solids and liquids unit curriculum map web viewsolids and liquids unit curriculum map. ... grade:...

Solids and Liquids Unit Curriculum Map

First Grade Science

Jennifer SimonsonEDU 6362

November 30, 2010

StandardsEssential

Questions/Enduring Understandings

Content Skills Assessment Activities/Timeframe

EALR 2: Inquiry...is a process of asking and answering questions about the natural world that forms the bedrock of science.Grade: K-1Big Idea: Inquiry (INQ)Core Content: Making Observations - Answer questions by explaining observations of the natural world.Students are expected to:K-1 INQA - Question and Investigate

-Ask questions about objects, organisms, and events in their environment.-Follow up a question by looking for an answer through students’ own activities rather than only asking an adult to answer the question.-Observe patterns and relationships in the natural world, and record observations in a table, picture, or graph.

K-1 INQC - Explain and Infer-Describe patterns of data recorded, using tallies, tables, picture graphs, or bar-type graphs.-Participate in a discussion

Enduring Understandings:*Students will understand different states of materials display different properties.*Students will understand that by making observations or trying things out will help answer questions about the natural world.*Students will understand scientific inquiry includes answering questions by making observations.*Students will understand that the properties of an object depend on its shape and on the material it is made from.*Students will understand that altering the environment affects all life forms - including humans - and the interrelationships that link them.

Essential Questions:*How do different types

*Five senses (touch, taste, sight, smell, and hearing).*Solids are one state of matter.*Properties of solids.*Solids can be sorted by their properties.*Solid materials have distinct uses based on their properties.*Liquids are one state of matter.*Properties of liquids.*Liquids pour and flow.*Liquids take the shape of their container.*Solid materials come in all sizes and shapes.*Particles of solid materials can pour like liquids, but maintain their shape.*Solid materials can support denser materials on their surface.*Mixture*Some solids change when mixed with water; others do not.*Some liquids mix

*Explore materials constructively during free exploration and in a guided discovery mode.*Recognize the differences between solids and liquids.*Explore a number of solids.*Explore a number of liquids.*Observe and describe the properties of solids and liquids.*Sort materials according to their properties.*Observe and describe what happens when solids are mixed with water.*Observe and describe what happens when other liquids are mixed with water.* Communication-Use written and oral language to

Day OneStudents will be given a data organizer where they will write or draw what they know about solids and what they are still wondering.

Students will record their discoveries on their Five Senses observation worksheet and insert the worksheet into their science notebooks.

During the activity, teacher will circulate around the classroom confirming participation and checking for understanding.

Following the activity, learners will again respond (either written or via illustration) to the key question: What are the five senses?

Day OneThe Five Senses

Focus Question: What are the five senses?

Read Seven Blind Mice by Ed Young

There are five senses that humans have. These five senses are touch, taste, sight, smell, and hearing. The senses make it possible for people to interact with others and with their environment.

In groups of two, using guided discovery, students will experiment, explore, and observe a variety of materials with their five senses.

-The student will identify and observe the objects in mystery boxes by using touch only. -The student will identify and observe what various pieces of food are by using taste only. -The student will identify his or her surroundings, after being blindfolded and walked around the classroom.-The student will identify and observe the various smells of each object by using smell only.-The student will identify and observe various sounds made by the teacher using hearing only.

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StandardsEssential



of how the recorded data (evidence) might help to explain the observations.

K-1 INQD - Communicate-Report observations of simple investigations, using drawings and simple sentences.-Listen to and use observations (evidence) made by other students.

EALR 4: Physical ScienceMatter: Properties and Change...concerns the fundamental nature of matter, including the atomic-molecular theory that explains macroscopic properties of materials and makes it possible to predict the outcomes of chemical and nuclear reactions.

Grade: K-1EALR 4 PS2: Physical ScienceBig Idea: Matter: Properties and Change (PS2)Core Content: Liquids and Solids-Different kinds of materials display different properties.K-1 PS2B - Solids retain their shape regardless of the container they are in.

of investigations answer questions about the natural world?*What are the different properties of solid materials?*What are the different properties of liquids?*What are the differences between a solid and a liquid?*What are the different forms of pollution?*What effects do various types of pollutants have on people, wildlife, and plants?

with water; other liquids form a layer above or below water.*Non-Newtonian fluids.*Viscosity*Pollution

describe observations.*Making comparisons*Making inferences*Drawing conclusions

Their developing understandings will be recorded in their science notebooks.

Day TwoStudents will be given a data organizer to respond to the focus question for the lesson. As a class we will talk about we know about solids and what we are still wondering (the teacher will only record the information the students share).

Students will use the Properties of Solid Objects sheet to record their explorations with the solids presented in the lesson. The teacher will also make notes on the class sheet as students are called upon to share their

-The student will communicate with a partner his or her observations about each of the five senses activities.

http://www.lessonplanspage.com/ScienceFiveSensesInDepth34.htm

Day TwoIntroduce Solids (Based on FOSS Solids and Liquids Module)

Focus Question: How can solids be described?

Read Is It Rough, Is It Smooth? Is It Shiny? by Tana Hoban

Using the photographs in the book, students will be asked to describe the observed properties of the pictures in the book.

In groups of two, using guided discovery, students are introduced to a variety of solid materials - cloth, wood, metal, plastic, paper, and rubber. After a period of free exploration incorporating their five senses, students will describe the properties of the objects and develop vocabulary in order to communicate those properties.

Following the property exploration/observations, students will

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StandardsEssential



Students are expected to:-Predict that frozen water will retain its shape when moved among containers of different shapes. Given several substances, sort them into those that are liquid and those that are solid.

Grade: 2-3EALR 4: Physical ScienceBig Idea: Matter: Properties and Change (PS2)Core Content: Properties of Materials-The properties of an object depend on its shape and on the material it is made from.2-3 PS2A - Objects have properties, including size, weight, hardness, color, shape, texture, and magnetism. Unknown substances can sometimes be identified by their properties.Students are expected to:

-List several properties of an object.-Select one of several objects that best matches a list of properties.-Sort objects by their functions, shapes, and the materials they are composed of.

findings (projected on the screen). Once their sheet is complete, students will insert the recorded information into their science notebooks.

As homework, students will be asked to find five examples of solids at home and describe them with at least four properties each. "I Spy A Solid That Is..."

Day ThreeAsk students to describe the properties they used to sort the solids. Place a check next to the properties that students did not investigate in class.

During the activity, teacher will circulate around the classroom confirming participation and checking for understanding. The

build a word bank illustrating properties they found when exploring the solid objects. The teacher will record student feedback on the classroom poster titled "Properties of Solids" which will be a work in progress and remain posted in the classroom throughout the unit.

Day ThreeGuess My Reason

Focus Question: How can solids be sorted?

Solids can be sorted by their properties. We use our five senses to observe the properties of solids. Solid materials have properties that separate them from other states of matter.Following a review (engagement) activity based on the properties of solids observed during the previous lesson, select two solid objects that share a property and explain/demonstrate to students the

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StandardsEssential



2-3 PS2B - An object may be made from different materials. These materials give the object certain properties.

-List properties of common materials.-Compare similar objects made of different materials and explain how their properties are similar and different.-Compare two objects made of the same materials but a different shape and identify which of their properties are similar and different.

Washington State K-12 Science Learning Standardshttp://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdf

teacher will note the following:-The properties students use to sort the solids into groups.-The properties students suggest as the reason for each grouping of the solids.-Whether individual students consistently guess the same reason, regardless of how the solids are grouped.-Whether the reasons are based on the properties investigated in previous lessons or whether they seem to be random guesses.-Whether students refer to the "Properties of Solids" chart/poster for information.-Whether any students sort the solids on the basis of two properties, such as "round and red," at the same time.

idea of sorting objects, based on their properties.

In groups of two, using sets of approximately twenty solid objects, three large sheets of paper (one for each student sort and one for the cooperative sort), and pens:-Students sort a set of solids into groups on the basis of a property of their choice.-Students guess the reason that served as the basis for how a partner grouped the solids.-Students will reverse roles for both activities.-Cooperatively, students will describe new ways to sort solids.

Following the activity, students will present their cooperative sort poster to the class.

As students are working, the teacher will remind them to use the property descriptions listed on the poster and also be encouraged to discover new ones (which can be added at the end of the activity).

Math extension: Introduce Venn Diagrams as a way for sorting solids.

Resource:http://www.nsrconline.org/pdf/

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http://www.nsrconline.org/pdf/SOL8.pdf

http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdf



StandardsEssential



At the end of the activity, teacher will have students perform a quick write about sorting solids "What I Learned."

Day FourAs a class, the students will orally share their understandings based on the focus question. Students will record the information in their science notebooks. The teacher will only record their information.

Students will receive a sheet called Solids in Containers. During their exploration they will be asked to illustrate and label the solids observed within each container. Once complete, the sheet will be placed in their science notebooks.

SOL8.pdf

Day FourSolids - Fixed Shape, Fixed Volume

Focus Question: What happens to a solid when it is poured or placed into a container that is not its original container?

Solids have a fixed shape and a fixed volume. For example, think of a sugar cube. No matter in what shape container you place the cube, it will stay the same shape and size

Students will work with a partner to find out as much as they can about each of the five solid materials by transferring them from one container to another. Following a short exploration period, the teacher will ask the following questions to focus student observations:-Put one level scoop of material in each container. Note the level of the material in each container. Does the highest level mean the most material?

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http://www.nsrconline.org/pdf/SOL8.pdf

StandardsEssential



Once the activity is complete, students will re-visit their quick write, insert the line of learning, and respond again to the focus question.

Day FiveIn their science notebooks, students will perform a quick write based on the focus question (students can use either text or illustrations).

In their notebooks, students will list the ingredients for their mix (text or illustration) and draw what they expect the mix to look like once it is combined.

During the activity, teacher will circulate around the classroom confirming participation and checking for understanding. The

-Can you get the material to pile up?-Describe how small solid materials pour.-Can you put the material in a pile, a line, a circle, a square?-What happens when you put the wood cylinder and the screw in a cup of the solid material?

Day FiveSolids - Fixed Shape, Fixed Volume With Chex Mix

Focus Question: What happens to the solid ingredients of Chex Mix when ingredients are combined and transferred to various containers.

In cooperative groups, students will follow the recipe for Chex Mix making one batch per table group.

Each student will bring a mix ingredient to add to the group mix.

Each student will bring a container from home to hold their portion of their mix.

Once their mixture is combined they will explore the following questions:-What are the shapes of the solids in the mixture?-Did the shapes retain their original shape once mixed into the mixture?

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StandardsEssential



teacher will note the following:-Students are equally participating in the making, observing, and exploring of the Chex mix.-Students are exploring the questions posed about combining solids.

Day SixStudents will be given a data organizer where they will write what they know about liquids and what they are still wondering.

During the activity, teacher will circulate around the classroom confirming participation and checking for understanding.

In their science notebooks, students will describe the

-Put one level scoop of mix in each container. Note the level of the mix in each container. Does the highest level mean the most mix?-Can you get the mix to pile up?-Describe how small solid materials pour.-Can you put the mix in a pile, a line, a circle, a square?

Math extension: Lesson also incorporates mathematics activities (measuring and portioning ingredients, recipe can be double and tripled.) Day SixIntroducing Liquids (Based on FOSS Solids and Liquids module)

Focus Question: How can liquids be described?

*Opening activity: Read Solid, Liquid, or Gas? by Sally Hewitt.

Show students a set of seven bottles. Tell them that their job is to work with a partner to find out as much as they can about the liquids in the bottles. Students will write their initial observations in their science notebooks. Caution students that they are not allowed to open the bottles for any reason.

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StandardsEssential



liquid inside each bottle. Students will be encouraged to used text and illustrations.

Day SevenBased on the previous days liquid observations, students will share what they observed (based on the information they

Once their initial exploration is complete, ask the some guiding questions:-Are all of the liquids the same? How are they different?-Do all of the liquids move the same?-What happens to the liquids when you slowly tip the bottles on their sides? When you turnthem upside down?-What happens to the liquids when you spin the bottles?-What happens to the liquids when you roll the bottles? Which bottles roll best?-What happens to the liquids when you let the bottles roll down a ramp? Do they roll the same way?-What happens to the liquids when you shake the bottles?-Can you make a tornado in the bottles? Which ones?-If students focus on the identities of the liquids, ask them to describe what it is that makes them think thatit is that particular liquid.

Day SevenIntroducing Liquids (Based on FOSS Solids and Liquids module)

Focus Question: How can liquids be described?

Liquids (like solids) can be sorted by

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StandardsEssential



wrote in their notebooks).

Learners will use the Properties of Liquids sheet to record their explorations with the liquids presented in the activity. The teacher will also make notes on the class sheet (projected on the screen) as students are called upon to share their findings. Once their sheet is complete, students will insert the recorded information into their science notebooks.

Day EightAs a class, students will orally share their ideas based on the focus question. The teacher will only write the information they share. Students will copy the information into their science notebooks.

their properties. We use our five senses to observe the properties of liquids. Liquids have properties that separate them from other states of matter.

In groups of two, using guided discovery, students will explore the same containers of liquids (using their five senses) and confirm or add to the list of properties they described the previous day.

Following the property exploration/observations, students will build a word bank illustrating properties they found when exploring the solid objects. The teacher will record student feedback on the classroom poster titled "Properties of Liquids" which will be a work in progress and remain posted in the classroom throughout the unit.

Day EightLiquids in Containers (Based on FOSS Solids and Liquids module)

Focus Question: When a liquid is poured or flows into a container, what shape does the liquid take?

In groups of two, students will pour the same amount of water into a set of different shaped containers. Once all of the containers are filled with water,

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StandardsEssential



Students will receive a sheet called Liquids in Containers. During their exploration they will be asked to illustrate and label the liquids observed within each container. Once complete, the sheet will be placed in their science notebooks.

Once the activity is complete, students will re-visit their quick write, insert the line of learning, and respond again to the focus question (using either text or illustrations).

Day NineStudents will orally respond to the focus question, "Why do different liquids travel at different rates of speed?"

Each student will fill out a recording sheet for the viscosity exploration.

they will be asked to investigate:-What is the shape of the water in the bottle? In the cup? In the flat container? In the large vial?-Does each container have the same amount of water in it?-Which container looks like it has the most water in it?-Where do you think the water level will be if we add another vial of water to each container?

Day NineLiquids In Motion

Focus Question: Why do different liquids travel at different rates of speed?

Liquids have many special properties that set them apart from solids. One of those properties is the ability of liquids to flow or move. The rate at which each unique liquid moves is called viscosity.

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StandardsEssential



Day TenIn their science notebooks, students will list as many things as they can that might contaminate, or make unsafe, the air we breathe or the water we drink.

During their walk students will record in a data collection chart the different

In this experiment, students will test the viscosity of different liquids.

In groups of four, students will conduct experiments with four different types of liquids (water, cooking oil, molasses, and soapy water) and answer the question, "How quickly does each liquid move?" Students will use an elevated baking sheet, stop watch, recording sheet (one for each student), and an eye dropper to perform the experiments.

Resource:http://www.suite101.com/content/elementary-science-experiment-about-liquids-in-motion-a270886

Day TenThe Environment-Neighborhood Patrol

Focus Questions:-What would life be like without clean air?-What would life be like without clean weather?

Students will go on a neighborhood walk to look for and record pollution, pollutants, or potential sources of pollution on land, water, and air.

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http://www.suite101.com/content/elementary-science-experiment-about-liquids-in-motion-a270886



StandardsEssential



types of pollution they find on land (litter, animal waste), in the air (car exhaust), and in water (pollutants that could wash into storm drains).

In their notebooks, ask students to provide two or three "I Learned Statements" and conclude how they can prevent pollution in their daily life, at school and at home.

As students spot different examples, have them explain how each one could pollute? What kinds of plants and/or animals (including people) could be affected by each one?

Back inside students will go over their data and check to see that they have at least one example for each category on their chart. They can continue their exploration through magazines or they can illustrate their own examples.

Create a large chart on a poster board with columns for each category identified on the data collection charts. Have students take turns placing the pictures they drew or the items they recorded into the pollution categories.

As a group, review and discuss the finished chart. Ask students:-To identify the solids on the chart.-To identify the liquids on the chart.-How can solids pollute the liquids they come into contact with and vice versa.-Which examples on the chart might affect people's health? Which ones might affect plants or animals? In what ways?-How can people prevent pollution on a day to day basis?

ResourceProject Learning Tree: Pre K-8

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Day ElevenIn their science notebooks, students will write what they are certain they know about the focus questions and what they are still wondering. At the end of the lesson, students will revisit the questions .

Students will write or illustrate their oil and water observations in their notebooks.

Students will write or

Environmental Education Activity Guide

Day ElevenOcean in a Bottle

Focus Questions:-What is pollution?-Which liquids mix with water?-Which liquids will not mix with water?

This is a class demonstration.

Pour three cups of water into a clean 2-liter bottle. This is like a little ocean, lake, river, or stream.

What happens when oil is mixed with water?

Add one cup of oil to bottle. Observe what happens. Ask students to shake the bottle. The oil and water will not mix.

Liquids that will not mix with each other are called immiscible.Ask students:-What do you think happens when there are oil spills in the oceans?-How will oil affect the water, the fish, plant life or animals that live near the water?

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illustrate their soap and water observations in their notebooks.

Students will write or illustrate their oil, soap, and water observations in their notebooks.

At the end of the activity, the class can review what they initially wrote for their "Key Ideas". Following the line of learning, ask students to address the same focus questions. Following the written exercise, students can share their understandings along with what they are still wondering about.

Day Twelve

What happens when soaps and detergents are mixed with water?

Put three cups of water into a 2-liter bottle. Add one cup of dish soap. Observe what happens. Ask students to shake the bottle. The two liquids will mix. Liquids that will mix with each other are called miscible.-How does this impact our thinking about soapy kinks of pollution?

What happens when oil and soap are mixed with water?

Put three cups of water into a 2-liter bottle. Add 1/2 cup of oil and 1/2 cup of soap. Shake the bottle. Observe what happens over time - the oil will mix with soap and then with water. This is very harmful to our water systems. Oil can be present and we don't really see it because it mixes and broken down with soap and water.

Leave all bottles tipped on their side overnight. What do students observe?

Resource:http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/bottledocean.html

Day Twelve

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http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/bottledocean.html



StandardsEssential



Students will orally share their understandings about solids and liquids.

Students will orally share (called on randomly):

-What happens when we apply force to the slime?-What happens when the slime is back in the container?-What happens to other solid objects when they are mixed into the slime?-How is slime a solid and a liquid?

Making Oobleck

Focus Question: How is slime a solid and a liquid?

Read to class portions of Bartholomew and the Oobleck by Dr. Seuss.

Solid objects have definite shape, and the shape does not change when the object is moved from one place to another. When solids are moved from one container to another, they maintain the same shape they had before they were moved (their original container).

Liquids, like water, milk, gasoline, cooking oil, dishwashing detergent, molasses, and paint thinner, flow and pour. Liquids have no shape of their own, but they do have constant volume, so they can be kept in containers, either open or closed. A liquid poured on a table will spread out to form a shapeless film. Liquids poured into containers take the shape of the container and fill it to a level.

Planning the Procedure

Using the spoon, mix the glue, starch, and food coloring in a container. Stir the materials until a substance forms and begins to pull away from the container.

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Allow the mixture to sit for three to four minutes.

Roll the mixture into a ball with your fingers and knead it with your hands for about a minute.

Experiment:

-Roll the slime into a ball and drop it on a smooth surface.-Hold it and quickly pull the ends in opposite directions.-Hold it and slowly pull the ends in opposite directions.

Formulating the Results:

When a substance has properties of both solids and liquids it is called a non-Newtonian fluid--a strange mixture that is in two phases at once. Such a fluid responds differently to different forces.

Slime is a type of fluid that acts like a solid and breaks apart when pressure is quickly applied. When left alone, it acts like a liquid and will take the shape of its container.

Other examples of non-Newtonian fluids include ketchup, silly putty, and quicksand. Quicksand is like the

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StandardsEssential



Day ThirteenIn groups of two, students will present their understandings about solids and liquids. Presentations will be five to seven minutes long and will need to include at least three artifacts or physical examples from the unit study.

cornstarch mixture: if you struggle to escape quicksand, you apply pressure to it and it becomes hard, making it more difficult to escape. The recommended way to escape quicksand is to slowly move toward solid ground; you might also lie down on it, thus distributing your weight over a wider area and reducing the pressure. Ketchup is the opposite: its viscosity decreases under pressure. That’s why shaking a bottle of ketchup makes it easier to pour.

Resource:http://scifun.chem.wisc.edu/homeexpts/lumpyliquids.htm

Day ThirteenComparing Solids and Liquids (Based on FOSS Solids and Liquids Module)

Focus Question: What are the similarities and differences of solids and liquids?

Students record what they have learned about solids and liquids.Students create a class Venn diagram to compare the similarities and differences between the properties ofsolids and liquidsStudents use their science journals

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http://scifun.chem.wisc.edu/homeexpts/lumpyliquids.htm

http://scifun.chem.wisc.edu/homeexpts/lumpyliquids.htm

StandardsEssential



entries to make presentations on what they have learned about solids and liquids including examples of the environmental impacts of harmful solids and liquids in our environment.

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solids and liquids unit curriculum map web viewsolids and liquids unit curriculum map. ... grade:...

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