hands-on
scienceand Technology An Inquiry Approach
Grade 2
Series Editor Jennifer Lawson
Winnipeg • Manitoba • Canada © 2017 Jennifer Lawson Assistant Editors: Leigh Hambly Pages of this publication designated as reproducible Laura McKay with the following icon may be reproduced Desirae Warkentin under licence from Access Copyright. All other pages may be reproduced only with the permission Science and Technology Consultant: of Portage & Main Press, or as permitted by law. Brad Parolin
All rights are otherwise reserved, and no part of Indigenous Consultant: this publication may be reproduced, stored in a Kevin Reed retrieval system, or transmitted in any form or by Makerspace Contributors: any means—electronic, mechanical, photocopying, Joan Badger scanning, recording, or otherwise—except as Todd Johnson specifically authorized. Resource Consultant: Portage & Main Press gratefully acknowledges Astrid DeCairos the financial support of the Province of Manitoba through the Department of Sports, Culture, Book and Cover Design: and Heritage and the Manitoba Book Publishing Relish New Brand Experience Inc. Tax Credit, and the Government of Canada through the Canada Book Fund (CBF), for our Cover Photos: publishing activities. Getty
Hands-On Science and Technology, Grade 2 Illustrations: An Inquiry Approach ArtPlus Ltd. 26 Projects ISBN: 978-1-55379-707-4 Jess Dixon Printed and bound in Canada by Prolific Group
0 1 2 3 4 5 6 7 8 9 10
Download the image banks that accompany this book by going to the Portage & Main Press 100-318 McDermot Avenue website at
Introduction to Hands-On Predicting 15 Science and Technology, Inferring 16 Grade 2 1 Inquiry Through Investigating and Introduction to Hands-On Science and Experimenting 16 Technology 2 Inquiry Through Research 16 Program Introduction 2 Online Considerations 17 The Inquiry Approach to Science and Addressing Students’ Early Literacy Needs 17 Technology 2 Technological Problem Solving 17 st 21 Century Teaching and Learning 3 Makerspace 18 The Goals of the Science and Technology Program 3 The Hands-On Science and Hands-On Science and Technology Strands Technology Assessment Plan 20 and Expectations 4 Assessment for Learning 21 Hands-On Science and Technology Assessment as Learning 21 Fundamental Concepts and Big Ideas 4 Assessment of Learning 22 Hands-On Science and Technology Performance Assessment 23 Program Principles 5 Portfolios 23 Infusing Indigenous Perspectives 5 Evidence of Student Achievement Levels Cultural Connections 7 for Evaluation 24 Land-Based Learning 7 Important Note to Teachers 24 Technology 7 References 25 Sustainability 7 Assessment Reproducibles 26 Program Implementation 8 Program Resources 8 Unit 1: Growth and Classroom Environment 11 Changes in Animals 43 (Planning Units) Timelines 12 Introduction 44 Classroom Management 12 Unit Overview 48 Classroom Safety 12 Curriculum Correlation 49 Scientific Inquiry Skills: Guidelines for Resources for Students 51 Teachers 12 Websites and Videos 53 Observing 12 1 What Do We Know About Growth Questioning 13 and Changes in Animals? 55 Exploring 13 2 How Do Humans Grow and Change? 63 Classifying 13 3 How Can Animals Be Grouped by Measuring 14 Observable Characteristics? 68 Communicating, Analyzing, and 4 What Are Some Other Ways to Interpreting 14 Group Animals? 79 5 How Do Animals Change Throughout 10 How Do Wheels and Axles Work Their Lives? 88 Together? 244 6 What More Can We Learn About Life 11 How Will I Design and Build a Cycles? 98 Toy Truck? 250 7 What More Can We Learn About 12 What Can We learn About Other Mealworms? 108 Simple Machines? 253 8 How Can We Compare Adult Animals 13 Inquiry Project: What Else Do I Want With Their Offspring? 116 to Know About Movement? 257 9 How Do Animals Care for Their Offspring? 126 Unit 3: Properties of Liquids 261 10 How Do Animals Meet Their Needs? 137 and Solids 11 What Is an Animal Habitat? 142 Introduction 262 12 How Do the Seasons Affect Animals? 146 Unit Overview 265 13 How Do Humans Help and Harm Curriculum Correlation 266 Other Animals? 154 Resources for Students 267 14 Inquiry Project: What More Do I Want Websites and Online Videos 268 to Know About How Animals Grow 1 What Do I Know About Solids and Change? 162 and Liquids? 269 2 What Are Solids and Liquids? 276 Unit 2: Movement 167 3 What Are Some More Properties Introduction 168 of Liquids? 286 Unit Overview 171 4 Can Liquids Mix and Stay Mixed? 296 Curriculum Correlation 172 5 What Happens to Sugar When It Is Resources for Students 173 Mixed With a Liquid? 305 Websites and Online Videos 174 6 Do All Solids Dissolve in Liquids? 310 1 What Do We Want to Learn About 7 Which Materials Are Best for Movement? 175 Absorbing Liquids? 315 2 How Can We Describe the Position 8 How Can We Combine Solids and of an Object? 184 Liquids to Make Useful Products? 324 3 How Does My Position Change? 195 9 How Do We Stay Safe When Using 4 How Did That Object Move? 203 Liquids and Solids? 330 5 How Do Balls Move? 210 10 How Does Water Change From a Solid to a Liquid and From a Liquid to a Solid? 337 6 How Can We Move an Object? 217 11 Why Do Some Objects Float? 343 7 How Does Friction Affect Moving Objects? 222 12 How Can I Design an Object That Floats? 352 8 How Do Ramps Make Motion Easier? 230 13 Inquiry Project: What More Do I Want 9 How Can We Move Loads More Easily? 236 to Learn About Solids and Liquids? 361 Unit 4: Air and Water in the Environment 367 Introduction 368 Unit Overview 371 Curriculum Correlation 372 Resources for Students 373 Websites and Online Videos 375 1 What Do We Know About Air and Water? 378 2 What Are the Properties of Air? 386 3 How Does Air Move Objects? 393 4 How Do Wind-Powered Devices Work? 402 5 What Are the Effects of Changes in Air Temperature? 408 6 What Forms of Water Are Found on Earth? 415 7 How Does Water Move Through the Water Cycle? 420 8 What Factors Help Things to Dry More Quickly? 427 9 What Are Sources of Safe Drinking Water? 434 10 How Can We Use Water Wisely? 441 11 How Can We Keep Our Air and Water Clean? 448 12 Inquiry Project: What Else Do I Want to Learn About Air and Water? 454
References 459
Appendix: Image Bank 461
About the Contributors 472
Introduction to Hands-On Science and Technology, Grade 2 Introduction to Hands-On Science and Technology
Program Introduction ■■ In structured inquiry, the teacher may provide the initial question and structure the Hands-On Science and Technology helps procedures to answer that question. Students develop students’ scientific and technological follow the given procedures and draw literacy through active inquiry, problem solving, conclusions to answer the given question. and decision making. With each activity in the program, students are encouraged to explore, ■■ In guided inquiry, the teacher provides the investigate, and ask questions as a means of research question, but students are involved heightening their own curiosity about the world in designing ways to answer the question and around them. Students solve problems through communicate their findings. firsthand experiences, and by observing and ■■ In open inquiry, students formulate their own examining objects within their environment. In question(s), design and follow through with order for young students to develop scientific a developed procedure, and communicate and technological literacy, concrete experience their findings and results. According to is of utmost importance—in fact, it is essential. Banchi and Bell (2008), “Open inquiry activities are only successful if students are The Inquiry Approach to Science motivated by intrinsic interests and if they and Technology are equipped with the skills to conduct their As students explore science and technology own research study.” concepts, they should be encouraged to ask In implementing an inquiry approach to science questions to guide their own learning. The inquiry and technology, questions and ideas form the model is based on five components: foundation of the teaching and learning process. 1. formulating questions The following excerpt from the Ontario Literacy and Numeracy Secretariat speaks clearly to 2. gathering and organizing information, this approach: evidence, or data 3. interpreting and analyzing information, While all students ask questions and express evidence, or data interests in world phenomena, it takes creative 4. evaluating information, evidence, or data, and responsive teaching to transform wonder and drawing conclusions into knowledge. To begin, inquiry works best in a classroom in which ideas are placed at the 5. communicating findings centre. Establishing a culture in which students Using this model, the teacher becomes the are encouraged to express ideas but also to facilitator of the learning process, and students respectfully challenge and test one another’s ideas initiate questions; gather, organize, interpret, and is an important first step in the inquiry process. This spirit of inquiry is achieved by welcoming analyze information; evaluate findings and draw ideas and trusting that even the simplest conclusions; and communicate their learning. questions can lead to something greater and not As such, the process focuses on students’ yet evident. Like any good growing system, these self-reflections as they ask questions, discover questions need time to germinate. Students’
· Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology answers, and communicate their understanding. ideas can be expressed in many forms (questions, comments, diagrams, pictures, dance, etc.) and Using an inquiry approach involves beginning serve the important purpose of advancing student with more structured inquiry, and moving to understanding of a topic. When the classroom guided inquiry and, finally, open inquiry. culture is one that views ideas as improvable, Portage & Main Press, 2017 · Portage & Main Press,
2 Hands-On Science and Technology • Grade 2 students work hard to continuously improve real-world problems that affect human and the quality, coherence and utility of ideas—both environmental sustainability. individually and collectively (Scardamalia 2002). ■■ Character: Character involves specific traits such as perseverance, resilience, and being st 21 Century Teaching and a life-long learner. Learning These competencies are the foundation of the In this rapidly changing and globalized world, it inquiry-based approach used in Hands-On is more important than ever to prepare students Science and Technology. As such, teachers to lead fulfilling lives, be productive contributors, take on a facilitation role as students use these and thrive in our society. Educators are skills to explore, investigate, research, design, responding to this challenge through evolving create, and solve problems in the world around practice that challenges students in engaging them. To provide a connection between science and meaningful ways. The Hands-On Science and technology activities and 21st Century and Technology program responds to this Competencies, each lesson in Hands-On challenge by ensuring it reflects best practices Science and Technology, Grade 2 identifies that focus on 21st Century Competencies. one or more competencies that teachers may According to Michael Fullan (2013), these focus on during the activity. This provides competencies are: teachers with the opportunity to make ongoing ■■ Critical thinking: Critical thinking is the links between the science and technology ability to explore problems, weigh alternate curriculum and 21st century classroom teaching solutions, and arrive at solutions. It also and learning. involves problem solving and making effective decisions, and applying them to The Goals of the Science and real-world contexts. Technology Program ■■ Communication: Communication refers to Science and technology play fundamental roles the ability to communicate effectively through in the lives of Canadians. In the introduction to reading, writing, speaking, listening, viewing, The Ontario Curriculum, Grades 1–8: Science and representing. It also involves the ability and Technology (2007, 3), the Ministry of to use a variety of information sources and Education states: digital tools. During the twentieth century, science and ■■ Collaboration: Collaboration requires the technology played an increasingly important ability to work in teams, learning from and role in the lives of all Canadians. Science and contributing to the learning of others. technology underpin much of what we take for ■■ Creativity: Creativity involves exploring new granted, including clean water, the places in which ideas, being innovative, and thinking outside we live and work, and the ways in which we the box. Being creative also means looking communicate with others. The impact of science at novel ideas and finding ways to put ideas and technology on our lives will continue to grow. into action. Consequently, scientific and technological literacy · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology ■■ Citizenship: Citizenship involves thinking for all has become the overarching objective of like a local and a global citizen, considering science and technology education throughout the values and worldviews of others, and the world. having a genuine interest in solving complex Portage & Main Press, 2017 · Portage & Main Press,
Introduction 3 The Ontario Curriculum identifies three goals NOTE: The overall and specific expectations must all that form the foundation of the science and be accounted for in instruction and assessment, but technology program. In keeping with this focus evaluation focuses on the three overall expectations on scientific and technological literacy, these (Ontario Ministry of Education 2010, 38). goals are the bases for the lessons in the The overall and specific expectations for Hands-On Science and Technology program: each strand are presented in chart format in Goal 1 the introduction to each unit. Alongside each to relate science and technology to society and specific expectation, corresponding lessons the environment are identified.
Goal 2 Hands-On Science and to develop the skills, strategies, and habits Technology Fundamental of mind required for scientific inquiry and Concepts and Big Ideas technological problem solving Fundamental concepts are key ideas that Goal 3 provide a framework for the acquisition of to understand the basic concepts of science all scientific and technological knowledge. and technology These concepts also help students to integrate scientific and technological knowledge with Hands-On Science and Technology knowledge in other subject areas, such Strands and Expectations as mathematics and social studies. The The Ontario science and technology curriculum fundamental concepts addressed in the for all grade levels is organized into four strands, curriculum for science and technology are: as follows: ■■ matter 1. Understanding Life Systems ■■ energy 2. Understanding Structures and Mechanisms ■■ systems and interactions 3. Understanding Matter and Energy ■■ structure and function 4. Understanding Earth and Space Systems ■■ sustainability and stewardship ■■ change and continuity Two sets of expectations are listed for each grade in each strand: (1) overall expectations, Big ideas are the enduring understandings that and (2) specific expectations. students carry with them into the future. Big ideas are often transferable to other subjects The overall expectations describe, in general and to real-life experiences. terms, the knowledge and skills that students are expected to demonstrate by the end of The fundamental concepts and big ideas for each grade. There are three overall expectations each grade and strand can be found in a chart for each strand in each grade in science and in the introduction to each unit of the Hands-On technology. Science and Technology program. · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology The specific expectations describe the expected knowledge and skills in greater detail. Portage & Main Press, 2017 · Portage & Main Press,
4 Hands-On Science and Technology • Grade 2 Hands-On Science and ■■ The science and technology program should Technology Program Principles be infused with knowledge and worldviews of Indigenous peoples, as well as with other ■■ Effective science and technology programs diverse multicultural perspectives. involve hands-on inquiry, problem solving, ■■ Assessment of student learning in science and decision making. and technology should be designed to focus ■■ The development of students’ skills, on performance and understanding, and attitudes, knowledge, and understanding should be conducted through meaningful of Science, Technology, Society, and assessment techniques carried out the Environment (STSE) issues form the throughout each unit of study. foundation of the science and technology program. Infusing Indigenous Perspectives ■■ Children have a natural curiosity about science and the world around them. This Indigenous peoples are central to the Canadian curiosity must be maintained, fostered, and context, and it is important to infuse their enhanced through active learning. knowledge into the learning experiences of all students. The intentional integration ■■ Science and technology activities must be meaningful, worthwhile, and relate to real-life of Indigenous knowledge in the Hands-On experiences. Science and Technology series helps to address the Calls to Action of the Truth and ■■ The teacher’s role in science and technology Reconciliation Commission of Canada (2015), education is to facilitate activities and particularly the call to “integrate Indigenous encourage critical thinking and reflection. knowledge and teaching methods into Children learn best by doing, rather than classrooms” (clause 62) and the call for “building by just listening. Instead of simply telling, student capacity for intercultural understanding, the teacher, therefore, should focus on empathy, and mutual respect” (clause 63). formulating and asking questions, setting the conditions so that students ask their Indigenous peoples of the past depended own questions, and helping students to on the natural environment to survive. The make sense of the events and phenomena environment shaped their way of life: geography, they have experienced. vegetation, climate, and natural resources of ■■ Science and technology should be taught the land determined the ways they survived. By in conjunction with other school subjects. observing the land and its animal inhabitants, Themes and topics of study should integrate the environment also taught them to survive. ideas and skills from several core areas The traditional territories of the First Nations whenever possible. and Métis peoples cover Ontario, and many ■■ The science and technology program should Inuit have moved to urban centres in the encompass, and draw on, a wide range of province. The worldviews of these peoples and educational resources, including literature, their approaches and contributions to science nonfiction research material, audio-visual and technology are now being acknowledged · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology resources, and technology, as well as people and incorporated into educational programs. and places in the local community. It is also important to recognize the diversity of Ontario’s Indigenous peoples and to focus Portage & Main Press, 2017 · Portage & Main Press,
Introduction 5 on both the traditions and contemporary lives connection with specific topics being studied of the Indigenous communities in your area. (as identified within the given lessons throughout Contact personnel in your school district— the unit). An Elder or a Métis Senator can guide Indigenous consultants and/or those responsible a nature walk, share stories and experiences, for Indigenous education—to find out what share traditional technologies, and help students resources (e.g., people, books, videos) are understand Indigenous peoples’ perspectives of available to you and your students. the natural world. Elders and Métis Senators will provide guidance for learners and opportunities In incorporating Indigenous perspectives, it to build bridges between the school and the is important to value Traditional Ecological community. Here are a few suggestions about Knowledge (TEK). TEK has been defined as: working with Elders and Métis Senators: …the knowledge base acquired by indigenous ■■ Some Indigenous keepers of knowledge are and local people over many hundreds of years through direct contact with the environment. It more comfortable being called “Knowledge includes an intimate and detailed knowledge Keepers” than “Elders” or “Métis Senators.” of plants, animals, and natural phenomena, the Be sensitive to their preferences. development and use of appropriate technologies ■■ It is important to properly acknowledge for hunting, fishing, trapping, agriculture, and any visiting Elders and Métis Senators and forestry and a holistic knowledge, or “worldview” their knowledge, as they have traditionally which parallels the scientific disciplines of ecology been and are recognized within Indigenous (Inglis 1993). communities as highly esteemed individuals. Indigenous peoples developed technologies There are certain protocols that should be and survived on this land for millennia because, followed when inviting an Elder or a Métis in part, they were good scientists. They used Senator into your classroom. The Lakehead observation and experimentation to refine District School Board has protocols available their technologies such as building canoes at:
6 Hands-On Science and Technology • Grade 2 Cultural Connections Technology To acknowledge and celebrate the cultural Digital learning, or learning with information diversity represented in Canadian classrooms, and communication technology (LwICT), is it is important to infuse cultural connections an important component of any classroom. into classroom learning experiences. It is As such, technological supports available in essential for teachers to be aware of the cultural schools—including digital cameras, computers/ makeup of their class, and to celebrate these tablets, interactive whiteboards (IWB), diverse cultures by making connections to projectors, document cameras, audio-recording curricular outcomes. In the same way, it is devices, and even calculators—can be used important to explore other cultures represented with and by students to enhance their learning in the community and beyond, to encourage experiences. When technology connections are intercultural understanding and harmony. made in Hands-On Science and Technology, Grade 2 lessons, the following icon is used: Throughout the Hands-On Science and Technology program, suggestions are made for connecting science and technology topics to cultural explorations and activities. Sustainability Land-Based Learning The Hands-On Science and Technology Land-based learning replaces the classroom program provides numerous opportunities walls with the natural land. For all students, for students to investigate issues related to land-based learning offers firsthand sustainable development. Asking students opportunities to observe, explore, and the following question can often help to clarify investigate the land, waters, and atmosphere for them what is meant by sustainability: “Is of the natural world. Land-based learning there enough for everyone, forever?” Exploring promotes a healthy interplay between society sustainability also connects to Indigenous and nature and helps students envision a worldviews about respecting and caring for the world where there is meaningful appreciation Earth. The three pillars of sustainability are the and respect for our natural environment—an environment, society, and the economy. When environment that sustains all life forms. Many sustainability links are made in Hands-On lessons in Hands-On Science and Technology, Science and Technology, Grade 2 lessons, Grade 2 incorporate land-based learning any or all of the sustainability pillars may be the activities, whether it be a casual walk around focus of this connection, and are identified by the neighbourhood to examine trees or a more the following icon: involved exploration of local waterways. When land-based learning connections are made in S Hands-On Science and Technology, Grade 2 lessons, the following icon is used: · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology
LBL Portage & Main Press, 2017 · Portage & Main Press,
Introduction 7 they use the competencies during the inquiry this purpose, a Cooperative Skills Self- process. For this purpose, teachers may project Assessment template is on page 34. a copy of the 21st Century Competencies Student reflections can also be done in many Reflection template, on page 29, and complete ways other than by using these templates. For it as a class, using words and pictures to example, students can do the following: communicate students’ reflections. A completed Sample 21st Century Competencies Reflection ■■ Interview one another to share their is included on page 30. reflections on science and technology. ■■ NOTE: Since no lesson addresses all six Write an outline or brief script and make a competencies, teachers can focus specifically video reflection. on those covered in a lesson. Students can then ■■ Create an electronic slide show with an audio explore the meaning of those skills at a deeper level. recording of their reflections.
Another component of assessment as learning Assessment of Learning AoL utilizes the 21st Century Competencies Assessment of learning provides a summary of Student/Teacher Reflection template, which student progress related to the accomplishments is found on page 33. This is completed by of the learning goals at a particular point in time. students at the end of the unit, in order to It is important to gather a variety of assessment encourage them to reflect on how they have data to draw conclusions about what a student used the competencies. Students record their knows and can do. As such, consider collecting reflections in the rectangles on the template, student products, observing processes, and and teachers provide descriptive feedback in having conversations with students. Teachers the outer ovals. should also consider which student work is NOTE: Depending on their literacy level, students formative and which is summative. Only the may complete the assessment in various ways. For most recent and consistent evidence should example, the sheets may be used as guides for oral be used. conferences between teacher and student, or an adult may act as a scribe for the student, recording Assessment of learning suggestions are their responses. Alternatively, students may provided with the culminating lesson of complete the sheets independently or with guidance each unit of the Hands-On Science and and support as needed. Technology program. Teachers may use the Anecdotal Record template, on page 26, the NOTE: This descriptive feedback from teachers may also be considered assessment for learning. Individual Student Observations template, Even though this feedback is provided at the end on page 27, and the Rubric, on page 36, to of the unit, students will consider the anecdotal record student results. comments as they continue to develop their 21st Century Competencies. Always assess a student’s individual accomplishments, not group work. However, Students should also be encouraged to you may assess how an individual student · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology reflect on their cooperative group work skills, works within a group. Such skill development as these are directly related to 21st Century includes the ability to listen to others Competencies, as well as to the skills scientists respectfully, share ideas, and participate actively use as they collaborate in team settings. For in the inquiry process. For this purpose, use Portage & Main Press, 2017 · Portage & Main Press,
22 Hands-On Science and Technology • Grade 2 The Hands-On Science and Technology Assessment Plan
The Hands-On Science and Technology reflect on their learning. Assessment of learning program provides a variety of assessment tools is summative in nature and is intended to that enable teachers to build a comprehensive identify student progress in relation to learning and authentic daily assessment plan for expectations. The challenge for educators is students. Based on current research about the to integrate assessment seamlessly with other value of quality classroom assessment (Davies learning goals. The Ontario assessment model 2011), suggestions are provided for authentic uses the following process: assessment, which includes assessment ■■ Establish learning goals from curriculum for learning, assessment as learning, and expectations. Lessons include learning assessment of learning. goals in student-friendly language that Ontario’s policy on assessment is outlined in have been developed from curriculum the document Growing Success: Assessment, expectations. These learning goals are Evaluation, and Reporting in Ontario Schools shared with students and used to guide (see:
· Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology feedback and coaching for improvement. ■■ Establish individual goals. Students Assessment as learning helps students self- determine what they need to learn next assess by developing their capacity to set and how to get there. their own goals, monitor their own progress, determine their next steps in learning, and Portage & Main Press, 2017 · Portage & Main Press,
20 Hands-On Science and Technology • Grade 2
· ISBN: 978-1-55379-707-4 ISBN: · 2 Grade · Technology and Science Hands-On · 2017 Press, Main & Portage
21 L a A Century Competencies. as Learning st new places explored during investigations new places explored new science and technology challenges favourite science and technology activities experiences with science and real-life technology new terminology ■■ ■■ ■■ ■■ ■■ During each lesson, teachers should spend time on the competencies discussing and reflecting is to enhance being focused on. The intent here students’ understanding of how and when Another component of assessment as learning involves opportunities for students to reflect on their use of 21 Students may also journal other ways, such in as by adding notes to their portfolios, or by keeping online science and technology blogs or successes, challenges, and journals to record to the learning next steps relating goals. Journal NOTE: This Science and Technology as a suggestion, but journalstemplate is provided simple notebooks or can also be made from paper. recycled Assessment on students to reflect It is important for to science andtheir own learning in relation teachers will For this purpose, technology. template,find a Student Self-Assessment on page 31, as well as a Student Reflections 32.template on page In addition, the Science and Technology Journal, on page 28, will encourage students can on their own learning.to reflect Teachers cut thecopy several sheets for each student, and bind the sheets sheets in half, add a cover, their own Students can then create together. you title pages for their journals. For variety, reverse may also have students use the blank such as side of each page for other reflections, drawing or writing about:
L f A for Learning as learning, and assessment for learning suggestions provided Hands-On Science and Technology Hands-On Science template, on page 27. This template provides template, on page 27. This template provides for comments and is especially space more interviews, or useful during conferences, individual student performance tasks. Individual Student Observations: When on individual teachers wish to focus more students for a longer period of time, consider using the Individual Student Observations To gain an authentic To Anecdotal Record: it is critical to progress, view of a student’s observations during lessons. The record template, on page 26,Anecdotal Record the teacher with a format for provides observations. individual or group recording ■■ ■■ template and/or the Individual Student assessment Observations template to record for learning data. It is important for teachers to assess students’It is important for teachers to assess during, and after a understanding before, helps teachers lesson. The information gathered plandetermine students’ needs and then program provides assessment suggestions, provides program for use during therubrics, and templates These suggestionsteaching/learning process. for learning, to assessment include tasks related assessment of learning. Assessment the next steps in instruction. Students may come into class with misconceptions Byabout science and technology concepts. teachers know, identifying what they already andcan help students make connections any challenging issues. address assess students as they work, use the To assessment with many of the activities. students,While observing and conversing with teachers may use the Anecdotal Record The Assessment Plan Curriculum Correlation
Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1. Relating Science and Technology to Society and the Environment 1.1 Identify positive and negative impacts that animals have on humans (society) and the environment, form √ an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced. 1.2 Identify positive and negative impacts that different kinds of human activity have on animals and where √ they live, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced. 2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures and humane practices specific to the care and handling of √ √ live animals, where appropriate, during · ISBN: 978-1-55379-937-5 science and technology investigations. 2.2 Observe and compare the physical characteristics and the behavioural characteristics of a variety of animals, √ √ √ √ √ √ including insects, using student- generated questions and a variety of methods and resources. 2.3 Investigate the life cycle of a variety of animals using a variety of √ √ √ √ methods and resources. 2.4 Observe and compare changes in the appearance and activity of √ √ √ √ √ √ animals as they go through a complete
life cycle. for Ontario, Grade 2 · Hands-On Science and Technology 2.5 Investigate the ways in which a variety of animals adapt to their √ √ √ environment and/or to changes in their environment, using various methods. 2.6 Use scientific inquiry/research skills, and knowledge acquired from previous investigations, to investigate √ √ √ √ √ √ √ √ the basic needs, characteristics, behaviour, and adaptations of an animal of their choice.
2.7 Use appropriate science and for Ontario Hands-On Science and Technology technology vocabulary in oral and √ √ √ √ √ √ √ √ √ √ √ √ √ √ written communication. 2.8 Use a variety of forms to communicate with different audiences √ √ √ √ √ √ √ √ √ √ √ √ √ and for a variety of purposes. s Portage & Main Press, 2017 · Portage & Main Press,
Growth and Changes in Animals 49 Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 3. Understanding Basic Concepts 3.1 Identify and describe major physical characteristics of different √ √ √ √ √ √ types of animals. 3.2 Describe an adaptation as a characteristic body part, shape, or √ √ behaviour that helps a plant or animal survive in its environment. 3.3 Identify ways in which animals are helpful to, and ways in which they meet the needs of, living things, √ √ √ √ including humans, to explain why humans should protect animals and the places where they live. 3.4 Identify ways in which animals can be harmful to humans. √ · ISBN: 978-1-55379-937-5 Hands-On Science and Technology for Ontario, Grade 2 · Hands-On Science and Technology Hands-On Science and Technology for Ontario Hands-On Science and Technology Portage & Main Press, 2017 · Portage & Main Press,
50 Hands-On Science and Technology for Ontario • Grade 2 Curriculum Correlation
Lesson Specific Expectations 1 2 3 4 5 6 7 8 9 10 11 12 13 1. Relating Science and Technology to Society and the Environment 1.1 Assess the impact on society and the environment of simple machines that allow √ √ √ √ √ movement. 2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures during √ √ √ √ √ √ √ √ √ √ √ √ √ science and technology investigations. 2.2 Investigate and describe different kinds √ √ √ √ √ √ √ of movement. 2.3 Investigate the structure and function of √ √ √ √ √ simple machines. 2.4 Use technological problem-solving skills, and knowledge and skills acquired from previous √ investigations, to design, build, and test a mechanism that includes ones or more simple machines.
· ISBN: 978-1-55379-937-5 2.5 Use appropriate science and technology √ √ √ √ √ √ √ √ √ √ √ √ √ vocabulary in oral and written communication. 2.6 Use a variety of forms to communicate with √ √ √ √ √ √ √ √ √ √ √ √ √ different audiences and for a variety of purposes. 3. Understanding Basic Concepts 3.1 Describe different ways in which objects move. √ √ √ √ √ √ 3.2 Identify ways in which the position of an object √ √ √ √ can be changed. 3.3 Identify the six basic types of simple machines – lever; inclined plane; pulley; wheel and axle; screw; √ √ √ √ √ and wedge – and give examples of ways in which each is used in daily life to make tasks easier. 3.4 Describe how each type of simple machine
Hands-On Science and Technology for Ontario, Grade 2 · Hands-On Science and Technology allows humans to move objects with less force than √ √ √ √ √ otherwise would be needed. 3.5 Identify simple machines used in devices that √ √ √ √ √ move people. Hands-On Science and Technology for Ontario Hands-On Science and Technology Portage & Main Press, 2017 · Portage & Main Press,
132 Hands-On Science and Technology for Ontario • Grade 2 Curriculum Correlation
Lesson Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 13 1. Relating Science and Technology to Society and the Environment 1.1 Assess the ways in which liquids and solids in the home are used, stored, and disposed of in terms of the effect on personal safety and the √ √ √ health of the environment, and suggest responsible actions to replace inappropriate practices. 1.2 Asses the impacts of changes in state of √ √ √ solids and liquids on individuals and society. 2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures √ √ √ √ √ √ √ √ √ √ √ √ √ during science and technology investigations. 2.2 Investigate the properties of liquids √ √ √ and solids. 2.3 Investigate, through experimentation, interactions that occur as a result of mixing √ √ √ √
· ISBN: 978-1-55379-937-5 and/or dissolving liquids and solids, liquids and liquids, and solids and solids. 2.4 Use scientific inquiry/experimentation skills to investigate liquids and solids in terms of their √ √ √ √ √ capacity for buoyancy and/or absorption. 2.5 Use technological problem-solving skills, and knowledge acquired from previous investigations, √ √ to design, build, and test a structure that involves interactions between liquids and solids. 2.6 Use appropriate science and technology √ √ √ √ √ √ √ √ √ √ √ √ √ vocabulary in oral and written communication. 2.7 Use a variety of forms to communicate with √ √ √ √ √ √ √ √ √ √ √ √ √ different audiences and for a variety of purposes. 3. Understanding Basic Concepts Hands-On Science and Technology for Ontario, Grade 2 · Hands-On Science and Technology 3.1 Identify objects in the natural and built √ √ √ environments as solids or liquids. 3.2 Describe properties of solids and liquids. √ √ √ 3.3 Describe the characteristics of liquid water, and solid water, and identify the conditions that √ √ cause changes from one to the other. 3.4 Identify conditions in which the states of liquids and solids remain constant and conditions √ √ that can cause their states to change. 3.5 Describe some ways in which solids and
Hands-On Science and Technology for Ontario Hands-On Science and Technology liquids can be combined to make useful √ √ substances. 3.6 Explain the meaning of international symbols that give us information on the safety of √ substances. Portage & Main Press, 2017 · Portage & Main Press,
200 Hands-On Science and Technology for Ontario • Grade 2 Curriculum Correlation
Lessons Specific Expectation 1 2 3 4 5 6 7 8 9 10 11 12 1. Relating Science and Technology to Society and the Environment 1.1 Assess the impact of human activities on air and water in the environment, taking different points of view into consideration, and √ √ plan a course of action to help keep the air and water in the local community clean. 1.2 Assess personal and family uses of water as responsible/efficient or wasteful, and √ √ create a plan to reduce the amount of water used, where possible. 2. Developing Investigation and Communication Skills 2.1 Follow established safety procedures √ √ √ √ √ √ √ √ √ √ √ during science and technology investigations. 2.2 Investigate, through experimentation, the √ √ √ √ √ √ √ characteristics of air and its uses. 2.3 Investigate, through experimentation, the √ √ √ · ISBN: 978-1-55379-937-5 characteristics of water and its uses. 2.4 Investigate the stages of the water cycle, including evaporation, condensation, √ √ precipitation, and collection. 2.5 Investigate water in the natural √ √ √ environment. 2.6 Use appropriate science and technology √ √ √ √ √ √ √ √ √ √ √ vocabulary in oral and written communication. 2.7 Use a variety of forms to communicate with different audiences and for a variety √ √ √ √ √ √ √ √ √ √ √ of purposes. 3. Understanding Basic Concepts 3.1 Identify air as a gaseous substance that
Hands-On Science and Technology for Ontario, Grade 2 · Hands-On Science and Technology surrounds us and whose movement we feel √ √ √ √ √ √ as wind. 3.2 Identify water as a clear, colourless, odourless, tasteless liquid that exists in three √ √ √ √ states and that is necessary for the life of most animals and plants. 3.3 Describe ways in which living things, √ √ √ √ √ √ including humans, depend on air and water. 3.4 Identify sources of water in the natural √ √ √ √ and built environment. 3.5 Identify the three states of water in Hands-On Science and Technology for Ontario Hands-On Science and Technology the environment, give examples of and show how they fit into the water cycle √ √ √ √ when the temperature of the surrounding environment changes. 3.6 State reasons why clean water is an increasingly scarce resource in many parts √ √ √ of the world. Portage & Main Press, 2017 · Portage & Main Press,
278 Hands-On Science and Technology for Ontario • Grade 2 Unit 3 Properties of Liquids and Solids Introduction
In this unit, students are introduced to the ■■ several large containers that will hold properties of liquids and solids. When they liquids (e.g., basins, pails, buckets, examine materials in the world around them, water tables) they become aware of a wide variety of ■■ various liquids (e.g., water, vinegar, similarities and differences in the properties vegetable oil, syrup, liquid detergent) of those materials; for example, the way the ■■ many solid objects made of various materials look, feel, sound, or change. materials, including metal (e.g., spoons, paper clips), wood (e.g., pencils, building Students will develop their understanding of blocks), plastic (e.g., lids, toys), Styrofoam properties of materials through the investigation (e.g., cups, packing peanuts), wax (e.g., of solids and liquids. They will investigate ways candles, honeycombs [beeswax]), glass in which solids and liquids interact, and will learn (e.g., bottles, marbles), and cork (e.g., some materials exist in solid and liquid states. bulletin boards, coasters) Students will also learn it is important to take into consideration the various properties of solids and ■■ pictures of solids and liquids from liquids when designing and building objects. magazines, calendars, and websites ■■ books and magazines about matter. Planning Tips for Teachers Include as many different genres as possible—fiction, nonfiction, comic ■■ Students are given many opportunities books, weird-fact books, riddle books, throughout the unit to participate in hands- poetry books. These reading materials on activities, and will experience more than will become part of a learning centre if teachers merely demonstrate the learning as a “Solids and Liquids” library, where for them. Small working groups of three or students can refer to them during four students are the most productive and activities, research, and choice time. beneficial way to manage hands-on activities. Students also learn from each other when NOTE: Teachers should be sure to check the working in these cooperative groups. Assign readability of the books they provide, and are each student a role in the cooperative group: encouraged to provide a number of books representing a range of reading levels, all with ■■ leader: makes sure everyone in the group good text structures and visuals. has an opportunity to share ideas and opinions ■■ Review Resources for Students, on ■■ recorder: records the group’s ideas and page 267, and order any books needed research findings on activity sheets or for upcoming lessons from the school, charts community, or education library. ■■ reporter: reports the group’s ideas, ■■ Review the various learning centre activities findings, or answers back to the class throughout the unit, and arrange for any ■■ gopher (“go-for”): collects and returns all necessary materials ahead of time. the materials needed for each activity ■■ As you conclude a lesson and move on to · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology Teachers who choose to manage classroom the next one, keep all charts and displays activities in this way need to be sure to created during the lesson, as well as activity collect enough materials for each group. sheets and other work done. These are often For this unit, collect the following: referred to again in subsequent lessons, and Portage & Main Press, 2017 · Portage & Main Press,
262 Hands-On Science and Technology • Grade 2 all charts and other materials created in this ■■ adding a little detergent (e.g., dishwashing unit are used in the concluding lesson, which soap) to a mixture of oil and water, to see is a final inquiry project. what effect it has ■■ Consider recording each lesson’s guided ■■ creating a new product/device out of inquiry question (e.g., on a sentence strip) for recycled solids, to reuse those products display throughout related investigations and to prevent those products from going to the landfill ■■ Develop a Makerspace centre. Classroom Makerspaces are usually designed as ■■ creating a mould (using plastic wrap/ centres where students learn together cardboard, for example) to create a new and collaborate on do-it-yourself projects. type of ice cube shape Students are given the opportunity to work ■■ designing and construct devices that are with a variety of age-appropriate tools, as buoyant in water, and test these devices well as everyday and recycled materials. with coins or weights Additionally, arts-and-crafts are often ■■ using LEGO to recreate the international integrated into Makerspace offerings. symbols of safety For this unit, set up a Makerspace centre ■■ using LEGO to create a new science in your classroom that encourages informal safety symbol of their own learning about solids and liquids. Include ■■ designing a container that can hold a general materials, such as those listed in solid, liquid, or gas the Introduction to Hands-On Science and ■■ creating a puppet play demonstrating the Technology, Grade 2, as well as unit-specific states of matter materials, including solids objects made of ■■ creating public service announcements to different materials (e.g., wood, plastic, cloth, bring attention to water issues metal, rock), as well as containers of liquids. ■■ creating something that will slow down Include measuring cups, funnels, siphons, the melting process of a snowball/ice prisms, Styrofoam balls or packing peanuts, (This would be good with Sadie and the and magnifiers. Snowman.) ■■ making a rainbow SAFETY NOTE: Ensure all solids and liquids ! at the centre are safe to use with students. Literacy connections that might inspire Also consider student allergies when projects include: selecting supplies for the centre. ■■ Sadie and the Snowman by Allen Morgan ■■ Water Can Be by Laura Purdie Salas Do-it-yourself projects may include anything ■■ A Drop of Water: The Story of Water on related to the concepts within this unit. Our Planet by Walter Wick Projects that students might initiate include ■■ The Drop in My Drink: The Story of Water (but are not limited to): on Our Planet by Meredith Hoope ■■ putting a few liquids and a few solids (to act as pollution/garbage) into a basin with As inquiry questions are posed with each · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology water and design a contraption to “clean” lesson, you will find these questions inspire the water (ties in the global perspective, other do-it-yourself projects related to the and promotes 21st century competencies unit. Students may determine solutions to of character and citizenship) these questions through the creating they Portage & Main Press, 2017 · Portage & Main Press,
Properties of Liquids and Solids 263 do at the Makerspace centre. Remember to Science and Technology not direct the learning here; simply create Vocabulary conditions for learning to happen. Throughout the unit, teachers should use, and Indigenous Worldviews encourage students to use, vocabulary such as:
Teachers are reminded of the value of ■■ buoyancy, change of state, dissolve, float, incorporating Indigenous perspectives and freeze, liquid, mass/weight, melt, opaque, worldviews into lessons whenever possible. property, sink, solid, substance, thick, thin, These include having a respectful relationship translucent, transparent, viscosity with nature, with an intention to sustain natural In lesson 1, students start a Science and resources for generations to come; the belief Technology Glossary in which they record new that all life—plant, animal, and human—is equal vocabulary introduced throughout the unit. Also and depends upon one another for survival; and in lesson 1, teachers create a class word wall the idea that humans have special relationships for the unit. The word wall can be created on with animals, which are seen as teachers, a bulletin board or simply on a sheet of poster guides, and companions (and are also key to paper, so as not to take up too much space. human survival). On the bulletin board or poster paper, record This unit of Hands-On Science and new vocabulary as it is introduced throughout Technology, Grade 2 provides an opportunity the unit. Ensure the word wall is placed in for students to focus more on having a a location where all students can see it and respectful relationship with the environment, with access the words. humans needing to be aware of environmental Teachers should consider including vocabulary changes for safety reasons, such as thin ice related to scientific inquiry skills. Vocabulary (solid vs. liquid) or rain causing flash floods. As related to scientific inquiry skills include terms well, Indigenous teachings about solids and such as: liquids would focus not only on the properties of each state but also on how each can impact our ■■ access, ask, brainstorm, collect, compare, daily lives (e.g., water contributing to life, or the connect, consider, construct, cooperate, properties of solid materials used for survival as create, describe, develop, estimate, explain, in shelter, clothing). explore, find, follow, graph, identify, improve, investigate, measure, observe, order, plan, For more information about incorporating predict, recognize, record, repeat, research, Indigenous perspectives, refer to Introduction to respond, select, sequence, test Hands-On Science and Technology, Grade 2, on page 5. These terms might be displayed in the classroom as they relate to inquiry skills used throughout the year. Students can then brainstorm which skills they are using as they
· Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology work through particular lessons.They could also discuss what the skill looks and sounds like as they explore and investigate. Portage & Main Press, 2017 · Portage & Main Press,
264 Hands-On Science and Technology • Grade 2 Unit Overview
Fundamental Concepts Big Ideas
Energy ■■ Materials that exist as liquids and solids have specific properties. Matter ■■ Liquids and solids interact in different ways. ■■ Some liquids and solids can be harmful to us and the environment.
Overall Expectations By the end of Grade 2, students will:
1. Assess ways in which the uses of liquids and solids can have an impact on society and the environment. 2. Investigate the properties of and interactions among liquids and solids. 3. Demonstrate an understanding of the properties of liquids and solids. · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology Portage & Main Press, 2017 · Portage & Main Press,
Properties of Liquids and Solids 265 2 What Are Solids and Liquids?
Information for Teachers ■■ clear plastic jars with lids (Fill with small solid items [e.g., buttons, stones, erasers, coins, Solids, liquids, and gases are the three basic nails, washers, tiles] Label each jar with the states of matter. name of the solid.) Solids usually retain their shape because they ■■ more solids (e.g., building blocks, LEGO, consist of tightly packed particles. Solids can be books, pencils, crayons) broken but are not very compressible, due to the ■■ magnifying glasses rigid and close arrangement of their particles. ■■ glue Liquids also have a very close arrangement ■■ scissors of particles. This means they are also not very ■■ computer or table with Internet access compressible. However, the particles in a liquid ■■ Learning-Centre Task Card: Sorting and move around more. Because of this, liquids do Graphing Solids and Liquids (3.2.2) not retain their shape but take the shape of the ■■ Learning-Centre Activity Sheet: Sorting and container they are in. Liquids can be poured, Graphing Solids and Liquids (3.2.3) and can often splash and form droplets. ■■ Pictograph Symbols (Make several copies of the sheet.) (3.2.4) The particles in a gas move around even ■■ sticky notes more, and have a lot of space between them. Gases diffuse (spread out) quickly and will ■■ concept web (from lesson 1) take the shape of any container. They are also ■■ Science and Technology Glossary (3.1.4) compressible, due to the large amount of space between particles. Activate Give students 30 seconds to locate an item 21st Century Competencies in the classroom that they are able to hold in Critical Thinking and Communication: one hand. Students will compare and contrast various After 30 seconds, have each student display liquids and solids, and develop a list of their item and explain what the object is made properties for each. Then, they will be asked to of. Ask: examine materials that may have properties of both liquids and solids (e.g., sand), and decide ■■ Are all of these objects solids? how best to classify them. ■■ Are any of the items liquids? Now, display the water bottle. Ask: Materials ■■ What is inside the bottle? ■■ water bottle (Fill with water, and cap.) ■■ Is water a solid or a liquid? ■■ two empty jars ■■ How do you know that water is a liquid? ■■ chart paper ■■ markers Have students share their ideas. Then, introduce ■■ Activity Sheet: Which Are Solids and Which · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology the guided inquiry question: What are solids Are Liquids? (3.2.1) and liquids? ■■ clear plastic containers or jars with lids (Fill with liquids [e.g., water, dish soap, syrup, vinegar, oil] Label each jar with the
name of the liquid.) Portage & Main Press, 2017 · Portage & Main Press,
276 Hands-On Science and Technology • Grade 2 2
Action: Part One ■■ Can you hear a liquid? (when it is being poured, splashed, or swished) Divide the class into working groups. Provide ■■ Which liquids can you smell? each group with a variety of solids and liquids (e.g., building blocks, LEGO, books, pencils, ■■ Which solids feel rough? Sharp? Soft? crayons; jars containing water, dish soap, Divide a sheet of chart paper into two columns, vinegar, oil). Allow students time to manipulate and title the first column “Solids.” Have students and discuss the materials. Then, ask: brainstorm a list of solids, and record these in the first column. Title the second column ■■ How can you sort these items into groups? “Properties of Solids.” Explain the term property Distribute a copy of Activity Sheet: Which Are is another word for characteristic. Have students Solids and Which Are Liquids? (3.2.1), and have describe, in their own words, some of the students use it to record their sorting. Students properties of solids. may use the terms solid and liquid as their sorting rules, or they may use liquid and not On another sheet of chart paper, make two liquid or solid and not solid. columns. Title the first column “Liquids,” and have students brainstorm a list of liquids. Ask Activity Sheet students to explain which liquids they use in Directions to students: their homes, and how they use them. Sort the objects by recording them on the Title the second column of the chart “Properties sorting mat as solids or liquids (3.2.1). of Liquids.” Have students describe, in their own Action: Part Two words, some of the properties of liquids. As a class, discuss the sorting activity. Ask: Display these charts in the classroom throughout the rest of the unit to help students identify ■■ How did you sort the items? different types of matter. ■■ If you identified some of the objects as solids, how do you know they are solids? Action: Part Three ■■ How are solids different from liquids? Have students learn about igloos as a means Discuss the properties of solids by having of exploring the solid state of water. They are students stack (or pile up) some solid objects. made of compacted snow, use a dome shape for Place a solid object into one empty jar, and pour strength, and use a rising spiral for construction a liquid into another jar. Ask: purposes. The following video shows Inuit building an igloo. Go to:
Properties of Liquids and Solids 277 2
■■ Why do you use a rise spiral pattern to ■■ Add new terms, including solid and liquid, build the igloo? and illustrations to the class word wall. Also, ■■ How does the dome shape make the include the words in other languages, as igloo strong? appropriate. ■■ How does an igloo—made of snow— ■■ Have students add new terms, illustrations, allow those inside to stay warm? and definitions to their Science and Technology Glossary (3.1.4). When possible, Further exploration of snow can consider the encourage them to add words in other following questions: languages, including Indigenous languages, ■■ What type of snow is best for making reflective of the class population. snowballs? Snowmen? Assessment for Learning Af L ■■ When does snow squeak and why? Through individual conferences, have students ■■ Does snow have to melt to disappear? sort a variety of objects as solids and liquids. Ask them to explain the properties of each. L-M Learning Centre Have students provide additional examples of At the learning centre, provide clear plastic jars both solids and liquids from everyday life. Use (labelled, with lids) filled with liquids (e.g., water, the Individual Student Observations sheet, on dish soap, syrup, vinegar, oil) and clear plastic page 27, to record results. jars (labelled, with lids) filled with small solid items (e.g., buttons, stones, erasers, coins, nails, Enhance washers, tiles). Also, provide magnifying glasses, ■■ Many students may believe a solid object is glue, scissors, a copy of the Learning-Centre always hard. In fact, many solids, when in Task Card: Sorting and Graphing Solids and very small pieces, can be poured like liquids. Liquids (3.2.2), copies of the Learning-Centre Also, although solids like sand and sugar Activity Sheet: Sorting and Graphing Solids and take the shape of their container, they also Liquids (3.2.3), and copies of the Pictograph tend to “stack up” when they are poured Symbols (3.2.4). onto a flat surface, whereas liquids spread Have students record on the activity sheet the out into a thin layer. Have students work with name of each item (both solids and liquids), a variety of solids such as salt, sugar, sand, examine each item, then identify with a check uncooked rice, aluminum foil, and Plasticine. mark whether it is a solid or a liquid. Finally, Each will, generally, take on the shape of ask students to count the number of solids and the container it is in. Have students use liquids and create a pictograph of their results. a magnifying glass to examine the “small pieces.” They may notice there is air space Consolidate and Debrief between the small solid pieces, which retain their shape. When students examine liquid ■■ Revisit the guided inquiry question: What through a magnifying glass, they will not are solids and liquids? Have students share find air spaces. Pose a question and turn · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology their knowledge, provide examples, and ask this into a short, independent inquiry. further inquiry questions. For example: ■■ Add to the concept web as students learn ■■ Is sugar/salt/sand a solid or a liquid? new concepts, answer some of their own inquiry questions, and ask new inquiry questions. Portage & Main Press, 2017 · Portage & Main Press,
278 Hands-On Science and Technology • Grade 2 2
Then, students can explore the substance, design their own inquiry, and come up with an answer, supported by evidence. ■■ Have students learn more about the characteristics of solids by manipulating and changing them, while also making aesthetically pleasing products. For this activity, you will need the following: ■■ chalk (various colours) ■■ something to crush chalk (e.g., mortar and pestle, small rock, ice cream scoop, heavy spoon) ■■ small, narrow jar with lid ■■ salt ■■ bowl
Place a handful of salt and a piece of chalk in a bowl. “Mash” the chalk into the salt until it produces the desired colour. Pour the coloured salt into the jar. Now, colour other batches of salt by crushing and adding chalk. Add to the jar. Tilt the jar or stir the contents with a pencil to create interesting designs in the coloured salt. Fill the jar to the top to prevent further salt from shifting, and secure the lid tightly. ■■ Have students investigate solids and liquids in their homes—in refrigerators and cupboards. Distribute a copy of Enhance Activity Sheet: What Is in My Fridge?/What Is in My Cupboards (3.2.5) to each student.
NOTE: This is a two-page activity sheet.
■■ Access the interactive activity Solids & Liquids, in the Grade 2, Unit 3 folder of the Hands-On Interactive for Science and Technology, Grade 2 download. Find this download at:
Properties of Liquids and Solids 279 Portage & Main Press, 2017 · Hands-On Science and Technology · Grade 2 · ISBN: 978-1-55379-707-4
Date: ______Name: ______280 –
3.2.1 Which Are Solids and Which Are Liquids?
Solids Liquids
How do you know these are solids? How do you know these are solids? ______6. 5. 4. 3. 2. 1. Today you are ascientist!
L-M about theinformation onyour graph. Once you have graphed your data, record three sentences your pictograph. number ofsymbolsthatyou needofeach, and gluetheseonto solids andawater droplet for each jarofliquid. Cutoutthe Use thepictograph symbols—aLEGOblock for each jarof On theback ofyour chart, make apictograph ofyour results. bottom ofthechart. and how many are holdingliquids. Record your numbers atthe Review your chart, andcounthow many jarsare holdingsolids by puttingacheck inthecorrect mark column. For each jar, show whethertheitem insideisasolidorliquid name oftheitem(s) found ineach jar. In thefirst ontheactivitysheet, columnofthechart record the Look at theitems ineach jar, butdonotopenthem! Sorting andGraphing SolidsandLiquids Sorting Learning CentreLearning 3.2.2 – 281
Portage & Main Press, 2017 · Hands-On Science and Technology · Grade 2 · ISBN: 978-1-55379-707-4 Date: ______Name: ______
Sorting and Graphing Solids and Liquids
Object Solid Liquid · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology
Total ______Total ______Total ______Portage & Main Press, 2017 · Portage & Main Press,
282 – 3.2.3 ✁ Pictograph Symbols 3.2.4 – 283
Portage & Main Press, 2017 · Hands-On Science and Technology · Grade 2 · ISBN: 978-1-55379-707-4 Date: ______Name: ______
What Is in My Fridge?
Solids Liquids
I know these are I know these are solids because liquids because
· Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology ______Portage & Main Press, 2017 · Portage & Main Press,
284 – 3.2.5 Date: ______One questionIhave about solidsorliquids: Solid: Solid: Liquid: Liquid:
______
______explain how each one isusedinyour home. What IsinMyCupboards? Choose two solidsandtwo liquids and
Name: ______
______
3.2.5 – 285
Portage & Main Press, 2017 · Hands-On Science and Technology · Grade 2 · ISBN: 978-1-55379-707-4 Appendix
Images in this appendix are for the Image Banks referenced in the lessons. Corresponding full-page, high-resolution images can be printed or projected for the related lessons, and are found on the Portage & Main Press website at:
An Algonquin canoe made by William and An AlgonquincanoemadebyWilliamand 1 – 2 – 3 – 4 – Image Credits: to provide thedecoratedoutersurface. A northern-style Gwitch’in bark canoe Gwitch’inbarkcanoe A northern-style Cullen. Canadian CanoeMuseumandMichael Algonquin BarkCanoe.Courtesyofthe Museum andMichaelCullen. Umiak. CourtesyoftheCanadianCanoe Canoe MuseumandMichaelCullen. Dugout Canoe.CourtesyoftheCanadian Cullen. Canadian CanoeMuseumandMichael Gwitch’in barkcanoe.Courtesyofthe from theAthabaskanregion. 1. AlgonquinCanoe 4. Gwitch’inCanoe
A small Inuit umiak made from sealskin A smallInuitumiakmadefrom sealskin 5 – 6 – and MichaelCullen. Courtesy oftheCanadianCanoeMuseum Western Greenland HuntingKayak. Cullen. Canadian CanoeMuseumandMichael Salish clamcanoe.Courtesyofthe A sleek hunting kayak from A sleekhuntingkayakfrom stretched overaframe. western Greenland.western 5. HuntingKayak 2. InuitUmiak
A massive Kwakwaka’wakw dugout canoe A massiveKwakwaka’wakwdugoutcanoe A short dugout canoe used for close A shortdugoutcanoeusedforclose from FortRupert,Vancouver Island harvesting intheintertidalareas. 3. Kwakwaka’wakwCanoe 6. Salishcanoe About the Contributors
Jennifer Lawson, PhD, is the originator and senior author of the Hands-On series in all subject areas. Jennifer is a former classroom teacher, resource/special education teacher, consultant, and principal. She continues to develop new Hands-On projects, and also serves as a School Trustee for the St. James-Assiniboia School Division in Winnipeg, Manitoba.
Brad Parolin is a junior division teacher at John A. Leslie Public School located in Scarborough, Ontario. Formerly, he was an Instructional Leader for Science and Technology with the Toronto District School Board.
Kevin Reed is the Indigenous Education Consultant for the Limestone District School Board in Kingston, Ontario. He is the the author of Aboriginal Peoples: Building for the Future and co-author of Aboriginal Peoples in Canada. He received a Prime Minister’s Award for Teaching Excellence in 2008. He is a member of the Nacho Nyak Dun First Nation. · Grade 2 ISBN: 978-1-55379-707-4 Hands-On Science and Technology Portage & Main Press, 2017 · Portage & Main Press,
472 Hands-On Science and Technology • Grade 2