Grade 2
Science
Unit: 02
Lesson: 01
Suggested Duration: 7 days
Clasificación de la materia
Lesson Synopsis:
Students will classify and describe objects based on physical properties. This lesson will provide opportunities for students
to use science tools such as the primary balance, thermometer, and ruler to record data about objects. This lesson acts
as a bridge between the non-standard units of measurement in prior grades and the use of metric measurement in Grade
3.
TEKS:
2.5
2.5 A
Matter and Energy. The student knows that matter has physical properties and those properties determine how it is
described, classified, changed and used. The student is expected to:
Classify matter by physical properties including shape, relative mass and relative temperature, texture, flexibility,
and whether material is a solid or liquid.
Scientific Process TEKS:
2.1
2.1A
2.2
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home
and school safety procedures. The student is expected to:
Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor
investigations, including wearing safety goggles, washing hands, and using materials appropriately.
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in
classroom and outdoor investigations. The student is expected to:
2.2A
Ask questions about organisms, objects, and events during observations and investigations.
2.2C
Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers and
non-standard measurement tools.
Communicate observations and justify explanations using student-generated data from simple descriptive
investigations.
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural
world. The student is expected to:
2.2E
2.4
2.4A
2.4B
Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances,
plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and
stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support
observations of habitats of organisms such as terrariums and aquariums.
Measure and compare organisms and objects using non-standard units that approximate metric units.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create an informational booklet about the physical properties of objects by adhering pictures of objects that have
been classified according to the attributes of shape, texture, flexibility, and solid or liquid to the appropriate page.
When an object can be placed in more than one category, include a written explanation. (2.2D; 2.5A)
AND

Complete a data table that includes information about one (teacher-selected) object's physical properties,
including relative mass and size, based on calculations verified by using a primary balance, non-standard
measurement units, and rulers. (2.2C; 2.4A; 2.5A)
1C; 5B
Key Understandings and Guiding Questions:



Los objetos tienen propiedades observables.
— ¿Cómo te ayudan tus sentidos a describir las propiedades?
Los científicos utilizan instrumentos para recolectar y analizar datos.
— ¿Por qué es importante registrar los datos?
— ¿Cómo te ayuda un instrumento a recolectar datos?
Los instrumentos como termómetros, lupas, reglas o balanzas con frecuencia proporcionan más información
acerca de los objetos que la que podemos obtener simplemente al observarlos.
— ¿De qué maneras una regla es más precisa que un instrumento no estandarizado?
©2012, TESCCC
06/06/13
page 1 of 11
Grade 2
Science
Unit: 02 Lesson: 01
— ¿Por qué es importante realizar mediciones precisas?
Vocabulary of Instruction:
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vaso de precipitados
centímetro
círculo
clasificar
flexibilidad
flexible
pesado
liviano
líquido
materia
óvalo
propiedades físicas
balanza
rectángulo
masa relativa
temperatura relativa
regla
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forma
sólido
cuadrado
textura
termómetro
triángulo
unidad de mediciónvaso de
precipitados
centímetro
círculo
clasificar
flexibilidad
flexible
pesado
liviano
líquido
materia
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

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óvalo
propiedades físicas
balanza
rectángulo
masa relativa
temperatura relativa
regla
forma
sólido
cuadrado
textura
termómetro
triángulo
unidad de medición
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
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Handout: Property Cards (see Adv. Prep., 1 set per 2 students, 1 set per student)
Optional Handout: KLEW Chart: Classifying Matter (1 for posting & 1 per student)
Handout: Properties Chart (1 per student)
Handout: Using the Primary Balance (1 per student)
Handout: Classifying by Physical Properties PI (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Teacher Resource: Classifying by Physical Properties KEY
Handout: Data Table Performance Indicator (1 per student)
Teacher Resource: Data Table SAMPLE PI
Resources and References:


Suggested Websites:
 Information on relative mass:
 http://www.arvindguptatoys.com/arvindgupta/childandbalance.pdf
 Information on measuring in centimeters:
 http://www.brainpopjr.com/math/measurement/centimetersmeterskilometers/grownups.weml
Suggested Books:
Shape
 Benduhn, T. (2010). What is shape? NY: Crabtree Publishing Company.
 Pluckrose, H. (1995). Shape. NY: Children’s Press.
Texture
 Brocket, J. (2011). Slimy, spiky, smooth: What is Texture? Minneapolis, MN: Millbrook Press.
 Fitzgerald , S. (2009). What is texture? NY: Crabtree Publishing Company.
Mass
 Curry, D. (2005). What is mass? NY: Children's Press.
 Pluckrose, H. (1995). Weight. NY: Children’s Press.
 Srivastava, J. (1970). Weighing and balancing. NY: Ty Crowell Co.
Temperature
 Maestro, B. (1990). Temperature and you. NY: Lodestar Books.
 Munsch, R. (1992). 50 below zero. NY: Annick Press.
©2012, TESCCC
06/06/13
page 2 of 11
Grade 2
Science
Unit: 02 Lesson: 01
 Rahn, J. E. (1983). Keeping warm, keeping cool. NY: Atheneum.
Solids and Liquids
 Boothroyd, J. (2007). What is a liquid? Minneapolis, MN: Lerner Classroom.
 Boothroyd, J. (2007). What is a solid? Minneapolis, MN: Lerner Classroom.
 Garrett, G. (2005). Solids, liquids, and gases. New York: Children's Press.
 Glover, D. (2002). Solids and liquids. NY: Kingfisher.
 Hewitt, S. (1998). Solid, liquid, or gas? NY: Children's Press.
Advance Preparation:
1. Copy the Handout: Property Cards onto cardstock (color optional). Cut the cards out. You need to prepare
enough for each student to receive one set of cards. Note: They will work in pairs in the Engage section (1 set per
2 students) and individually in the Evaluate section (1 set per student) (The sets of cards will be reused for the
Performance Indicator activity,).
2. Copy the KLEW chart onto chart paper. It will be used continuously throughout the lesson.
3. Prior to Day 2, select two objects that are different shapes and different textures such as a small can and a small
rectangular (or square or triangular) piece of sand paper.
4. Gather 4 oz. aluminum cans (suggestions for small cans: tomato paste, diced green chilies, fruit (snack packs),
mushrooms- any product sold in @ 4 oz. cans). Safety Note: If you are using cans that have been opened and
washed out, ensure there are no sharp edges on which a student could cut themselves. Cut sand paper into
geometric shapes including squares, rectangles, and triangles. They do not need to be the same for each group.
5. Collect objects so that each pair of students receives one object that varies in texture.
6. Prior to Day 3, gather enough primary balances, non-standard measurement units that approximate metric units
(in a small container for each group), and 2–3 objects to mass per group (could be the same objects from the
texture/shape lesson). Other examples include a birthday candle, feather, shell, plastic spoon, or small wood
block.
7. Prior to Day 4, collect enough centimeter rulers for one per pair of students.
8. Gather thermometers; each pair of students should receive one thermometer. Prepare cups of ice water (1 per
groups of 4 students). Instead of ice water, you could use very cold water instead.
9. Have paper towels, a plastic beaker, a large bowl (to catch any water spills), and some water ready for the
Explore/Explain – Is it a Solid or Liquid? section.
10. Prior to Day 5, locate a book about temperature.
11. Prior to Day 6, locate a book about solids and liquids
12. Prior to Day 6, collect a variety of different shaped, clear or translucent, plastic containers such as, but not limited
to, mouthwash bottles, shampoo bottles, individual juice containers, or a variety of clear plastic cups of various
sizes and shapes (tall and narrow, short and wide). You will need at least three different containers for the
teacher demonstration.
13. Prepare attachment(s) as necessary.
Background Information:
This lesson bundles SEs where students collect data from observations using simple equipment such as primary
balances, thermometers and non-standard measurement tools as they classify matter by physical properties including
shape, relative mass and relative temperature, texture, flexibility, and whether material is a solid or liquid.
Prior to this lesson, students have observed, classified, and recorded the properties of objects including relative size,
relative mass, shape, color, and texture. During this lesson, students will add the physical properties of flexibility and
physical state (solids and liquids) to their bank of knowledge. Thermometers and balances will be used to find “relative
mass” (as it relates to comparison of two objects using a balance, such as more mass than, less mass than) and “relative
temperature” (as it relates to comparison of the temperature of 2 objects or days using a thermometer, such as cooler,
warmer, more hot).
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
©2012, TESCCC
06/06/13
page 3 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
ENGAGE – What is a Property?
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Instruct students work in pairs or in small groups. Using a set of the
Property Cards, instruct students to sort and classify the pictures.
2. Repeat the sort or classification several more times.
Attachments:
 Handout: Property Cards (1 set per
2 students)
3. Ask:
 In what ways did you sort and classify the pictures? Allow several
students to respond. The most common suggestions will be by color,
size, and shape. Others may also suggest texture, solid and liquid.
Accept all responses at this time.
Instructional Notes:
Students will generally sort by color,
shape, and size. Deeper thinking usually
occurs after the third sort.
4. Students should record the ways they sorted and classified the pictures in
their science notebook.
Ask:
 Can an object fit into more than one of these categories? Allow
students to respond.
 What are some examples of an object belonging to more than one
category? Students might suggest that the bricks are rough (texture)
and are also a rectangle (shape), or that the tennis ball is fuzzy
(texture) and round (shape-circle/sphere) etc.
EXPLORE/EXPLAIN – Exploring Shape and Texture
1. Enlarge and post the KLEW chart from the Handout: KLEW Chart:
Classifying Matter in the classroom. Distribute one copy of the handout to
each student to affix in his or her science notebook.
2. Ask:
 In what ways can we describe the shape of an object? Allow
students to share what they already know about shapes Write this
information under the “K” on the KLEW chart.
 In what ways can we describe the texture of an object? Allow
students to share what they already know about texture. Write this
information under the “K” on the KLEW chart.
 How do our senses help us describe properties? Our sense of
touch and sight helps us describe texture and mass, our sense of smell
helps us describe odor, our sense of touch helps us describe flexibility
and temperature.
Science Notebooks:
Record ways pictures have been sorted.
If students need a sentence stem for
language support, a suggested stem is:
I sorted my pictures into _____ groups.
The groups are ___________,
______________, _____________, and
_____________.
Suggested Day 2
Materials:
 glue (sticks, per group)
 objects (different shapes and
textures, see Advance Preparation, 2
per class)
 can (aluminum, small (4 oz.), 1 per
group)
 sand paper (see Advance
Preparation, 1 per group)
 hand lenses (per class) – Optional
 blocks (geometric pattern, per group)
 containers (small, to hold blocks, 1
per group)
 objects (vary in texture, see Advance
Preparation, 1 per group)
 book (about shapes and texture, 1
per class)
3. Hold up two objects that are different shapes and different textures such as
a small can and a small rectangular (or square or triangular) piece of sand
paper.
Ask:
 How might you describe these two objects? Answers will vary.
Attachments:
Would you be able to describe the texture more carefully if you felt  Handout: KLEW Chart: Classifying
the object? Probably, because our sense of touch is closely related to
Matter (1 for posting & 1 per
the words we use to describe texture.
student)

Handout: Properties Chart (1 per
4. Distribute the Handout: Properties Chart. Read each of the physical
student)
properties that students will be learning about shape, texture, temperature,
mass, flexibility, and solid or liquid.
5. Provide each group of 3–4 students a small can and a piece of sand paper
©2012, TESCCC
06/06/13
Instructional Notes:
Students will be most familiar with
shapes they have learned in math, but it
page 4 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
to observe and describe. The sand paper could be cut into squares,
is a good time to discuss that we
rectangles, or triangles, do not need to be the same for each group. Allow a describe the shape of objects in science
few minutes for students to explore the objects.
too.
6. Under the word “Object” on the Properties Chart write the word ‘can’. In
each column, model how to fill in the data. Shape: circle (if they are looking
at the top) or cylinder (from the side). Texture: smooth, hard (and any other
suggestions students may have).
Have pieces of sand paper and hand
lenses available for students to examine
the texture of the sand grains when
magnified.
7. Tell students that they will complete the first two columns for the piece of
sandpaper.
8. Collect the can and sandpaper, and distribute a small container of
geometric pattern blocks to each pair of students.
9. Each pair of students will sort their tiles and then describe the shapes in
each category to each other. The description should include the name of
the shape and the attributes. (For example, a student may point out a
square tile and say: This is a square; it has 4 sides and four corners, and
the sides are the same length, or: This is a triangle; it has three sides and
three corners.)
10. Collect the geometric pattern blocks, and distribute one object that varies in
texture to each pair of students. Students should have 2–3 minutes to
explore their object and decide on how they will describe the texture to the
class.
11. Call on each group to describe the texture of their object. Write the
descriptive words under the “L” on the KLEW chart.
12. Read a book about shape and texture.
13. If time permits, fill in the “L” section of the KLEW chart for the attributes of
the geometric shapes.
EXPLORE/EXPLAIN – Exploring the Primary Balance and Relative
Mass
Suggested Day 3
1. Have the primary balances, the non-standard measurement units that
approximate metric units, and 2-3 objects per group of 3 students ready to
distribute.
Materials:
 balances (primary, 1 per group)
2. Hold two items in your hands such as a pencil and a ruler.
 chart paper (per class) – Optional
Ask:
 objects (for use as non-standard
 How many of you think the ruler is heavier? (Students should raise
measurement units that approximate
their hand if this is their choice.)
metric units, per group)
 How many of you think the pencil is heavier? (Students should raise  containers (to hold measurement
their hand if this is their choice.)
objects, see Advance Preparation, 1
per group)
3. Ask:
 objects (to mass, see Advance
 How do we know if one object is heavier than another object?
Preparation, 2–3 per group)
Allow students to respond.
 index cards (3”x5”, 1 per group)
 pencils (per group)
4. Show students the primary balance. Write the word “Primary Balance” on
 book (about mass, 1 per class)
the board or on chart paper. Explain that this is the tool they will use to
determine how heavy an object is.
Attachments:
©2012, TESCCC
06/06/13
page 5 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher

5. Distribute the primary balances, the non-standard measurement units that
approximate metric units, and 2–3 objects per group of 3 students.
6. Distribute the Handout: Using the Primary Balance. Introduce the activity:
 Each person in your group will hold one of the items.
 Heft* the item for a few seconds and the pass the object to the
person on your right.
 Repeat this until each group member has felt each object.
 As a group, set your objects on the table in order from lightest to
heaviest.
* To lift (an object) in order to judge or estimate its weight.
7. Once all student groups have made their prediction, one member of each
group needs to write or draw the prediction on an index card.
8. Say:
 Now that your group has made a claim or prediction about your
objects, you will use the primary balance to gather evidence about
each object’s mass.
Place one of your objects on the right side of the balance. On the
left side add the (whatever non-standard measurement units that
approximate metric units your class is using) until the two sides are
balanced.
9. Say:
 Write down how many (whatever non-standard measurement units
that approximate metric units your class is using) it takes to balance
on your Handout: Using the Primary Balance.
10. Students should work with their group to mass each object on the primary
balance. They need to complete the reflections at the bottom of the
handout. This can be done individually or with their group.
Handout: Using the Primary
Balance (1 per student)
Instructional Notes:
At this grade, we can still use the words
“heavy” and “light” to describe an
object’s mass and still be scientifically
correct. Weight and mass are
proportional- the more mass an object
has, the more it will weigh; the less mass
an object has, the less it will weigh. Mass
is a fundamental property of matter and
is not dependent upon location. Weight
is a measure of gravitational force and
therefore varies with location.
This should not be the students’ first
experience with a primary balance;
however, a quick review of how a
balance works might be necessary.
Misconception:
 Students may think that larger
objects are heavier than smaller
objects.
Check for Understanding
11. The primary balance, non-standard measurement units that approximate
metric units, and a variety of objects could be placed in a center for further
exploration and experience.
12. Read a book about mass.
EXPLORE/EXPLAIN – Exploring Flexibility and the Ruler
1. Hold an index card so that students can see it. Bend it back and forth to
show that it is flexible.
Ask:
 What am I doing to this card? Students will probably say you are
bending it back and forth or that you are moving the card.
2. Hold up a (non-flexible) centimeter ruler.
Ask:
 Can I bend this ruler back and forth? Students may suggest that you
could bend it a little. Others may think that ‘breaking’ is the same as
bending.
 Does anyone know the word we use to describe when an object
can be bent back and forth without breaking? Allow students to
©2012, TESCCC
06/06/13
Suggested Day 4
Materials:
 index card (3”x5”, 1 per class)
 objects (different shapes and
textures, 1–2 per group)
 objects – from previous activity (to
mass, 1–2 per group)
 rulers (centimeter, 1 per 2 students)
Attachments:
 Handout: Properties Chart (from
previous activity) (1 per student)
page 6 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
respond. If a student says the word “flexible” then write it on chart paper
or the board.
Say:
 In our previous lessons we have observed objects and have
described their shape, texture, and mass. Today we are going to
determine if they are “flexible,” and we will also learn how to
measure the object with a centimeter ruler.
3. Distribute 2–3 objects per group of three students. Have students get out
their Handout: Properties Chart from exploring shape and texture lesson.
Allow them a few minutes to explore if the object is flexible. Choose one or
two objects to add to the Handout: Properties Chart.
4. Say:
 We are going to add the information about flexibility to our
Properties chart.
Ask:
 Using what you have discovered about flexibility, do you think the
object you observed earlier is flexible? No, it cannot bend easily.
 Using what you have discovered about flexibility, do you think the
sandpaper you observed earlier is flexible? Yes, because it can
bend easily.
5. Have students chose 1–2 objects and add them to the properties chart.
They will need to write the name of the object, its shape, texture, and
describe if it is flexible or not.
6. Model how to measure with a ruler. Ensure that students understand that
the object must line up with the zero line and not necessarily at the end of
the ruler. (Some rulers have a small space before the zero mark, and
others start with zero at the very end.) The length is determined by looking
where the object ends with respect to the lines on the ruler (see picture in
Notes for Teacher). Students may be taught that it is okay to measure
beginning with the one or any number as long as they count the spaces
over from the beginning of the object and not just rely on the number that is
at the end of the object.
Instructional Notes:
The student expectations in Grade 2
refer to measuring objects using nonstandard measurement units that
approximate metric units. The student
expectations also list the ruler as a tool
students will use to collect, record, and
compare information. It is important that
Grade 2 students learn to use the
centimeter ruler in order to give them the
foundation necessary for the rigor of the
Grade 3 standards.
0
7
1
2
3
4
5
6
Science Notebooks:
Students should record their answers to
these questions in their science
notebook as a reflection on what they
have learned about measurement.
7. Distribute a centimeter ruler to each pair of students. They should still have
one object each.
8. Allow students time to practice measuring objects with a centimeter ruler. If
an object does not stop exactly at a number, students can either say “a little
less than (number)” or “a little more than (number).” Some students may be
ready for using the term ”half” – for example: 6 ½ cm.
9. Students should have the opportunity to share their measurements. A
possible sentence stem for sharing measurements is: My object is
__________. It is __________centimeters long.
10. When students have had an opportunity to share their data, use the
following questions as a way for students to reflect on their learning.
Ask:
 How would a tool help us collect data?
 In what ways is a ruler more accurate than a non-standard tool?
 Why is it important to take accurate measurements?
©2012, TESCCC
06/06/13
page 7 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures

Notes for Teacher
Why is recording data important?
EXPLORE/EXPLAIN – Exploring Relative Temperature and the
Thermometer
Suggested Day 5
1. Distribute a thermometer to each pair of students. Allow them to make
observations.
Ask:
 What are some of your observations about the thermometer? Add
student observations to the KLEW chart under the “K.”
2. Distribute a cup of ice water (or very cold water), and a paper towel to each
group of four students. Have students observe where the red liquid is in
their thermometers BEFORE they put it in the cup of cold water.
3. Direct students to place their thermometer into the cup of cold water.
4. Read a book about temperature.
5. After the book has been read, direct students to remove the thermometers,
and place them on the paper towel. Observe the red liquid. What did they
notice?
Materials:
 thermometers (1 per 2 students)
 cups (of ice water, or very cold
water, see Advance Preparation, 1
per 4 students)
 paper towels (1 per group)
 book (about temperature, 1 per
class)
Attachments:
 Handout: KLEW Chart: Classifying
Matter (from previous activity) (1 per
student)
 Handout: Properties Chart (from
previous activity) (1 per student)
6. Tell students to gently hold the bulb of the thermometer between their
thumb and index finger. They should observe what happens.
7. Ask students what they have discovered about how thermometers work?
"Add this information under the ”L” on the KLEW chart. Then ask students
what their evidence is. Add this information under the ”E” on the KLEW
chart.
Science Notebooks:
Students should write about their
observations of the movement of the red
liquid in the thermometer. Include what
they think the movement indicates.
8. Although students in second grade only need to record ”relative
temperature.”
Ask:
 Is there a way we could be more accurate in our description of
temperature? Are there any clues on the thermometer? Students
should be able to notice there are lines and numbers on the
thermometer. These lines and numbers give us more accurate
information about the actual temperature of the air or a liquid.
9. On Handout: Properties Chart, have students add ”cup of cold water” and
”my hand” under the word object. They need to complete the column
”temperature” for these two objects. The students may use relative
temperature, such as cold or really cold for the water and warm for their
hand. If students want to attempt to associate a temperature with a
numerical reading it should not be discouraged.
©2012, TESCCC
06/06/13
page 8 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
EXPLORE/EXPLAIN – Is it Solid or Liquid?
Suggested Day 6
1. Read a book about solids and liquids.
2. Hold up a plastic beaker of water and a solid object.
Ask:
 Why is water different from this object? Record student responses
on the “K” of the KLEW chart.
3. Explain to students that we classify an object as a solid if it has a definite
shape and a definite volume (how much space it takes up).The volume of a
solids does not change if the object is picked up or moved. By comparison,
liquids have a definite volume (They take up the same amount of space but
have no definite shape). Their shape changes depending on the container
that is holding it. Unlike solids, liquids can be easily poured from one
container into a container with a different shape.
4. Teacher Demonstration:
 Have a selection of different shaped containers.
 Use the plastic beaker to measure out an amount of water such as
200mL.
 Pour the water into one of the containers.
 Allow a few moments for students to record their observations.
 Pour the water back into the plastic beaker so that students can verify
that the water level has not changed.
 Repeat this process with at least two more containers.
5. Complete the “L”,”E”, and ”W” on the KLEW chart for solids and liquids.
Materials:
 book (about solids and liquids, 1 per
class)
 beaker (plastic, 1 per class)
 containers (variety of different
shapes, see Advance Preparation, 3
per class)
 bowl (large, to catch any spills, see
Advance Preparation, 1 per class)
 paper towels (per class)
 objects from previous lessons
 paper (plain, 1 sheet per student)
 glue (sticks or white liquid, per
group)
Attachments:
 Handout: KLEW Chart: Classifying
Matter (from previous activity) (1 per
student)
Instructional Notes:
The teacher could create a student
recording sheet with the pictures predrawn of the containers they are using.
Since it is impossible to account for all
the different shapes that teachers may
have available to use, this recording
sheet has not been supplied.
Science Notebooks:
Students should have a piece of paper to
record their observations about the water
as it is poured into each of the
containers. The paper can be glued into
the science notebook at the conclusion
of the activity.
©2012, TESCCC
06/06/13
page 9 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher
ELABORATE
Suggested Day 6 (continued)
1. Students should have the opportunity to complete their Handout:
Properties Chart and their Handout: KLEW chart.
Attachments:
 Handout: Properties Chart (from
previous activity) (1 per student)
 Handout: KLEW Chart: Classifying
Matter (from previous activity) (1 per
student)
2. Model a verbal/visual vocabulary activity for the words “mass” and
“temperature.” Students will record the information in their science
notebooks. Include the facts about the word, a class definition, a picture,
and an example.
Science Notebooks:
EVALUATE – Performance Indicator
Suggested Day 7
Performance Indicator
 Create an informational booklet about the physical properties of objects
by adhering pictures of objects that have been classified according to
the attributes of shape, texture, flexibility, and solid or liquid to the
appropriate page. When an object can be placed in more than one
category, include a written explanation. (2.2D; 2.5A)
AND

Complete a data table that includes information about one (teacherselected) object's physical properties, including relative mass and size,
based on calculations verified by using a primary balance, nonstandard measurement units, and rulers. (2.2C; 2.4A; 2.5A)
1C;
5B
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
for information on administering the performance assessment.
©2012, TESCCC
06/06/13
Materials:
 non-standard measurement units
(per student or 2 students)
 ruler (1 cm, 1 per student or 2
students)
 balance (primary, 1 per student or 2
students)
 objects – from previous activity (to
measure and mass, 1 per student or
2 students)
 chart paper (for sentence stem, per
class) – Optional
Attachments:
 Handout: Property Cards (from
previous activity) (1 set per student)
 Handout: Classifying by Physical
Properties PI (1 per student)
 Teacher Resource: Performance
Indicator Instructions KEY
 Teacher Resource: Classifying by
Physical Properties KEY
 Handout: Data Table Performance
Indicator (1 per student)
page 10 of 11
Grade 2
Science
Unit: 02 Lesson: 01
Instructional Procedures
Notes for Teacher

Teacher Resource: Data Table
SAMPLE PI
Instructional Notes:
The following sentence stem should be
written on the board or chart paper:
The shape is a _______________; it
feels ______________; it is a
______________ (solid or liquid).
©2012, TESCCC
06/06/13
page 11 of 11