Katie Mountain
Hannah Thompson
Noelle Dickie
ECUR 322
Ryan Banow
March 7th 2016
Lesson Plan
Date: March 7, 2016
Subject: Science
Grade: Two
Topic: Matter- Solids, Liquids, and Gas
Essential Question : If we only have two items, rootbeer and ice cream, would we
be able to identify each state of matter in the mixture (solid, liquid, and gas)?
Materials: Root Beer, ice cream, spoons, cups, “What is the Matter” booklet for
each student, Root Beer float observations sheet
Stage 1- Desired Results
What do they need to understand, know, and/or able to do?
In a prior lesson, we will introduce the topic of matter; differentiating between solids,
liquids and gases. In this lesson, the students will be required to use their prior
knowledge to predict whether or not they will be able to identify all three states of matter
after combining Root Beer with ice cream, with reasons backing up their prediction. The
students will be required to share their predictions, providing reasons to back up their
beliefs. After having the opportunity to observe the combination of the two substances,
the students will be required to fill in an observation sheet regarding what they have
observed from the experiment. The initial guiding question of the lesson will be asked
once more and the students will have the opportunity to share their answers after having
observed the experiment, stating whether or not their observations matched their initial
predictions. Finally, the students will be required to read through the “What is the Matter”
booklet to clarify the outcome of the experiment.
Outcome(s):
LS2.1 Investigate properties (e.g., colour, taste, smell, shape and texture) of
familiar liquids and solids. [SI]
c. identify examples of how liquids, in all three states of matter, are used at home, in the
school, and throughout their communities.
f. record and compare observable physical properties (e.g., colour, taste, smell, shape,
texture, transparency, and ability to adapt to the shape of the container) of familiar
liquids and solids.
g. Distinguish between properties of familiar liquids and solids.
h.Demonstrate that liquids and solids are matter because they have mass and take up
space.
PGP Goals:
2.2 Proficiency in the Language of Instruction
2.6 Ability to strive for/pursue new knowledge
3.1 Ability to utilize meaningful equitable and holistic approaches to evaluation
4.1 Knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes
as outlined by the Saskatchewan Ministry of Education
4.3 The capacity to engage in program planning to shape ‘lived curriculum’ that brings
learner needs, subject matter, and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways
Safety Concerns: It is important to be aware of any allergies that students may have
prior to this lesson. It is also important to make sure that there is adult supervision when
pouring the Root Beer into the cups, and that the Root Beer bottles are not too large and
heavy for grade twos to lift to pour.
Stage 2- Assessment
Assessment FOR Learning (formative)
The students will be pair-sharing which will then be a form of formative assessment. We
will go around to each students to make sure that they are grasping the key ideas of
matter; including liquid, gas and solid. Observations will be made regarding student
feedback, participation, and the sharing of their ideas throughout the lesson.
Assessment OF Learning (summative)
The students will hand in their completed booklet and worksheet and as the teacher we
will use that for the assessment to see where our students are at. The booklet and sheet
could also be used as a form of an exit slip. The booklets and observation worksheets
could be displayed in the students portfolios highlighting their learning of the three states
of matter.
Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students)
If we only have two items, rootbeer and ice cream, would we be able to identify each
state of matter after combining them (solid, liquid, and gas)? Provide reasons for your
predictions. (2 minutes maximum).
Main Procedures/Strategies:
Predict:
(2-3 minutes for predictions)
-The students will have the opportunity to pair-share their predictions based on their prior
knowledge of matter.
Explain:
(No more than 3-5 minutes to share predictions)
-After discussing their predictions with a partner, they will have the opportunity to share
their predictions with the rest of the class, providing reasons as to why they made their
prediction.
Observations:
(Would take approximately 5 minutes for all students to fill their cups)
-Each student will then be provided with a small cup with ice cream inside which has
been prepared prior to the lesson, or during predictions if there is another adult in the
room such as an Educational Assistant to help scoop the ice cream.
-Each student will take their cup with ice cream and independently add Root Beer to
their cup.
-Once every student has had the opportunity to combine Root Beer with ice cream in
their cup they will use the provided worksheet to fill in their observations.
Explain:
(Approximately 15 minutes)
-The initial guiding question of the lesson will be asked to the class once more after
having the opportunity to observe the outcome of mixing the two substances.
-The students will share their answers with the class, identifying whether or not their
initial prediction matched their beliefs after having observed the experiment.
-The students will share what they observed, as well as their beliefs as to why they
observed that outcome.
-After allowing the students to share their beliefs after the observation component of the
lesson, we will use the “What is the Matter?” booklet to reinforce the concept of solids,
liquids, and gases as the three states of matter.
-After using the booklet to clarify the results of the experiment and reinforce the states of
matter, the students will have the opportunity to correct any of their inaccurate
predictions and beliefs that they recorded on their observation sheet.
Closing of lesson:
(Provide 15 minutes for students to colour their booklets)
The students will then have the opportunity to colour their booklet while enjoying their
Root Beer float.
Teacher Guide for Teaching This Lesson:
Note:
-It is important to make sure that this lesson is preceded by other lessons on the concept
of matter and the three states, so that students come into this lesson with prior
knowledge on the topic.
-This would be a good lesson to end the day with, as students and Root Beer floats in an
early morning lesson may negatively impact the dynamic of the rest of the day in terms
of behavior and it would give them an exciting lesson to look forward to.
- The ice cream is a solid, it has a fixed shape, and cannot flow when you have just
scooped it. It cannot be compressed to form a smaller shape unless it has melted, in
which case the state has begun changing. This is because the particles in a solid are
close together.
- The Root Beer is a liquid, which flow to take the shape of their containers. The can not
be compressed, and the particles can move around one another.
-The foam is the gas, because a reaction took place when combining the Root Beer and
ice cream. Gases flow and fill their container where there is room to do so. They can be
compressed, as their particles are far apart, can move quickly in all directions, with
space to move into.
References
“What’s the Matter” workbook was purchased for $2.25 from the TpT user “Class of
Kinders”.
Rootbeer Float Matter Observation Sheet
Adapted from: mrsshawssecondgrade.blogspot.com (www.pinterest.com)
Types of Matter:
The SOLID is the
The LIQUID is the
The GAS is the
The THREE properties of
Matter are:
,
,
Solid
Liquid
Root Beer and Ice Cream
when combined caused:
Gas
and
Properties of:
.