Standards Alignment
- 2-ESS2-3 primary
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
View 30 supporting standards
- TEKS.SC.2.01A supporting
ask questions and define problems based on observations or information from text, phenomena, models, or investigations; - TEKS.SC.2.01B supporting
use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems; - TEKS.SC.2.01C supporting
identify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards; - TEKS.SC.2.01D supporting
use tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, notebooks, stream tables, soil, sand, gravel, flowering plants, student thermometer, demonstration thermometer, rain gauge, flashlights, ramps, balls, spinning tops, drums, tuning forks, sandpaper, wax paper, items that are flexible, non-flexible items, magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and frog and butterfly life cycle models to observe, measure, test, and compare; - TEKS.SC.2.01E supporting
collect observations and measurements as evidence; - TEKS.SC.2.01F supporting
record and organize data using pictures, numbers, words, symbols, and simple graphs; and - TEKS.SC.2.01G supporting
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. - TEKS.SC.2.02A supporting
identify basic advantages and limitations of models such as their size, properties, and materials; - TEKS.SC.2.02B supporting
analyze data by identifying significant features and patterns; - TEKS.SC.2.02C supporting
use mathematical concepts to compare two objects with common attributes; and - TEKS.SC.2.02D supporting
evaluate a design or object using criteria to determine if it works as intended. - TEKS.SC.2.03A supporting
develop explanations and propose solutions supported by data and models; - TEKS.SC.2.03B supporting
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and - TEKS.SC.2.03C supporting
listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion. - TEKS.SC.2.04A supporting
explain how science or an innovation can help others; and - TEKS.SC.2.04B supporting
identify scientists and engineers such as Alexander Graham Bell, Marie Daly, Mario Molina, and Jane Goodall and explore what different scientists and engineers do. - TEKS.SC.2.05A supporting
identify and use patterns to describe phenomena or design solutions; - TEKS.SC.2.05B supporting
investigate and predict cause-and-effect relationships in science; - TEKS.SC.2.05C supporting
measure and describe the properties of objects in terms of size and quantity; - TEKS.SC.2.05D supporting
examine the parts of a whole to define or model a system; - TEKS.SC.2.05E supporting
identify forms of energy and properties of matter; - TEKS.SC.2.05F supporting
describe the relationship between structure and function of objects, organisms, and systems; and - TEKS.SC.2.05G supporting
describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same. - TEKS.SC.2.09A supporting
describe the Sun as a star that provides light and heat and explain that the Moon reflects the Sun's light; and - TEKS.SC.2.09B supporting
observe objects in the sky using tools such as a telescope and compare how objects in the sky are more visible and can appear different with a tool than with an unaided eye. - TEKS.SC.2.10A supporting
investigate and describe how wind and water move soil and rock particles across the Earth's surface such as wind blowing sand into dunes on a beach or a river carrying rocks as it flows; - TEKS.SC.2.10B supporting
measure, record, and graph weather information, including temperature and precipitation; and - TEKS.SC.2.10C supporting
investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region. - TEKS.SC.2.11A supporting
distinguish between natural and manmade resources; and - TEKS.SC.2.11B supporting
describe how human impact can be limited by making choices to conserve and properly dispose of materials such as reducing use of, reusing, or recycling paper, plastic, and metal.
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Lesson Overview
This Grade 2 science lesson focuses on helping students obtain information to identify where water is found on Earth and understand that water can exist as a solid or a liquid. Students will engage in observation, discussion, and simple investigations using scientific tools to explore water in various Earth locations such as oceans, rivers, lakes, and ponds, and recognize water's solid form as ice and liquid form as water. The lesson integrates NGSS and TEKS standards emphasizing scientific practices, data collection, and model development within the Earth and space theme, specifically Earth's systems and processes that shape the Earth.
Learning Objectives
- Identify different places where water is found on Earth such as oceans, rivers, lakes, and ponds.
- Describe that water can be found in two forms: liquid and solid (ice).
- Use observations and information from texts or investigations to answer questions about water's location and forms on Earth.
- Use scientific tools safely to observe and collect data about water.
- Record and organize observations using pictures, words, or simple graphs.
- Develop and use simple models to represent where water is found and its forms.
Success Criteria
- Students can name at least three places where water is found on Earth.
- Students can explain that water can be liquid or solid (ice).
- Students ask questions and use information from texts or investigations to find answers about water.
- Students safely use tools like cups, trays, and notebooks to observe water.
- Students record observations clearly using drawings or words.
- Students create a simple model or drawing showing water locations and forms.
Prerequisite Knowledge
Students should have basic understanding of Earth as a planet with land and water and have experience making observations and asking questions about their environment.
Key Vocabulary
- Water
- Earth
- Ocean
- River
- Lake
- Pond
- Solid
- Liquid
- Ice
- Observation
- Investigation
- Model
Materials and Resources
- Pictures or videos showing oceans, rivers, lakes, and ponds
- Clear cups or bowls of water
- Ice cubes
- Notebooks or science journals
- Pencils and crayons
- Hand lenses (optional)
- Safety goggles (optional)
- Simple chart or poster paper for recording observations
Teacher Preparation
- Prepare images or videos showing different bodies of water on Earth.
- Gather materials for water and ice observation stations.
- Prepare safety guidelines for handling water and ice in the classroom.
- Set up observation areas with cups of water and ice cubes.
- Prepare a simple chart to record student observations and findings.
Detailed Lesson Notes
Where Water Is Found on Earth
Water covers much of Earth's surface and is found in many places including oceans, rivers, lakes, and ponds. Oceans are large bodies of saltwater, while rivers, lakes, and ponds contain freshwater. These bodies of water are part of Earth's systems and play important roles in shaping the land and supporting life.
Forms of Water: Solid and Liquid
Water can exist in different forms. The two forms focused on in this lesson are liquid and solid. Liquid water is the form we drink and see flowing in rivers and lakes. Solid water is ice, which forms when water freezes at cold temperatures. Ice can be found naturally in places like glaciers, icebergs, and frozen lakes.
Scientific Practices for Observing Water
Students will use scientific practices such as asking questions, making observations, and collecting data. They will use tools like cups, trays, and notebooks to observe water and ice safely. Observations will be recorded using drawings, words, or simple charts to organize information about where water is found and its forms.
Using Models to Represent Water on Earth
Models help us understand and explain scientific ideas. Students will develop simple models or drawings to show where water is found on Earth and how it can be solid or liquid. Models can be drawings of Earth with oceans, rivers, lakes, and ponds labeled, and illustrations showing water as liquid and ice.
Safety During Investigations
Students must follow safety rules during investigations, such as handling water and ice carefully to avoid spills or slips. Use of goggles or gloves can be included if appropriate. Teachers should demonstrate safe practices and supervise students closely during hands-on activities.
Worked Examples
Worked Example 1
Scenario
A student observes a cup of water and an ice cube. They note that the water flows and the ice is hard and cold. How does this observation help identify the forms of water?
Explanation
The student’s observation shows that water in the cup is liquid because it flows and takes the shape of the container. The ice cube is solid because it holds its shape and is hard. This helps identify that water can be found as a liquid or a solid (ice).
Answer Guide
The observation shows water is liquid because it flows and ice is solid because it holds its shape and is hard.
Engage
Teacher Activity
Show pictures or short videos of different water bodies on Earth such as oceans, rivers, lakes, and ponds. Ask students what they notice about water in these places and if they have seen water in other places.
Student Activity
Students share their ideas about where water is found on Earth and discuss experiences with water in different places.
Explanation
This phase activates prior knowledge and curiosity about water's presence on Earth, setting the stage for investigation and learning.
Examples
- Students mention oceans, rivers, lakes, ponds, rain, or ice.
- Students recognize water can be liquid or solid (ice).
Explore
Teacher Activity
Provide students with cups of water and ice cubes. Guide them to observe the water and ice, noting differences in appearance and texture. Encourage students to ask questions and record observations in their notebooks.
Student Activity
Students observe and touch water and ice, ask questions about their properties, and record their observations using drawings or words.
Explanation
Hands-on exploration helps students experience water in its liquid and solid forms and develop observational skills.
Examples
- Water is wet and flows.
- Ice is hard and cold.
- Ice melts into water when warmed.
Explain
Teacher Activity
Discuss with students where water is found on Earth and the forms it takes. Use a chart to record student ideas and observations. Explain that water can be found in oceans, rivers, lakes, and ponds and that it can be liquid or solid (ice).
Student Activity
Students share their observations and ideas. They listen to explanations and contribute to the class chart or model showing water locations and forms.
Explanation
This phase clarifies concepts and connects student observations to scientific ideas about water's presence and forms on Earth.
Examples
- Students identify multiple water locations.
- Students explain water can be liquid or solid.
- Students understand ice is frozen water.
Elaborate
Teacher Activity
Have students create a simple model or drawing showing Earth with water bodies labeled and illustrating water as liquid and ice. Encourage students to explain their models to peers.
Student Activity
Students draw or build models representing where water is found and its forms, then share their models with classmates.
Explanation
Creating models helps students deepen understanding and communicate scientific ideas.
Examples
- Models include oceans, rivers, lakes, ponds.
- Models show water as liquid and ice.
- Students explain their models clearly.
Evaluate
Teacher Activity
Ask students to answer questions or complete a simple worksheet about where water is found and its forms. Review their observations and models to assess understanding.
Student Activity
Students respond to questions or complete a task demonstrating their knowledge about water locations and forms.
Explanation
Assessment checks if students can identify water locations on Earth and understand water's solid and liquid forms.
Examples
- Students correctly name water locations.
- Students identify liquid and solid forms of water.
- Students explain ice as frozen water.
Classroom Activity
Students observe and touch water and ice, ask questions about their properties, and record their observations using drawings or words.
Guided Practice
Guided Practice 1
Prompt
Name two places on Earth where water can be found.
Teacher Answer Guide
Water can be found in oceans and rivers.
Guided Practice 2
Prompt
What are the two forms of water you learned about in this lesson?
Teacher Answer Guide
Water can be liquid and solid (ice).
Guided Practice 3
Prompt
How can you tell which is solid and which is liquid between a cup of water and an ice cube?
Teacher Answer Guide
The ice cube is solid because it holds its shape and is hard; the water is liquid because it flows and takes the shape of the container.
Guided Practice 4
Prompt
Why does water exist as both liquid and solid on Earth?
Teacher Answer Guide
Water changes form depending on temperature; it freezes to solid ice when cold and melts to liquid when warm.
Guided Practice 5
Prompt
What would a model showing water on Earth include?
Teacher Answer Guide
A model would show oceans, rivers, lakes, and ponds labeled, with water represented as liquid and ice shown as solid in cold areas.
Independent Practice
- Foundational: Name two places on Earth where water can be found.
- Developing: What are the two forms of water you learned about in this lesson?
- Application: If you have a cup of water and an ice cube, how can you tell which is solid and which is liquid?
- Analysis: Why do you think water can be found as both liquid and solid on Earth?
- Challenge: Draw a simple model showing where water is found on Earth and label the forms of water you might find there.
Independent Practice Teacher Answer Key
- 1. Water can be found in oceans and rivers.
- 2. Water can be liquid and solid (ice).
- 3. The ice cube is solid because it holds its shape and is hard, and the water is liquid because it flows and takes the shape of the cup.
- 4. Water can change forms depending on temperature. When it is cold, water freezes and becomes solid ice. When it is warmer, ice melts and becomes liquid water.
- 5. A correct model shows Earth with oceans, rivers, lakes, or ponds labeled. It includes drawings or labels showing water as liquid in these places and ice as solid in cold places like glaciers or frozen lakes.
Guiding Questions
- Where is water found on Earth?
- What forms can water take?
- How can we observe and record information about water?
- Why is it important to be safe during investigations?
Common Misconceptions
- Water is only found in oceans and not in smaller bodies like rivers or ponds.
- Ice is not water but a different substance.
- Water is always liquid and does not change form.
- Models are exact copies of real things rather than simplified representations.
Differentiation
Support and Intervention
Provide sentence starters or word banks for recording observations. Use pictures to support understanding of water locations.
English-Language Learner Support
Use visuals and realia to explain vocabulary like 'solid' and 'liquid'. Pair ELL students with peers for discussion and modeling activities.
Advanced and Extension
Encourage students to research other forms of water like water vapor (gas). Have students explain how water changes from solid to liquid and back using temperature concepts.
Assessment
- Observe student participation during discussions and investigations.
- Review student observation notes and models for understanding.
- Ask guiding questions during activities to check comprehension.
- Name one place where water is found on Earth.
- Tell if water can be solid, liquid, or both.
- Draw a picture of water as ice or liquid.
- Complete a worksheet identifying water locations and forms.
- Create a poster showing where water is found and its forms.
Answer Guide
- Name two places on Earth where water can be found.
Answer: Water can be found in oceans and rivers. - What are the two forms of water you learned about in this lesson?
Answer: Water can be liquid and solid (ice). - How can you tell which is solid and which is liquid between a cup of water and an ice cube?
Answer: The ice cube is solid because it holds its shape and is hard; the water is liquid because it flows and takes the shape of the container. - Why does water exist as both liquid and solid on Earth?
Answer: Water changes form depending on temperature; it freezes to solid ice when cold and melts to liquid when warm. - What would a model showing water on Earth include?
Answer: A model would show oceans, rivers, lakes, and ponds labeled, with water represented as liquid and ice shown as solid in cold areas.
Real-Life Application
Encourage students to observe water at home in different forms such as ice in the freezer, water in a glass, or puddles outside after rain. They can share their observations with family and bring notes or drawings to class.
Homework or Home Connection
- Encourage students to observe water at home in different forms such as ice in the freezer, water in a glass, or puddles outside after rain. They can share their observations with family and bring notes or drawings to class.
Lesson Summary
Students learned that water is found in many places on Earth including oceans, rivers, lakes, and ponds. They discovered that water can exist as a liquid or a solid called ice. Through observation and investigation, students practiced scientific skills such as asking questions, recording data, and creating models to represent where water is found and its forms. They also learned to follow safety rules during investigations. This lesson builds foundational understanding of Earth's water and its importance in Earth's systems.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.