TE804 Spring 2012

Instructional Sequence for Liquids and Solids Ellen Spendel P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or floating P.PM.01.21 Demonstrate water as a solid keeps its own shape. (ice) P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various containers S.IP.01.11 Make purposeful observation of the natural world using the appropriate senses. S.IA.01.13 Communicate and present ndings of observations. S.IA.01.12 Share ideas about science through purposeful conversation S.RS.01.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. *Some activities are in the same lesson. Les son * 1 Activity Label Introduction of questions: What characteristic s could you use to sort Activity Functions* (Why this activity in this sequence?) Establishing the questions Activity Description Introduction of the idea that all substances have characteristics and that we are going to explore them. Teacher introduces the main question of the unit-she writes in on the board and tells it to students.

TE804 Spring 2012

objects into different categories or piles? 1 KWL chart Elicit student initial ideas Set up a KWL chart on easel and ask students what are some characteristics of substances (liquid and solid) can be (i.e. color, smooth, hardness, stickiness), prompt students through giving examples. Ask them if they know why. Give students two liquids-ask them to compare and contrast these objects through filling out a Venn Diagram. Students will be given different solids and asked to sort them in categories in pairs. Students will create their own T chart to fill in the categories. Word bank will be given to help with writing Students will share the different categories they created. Teacher will take down data and create an appropriate Venn Diagram Students will be given different liquids and asked to sort them in categories in pairs. Students will create their own T chart to fill in the categories. Word bank will be given to help with writing. Students will share what different categories they created. Teacher will take down data and create an appropriate Venn Diagram

Pre assessment Sorting solids (into student created categories) Whole group discussion on how students sorted patterns Sorting liquids (into student created categories)

Elicit student initial ideas- see how well they can compare/contrast and characteristics they can identify Explore Phenomena for Patterns

Explore ideas about patterns

Explore phenomena for Patterns

Whole group discussion of categories

Explore ideas about patterns

TE804 Spring 2012

chosen

Students compare and contrast two solids in a Venn Diagram Whole group filling out of Venn diagram and group discussion Students compare and contrast two solids in a Venn Diagram

Explore Ideas about Patterns

Students discuss what similarities and differences they found in pairs and then whole group

Explore ideas about patterns

Students help the teacher fill out the Venn diagram. Teacher asks why they think there are differences and prompts them with questions.

Explore Ideas about Patterns

Students discuss what similarities and differences they found in pairs and then in whole group

TE804 Spring 2012

Discussion/fill ing out Tchart whole group. Revisit KWL chart on characteristic s of solids Presentation Introduction

Introduction of scientific ideas

Compare scientific ideas

Teacher gives examples of sorting and identifies scientific labels. Teacher explains why substances have different characteristics. Teacher asks for students to give examples of substances in the categories that the teacher created. . Students review what they thought they knew about liquids and then the teacher writes what they learned on the KWL chart Students work in pairs to present the characteristics of a specific liquid or solid and present to class Question: What are the characteristics of water as a liquid? What are characteristics of ice?

Apply with fading support Establishing a question

9 10

KWL chart

Elicit Students Initial Ideas

Fill out KWL chart Give students water in a container. Tell students to look at the water and write down

Observations Explore Phenomena for Patterns of liquid water

TE804 Spring 2012

characteristics. Put water in a plastic bag, ask students for more characteristics of water. Give students various containers, instruct students to pour the water into the containers. Ask them to list more characteristics of water. 10 11 Discussion Observations of ice Students explore ideas about patterns Explore Phenomena for Patterns Whole group discussion of observations of water Put this water in the classroom freezer. Put some of the water in cups/the containers used. Put water in a plastic bag in the freezer. Give students the two forms of ice. Ask for characteristics of ice.

11 12

Discussion Create a Venn Diagrams comparing water as a liquid and a solid

Students Explore ideas about patterns Explore Ideas about Patterns

Students discuss whole group observations of ice Students discuss the differences and similarities between water as a solid and as a liquid with pairs and then in a whole group

13

Students fill in cause and affect diagram for

Students explain patterns

Students discuss in pairs the cause and effect chart they filled out and student discuss whole group their cause and effect diagrams-students are asked why water acts as it does as solid vs.

TE804 Spring 2012

liquid water to ice, ice to liquid water Explanation of how properties of ice and water through models Revisit KWL chart Introduce Scientific ideas

a liquid

14

Teacher uses smart board to explain to students the behavior of water when it is a liquid vs. when it is a solid.

14

Compare Student and Scientific ideas

14

Students model molecules of water and ice

Apply to near and distant contexts with support

15

15

Students draw diagrams of water and ice Students fill in cause and affect charts of water and

Apply to near and distant contexts with support

Teacher reviews what students thought they knew and has them discuss what they learned. Teacher has students participate and discuss what they learned and writes it on the KWL chart. Teacher has student use their bodies to act like water in a group; forming like liquid water and like ice. When told they are liquid water they go apart. When told they are like ice the move closing together. This will be done in small groups while some students are work on independent work. Students draw the molecules closer when it is ice and farther apart when it is ice. Student gives them a key and models Students draw what would happen if you pour water into a different container and pour ice Students explain to partners what they drew and why

Apply to near and distant contexts with support

TE804 Spring 2012

ice

15

Cause and effect of bodies in waterglaciers, rivers, seas,

Apply to distant context with fading support

Have students draw/label/write what happens to Michigan in winter and explain how they know that