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Science lesson plan · 2nd grade (Year 3 in England) · 60 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 · 6 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 steam (water vapour) a solid, a liquid or a gas? (solid / liquid / gas) → gasPrompt: Does it keep its shape, flow, or spread out to fill a space?
  2. Which of these is a gas? (the air we breathe / wood / water / ice) → the air we breathePrompt: You cannot see it, but you can feel it on a windy day.
  3. 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?

Hook · 6 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 · 12 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 · 12 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 rock? (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? (Honey keeps its shape like a solid. / Water cannot be poured. / Honey flows much more slowly (it is thicker). / Honey is a gas.) → Honey flows much more slowly (it is thicker).Prompt: Pour both from a spoon and watch.

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 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: seawater? (solid / liquid) → liquidPrompt: Does it keep its shape, or does it flow and spread out?
  2. Why is it easy to pick up an ice cube but not a puddle? (The ice is solid and holds its shape; water is a liquid and runs away. / Ice is a gas. / Ice is lighter than water. / Puddles are too cold.) → The ice is solid and holds its shape; water is a liquid and runs away.Prompt: What happens when you try to scoop up water with your fingers?

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/ 8

  1. Question 1

    True or false? A solid keeps its shape when you move it to a new container.

    • A. True
    • B. False

  2. Question 2

    You pour water from a tall glass into a flat dish. What happens?

    • A. The water keeps the shape of the glass.
    • B. The water takes the shape of the dish.
    • C. The water turns into ice.
    • D. Some water disappears.

  3. Question 3

    Is this a solid or a liquid: milk?

    • A. solid
    • B. liquid

  4. Question 4

    True or false? A liquid keeps its own shape on a table.

    • A. True
    • B. False

  5. Question 5

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

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

  6. Question 6

    True or false? Pouring milk into a different jug changes how much milk there is.

    • A. True
    • B. False

  7. Question 7

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

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

  8. Question 8

    Is this a solid or a liquid: a rock?

    • A. solid
    • B. liquid

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

  1. 1. A. True

  2. 2. B. The water takes the shape of the dish.

  3. 3. B. liquid

  4. 4. B. False

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

  6. 6. B. False

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

  8. 8. A. solid