Lesson Title: Introduction to Matter, Solids and Subjects:  Science and

Liquids. technology
 Art
Units Title: -Understanding Matter and Energy Date:
-Drama
Teacher Frederick Kubu Grade: 2
Candidate:
Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)

Science - Students will be able to say why some liquids flow faster than others.

Art - Students will be able to demonstrate their understanding of the properties of solids and liquids
through acting.
Accommodations (How will you meet the needs of your students? What management strategies will you use?)

 Students will be put in groups of fours or fives to ensure collaborative work.

 The groups will include students of various levels to make a balance.
 Videos
 Instructions will be read and explained to ELL students.

Background Knowledge Required (What prior knowledge and or experiences need to be in place?)

-knowledge of common liquids found at home

water, oil, liquid soap, liquid cleaning products etc.

-innate acting abilities, ideas from tv shows, previous drama experiences etc.
Curriculum Expectations (Overall and Specific - Which expectation is the focus for your instruction?)

. Science -Overall- investigate the properties of and interactions among liquids and solids;
Specific - investigate, through experimentation, interactions that occur as a result of mixing and/or
dissolving liquids and solids.
. Art -Overall- Creating and Presenting: apply the creative process (see pages 19–22) to dramatic
play and process drama, using the elements and conventions of drama to communicate feelings,
ideas, and stories;
Specific - demonstrate an understanding of the element of role by communicating thoughts, feelings,
and perspectives appropriate to the role being played
Instructional Strategies (Which teaching strategies will you use? how will you group the students?

 Independent Work  Cooperative Learning  Summarizing & Note taking  Identifying

similarities/differences
 Homework & Practice  Visual & Graphic Organizers  Questions  Generating & Testing
Hypotheses
 Goal setting & Feedback  Problem Solving
Materials Key Questions

Science - Oil, water, ketchup, liquid soap,
cardboard, cups (varied sizes), baking soda, salt,
marbles, sugar, sand and drink crystal.
Art – Body parts, imagination
-What are liquids and solids? What do you think
will happen if we mix sugar and water?
-If we pour water, ketchup, and oil on a
cardboard in an upright position, what do you
think will happen?
- How would you act like a solid? How would
you act like a liquid?

Instruction (Engage, Explore, Explain, Elaborate, Evaluate)

Duration Activity/Task
10mins Introduction (How will you engage and motivate the students?)
What do you know about liquids and solids?
(Think/Pair/Share)
30mins Lesson Steps (Explore, Explain, Elaborate.)
 Define liquids and solids, show them images of some common ones
 Discuss their properties and act like them in groups.
 Experiment – Liquid race and The mystery of the disappearing solid
 Activity
5mins Lesson Consolidation (How will you wrap-up the lesson?)
Students will complete an exit ticket saying two things they know about solids
and liquids and two things that will happen when they are mixed.

Assessment (How will you know that the students have achieved the learning expectation? What assessment tool will you
use?)

 Making anecdotal notes

 Students will write their observations and conclusions in their work book which will be read
and comments
will be made.
 Using the curriculum assessment chart

Next Steps (What would you plan as a follow-up to this lesson? What homework would you assign?)

Conduct experiments to show how some solids may float on liquids and the liquid layer experiment.
Impersonate other properties of solids and liquids.