Hannah Bauer

ELEMENT DESCRIPTION
Author Name Hannah Bauer
Mini-Unit
Properties and States of matter
Name
Content
Area(s)
Must include 2nd grade Language arts and science
at least 2
(Language
Arts and
something
else)
Grade Level(s) 2nd grade
Duration
8 - 60 minutes lessons in the 2nd grade classroom
(8 days)
Intro to matter and states of matter/solids - liquids and gases - changing states - molecules in matter
Unit Theme pt 1 - molecules in matter pt 2 - matter is poppin activity - lab report work day - final project
and Overview presentations

Change It! Book

Youtube video - matter
Text Youtube video - molecules in matter
Resources Science journals
(3-5)

ELA/Literacy

2.W.6 With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing

2.W.7 - Participate in shared research and writing projects (e.g., read a number of books on a single
topic to produce a report; record science observations

2.W.8 - Recall information from experiences or gather information from provided sources to answer
a question.

Science
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties.
Standards
being 2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can
addressed be reversed and some cannot.
(from all
content areas
integrated)
Speaking and listening
2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.

Reading
2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject
area.

Language
Hannah Bauer

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

What did the students learn about matter?

What are the differences between solids, liquids and gases?
What are examples of each 3 properties?
Daily Learning
Targets or -I can identify the difference between solids, liquids and gases.
Objectives - I can identify solids and give 3 examples as a class.
-I can identify liquids and gases.
- I can name 2 liquids and 2 gases.
- I can explain what freezing and melting is.
-I can identify the molecule patterns in the different states of matter.

Final
Assessment
of student Lab report presentations. The students will write a lab report on what happens in the Matter is
success Poppin activity. They will explain what happens to the solids and liquid. How the carbonation from
(Description of the pop and the pop rocks created a gas and caused the balloon to blow up bigger.
the
Culminating
Project)

Instructional 1) Rootbeer floats

Strategies and 2) Melt crayons
Activities 3) Look under microscope and watch particles video
(8 days) 4) Cheerio activity
Technology 5) Journal poster
must be 6) iPad apps - ThinkBinder
integrated in a 7) Website - goformative.com - exit slip
minimum of 2 8) Watch videos
days.
 Hannah Bauer

Matter matters! Worksheet (pre and post assessment)

2nd part of matter matters! Worksheet (formative)
List of Exit slip - goformative.com
Assessments Molecules in Matter worksheet
(formative and 3 Column diagram in journal
summative)

Rubric for
Culminating
Activity

Differentiation

Student Change it book!

resources and iPad
materials Worksheets
List here and
attach to the
unit plan

Lesson One: Intro to States of Matter (60 minutes)

Objective/Learning Target:
-I can identify the difference between solids, liquids and gases.
-I can identify solids and give 3 examples as a class.
Instructional Strategies
Stage in the Writing Process: Studying
and Activities
(10 days)
Type of Lesson: Writers Workshop
Technology must be
integrated in a
Mini-Lesson Description:
minimum of 2 days.
What is matter?
What are solids?
(Note that this sample
does not have the
Pre assessment - Matter Matters! First page Before we start the lesson, I will have the
required amount of
students take out glue and scissors. I will give them directions on how to do the worksheet
lesson plans. Instead it
and they will have 10 minutes to fill it out. After they filled it out, we will discuss each
just shows what a daily
object and why they put it there. They will then hand their worksheets in and we will begin
lesson should be
the lesson with a read aloud.
composed of).
Read Aloud: Read aloud until page 7 of Change It!

On page 4 ask, what are the 3 states of matter? Solid, liquid, gas
On page 6, ask for examples they see on the picture. Then ask for examples around
the room and any other examples of solids they can think of.
Hannah Bauer

Ask the students, What are the three states of matter? Can someone tell me one?
(Solid, liquid, gas) Okay we have ____ can someone tell me another? ____ Okay
we have ___ and ___ can someone give me the third? ____
Now turn to one of the people sitting next to you and give them an example of a
solid and we will share one from each group.
Give the students 2 minutes to talk it over with the person sitting next to them. At
the end of the two minutes, ask each group to share one of their examples.

After the Read aloud, we will watch this short video about matter:
https://www.youtube.com/watch?v=ELchwUIlWa8

Individual worktime:
Change Its Shape Play-doh lab
Record observations in journal.

Debrief: Have students share one observation that they wrote in their journal. Collect pre-
assessment and clean up.

Assessment: Matter Matters! Worksheet 1st page

Lesson Two: Liquids and gases (1 day60 minute lesson)

Objectives/Learning Targets:

- I can identify liquids and gases.

- I can name 2 liquids and 2 gases

Stage in the Writing Process: Studying/making observations

Mini-Lesson: Read Aloud

Review what was learned in the previous lesson. Re-read the first part of Change It! About
solids, and read until page 15. Asking questions on pages 1-7 ask questions such as, What
is matter? What are the 3 states of matter?
On page 10 ask for examples of liquids, and how many liquids do they see in the picture?
On page 14 ask the students to hold their hand out and blow in their hand. Their breath is
an example of a gas moving air.
After reading all of the pages, ask the students for two examples of each a liquid and a gas.
Make root beer floats showing how solids (ice cream) and liquids (root beer) can make a
gas (carbonation/foam). Talk about the reaction while theyre eating their root beer floats.
Have the students start a new page in their journals and write an observation.

Have phrases on the board such as: The root beer ______. The ice cream ______. The
bubbles ______. Etc.
Hannah Bauer

Description of Task/Student Work time: The students work time during this lesson will be
used to write their observations in their journals. Since they are younger it will take more
time for them to write complete sentences, etc.

Formative Assessment: Using the iPads, have the students go to goformative.com and
have them answer the question, Name 2 solids and 2 gases. They will be able to submit
their answers to you. This will be their exit ticket.

Debrief: IPad submission.

Lesson Three: Changing States (1 day60 minute lesson)

Objectives/Learning Targets:

- I can observe freezing and melting.

- I can record my observations.
- I can name 1 thing that freezes and 1 thing that melts.
- I can explain what freezing and melting is.

Stage in the Writing Process: Studying/making observations

Mini-Lesson: Read Aloud

Review the past two lessons. Ask the students if they know how water can turn to a solid
and vice versa. Read pages 18-19 and 22-23.
On page 18 ask What other solids or liquids can freeze or melt? What happens to snow
in the winter? It melts when it gets warmer and turns to water!
On page 22 ask if they can find the solids, liquids or gases in the picture.

Description of Task/Student Work time: Have the students choose 3 crayons from the box
of broken crayons. Have the students draw a picture of their crayons. (How they look
before being melted.) When all the students are done drawing their picture, ask them what
they think will happen to the crayons and write their predictions on the board. Turn the
crockpot on low and have the students put their crayons in the crock pot. While the crayons
are melting in the crockpot, the students will fill out the second part of the Matter Matters!
Worksheet. Every 5 minutes, for 15 minutes, have the students observe what is happening
to the crayons and record their observations in their journals. After 15 minutes, put the
crayons in lined cupcake tins for 20 minutes. When they harden, have the students write
what they see in their journals.

Formative Assessment: Matter Matters! Worksheet. Matter Matters! Page 2

Debrief: Have the students go over their hypothesis. See who was right in their predictions
and see who was close. Etc.

Lesson Four: Molecules part 1 (1 day 60 minute lesson)

Hannah Bauer

Objectives/Learning Targets:

- I can look at molecules of the 3 states of matter.

- I can draw the molecules in my science journal.

Stage in the Writing Process: Observing

Mini-Lesson: observation/practice
Review what all theyve learned so far. Talk about how each state of matter feels, which will
lead into their molecule make-up. Watch a video on the molecules in the states of matter.
(https://www.youtube.com/watch?v=wclY8F-UoTE&t=100s ) Pause the video and on their
worksheet, have them draw how the molecules look in each. Molecules in Matter. After the
video, as a class, we will look at different objects under the microscope to see how the
molecules look.

Description of Task/Student Work time: Watch a video on the molecules in the states of
matter. (https://www.youtube.com/watch?v=wclY8F-UoTE&t=100s ) Pause the video and
on their worksheet, have them draw how the molecules look in each. Molecules in Matter.
After the video, as a class, we will look at different objects under the microscope to see
how the molecules look.

Formative Assessment: Molecules in matter worksheet. Molecules in Matter

Debrief: Have the students hand in their worksheets into the basket.

Lesson Five: Molecules in Matter part 2 (1 day60 minute lesson)

Objectives/Learning Targets:
- I can observe molecules in matter.
- I can use Cheerios as a visual to show how the molecules in each state look.
Stage in the Writing Process: Observing

Mini-Lesson: Observation/drafting final project

Have the teacher helper pass back worksheets from the previous lessons and review them.
Re-watch the video from the previous lesson as well. Then introduce the next lesson. Using
cheerios to model the molecules.

Description of Task/Student Work time:

Their work time will be used to model the molecule patterns in each state. Modeling
molecules . The students will be split into groups to work on the worksheet together. When
they are done, they will start on their final project. The students will each get an iPad. They
will use their journals to make a book using Story Jumper of everything they learned. They
will make a story out of their information from their journals. In their stories, they will also
Hannah Bauer

write one paragraph about what they learned. The will begin their process, time will
depend on how much they get done.

Formative Assessment: The students will take pictures of their worksheet on the iPad and
share using ThinkBinder.

Debrief: IPad submission.

Lesson Six: Observation lab. (1 day60 minute lesson)

Objectives/Learning Targets:

- I can identify the object using my 5 senses.

- I can identify the difference between solids, liquids, and gases using my five senses.

Stage in the Writing Process: Studying/making observations

Mini-Lesson:
As a class we will review, once more, the states of matter. We will talk about using your five
senses to observe physical properties of each object.

Description of Task/Student Work time:

Around the room are 5 different stations, one for each sense. Students will get into groups
of 3 or 4 and they will write in their journal, Station 1, Station 2, Station 3, etc. which will be
modeled on the board for them to copy. The students will then go in a clockwise motion
around the room and use their senses. They will record their observations in their journal
and predict what they think the object might be.

Formative Assessment: Diagram in journal.

Debrief:
As a class, we will go over what each object(s) was and see how many students were close
or not close to what the object really is.

Lesson Seven: Work day for final presentations (1 day60 minute lesson)

Objectives/Learning Targets:

- I can work on my final project.

- I can use my journal to help with my final project.

Hannah Bauer

Stage in the Writing Process: Draft/revise/edit

Mini-Lesson:
Have the students take out their posters and see how much they have got done on their
posters so far. Take questions, requests, etc.

Description of Task/Student Work time:

For their work day, students will finish working on their final project and they will practice
presenting their posters with a partner.

Formative Assessment:

Debrief:
Have students clean up, put their posters away and talk about their progress.

Lesson Eight: Present final project to fourth grade buddy (1 day60 minute lesson)

Objectives/Learning Targets:

- I can tell my fourth grade buddy about matter.

- I can list 2 examples of each state of matter.

- I can explain my pictures, writings, etc.

Stage in the Writing Process: Produce the material

Mini-Lesson: Presenting shared writing.

Finish up any projects that need to be finished, if not already done. Grade stories before
they are presented. Then go around while they are presenting and finish grading.

Description of Task/Student Work time:

Have the students fourth grade buddies come to the classroom. The students will read
their Story Jumper to their buddy and explain what they learned and what their posters are
about.

Formative Assessment:

Debrief: Post the students Story Jumpers to a parent/student portal for others to read and
enjoy.
 Hannah Bauer

Formative: Think of this as work you will look at and analyze to inform your instruction. It
does not necessarily need to be scored. You do not need to include a formative assessment
for each day. Instead, think about where you as their teacher will need to check in to make
sure if they are getting the material. Shoot for 3-5 formative assessments. Each Standard
that is being assessed in your summative assessment should also be formatively assessed
throughout the unit. This will help you to best prepare your students to be successful in the
summative project.
Day Standard Artifact How it will be used
1 W.2.8 - Recall Pre assessment Matter See how much the
information Matters! Page 1 students know before we
from begin any lessons/ units
experiences or
gather
information
from provided
sources to
answer a
question.
2 2.SL.2 Exit slip The students will use their
List of Assessments Recount or iPads to answer questions
(formative and describe key to allow them to go to
summative) ideas or recess.
details from a
text read
aloud or
information
presented
orally or
through other
media.
3 W.2.8 - Recall Matter Matters! Page 2 I will use this as a measure
information of how much the students
from have learned and what
experiences or they need more help on
gather understanding.
information
from provided
sources to
answer a
question.
Hannah Bauer

4 2.RI.4 Molecules in matter I will use this worksheet

Determine the to evaluate how much
meaning of they understand
words and molecules and if they
phrases in a understand the concept.
text relevant
to a grade 2
topic or
subject area.
6 2.RI.3 3 column diagram in I will use this as an
Describe the journal assessment of their
connection general understanding of
between a their five senses and how
series of they are used to identify
historical matter.
events,
scientific ideas
or concepts,
or steps in
technical
procedures in
a text.
2.SL.2
Recount or
describe key
ideas or
details from a
text read
aloud or
information
presented
orally or
through other
media

Summative: Think of this as your final measure of student success. The formative
assessments will help you ensure that all students will be as successful as possible on their
final project.
Day Standards Assessment How it will be Used
Tool
8 W.2.7 - Final Rubric As the student's final score for this
Participate unit.
in shared
 Hannah Bauer

research
and writing
projects
(e.g., read
a number
of books
on a single
topic to
produce a
report;
record
science
observatio
ns.

W.2.6.
With
guidance
and
support
from
adults and
peers,
focus on a
topic and
strengthen
writing as
needed by
revising
and editing

Rubric for Culminating Activity
Differentiation
Student resources and
materials
List here and attach to the
unit plan
Rubric
Students having trouble with writing their journal entries will have small group
conferences to make sure they understand and get their full points in their
rubric.
Students having trouble understanding will write on goformative.com that they
are struggling, when they submit their exit slip.
1) Various worksheets
2) Writers/science journal
3) iPad