Water, Water, Everywhere! Standard(s) Addressed: Physical Science Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other. Students know water left in an open container evaporates (goes into the air) but water in a closed container does not. Materials come in different forms (states), including solids, liquids, and gases. As a basis for understanding this concept: a. Students know solids, liquids, and gases have different properties. b. Students know the properties of substances can change when the substances are mixed, cooled, or heated Lesson Objective: The primary objective is for students to begin to develop an understanding of solids, liquids, and gases which are the different forms of water. They will work in small groups to investigate the different forms of water and will answer the teacher s questions to show their understanding. Materials: pictures of water in various forms (images.google.com) water, ice, small baggies, small electric pan, chart paper Student Talk Strategies: (Descriptions at end of lesson) Report to a Partner Roundtable Classroom Management: Students should be familiar with student talk strategies- Report to a Partner. Students should be brought up to sit on the floor close to the teacher. Teach about safety when using anything hot. Keep active children close by with a job to do. ENGAGE: Connect to Prior Knowledge and Experience, Create Emotionally Safe Learning Environment, Preview New Vocabulary Estimated time: 10 minutes Teacher s Role Teacher Questions Students Role Report to a partner- Each student reports his/her own answer to a peer. The students then listen to their partner s response. Both will report what partner shared when
1.Teacher passes out various pictures of water in different forms to the students. Then teacher asks students to discuss the pictures with a partner. Teacher randomly calls on a few students to share out. 2. Teacher will have a few students share out using talking sticks. prompted. 1.What can you tell your partner about your picture (Report to a Partner)? Take turns sharing your pictures with one another. Now share with another pair. Can you find something your pictures have that is the same? Tell the person next to you what you see. 2.Now find another pair and share your pictures with another pair and give me thumbs up when you re finished. 1.Students Report to a Partner: share their observations with a partner. The water in the glass is a liquid. The ice cube looks cold. The water coming out of the pot looks hot. All the pictures have water in them. 2.After students share with partner, they share their ideas with another pair. Students responses will vary. 3.The teacher will invite students to discuss what they know about water. The teacher will record the responses on chart paper. 3. What do you know about water? Report to your partner. 3. Students responses will vary: There is water in all the pictures. You can drink it. You can swim in it. I take a bath in it. EXPLORE: Hands-On Learning, Contextualize Language, Use of Scaffolding (Graphic Organizers, Thinking Maps, Cooperative Learning), Use of Multiple Intelligences, Check for Understanding Estimated time: 10 minutes to begin lesson; return to check an hour later Teacher s Role Teacher Questions Students Role 1. Teacher will give students hands-on experience with different forms of water. First, teacher will pour water into a plastic cups for each student. Students will be asked to describe what they see. Offer sentence frames for them to use: The water is. I see. 2. Teacher will give each pair a different container (different shapes and sizes). 1. I want you to observe the water in your cup. Report to your partner your observations. 2. Pour the water into the other container on your table. (Yes, they will spill so be 1. Student talk: speak and listen to a partner Students use the sentence frames the teacher provides: The water is. I see. 2.The same as the container.
Teacher will guide them to notice the water (liquid) is the same shape as the container. Teacher will point out and share other pictures of liquids that are the same shape as the container. (variation is to add coloring to the water) 3. Pour water in ice trays and ask students what will happen if you put this in the freezer. Put trays into the freezer. Take out a tray of ice cubes that are already frozen to show the students. 4.Teacher gives a Ziploc baggie to each pair of students and puts an ice cube into the bag and seals it. 5. Students are told to make a prediction. Teacher has students put their baggie with an ice cube in it outside in the sun along with an ice cube without a baggie. 6.The class returns to classroom to read a story: Water, Water Everywhere: A Book About the Water Cycle by Melvin and Gilda Berger (Ideals Publishing Company, 1995), making the connection to the experiments in class. Teacher charts the raindrop s prepared with paper towels). What shape does the water have? 3. What will happen to the water if you put it in the freezer? Report to a Partner What happened to the water? Why do you think it happened? What happens to water when it gets very cold? 4. What do you think will happen to the ice cube in the baggie? Why do you think it happened? What will happen to the ice cube without a baggie? 5. Make a prediction for this question: What will happen to the ice cube when we put it outside in the sun? 6. Let s trace the raindrop s journey. Who can tell me where to begin? Using talking sticks, call on students. Using a pictorial (GLAD strategy) draw the journey of the raindrop while the students retell the story. 6.Student talk: speak and listen to a partner It turned to ice. Student s responses will vary. It was cold. It freezes. 4. Students talk to an elbow partner before answering the teacher s questions. The ice will melt The cube got warmer. It will spread out and make a puddle. 5. It will not be an ice cube anymore. 6. Students follow along with the teacher helping teacher tell the story of the raindrop.
journey. 7. After an hour, go out and check the ice. The students will see the water remained in the baggie and the ice cube will be gone. If it is a warm day, there will be no remains of the ice cube left outside of the baggie. Now lead the discussion: where did the ice cube go and why is the water left in the bag? 7. What happened to the ice cubes? Where is the ice cube that wasn t in the baggie? Why is there water in the baggie? What s happening to the ice cubes? Why? 7. Student answers will vary. Ice melted. It is gone. The baggie was closed up. They changed to liquid. The sun warmed them up. 8.The next day review the vocabulary using the pictorial with students and the solid and liquid states of water. Introduce the last state which is gas. Have the students watch you put ice cubes in an electric pan. Review safety rules around a hot plate: No One Goes Near It. When the water begins to boil, point out the bubbles are filled with gas. We can t see the gas. Students should continue to watch as the liquid water changes to water vapor. The water takes on another form and water molecules go into the air. 8.What s happening to the water? 8. (Student talk: speak and listen to a partner) Responses will vary. The water will boil. The water goes into the air. EXPLAIN: Listening, Speaking, Reading, and Writing to Communicate Conceptual Understanding Estimated time: 10 minutes Teacher s Role Teacher Questions Students Role 1.Teacher tells the students that the same water that was here when the dinosaurs lived on earth is the same water that is still here. Using the pictorial, the teacher shows the water cycle. The teacher will give as much information and explanation as the level of the class can understand. 1.If we were water molecules and we were ice, how would we stand? Close or far apart? Allow time to think. The water molecules are close together in an ice cube. If we were water in liquid 1.Students will move close together. Student will move slowly
While explaining, use pictures. form, would we be close or farther apart? (demonstrate) If we were a gas, how would we move? around each other. Students will move faster and farther apart. This is a good place to stop and continue the next day. EVALUATE: Thinking Maps, Summarize Lesson and Review Vocabulary, Variety of Assessment Tools, Games to Show Understanding Estimated time: 15 minutes. Teacher s Role Teacher Questions Students Role 1. Using pictures from the beginning of the lesson, revisit the pictures and have the students share with their table partners the states of matter the water is in. 1. Let s go back and revisit the pictures we looked at. Discuss with your group what these pictures have in common. 1. (Student talk: speak and listen to a partner) 2. Present a tree map with the 3 states of water. 3. Allow 10 minutes for students to complete map before getting into Roundtable. 4. Leave up sentence frames for students to copy. Label pictures. 2. Fill in the tree map with examples of the 3 states of matter (water). Write the word and draw the picture. Roundtable: In groups of 4, students share one at a time what they have written. 3. Using Roundtable, share your tree map with your classmates. 4. Using your tree map, write 3 sentences and draw a picture for the 3 states of water we talked about. 2. Students work with a partner to complete the tree map. 3. Students will get into the Roundtable position and rotate around sharing their examples. 4. Students will write 3 sentences using sentence frames and illustrate. EXTEND: Group Projects, Plays, Murals, Songs, Connections to Real World, Connections to Other Curricular Areas Estimated time: 5-10 minutes Teacher s Role Teacher Questions Students Role 1.Teach students Water 1.Teacher will model singing 1.Students will sing song with Cycle Song song put up song for students to follow along. teacher.
2. If available, show video from United Streaming on How Matter Changes. Or use a YouTube video about states of matter. 3. Play game of Simon Says : Have students move around as different states of matter: solid(ice), liquid(water), gas (water vapor) 2.Teacher will instruct the students to first report to their partner the changes in matter they observed in the video. After both partners have had a chance to share, students will draw the changes in matter on the student worksheet. 3. Simon says, show me a solid. Simon says, show me liquid. Show me a gas. 2. Students will Report to a Partner the changes they observed in the video. Students will draw the 3 stages of matter on their worksheet 3. Students move close together (tight). Students move slowly slightly touching, bouncing off one another (lots of practice needed). Students would move quickly away from one another if the teacher said, Simon Says. Student Talk Strategies Adapted from Avenues, Hampton Brown, 2007. Design Description Benefits and Purposes Report to a partner Each student reports his/her own answer to a peer. The students listen to their partner s response. ( Turn to a partner on your left. Now turn to a partner on your right etc.) This allows students to talk to different students in the class and gives each student an opportunity to share and listen to various answers and language structures. Talking one-on-one with a variety of partners gives risk free fluency practice. Students practice speaking and listening. Roundtable Teacher seats students in small groups around tables. Teacher asks a question with many possible answers. Each student around the table answers the question a different way. Encouraging elaboration creates appreciation for diversity of opinion and thought. Eliciting multiple answers enhances language fluency.
Teacher Background Knowledge Gases, liquids and solids are all made up of atoms, molecules, and/or ions, but the behavior of these particles differ in the three phases. Solids: Are tightly packed, usually in a regular pattern. Have small particles that vibrate (jiggle) but generally do not move from place to place. Retain a fixed volume and shape. Are rigid--particles are locked into place. Have little free space between the particles. Do not flow easily; particles cannot move/slide past one another. Liquids: Have particles that are close together with no regular arrangement. Have particles that vibrate, move about, and slide past each other. Assume the shape of the part of the container that it occupies. Are not easily compressible with little free space between particles. Flow easily. Gases: Are well separated with no regular arrangement. Have particles that vibrate and move freely at high speeds. Assume the shape and volume of its container. Have particles that can move past one another. Are compressible with lots of free space between the particles.
Resources: Example of a tree map: Water Changes Solid Liquid Gas Have students label and draw an example of each. 1. When water is frozen, it is a solid. 2. When ice melts, it is a liquid. 3. When water evaporates, it is a gas.
Water, Water, Everywhere! Student name: Draw the changes in matter (water) that you observed in the video. 1 2 3 The ice is frozen solid. The ice has melted into a liquid. The water is there as a gas. Teacher may use sentence frames or allow students to write their own.
Water Cycle By Lori-Ann Phelan (Sang to the tune of She'll Be Coming Around the Mountain) Water travels in a cycle, yes it does (use pointer finger to make a big circle) Water travels in a cycle, yes it does (repeat finger circle) It goes up as evaporation (moves hands up to the sky Forms clouds as condensation (make a cloud overhead with arms) Then comes down as precipitation, yes it does! (sprinkle with fingers while bringing arms down in front of you)
Chant Is This the Water Cycle? by Eva Thaddeus (Divide the students into two equal groups. One group says the left column words and the other group says the right column words in response.) Is this the water cycle? Is this the water cycle? Is this evaporation? Is this evaporation? Is this condensation? Is this condensation? Is this precipitation? Is this precipitation? Is this the water cycle? Is this the water cycle? What is it called? Tell me again? It repeats itself. Water keeps on moving. Liquid into gas. The water disappears. Gas into liquid. You can see it again. Liquid or a solid. Falling from the sky. It repeats itself. Water keeps on moving. Water cycle! Water cycle!