Lesson Logistics
Author: Carly Kleinfeld
Grade Level: 2nd Grade
Science Concept: What Big Idea does your lesson address?
● Properties of Matter- Solids & Liquids
Learning Goal: What aspects of the specific science concept do you want your students to understand
by the end of your lesson(s)?
● Students will understand that solids stay the same shape and size no matter what container they
are placed in and that liquids change shape based on the container they are placed in, but the
amount and size do not change.
Standard(s): What state/national standards does your lesson(s) address?
● S3.C.1.1.1: Describe matter in terms of its observable properties (e.g., weight, mass, shape, size,
color, texture, state).
● S3.C.1.1.3: Classify a substance as a solid, liquid, or gas.
Focus Question: What will you ask your students to guide their investigation?
● How can we determine if something is a solid or a liquid?
Plan for Assessment
Pre-Assessment: How will you assess your students’ current understanding of your science concept?
● Concept interview
● On a sticky note, draw what you think you think a solid is and what you think a liquid is (label your
drawing)
Formative Assessment: How will you know whether your students are building their understanding of
the science concept?
● I will circulate around the room and make sure that students are actively engaging in investigating
and testing materials.
● I will ask guiding questions to make sure that they are aware of their thought process
Summative Assessment: How will you know whether your students have reached your Learning Goal?
● Based on the results of the oobleck investigation, I will have students conclude whether or not the
think oobleck is a solid or a liquid (they will use a data sheet checklist). They will justify their
answer and connect their thoughts to the definitions we previously established as a class
Instructional Sequence
Assessing Prior Knowledge: How will you understand what your students already know about your
science concept?
● Student drawings on sticky notes
Framing the Question: How will you introduce the Focus Question to your students?
●
“As some of you may know, solids and liquids have different properties/ characteristics. Today we
are going to investigate and define these two properties of matter. Once we define these
properties, I will give you a substance to categorize as either a solid or liquid.” (After listing the
defining characteristics of solids and liquids I will present students with the focus question)
Making Predictions: Without any additional information, how would your students answer the Focus
Question (depending on topic this may be the same as the pre-assessment).
● Read the book Bartholomew and the Oobleck” by Dr. Seuss (pre-select pages to be used) and
have students make predictions on whether or not oobleck is a solid or liquid
● Do a demonstration punching and gently dipping fingers in the oobleck
● Students will be making predictions throughout the investigation through trial and error with
various objects
Gathering Data: What will your students be doing? What data will they gather? How will this data help
them answer the Focus Question?
● Have students work in tables. Each table will test the same items and fill out the same data form
○ Items to be tested include: water, shampoo, honey, beans, pencils, and marbles
*Students will share their findings with the class/ I can do a demonstration of all the items at the front of
the class
Constructing a Scientific Explanation: Draft a complete CER explanation addressing your Focus
Question.
Claim: Oobleck is a liquid
Evidence: Oobleck takes the shape of its container but the size does not change (we found this out
through experimenting with the oobleck and other liquids which all followed the same pattern)
Plan for Science Talk
How will you incorporate talk and sense making into your lesson? What Talk Moves do you anticipate
being most helpful in leading students toward your Learning Goal?
● Revoicing: rotating around the room and repeating what the students are saying
● Restating peer explanation: ask students to repeat what their peers said
● Wait time: giving students time to wait and understand the big concepts
Step-By-Step Procedure
1. Read Bartholomew and the Oobleck” by Dr. Seuss
2. Stop at stopping point
3. Punch oobleck “is this a solid or a liquid?”
4. Slowly dip fingers in “now do you think this is a solid or a liquid?”
5. After punching and picking up the oobleck have students write whether they think it is solid or liquid on
a sticky note (pre assessment/ predictions)
6. Group the sticky notes that say solid together and group the sticky notes that say liquid
7. “We need to figure out how we determine if something is a solid or a liquid”
8. Pass out data sheet with predetermined items on it
9. Have students work in small groups to determine if the objects change shape and/or change size
when placed in a container
10. Have students note this on their data sheet (write YES or NO)
11. Make a t-chart on the board (one side labeled changes shape and doesn’t change size and the other
side labeled doesn’t change shape and doesn’t change size)
12. Call on students to share their answers for each object
13. Make a sticky note for each object and place it on the correct side of the t-chart
14. Once each object is addressed and sticky notes are placed accordingly, explain to students that X
objects are liquids because they change shape but do not change size and all of Z objects are solid
because they do not change shape and do not change size
15. Now we have to test the Oobleck!
16. Have students play with/pour the oobleck
17. Students will fill in the same chart for the oobleck
18. The class will determine if they want to put the sticky note on the solid or liquid side of the t-chart on
the board
19. Claim and evidence
- “We are claiming the oobleck is a liquid”
- Ask the class what evidence they have to support this
- “When we poured the liquid into the container, it changed shape but did not change
size”
- This follows the same pattern as the other liquids we previously tested
20. Go back to their predictions and explain how at the beginning there were varying opinions but after
doing our experiment you were able to come to the conclusion that oobleck is a liquid AND, you also
figured out what the definition of a solid is and what the definition of a liquid is
*We were trying to figure out how to determine if something is a solid or a liquid and you did it! (Answers
focus question) “You guys are awesome” “So smart”
Materials:
- Water
- Honey (DO HONEY LAST)
- Shampoo
- Beans
- Pencils
- Marbles
- 2 containers per table (one for solids one for liquids)
- Cups
- Data sheets (make on excel)
- Sticky notes
*Directions: Please write YES or NO in the boxes next to each object depending on the results from your
groups experiment.
Does its shape change?
Does its size change?
Water
Pencil
Marble
Shampoo
Beans
Honey
Oobleck