Second Grade Matter Unit Plan - Ram Pages

Second Grade Matter Unit Plan

Science 2.3 Chloe Berry, Juanita Jackson, and Frances

Marquez Time Frame: 7 days Daily lesson: 35-45mins.

Science 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include a) identification of distinguishing characteristics of solids, liquids, and gases; b) measurement of the mass and volume of solids and liquids; and c) changes in phases of matter with the addition or removal of energy

Unit Introduction

Everything is made up of matter. This unit explains the characteristics and properties of the different types of matter which include solids, liquids, and gases. Students will also focus on the changes and phases of matter with the addition and removal of energy. In addition, students will review the units of measurement. It is important that the students understand the basics of matter.Students will be able to relate the topic of matter into their everyday life.

For this unit, the entire Science 2.3 SOL will be covered while incorporating Technology, Movement, Language Arts, and Fine Arts objectives. This unit should be taught after students have achieved the objectives for SOL Math 2.11, which covers measuring volume, mass, and weight of matter. In order to accommodate to all students, this unit includes various activities from all modalities: visual, auditory, and kinesthetic/tactile. We included videos, songs, chants, diagrams, anchor charts, and other visual aids for auditory and visual learners. For kinesthetic learners, we provided writing components, hands-on experiments, sorting, and other tactile opportunities. This unit plan will ultimately give students a variety of opportunities to explore, understand, and learn all about matter!

Day 1 Measurement Review Purpose: This day specifically is a review of tools used to measure mass and volume, as well as the appropriate units of measurement. The students are learning about measurement on the first day as an introduction and as a review to the unit, which is matter. Students will use their prior knowledge of the subject to understand how to measure the three states of matter.

Math 2.11 The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

Science 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and t emperature are measured in metric units and standard English units using the proper tools; f) time is measured using the proper tools; g) conditions that influence a change are identified and inferences are made; h) data are collected and recorded, and bar graphs are constructed using numbered axes; i) data are analyzed, and unexpected or unusual quantitative data are recognized; j) conclusions are drawn; k) observations and data are communicated; l) simple physical models are designed and constructed to clarify explanations and show relationships; and m) current applications are used to reinforce science concepts.

Science 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include a) identification of distinguishing characteristics of solids, liquids, and gases; b) measurement of the mass and volume of solids and liquids; and c) changes in phases of matter with the addition or removal of energy

Objectives: The students will be able to measure matter using a bucket scale, beaker, or a cup by correctly measuring 80% of the items provided.

Procedure:

Introduction The students will be completing a classwide KWL chart throughout the whole lesson. The first section, "Know," will be completed first. Students will be asked, "What do you already know about measurement and measuring matter?" The teacher will write the answers on the following KWL chart, which will be

enlarged and placed on the board. Next is the "Want" section, which the teacher will ask,

"What do you want to know about measurement and measuring matter?" The teacher will leave the KWL chart on the board for the summary activity.

The teacher will show the video clips to the class as a review on how matter is measured. Evaluating Mass in Matter:

The teacher will demonstrate to the whole class on how to properly measure solids using a bucket scale. The teacher will model how to weigh an apple using grams and kilograms.

The teacher will demonstrate to the whole class how to properly measure liquid using the beaker. A beaker is used for determining the volume of an item and is typically measured in mililiters. The teacher will model how to read a beaker with various amounts of liquid inside. The teacher will pour to the 20 mL, 50mL, and 80mL marks.

The teacher will demonstrate to the whole class how to properly measure liquid using a cup in these measurements: ? cup, ? cup, and 1 cup.

The teacher will say, "Today, we are going to practice measuring different items we find in the classroom by either using a scale, beaker, or cup."

Development Students will be divided into three equal groups in which they will rotate between each station. Each station will last 10-15 minutes. They will be recording their answers in their science journals after they measure each item. (V) The teacher will provide a visual aid (draw on board) the format in which the children are expected to record their answers. Their answers should be written in their journals as follows:

Item (name of item)

Weight (g, mL, or cups) (weight of item)

Instrument

(instrument used to weigh the item)

Students are allowed to discuss and work together to figure out the answers (A)

Bucket scale station There will be 2-3 bucket scales at this station, along with various solids provided by the teacher such as . The students will be measuring in grams. The objects students will weigh are: pencil, textbook, mug, candy bar, folder, stapler, pencil pouch, bag of chips, water bottle, and a rock. Each student will be expected to weigh each object and record the mass in grams in their journals. (K/T)

Beaker station There will be 2-3 beakers at this station, along with various liquids provided by the teacher including juice, vinegar, water, soda. A tablecloth will be placed on the table

before the station begins. Each student will be expected to measure the volume of each liquid and record their findings in their journals. (K/T)

Cup station There will be 3 measuring cups at this station (? cup, ? cup, and 1 cup), along with

various liquids provided by the teacher. A tablecloth will be placed on the table before the station begins.The objects students will measure are: liquid dish soap, water, milk, contact solution, and paint. Each student will be expected to measure the volume of each liquid and record their findings in their journals. (K/T) For struggling students: During the stations, the teacher will be observing the students and pulling aside struggling students to have small group instruction and extra practice using the measuring tools. For advanced students: The students will be working on the Measuring Weight worksheet to reinforce what they have learned in measuring matter.

Summary: Once students have completed the stations, they will return to their seats to complete

the final section of the KWL chart. Students will be asked to share everything new they learned from the lesson. The teacher will leave the KWL chart displayed in the class for the rest of the unit (A/V). Materials

Bucket scale Cups Beaker Various classroom items for measurement (listed in development section) KWL chart Science journals Pencil

Evaluation Part A: The teacher will assess student knowledge of measuring matter by reviewing their science journal entries from the three stations. The answers from the "L" section of the KWL chart will also give the teacher an idea of which students comprehend the subject. Since this lesson is a review, most should be comfortable with the material. Also, while the students are working in stations, the teacher will be walking around the classroom. By observing the discussion and interactions amongst students, the teacher will be able to detect struggling students who may need extra assistance during the rest of the unit. The teacher will use the following chart to record student progress.

Got it!

Almost there!

Needs review!

Evaluation Part B: 1. Did your lesson accommodate/address the needs of all your learners? 2. What were the strengths and weaknesses of the lesson? 3. How would you change the lesson if you could teach it again? 4. Did the students meet your objectives? How?

Day 2 Introduction to Matter Purpose: Today's lesson is an introduction to what is matter, how matter changes, and what causes matter to change. Students will be able to compare and contrast the different characteristics of the three states of matter - solid, liquid, and gas.

Science 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include a) identification of distinguishing characteristics of solids, liquids, and gases; b) measurement of the mass and volume of solids and liquids; and c) changes in phases of matter with the addition or removal of energy English 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. Physical Education 2.1 The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills. a) Demonstrate individually and with a partner the manipulative skills of throwing, catching, kicking, striking, volleying, and dribbling.

Objectives: Using the States of Matter worksheet, the students will be able to correctly identify the 3 states of matter by sorting at least 80% of the words correctly.

Procedure

Introduction The teacher will ask the students, "What is the world made of?" The teacher will ask a few students to share their thoughts. (A)

The teacher will read, "What is the World Made Of?" by Kathleen Weidner Zoehfeld aloud to the whole class. After the book, the teacher will ask the students the following questions:

1. What does this book say about solids? 2. What does this book say about liquids? 3. What does this book say about gases? 4. Who learned something new about matter? 5. What state of matter are humans? (higher level of thinking question)

 The teacher will give students the definition and examples of matter itself, which is anything that has mass and takes up space. The teacher will teach matter and the three states with a pre-made anchor chart that will stay in the room for the whole unit.

Display the "States of Matter" song on the smartboard. As a class, sing it at least twice. The teacher will also pass out the printed lyrics for each student to keep for personal use. (A)

The teacher will give students the definition and examples of matter itself, which is anything that has mass and takes up space. The teacher will teach matter and the three states with a pre-made anchor chart that will be displayed in the room for the whole unit.

Development Students will do multiple classwide activities to learn about matter. For the first activity, children will get in partners and complete the States of Matter sort. Students will be working together to sort the right state of matter into the correct category. When they are finished, they will compare their answers with other groups at their table.

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