Exploring Liquids

Grade 2 - Science

Zoë Bracken
Practicum III
 Unit Planning Organizer

Unit Overview

Subject: Science
Grade: 2
Unit/Topic: Exploring Liquids
Unit Duration: 6 weeks (12 lessons) – 60 minutes each

General Learner Expectations:

2–5 Describe some properties of water and other liquids and recognize the importance of water
to living and nonliving things.
2–6 Describe the interaction of water with different materials, and apply that knowledge to
practical problems of drying, liquid absorption and liquid containment.

Specific Learning Expectations:

1. Recognize and describe characteristics of liquids:

2. Compare water with one or more other liquids, such as cooking oil, glycerine or water mixed with liquid
detergent. Comparisons may be based on characteristics, such as colour, ease of flow, tendency of drops to form a
ball shape (bead), interactions with other liquids and interactions with solid materials.

3. Compare the amount of liquid absorbed by different materials; e.g., students should recognize that some forms of
paper are very absorbent but other forms of paper are not.

4. Evaluate the suitability of different materials for containing liquids. Students should recognize that materials such
as writing paper and unglazed pottery are not waterproof and would not be suitable as containers; but that waxed
paper and glazed pottery are waterproof and, thus, could be used in constructing or lining a liquid container.

5. Demonstrate an understanding that liquid water can be changed to other states

6. Predict that the water level in open containers will decrease due to evaporation, but the water level in closed
containers will not decrease.

7. Predict that a wet surface will dry more quickly when exposed to wind or heating and apply this understanding to
practical situations, such as drying of paints, clothes and hair.

8. Recognize that water is a component of many materials and of living things.

9. Recognize human responsibilities for maintaining clean supplies of water, and identify actions that are taken to
ensure that water supplies are safe.

Critical Inquiry Question: To what extent am I responsible for the water around me?
 Rationale
This unit plan is essential to the students learning in science because it provides opportunity
for hands-on inquiry-based learning. Students ask questions, make hypotheses, and create
their own understanding alongside their peers through experiments and reflection. It provides
a variety of activities and learning skills that help develop the students as a learner and as a
person. This unit continues the students growth of curiosity, confidence in personal ability to
explore materials and learn by direct study, inventiveness, a willingness to work with others
and to consider their ideas, and respect for living things and environments, and commitment.
Development of these skills and attitudes are crucial for student success in the future. For this
unit plan, I focused on discovery, exploration, and reflection. These qualities provide
students with room to grow and develop their curiosity and excitement to learn.

Skills for Inquiry:

Focus • ask questions that lead to exploration and investigation

• identify one or more possible answers to questions asked by themselves and others.
Ideas may take the form of predictions and hypotheses
Explore • manipulate materials and make observations that are relevant to questions asked
and • carry out simple procedures identified by others
investigate • identify materials used and how they were used
• use, with guidance, print and other sources of information provided. Sources may include library,
classroom, community and computer-based resources
Reflect • describe what was observed, using captioned pictures and oral language
and • describe and explain results; explanations may reflect an early stage of concept development
interpret • identify applications of what was learned
• identify new questions that arise from the investigation.
 Lesson Overview
Outcomes Length of Lesson Lesson Procedure Materials and Resources Assessment
2.5.1 60 minutes 1. Read-aloud What Is Science? By Lehn Formative:
2. Student discussion • Discussion
3. Class chart Whiteboard
• Observation
4. Activity/Pictures Whiteboard markers
2.5.1 30-40 minutes 1. Water Play Centers Buckets Formative:

Water • Observation

Bottle
2.5.1 60 minutes 1. Read Aloud I Get Wet by Vicki Cobb Formative:
2. Discussion • Discussion
3. Demonstration Water
• Worksheet (S)
4. Worksheet Jug
Bucket
Extra Day 60 minutes 1. Paperclip activity Paperclips Formative:
2. Penny activity • Observation
Pennies
Water
Buckets
2.5.5, 2.5.6 60 minutes 1. Video YouTube Formative:
2. Read Aloud • Discussion
3. Discussion Change It
4. Balloon Activity
5. Debrief
2.5.5, 2.5.6 60 minutes 1. Video YouTube Formative:
2. Read Aloud • Discussion
3. Activity Melting & Freezing
• Worksheet (S)
4. Video (If Time) Worksheet
Cut out states of matter
2.6.2 60 minutes 1. Read aloud I Get Wet by Vicki Cobb Formative:
2. Question • Discussion
3. Experiment Cookie sheets
• Participation
4. Liquid races Different liquids
5. Honey demonstration
Honey
2.6.2 60 minutes 1. Presentation Slideshow Formative:
2. Demonstration • Discussion
3. Experiment Different liquids
• Exit slip (S)
4. Demonstration Salad dressing/Mustard/Oil
5. Exit Slip
2.6.2, 2.6.3, 2.6.4 60 minutes 1. Crime Scene Crime scene tape Formative:
2. Investigation • Discussion
3. Observation worksheet Water
• Worksheet
4. Discussion Absorbing/unabsorbing
materials
Photocopied worksheets
2.6.2, 2.6.3, 2.6.4 60 minutes 1. Tent activity Materials for tent building Formative:
2. Rain test • Tents
3. Exit Slip Water
• Exit slip (S)
Bucket
Exit slips
2.6.7 60 minutes 1. T-shirt experiment part 1 One Well by Rochelle Strauss Formative:
2. Read aloud • Discussion
3. Video 4 tshirts
4. T-shirt experiment part 2 Water
5. Discussion
Bucket
YouTube
2.6.8 60 minutes FNMI Water Lesson

2.6.9 60 minutes 1. Read aloud Oil Spill by Melvin Berger Formative:

2. Fish simulation • Fish worksheet