Slide 1:Matter & Energy 3


Slide 3:Teacher Page 4 We suggest that students keep a journal. 4 It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.


Slide 4:A. Physical Properties Classifying Activity 3


Slide 5:Which of your senses could you use to describe a banana? ? ?


Slide 6:Did you choose your sense of touch? How would it feel? Discuss your answers, then click for ideas. smooth soft waxy Share your other ideas.


Slide 7:Did you choose your sense of sight? How would it look? Discuss your answers, then click for ideas. yellow long shiny Share your other ideas. big small


Slide 8:Did you choose your sense of hearing? How would it sound? Discuss your answers, then click for ideas. It didn’t make a sound. Would you hear anything if you peeled it?


Slide 9:Did you choose your sense of taste? How would it taste? Discuss your answers, then click for ideas. sweet no taste Share your other ideas. Remember..you only taste when your teacher tells you.


Slide 10:Did you choose your sense of smell? How would it smell? Discuss your answers, then click for ideas. Share your other ideas. sweet good


Slide 11:Use your senses to describe this jar. ? ? X X Why wouldn’t you use taste and smell?


Slide 12:Using your sense of sight write three words that describe the jar. Share your ideas with your class. Click for ideas shiny clear-transparent round bottom curved sides glass


Slide 13:Using your sense of touch write three words that describe the jar. Share your ideas with your class. Click for ideas smooth slick ridges at the top cool hard


Slide 14:The jar doesn’t make a sound by itself. Describe one way you could get a sound from the jar. Share your ideas with the class. Click for ideas It rings if you hit it with something. You could drop something in it. End of Activity


Slide 15:Matter and Energy 4


Slide 18:A. Physical Properties Activity 4 Classifying


Slide 19:Matter can be a solid, liquid, or gas. Can you put these things in groups? Answers next


Slide 21:How are solids alike? Click for answer Solids have a definite size and shape.


Slide 22:How are liquids alike? Click for answer Liquids have a definite size but take on the shape of the container.


Slide 23:How are gases alike? Click for answer (May be slow) Gases have no definite size or shape and move into all available space. End of activity


Slide 24:Second Grade Brenda Rone, Susan Gentry, and Bridgett Niedringhaus Hazelwood School District Matter & Energy 5


Slide 25:This lesson is designed to reinforce: State Science Standard 3 III Matter and Energy Properties, Characteristics, and Structures of Matter A. Physical Properties are used to identify objects. B. Matter has physical properties that can change. C. Substances/mixtures can exist in different concentrations. D. Materials can be used for a variety of purposes.


Slide 26:Teacher Page We suggest that students keep a journal. It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.


Slide 27:B. Physical Properties Changes Activity 1


Slide 28:What do you think will happen to this ice cream? Answer


Slide 29:Did you guess that it would melt?


Slide 30:What caused the ice cream to melt? Click for answer


Slide 31:Heat changed the shape of the ice cream. What other items change shape with heat? Make a list of at least 5 items. Click for some ideas


Slide 32:How will this paper look if left in the sun? Draw a picture.


Slide 33:How did the paper change? Did the paper change? No? Yes? Click to see What caused the change?


Slide 34:The light caused the color of the paper to change. Share your ideas. End of activity


Slide 35:Second Grade Brenda Rone, Susan Gentry, and Bridgett Niedringhaus Hazelwood School District Matter & Energy 6


Slide 36:This lesson is designed to reinforce: State Science Standard 3 III Matter and Energy Properties, Characteristics, and Structures of Matter A. Physical Properties are used to identify objects. B. Matter has physical properties that can change. C. Substances/mixtures can exist in different concentrations. D. Materials can be used for a variety of purposes.


Slide 37:Teacher Page We suggest that students keep a journal. It is critical for students to use writing skills to explain answers. When you see this symbol students should use their journals.


Slide 38:C. Substances/Mixtures Concentrations Activity 1


Slide 39:m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m m&m Which color m&m has the highest concentration? Click for clue More of Can you explain why? Click for answer


Slide 40:Which glass has the highest concentration of color? Click for answer A B C


Slide 41:Draw 12 marbles. Color them orange, green, and blue. Make the greatest concentration blue and the least concentration green.


Slide 42:Draw this graph to show your concentrations. 9 8 7 6 5 4 3 2 1 0 green blue orange color of marbles number of marbles Color Concentration End