EDEL 441

L.Yearta
Lesson Plan Form
Teacher: Ms. Edwards
Unit Name: Matter and Its Changes
Lesson Title: Slip-N-Slime
Grade Level: 2nd
Standards

Objective(s)

SC Standards:
(Science) 2-4.1: The student
will demonstrate an
understanding of the
properties of matter and the
changes that matter
undergoes.

1) The students will be able

to identify and differentiate
the characteristics between
solids and liquids.

Indicator 2-4.1: Recall the

properties of solids and liquids

2) The student will be able

to understand what a
polymer is and how it is
used in the real world.

Assessment
1) The teacher will assess this by
observation. The teacher will have a
PowerPoint/ Interwrite page with a solids
and liquids t-chart on it. The students will
have to identify some examples of solids
and liquids and what characteristics make
them solids and liquids. By the students
answers, I can determine what students
need extra assistance and which ones
have mastered the concept. I can also
assess this by the worksheet I will provide
the students at the end of the lesson. It is
a t-chart broken up into three parts
(solids, liquids, and polymers). If the
students can identify at least three solids,
three liquids and explain why orally, then
it will show me that they have mastered
the concept.

2) I will assess this by observation and in

the form of a worksheet. When we are
going over polymers and some of its
uses, I will give them some examples of
some polymers that they are familiar with
and why they are polymers. I will then
ask them for some examples of polymers
that they have encountered in their daily
lives, why they feel as if they are
polymers and its importance in their lives.
By their answers, I can note who has a
good understanding of what a polymer is
and why it is used and who needs extra
assistance. Secondly, at the end of the
experiment, I will provide each student
with a t-chart broken up into three parts

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(solids, liquids and polymers). If the
students can correctly identify the
polymer in their experiment and explain
why, then I know they have mastered the
concept.

3) The student will be able

to create a polymer
correctly using the materials
provided.

3) I will assess this by observing how

their final project of slime comes out by
following the directions and rules that I
have provided for them. I will look for
slime that bonds together, bends,
stretches, etc. If the slime is too soupy or
does not bond, then I know that I need to
work with a particular group of students
on their measurements.

Materials and Resources:

1) Blue Detergent Measuring Cup
2) Green Detergent Measuring Cup
3) Water (Tap, Water, or Well)
4) White Detergent Measuring Cup
5) Elmers Washable Clear School Glue
6) Great Value Clear Cups
7) Great Value Soup Spoons
8) Great Value Assorted Food Coloring and Eye Dye
9) Interwrite Board
10) 20 Mule Team Borax
11) Johnson Brand Ziploc Bags
12) Pencils
13) Solids, Liquids and Polymers Worksheet
14) Slip-N-Slime PowerPoint/Flipchart
15) Solids, Liquids and Gases Video
http://studyjams.scholastic.com/studyjams/jams/science/matter/solids-liquids-gases.htm

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Lesson Introduction
*How will you engage your students in
the topic?

Procedure
*Be specific give step-by-step
instructions

First, I will activate my students schema about solids and liquids

and some of their properties. I will reiterate the fact that they
have been learning about these concepts all week long. I will
then state, Today, you guys will use this information to create
something that is both a solid and a liquid. Next, I will play the
video entitled Solids, Liquids and Gases. The video goes into
depth about what makes certain items solids, liquids and gases,
what evaporation is and what is condensation. The video will
definitely refresh their memories on the following concepts. After
the video, I will put their knowledge to the test. I will ask for some
examples of solids and liquids that they have encountered, seen
on the video, etc. I will write their answers on the board on a tchart that I have created. As they are giving me their answers, I
will ask them how they came to that conclusion or what makes
them think that item is a solid or a liquid. Finally, we will move on
to the new concept of the day: POLYMERS!
1) First, I will introduce the title of the lesson to the students (SlipN-Slime).
2) I will ask the students to tell me what we have been learning
about in Science all week. Once they have answered, I will
reiterate the fact that they have been learning about matter,
solids and liquids.
3) Then, I will tell them that today they will be recalling the
properties of solids and liquids to learn about a new type of
molecule. I will post the Science State Standard on the board
that they will be learning about so they will be able to not only
hear it being read to them but see it visually (Indicator 2-4.1:
Recall the properties of solids and liquids).
4) Next, I will play a video entitled Solids, Liquids and Gases as a
sort of a review for the students. I will skip certain parts of the
video to place an emphasis on just solids and liquids.
5) After watching the video, I will ask the students to list the
characteristics of solids and liquids and for them to give an
example of each. I will also give the students an example to clear
up any questions or concerns.
6) Next, I will ask the students if they know what a polymer is. I
will explain to them that polymers are found everywhere, even in
our clothes!
7) After that, I will introduce the characteristics of a polymer and
some examples to the students. I will emphasize on the fact that
a polymer carries on the characteristics of both solids and liquids.
It has the properties of a liquid as it can take the form of its
container. It has the properties of a solid as you can hold it in
your hands. Ex. Rubber bands, gum, jell-o, etc.
8) After that, I will introduce the activity. The students will be
creating their own polymer in the form of slime.

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Lesson Closure
*How will you summarize the lesson?

8) Next, I will give the students some rules and precautions

before making or dealing with the slime (included in PowerPoint).
9) After that, I will give them the instructions on how to prepare
the slime step by step. The instructions are included on the
PowerPoint on slides 9 and 10. I will do the steps along with the
students so that they will have a model to go by. While the
students are creating the slime, they will be given a sheet where
thy must identify the liquids, solids and polymers that they see.
10) Once the students are done creating their slime, they may
play with it, observe it, put it in their Ziploc Bags and keep it for
later.
11) Lastly, we will do a recap, discussion and review of the solids
that they found in the activity and why they classified them as a
solid, the liquids they found and why they thought they were
liquids and identify the polymer that they found and why they
classified it as a polymer. Each student must identify 3 solids, 3
liquids and one polymer in order to master the task.
12) I will ask the students again, What is a polymer?, Where
can you find one?, What are some examples of polymers? and
How do you use them in your everyday lives? I will also
emphasize that polymers are really unique molecules that play an
important role in our everyday lives. I will assess this by
observation as the students will answer the questions orally and
written as they write their answers on the worksheet.
13) Finally, the students will clean up and pack up for dismissal.
Lastly, we will do a recap, discussion and review of the solids that
they found in the activity and why they classified them as a solid,
the liquids they found and why they thought they were liquids and
identify the polymer that they found and why they classified it as a
polymer. Each student must identify 3 solids, 3 liquids and one
polymer in order to master the task. I will ask the students again,
What is a polymer?, Where can you find one?, What are some
examples of polymers? and How do you use them in your
everyday lives? I will also emphasize that polymers are really
unique molecules that play an important role in our everyday
lives. I will assess this by observation as the students will answer
the questions orally and written as they write their answers on the
worksheet. Finally, the students will clean up and pack up for
dismissal.