Matter! Its what Matters.

2
nd
Grade
Katie Miller

Rationale: This unit will be taught using hands on learning along with being inquiry
based. It will include discrepant events and interactive activities that will get the
students thinking and wondering why and how. The lessons will engage the
students and peak interests so that they are curious and want to find out more
about the material put in front of them. I like for the students to make predictions
and test they own thoughts to see what works and what does not. This gets the
students to use critical thinking.

Major goals and objectives:
The students will be able to investigate and understand the properties of solids,
liquids, and gases.
The students will be able to identify characteristics of solids, liquids, and gases.
The students will be able to measure the mass and volume of solids and liquids.
The students will be able to distinguish the changes in phases of matter with the
addition or removal of energy.

SOLs:
Matter
2.3 The student will investigate and understand basic properties of solids, liquids,
and gases. Key concepts includes
a) identification of distinguishing characteristics of solids, liquids, and gases
b) measurement of the mass and volume of solids and liquids
c) changes in phases of matter with the addition or removal of energy
Measurement
2.11 The student will estimate and measure
b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale
c) liquid volume in cups, pints, quarts, gallons, and liters


Matrix:

SOL 2.3a SOL 2.3b SOL 2.3c SOL 2.11b SOL 2.11c
Lesson 1 X X
Lesson 2 X X
Lesson 3 X X X X
Lesson 4 X X X
Lesson 5 X X

Overview: In this unit the students will learn the properties of the three states of
matter: solid, liquid, and gas. They will be able to distinguish the difference between
the three by learning the characteristics of each. They will also learn how the states
of matter change due to the changes in temperature/energy. Once a clear
understanding of the states is achieved the students will learn how to measure the
mass and volume of liquids and solids by using scales and measuring cups. This will
all be taught through inquiry based learning and hand-on, interactive activities.
They will also use their critical thinking skills to discover information. The students
will be deeply involved in their learning of this unit. The main goal of the unit is for
the students to differentiate between the three states of matter and how the states
can be changed.

List of materials:

Lesson 1:
Whats the matter
activity
Lesson 2:
Solids and Liquids
Lesson 3:
Making Butter
Lesson 5:
Sum up the
tastiness of Matter!
Vinegar
Baking Soda
Plastic Soda Bottle
Balloon
Spoon

Paper Cup
Water
Marker
Freezer

Heavy whipping
cream
Empty baby food
jars with lids
Scale
Measuring Cup

See-through trash
bags
Inflated balloons
Tape
Ice cream
Bottles of soda
Clear cups
Spoons/Straws




Special safety concerns:
Lesson 1: Whats the matter activity
Using vinegar: do not drink, watch eyes, smell
Using baking soda: do not eat, watch eyes
Balloon: do not let fly off and hit students
Clean up
Lesson 2: Solids and Liquids
Be observation of students eating Cheerios
Lesson 3: Making Butter
Beware of students who are lactose intolerant
Be careful of shaking the baby jars (find plastic?)
Clean up
Lesson 5: Sum up the tastiness of Matter!
Get Principals approval
Beware of students who are lactose intolerant
Clean up



Lesson 1: Whats the matter activity
The class will be gathered around the back table where I will have the materials
prepared. I will ask the students if they think I can blow up a balloon without using
my mouth. I will explain to the students what each items is on the table. Then I will
tell them to watch closely as I begin the concoction. I will spoon the baking soda in
the balloon. Then I will pour the vinegar in the bottle and quickly place the balloon
over the opening at the top of the bottle and hold the balloon straight up. The
balloon will begin to inflate due to the gas, Carbon Dioxide, produced from the
mixture. Once the balloon inflates, I will ask the students why they think that
happened. What do you think happened when I mixed the baking soda and vinegar
together? How did it happen and what is their reasoning? What knowledge do they
know about gases? What role do the molecules play in this? What are the molecules
doing that makes them a gas? All of these questions can be explained through the
demonstration. I will explain and expand on what the students say by how the
molecules are moving faster and that is what causes the to be a gas and want to
escape. Also, that the gas was made by the mixing of vinegar and baking soda. There
will be enough material so that students can come up and repeat. We will then look
at objects in the classroom that are solid and find things that are liquid and discuss
their characteristics. This will be introducing the students to the unit.

Lesson 2: Solids and Liquids
This lesson will compare and contrast solids and liquids using water. The class will
be broken up into 5 groups. The groups will fill up one of their cups with water and
draw a line on the cup where the top of the water reaches. The students will then
pour the water into the other cup, keeping the one with the line on it. Then we will
place the cups in the freezer. We will then discuss the characteristics of liquids and
how the molecules act. Faster and less compact than solids, but slower and closer
than gases. Once the water has frozen to ice, we will remove it, draw a line, and
compare the difference between the lines. Why are the lines in different places?
What does this mean about the molecules? Then we will let the ice sit out all day and
watch it as it melts back into the cup. Explain how it is still water, just in different
states. Discuss the removal of energy. Once the ice has completely melted, pour the
water back into the original cup with the line. Discuss and ask why there is a lesser
amount of water than we started with; evaporation. In this activity we will also
discuss how the temperature plays a role in the changing of states. The students will
complete a worksheet where molecules are represented as Cheerios.

Lesson 3: Making Butter
To begin this lesson the heavy whipping cream needs to be at room temperature. I
will then ask the class what state the cream is in. Once they confirm it is a liquid I
will bring the scale and measuring cup out. I will ask them if they have ever seen
these items before; where and what they think they are used for. Then we will
discuss the difference between what the scale is used to measure and the measuring
cup: mass and volume. I will demonstrate how to measure the volume of the
whipping cream using the measuring cup; then how to measure the mass of the
whipping cream using the scale. I will make sure to place an emphasis that this is the
measurement of a liquid. Now the fun begins. The class will be divided into 5 groups
each given a baby food jar and measuring cup. The students will measure of a cup
of whipping cream and then pour it into their baby food jar. They will then put the
lid on. I will have a baby food jar of whipping cream as well. I will begin to shake the
jar while I am asking what them to predict what is going to happen if I continue to
shake the jar for 5-10 minutes. As we are talking they will begin to see the
transformation happento butter. Then the groups will shake their jars, taking
turns, until their cream turns to butter. Afterwards we will talk about how the
cream turned to a solid. Then we will measure the mass of the butter using the scale,
solid, and measure the volume of the butter using the measuring cup, solid. We will
briefly discuss what there is a difference and where; due to the molecules and
temperature. The students will write down the measurements of the liquid and solid
state with correct label.



Lesson 4: Rap: Its a Matter of fact!
I will have most of the materials sitting out on the table in front of the class. This
lesson is more of a recap and review session. There will be a glass of water, a ball, a
scale, and a measuring cup. I will pick various items up and ask students what they
can tell me about them: state, use, characteristics, and molecules. Then the students
and I will debrief all of the important pieces they need to know about the items on
the table and how they connect to one another: temperature change, measurement.
Once the class does not have any more questions. I will project the rap entitled Solid.
I will sing it and then we will as a class. Next will be Liquid and then Gas. After the
class has sung all three raps each students will create their own Rap/poem about
one or all of the states of matter. It has to include at least one state and either how it
can be measured or some characteristics or how temperature affects it. Once
everyone finished writing we will have sharing time.

Lesson 5: Sum up the tastiness of Matter!
I will ask for three volunteers. Each student will pull his or her head through the
opening cut out at the closed end of the trash bag (wearing it like a dress). Then I
will ask for three more volunteers to come up and stand next to someone with a
trash bag on. I will place certain amounts of inflated balloons in front of each pair.
Then the will stuff the balloons into the trash bag and tape the bottom off so the
balloons wont fall out. Next I will hold a sign that says gas, then solid, then liquid
and have the students identify which student filled bag is which state. Once this
activity is completed. Each student will receive a clear cup. Then I will come around
a drop a scoop of ice cream in each cup. I will ask the students what state it is. Then I
will show them the soda and ask what state. Before I pour the soda into their cups
with ice cream, I will ask for predictions on what will happen. Once the soda is
poured in, I will ask the students to identify/point to what part of the root beer
float is gas. All three states of matter in one float! Yum!




Teaching aids:

Lesson 4: Rap: Its a Matter of fact!







Assessment tools:

Lesson 2: Solids and Liquids



Lesson 3: Making Butter
The students will write down the measurements of the liquid and solid state with
correct label.

Lesson 4: Rap: Its a Matter of fact!
The student made poems/raps on the states of matter.


Assessment rubric:

Lesson 2: Solids and Liquids
Matter and Molecules Worksheet
Solid Liquid Gas
+ Tight, close
together
Some close, some
far
None touching, far
apart

Tight, close
together
Too similar
between the others
None touching, far
apart
- Swapped between
the others
Swapped between
the others
Swapped between
the others

Lesson 3: Making Butter
Write down measurements of the liquid and solid states
Correct labels Volume: cups Mass: ounces
Measurements near the correct volume and mass used

Lesson 4: Rap: Its a Matter of fact!
Each students will create their own Rap/poem about one or all of the states of
matter.
It has to include:
At least one state
Either how it can be measured or characteristics or how temperature affects
it
Correct information given for state of matter chosen
Attempt at spelling
Creativity

Differentiation:
Extension activities and activities to meet the needs of diverse learners: We could
take a tour of the school and campus to discover items in the students everyday
lives that are in the three different states of matter. This will help students to realize
that they encounter matter every single day. They would see many solid objects
such as playground equipment, grass, chairs, the floor. They would see liquid objects
such as water from the sink, water in a pond, rain, spit. They would be surrounded
be gas constantly such as air, airsoft cans, car exhaust. This tour would help the
students who need the physical connect to things and items that pertain to them.
They could see and touch these items for kinesthetic learners.
Another activity we could do involves using a microwave to show how temperature
can affect the states of matter. We could put a piece of ice in the microwave and
literally watch it melt. Then we could put a mug of water in the microwave and
physical see the steam come off the top of the water and mug. This would be an
extremely good visual for students to see. It is also an action that most students can
connect with because their parents make drink a lot of hot tea and use the
microwave. Having these types of activities would help learners of all types because
they can personally connect with what is happening or what they are seeing and
because it is memorable.

Sources:
http://www.superteacherideas.com/science7-matter.html (lesson 1, 2, 3)
www.pinterest.com (Raps: Solid, Liquid, Gas lesson 4) (Molecules WS lesson 2)
http://shenanigansinsecond.blogspot.com/2013/04/as-matter-of-fact-new-
unit.html (lesson 5)