Solids and Liquids

GRADE 2 SCIENCE
UNDERSTANDING MATTER &
ENERGY:
PROPERTIES OF LIQUIDS AND SOLIDS

My Ly
Saleha Iqbal
Richard Chapman
JieYi Sunny Liang
EDPJ 2000
Professor Anthony Persaud
Thursday. March 23rd. 2017
Learning Activity 1: Transforming Solid into Liquid
Overall Expectation
2.0: Investigate the properties of and interactions among liquids and solids (p. 63).
Specific Expectation
2.2: Investigate the properties of liquids (e.g., conduct experiments to compare the rate at
which different liquids flow) and solids (e.g., conduct experiments to find out ways in
which solids can be changed) (p. 64).
Learning Goal
I will be able to explore and experiment the transformation of a solid to a liquid through
the application of heat.
I will be able to describe and explain what is happening through verbal response,
drawing and written form.

Big Ideas
Materials that exist as liquids and solids have specific properties (p. 63).
Safety Considerations
When dealing with liquids and solids, students should have an understanding why they
should never put any materials in their mouths unless told to do so by the teacher.
Students should also understand why they should wash their hands after handling any
materials (p. 63).
When heating the crayons with a hair dryer, students must be cautious and point the hair
dryer only in the intended direction. When using the hot glue gun to apply crayons to
paper, teacher must assist to prevent burns.
Quantity Of Each Material
Note: These quantities are for a class of 30 students.
1 Hair Dryer
1 Large pack (30 or more) crayons
1 Hot Glue Gun
5 Hot Glue Sticks
10 Thick construction paper sheets or Bristol-type board
30 Student worksheets
30 Pencils
Background Information For Teacher
The learning activity focuses on the topic of states of matter specifically on transforming
solids into liquid. Students will be asked prior to conducting the experiment to make
predictions based on what they think will happen and why. Students will agree on their
roles for the activity for the purpose of sharing responsibilities. Students will take turns
using the hair dryer to heat the crayons until they begin to see a change. Students who are
not currently heating the crayons will be recording their observations. When the crayons
begin to melt significantly and run down the paper, the experiment is over.
Evidence of Integration of:
Different Learning Styles (audio, tactile, visual etc)
This activity involves different learning styles that include hands-on and visual learning.
Students will be using their senses to touch and see the transformation of a solid into liquid
while crayons begin to melt.
Cross Discipline (numeracy, literacy, art, technology)
This activity is cross disciplinary because students are expected to write their predictions,
observations, and explanations as a form of literacy. In addition, the melted crayon activity
can be considered a form of visual art.
Constructivism
Students are expected to generate their own predictions based on what they know about
the activity before doing it. All group members will be exposed to all aspects of the
experiment, and will take turn melting the crayons with the hair dryer.
Equity
Students will be responsible for different tasks of the experiment, each of equal
importance to the outcome of the experiment, therefore promoting a shared contribution to the
entire activity. Also, all groups will be allotted the same materials and time to replicate the
activity as similarly as groups before them.
Inquiry Based
For the experiment students will be investigating the outcome of heat applied to a solid,
which they will actively be involved in both creating the change in state of matter as well as
observing the change. The worksheet that students will be filling out provides an opportunity
for their observations, something that they will create through the completion of the activity.
Activity Sheet

Make a prediction. What do you think will happen when they hair
dryer blows hot air at the crayons? Remember to explain why you
think this will happen.

Before the experiment, are the How do the crayons feel before
crayons solids or liquids? How do starting the experiment? Are they
you know? warm? Cold? Soft? Hard?

While the crayons are being blown on by the hair dryer, describe
what you see happening.
Now that the hair dryer has How do the crayons feel now that
blown hot air on the crayons, are the hair dryer has blown hot air
they still solid? If not, what are on them?
they?

After the hair dryer was used to blow hot air on the crayons,
the changed from ___________ to __________.
Answer Sheet

Make a prediction. What do you think will happen when they hair
dryer blows hot air at the crayons? Remember to explain why you
think this will happen.
Students answers will vary. Expected answer would be that crayons
will melt or get soft.

Before the experiment, are the How do the crayons feel before
crayons solids or liquids? How do starting the experiment? Are they
you know? warm? Cold? Soft? Hard?

Solids because they are hard. They are hard and they are not
hot or cold.

While the crayons are being blown on by the hair dryer, describe
what you see happening.

Answers will vary but should include something along the lines of
crayons get soft, begin to run down paper.
Now that the hair dryer has How do the crayons feel now that
blown hot air on the crayons, are the hair dryer has blown hot air
they still solid? If not, what are on them?
they?
They are warm and soft.
No, they melted and turned to
liquid.

After the hair dryer was used to blow hot air on the crayons,
the changed from __solid__ to __liquid__.
Learning Activity 2: Transforming Liquid into Solid
Overall expectation
2.0: Investigate the properties of and interactions among liquids and solids (63)

Specific expectation
2.3: Investigate, through experimentation, interactions that occur as a result of mixing and/or
dissolving liquids and solids (e.g., salt and water, sand and water), liquids and liquids (e.g.,
oil and water), and solids and solids (e.g., salt and sand) (64)

Learning goal
I will be able to explore and experiment the transformation of a liquid to a solid through
the use of mixing.
I will be able to describe and explain what is happening through verbal response,
drawing and written form

Big ideas
Liquids and solids interact in different ways. (63)

Safety considerations
When dealing with liquids and solids, students should have an understanding why they should
never put any materials in their mouths unless told to do so by the teacher. Students should also
understand why they should wash their hands after handling any materials (63)
When using vigorous strokes and shakes, students should ensure there is enough physical space
surrounding them to prevent any injuries to their peers and the people around them

Quantity of each material

Note: These quantities are for a class of 30 students.

5 Empty Container / Jar

5L Whipping Cream
5 Measuring Cups
5 Marbles
1 Music Speaker
5 Plates
5 Forks
5 Timers
30 Student worksheets
30 Pencils

Background information for teacher

The learning activity focuses on the topic of states of matter specifically on transforming liquids
into a solid. Before the students begin their investigation, each of them will have to create a
prediction of what might happen when the ingredient are mix together. After the students
record their reasoning and justify them, they will proceed in delegating his or her roles. Once
the role has been assigned, each member will be responsible for a task. Each student will have
the opportunity to shake the contents of the container to the tune of the music. Once the time
is up, each student will record down what they observe using their five senses.
Evidence of integration of:
Different learning styles (audio, tactile, visual etc)
This activity involves different learning styles that include hands-on, visual and auditory
learning. Students will be using their senses to touch, smell, observe and hear the
transformation of a liquid into a solid while mixing whipping cream and a marble into a
container.
Cross Discipline (numeracy, literacy, art, technology)
This activity cross disciplines through many strands within the Ontario Curriculum which
include, physical education as the students are to perform a variety of arm movements while
shaking an object at different speeds. Students are expected to compose their own predictions,
observations, and justify their explanations as well as reading for comprehension, which falls
under the strand of literacy. Furthermore, students are expected to perform bodily movements
to the music, as it will be playing in the background as a form of expression. Lastly, the
students are expected to use measurement (milliliters) through the use of a standard measuring
cup to provide a certain amount into the container.
Constructivism
Each student is expected to generate their own predictions, and is provided the
opportunity to each explore and investigate them within their group. Although the activity
composes of different roles, each group member will have the opportunity to become all of
the roles as they rotate within the learning centers. Specifically for this activity, even with or
without the roles, each student will end up having to take turns shaking the liquid contents
inside the container. Thus, all members of the group will be contributing to this activity and
promote cooperation amongst all.
Equity
There are specific tasks and roles outlined throughout the learning centers. The specific
tasks are divided into specific roles such as director is responsible for reading aloud the
directions of the activity and keeping the group on task. The facilitator is in charge of who
decides to do what part of the activity and keeps track of time. The technician is responsible
for measuring accurately and ensuring everyone is recording down data and their
observations. The materials manager is responsible for making sure all materials are cleaned
up. Group members will be responsible for their own role throughout the duration of each
activity. Eventually, each member of the group will have a turn of each role within the
different learning activities, as they will be rotating these roles around in order to provide a
more equitable learning environment.
Inquiry Based
The students will be generating their own theories and ideas revolving around the
transformation of a liquid into a solid. Their theories and ideas is what begins their inquiry on
how might they arrive to that conclusion. They are asked the create predictions and justify
their reasoning which gives them the opportunity to pose questions that they may have prior to
the activity. During the activity, the students are to use their senses (leaving out taste) to
observe and record the data in front of them. As many students will arrive at different
approaches, the worksheet is left open-ended to students where they will be able to write or
draw what they see, feel, or hear.
Answer Sheet
Learning Activity 3: Interaction Between Liquids and Solids
Overall Expectation
2.0: Investigate the properties of and interactions among liquids and solids (63)
Specific Expectation
2.3: Investigate, through experimentation, interactions that occur as a result of mixing
and/or dissolving liquids and solids (e.g., salt and water, sand and water), liquids and
liquids (e.g., oil and water), and solids and solids (e.g., salt and sand) (64)
Learning Goal
I will be able to investigate through different experiments the interaction between
different liquids and solids, liquids and liquids, and solids and solids as they dissolve
and/or mix.

Big Ideas
Liquids and solids interact in different ways. (63)
Safety Considerations
Understanding why they should never put any materials in their mouths unless told to do
so by the teacher. Students should also understand why they should wash their hands
after handling any materials (63)
Quantity of Each Material
Note: These quantities are for a class of 30 students.
5 L Water
1 L Canola Oil
Salt
Sand
100 Clear Plastic Cups
100 Clear Plastic Spoons
Paper Towels (for spillage)
30 Student worksheets
30 Pencils
Pencil Colours
Background Information for Teacher
Educator has already explained to students what the specific roles are and what they are
responsible for. For example, a materials manager sets up the materials and makes sure
all of the materials are cleaned up once the activity is done. Additionally, the teacher has
also introduced what a solid is and what a liquid is, in relation to their students and their
surroundings.
Evidence of integration of:
Different learning styles (audio, tactile, visual etc)
This activity involves different learning styles because students will be touching and feeling

the different liquids and solids before and after they mix and or dissolve. Moreover, this

activity is catered towards visual students as well because students will observe how the

liquids and/or solids change and interact with one another.

Cross Discipline (numeracy, literacy, art, technology)

This activity is cross discipline because students are expected to write their predictions,

observations, and explanations (literacy). Furthermore, students are expected to draw their

observations (art).

Constructivism
Students are expected to identify their predictions, and are provided the opportunity to explore

and investigate them. This allows students to be the creators of their own knowledge.

Moreover, students are told to question their ideas, are given the opportunity to become

expert learners. Lastly, students can transform and become actively engaged participants as

they are given the opportunity to work in a collaborative learning environment.

Equity
By working in a collaborative environment where students are provided with specific roles

and tasks, the students feel important and responsible. Further, the groups are provided with

the same quality and quantity of materials allowing for an equitable learning experience.

Inquiry Based
This is an inquiry based activity because learners are able to base their explanations on

evidence. They are given the opportunity to investigate how solids and liquids interact with

one another with first hand experience. Moreover, students are expected to communicate

their thoughts and ideas with their peers, use critical thinking, and ask questions.
Learning Activity 4: Exploring Solids and Liquids
Overall Expectation
2.0: Investigate the properties of and interactions among liquids and solids (p.63).
Specific Expectation
2.2 investigate the properties of liquids (e.g., conduct experiments to compare the rate at
which different liquids flow) and solids (p.64).
Learning Goal
I will able to gain understanding on the topic through the exploration of various liquids
and solids and make comments about their features and characteristics.
Big Ideas
Materials that exist as liquids and solids have specific properties. (p.63)
Safety Considerations
When dealing with liquids and solids, students should have an understanding why they
should never put any materials in their mouths unless told to do so by the teacher.
Students should also understand why they should wash their hands after handling any
materials (p.63)
When using vigorous strokes and shakes, students should ensure there is enough physical
space surrounding them to prevent any injuries to their peers and the people around them.
Student should handle fragile and brittle items with care. Hold glass jars with a tight grip
and steady hands. When passing, ensure to attract group members attention or pass it
indirectly by placing items on the table.
Quantity of Each Material
Note: These quantities are for a class of 30 students.
100ml soy sauce
100ml honey
100ml body wash
6 stress ball
6 metal dice
6 pieces of clay
18 jars & 18 bottled water caps & 18 tubes
Background Information For Teacher
The learning activity focuses on the topic of states of matter specifically on transforming
liquids into a solid. Before the students begin their investigation, each of them will have
to create a prediction of what might happen when the ingredient are mix together. After
the students record their reasoning and justify them, they will proceed in delegating his or
her roles. Once the role has been assigned, each member will be responsible for a task.
Each student will have the opportunity to shake the contents of the container to the tune
of the music. Once the time is up, each student will record down what they observe using
their five senses.
Evidence of Integration of:
Different Learning Styles (audio, tactile, visual etc)
This activity involves different learning styles that include hands-on, visual and auditory
learning. Students will be using their senses to touch, smell, observe and hear various
samples of solids and liquids.
Cross Discipline (math and art)
Math curriculum: Grade 2 data management and probability
Overall expectation: collect and organize categorical or discrete primary data and display
the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs,
and other graphic organizers, with labels ordered appropriately along horizontal axes, as
needed (Mathematics [revised] 2005, 51).
The arts curriculum: Grade 2 Music
Overall expectation: Creating and Performing: apply the creative process to create and
perform music for a variety of purposes, using the elements and techniques of music (The
Arts [revised] 2009, 80)
Specific expectation: Create simple compositions for a specific purpose and a familiar
audience ( The Arts [revised] 2009, 81)
Constructivism
Items for this activity are all household items or toys that most students can find d easily.
Activities are exploration of phenomenon that are visible in daily life (ie. Student have
seen water running or pouting honey to tea), they can easily extend their thinking and
apply tot familiar context. Furthermore, students can easily replicate the activity at home
or s expand their inquiry by exploring other liquids (such as oil) and solids (playdoh).
Equity
There are specific tasks and roles outlined throughout the learning centers. The specific
tasks are divided into specific roles such as director is responsible for reading aloud the
directions of the activity and keeping the group on task. The facilitator is in charge of
who decides to do what part of the activity and keeps track of time. The technician is
responsible for measuring accurately and ensuring everyone is recording down data and
their observations. The materials manager is responsible for making sure all materials are
cleaned up. Group members will be responsible for their own role throughout the
duration of each activity. Eventually, each member of the group will have a turn of each
role within the different learning activities, as they will be rotating these roles around in
order to provide a more equitable learning environment.
Inquiry Based
This activity is highly hands on, and discussion based. Students are asked to utilize all
senses through the course of the activity. Students can converse with their peers on
possible predictions, interesting findings, etc. They are given the opportunity to learn
through exploration. Each group can approach the topic of differently as they arent one
sole answer to most activity. This activity also encourages the building of learners
community, where students are given a sense of agency and work together to co-construct
knowledge.
Methods of Evaluation
Consistent Through All Learning Center Activities
Assessment For Learning
Minds on: Before the start of the activity, teacher can assess students general understanding by
introducing the topic in forms of questions, scenario, problem, etc.
Running record: teacher can use of previous work to determent student understanding and apply
DI or make adjustment according to students needs.
Assessment As Learning
Conferencing: teacher goes around to talk to groups about their progress in the inquiry, their
ideas and interesting findings. Teacher can also make comments or pose questions to push
thinking forward.
Anecdotal notes: teacher can make notes on various discussions that the class has, noting down
important ideas that we be concretized in the class. Student may also take notes on individual
students, such as their strength and weakness and their team building skills.
Assessment Of Learning
Exit ticket: teachers can view and analyze the exit ticket to see what students have learnt and the
things that interest them the most. The questions generated by the students can also be used for
big class discussion or incorporated in future lesson plans.
 References
Pinterest. (2016, November 13). Retrieved February 9, 2017, from The Guardian:
https://www.pinterest.com/pin/638596422132312863//
Pinterest. (2013, June 11). Retrieved February 9, 2017, from The Science Penguin:
https://www.pinterest.com/pin/819936675878546160/
Pinterest. (2016, February 1). Retrieved February 9, 2017, from Welcome to Third Grade Zoo:
https://www.pinterest.com/pin/3534622707350 (Pinterest, 2016)13932/
The Ontario Curriculum, Grades 1-8, Mathematics[revised] 2005. (n.d.). Retrieved
February 20, 2017, from
http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

The Ontario Curriculum, Grades 1-8, The Arts [revised] 2009. (n.d.). Retrieved
February 20, 2017, from
http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf

The Ontario Curriculum, Grades 1-8, Science and Technology [revised] 2007. (n.d.). Retrieved
February 20, 2017, from
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

*Please note: Unless specified, any page number citation is from The
Grades 1-8, Science and Technology [revised] 2007 Ontario Curriculum