techniques
solution. Once the groups have time to discuss what they saw, we will fill in the 3d: Using Assessment in Instruction
“outcomes” portion of the anchor chart we created at the start of the period with RAINA HAAS 2/26/2019 11:14 AM
Comment [9]: 3d: Using Assessment in
the observations of each of the solids. Instruction
V. Materials and Equipment: RAINA HAAS 2/26/2019 11:15 AM
i. States of Matter Anchor Chart: for reference throughout the lesson. Comment [10]: 3a: Communicating With
Students
ii. Hold-up cards: for student participation during the “mixture or solution” whole- 3d: Using Assessment in Instruction

group game.
iii. Observations/Outcomes Anchor Chart and markers: to be completed during
the whole group observation and during wrap-up.
iv. Lab materials (solids, cups of water, trays): to be used by students in their lab
groups. These items will be set up on in the back of the room and ready for each
group prior to the start of the period.
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v. Student lab notebooks: for students to record their findings from the
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experiment. Learning
VI. Assessment/Evaluation: Student assessment for this lesson will be a mix of formative
procedures. Checks for understanding will occur during the “mixture or solution hold up
game” by determining if all students are able to differentiate between the meanings of the two
terms, and during the whole-group observation portion of the lesson by assessing if students
are able to complete the anchor chart. Similarly, final lesson assessment will occur during the
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wrap-up activity to determine if students were able to both articulate what changes took place
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with the solids were mixed with the liquid and establish whether each change created a Instruction
mixture or a solution. By combining lab groups for discussion and comparison of experiment
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outcomes, students are involving themselves in the assessment process by “checking” their
Comment [13]: 3a: Communicating With
results with another group. The final measure of student understanding comes from the class’ Students
3d: Using Assessment in Instruction
ability to complete the anchor chart that they began filling out prior to the lesson. Throughout
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the lesson, informal assessment of student work will take place while walking around and Comment [14]: 3d: Using Assessment in
observing how well the lab groups are able to work and complete the lab activities while Instruction

following the provided instructions. During this observation, feedback will be provided to
 groups who may be struggling along the way. Additionally, students will be provided with
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extension questions during this lab time to see if they can expand their thinking.
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VII. Differentiation and Individualized Activities: This lesson is primarily designed for the average Instruction
second grade student, but can be tailored to meet specific student needs with regard to their RAINA HAAS 2/26/2019 11:22 AM
Comment [16]: 3b: Using Questioning and
individual preferred learning method. Through use of hands-on lab activities and interactive Discussion Techniques
games, visual aids (such as graphic organizers and images), and vocal explanations,
kinesthetic, visual, and auditory learning methods are being addressed for learners of
different styles. The lesson also features elements of scaffolding by modeling how to
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complete the experiment as a whole group prior to sending student lab groups to work on
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their own. For student groups who seem to be advanced with their understanding of liquids Learning
and solids, I could give them connection questions and discussion prompts to engaging in RAINA HAAS 2/26/2019 11:12 AM
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discussion with their groups about other mixtures and solutions with different liquids and Students
solids that might exhibit the same consistency, or pose the question of “what would make
their mixture or solution different?”
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VIII. Technology: The only technology that will be required is the Smart Board to view the slides for
Comment [19]: 3b: Using Questioning and
the “mixture or solution” game. Discussion Techniques
3e: Demonstrating Flexibility and
IX. Self-Assessment: Student attention and engagement during the activities will help gauge Responsiveness
whether or not the activities were appropriately challenging and engaging enough to captivate
student interest. During the lab, student ability to complete the experiment and transition
between gathering materials and cleaning up, will determine if ample time was allotted for
each activity and whether or not pacing of the lesson was appropriate. Subsequent lessons
can be adjusted based on the outcome of the lesson.
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Comment [20]: 3e: Demonstrating
Flexibility and Responsiveness