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Students will begin to question what the properties of solids, liquids, and gases are.

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We are reviewing the properties of matter: Solids, Liquids, and gases. To Engage students, I would start by showing them slime or oobleck and asking whether they think it is a solid, liquid, or gas.

Before having students share, I will have them write in their science journals what they think and why they feel that way. I will then add sentence starters to the board to jump-start them.

WEBSITES

States of Matter for Kids | Science Sparks

Description: This website provides fun, hands-on experiments and explanations about solids, liquids, and gases for young learners.

PBS Learning Media – States of Matter

Description: Offers interactive activities and videos explaining how matter changes states.

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Subject: Science

Grade: Second

Standards: 2.PS.1

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Students will be able to determine what property determine what makes an object a solid, liquid, or gas.

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Over the course of a few days, my students will be given a series of objects (e.g., ice, water, creamy soup, marshmallow, smoke from blowing out a candle, balloon, and balloon helium) to observe and determine whether each object is a solid, liquid, or gas. For each object, students will write in their notebooks the properties of the items—are they tangible, soft, hard, gooey, or smelly?

Bill Nye – States of Matter (YouTube)

Description: Engaging explanation by Bill Nye, demonstrating solid, liquid, and gas transformations with experiments.

States of Matter For Kids

Description: A fun and simple video introducing younger students to the different states of matter.

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Students will be able to create an argument explaining their reasoning and understanding of the properties of Oobleck and how that coorelates to whether it is a solid or liquid.

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Start with a four-corner activity. Put four questionable items up on the board and have students go to the corner of what they think the item identifies as and have them think, pair, and share their thoughts. Then, reintroduce the slime or oobleck and have the students practice their writing skills on why they believe it is a solid or liquid using what they know from their previous observations to back up their thinking.

Twitter Post – American Chemical Society (@AmerChemSociety)

Description: A tweet explaining how heating and cooling change the state of matter, featuring an engaging GIF.

Instagram Post – NASA’s #ScienceAtHome Series

Description: NASA’s educational post on water’s phase changes in space, showing how heat affects molecules differently in microgravity.

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Students will be able to explain what the atoms of an object are oing based on its properties, and what happens when an object is heated or cooled. 

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Put ice on a Bunsen burner and watch it melt—or utilize a video and watch the ice turn from a solid to a liquid to a gas. Ask the students what they think is happening to the atoms in the ice before sharing what is happening using a fun video that shows how the atoms are reacting to the heat. Ask the students why they think the atoms change speeds with the added heat. What do they think would happen if it was cooled down?

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Students will be able to reflect on what they have learned and tell me what they learned and want to learn going forward. 

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Bring students back to their science journals and have them reflect on their observations from the Explore section. If they were to return, how would they change their writing? What would they add? Have them write a short paragraph about what they learned in this unit and what they are still curious about.

It could be fun to use a KWL chart to start the unit, use it here to end, and use that as the assessment.