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Science lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Solids keep their shape; liquids pour and take the container's shape

States of matter

CCSS NGSS.2-PS1-1England: KS2 Y4 States of matter

Objective and success criteria

Students will: Solids keep their shape; liquids pour and take the container's shape.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Solids, liquids and gases

Leads to: the next skill in this area.

Materials: Ice, water and a kettle (teacher demo), Particle diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Solids, liquids and gases). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is milk a solid, a liquid or a gas? (solid / liquid / gas) → liquidPrompt: Does it keep its shape, flow, or spread out to fill a space?
  2. Which of these is a gas? (ice / water / wood / the air we breathe) → the air we breathePrompt: You cannot see it, but you can feel it on a windy day.
  3. You pour juice from a jug into a glass. What happens to its shape and volume? (Both change / The volume changes but the shape stays the same / Neither changes / The shape changes but the volume stays the same) → The shape changes but the volume stays the samePrompt: Did any juice disappear?

Hook · 3 min

  • Show an ice cube melting and a kettle steaming and ask what is the same and what is different.
  • Share the objective: Solids keep their shape; liquids pour and take the container's shape. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this a solid or a liquid: seawater?
  • Step 1: A liquid flows and takes the shape of its container.
  • Step 2: So the answer is: liquid
  • Answer: liquid
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this a solid or a liquid: a pencil? (solid / liquid) → solidPrompt: Does it keep its shape, or does it flow and spread out?
  2. Honey and water are both liquids. How are they different? (Water cannot be poured. / Honey is a gas. / Honey keeps its shape like a solid. / Honey flows much more slowly (it is thicker).) → Honey flows much more slowly (it is thicker).Prompt: Pour both from a spoon and watch.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Is this a solid or a liquid: orange juice? (solid / liquid) → liquidPrompt: Does it keep its shape, or does it flow and spread out?
  2. True or false? Pouring milk into a different jug changes how much milk there is. (True / False) → FalsePrompt: Solids hold their shape. What do liquids do?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Solids, liquids and gases.
  • Use concrete materials: ice, water and a kettle (teacher demo).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

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Solids keep their shape; liquids pour and take the container's shape

Name

Date

Score/ 6

  1. Question 1

    Why is it easy to pick up an ice cube but not a puddle?

    • A. Puddles are too cold.
    • B. Ice is a gas.
    • C. The ice is solid and holds its shape; water is a liquid and runs away.
    • D. Ice is lighter than water.

  2. Question 2

    True or false? Honey is a liquid even though it flows slowly.

    • A. True
    • B. False

  3. Question 3

    Is this a solid or a liquid: a grain of sand?

    • A. solid
    • B. liquid

  4. Question 4

    True or false? Sand is a liquid because it can be poured.

    • A. True
    • B. False

  5. Question 5

    Sand can be poured like a liquid. Why is it still called a solid?

    • A. Sand is a gas.
    • B. Sand is wet.
    • C. Each grain keeps its own shape.
    • D. Sand is too hot to be a liquid.

  6. Question 6

    Is this a solid or a liquid: a coin?

    • A. solid
    • B. liquid

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Answer key: Solids keep their shape; liquids pour and take the container's shape

  1. 1. C. The ice is solid and holds its shape; water is a liquid and runs away.

  2. 2. A. True

  3. 3. A. solid

  4. 4. B. False

  5. 5. C. Each grain keeps its own shape.

  6. 6. A. solid