SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE
Content Area:
Second Grade Science
Recommended Days of Instruction: 3
(one day equals 45 minutes)
Standard(s) addressed: 2-4
The student will demonstrate an understanding of the properties of matter and the changes that matter undergoes. (Physical
Science)
Properties and Changes in Matter
Indicator
2-4.1: Recall the
properties of solids
and liquids.
Recommended Resources
SC Science Standards
Support Guide Resource List
Suggested Instructional Strategies
See Science Module 2-4.1
https://www.ed.sc.gov/app
s/cso/standards/supdocs_k
8.cfm
http://ETV.StreamlineSC.org
Solids, Liquids, and Gases: A
First Look—Characteristics of
solids and liquids are given and
the two are compared. (1:58 to
7:37)
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Science S³ Second Grade Module 2-4.1
Assessment Guidelines
From the South Carolina
Science Support
Documents:
The objective of this indicator
is to recall the properties of
solids and liquids; therefore,
the primary focus of
assessment should be to
remember these properties.
However, appropriate
assessments should also
require students to identify
objects as a solid or a liquid;
or recognize the properties of
solids and liquids.
1
Second Grade
Science Module
2-4.1
Properties and Changes in
Matter
Lessons A-B
Standard 2-4: The student will demonstrate an understanding of the
properties of matter and the changes that matter undergoes. (Physical
Science)
Indicator 2-4.1: Recall the properties of solids and liquids.
Other indicators addressed:
2-1.1: Carry out simple scientific investigations to answer questions
about familiar objects and events.
2-1.2: Use tools (including thermometers, rain gauges, balances, and
measuring cups) safely, accurately, and appropriately when gathering
specific data in US customary (English) and metric units of measurement.
2-1.3: Represent and communicate simple data and explanations
through drawings, tables, pictographs, bar graphs, and oral and written
language.
2-1.4: Infer explanations regarding scientific observations and
experiences.
2-1.5: Use appropriate safety procedures when conducting
investigations.
2-5.3: Compare the effect of magnets on various materials.
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Science S³ Second Grade Module 2-4.1
2
From the South Carolina Science Support Documents:
Indicator 2-4.1: Recall the properties of solids and liquids.
Taxonomy level:
Remember Factual Knowledge (1.2-A)
Previous/Future knowledge: In kindergarten (K-5.1), students classified objects
by observable properties. This is the first time that students have investigated the
three states of matter. This is foundational knowledge that will be further developed
in 3rd grade (3-4.1) when students classify different forms of matter (including
solids, liquids, and gases) according to their observable and measurable properties.
In the 5th grade (5-4.2), students will compare the physical properties of the states
of matter (including volume, shape, and the movement and spacing of particles).
It is essential for students to know the properties of solids and liquids.
Liquid
 A
 A
 A
 A
liquid
liquid
liquid
liquid
is a form of matter that does not have its own shape.
takes the shape of the container it is in.
can flow, be poured, or spilled.
can change to a solid by freezing, for example, water to ice cubes.
Solids
 A solid is the only form of matter that has its own shape.
 Some examples of solids are a chair, a rock, or a table.
 Some properties of solids are color, shape, size, weight, texture, sinks,
floats, hardness, and magnetism.
It is not essential for students to know about gases at this grade level. They will
be introduced to that concept at third grade in indicator 3-4.1.
Assessment Guidelines:
The objective of this indicator is to recall the properties of solids and liquids;
therefore, the primary focus of assessment should be to remember these
properties. However, appropriate assessments should also require students to
identify objects as a solid or a liquid; or recognize the properties of solids and
liquids
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Science S³ Second Grade Module 2-4.1
3
Teaching Indicator 2-4.1: Lesson A – “Properties of Solids”
Instructional Considerations:
This lesson allows the children to investigate solids by observing their physical
properties. Students will make observations about various solid objects and classify
them by one of the properties such as color, shape, texture, size, hardness,
magnetism, mass, etc. Students should come to the understanding that solids are
forms of matter that have a definite shape.
This lesson is an example of how a teacher might address the intent of this
indicator. FOSS Solids and Liquids or STC Solids and Liquids provide an
opportunity for conceptual development of the concepts within the standard.
Preparation for the lesson:
 Place one of each of the objects listed in the materials section into a resealable bag. Students will work in pairs for this exploration. Each pair of
students should be provided with a bag of solids to explore.
 Put about an eighth of a cup of kosher salt into a small re-sealable bag. Label
the bag “kosher salt” with a permanent marker. Prepare enough bags for one
per pair of students.
 Follow the same procedure for the granulated sugar and the black pepper.
Misconceptions:
 Young children often use the word solid to mean heavy, not flexible, or in
one big piece. It is difficult for them to classify substances such as salt, sugar
or flour as solids.
 Students may perceive mass and weight to be the same thing. A balance is
used to measure the amount of mass in an object. Students should begin to
understand and use the word mass instead of weight.
Safety Note(s):
Remind students that when we make observations we use all of our senses. The
sense of taste, however, is used only in those investigations where permission is
given by the teacher. Taste is not a sense that will be used in this lesson.
Lesson time:
1 day (1 day equals 45 minutes)
Materials Needed:
 Chart paper and markers
 Re-sealable bag containing a blank CD
 Student science notebooks and pencils
 Two or three balance scales for the class
 A bar or ring magnet (one per student)
 Large re-sealable bags (one per pair of students) containing:
o A penny
o A white round button
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Science S³ Second Grade Module 2-4.1
4
o
o
o
o
o
o
o
o
o
o
o
o
o




A rock
A washer
A red spoon
A ping-pong ball
An unsharpened pencil
A square of aluminum foil
A leaf
A red bead
A small twig
A screw
A nail
A yellow 2x3 post-it note
A paper clip
Small re-sealable bag containing kosher salt (one per pair of students)
Small re-sealable bag containing granulated sugar (one per pair of students)
Small re-sealable bag containing black pepper (one per pair of students)
Hand lens (one per student)
Focus Questions:
 What is a solid?
 How can we classify solids?
Engage:
1. Show the students your bag containing the CD. Ask them to describe it.
(Answers should include color, shape, hard, etc.)
2. Explain to the students that today they will observe a bag of objects and
classify or sort them into groups according to how they are alike and how
they are different.
Explore:
1. Provide each pair of students with a bag of objects and a magnet.
2. Have the group classify/sort the objects (color, size, texture, etc.).
3. In their science notebooks students should record the category for each
classification and then list the items they put into each group.
4. Have them repeat the process at least twice more using a different physical
property each time.
5. As students are exploring, facilitate their thinking by moving among the
groups and asking questions such as:
o How are you sorting your objects?
o How are the objects in each group similar?
o How are the objects different?
o What is another property that you could use to sort your objects?
Note: The students may not realize that they can use the physical property of
magnetism or mass to sort objects. As you are facilitating instruction, you may
want to encourage groups to explore one of these properties.
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Science S³ Second Grade Module 2-4.1
5
Explain
1. Have the groups share one of their categories with the class.
2. On chart paper, record some of the ways that the students sorted or
classified their objects.
3. Explain that the categories used to classify objects are often called
properties. Many of these properties are called physical properties—
things you can see, smell, hear, feel, and sometimes taste. The objects in
each group are called matter.
4. Show the children your bag with the CD. Move the bag around and ask them
if the object in the bag changes shape when you move the bag.
5. Remove the objects from one of the bags used by the students during the
explore phase of the lesson.
6. Return the object to the bag, one at a time. As you do so, ask the children if
they change shape when placed in the bag. (Some may bend but the overall
shape stays the same.)
7. Explain to the students that the objects they explored are called solids and
that solids are a form of matter that have a definite shape.
Extend:
1. Provide each pair of students with a bag of kosher salt, a bag of pepper and
a bag of sugar. Tell them that these bags are not to be opened.
2. Give each child a hand lens.
3. Ask the children to observe the contents of the bags using their hand lens.
4. As they make their observations, ask them to record some of the physical
properties of the contents of the bags in their science notebooks.
5. After ample time to observe, have the children share the physical properties
they noted in their notebooks.
6. Explain to the children that the contents of these bags are solids though they
appear to change shape. Help them to understand that the individual grain is
a solid and that each bag contains hundreds of these solid grains.
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Science S³ Second Grade Module 2-4.1
6
Teaching Indicator 2-4.1: Lesson B – “Properties of Liquids”
Instructional Considerations:
This lesson guides students to explore the properties of liquids: have mass and take
up the same amount of space, flow easily and take the shape of their containers.
This lesson contains two parts. Each part is a separate day.
This lesson is an example of how a teacher might address the intent of this
indicator. FOSS Solids and Liquids , STC Solids and Liquids or Insights Liquids
provide an opportunity for conceptual development of the concepts within the
standard.
Preparation for the Lesson:
Part One
 Pour colored water into 9-oz.cups. The cups should be about one-third full.
Prepare one of these for each pair of students. Label the cup “water”.
Part Two
 Color a gallon of water with blue or red food coloring.
 Fill a small plastic bag with a cup of milk.
 Pour colored water into 3-oz. cups. The cups should be about half full.
Prepare one of these for each pair of students. Label the cup “water”.
 Follow the above procedure for the glue. Label the cup “glue”.
 Prepare a chart with two columns labeled “water” and “glue”.
Misconceptions:
Young children often confuse mass with volume. Special care should be taken
during the lesson to refer to the volume of the liquid.
Safety Note(s):
Remind students that when we make observations we use all of our senses. The
sense of taste, however, is used only in those investigations where permission is
given by the teacher. Taste is not a sense that will be used in this lesson.
Lesson time:
2 days (1 day equals 45 minutes)
Part One
Materials:
 Two clear containers with different shapes
 A small carton of milk
 Two rubber bands (per pair of students)
 One 9-oz. clear plastic cup filled one-third full with colored water(per pair of
students)
 One 16-oz. or 18-oz. clear plastic cup (per pair of students)
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Science S³ Second Grade Module 2-4.1
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 Student science notebooks
 Pencils
Focus Question:
 What is a liquid?
Engage
1. Remind the children that they have already learned about a form of matter
called solids.
2. Show them the two clear containers with different shapes. Ask them to
describe the shapes.
3. Pour milk into one of the containers and ask what they observed.
4. Now pour the milk into the second container and ask what they observed.
5. Explain to them that for the next two days they will learn about another form
of matter.
Explore
1. Give each pair of students 2 rubber bands, one clear plastic 9-oz. cup filled
about one-third full with colored water and one empty clear plastic 16-oz. or
18-oz. cup.
2. Ask them to observe the shape and level of the water.
3. Have the students place a rubber band around the cup to mark the water
level in the 9-oz. cup.
4. Ask them to draw a picture of this cup in their science notebooks.
5. Now ask them to pour the water from the 9-oz. cup into the 16-oz. or 18-oz.
cup.
6. Have them observe the shape and level of the water.
7. Have them place a rubber band around the cup to mark the water level in the
larger cup.
8. Ask them to draw a picture of this cup in their science notebooks.
9. Have them pour the water back into the short cup and observe the shape
and level of the water once it was returned to its original container.
Explain:
1. Ask the children what happened when they poured the liquid from the small
cup into the larger one. Ask questions such as:
o Did the shape of the water change? How?
o Did the amount of water in the cup change? How?
2. Explain to them that, unlike solids, liquids have no shape of their own
and take the shape of the container.
3. Ask them to name other liquids and what happens when they are poured into
different containers such as milk from a square carton into a round glass.
Part Two
Materials Needed:
 Small bag of milk for teacher demonstration
 One 3-oz. clear plastic cup filled one-half full with colored water (per pair of
students)
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Science S³ Second Grade Module 2-4.1
8









One 3-oz. clear plastic cup filled one-half full with white glue (per pair of
students)
One sheet of drawing paper (per pair of students)
One sheet of wax paper (per pair of students)
Two spoons (per pair of students)
Two hand lenses (per pair of students)
Student science notebooks
Pencils
Chart paper
Markers
Focus Question:
 What are some observable physical properties of liquids?
Engage:
1. Review the chart with the physical properties of solids that was created in
Lesson A of this module.
2. Show the children the bag of milk that has been prepared. Ask them to
describe the milk. Move the bag around and ask the children to describe
what happens when the contents are moved.
3. Explain to them that today they will explore and observe the physical
properties of water and glue.
Explore:
1. Give each pair of students a small cup of colored water, a small cup of white
glue, a spoon, a piece of drawing paper, a piece of wax paper, two spoons
and two hand lenses.
2. Allow the children time to explore the materials by observing them with their
eyes moving the cups, touching the liquids, putting a spoonful of each liquid
onto the two different types of paper and moving them around, etc.
3. Have the children record their observations of each liquid in their science
notebooks.
4. As the children are observing, facilitate their explorations by moving among
groups and asking questions such as:
o What are you observing with the water?
o What are you observing with the glue?
o How are the two alike?
o How are they different?
5. After ample exploration time, have the students clean up the glue, water and
papers.
Explain
1. Allow the children to share their observations of the water.
2. Record their observations on the chart under “water”.
3. Now have them share their observations of glue.
4. As the observations are shared, match it with a corresponding property of
water. For example, they may say the water is blue. When they describe the
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Science S³ Second Grade Module 2-4.1
9
glue they may say it is white. Put these two properties side-by-side on the
chart.
5. Explain to the children that both water and glue are forms of matter called
liquids and that, just like solids, liquids have observable physical
properties.
Extend:
1. Bring the two charts from Lesson A of this module and Lesson B of this
module together for the children to analyze.
2. Ask the children what physical properties solids and liquids have in common
(color, texture, smell, etc.)
3. Ask the children what physical properties are different between solids and
liquids (solids have a definite shape and liquids do not, liquids have a flow
and solids do not etc.).
4. Take the children on a school/classroom field trip to find solids and liquids.
As they are found ask the children to describe them.
Note: An alternative to the field trip is to have a variety of solids and liquids
available to discuss.
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Science S³ Second Grade Module 2-4.1
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