Guided Discovery 413

by Matthias Stevens
Standards
Standards
NGSS-2013.2- Plan and conduct an investigation to describe and classify different kinds of materials by their
PS1-1 observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials
share.]
US-CC-ELA- Write opinion pieces in which they introduce the topic or book they are writing about, state an
2010.2.W.1 opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to
connect opinion and reasons, and provide a concluding statement or section.
US-CC-ELA- Participate in shared research and writing projects (e.g., read a number of books on a single
2010.2.W.7 topic to produce a report; record science observations).
Outcome Statement

Second graders will explore, in partners, the observable properties of a mixture of water and
cornstarch and then argue whether it is a solid or a liquid.

Objectives

I can describe solids and liquids.

I can record observable observations.

I can apply my knowledge of solids and liquids to real world situations.

I can argue whether something is a solid or a liquid.

Resources
Resources
"Green Goo" Recipie https://www.exploratorium.edu/science_explorer/ooze.html

Details
Audience, context, and time allotment

Second Grade (27 Students)

Special Needs: There are a few students who struggle with writing, along with a
mildly autistic student who doesn't like to touch anything wet or sticky.

Room set up: Desks are grouped together in fours and fives. Students are divided into
partners to work on the discovery activity.

Time Allotment: 1 Day/60 Minutes

This lesson appeals to visual learners, because they are able to observe examples of solids
and liquids demonstrated by the teacher and pointed out in the room. They are also able to
see the results of their different actions with the "green goo."

This lesson appeals to auditory learners, because the teacher asks verbal questions and
holds a verbal discussion of what a solid and a liquid are. Students are also able to talk with
their partners about observations they have.

This lesson appeals to tactile learners because they get to handle the "green goo". Students
have a variety of tools to manipulate the green goo to determine if it behaves like a solid or a
liquid.

Accommodations
Accommodations may include working in partners/pairs to write the opinion statements. Extra time may also be
allotted to students who need it to complete their observations and/or opinion statement. Visually impaired students
may dictate their opinion statement to an adult or use adaptive technologies. Gloves may be given to students who
will not like touching the "green goo."

References

Science Activity: Is This Stuff a Liquid Or a Solid? (n.d.). Retrieved October 24, 2015, from
https://www.exploratorium.edu/science_explorer/ooze.html.

Materials List

"Green Goo Observation" Worksheet

"Green Goo Opinion" Worksheet

"Green Goo Rubric" Document

Green Goo

Styrofoam Bowls

Plastic Spoons

Wipes

Small Plastic Toys

Gloves

Chart Paper
 Eraser

Half-full Clear Water Bottle

Opening/Introduction

"Today we are going to examine some 'green goo' and determine whether or not it is a solid or a liquid."

Review what a solid and a liquid are and list their traits on a chart sheet, dry erase board, or another visual display
for students to reference later in the lesson.

"First, let's review what a solid and a liquid are. What do you think something has to be in order to be a solid?
Justin, um hmm, it has to be hard or firm. What else? Molly, can't bend? What about paper? Can that bend?
Sure, but it is still a solid because the paper has a certain shape. If I crumple it, I can unfold it back to the shape it
was originally. Solids also have length, width, and height (Show with hands). Now let's look at liquids. What are
liquids? Sara, they can move. Yes, liquids can easily change their shape to fit the container they are in, and they
can flow like water moving in a river. If I tilt my water bottle on the side, see how the water becomes longer and
shorter. Liquids also stay together and don't like to separate."

"Let's look around the room silently and see if we can find some solids and liquids around us."

Pause and give students 30 seconds to a minute to look around the room.

"Raise your hand and share with the class one solid you discovered. Yes, the wall is a solid. It is hard and doesn't
really change shape. Raise your hand and share with the class one liquid you saw in the room. Water is a liquid.
Remember earlier we saw how it changed shape inside a water bottle?"

"Now we are going to take what we know to determine whether this 'green goo' is a solid or a liquid"

Body

Begin the discovery portion of the lesson.

"We are going to partner up with a friend. I am going to give each partner group supplies for this activity. Wait till I
give directions before touching anything. You will need a pencil, so please get that out of your desk."

Distribute the 'green goo' giving one container for each set of partners. Each partner group should also have a
wipe, gloves, a small plastic toy, and a spoon. Hand out a "Green Goo Observations" worksheet for each student to
record his or her observations.

"In a moment, you will be observing the 'green goo' to determine whether it is a solid or a liquid. You can touch it,
but if you pick some of it up, hold it over the container. Write down your observations on the "Green Goo
Observations" worksheet. Let's look at the worksheet. It wants us to write down what we did and the results of that
action. If the results are something a liquid would do, record it under the 'Liquid' heading, and if the results are
something a solid would do, record it under the 'Solid' heading. You may begin; I will be walking around to help if
needed."
Students should be exploring the "green goo" together using the utensils and recording their observations on the
worksheet provided. The teacher should be facilitating the activity, answering questions, and seeing what partners
are discovering. It may be necessary to say things like "My friends, Chloe and Brent, found something interesting
by stirring the 'green goo' slowly," to help guide students through the activity. Make sure students are recording their
observations.

Closure

To close the lessons, students will pool results and write an opinion statement on whether or not the "green goo" is a
solid or a liquid.

"Okay, now that we are all cleaned up, does someone want to share an action and result they wrote down? Great,
Kim you stirred it quickly and the 'green goo' was hard. Anyone else? Cody? Yeah, when we stirred real slowly it
became watery."

Hand out copies of the "Green Goo Opinion" worksheet if it isn't on the back of the "Green Goo Observations"
worksheet the students already have.

"We are going to write an opinion statement about our findings. First, you are going to state if you think the 'green
goo' is a solid or a liquid, then you need to provide one action/result to back up your opinion."

Let students write independently.

"Now, it is time to decide whether or not we think it is a solid or a liquid. Raise your hand if you think the 'green goo'
is a liquid (count and record on board). Raise your hand if you think the 'green goo' is a solid (count and record on
the board). Wow, we are pretty close to tied!

Assessment

Collect the "Green Goo Observations" worksheet and "Green Goo Opinion" worksheet from the class to serve as
the summative assessment. The rubric for the opinion sentence and suggested way of grading the observations
sheet is attached.

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