nd

Grade Level: 2
Subject: Uses of Water
Duration: 45-50 mins

Lesson #3

1. Objectives of the Lesson: Students will understand the importance of water to

everyday life. Identify household uses of water, as well as other everyday uses.
Students will be able to demonstrate the sources and uses of water through models
or exhibits.
2. Materials Needed:
Bucket of water
Worksheets
Poster board
3. Development:
Introduction:
o Pass out first worksheet and present to the class a bucket of water.
Have the students brainstorm and fill out the worksheet using the
bucket of water as inspiration.
Methods and Procedures:
o Have the students individually brainstorm about the uses of water their
family partakes in on a daily basis while filling out the worksheet.
o Once everyone is finished, have the students share their answers with
their classmates around them (group of 4-5 students). Have each child
write down the three main uses of water the group found in common
on the reverse side of the worksheet.
o Count each student from 1-4 and perform Jig-Saw puzzle with the
students in the designated number groups. Each person in the group is
to share their initial groups findings. Regenerated a top three if
answers are different.
o Come together as a class and write the student findings on the board.
Hold a discussion about the findings, making sure to discuss all uses of
water and not just household uses
How do other people in the United States, or around world use
water? Do you think there are differences depending on where
you are in the world?
Give scenarios to a couple of students to help the class
answer those questions: One student lives a mile from a
well, another student lives near a fresh water lake,
another student lives next to a salt water ocean, another
student lives next to a swamp, and another student
doesnt live near a water supply how do those students
get and use water source? Are their consequences to
using that water or not having access to water? Why or
why not?
This discussion is to emphasize the importance of
water for life!
o After the discussion, have the students return to their seats and have
them individually complete the second worksheet

Have a couple of students share their answers

4. Closure: Use the second worksheet to again emphasize importance of water for
life. Check for student understanding based on their answers.
As an Assessment, have the students grab a piece of poster board and have
them create using markers, crayons, colored pencils, or pictures from a
magazine to demonstrate a use of water and why that use is important to
human survival
Worksheet 1Water Has Many Uses
1.) What are some of the ways your family uses water?

2.) Can you identify your familys top 7 uses of water? (in order of importance/most
used)

3.) Why do you think your family uses water for so many daily activities?

4.) After sharing your answers with your table group, what are your groups top
three uses of water?

1.
2.
3.

Worksheet 2:
1. Write one reason why water is important
2. Write 3 adjectives for water
3. Use water and a source of water in a sentence

1.

2.

3.

Use of Water Poster Rubric:

Categor
ies

Neatness
and
Presentat
ion

Poster is well
presented and
information is
easy to
understand

Poster is
well
presented
and most
of the
information
is easy to
understand

Poster was
not neat
enough to
understand
what was
presented

Poster was
not complete
and not neat

Use of
Images

Image (s)
represented the
use of water

Most of the
images
represente
d the use
of water

Poster was
mostly well
presented
but some of
the
information
was difficult
to
understand
Some of the
images
represented
the use of
water

No image
present, or
doesnt
represent the
use of water

of Poster is colorful

Poster is
mostly
colorful
and
captures
audience
attention
Most of the
information
used to
describe
the use of
water and
its
importance
to life is
mostly
accurate

One of two of
the images
represented
the use of
water, while
others are
not relevant
Not
much
color
is
present. Very
plain

Not much of
a description
and
explanation
of
importance
was given.
Use of water
doesnt
explain the
importance
of water. Ex.
swimming

No
description
or
explanation
of
importance
given

Use
Color

Descripti
on of the
Use of
water
and
importan
ce

and vibrant
captures
audience
attention

Use of water to
explain
importance to
life is accurate

Uses
some
color and not
as
eye
catching to
the audience
Some of the
information
is accurate.
Could have
picked a
better use of
water to
explain the
importance
of life

No
used

color

Grade Level: 2nd

Subject: Water and Its States of Matter
Duration 50-60 mins

Lesson #1

1. Objectives of the Lesson: Students will be able to understand and identify

water in its three states of matter. Students will be able to understand how water
changes from one state to another and back again. Students will be able to
describe properties of water in its liquid and solid state. Students will be able to
conduct simple experiments to investigate into the properties of water, while also
being able to share and communicate findings.
2. Materials Needed:
Bowl of water
Different size cups
Ice cubes
3. Development:
Introduction:
o Explain to the class that the students are going to be scientific
detectives today, and that they will be conducting a couple of
experiments throughout the lesson.
Methods and Procedures:
o Pair off students into groups of 2 (may have to have a group of three
depending on class size), and have them walk around the classroom
identifying items as being a solid, liquid, or a gas
o Come together as a class and discuss what the students found. Discuss
what the students think makes something a solid, liquid, or a gas
Write down what the class says on the board, and have each
individual student write their beginning hypothesis on a
worksheet that is in the form of a KWL chart
o Once the students have written down their hypotheses, prepare and
tell the students that they will be conducting an experiment with water
to look at all three states of matter
Each group of students will need a bowl of water, different size
cups, and a couple ice cubes
Once each group of students have all the materials they need,
as them to look at the items on their table, what do they see?
Why are we conducting this experiment with water?
Water occurs in all three states of matter.
o As each group is conducting the experiment, they will need to define
the terms: visible, flowing, hard, and definite/indefinite; which ones
describe water as a solid? As a liquid?
Have students write their definitions and answers in the second
column of the chart

When most groups have completed their experiment, come back

together as a class to discuss what each group came up with
Have a discussion about the student definitionswhy/how did
you come up with that definition explain what you did in the
experiment
Come up with class definitions that everyone agrees upon, and
have students write down these definitions in the third column
of their chart.
The students should return to their seats, and tell them that now we
have defined water as a solid, liquid, and a gas (air, or steam of boiling
water), you will then water a states of matter video that help them to
understand how the states of matter change from one form to another
Have students get into groups and create a skit that they can
demonstrate and act out the changes of matter

4. Closure: Review main points of todays lesson

Assessment: Use student drawings and written reports to assess students
ability to describe properties of water as a solid and a liquid

Worksheet:
Hypothesis

Experimental Data

What was learned

States of Matter Video Worksheet

Anything that takes up space as a solid, liquid, or gas is called
What are the three states of matter?

1.)
2.)
3.)
Is the state of matter that has molecules moving the
fastest. These molecules move anywhere and anywhere they can because
of
True or False

If there is no heat, a gas will turn into a liquid.

True or False

Liquid molecules move faster than a gas.

When
a
gas
changes
to
become
a
This is when the molecules are slowing down.

liquid,

this

is

called

What temperature does it need to be, in order for liquid water to freeze?
F
This is called the
Water freezes because there is NO heat, and will turn into the third state
of matter called a
A solid is something that is
and doesnt change its
because the molecules stopped moving around.
The
is when enough heat is added to a solid to
change into a liquid. If you continue by turning up the heat to 100 F, this
is called the
when you change from a liquid to a gas?
True or False When matter changes its state, its really the movement of
molecules speeding up, or
Slowing down

Lesson #2

Grade Level: 2nd

Subject: Water, Water Everywhere: Water formations on Earth
Duration: 45-50 minutes
1. Objectives of the Lesson: Students are able to understand that much of the
Earth is covered in Water, and that liquid water is its most abundant state of matter.
Students are able to identify water sources on earth (springs, lakes, rivers, oceans,
and wells).
2. Materials Needed:
Inflatable Earth
Class map
Straws
Water
Cups
Sand
3. Development:
Introduction:
o Engage student thinking by asking the class if they think the Earth is
covered mostly by land or with water. Make a tally of student thinking.
Methods and Procedures:
o Continue to engage student thinking about how much water and land
covers the Earth by finding evidence that the Earth is made up of
water and land, but which is the most abundant?
Use inflatable globe and toss the globe around the room to each
student, like popcorn pass
Once a student catches the globe, they need to tell the
class what their thumbs land on, water or land mass?
(Identify each land mass, and water source and make a
class tally chart).
o Is the earth covered with more water, or land?
o Have students get into groups and have them use the inflatable globe,
spinning class globe, and big class map to make observations about
the different water sources. Write these observations in journal
Is that water source fresh or salt water? Is it above ground or
underground? Is this water source a liquid or a solidcan it turn
into a solid or a liquid? If so, how? Is it a large water source, or a
small water source?
o
Have students make models of wells to demonstrate how we get
water from underground
Sand in a clear cup of water, using a clear straw push down into
the cup to model a well
4. Closure: Review main parts of a lesson: The Earth is composed mostly of water
Assess students well models
End of unit test

Unit Test:
1. Which of these properties doesnt describe water as a solid?
a. hard
b. frozen
c. Visible
d. flowing
2. How does water change from a solid to a liquid?
a. place in a freezer
b. Evaporation
c. melting
d. condensation
3. Why is water important for everyday life?

4. How do we use water every day? Give two examples

5. How do we get water from underground?

a. well
b. Ocean
c. Rivers
d. Lakes
6. Which of these is a gas?
a. lemonade
b. Steam
c. snow
d. fog
7. Explain the difference between a solid and a liquid? Does a solid move? If so, how
does it move?

8. What sources of water help us do everyday activities? Is it fresh water or salt

water?