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Lesson Plan

1. The lesson objective is for students to understand the properties of liquids and solids and how they interact when mixed together. 2. Students will make predictions about whether common solids and liquids will dissolve when mixed, then test their predictions through experimentation. 3. The teacher will model the scientific process of making a prediction and testing it. Students will then work individually to make predictions and observe whether solids dissolve in liquids.

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71 views

Lesson Plan

1. The lesson objective is for students to understand the properties of liquids and solids and how they interact when mixed together. 2. Students will make predictions about whether common solids and liquids will dissolve when mixed, then test their predictions through experimentation. 3. The teacher will model the scientific process of making a prediction and testing it. Students will then work individually to make predictions and observe whether solids dissolve in liquids.

Uploaded by

api-244397432
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Topic: Properties of Liquids and Solids

Grade: 2

Subject: Science

Time: 30 minutes

OBJECTIVES
Ontario Curricular Expectations: (Specific Page 64)
2.3 investigate, through experimentation, interactions that occur as a result of mixing and/or
dissolving liquids and solids (e.g., salt and water, sand and water), liquids and liquids (e.g., oil and
water), and solids and solids (e.g., salt and sand)

Lesson Objectives:
1. Understanding the concept of making predictions and putting their hypothesis to the test
(scientific method)
2. differentiate between liquids and solids and how they interact in different ways
3. Acquiring knowledge about matter and how it can change states by using observation skills to
determine dissolution

Social Objectives: Attentive listening and mutual respect


MENTAL SET

Estimated time: 5 minutes

Read a book called States of Matter by Suzanne Slade. This will be followed by a brief question and
answer session (check for understanding)

STATED OBJECTIVES AND PURPOSE:

Estimated time: 5 minutes

Today you are going to:


Make predictions on whether or not the specific liquid/solid will dissolve into the liquid/solid
on the worksheet provided
Work with various solids and liquids by mixing a solid/liquid into a solid/liquid and observing
whether or not it dissolves and discuss why
Show Ms. D and your peers mutual respect and attentive listening

INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 5 minutes

Say the name of each solid/liquid and ask the children whether or not its a solid/liquid.
Assigning one or two solids/liquids to each student
Explain the role of each student/rules to follow
Model the process (prediction + experiment)

PRACTICE

i.)

Estimated time: 15 minutes

Each student will make their prediction and circle Yes or No in


the appropriate boxes

One student at a time will mix a teaspoon of a solid/liquid into a


solid/liquid

Each student will use their observation skills to determine if the


solid/liquid dissolved

Materials:
Book
Solids
Liquids
Cups
Spoons
Worksheets
Pencils
Bottles of
water

Tactics:
Think, Pair, Share
CHECKS FOR UNDERSTANDING (Throughout the lesson):
Yes or No- Are we putting anything on this table in our mouths? Are we each taking a turn

mixing? Is Child A doing the experiment first? (before practice)


Teacher will ask the children to identify which items on the table are solids and which
items are liquids.
Teacher will ask the student why they chose yes or no before their prediction is put to
the test in order to decipher what they are thinking
Teacher prompts the childrens understanding by asking questions such as Why do you
think the salt dissolved in the water? (during practice)
After the experiment students will turn to a partner and discuss why certain
substances/liquids dissolved and why others did not

CLOSURE : Volunteers will then share what they discussed with their partner to the rest of the class
CONSIDERATIONS
Multiple Intelligences:
verbal linguistic
logical/mathematical

Accommodations:
Who:

visual/spatial

How
- kind of assignment
- breadth
- depth
- pace

interpersonal

- grouping

intrapersonal

- time

musical/rhythmic
bodily/kinesthetic

Assessment:
- self-evaluation
- group evaluation
- teacher evaluation
- observation
- anecdotal notes
- quiz/test
- checklist
- rubric
- interview
- discussion

naturalist
existential

- place
- other

- learning log/journal

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