LESSON PLAN

Teachers Name: Bethany Fralick

Date: October 16, 2014
Professor/Cooperating Teachers Name: Dr. Donovan
Course: EDEL 448 Teaching Science in Elementary School
Time: 18-20 min.
School District: None
School/Room: USC Upstate/HEC 2007
Grade Level(s): 2

nd

Grade

Subject: Science
Lesson Title: Liquid Classification Game
Activity Source(s): Liquid Exploration: GEMS University of California at Berkeley
Value/Learning Goal (Why we are doing this lesson?): The students will begin their exploration of liquid
classifications to understand and describe the properties of liquids.
Advanced Organizer/Theme(s): Patterns of attributes, Matter
Types of Learning: Auditory, Visual, Kinesthetic, Cognitive
Essential Questions: What are the properties of liquids? What are the similarities and differences in how
liquids flow? What is the shape of a liquid?
Major Topic(s)/Concepts Addressed (and/or Conceptual Framework): Liquids, Classification
Process Skill(s) and/or Learning Domain: Observing, Classifying, Inferring, Cognitive domain, and Affective
domain
Main Teaching Strategies: Observing, Experimenting, Discussing, Demonstrating, Exploring, Comparing, and
Classifying
Standards & Indicators Addressed: 2014 South Carolina Academic Standards and Performance Indicators
for Science
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3A.1 Analyze and interpret data from observations and measurements to describe the properties used to
classify matter as a solid or a liquid.
Organizational Sizes in Instruction (Circle all that apply): Whole Class
Group (Size= 4-5)
Individual
Other:
Purpose (Plan) (What will we be doing?): The students will be exploring what liquids are and classifying
liquids by different rules such as the color of the liquids.
Materials, Resources & Technology Needed/Used: 25 clear plastic containers/bottles, several liquids of
different colors with varied amounts, thicknesses, and whiteboard
Literature - Author, Title & Date; What will you do with the literature? Questions?: Solid, Liquid, or Gas?
Sally Hewitt The teacher will end the lesson with this book to review what the students learned about liquids.
Objectives - The learner will (Use 1.0, 2.0, etc.):
1.0 Understand what liquids are through observing and exploring the liquids in action
2.0 Classify different liquids into various groups to demonstrate the properties of liquids such as the viscosity of
a liquid
Related Activities/Math Skills: comparing, observing, classifying, amounts, and viscosity
Safety Provisions: The teacher will make sure the containers are secure and instruct students to not open
containers. The lids of the containers will be properly secured so students do not open them.

Procedure (Exploration, Explanation & Elaboration; Introduction/Set & Activity that includes Engagement,
Launch, Anticipatory Set, Hook; List Using 1.1, 1.2...2.1, 2.2):
1.1 The teacher will show a video clip to introduce liquids (http://youtu.be/gez2rmeCpfE)
1.2 The teacher will begin by asking the students what they already know about liquids.
1.3 The teacher will explain that today we will be learning about classifying liquids. The teacher will be
classifying liquids according to a secret rule.
1.4 The teacher will ask the students to tell what their favorite drinks are. The students will raise their hands to
share a few of their favorite drinks. The teacher will have the word liquid on the board to point to and ask
the students to give examples of what they think is a liquid that they can drink. The teacher will define a
liquid as something that flows. Then ask the group if they can think of liquids that they do not drink. The
students will share their examples of other liquids.
1.5 The teacher will state that they will be studying various liquidshow they are similar and how they differ.
The teacher will take two containers and ask the group how their contents are the same.
1.6 The teacher will line up several containers of liquids in front of the students and select two containers that
have recognizable similar attributes (colored). Then the teacher will pick two others that are different
(colorless). Ask the student to find another liquid that would fit in one or the other of these groups. Continue
until all containers are in the correct group. Lastly, have the students guess the rule (attribute). For
example, they may say the attribute is by color.
1.7 Repeat the game with a different rule such as different viscosities.
1.8 The teacher will put students in groups of four to five students. The teacher will give each group four to six
containers of liquid. Ask the students to classify the liquids with a rule they come up with. For example, they
may classify the liquids by color.
1.9 Once each group is complete, the students will share their rule by having their classmates try to guess the
rule.
Closure (Review & Discussion of Purpose and Value): The teacher will review by having the students make
a concept map made up with the rules and classifications the class came up with. The teacher will explain that
the rules they have come up with are classifications of liquids. Ask the students What is the same about all the
things in these containers? The teacher will conclude by asking the students what a liquid is (something that
flows).
Provisions for Rates & Accountability: The students that complete the group work early may continue to
classify using one to two more rules. When sharing to the class, have the students that completed more than
one rule share all of them.
Assessment - The teacher will (Include evaluative criteria & attach examples):
1.0 Make observations during the game and group work to understand which students are not grasping what
liquids are and the liquid classifications. The teacher is looking for whether or not students understand the
properties of liquids.
2.0 Observe students completed concept map of the properties that were learned and used in the classification
activity. The teacher will look for a correctly filled out concept map that includes properties of liquids.
Homework: Students will write and reflect on what they learned about liquids in class that day. Specifically,
about the properties of liquids.
Extension Activities: Students can bring in their own mystery liquid in a plastic bottle from home and have
other students guess the liquid based on observations. A letter will be sent home to the parents to ensure the
liquid is safe and secured properly.
Reflection:
During my peer lesson, I thought that showing the students the plastic containers with varying liquids was good
for explaining the properties of liquids. I thought that I did well with giving the students examples of properties
and having the students guess the rule such as with color and colorless. Another part of my lesson that went
well was allowing the students to come up with their own classification rule for their set of liquids. For my written
lesson plan, I thought I wrote in enough detail for others to do this lesson in their class. A negative for my
lesson was that I did not ask the students what they already knew about liquids, because they might have
already known. Next time, I will make sure I introduce liquids by asking them before telling. Another important
part that I would have changed was to seal the plastic containers so students do not open them for safety
reasons. I could super glue them next time to prevent students from opening them.