5E Learning Sequence Solids and Liquids Grade Level: 1. Lesson concept: Liquids can be described by their properties. Stage Teacher Does Student Does

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1 5E Learning Sequence 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, smooth, hard, color (Hold up two solids: for example, a nail and a cylinder) 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? 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 Explore I Partner practice/listening and speaking Write: How can liquids be described? Ask students to read together what is being written on the board. How can liquids be described? (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 Bubbles, moves, color, touch Shake, move, and then describe the liquids: bubbles, slow moving, clear, not clear, sticks, seethrough, Ask students to discuss observations. Students should describe one liquid using at least two words The liquid was slow-moving

2 Teacher models a description for students if needed The liquid was clear like glass Explain I Whole class practices building data wall Place the vials of liquids on chalkboard. Display prepared cards with the following words/pictures to enhance academic vocabulary: viscous (pours slowly) transparent (can see through) translucent (can partially see through) has color foamy bubbly Ask students for a volunteer to start sharing his/her description or observation to the whole class #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) 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 May use not as part of the description such as not slow (not viscous) Ice / solids Water / liquids I saw it on the cover

3 that answer I read the word 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 Explain II Explore III Show the pictures and ask what ask students to predict what this page might be about. Read aloud from that page and discuss information in the print and the pictures with students 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 student s desk 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? Liquids can be different colors, move slowly or be viscous, transparent, translucent, foamy or bubbly Solids and liquids (soup) How can liquids be described? Liquid #1 is transparent and slow moving (viscous). Liquid #2 is translucent and white. Etc Viscous, Transparent, Translucent, color Slow moving, viscous Bubbly Foamy

4 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, Can you name just a few? I know some colorless liquids, Some very colorless liquids, Some very colorless liquids, Try to name a few! 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 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

5 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 the words/pictures added to our charts previously in Explore/Explain I. Use the rules to play the game 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: Students practice science talk in a collaborative session.

6 I observed liquid #1 was I agree liquid #1 was I disagree that liquid #1 was I wonder if liquid #1 was I observed liquid #1 was clear and viscous I agree it was viscous I disagree it was clear because a better word is transparent Explain IV Continue pattern of science talk using new sentence frames with new sentence beginnings 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 data and define data for the students. 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 on the data sheet? 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 I wonder what it is used for Transparent, viscous Give appropriate answer to the liquid s description

7 three liquids might be in your lunch. 2. ask students to select on liquid and make a scientific illustrations with labels. 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. Complete a drawing of the liquid they selected. Add two words to each picture to describe the liquid Add words and details to your drawing to show differences among liquids Explore 5 VENN diagram 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 Liquid #1 is transparent, yellow, viscous and it flows. Liquid #2 is translucent, red, bubbly and it flows. Flows Explain 5 Ask students if they can think of any liquids that do not flow Distribute sets of liquids and solid objects and ask students to sort the objects into two categories. Ask students to explain how they sorted the objects. Sort objects into two sets: lquids and solids Share with a partner the explanation of how they sorted the

8 objects. What is alike about all the solids? What is alike about all the liquids? All solids are hard. All liquids move and take the shape of a container. Evaluate Ask students to explain how they know an object is a liquid How did they figure out that an object is a liquid? It moves in the container I learned this information by trying to make it change by shaking the bottle, etc.

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