Science
Second Grade
Unit 1
Solid, Liquid & Gas
INTRODUCTION
Students delight in exploring
the world they live in. They naturally observe the properties of the objects in
order to make sense of them. This
unit provides students with skills and concepts that will assist in this
natural discovery. Students will
learn that having an understanding of what constitutes a liquid, solid or a
gas, is a valuable skill for organizing and classifying physical things.
SCIENCE STANDARDS AND INDICATORS
Conceptual Theme; Properties of Matter- How does the structure of
matter affect the properties and uses of materials?
Content Standard 2.1- Materials can be classified as solid, liquid or gas
based on their observable properties.
Core Science Inquiry
Expected Performance
A INQ1- Make observation and
ask questions about objects, organisms and the environment.
A INQ.2 - Use senses and simple measuring tools to collect data
A INQ.6 - Present information
in words and drawings
A INQ.9 - Count order and
sort objects by their properties.
CMT Expected Performances
A.18- Describe the differences in the physical properties of
solids and liquids.
Grade Level Concept: Solids tend to maintain their own shapes, while
liquids tend to assume the shapes of their containers, and gases fill their
containers fully.
GRADE-LEVEL
EXPECTATIONS:
·
All materials (matter)
take up space. Matter can be
classified by whether it is in solid, liquid or gas form. Each state of matter has unique
properties.
·
Solids are the only
state of matter that keeps their own shape. A solid’s shape can only be changed if a force is applied to
it, such as hammering, slicing or twisting. Solids can be hard, soft, bouncy or stretchy.
·
Solids take up a certain
amount of space (volume); the volume does not change if the solid is placed in
different containers.
·
Liquids do not have
their own shape; they go to the bottom of a container and take on the shape of
the part of the container they occupy.
Liquids pour and flow from a higher point to a lower point; some liquids
flow faster than others.
·
Liquids have a definite
volume. When a liquid is poured
into different containers, the shape of the liquid may change, but the volume
does not.
·
Gases do not have a
definite shape; they take on the shape of whatever container they occupy. For
example, the air in an inflated balloon can be squeezed and reshaped.
·
Gases do not have a
definite volume; they spread out in all directions to fill any size container,
or they keep spreading in all directions if there is no container. For example, blowing even a small
amount of air into a balloon immediately fills the entire balloon; the smell of
baking bread eventually fills the entire house and even outside.
KEY SCIENCE VOCABULARY: property,
classify, matter, state of matter, solid, liquid, gas, volume
SCIENCE INQUIRY: Scientific inquiry is a thoughtful and coordinated
attempt to search out describe, explain and predict natural phenomena.
SCIENCE LITERACY: Science literacy includes speaking listening,
presenting, interpreting, reading and writing about science.
SCIENCE NUMERACY: Mathematics provides useful tool for the description,
analysis and presentation of scientific data and ideas.
BIG IDEA
Solids tend to maintain their
own shapes, while liquids tend to assume the shapes of their containers, and
gases fill their containers fully.
ALIGNMENT TO OTHER
STANDARDS
Science is an opportunity for
students to use literary and math skills. They will explore, discover the world
around them and use math skills to sort and quantify what they see. They will
then develop their thinking by communicating what they notice, by writing,
talking and describing what they understand. Science would not be possible without language arts and math
skills. Providing students with the chance to develop inquiry skills is perfect
for developing and applying skills in other content areas.
MATH
1.1a1 - Describe and classify
data and objects based on more that one attribute.
1.1a2 - Use patterns and the
rules that describe them, to identify a missing object, objects with common or
different attributes and the complement of a set of objects.
1.1a3 - Explore a variety of
ways to describe and write rules for patterns.
ESSENTIAL
KNOWLEDGE:
·
Solids have a definite
shape. The shape of a solid can be changed by applying a force (for example,
hammering, cutting, squeezing).
·
Solids take up a certain
amount of space (volume); the volume does not depend on the size or shape of
the container.
·
Some solids bend easily
(for example, paper or latex), while others do not (for example, steel or
wood.)
·
Some solids are made up
of small particles that can be poured (for example, powders, salt or breakfast
cereals).
·
Liquids have no definite
shape. They take on the shape of the part of the container they occupy. Liquids
pour and flow.
·
Liquids have a definite
volume the amount of liquid does not vary when it is poured into a different
container.
·
Liquids flow from a
higher point to a lower point; some liquids flow faster than others. The rate
at which liquids flow depends on the thickness of the liquid (viscosity) or the
steepness of the slope.
·
Gases have no definite
shape. They take on the shape of the whole container they occupy.
·
Gases have no definite
volume. They spread out in all directions to fill any size container.
CONCEPTS
·
Solids and liquids can
be described by their properties
·
Some properties of
solids are colors, shape, ability to roll or stack, hardness, magnetic
attraction, and whether they float or sink.
·
Some properties of
liquids are color, tendency to flow, degree of viscosity or fluidity, whether they are miscible
with water, whether they float or
sink in water
·
Test can be performed to
investigate properties of solids and liquids that cannot otherwise be observed.
SKILLS: Students will be
able to do:
·
Observing and describing
the properties of solid and liquids.
·
Conducting tests to
investigate the properties of solids and liquids.
·
Sorting solid into
groups on the basis of their properties.
·
Comparing similarities
and differences among solids.
·
Comparing similarities and
difference among liquids.
·
Applying tests to
investigate new solids and liquids
·
Compare the properties
of solids with the properties of liquids
·
Communicating ideas,
observations and experiences through witting drawing, and discussion
ESSENTIAL QUESTIONS TO
GUIDE INSTRUCTION AND ASSESSMENT:
·
·
What are the properties
of liquid?
·
What are the properties
of a solid?
·
What are the properties
of liquids, solids, and gas?
·
How do the properties
help determine the usage?
MATERIALS AND SUPPLIES
OBJECTIVES AND GOALS
LESSON ONE
Observing and Describing Two Solids
LESSON TWO
Observing Properties
LESSON THREE
Comparing Solids That Roll with Solids That Stack
LESSON FOUR
Rolling Solids
LESSON FIVE
Testing the Hardness of Solids
LESSON SIX
Investigation Solids in Water
LESSONS SEVEN
Testing Solids with a Magnet
LESSON EIGHT
Guess My Reason
LESSON NINE
Investigation Two Solids
LESSON TEN
Observing and Describing Two Liquids
LESSON ELEVEN
Investigating Liquids
LESSON TWELVE
Flowing Liquids
LESSON THIRTEEN
Drop Races
LESSON FOURTEEN
Mixing Liquids
LESSON FIFTEEN
Investigating Two New Liquids
LESSON SIXTEEN
Comparing Solids and Liquids
RESOURCES
Web sites
http://www.grc.nasa.gov/WWW/K-12/airplane/state.html
http://www.nyu.edu/pages/mathmol/textbook/statesofmatter.html
http://www.usoe.k12.ut.us/curr/science/sciber00/7th/matter/sciber/intro.htm
Literacy Books
Solids,
Liquids and Gases; Ray Boudreau
What
Is the World Made Of?
(Let's-Read-and-Find-Out Science, Stage 2) (Paperback)
Solids,
Liquids, and Gases by Ballard, Carol
From Cow to Ice Cream;
Bertram T. Knight, Bertram T. Knight
Why
Are the Ice Caps Melting?; F. Rockwell, Paul Meisel
Soap making: 50 Fun & Fabulous Soaps to Melt &
Pour (Kid's Crafts Series) Joe Rhatigan
Where Do Snowmen Go when They Melt?; Hank Bruce,
States of Matter; Carol Baldwin
Oil
Spill; Melvin Berger
The
Snowman; Raymond Briggs
What
Am I?; N. N. Charles
The
Magic School Bus at the Waterworks; Joanna Coles
Bouncing
and Rolling; Terry Jennings
The
Snowy Day; Ezra Keats
Hammers
and Mops; True Kelley
The
Great Blueness and Other Predicaments; Arnold Lobel
Prince
William; Gloria Rand
Sylvester
and the Magic Peble; William Steig
|
I Don't Want to Melt!; Alma Florada, |
Extension Act ivies
Make soap
Make Ice scream
Field trips
Maple Syrup in the making
Ice house
Links to United Streaming
For this unit, go to http://www.unitedstreaming.com
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strand: Solids and liquids