Lesson 5: Mixing Solids and Liquids

2nd Grade Matter Unit Blueprint—Lesson 5: Mixing Solids and Liquids

Pacing Suggestions:

Complete Procedures Steps 1-11 on pages 70-71 in one day. Omit Step 5, Bullet 3.

Teacher Resources:
Tips	I Learned Sheet Adobe® Reader® (PDF) I Learned Sheet (Microsoft Word Format)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

What are some ways to describe objects?

4D(K-2)#1: Objects can be described in terms of the materials they are made of (clay, cloth, paper, etc.) and their physical properties (color, size, shape, weight, texture, flexibility, etc.).

Mixing Solids and Liquids Record Sheet 5-A and My Observation Sheet

Click to view samples of student work.

Changes Observed class chart (Properties column)

(See Procedure Steps 2-6 on page 70 in Teacher’s Guide.)

Criteria to consider when reviewing student work and creating class chart:

Are students accurately describing the solid and water mixture before and after stirring?
Do the descriptions include details like the sample record sheet on page 72 in the Teacher’s Guide?
Are the students able to accurately describe the solids using their senses (sight, smell, and touch)?

12D(K-2)#2: Draw pictures that correctly portray at least some features of the thing being described.

(Applies only if using My Observation Sheet)

My Observation Sheet (drawings of cups)

Criteria to consider when reviewing student work:

Do students’ drawings accurately show the cups of gravel, toilet tissue, and salt mixed with water?
Are the students’ drawings on the My Observation Sheet improving in accuracy and detail?

How can solids and liquids change?

How are mixtures alike and different from their original parts?

4D(K-2)#2: Things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.

11C(K-2)#1: Things change in some ways and stay the same in some ways.

I Learned Sheet (teacher-generated sheet available under “Teacher Resources—Items to Print”) and class discussion of activity

Changes Observed Chart (Changes with Water column) (See Final Activities Steps 1 & 2 on pages 71-72 in Teacher’s Guide.)

Criteria to consider when reviewing student work, discussing lab with class, and completing the Changes Observed chart:

Do the students know that not all materials respond the same way when something is done to them?
Are students able to describe how the materials changed and how they stayed the same?

For conceptual benchmarks.
Bolded Sections indicate portion of benchmark addressed.
Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.