1. Water in its Solid, Liquid and Gaseous States
Big Idea 8: Properties of Matter
Grade 2 Topic 4
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Benchmarks
SC.2.P.8.4 Observe and describe water in its solid, liquid, and gaseous states.
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
SC.2.N.1.2 Compare the observations made by different groups using the same tools.
LAFS.2.RI.2.4Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
LAFS.2.SL.1.1 Participate in collaborative conversations about topics and texts with peers and adults in small and larger groups.
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3. Water
Water, water everywhere, water all around. Water in the ocean, water in the ground. Water in a river, water in a creek, Water in a faucet with a drip-drip leak! Water in a fountain, water in a lake, Water on a flower, as day begins to break. Water from a waterfall, rushing down from high. Water from a dark cloud, raining from the sky. Water boiling hot, water frozen ice, Water in a blue lagoon, clean and clear and nice. Water at a fire, gushing through a hose, Water in a garden, so every flower grows. Water for the animals swimming in the sea, Water, water everywhere for you and for me!
Engage:
What did you learn about water from the poem? Where can we find water? What are some uses of water? What states of matter can water be?
Ask the students if they can think of more examples of water in all three states of matter. Liquid water is most obvious, like from the water fountain or a water bottle. Solid water is ice. Gaseous water will be the most tricky for them, steam from a boiling pot is an easy example.

4. Observing Drops of Water
1. Use an eye dropper to place a single drop of water
on a ordinary paper.
What happens? Why?
2. Place a single drop of water on waxed paper?
What happens? Why?
3. Add another drop of water on the wax paper. Use a
toothpick to pull the two drops together. What happens?
Then try to pull a drop out. What happens? Why?
Materials: water in a small container, hand lens, toothpick. eye dropper, or straw with one end folded down and held in place by a paper clip (homemade eye dropper)
Engage: Ask students what else they know about water and its properties.
Explore: Students follow steps 1-3 and record observations and responses in their journal.
Explain and Elaborate:
Students: Share observations and responses.
Teacher: 1. Water is absorbed because its particles are more attracted to the paper fibers that are porous (lots of tiny holes). Hold the paper up to the light. Look at the light passing through the porous paper. The water gets in through these holes.
The water drop balls up because the wax paper is not porous so the water particles in the drops keep their own attraction to each other. (Water is made up of tiny particles called molecules.)
The water drops try to resist being separated because the water particles (molecules) are attracted or hold together most strongly at the surface. This allows the water to be able to resist slight pressure, just like a skin covering. This effect is known as surface tension.

5. What did you learn about water drops?
Water as a liquid is sticky and elastic.
Water tends to clump together in drops rather than spread out in a thin film.
Students explain.
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6. Experiment: How many drops of water can fit on a penny?
Materials – penny, eyedropper, water
Predict how many drops of water will fit on a penny. Record.
Then start to add one drop at a time to the top of the penny. Record.
Did your data support your prediction?
Were you surprised to see how many
drops fit on the penny?.
Explore: You might think that you can’t fit many drops of water on the surface of a penny. Pennies are just so small! In the Drops on a Penny experiment, though, you’ll experience the stickiness of water drops that you explored in the previous activity at its finest. How many drops of water can you fit? There’s only one way to find out... by adding one drop at a time! - See more at:
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7. Observing Ice in Water (Record observations in your notebook.)
Create a Data Chart: Adding Ice in Water
Fill a cup with halfway full with water.
Take the water’s temperature and record.
Add an ice cube to a cup of water. Observe.
What does the ice do in the water? Record your observations.
After 2 minutes, take the temperature again and record. Repeat after 5 min. Record. After 10 min. Record.
Compare the temperature recorded at each of the interval times. What did you observe?
What happened to the ice?
Materials per Group: thermometer; water in a measuring cup or graduated cylinder; plastic cup; ice cube
Pre Activity preparation: Students Create a Data Chart: Adding Ice in Water
Explore: Students can do Observing Ice in Water activity in groups.
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8. Data Chart : Adding Ice in Water+
Time
Degrees in Celsius
Degrees in Fahrenheit
Starting
After 2 minutes
After 5 minutes
After 10 minutes
Conclusion:
Pre-activity: Students need to create a chart similar to the one above in their notebooks.
Post-Activity: Student groups can post their data. Results can be compared. Students write a conclusion.
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9. What did you observe about WATER as a SOLID - ICE?
Water as a solid (ice) floats in liquid water.
The ice lowers the temperature of the water when added.
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10. Reading Passage link: Solids, Liquids, and Gases
Explain: Read and discuss.
Explore: Guided Inquiry SF p Investigate How can water change?
Reading Passage link: Solids, Liquids, and Gases

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What is else is special about water compared to other natural substances?
Water is the only natural substance that can be found in all three states.
Engage: Click on the hyperlink: water in the heading to play the Discovery Ed video segment Phases and Changes and Water: Liquid, Solid, and Gas
Explain: Ask what they learned about water and then click on the second water hyperlink: Water
Read and discuss the States of Water passage from the site. Then do the TRY THIS!!!
Explore: materials: paper towel per student
TRY THIS!!! Activity:
1. Dry your hand with a towel. Feel your palm. Is it wet or dry?
2. Hold your hand in front of your mouth about 1 inch away from you. Breathe out slowly about 8 times on to the palm of your hand. Do not blow. When you are done, feel your palm. What does it feel like? Is it wet or dry?
Your palm should have felt wet to you. That moist feeling was water vapor. Remember that we breathe out water vapor. If you have a dog or a cat, you can feel the water vapor that they breathe out. Try this with a mirror. See the water droplets form on the mirror. The water vapor that you breathed out is now becoming liquid water on the mirror. Why?
Explain: Let's find out why...What happens to water as it changes from a solid to a liquid to a gas?
The changes from a solid to a liquid to a gas or from a gas to a liquid to a solid are called a phase changes. When substances such as water change phase, its physical properties change, but not its chemical properties. Melting, freezing, condensation, and evaporation are examples of phase changes. The phase of a substance depends on temperature and pressure. The pictures in below show how molecules of water look in each phase. Notice how solid water molecules are bunched together and how far apart the gas molecules are.
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12. Let’s explore Changing States of Water
Learn about the changing states of water as you experiment with different temperatures in this interactive online activity.
You will play around with ice, water and steam to find out what happens when you heat and cool either of them.
Reflect
What happens when water reaches 100 degrees?
Does water or ice take up a larger volume?
What happens if you try heating the steam to high temperatures?
What happens when you turn water to gas
and back to a liquid again?
Explore: Click on hyperlink Changing States of Water. This can be done whole group or small group. It can also be assigned to individuals.
Explain: Students read and discuss textbook pp Evaluation: Do lesson checkpoint p. 255.
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13. Let’s explore Water Changing States
Explore: Discovery Education Changing States E X P L O R A T I O N
Look over student and teacher guides.
Teacher:
Ask students to tell you what they think they will learn from the Exploration based on its questions. Highlight key words.
Tell the students to predict what changes they think will take place before each step of the Exploration.
Record the information in the data table.
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Reflection
1. Why do you think that the particles in a gas are farther apart than in a liquid? Answer: When enough heat is added to a liquid, it evaporates to form a gas. So a gas has more heat energy than a solid. This makes the particles move further away from each other when they are in the gaseous state.
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Reflection
2. Predict how water in a tray would react if heat was taken away (placed in a freezer), rather than added. Answer: If the temperature of the liquid decreased until it reached its freezing point, then the liquid would condense into a solid – liquid water to ice.
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16. When does WATER change state?
Water changes state when enough heat energy is added to it or removed from it.
Explain: Have students give and explain examples of water changing states.
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17. What is the difference between water as a solid, a liquid, and a gas?
Answer: In solids, particles are close together because there is less heat energy.
Liquids have more heat energy so the particles are farther apart.
Gases have even more heat energy and the particles are further apart than in the solids or the liquids.
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WATER FACT
Water freezes at 32° Fahrenheit (F) or 0° on the Celsius scale.
Explain: Remind students that scientists use the Celsius scale for measuring temperature.
Explore: Scott Foresman Gr. 2 Guided Inquiry: Investigate How can Water change?
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WATER Fact
Water boils at 212° Fahrenheit (F) or 100° on the Celsius scale.
Again, remind students that in science we use the Celsius scale for measuring temperature. Show students how the Celcius and Fahrenheit scale match up 0 C = 32 F and 100 C = 212 F. Also remind the students that most of the world uses the Celsius scale for all their temperature measurements.
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Brain Check Word Bank: air container gas block milk solid shape freezing melting water chair liquid
1. The three basic states of matter are ____ ____, and ______. 2. Liquids take the shape of their _________. 3. Solids have a definite _______ and volume. 4. A _____ and _____ are examples of solids. 5. _____ and _______ are examples of liquids.
Evaluation
Answers:
Solid, Liquid, Gas
Container
Shape
Block, Chair
Milk, Water
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Brain Check
Word Bank: air gas block milk solid freezing shape melting water liquids
6. _______ is an example of a gas.
7. Solid ice is____________ when it is
changing into a liquid.
8. Water is ______________ at 0° Celsius.
Evaluation:
Answers:
6. Air
7. Melting
8. freezing
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Reflection
Write down words that can describe water as a:
Solid
Liquid
Gas
Elaborate: Have students use their responses to create a chart on the whiteboard or poster paper or a foldable.
These can be displayed and shared with the class.
Use your responses to create a poster or foldable: Three States of Water.
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