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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 rain 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. You pour juice from a jug into a glass. What happens to its shape and volume? (Neither changes / Both change / The shape changes but the volume stays the same / The volume changes but the shape stays the same) → The shape changes but the volume stays the samePrompt: Did any juice disappear?
  3. Is helium in a party 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 · 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: milk? (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? (Puddles are too cold. / Ice is a gas. / Ice is lighter than water. / The ice is solid and holds its shape; water is a liquid and runs away.) → 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?

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. 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?
  2. Is this a solid or a liquid: an ice cube? (solid / liquid) → solidPrompt: Does it keep its shape, or does it flow and spread out?

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

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Date

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  1. Question 1

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

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

  2. Question 2

    True or false? Liquids can be poured.

    • A. True
    • B. False

  3. Question 3

    Is this a solid or a liquid: a coin?

    • A. solid
    • B. liquid

  4. Question 4

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

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

  5. Question 5

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

    • A. True
    • B. False

  6. Question 6

    Is this a solid or a liquid: melted chocolate?

    • A. solid
    • B. liquid

  7. Question 7

    Is this a solid or a liquid: orange juice?

    • A. solid
    • B. liquid

  8. Question 8

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

    • A. Sand is wet.
    • B. Sand is a gas.
    • C. Each grain keeps its own shape.
    • D. Sand is too hot to be a 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. D. The water takes the shape of the dish.

  5. 5. A. True

  6. 6. B. liquid

  7. 7. B. liquid

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