Presenters: Tyler Meisel and Morgan Beatty

Lesson Title: Properties of Water as a Solid

Grade Level: 2nd

Standard: E.FE.02.14 Describe the properties (hard, visible, freezing, ice) of water as a solid (ice, snow, iceberg, sleet, hail).

Objectives: After completion of the lesson, students will be able to: - Describe the properties of water (hard, visible, freezing, ice, etc.)

List of Materials: - Markers - 3 re-sealable sandwich bags (per group) - Tap water - Ice cubes - Drinking straws - 3 small paper or plastic bowls (per group) Engage: The teacher would start the lesson with the help of either a paraprofessional or any other willing adult to present the children with the “Is it a Solid, Liquid, or Gas?” rap in the persona of a group called Ice-Cube. The purpose of this is to get the students attention and excited about what they will about to learn.

Is it a solid, liquid, or gas? Everything’s made of something

Solids always keep their shape A book, a chair, a table, or plate

Liquids take the shape you know Whatever’s holing it, (it will go)

Gases all around everywhere So hard to see, but they’re still there

Is it a solid, liquid, or gas? Everything’s made of something Explore: The students will first get into groups of 3 or 4. In their groups students will be given the three bags. One bag will have water in it, another will have an ice cube in it, and the last bag will have air in it.

1. Observe the contents of the liquid bag. 2. Pour the contents of the liquid bag into one of the bowls 3. Observe the contents of the ice cube bag. 4. Pour the contents of the ice cube bag into one of the bowls 5. Observe the contents of the air bag. 6. Pour the contents of the air bag into one of the bowls.

During each step students will record what they have observed in their science journals. The student’s journals will have questions posed for them.

1. What does the water feel like? 2. What does the water look like? 3. What is the shape of the water in the bowl?

Explain: Once the students have finished making their observations the class will discuss their observations as a group. From this discussion we will explain to the students their observations relating to the objective. Some of the main observations will be in regards to each phase’s entrance into the bowl. This can be used to explain most of the student’s observations. This discussion will be organized visually on the board with a graphic web to help students relate properties to each of the phases of water.

Elaborate: During this portion of the lesson students will use a higher level of thinking to relate what they had just seen in the demonstration to the world around us. They will do this by creating pictures of solid water that is seen beyond the ice cube in the demonstration. If weather permits the teachers will then take students outside to observe this first hand.

To help students further understand this objective the teacher will use pictures to further students understanding of water as a solid in nature (ice, snow, iceberg, sleet, hail).. These pictures will be related back to the first activity done in class.

Evaluate: Students will be evaluated based on their journals. In these journals students must have recorded their observations in the day’s activities. They will also need to give two examples of water in its solid state from nature. They can do this in either words or pictures. Information