Science · Grade 2

Active learning ideas

Identifying Solids

Active learning works well for identifying solids because young students need hands-on experiences to understand abstract concepts like shape and texture. When children manipulate objects directly, they connect vocabulary to real-world examples, building a stronger foundation than passive observation alone.

• Ontario Curriculum Expectations
• 2-PS1-1

• 15–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: The Property Lab

Set up stations with different materials (sponge, water, rock, oil, sand). Students rotate through, performing tests like 'Can I stack it?' or 'Does it change shape in a bowl?' and recording their findings in a simple chart.

Compare the properties of a rock and a wooden block.

Facilitation Tip

During the Property Lab, set clear boundaries for student movement and handling of materials to prevent accidental spills or mixing of substances.

What to look for

Give each student a small bag with two different solid objects (e.g., a smooth stone and a rough piece of wood). Ask them to write one sentence comparing their shapes and one sentence describing their textures.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: The Sand Mystery

Show students a jar of sand being poured. Ask: 'Is this a liquid or a solid?' Students think individually, pair up to discuss based on their observations of individual grains, and then share their conclusion with the class.

Explain how we can classify solids based on their observable characteristics.

Facilitation Tip

For The Sand Mystery, provide magnifying glasses and small trays so students can examine sand particles without losing them.

What to look for

Hold up an everyday solid object, like a pencil or an eraser. Ask students to raise their hands if they can identify its shape and describe its texture. Call on a few students to share their observations.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: Liquid Races

In small groups, students predict which liquid (water, maple syrup, or dish soap) will flow down a tilted tray the fastest. They conduct the race, measure the results, and discuss how 'thickness' or viscosity changes a liquid's behavior.

Predict if an unknown object is a solid based on its shape and feel.

Facilitation Tip

In Liquid Races, use a timer visible to all students to keep the comparison fair and engage the whole class in the timing process.

What to look for

Present students with a picture of an unknown object. Ask: 'Based on its appearance, what do you predict its shape is? What might its texture feel like? How can we tell if it is a solid?' Encourage students to use the vocabulary words.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teaching states of matter in Grade 2 benefits from a concrete-to-abstract approach. Start with objects students can touch and manipulate, then introduce comparisons to liquids only after they’ve mastered solid properties. Avoid overcomplicating with terminology; focus on observable traits like shape retention and texture. Research shows that repeated exposure to familiar solids builds schema, making later comparisons to liquids easier.

Successful learning looks like students using precise vocabulary to describe shapes and textures, distinguishing solids from liquids through observation, and justifying their reasoning with evidence from their investigations. Confident students will apply these observations to new materials without prompting.

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Watch Out for These Misconceptions

• During the Property Lab, watch for students who describe powders or sand as liquids because they can be poured.

  Have students use magnifying glasses to observe that sand is made of tiny solid particles that do not change shape on their own, unlike water droplets which flow and take the shape of their container.

• During Liquid Races, watch for students who believe the tallest container holds the most liquid.

  After pouring the same amount of liquid into different shaped containers, ask students to compare the levels visually and measure with a ruler to confirm the volume remains constant.

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Methods used in this brief

• Stations Rotation
• Think-Pair-Share
• Inquiry Circle