Science – Grade 1
Unit of Study: Properties of Solids and Liquids
Third Grading Period – Weeks 1 -5 CURRICULUM OVERVIEW
Enduring Understandings (Big Ideas) / Unit RationaleIn this unit, students expand their awareness of the properties of solids and liquids by comparing and contrasting solids and liquids. They find out that some properties of solids, such as size, color, hardness, and shape, are readily identifiable. Observable properties unique to liquids include viscosity(ability to move fast or slow) and drop shape. Students recognize that some physical properties must be tested since they are not readily identifiable. Students need to test metal objects to see if they contain iron and steel which attract to a magnet. Students also need to test to see if objects will float or sink in water. / Students will recognize physical properties of matter to understand how scientist organize and classify information using real life materials. Student will develop scientific process skills by performing classroom investigations, problem solving, and using graphics to compare and organize the information collected from their investigations.
Essential Questions / Guiding Questions
Week 1
· What do you think a solid is? What is your reasoning? (1.2A, 1.3B, 1.5A)
· What do you think is not a solid? What is you reasoning? (1.2A, 1.3B, 1.5A)
· What properties or characteristic did you use to sort your objects? (1.5A)
· Which solids stack and which roll? (1.5A)
· How did the movement of the cylindrical solids differ from that of the spherical solids? (1.4B,1.6C)
· Are your observations on the two record sheets different? If so, how? (1.4B)
· What is something you know now about solids, liquids, and gases that you did not know when you first began the unit? (1.2D,E)
· Which solids were easiest to move by blowing? Which were hardest? (1.6C,D)
· How can you describe the change in the location of an object such as closer to, nearer to, and farther from. (1.6C)
· How can you demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D)
Week 2
· How do scientists organize a collection? (1.5A, 1.3C)
· How do the techniques of a scientist compare with the techniques students use to sort solids? (1.2D, 1.4B, 1.3C)
· What sense are you using to test for hardness? (1.2C)
· What new property can we add to our list of properties? (1.5A)
· How are the solids that float different from those that sink? (1.4B, 1.6D)
· Why do you think the plastic cup lid and the blue plastic spoon floated at first and then sank? (1.5A, 1.6D)
· Look at the solids that are not attracted to a magnet. How are they alike? How are they different? (1.6D, 1.5A)
· Look at the solids that are attracted to a magnet. How are they alike? How are they different? (1.6D, 1.5A)
· Do all metal attract to a magnet? (no) (1.6D, 1.5A)
· What happens when two magnets pull towards each other? (1.2E,1.6D) / Week 1
· What safety rule did we follow today? (1.1A)
· Do your objects have another characteristic that is the same? (1.5A)
· How are the properties of these solids outside of this group different from the other solids? (1.5A, 1.2E)
· Do all the round solids roll? (1.5A,1.2E, 1.6C,D))
· Do all the solids with flat sides stack? (1.5A,1.2E)
· Why do you think the cork and the acrylic cylinder will both roll and stack? (1.5A,1.2E, 1.6C,D)
· Which solids rolled farthest? Why do you think these solids rolled so far? (1.5A, 1.2E, 1.6C,D)
· Which solids did not roll very far? Why do you think these solids did not roll very far? (1.5A,1.2E, 1.6C,D)
· How did the movement of the cylindrical solids differ from that of the spherical solids? (1.4B, 1.2E, 1.6C,D)
· Why do you think the steel ball made the plastic tray move so far? (1.2E, 1.6C,D)
· Why do you think the Ping-Pong ball did not make the plastic tray move very far? (1.2E, 1.6C,D)
Week 2
· Have you ever started a collection?
· Have you ever seen a rock collection? (1.5A)
· Where might we find a rock collection? (1.2E, 1.3C)
· What happens when they have several rocks with the same color? (1.5A)
· What are some other words that would describe hardness? (1.5A)
· How are the solids that float up similar? (1.4B, 1.2E, 1.6D,5A)
· How are the solids that sink down similar? (1.4B, 1.2E, 1.6D,5A)
· Why do you think the brass washer is not attracted to the magnet? (1.6B,1.2E)
· Why do you think the paper clip is attracted to the magnet? (1.6B,1.2E)
· How can you make the objects move in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow when using a magne? (1.6D)
· How can you change in the location of an object such as closer to, nearer to, and farther from a magnet? (1.6C)
·
· What happens when two magnets push away from each other? (1.2E,1.6D)
· How can you make the objects move in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow with a magnet? (1.2E,1.6B,C,D)
· How can you change in the location of an object such as closer to, nearer to, and farther from a magnet? (1.2E,1.6B,C,D)
Week 3 What properties have you used today to sort the solids? (1.2E,1.5A)
· What is the purpose of the "Properties of Solids Chart?" How can it help you? (1.2E)
· How are the properties of liquids and solids alike? (1.2D,E,1.5A)
· How is testing liquids going to be different from testing solids?(1.2B,1.3B)
· What are the physical properties of the liquids we have studied? (1.5A, 1.2E)
· How did the different liquids behave on wax paper, mixed with other liquids, and as drop? (1.5A, 1.2E)
Week 4
· Do the liquids share any properties? (1.5A)
· How do you know if liquids are viscous? (1.2D, 1.5A, 1.6C)
· How do you know if liquids are fluid? (1.2D, 1.5A, 1.6C)
· How does the viscosity or fluidity of the liquids affect the way they move? (1.5A,1.6C,1.2E)
· Were the liquids who won the race more viscous or less viscous? More fluid or less fluid? (1.2E, D, 1.3A, 1.5A, 1.6C)
· What did the liquid look like when you first put it into the water? How did it move into the water? (1.2C, 1.6C,D)
· What happened to the water when you added the liquid? Did it change? (1.5A, 1.2E)
· What do we make when we mix water with a liquid? (1.2D,E, 1.5A)
· How does an oil spill affect plants and animals? (TEKS 1.2E)
· Which clean up method do you think you would use and why would you use that one? (1.3A,B)
· How can we use the Scientific Method to explore the properties of two new liquids? (1.5A, 1.2A,B,C,D,E)
· How will you record your data? Do you have a picture which shows before and after? Will you have a place to write what you have learned? (1.2B,C)
· How will you compare your two liquids? What kind of graphic will you use? T-Chart? Venn? (1.2B,C)
· Which properties of solids are not found in liquids? (1.4B, 1.5A,2D,E)
· Which properties of liquids are not found in solids? (1.4B, 1.5A, 1.2D,E)
· Which physical properties appear in both circles - solids and liquids? (1.4B, 1.5A, 1.2D,E)
Week 5
· Can both solids and liquids be described by their color? By whether they float up or sink down? (1.2D,E,1.5A,1.6C)
· How are the comments on the chart different? Why are some of them alike? Why are some of them different"? (1.4B, 1.2D,E) / · Do you think it is easy to give a reason for the grouping or is it difficult to think of a reason? (1.2D,E)
· What have you learned about the properties of liquids? (1.2D,E, 1.5A)
Week 3
· How did the liquid look? How did it smell? How did it feel? (1.5A, 1.2E)
· What happened when you held a spoonful of the liquid above the cup? (1.2D,E, 1.5A)
· Did the liquid make a rounded drop on the waxed paper, or did it spread out? (1.2D,E)
· Did the liquid mix with other liquids? (1.2E, 1.5A)
· Which drops move slowly? (1.5A,1.6C,1.2E)
· Which ones move quickly? (1.5A,1.6C,1.2E)
· Which drops stay in the same shape? (1.5A, 1.2E)
Week 4
· How are the liquids different? (1.4B,1.5A, 1.2E)
· How are the liquids alike? (1.4B, 1.5A, 1.2E)
· Were you surprised by any of the test results? (1.2E, 1.5A)
· Were your results the same as your predictions? (1.2E, 1.5A)
· Did the liquid sink down or float up? (1.5A, 1.2E)
· How did the liquid change when you stirred the mixture? (1.5A)
· Which liquids mixed with water? (1.2E, 1.5A)
· Which liquids did not mix with water? (1.2E, 1.5A)
· How does an oil spill affect animals? (TEKS 1.2E, 1.3A)
· Why do you think your teacher told you not to put the liquid oil down the classroom drain? (1.1B, 1.2E)
· What can we find out about the physical properties of these new liquids? (1.5A, 1.3B)
· What would be our questions to investigate? (1.2A, B, 1.3A,B,C)
· Which of these questions are testable? (1.2B, 1.3A)
· What plan can we use to test these questions? (1.2B)
· What would happen if we poured this new liquid in a square bowl? Into a rectangular box? In an oval container? (1.5A, 1.3B)
Week 5
· What was your favorite investigation? Your least-favorite investigation? (1.3A, 1.2E)
· Can you design a graphic which shows whether various foods would be sorted as a solid or liquid? (1.2E)
· How are these two solids (spoon and ball) alike and different? (1.4B, 1.5A, 1.2E)
· How are most solids alike? (1.2E1.5A, 1.4B)
· How are most solids different? (1.2E, 1.5A, 1.4B)
· How are most liquids alike? (1.2E, 1.5A, 1.4B)
· How are most liquids different? (1.25AE. 1., 1.4B
TEKS / TEKS Specificity - Intended Outcome
Concepts / 1.5Matter and energy. The student knows that objects have properties and patterns. The student is expected to:
(A)classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and
1.6Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:
(B)predict and describe how a magnet can be used to push or pull an object;
(C)describe the change in the location of an object such as closer to, nearer to, and farther from; and
(D)demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can…
· sort and classify solid objects using physical property of size
· sort and classify solid objects using physical property of color
· sort and classify solid objects using physical property of shape
· sort and classify solid objects using physical property of texture
· sort and classify solid objects using physical property of magnetism
· sort and classify solid objects based on events such as being heavier and lighter
· observe, measure, and record physical property changes in size, mass, and color. (1.5A)
· predict and describe how a magnet can be used to push or pull an object (1.6B)
· test changes in the position of solids when blown by a straw, rolled, stacked, and placed in a container of water to describe the change in the location of an object such as closer to, nearer to, and farther from. (1.6C)
· test changes in the movement of solids when blown by a straw, rolled, stacked, or blown by a straw to demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.. (1.6D)
Skills / 1.1Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:
(A)recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;
(B)recognize the importance of safe practices to keep self and others safe and healthy; and
(C)identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.
1.2Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:
(A)ask questions about organisms, objects, and events observed in the natural world;
(B)plan and conduct simple descriptive investigations such as ways objects move;
(C)collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;
(D)record and organize data using pictures, numbers, and words; and
(E)communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations. / I can…