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

Solids, liquids and gases

States of matter

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

Objective and success criteria

Students will: Solids, liquids and gases.

  • 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: no earlier skill in the map; start from what students know.

Leads to: Melting, freezing, evaporating and condensing; The particle model; Solids keep their shape; liquids pour and take the container's shape

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: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is a coin a solid, a liquid or a gas? (solid / liquid / gas) → solidPrompt: Does it keep its shape, flow, or spread out to fill a space?
  2. Sand can be poured like a liquid. Why is sand a solid? (It is wet / It is yellow / It is found at the beach / Each grain keeps its own shape) → Each grain keeps its own shapePrompt: Look at one grain with a magnifying glass.
  3. Is the air in a balloon a solid, a liquid or a gas? (solid / liquid / gas) → gasPrompt: Does it keep its shape, flow, or spread out to fill a space?

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, liquids and gases. 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 the air in a balloon a solid, a liquid or a gas?
  • Step 1: Gases spread out to fill any container and can be squashed.
  • Step 2: So the answer is: gas
  • Answer: gas
  • 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 an ice cube a solid, a liquid or a gas? (solid / liquid / gas) → solidPrompt: Does it keep its shape, flow, or spread out to fill a space?
  2. 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?

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. Sand can be poured like a liquid. Why is sand a solid? (It is wet / It is found at the beach / Each grain keeps its own shape / It is yellow) → Each grain keeps its own shapePrompt: Look at one grain with a magnifying glass.
  2. Is a wooden block a solid, a liquid or a gas? (solid / liquid / gas) → solidPrompt: Does it keep its shape, flow, or spread out to fill a space?

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

  • 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

  • Move on to: Melting, freezing, evaporating and condensing; The particle model; Solids keep their shape; liquids pour and take the container's shape.
  • 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, liquids and gases

Name

Date

Score/ 6

  1. Question 1

    The picture shows the particles in a substance. Is it a solid, a liquid or a gas?

    • A. solid
    • B. liquid
    • C. gas

  2. Question 2

    You pour juice from a jug into a glass. What happens to its shape and volume?

    • A. Neither changes
    • B. Both change
    • C. The shape changes but the volume stays the same
    • D. The volume changes but the shape stays the same

  3. Question 3

    Is an ice cube a solid, a liquid or a gas?

    • A. solid
    • B. liquid
    • C. gas

  4. Question 4

    Which state of matter does this particle picture show?

    • A. solid
    • B. liquid
    • C. gas

  5. Question 5

    Which of these is a gas?

    • A. water
    • B. ice
    • C. the air we breathe
    • D. wood

  6. Question 6

    Is cooking oil a solid, a liquid or a gas?

    • A. solid
    • B. liquid
    • C. gas

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Answer key: Solids, liquids and gases

  1. 1. B. liquid

  2. 2. C. The shape changes but the volume stays the same

  3. 3. A. solid

  4. 4. C. gas

  5. 5. C. the air we breathe

  6. 6. B. liquid