Science – Grade 1

Unit of Study: Properties of Solids and LiquidsSolids and Liquids

Third Grading Period – Weeks 1 -5CURRICULUM OVERVIEW

Big Idea / Unit Rationale
In 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 propertiesunique to liquids include viscosity 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.
TEKS / TEKS Specificity - Intended Outcome
Concepts / 1.5Physical Science. The student knows that organisms, objects, and events have properties and patterns. The student is expected to:
(A) sort organisms,objects and events based on properties and patterns; and
(B) identify, predict, and create patterns including those seen in charts, graphs, and numbers.
1.7 Earth Science. The student knows that many types of change occur. The student is expected to:
(A) observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can…
  • sort solid objects using physical property of size
  • sort solid objects using physical property of color
  • sort solid objects using physical property of shape
  • sort solid objects using physical property of hardness
  • sort solid objects using physical property of magnetism
  • sort solid objects based on events such as floating and sinking
  • sort solid objects based on events such as stacking and patterns made when rolling. (1.5A)
  • identify, predict, and create patterns including those seen in T-Charts and Venn diagrams (1.5B)
  • observe, measure, and record physical property changes in size, mass, and color. (1.7A)
  • test changes in the position of solids when blown by a straw, rolled, stacked, and placed in a container of water. (1.7A)
  • test changes in the movement of solids when blown by a straw, rolled, stacked, or blown by a straw. (1.7A)

Skills / 1.2 Nature of Science. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:
(A) ask questions about organisms, objects, and events.
(B) plan and conduct simple descriptive investigations
(C) gather information using simple equipment and tools to extend the senses.
(D) construct reasonable explanations and draw conclusions.
(E) communicate explanations about investigations.
1.3 Nature of Science. The student knows that information and critical thinking are used in making decisions. The student is expected to:
(A) make decisions using information.
(B)discuss and justify the merits of decisions.
1.4 Nature of Science. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:
(A) collect information using tools including hand lenses, clocks, computers, thermometers, and balances.
(B) record and compare collected information.
(C ) measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils. / I can…
  • ask questions to find the physical properties and patterns of solids and liquids. (1.2A)
  • plan and conduct a simple descriptive investigation to find the physical properties of solids and liquids. (1.2 B)
  • gather information using simple equipment and tools to extend the senses. (1.2C )
  • explain and draw conclusions about how the properties of solids are alike and different. (1.2D)
  • present my findings and decisions about my results of investigations. (1.2E)
  • make decisions about how to test a solid or liquid in order to find the physical properties. (1.3A)
  • discuss and justify the merits of my decisions on the physical properties of solids and liquids(1.3B)
  • collect information about the physical properties of solids and liquids by using a hand lens to see objects more closely and a balance to determine the mass. (1.4A)
  • record and compare the solid objects and sequence them by hardness, mass, and size. (1.4B)
  • measure objects using non-standard units such as fingers to measure amount. (1.4C)

Evidence of Learning
From classroom investigations (CN), students will sort solid objects using the physical properties of size, shape, texture, hardness, and magnetism(B), with at least 80% accuracy (CR).
From classroom investigations (CN), students will sort solid objects using the events of rolling, stacking, floating and sinking (B), with at least 80% accuracy (CR).
From classroom investigations (CN), students will record in a Venn or T-Chart the sorting of solid objects using the physical properties and events (B), with at least 80% accuracy (CR).
From classroom investigations (CN), students will sort liquids using the physical properties of opaque, transparent, and color (B), with at least 80% accuracy (CR).
From classroom investigations (CN), students will sort liquids using the events of feeling, viscosity or fluidity, floating, sinking, and mixing with water (B), with at least 80% accuracy (CR).
From classroom investigations (CN), students will record in a Venn or T-Chart the sorting of liquids using the physical properties and events (B), with at least 80% accuracy (CR).
From classroom investigations (CN), students will conduct an investigation to find the physical properties of solids and liquids(B), with at least 80% accuracy (CR).

Science – Grade 1

Unit of Study: Properties of Solids and Liquids

Third Grading Period Week 1 WednesdayCURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • What safety rule did we follow today? (1.1A)
  • 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)
/
  • The student demonstrates safe practices and learns how to use and conserve resources. (K.1)
  • The student plans and conducts scientific investigations, gathering information using tools, constructs and draws conclusions, and communicates their explanations. (K.2 and K.4)
  • The student makes, discusses, and justifies decisions. (K.3)
  • The student describes properties and patterns of objects. (K.5)
  • The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement; (K.7)

The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction
Use STC Solids and Liquids Lesson 1 Pre-Unit Assessment: Observing and Describing Two Solids
The teacher will prepare for the lesson by reading the “Overview and Objectives” and “Background” and completing the preparation steps prior to the lesson.
Engage
  • Main Idea: I can conduct a simple investigation by observing, comparing, and describing the properties of two solid objects. I can discuss the similarities and differences and write about what I learn. (1.2 B,C,D,E, and 1.5A)
  • Begin with a KWLS Chart titled "Solids and Liquids". Ask students.
  • What do you know about solids? Record all answers even if they are not correct. Do not tell the students what a solid is. This is a Preassessment of what the students already know. What do you know about liquids? Record any answers. What do you want to know about Solids or Liquids? Do not be surprised if the students do not have any questions. You can always add questions as they come up.
  • “Procedure 1” Hold up a spoon and a steel ball. Ask students
  • Where have you seen these objects before?
  • How might these objects be used?
  • Go over safety rules when observing objects such as a ball or spoon. Place objects on the tray so they will not roll off of the desk. Do not roll or throw the objects. Discuss consequences for not following the rules. (1.1 A)
/
  • Students will help create a KWLS Chart as a Preassessment of knowledge on solids and liquids.
  • Students will identify and demonstrate safe practices during investigations. (1.1A)

Explore
“Procedure 2” Have one member from each student pair collect a spoon, a steel ball, and a tray from the distribution center.
Have the students place the ball and spoon next to each other on the tray. As you observe the objects I want you to think about the physical properties of these objects. Refer to the Physical Properties poster.
What will you be looking for when you are looking for Physical Properties?
What are the physical properties of the spoon? Of the ball? Record on the poster. /
  • Students will work in pairs to conduct an investigation into the physical properties of two solids. (1.2 B and 1.5A)

Explain
Procedure 3” Display the "Comparing the Spoon and the Ball" Chart. When we look at two objects and see how they are alike and different, we are comparing them. Ask students.
How are the spoon and the ball different? Record comments in the column labeled "Different."
"Procedure 4" Now ask students.
How are the spoon and the ball alike? Record comments in the column labeled "Alike"
"Procedure 5" Let students know that the spoon and ball are alike in another important way - they are both solids. /
  • Students will construct reasonable explanations and draw conclusions from their results in order to compare the physical properties of the two solids. (1.2 D and 1.5A)

Elaborate
"Procedure 6" Ask students.
What do you think a solid is? What is not a solid? Why do you think as you do?(1.5A) /
  • Students are making decisions using information, discussing, and justifying the merits of the decisions to explain the definition of a solid. (1.3 A,B and 1.5A)

Evaluate
"Final Activities 1" Have the students date and title their journal page.
"Final Activities 2" Write the statement on the board: I think that the ball is a solid because ______.
Ask students to respond orally or in their journal to one or more of the following questions.
What safety rule did we follow today? (1.1A)
What do you think a solid is? What is your reasoning?(1.2D, 1.3B, 1.5A)
What do you think is not a solid? What is you reasoning?(1.2D, 1.3B, 1.5A)
Teacher Assessment of Students:
In Assessing Students' Progress in Section 2, you will find a detailed discussion about the assessment of students' learning. The following paragraphs describe some assessment activities that are appropriate at this point. In this lesson, the chart entitled "Comparing the Spoon and the Ball" and the students' entries in their science journals are the first part (for solids) of a two part pre-unit assessment. The second part (for liquids) is in Lesson 10. The matched follow-up occurs in the post-unit assessment in Lesson 17.
One of the most powerful ways to assess your children's progress is direct observation. Guidelines to help you assess your students' growth are provided here and in Lessons 8,9, 10, 15, and 16.
To assess students during Lesson 1, observe them during the activities and look at their entries in the science journals. As you do so, check for the following:
The properties to which students refer in their descriptions of the steel ball and spoon.
Whether students describe the similarities as well as the differences between the two objects.
The reasons students suggest in their science journals for why they think the steel ball is a solids.
Whether the students' science journal entries describe properties of solids. /
  • Students will communicate explanations about the investigations to describe the physical properties which were observed and recorded. (1.2 E, 1.3B, 1.5A)

Vocabulary: (Pertinent to the learning – specific)
  • solid
  • T-Chart
  • spoon
  • ball
  • sólido
  • líquido
  • T-carta
  • cuchara
  • pelota
/ Resources
Use STC Solids and Liquids Lesson 1 Pre-Unit Assessment: Observing and Describing Two Solids
If you do not have a Solids and Liquids Kit you can use plastic sporks from the cafeteria and a marble or any small ball. Do not throw the sporks away. They will be used even in the liquid section of this unit.
Teacher Notes: If you do not have a kit you may want to start collecting or solicit items by sending a note home asking for the following items:
toilet paper or paper towel rolls, old buttons, small cans of food (empty is fine if no sharp edges are exposed), empty food boxes, golf tees, spare bolts, nuts, and washers, corks, etc.
Beginning with Lesson 11 your class will be working with liquids. You may want to start collecting newspapers (if you don't take the newspaper, put a note by the sign in sheet asking for someone to save you some for your grade level).
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support?
Have the sentence starter written on the student's journal for them to fill in the reason.
What do you do for students who master the learning quickly?
Have the students make a list of solids which they find at home in their room. / 3rd Grade 2007

18 Which statement best explains the states of
matter in the picture above?
A The grass is liquid because it flowswith the wind.
B The dirt in the pond is liquid becauseit soaked up the
water.
C The trees are liquid because theycover the grass.
D The water is liquid because it takesthe shape of the
pond. / 5th Grade ESC 4 TAKS Simulation
35 Students make models of the states of matter, using marbles and glue. The model that most likely represents a solid is –
AModel Z, because it takes the shape of its container
BModel Y, because it keeps its own shape in the container
CModel X, because it fills the space of the container
Dnot shown in Models X, Y, or Z

Science – Grade 1

Unit of Study: Properties of Solids and LiquidsSolids and Liquids

Third Grading Period Week 1 ThursdayCURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • What properties or characteristic did you use to sort your objects? (1.5A)
  • Do your objects have another characteristic that is the same? (1.6A)
  • How are the properties of these solids outside of this group different from the other solids? (1.5A)
/
  • The student demonstrates safe practices and learns how to use and conserve resources. (K.1)
  • The student plans and conducts scientific investigations, gathering information using tools, constructs and draws conclusions, and communicates their explanations. (K.2 and K.4)
  • The student makes, discusses, and justifies decisions. (K.3)
  • The student describes properties and patterns of objects. (K.5)
  • The student knows that many types of change occur. The student is expected to observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement(K.7)

The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction
Use STC Solids and Liquids Lesson 2 Observing Properties
The teacher will prepare for the lesson by reading the “Overview and Objectives” and “Background” and completing the preparation steps prior to the lesson.
Engage
  • Main Idea: I can sort solids based on the properties of color and shape. I can describe and discuss the similarities and differences in the ways I have sorted the solids. (1.2 B-E 1.5 A)
  • Teacher will review the previous day’s lesson and add to the KWLS chart as needed.
  • “Procedure 1” Ask students.
What did you observe about the color and shape of the spoon and ball in the first lesson?
  • Review the Physical Properties Chart (see below) to remind students that today we will only be using our eyes since we are looking for color and shape.
/
  • Students will demonstrate prior knowledge by assisting with a class KWLS chart. (1.2 C)

Explore
  • “Procedure 2” Let students know that in this lesson, they will examine a set of solids and describe their color and shape. Discuss the idea that color and shape are two properties of solids: in other words, they are characteristics that can be used to describe the solids. What are some colors that you see on the trays? Write color words on the word wall. What shapes do you see on the trays? (1.6A) Write shape words on the word wall.
  • "Procedure 3" Let students know that they will receive a tray of solids. With their partners, they will first sort these solids into groups on the basis of one property, either color or shape. They may make as many groups as they wish. Then, they will arrange the solids in groups on the basis of the other property. They will arrange the groups on large sheets of paper. (bulletin board paper)
  • "Procedure 4-5" Have students collect the trays of solids, black crayons, and large sheets of paper from the distribution center. Allow 5-10 minutes for students to freely explore the solids.
/
  • Students will work in pairs to conduct an investigation into the physical properties of a solids by sorting their objects according to color and shape. (1.2 B and 1.5A)

Explain
  • “Procedure 6” After students have sorted the solids, ask them to draw a circle around each group and to write their names and the current date on the paper. Next to each circle, ask them to write a word that describes the color or shape of the solids in that group. (1.6A) Add new words to the word wall as necessary.
/
  • Students will construct reasonable explanations and draw conclusions from their results in order to explain the method used to sort the solids. (1.2 D and 1.5A)

Elaborate
  • “Procedure 7” Then, have students return the solids to the trays, turn the sheets of paper over, and sort the solids using the other property.
/
  • Students are making decisions using information, discussing, and justifying the merits of the decisions to explain the sorting method used. (1.3 A,B and 1.5A)

Evaluate
  • "Final Activities 1 & 2” Teacher will ask children to share the groups they created when they sorted the solids.
  • "Final Activities 3" Add vocabulary to word wall as the children use the words to describe solids, include transparent (can see light through) and opaque (can not see light through)
  • "Final Activities 4" Show students the "Properties of Solids" Chart. Record student knowledge as you ask students questions.
  • What properties or characteristic did you use to sort your objects?
  • Do your objects have another characteristic that is the same?
  • How are the properties of these solids outside of this group different from the other solids?
  • "Final Activities 7" Have students select one solid from the investigation and draw it. Have the students label the properties.
/
  • Students will communicate explanations about the investigations to describe the physical properties which were observed, used to sort, and recorded. (1.2 E and 1.5A)

Vocabulary: (Pertinent to the learning – specific)
  • sorting
  • properties
  • transparent
  • opaque
  • bead
  • cube
  • washer
  • nut
  • tee
  • pipe cleaner
  • jewel
  • paper clip
  • cylinder
  • cork
  • crayon
  • collection (or any set of objects collected)
  • clasificar
  • caracteristicas
  • transparente
  • opaco
  • grano
  • cubo
  • arandela
  • tuerca
  • te
  • limpiador de pipa
  • joya
  • clip de papel
  • cilindro
  • corcho
  • crayon
  • colección
/ Resources
STC Solids and Liquids Lesson 2 Observing Properties
Teacher Notes:
If you do not have the kit you can collect any assortment of objects that are red or blue, round and square, long and short, ball and cube-shaped, wooden and steel, or wooden and plastic. Small balls may be borrowed from the PE Department. You can be creative and take two of the same wooden items and paint one red with old fingernail polish andthe other with blue paint. The kit is nice but teaching the concept is most important for our kids. A baggie or box makes a nice container if you do not have a tray.
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support?
Have students create a solids book by color. Assign separate colors to each student and have them draw a picture of each object of their color. Put the color pages together to make a book.
What do you do for students who master the learning quickly?
Have students fill in a bar graph with one characteristic such as how many red, blue, and/or white items you sorted today. Extension 2 / 3rd Grade 2005

4 During a science lab, a student used a chocolate chip cookie as a model for a rock. What is a limitation of this model?
(A) Real rocks do not have different parts in them.
(B) Real rocks are composed of only one part.
(C)* Real rocks are harder than the cookie.
(D) Real rocks smell exactly like the cookie. / 5th Grade 2007

4 The individual candy pieces in the candy mixture above —
Fare not individually changed when mixed, and maintain
their own physical properties
G are individually changed when mixed and become a
new type of candy all together
H are individually changed when mixed and become a
liquid candy that can be drank
J are individually changed when mixed and become a
solid candy that has one flavor

Science – Grade 1