State Standards: Student evidence outcomes
- Analyze and interpret observations about solids and liquids and their unique properties
- Identify the similarities and differences of two or more groups of solids or liquids
- Classify solids and liquids based on their properties, and justify your choice based on evidence
- Share results of experiments with others
- Recognize that observations are an important part of science
- Conduct collaborative experiments
Big Ideas:
Students will…..
Observe and describe thephysical properties of solids and liquids by utilizing screens and magnifying glasses.
Sort materials according to physical properties.
Use information gathered to conduct an investigation on an unknown material.
Essential Vocabulary:
sort property observe liquid flow solid separate vayer
viscous transparent translucent
How will we effectively teach to ensure students learn?
- Inquiry
- High Yielding Instructional Strategies embedded in each investigation below
Investigation 1:Solids
Part 1 (Mandatory)
Part 2 & 3 (Optional)
Essential Questions:
How can solids be described? / Investigation 2: Liquids
ALL Parts (Mandatory)
Essential Questions:
How do liquids differ from each other?
How does the same amount of liquid look in different shapes of containers?
How are liquids the same? / Investigation 3: Bits and Pieces
ALL Parts (Mandatory)
Essential Questions:
How do you know when it is a solid or a liquid?
How can mixtures of solid particles be separated?
How do particles of solids move in bottles? / Investigation 4: Solids and Liquids with Water
Part 1 & 2 (Mandatory)
Part 3 (Optional)
Essential Questions:
How can a mixture of water and solids be separated?
What happens when water is mixed with different liquids?
Part 1 (Mandatory)
Part 1: Introduce Solids
Part 2 & 3 (Optional)
Part 2: Sort Solid Objects
Part 3: Construct with Solids / ALL Parts (Mandatory)
Part 1: Liquids in Bottles (2 sessions needed)
Part 2: Properties of Liquids
Part 3: Liquid Level (2 sessions needed) / ALL Parts (Mandatory)
Part 1: Solids in Containers (2 sessions needed)
Part 2: Separating Soup Mix (2 sessions needed)
Part 3: Solids in Bottles (2 sessions needed)
Part 4: Separating Beads with a Screen / Part 12 (Mandatory)
Part 1: Solids and Water (3 sessions needed)
Part 2: Liquids and Water (2 sessions needed)
Part 3 (Optional)
Part 3: Toothpaste Investigation (optional)
How do we know if students are learning?
Assessment:
Use Assessment section ofFOSS teacher’s manual.
Assessment Strategies: (may include)
Use illustrations and oral/written explanations in student science notebooks as a body of evidence to student understanding
Allow for multiple quick-check response techniques (turn-talk, dry-erase board, thumbs-up/down)
Use Pair-Share to allow students to summarize what they learned
Chart responses of students during group discussions
Keep anecdotal records by recording notes about individual reactions and student interactions with peers
Use performance based tasks and/or activities (e.g., oral presentation, role-playing, paraphrasing, summarizing, retelling, problem-solving situation)
What will we do if students don’t learn or if they are already performing at or above grade level?
Science Extension opportunities provided in teachers manual
Reteaching Strategies
Suggested Time Frame:
18 – 45 minute investigations (not including the optional activities). / Students Need Background Experience with:
- Add 1 day inquiry “Gas in a Bag” provides experience with the third state of matter and connects to Air & Weather (2nd)
- Add 1 day inquiry “Oobleck” provides opportunity to classify unknown matter by its properties and justify their choice based on evidence
- Supports and extends prior learning about how objects can be described and sorted by their physical characteristics for Wood & Paper (K)
- Builds foundational understanding that matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling for Matter & Energy (3rd)
- Builds foundational understanding for how mixtures of matter can be separated Mixtures & Solutions (5th)
DRAFT 5/17/2010
Page 1 of 4 Solids and Liquids