Matter Change Types

Grade Level

2nd Grade

Duration

30 Minutes

Unit Context

Unit 5 of 6: Exploring Matter's Phases

Standards Alignment

This lesson is aligned with the Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) for Science and Language Arts for 2nd grade:

Science:

• NGSS 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
• NGSS 2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• NGSS 2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

English Language Arts:

• CCSS.ELA-LITERACY.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

Learning Objectives

By the end of this lesson, students will be able to:

• Identify and describe examples of reversible and irreversible changes in matter through observation and discussion.
• Classify everyday changes as reversible or irreversible using simple criteria.
• Use evidence to explain why certain changes can or cannot be undone.
• Communicate their understanding by collaborating and presenting their findings orally or through drawings.

---

Materials Needed

• Whiteboard and markers
• Picture cards showing examples of changes (e.g., melting ice, burning paper, dissolving sugar, chopping paper)
• Small samples for demonstration (ice cube, candle or plasticine, sugar or salt, small paper pieces)
• Chart paper with “Reversible” and “Irreversible” columns
• Crayons, pencils, and worksheet for drawing or writing (simple sentences about reversible/irreversible changes)
• Timer or stopwatch

---

Lesson Outline

1. Engage: Introduction and Pre-Assessment (5 minutes)

• Begin by asking students: “Have you ever seen ice melt or bread toast? What happens? Can we make it go back to the way it was?”
• Show quick examples of changes they are familiar with (ice melting, paper tearing).
• Briefly ask: "Is this change something we can take back (reversible) or no?" Collect a few student answers for quick discussion.
• Use thumbs up/down to get a quick sense of how many understand the idea of "can or can’t be undone."

2. Explore: Hands-On Activity (10 minutes)

• Divide the class into 3 groups, each with a simple matter-change demonstration:
  • Group 1: Ice cube melting and re-freezing.
  • Group 2: Dissolving sugar in water (stir quickly to dissolve).
  • Group 3: Tearing paper or breaking chalk.
• Students observe and discuss: Is the change reversible or irreversible? Why?
• Rotate quickly so each group sees all examples (about 3 minutes per station).
• Teacher circulates and supports conversations, prompting students with guided questions such as:
  • “Can the ice cube become ice again?”
  • “Can we get the sugar back from water?”
  • “Can torn paper become whole again?”

3. Explain: Class Discussion & Chart Creation (8 minutes)

• Gather students back together.
• Create a large two-column poster labeled “Reversible” and “Irreversible.”
• Call on groups to share their observations and reasoning.
• As they share, write or stick picture cards under the correct column.
• Reinforce key vocabulary: reversible, irreversible, change, matter.
• Connect to NGSS 2-PS1-4 emphasizing that some heating/cooling changes can be reversed and some changes cannot be undone.

4. Elaborate: Think & Draw (5 minutes)

• Hand out a simple worksheet with two boxes: one labeled "Reversible Change" and one "Irreversible Change."
• Students draw one example of each from the lesson or from their experiences (teacher may provide word prompts).
• Encourage students to write a simple sentence with help, e.g., “Ice melting is reversible.”
• Teacher circulates and offers support, reinforcing vocabulary and concepts.

5. Evaluate: Quick Formative Assessment & Reflection (2 minutes)

• Ask students to turn and talk to a partner to share one example they learned and whether it was reversible or irreversible.
• Call on a few volunteers to share with the whole class.
• Optionally, use an exit ticket: a quick check where students circle “Reversible” or “Irreversible” for a listed object/change (e.g., burnt toast).

---

Differentiation Strategies

• Supports for struggling learners: Use visuals extensively, sentence starters, and one-on-one prompting during activities.
• Challenges for advanced learners: Ask them to come up with a new example of a reversible or irreversible change not covered in class and explain why.
• English Language Learners: Pre-teach key vocabulary with pictures, gestures, and simplified language.

---

Teacher Reflection Questions

• Did students correctly distinguish between reversible and irreversible changes?
• Did the hands-on component engage all learners effectively?
• Were students able to communicate their reasoning using evidence?
• What modifications might enhance executive functioning skills (following multi-step instructions) next time?

---

Notes for Substitute or New Teachers

• Keep stations short and focused; transitions are important to maintain the 30-minute timeframe.
• Emphasize student talk time—it’s critical for deepening understanding.
• Adapt examples based on available materials but keep the focus on solidifying the idea of whether matter changes can be undone or not.

---

This lesson blends tactile experience, visual aids, and spoken/written expression to make abstract science concepts accessible and engaging for 2nd graders while carefully aligning learning objectives with NGSS and CCSS standards.