Day 1 Day 2 Day 3 Day 4. Reading and discussing informational text. Use a preview strategy to identify text features.

Transcription

1 1 st Grade Learning Sequence Overview Learning Sequence Concept: Liquids have properties by which they can be described. CCSS Content Literacy in Science: SL1.1a SL 1.5 SL1.6; W1.2, W1.5, W1.8,RI1.1, RI1.2, RI1.3, RI1.5, RI1.6, RI1.7; L1.1j, L1.6 Lesson Concept Day 1 Day 2 Day 3 Day 4 Liquids are described differently Liquids are described using Liquids are described practicing Descriptions of liquids can be from solids. specific academic vocabulary. specific academic language recorded in a data table and Activity Describe solids by properties. Introduce liquids and use student language to describe liquids. Oral Language Notebook entries Reading Student work to be collected Partner and whole group discussion to practice language. Word Wall Connection of common/home/street language to academic vocabulary e.g., moves slow/ viscous, Reading and discussing informational text. Use a preview strategy to identify text features. Complete writing prompt to describe one liquid from the collection. Reading and discussing information text. Use text features as described in the activity section. Notebook entries as listed above patterns.. Choral Reading to practice using the words Go Fish to encourage questions and answers. Science Talk to encourage questions and responses. Academic language is practiced for three different purposes: Making connections between words and ideas Asking and answering questions. Using complete sentences. Reading words on the floor, wall, and tables during oral language activities. used to describe new liquids. Data Table of descriptions Complete sentence frame describing a liquid Whole class discussion of data table. Practice saying sentences orally prior to wiring. Complete a data table summarizing observation of liquids. Complete a scientific observation of one of three liquids in a lunch. Label and draw a scientific illustration. Reading words on the table while completing data table and sentence prompt. Notebook entries as listed above

2 Lesson Concept Activity Oral Language Notebook entries Reading Student work to be collected Day 5 Day 6 Day 7 Liquids share properties. All liquids flow and are different Liquids share properties of from solids. flowing and taking the shape of Develop a VENN diagram using two liquids. Chart individual descriptions. Write shared properties or descriptions in the center. Whole group discussion and contribution to the chart. Sort liquids and solids into two paper plates. Discuss with a partner what is alike about all liquids. Discuss what is alike about all solids. Small group discussion of evidence for what is alike about all solids or all liquids. the container. Informative writing that includes description of shared properties of all liquids. Talk to partners prior to writing. Use the prompt: How can liquids be described? Include a scientific illustration as part of the informational writing. Reads words from word wall or word cards on tables to scaffold writing. VENN diagram on chart. * Informational writing that includes characteristics of liquids. (flow and take the shape of the container) Use academic language for any properties listed. Illustration must be labeled.

3 Solids and Liquids Grade Level: 1 Lesson concept: Liquids can be described by their properties Stage Teacher Does Student Does Engage How could solids be described? Words may include: round, (Hold up two solids: for example, a nail and a cylinder) smooth, hard, color Explore I What is similar about both solids? What is different about them? Introduce a new substance: for example liquid soap How could it be described? How is the new substance (liquid soap) the same or different from the solids? Partner practice/listening and speaking Write: How can liquids be described? Ask students to read together what is being written on the board. (Distribute six different bottles of liquids to small groups) Think about the words you could use to describe or observe the properties of the liquids Describe the liquids to your partner or table groups Ask students to discuss observations. Students should describe one Both are hard and smooth, one is a larger cylinder, one is thinner Soap moves, not hard, bubbles, color Soap can move and/or flow How can liquids be described? Bubbles, moves, color, touch Shake, move, and then describe the liquids: bubbles, slow moving, clear, not clear, sticks, see- through,

4 Explain I liquid using at least two words Teacher models a description for students if needed Whole class practices building data wall Place liquids on chalkboard. Display prepared cards with the following words/pictures to enhance academic vocabulary: The liquid was slow-moving The liquid was clear like glass viscous (pours slowly) transparent (can see through) translucent (can partially see through) has color foamy bubbly #1 was slow moving (link to viscous) # 2 Clear (link to transparent) # 3 Cloudy (link to translucent) #4 Bubbly (link to bubbles stay) #5 Foamy (bubbles or foam on top) #6 Yellow or other color (has color) Ask students for a volunteer to start sharing his/her description or observation to the whole class May use not as part of the description such as not slow (not viscous) Explore II Elicit a show of hands of students who have the same description or observation Continue building word wall built from student observations Informational Text Hold up the Big Book and ask students to look at the cover and describe what might the book be about Ask students how they figured out that answer Ice / solids Water / liquids I saw it on the cover I read the word

5 Turn to the table of contents and ask students what information the table of contents tells us Ask students where they might find information about liquids It tells us where to find things Suggest page number Find the suggested page number in the book Read aloud from that page and discuss information in the print and the pictures with students Read the page that shows the liquids and ask students to predict what this page will be about Liquids can be different colors, move slowly or be viscous, transparent, translucent, foamy or bubbly Solids and liquids (soup) Explain II Focus on the page with both solids and liquids Ask students what the pictures are showing on this page Ask students to read the question they were investigating Explain that we have all the words needed to describe the liquids Have students pick the most interesting liquid and write a description about the it Students should describe the liquid using the words from the word wall that the class developed or words placed on your desk How can liquids be described? Liquid #1 is transparent and slow moving (viscous). Liquid #2 is translucent and white. Etc Viscous, Transparent, Translucent, color

6 Explore III Students review the vocabulary by talking to their feet: Explain that everyone has feet. Tell your feet three words that you could use to describe liquids. Ask students what they remember about liquids? Chant this reading and allow students to answer each stanza in a chant with an example liquid: I know some bubbly liquids, Some very bubbly liquids, Some very bubbly liquids, Can you name just a few? I know some viscous liquids, Some very viscous liquids, Some very viscous liquids, Try to name a few! I know some transparent liquids, Some very transparent liquids, Some very transparent liquids, Can you name just a few? I know some translucent liquids, Some very translucent liquids, Some very translucent liquids, Try to name a few! I know some colorful liquids, Some very colorful liquids, Some very colorful liquids, Slow moving, viscous Bubbly Foamy Transparent, you can see through it Fabric Softener or? Syrup, or a? Clear juice or a? Fabric Softener, milk or? Dish soap or a? Water

7 Can you name just a few? I know some colorless liquids, Some very colorless liquids, Some very colorless liquids, Try to name a few! Explain III Play Go Fish 1. Distribute 4 set of cards (viscous and picture, transparent and picture, translucent and picture, bubbly and picture, foamy and color) to each group of four students. 2. Model for students how to play Go Fish using the words from the cards 3. Ask and answer the question, Do you have? using the vocabulary words to describe a liquid Do you have a transparent liquid? Do you have a viscous liquid? 4. If a student has the card asked for by a partner, the student has to give the card up to the partner as in the traditional game of Go Fish." 5. Allow students to deal the cards and play Go Fish. Explain to students that the pictures and words on the cards are the same as

8 the words/pictures added to our charts previously in Explore/Explain I. 6. Observe the ability students demonstrate to ask for a card and play the card needed. Science Talk Write the beginning of several sentences on sentence strips: I observed I agree I disagree I wonder Ask students to get into a circle and use the following sentence beginnings to talk about what they observed in the liquids: I observed liquid #1 was I agree liquid #1 was I disagree that liquid #1 was I wonder if liquid #1 was Continue pattern of science talk using new sentence frames with new sentence beginnings Students practice science talk in a collaborative session. I observed liquid #1 was clear and viscous I agree it was viscous I disagree it was clear because a better word is transparent I wonder what it is used for Explain IV Developing a Data Table Distribute 6 liquids and ask students to use their notebooks to write down their descriptions of the liquids Explain to the students that their descriptions are called

9 data and define data for the students. Transparent, viscous, Expand Explore Explain to the students how to organize a data table once they ve finished writing their descriptions of the liquids in their notebook Now, ask students to look at the first liquid Which descriptions should be checked? Have students continue checking descriptions in each column, encouraging independence for students in completing the data table Looking at Liquids 1. Hold up three liquids for students to observe: apple juice, apple sauce, and chocolate milk. Explain all three liquids might be in your lunch. 2. Distribute pictures of the three liquids and ask students to look at the pictures and use words to describe each liquid 3. Add at least two words to describe your liquid from our words in the Go Fish game. VENN diagram Complete a drawing of the liquid using the partial pictures. Add two words to each picture to describe the liquid Add words and details to your drawing to show differences among liquids Example of high-levelresponse: Apple juice: transparent, foamy Chocolate milk: color, cannot see through, foamy Applesauce: viscous, cannot see through, has color High quality work: Liquids have many words to describe their properties.

10 5 Explain 5 Evaluate Draw a VENN diagram on the whiteboard and explain to students what the VENN diagram is designed to show. Hold up two liquids and have students record draw a VENN diagram in their notebooks and on the left side. identify the properties of liquid #1 Have students do the same process with liquid #2 on the right side of the diagram Have students take note of the properties that the two liquids have in common and write these into the intersecting center of the diagram Ask students if they can think of any liquids that do not flow Distribute sets of bottles and solid objects and ask students to sort the objects into two categories. Ask students to explain how they sorted the objects. What is alike about all the solids? What is alike about all the liquids? Ask students to explain how they know an object is a liquid How did they figure out that an object is a liquid? Liquid #1 is transparent, yellow, viscous and it flows. Liquid #2 is translucent, red, bubbly and it flows. Flows Sort objects into two sets placed on paper plates. Share with a partner the explanation of how they sorted the objects. All solids are hard. All liquids move and take the shape of a container. It moves in the container I learned this information by trying to make it change by shaking the bottle, etc.

11