Name Sarah Fadness

Lesson #

Date: 10.20.15

Lesson Title: Dissolving

Day of Week,

Monday

Time

35 minutes

Instructional Context

What do I know about my students that will inform this lesson?

My students are in 2nd grade and have been learning about solids and liquids. I
know my students are very hands on and will benefit from a tangible activity
which is why I incorporated exploration into my lesson.
How does this lesson connect with and build on the previous lesson(s)?

This lesson will go a step further to see how solids may dissolve into liquids. I
will begin my lesson reiterating to students the difference between solids and
liquids.
How do I expect to build on this lesson in subsequent lessons?
To build on this lesson, I can talk about how matter can take shape and changes
to fit the shape it is in.

Standards Addressed

Next Generation Science Standards (NGSS)

2-PS1-1 Matter and Its Interactions

Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds
of materials by their observable properties. [Clarification Statement:
Observations could include color, texture, hardness, and flexibility. Patterns could
include the similar properties that different materials share.]
The performance expectation above was developed using the following elements from the NRC document A
Framework for K-12 Science Education:

Science and Engineering

Practices
Planning and Carrying Out
Investigations
Planning and carrying out
investigations to answer questions
or test solutions to problems in K
2 builds on prior experiences and
progresses to simple
investigations, based on fair tests,
which provide data to support

Disciplinary Core Ideas

Crosscutting Concepts

PS1.A: Structure and Properties

of Matter

Different kinds of matter

exist and many of them can be
either solid or liquid,
depending on temperature.
Matter can be described and
classified by its observable
properties.

Patterns

Patterns in the natural and

human designed world can be
observed.

explanations or design solutions.

Plan and conduct an

investigation collaboratively to
produce data to serve as the
basis for evidence to answer a
question.
Connections to other DCIs in second grade: N/A
Articulation of DCIs across grade-levels:
5.PS1.A
Common Core State Standards Connections:
ELA/Literacy
W.2.7
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-PS1-1)
W.2.8
Recall information from experiences or gather information from provided sources to answer a
question. (2-PS1-1)
Mathematics
MP.4
Model with mathematics. (2-PS1-1)
2.MD.D.1
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four
0
categories. Solve simple put-together, take-apart, and compare problems using information
presented in a bar graph. (2-PS1-1)

CCSS.ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided
sources to answer a question.

Learning Objectives
Objective
Students will be able to use the terms
(Solids and liquids) to describe
mixtures and the process of
dissolving.
Students will do a science lab of
mixing various solids into room
temperature water such as sand, sugar,
salt, and oats to see which dissolves

Assessment
Lab activity to see which so
On a sheet of paper, they wi
which ones dissolved and why

Academic Language/Language Function Objectives

Solids
Liquids
Mixtures
Dissolve

Assessments

Students will do a hands on science lab where they will be mixing

various solids into water such as sand, sugar, and oats to see
which dissolves.
Then on a sheet of paper, they will write down which ones dissolved
and why they think so. This assessment is another form and varies
instruction to meet the needs of different students.

Materials- Each pair of students will have

Three cups of water

One teaspoon of salt
One teaspoon of sugar
One teaspoon of oats
One teaspoon of sand
Three cups
Teaspoon
Worksheets

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Time
Instructional Strategies/ Learning Tasks Purpose
Include introduction (and hook), demonstration,
participation , practice & closure

5 minutes Introduction:
We have been talking about solids and
liquids, can someone give me an example of
both? Today we are going to see if solids can
change its form in a liquid.
10
Demonstration:
minutes
I will engage the students by pulling out a
see through cup to demonstrate the idea of
liquids dissolving into solids. Before I begin I
will ask them to see if they know what
dissolve means.
In my cup I will have water filled halfway and I
will ask the students to gather around me. In
my cup I will place a solid object such as a
block in the water. I will ask students why they
think the block did not dissolve into the water.

This will get students thinking ab

in previous lessons. They will als
connections between solids and

During my demonstration, stud

see what I will have them doing
will learn what dissolve means
looking for solids that dissolve w

We will talk about what kind of properties need

to happen in order to dissolve. Next I will take
the block out of the water and pour a teaspoon
of salt into it. I will ask the students why they
think that dissolved but the block didnt. This
will open the discussion and lead up into the
participation and practice portion.
12
minutes

Participation/Practice:
This will give students a hand
Students will be paired up with a classmate. learning about what does and do
I will give the pairs three cups of water and a liquids.
little baggy teaspoon of oats, one of sugar, and
one of sand. They will then have time to
explore with the objects. This will be hands
on for the students as they get to figure
things out with their buddy. After each one, I
will have them write a description to explain
what happened when they tried to mix that
certain object. This will enhance their
explanation skills as they have to explain what
happened when they mixed certain objects.
Not only are they physically seeing what
happened, they will have to write it in words.

3 minutes Closure:
This will reiterate to the class wh
To wrap up the lesson, we will go over as a dissolve and to get them things
group what happened when the various solids did and observed in class.
were mixed with water. I will have students
describe what they saw to the class and I can
elaborate on why that reactions occurred.
From my elaboration, the students can grasp a
better understanding of dissolving. We will do
a quick recap of what dissolving means and I
will ask them if they have any questions. I will
evaluate student work through their writing to
see who may need more assistance of
reiteration in future lessons. This will help
gage and differentiate my lessons,

Accommodations
Accommodation Strategy/ies
During group work time, I will walk around to give more
assistance if needed. I also can give more examples if
students would benefit from them.

Purpose
When doing that, I can see wher
with their understanding and wh
from more help.

If students have trouble getting their ideas out on paper, I

would know that in advance. I can then go to those
individuals during group time and have them explain to me
the process they are going through when completing their
experiment and what they are noticing.

The purpose of this would be a f

assessment for students who str
ideas down on paper. It is an alt
assessment and I can orally hea
processes.