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Second grade Science Lesson Plans 1st 9 weeks |
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Unit 1: Matter
Unit 1 Activities from Comprehensive Curriculum Activity 1: Rigid or Bendable (GLEs: 2, 4, 5, 6, 9, 10, 11, 12, 14, 18)
Facilitate a discussion about the properties of rigid and bendable objects in order to develop understanding of terminology. Following the discussion have students pose questions they may have about objects that are rigid or bendable. For example, some students may want to know whether an object can be both rigid and bendable. Provide the students with an assortment of materials that include both rigid and bendable objects. Suggested objects are metal spoons, wooden blocks, straws, sponges, newspapers, crayons, pencils, and magazines. Students can use hand lens to investigate the objects.
Before exploring materials have students make and suggest ways to record predictions about which objects may be rigid and which ones may be bendable. Organize the students into collaborative groups. Have students discuss safety issues and proper ways to handle objects when investigating characteristics of the objects. Using the discovery process in collaborative groups, students will sort the objects into two groups: bendable and rigid. The students will use a science journal to describe and record the characteristics of materials that make up these objects. Discussion questions could include the following:
Activity 2: Moving Matter (GLEs: 3, 6, 20)
Have students discuss the different ways an object can move (i.e. bouncing, rolling, tumbling, etc.) Continue the discussion by asking students what makes the objects move. Have students discuss the various types of force needed (pushing, pulling) to move an object. Provide several types of objects to manipulate such as balls, blocks, and people.
Using small donut magnets attached to the back of small die cast cars and wand magnets, have students demonstrate how magnetic force is used to move the cars. In small groups have students create an obstacle course for the cars and sketch in out on paper. Encourage students to be creative when designing the obstacle course. For example, a book could be used as a ramp or blocks could be used to create corridors. Include map skills such as cardinal directions when laying out the course. Next the students will build the course. Have several students volunteer to be “announcers” as other students maneuver their vehicles through the course. The announcers will describe the direction the car is moving using terms toward and away and the status of the car on the course.
Activity 3: Hot or Cold? (GLEs: 4, 7, 8, 9, 10, 15, 17)
Provide groups of students with small cups of ice cubes. The students will use Celsius and Fahrenheit thermometers to record the temperature inside the cup. Ask students to predict whether the temperature will go up or down as time elapses. Have students graph their predictions using a class bar graph. Students will take temperature readings every ten minutes until ice melts and water begins to warm up. To keep tract of temperature changes, students will use a teacher made recording sheet designed to record temperature °C and °F in ten minute intervals. The teacher may choose to engage students in other daily activities as they wait to record temperature readings. Students will engage in a discussion as to whether or not their predictions matched their findings. Why or why not? Discuss the difference between the Fahrenheit and Celsius temperature scales. Lead student to inquire as to why some temperature readings may be different (i.e. cups closer to a window may get warmer faster). Students will record the results of their findings in science journal.
Activity 4: How Much Does It Weigh? (GLEs: 4, 5, 10, 16)
Teacher Note: Students will complete two activities to determine weight/mass and volume.
Activity A: Students will work in small groups to determine the weight/mass of objects. Each group of students will use film canisters filled with varying materials, such as salt, sugar, powdered sugar, sand, rice, flour, dirt, cotton balls, water, and oil. Be certain to label each canister (a, b, c, etc.) for easy identification and to fill each set of canisters with the same amount of materials. For example all salt canisters should have the same amount of salt, same with sugar and so on.
The students will predict the order of the canisters from lightest to heaviest by handling the canisters and recording the canister numbers in their journals. Next the students will use a pan balance and counting items such as Unifix™ cubes to weigh each canister. Using a “T” chart labeled canister letter and number of cubes, the students will record data about each canister. Next the students will record the actual order of the canisters from lightest to heaviest and compare this data to their predicted outcome. As students work the teacher monitors groups to address confusions and/or ask probing questions to assess student understanding informally.
Activity B: In this activity the students will explore measuring liquids. Review safety rules for dealing with spills. Liquids do not have a definite shape, but do take up a definite amount of space or volume. In order to measure liquids they must be poured into containers. Provide the students with various containers and a plastic pan filled with water. Before filling the containers with water, have students predict which container will hold the most or least water. Have students use measuring cups to determine the volume of the containers and record the amounts in their science journals. Often times the shape of the container affects how we think about the container volume.
Activity 5: Which One Do I Use? (GLEs: 3, 5, 6, 7, 8, 9, 10, 17)
Provide a variety of standard tools used to measure objects or materials such as inch and centimeter rulers, meter/yard sticks, and measuring tapes. Have students work with a partner to create a list of five classroom objects to measure (discuss with students how to select a variety of objects) and record which measuring tool they feel would be best suited to measuring the object. The student will select and use the measuring tools to complete the assignment. Students will record measurements on a teacher made recording sheet that reflects the object and the length. After the class has completed the assignment, students will discuss their rationale for choosing a specific tool for the tasks described.
Sample Assessments
General Guidelines
Documentation of student understanding is recommended to be in the form of portfolio assessment. Teacher observations and records as well as student-generated products may be included in the portfolio. All items should be dated and clearly labeled to effectively show student growth over time.
General Assessments
Activity-Specific Assessments
Resources
Books
United Streaming Videos
Solids, Liquids, and Gases: A first look Matter and its properties: Exploring Phases of matter Matter and its properties: Changes in Matter Matter and its properties: Measuring Matter Science Facts and Fun: Everything is something
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