Science week plan week February 13-16

Name: Kyle Visser

Grade/Subject: Grade 2 Science
Unit: Liquids
Length of each Lesson: 40 min.
Number of lessons: 3

General GLE 2-5: Describe some properties of water and other liquids, and recognize
Learning the importance of water to living and nonliving things.
Outcomes GLE 2-6: Describe the interaction of water with different materials, and apply
(P.O.S.) that knowledge to practical problems of drying, liquid absorption and liquid
containment.

Specific SLE 1: Recognize and describe characteristics of liquids:

Leaning recognize and describe liquid flow
Outcomes describe the shape of drops
(P.O.S.) describe the surface of calm water.
SLE 2: Compare water with one or more other liquids, such as cooking oil,
glycerin or water mixed with liquid detergent. Comparisons may be based on
characteristics, such as color, ease of flow, tendency of drops to form a ball
shape (bead), interactions with other liquids and interactions with solid
materials.
SLE 5: Demonstrate an understanding that liquid water can be changed to other
states:
recognize that on cooling, liquid water freezes into ice and that on
heating, it melts back into liquid water with properties the same as before
recognize that on heating, liquid water may be changed into steam or
water vapor and that this change can be reversed on cooling
identify examples in which water is changed from one form to another.
SLE 6: Predict that the water level in open containers will decrease due to
evaporation, but the water level in closed containers will not decrease.
Learning Students will
Objectives 1. Identify qualities of solid liquids and gases
2. Identify why some liquids flow slower than others
3. Compare liquids based on flow speed
4. Identify qualities of water (surface tension, takes shape of container)
Materials Snow
Snow man worksheet
ducks dont get wet
graphs
Wax paper
Kettle
Magnifying glass
water droppers
Procedure Assessment
 Methods
Lesson 1 Intro (5 mins)
(February 14) 1. Finish off the last of the magic school bus that was
started the week prior
Body (30 mins)
1. Draw the water cycle on the board Formative
2. Help students label the cycle assessment:
a. What happens when the sun heats up water movie discussion
(evaporation)? What state of matter is water
when it is evaporated?
b. What happens when water changes from gas to Formative
liquid in the sky (condenses)? assessment:
c. What is rain, snow, or hail (precipitation)? one thing you
Closure (5 mins) learned from the
1. High five and tell me one thing you learned from the movie
magic school bus
Lesson 2 Intro (10 mins) Formative
(February 15) 1. What are the three states of matter (solid liquid gas)? assessment:
2. Review with students what solid liquids and gases look Review
like. (are the molecules close or far away?)
Body (40)
1. https://www.youtube.com/watch?v=TWb4KlM2vts
a. Review with students the water cycle through Formative
song -> explain that trough the unit we will assessment:
listen to this song and other songs to help learn song/questions
the water cycle. being answered
b. Play this 2x through -> first listen, and watch
second time sing with the music
2. Paper clip challenge
a. Students will work together as a group to see
how many paper clips they can fit into a Formative
container before the water over flows. assessment:
b. Remind students to look at the water (it will Paper clip
look like a bubble on the top this is because of challenge
surface tension)
c. Once groups are done have them dump water
into big bucket and work on worksheet
3. If students finish all the work have them:
a. Work on an extra activity
b. Finish math that needs to be finished
c. Free reading
4. Once all groups are done dicuss what we saw
happening Formative
Closure (5 mins) assessment:
1. Tell me about one state of matter closure
 Lesson 3 Intro (5 mins)
(February 16) 1. Ask students what does water look like?
a. What did we learn yesterday from the paper clip
challenge?
b. What is surface tension? Formative
c. What qualities of water have we learned so far? assessment:
i. Does it have a scent? questions being
ii. What is it color? answered
iii. What is boiling water?
iv. What is freezing water?

Body
1. Explain expectiation of good to the last drop
experiment
2. Have students work in groups to add drops of water to Formative
see how many it takes to over flow assessment:
a. Ensure students are talking about the surface experiment
tension of the water worksheet
b. Why would the water act the way it is
3. Have students work on worksheet that goes with the
experiment
4. Once completed all work students can:
a. Work on extra activity on snow
b. Finish any unfinished work that needs to be
completed
Closure (5 mins) Formative
1. Tell me one quality of water that was learned/reviewed assessment:
today closure
Resources
Alberta Science program of studies
Edmonton public science units
Susan Skidmore Teacher mentor
Reflection: