Alex Swink

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Grade: 2

LESSON RATIONALE

Students need to learn about how to combine solids and liquids to fulfill daily
requirements that they will meet in the future, such as cooking. As the students get older,
they will have more opportunities to cook and bake. When they learn how to combine
solids and liquids, they will be able to make Kool-Aid or combine items to create a cake.
Knowing how to cook and bake is only one of the many benefits of learning how to
combine solids and liquids during the students’ time in elementary school.

READINESS

I. Goals/Objectives/Standard(s)

A. Goal(s)— Students will discover the result of combining solids and liquids to find
evidence of the resulting new properties.

B. Objective(s)—

1. Students will initially distinguish the difference between solids and liquids
while reading through “Solid or Liquid?” and coming up with their own
examples.
2. After combining solids and liquids, students will be able to find out what
happens when they are combined, i.e. “mix” (dissolve), “soak up”
(absorb), “float”, and “sink”.

C. Standard(s):

2.PS.2 Predict the result of combining solids and liquids in pairs. Mix, observe,
gather, record, and discuss evidence of whether the result may have different
properties than the original materials.

II. Management Plan-

Materials: 21 copies of the book “Solid or Liquid? (Science Readers: Content

and Literacy)”, whiteboard, whiteboard markers, cotton balls, water, oil, food
coloring, confetti, eyedroppers (one per partnership), tissue, sugar cubes, four, 21
“Results Table” sheets, clear plastic cups, and PostIt notes.
Time: (Rough Outline) Anticipatory set = 5 minutes, Experiment and materials
explanation/expectations = 5- 8 minutes, Experiment =15 minutes, Clean up = 3
minutes, Closure = 4 minutes
 Space: During the anticipatory set and while I give directions, students will
remain at their seats. Once I give students their directions, they will be working
with a partner at their desk clusters. They are able to move around during the
experimentation time. During the closure, students will be at their desk.
Behavior: Students are expected to keep their voices at a normal level. Since the
lesson is inquiry based, the students are allowed to discuss and confer with one
another. The students are expected to be respectful of one another and are
expected to listen to the ideas of their partners. I will explicitly tell them of these
expectations before they begin experimenting.

III. Anticipatory Set

You know what, I really love oranges. I love how you can eat oranges but you can
also drink the juice that comes from oranges. The orange is a solid; you can hold it in
your hand. And orange juice is a liquid, it flows like water, and you can drink it. I just
explained it a little bit, but does anyone know the difference between a solid and a
liquid? Allow a couple of students to answer and discuss answers given. Very good!
Now I am going to pass out a book for all of you. This book will help you discover the
difference between a solid and a liquid. After you are done reading the book, think of
your own example of a solid and a liquid. Then give me a thumb’s up. When everyone
gives me a thumb’s up, I will call on people to share examples. Give students time to
read, explore, and think of their own examples. Then call on students to share their
own examples of solids and liquids. I don’t know if you know this, but you can also
combine solids and liquids to make something new. We’re going to explore this today.
This is anticipatory set is introducing students to solids and liquids. During the lesson
presentation, students will learn more about what it means to combine the two.

IV. Purpose: Today we are going to learn about how to combine solids and liquids to
make a new product with different characteristics.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—

 Grouping – I will be intentional with the way that I group the students of Mrs.
Cunningham’s classroom. Students will be paired into partners and I will pair
them with another student that will challenge them and keep them on task. In
most cases, the students sit in clusters of seats that are easy to split into
partners.
 Students with ADHD – There are many opportunities to work with materials.
Those that struggle with ADHD will be able to participate in an experiment
that encourages them to explore, touch, and design.

VI. Lesson Presentation (Input/Output)

After saying the purpose statement, I will dive into a PowerPoint presentation. As
I said before, we are going to learn about combining solids and liquids. Solids are
things that hold their shape. Solids can be hard like a rock and soft like fur, etc.
Liquids are things that hold the shape of their container. For example, when you
pour juice in a cup, the liquid stays the same shape as the cup. Does that make
sense? If students struggle with comprehending the difference, I will explain
another way.
Now that we know what solids and liquids are, let’s discuss what happens
when you combine them. I am going to put some vocabulary words on the board.
But don’t worry, I will tell you what they mean. First of all, sometimes when you
combine a solid and a liquid, you can dissolve the solid. In other words, the two
come together to make one thing. This can happen when you put a fizzy tablet in
water, like in the picture, or when you put food coloring in water. Another thing
that can happen when you combine solids and liquids is that the liquid is
absorbed. This means that the liquid is soaked up into the solid. For example,
when you wash dishes, the water gets soaked up into the sponge. Finally, when
you combine solids and liquids, the solids, and sometimes other liquids, sink or
float. Do you know the difference between sinking and floating? Allow students to
answer.
After students identify the difference between sinking and floating, I will
have them repeat the various ways that solids and liquids interact, including
sinking, floating, absorbing, and dissolving. The students do not need to know the
exact vocabulary words, but they must know the difference and ways the solids
and liquids interact. Great work, everyone! You are all experts on knowing what
happens when you combine solids and liquids. We are going to do an experiment
on combining solids and liquids. We will be answering the question: what will
happen when we combine solids and liquids? Write the question on the
whiteboard. You will be working with a partner, and I already know who I want to
work with one another. I am going to give you and your partner two solids and
two liquids. I will tell you which solid and liquid I would like you to put together.
Right now I am giving you a page that says, “Results Table”. On this page
there is a table. Can someone read me what the different titles say? Allow a
couple of students to read what each section says. I will explain and model what
each section of the worksheet entails, making sure that every student is aware of
what is expected of him or her. Some specific reminders include: When you are
writing under the “What happened?” tab, I would like you to think about the
different results we talked about. Such as mixing, floating, sinking, and soaking
up. Also, make sure to make a prediction or guess on what you think will happen.
After you combine the solid and liquid, write yes or no under “Prediction
correct?” to show whether or not your prediction was correct or incorrect. After
explaining the worksheet, I will explain what the materials are and show the
students how to properly handle the materials. Remember that we need to be
respectful of materials. When you use the solids and liquids, do not put anything
in your mouth and do not mess around with the eyedroppers. I am trusting that
you will use the materials with care. I will then pass out the materials, giving each
set of partner’s two solids and two liquids with explicit instructions on which
items I want them to combine. For example, some students will drop water on
 cotton balls, others will drop water on sugar cubes, and some will be putting food
coloring in water. Students will have clear cups and eyedroppers on their tables.
Give students time to combine solids and liquids and to fill out their
“Results Table”. After the allotted time, I will give students clear directions on
how I would like them to clean up their materials and where I would like them to
place everything.
Once students have finished cleaning up, we will move on to the closure.

VII. Check for understanding.

I will know if the students have learned if they, first, are able to give an
example of solids and liquids after they read the text, “Solid or Liquid? (Science
Readers: Content and Literacy)”. After, I will be able to see if the students were
able to understand the information they collected over combining solids and
liquids through the “Results Table”. For the students that did not seem to
understand the findings, I will reteach to the small group of students that needed
additional help. If most of the class had similar misconceptions, I will reteach to
the whole class and correct the misconceptions.

VIII. Review learning outcomes / Closure

Thank you for working so hard on this experiment. Let’s see how we
answered our question: “What will happen when we combine solids and
liquids?”. I would love to hear about what you did! Who would like to share?
When I call on you, can you tell me the solid and liquid you combined and what
happened? Allow students to share what they combined and what happened at the
end. I will facilitate the conversation to keep it on topic. It sounds like you all had
a great time! Thank you for telling me about what you learned. It looks like we
did answer the question, what will happen when we combine solids and liquids?

PLAN FOR ASSESSMENT

I will formatively assess the students over their comprehension of the experiment
they completed on combining solids and liquids. First, I will be able to assess the
students’ comprehension of what solids and liquids are through the examples they give
after reading “Solid or Liquid? (Science Readers: Content and Literacy)”. Then I will be
able to assess comprehension through the completion of the “Results Table” sheets. I will
check to see if they understood the process and the experiment they participated in. Also,
I will formatively assess the students by having them explain some of the combinations
during the closure.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. What were the benefits/drawbacks of the materials used?
8. Were students able to comprehend what happens when solids and liquids mix
(absorb, dissolve, float, or sink)?
Combination Prediction What happened? Prediction
Correct?