Science – Grade 1 - Home | San Antonio · Web viewStudents need to test metal objects to see if they contain iron and steel which attract to a magnet. Students also need to test

Science – Grade 1Unit of Study: Properties of Solids and Liquids

Third Grading Period – Weeks 1 -5 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) 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 properties unique to liquids include viscosity(ability to move fast or slow) 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.

Essential Questions Guiding QuestionsWeek 1

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) What properties or characteristic did you use to sort your objects? (1.5A) Which solids stack and which roll? (1.5A) How did the movement of the cylindrical solids differ from that of the spherical

solids? (1.4B,1.6C) Are your observations on the two record sheets different? If so, how? (1.4B) What is something you know now about solids, liquids, and gases that you did

not know when you first began the unit? (1.2D,E) Which solids were easiest to move by blowing? Which were hardest? (1.6C,D) How can you describe the change in the location of an object such as closer to,

nearer to, and farther from. (1.6C) How can you demonstrate and record the ways that objects can move such as in

a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D)

Week 2 How do scientists organize a collection? (1.5A, 1.3C) How do the techniques of a scientist compare with the techniques students use

to sort solids? (1.2D, 1.4B, 1.3C) What sense are you using to test for hardness? (1.2C) What new property can we add to our list of properties? (1.5A) How are the solids that float different from those that sink? (1.4B, 1.6D) Why do you think the plastic cup lid and the blue plastic spoon floated at first and

then sank? (1.5A, 1.6D) Look at the solids that are not attracted to a magnet. How are they alike? How

are they different? (1.6D, 1.5A) Look at the solids that are attracted to a magnet. How are they alike? How are

they different? (1.6D, 1.5A) Do all metal attract to a magnet? (no) (1.6D, 1.5A) What happens when two magnets pull towards each other? (1.2E,1.6D)

Week 1 What safety rule did we follow today? (1.1A) Do your objects have another characteristic that is the same? (1.5A) How are the properties of these solids outside of this group different from the

other solids? (1.5A, 1.2E) Do all the round solids roll? (1.5A,1.2E, 1.6C,D)) Do all the solids with flat sides stack? (1.5A,1.2E) Why do you think the cork and the acrylic cylinder will both roll and stack?

(1.5A,1.2E, 1.6C,D) Which solids rolled farthest? Why do you think these solids rolled so far?

(1.5A, 1.2E, 1.6C,D) Which solids did not roll very far? Why do you think these solids did not roll

very far? (1.5A,1.2E, 1.6C,D) How did the movement of the cylindrical solids differ from that of the spherical

solids? (1.4B, 1.2E, 1.6C,D) Why do you think the steel ball made the plastic tray move so far? (1.2E,

1.6C,D) Why do you think the Ping-Pong ball did not make the plastic tray move very

far? (1.2E, 1.6C,D)

Week 2 Have you ever started a collection? Have you ever seen a rock collection? (1.5A) Where might we find a rock collection? (1.2E, 1.3C) What happens when they have several rocks with the same color? (1.5A) What are some other words that would describe hardness? (1.5A) How are the solids that float up similar? (1.4B, 1.2E, 1.6D,5A) How are the solids that sink down similar? (1.4B, 1.2E, 1.6D,5A) Why do you think the brass washer is not attracted to the magnet?

(1.6B,1.2E) Why do you think the paper clip is attracted to the magnet? (1.6B,1.2E) How can you make the objects move in a straight line, zig zag, up and down,

back and forth, round and round, and fast and slow when using a magne? (1.6D) How can you change in the location of an object such as closer to, nearer to,

and farther from a magnet? (1.6C)

SAISD © 2010-11 – Third Grading Period Science Grade 1 Page 1 of 145

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

What happens when two magnets push away from each other? (1.2E,1.6D) How can you make the objects move in a straight line, zig zag, up and down,

back and forth, round and round, and fast and slow with a magnet? (1.2E,1.6B,C,D) How can you change in the location of an object such as closer to, nearer to, and

farther from a magnet? (1.2E,1.6B,C,D)

Week 3 What properties have you used today to sort the solids? (1.2E,1.5A) What is the purpose of the "Properties of Solids Chart?" How can it help you?

(1.2E) How are the properties of liquids and solids alike? (1.2D,E,1.5A) How is testing liquids going to be different from testing solids?(1.2B,1.3B) What are the physical properties of the liquids we have studied? (1.5A, 1.2E) How did the different liquids behave on wax paper, mixed with other liquids, and

as drop? (1.5A, 1.2E)

Week 4 Do the liquids share any properties? (1.5A) How do you know if liquids are viscous? (1.2D, 1.5A, 1.6C) How do you know if liquids are fluid? (1.2D, 1.5A, 1.6C) How does the viscosity or fluidity of the liquids affect the way they move?

(1.5A,1.6C,1.2E) Were the liquids who won the race more viscous or less viscous? More fluid or

less fluid? (1.2E, D, 1.3A, 1.5A, 1.6C) What did the liquid look like when you first put it into the water? How did it move

into the water? (1.2C, 1.6C,D) What happened to the water when you added the liquid? Did it change? (1.5A,

1.2E) What do we make when we mix water with a liquid? (1.2D,E, 1.5A) How does an oil spill affect plants and animals? (TEKS 1.2E) Which clean up method do you think you would use and why would you use that

one? (1.3A,B) How can we use the Scientific Method to explore the properties of two new

liquids? (1.5A, 1.2A,B,C,D,E) How will you record your data? Do you have a picture which shows before and

after? Will you have a place to write what you have learned? (1.2B,C) How will you compare your two liquids? What kind of graphic will you use? T-

Chart? Venn? (1.2B,C) Which properties of solids are not found in liquids? (1.4B, 1.5A,2D,E) Which properties of liquids are not found in solids? (1.4B, 1.5A, 1.2D,E) Which physical properties appear in both circles - solids and liquids? (1.4B, 1.5A,

1.2D,E)

Week 5 Can both solids and liquids be described by their color? By whether they float up

or sink down? (1.2D,E,1.5A,1.6C) How are the comments on the chart different? Why are some of them alike?

Why are some of them different"? (1.4B, 1.2D,E)

Do you think it is easy to give a reason for the grouping or is it difficult to think of a reason? (1.2D,E)

What have you learned about the properties of liquids? (1.2D,E, 1.5A)

Week 3 How did the liquid look? How did it smell? How did it feel? (1.5A, 1.2E) What happened when you held a spoonful of the liquid above the cup?

(1.2D,E, 1.5A) Did the liquid make a rounded drop on the waxed paper, or did it spread out?

(1.2D,E) Did the liquid mix with other liquids? (1.2E, 1.5A) Which drops move slowly? (1.5A,1.6C,1.2E) Which ones move quickly? (1.5A,1.6C,1.2E) Which drops stay in the same shape? (1.5A, 1.2E)

Week 4 How are the liquids different? (1.4B,1.5A, 1.2E) How are the liquids alike? (1.4B, 1.5A, 1.2E) Were you surprised by any of the test results? (1.2E, 1.5A) Were your results the same as your predictions? (1.2E, 1.5A) Did the liquid sink down or float up? (1.5A, 1.2E) How did the liquid change when you stirred the mixture? (1.5A) Which liquids mixed with water? (1.2E, 1.5A) Which liquids did not mix with water? (1.2E, 1.5A) How does an oil spill affect animals? (TEKS 1.2E, 1.3A) Why do you think your teacher told you not to put the liquid oil down the

classroom drain? (1.1B, 1.2E) What can we find out about the physical properties of these new liquids?

(1.5A, 1.3B) What would be our questions to investigate? (1.2A, B, 1.3A,B,C) Which of these questions are testable? (1.2B, 1.3A) What plan can we use to test these questions? (1.2B) What would happen if we poured this new liquid in a square bowl? Into a

rectangular box? In an oval container? (1.5A, 1.3B)

Week 5 What was your favorite investigation? Your least-favorite investigation? (1.3A,

1.2E) Can you design a graphic which shows whether various foods would be

sorted as a solid or liquid? (1.2E) How are these two solids (spoon and ball) alike and different? (1.4B, 1.5A,

1.2E) How are most solids alike? (1.2E1.5A, 1.4B) How are most solids different? (1.2E, 1.5A, 1.4B) How are most liquids alike? (1.2E, 1.5A, 1.4B) How are most liquids different? (1.25AE. 1., 1.4B



TEKS TEKS Specificity - Intended OutcomeC

once

pts

1.5 Matter and energy. The student knows that objects have properties and patterns. The student is expected to:(A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and1.6 Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:(B) predict and describe how a magnet can be used to push or pull an object;(C) describe the change in the location of an object such as closer to, nearer to, and farther from; and(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

” I CAN” statements highlighted in yellow should be displayed for students.

I can… sort and classify solid objects using physical property of size sort and classify solid objects using physical property of color sort and classify solid objects using physical property of shape sort and classify solid objects using physical property of texture sort and classify solid objects using physical property of magnetism sort and classify solid objects based on events such as being heavier and

lighter observe, measure, and record physical property changes in size, mass,

and color. (1.5A) predict and describe how a magnet can be used to push or pull an

object (1.6B) test changes in the position of solids when blown by a straw, rolled,

stacked, and placed in a container of water to describe the change in the location of an object such as closer to, nearer to, and farther from. (1.6C)

test changes in the movement of solids when blown by a straw, rolled, stacked, or blown by a straw to demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.. (1.6D)

Skill

s

1.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: (A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;(B) recognize the importance of safe practices to keep self and others safe and healthy; and(C) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.

1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:(A) ask questions about organisms, objects, and events observed in the natural world;(B) plan and conduct simple descriptive investigations such as ways objects move;(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;(D) record and organize data using pictures, numbers, and words; and(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.

I can… recognize and demonstrate safe practices(1.1A) recognize the importance of safe practices to keep self and others safe

and healthy1.1B) identify and learn how to use natural resources and materials, including

conservation and reuse or recycling of paper, plastic, and metals.(1.1C) 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) collect data and make observations using simple equipment (1.2C ) record and organize data using pictures, numbers, and words about

how the properties of solids are alike and different. (1.2D) communicate observations and provide reasons for explanations using

student-generated data from simple descriptive investigations.. (1.2E) identify and explain a problem such as about how to test a solid or liquid

in order to find the physical properties and propose a solution in his/her own words. (1.3A)

make predictions based on observable patterns on the physical properties of solids and liquids(1.3B)

describe what scientists do(1.3C)



1.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:(A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;(B) make predictions based on observable patterns; and(C) describe what scientists do.1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:(A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and(B) measure and compare organisms and objects using non-standard units.

collect, record, and compare 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 and compare objects using non-standard units such as fingers to measure amount. (1.4B)

ELPS Student Expectations ELPS Specificity - Intended OutcomeListening c2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; c2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken languageSpeakingc3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communicationc3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquiredReadingc4D use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text;Writingc5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

Students will be provided opportunities to:c2D listen and monitor teacher and student language and asking for clarification when they do not understand.c2E use visual and context support such as graphic organizers to confirm understanding of the science concepts for the lesson

c3B expand the science vocabulary including high-frequency words for identifying and describing the science investigation

c3C speak in the small cooperative group using grammatical structures and increasing lengths of sentences.

c4D use pre-reading supports such as graphic organizers,illustrations, and pre-taught science vocabulary

c5C spell familiar English words with increasing accuracy.

College Readiness Student Expectations College Readiness - Intended OutcomeScience StandardsIA Nature of Science: Scientific Ways of Learning and Thinking

4. Rely on reproducible observation of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.

IB Scientific Inquiry1. Design and conduct scientific investigations in which hypotheses are formulated and tested.

IC Collaborative and safe working practices1. Collaborate on joint projects.2. Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

Students will be provided opportunities to:IA4a Know how to keep and have experience in keeping a journal or

other record that accurately describes observations; that distinguishes actual observations from ideas, speculations, and opinions about what was observed; and that is understandable weeks or months later.

IB1a Develop hypotheses that lead to if/then predictions and know that hypotheses leading to accurate predictions are tentatively accepted, while hypotheses that lead to inaccurate prediction are rejected or discarded.

IC1a Work in teams and share responsibilities acknowledging, encouraging, and valuing contributions of all team members.

IC2a Use Materials Safety Data Sheet (MSDS) information and demonstrate safe laboratory practices.



Evidence of Learning (Summative Assessment)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).From classroom investigations (CN), students will conduct an investigation to describe the physical properties of magnetism (B), with at least 80% accuracy (CR).From classroom investigations (CN), students will conduct an investigation to describe the change in the location of an object such as closer to, nearer to, and farther from (B), with at least 80% accuracy (CR).From classroom investigations (CN), students will conduct an investigation to demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow (B), with at least 80% accuracy (CR).




Third Grading Period Week 1 Tuesday CURRICULUM GUIDEGuiding 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 using tools, collects data, records and organizes data, and communicates observations and provides reasons for explanations using student-generated data from simple descriptive investigations. (K.2 and K.4)

The student identifies, explains a problem, proposes a solution in his/her own words, makes predictions based on observable patterns, explores that scientists investigate different things in the natural world and use tools to help in their investigations. (K.3)

The student knows that objects have properties and patterns. The student is expected to:

(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture;(K.5)

The Teaching and Learning Plan Instructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 1 Pre-Unit Assessment: Observing and Describing Two SolidsThe 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. Students will work in pairs to conduct an investigation into the physical

properties of two solids. (1.2 B and 1.5A)



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.

ExplainProcedure 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.

√ ReflectionHow are the spoon and the ball different? (1.2A,B)How are the spoon and the ball alike? (1.2A,B)

Students will record and organize data using pictures, numbers, and words 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?

(1.5A1.3A,B)DifferentiationWhat 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.

Journal Writing Students are identify and explain a problem and propose a solution in his/her

own words 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? (1.2E, 1.3B, 1.5A)What do you think is not a solid? What is you reasoning? (1.2E, 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:

Journal Writing Students will communicate observations and provide reasons for explanations

using student-generated data about the investigations to describe the physical properties which were observed and recorded. (1.2 E, 1.3B, 1.5A)



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.

Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts

Content Vocabulary: solid T-Chart spoon ball sólido líquido T-carta cuchara pelota

Academic Vocabulary: observe compare describe ask questions discuss justify sort observar comparar describir haga preguntas planear hacer discutir justificar clasifique

ResourcesUse STC Solids and Liquids Lesson 1 Pre-Unit Assessment: Observing and Describing Two SolidsIf 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 LearningFormative Mini Assessment TAKS Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life1st grade FMA 20081Which sense should never be used during science without permission from the teacher?

Answer C

3rd Grade 2007

18 Which statement best explains the states of matter in the picture above?

A The grass is liquid because it flows with the wind.B The dirt in the pond is liquid because it soaked up the

water. C The trees are liquid because they cover the grass.D The water is liquid because it takes the shape of the

pond.Answer - D

5th Grade ESC 4 TAKS Simulation

X Y Z

35 Students make models of the states of matter, using marbles and glue. The model that most likely represents a solid is –

A Model Z, because it takes the shape of its containerB Model Y, because it keeps its own shape in the

containerC Model X, because it fills the space of the containerD not shown in Models X, Y, or Z Answer - B



Science – Grade 1Unit of Study: Properties of Solids and Liquids Solids and Liquids

Third Grading Period Week 1 Wednesday CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What properties or characteristic did you use to sort your objects? (1.5A, 1.2E)

Do your objects have another characteristic that is the same? (1.5A, 1.2E) How are the properties of these solids outside of this group different from the

other solids? (1.5A,1.2E)




The student knows that objects have properties and patterns. The student is expected to:(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture;(K.5)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 2 Observing PropertiesThe 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)

Students will listen to instructions on how to conduct the investigation.

ExploreSAISD © 2010-11 – Third Grading Period Science Grade 1 Page 9 of 145


“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 solid 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. (1.5A) Add new words to the word wall as necessary.

√ ReflectionWhat are some words that describe the colors and shapes of the solids that you see on the trays? (1.2C,D, 1.5A)

Students will record and organize data using pictures, numbers, and words to explain the method used to sort the solids. (1.2 C,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.DifferentiationWhat 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

Students are identify and explain a problem and propose a solution in his/her own words 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?


using student-generated data about the investigations to describe the physical properties which were observed, used to sort, and recorded. (1.2 C,D,E and 1.5A)



"Final Activities 7" Have students select one solid from the investigation and draw it. Have the students label the properties.


Content Vocabulary: Academic Vocabulary: sort properties patterns identify predict create charts graphs clasifique propiedades patrones identificar predecir crear cartas gráficos

ResourcesSTC 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 and the 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.

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 características transparente opaco grano cubo arandela tuerca te limpiador de pipa joya clip de papel cilindro corcho crayón colección


Anticipated Skills for SAT/ACT/College Board/Career/Life2nd Grade 2008

The objects in the circles are grouped using the property of

A sizeB curved or straight sidesC length

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.

Answer - C

5th Grade 2007

4 The individual candy pieces in the candy mixture above — F are not individually changed when mixed, and maintain

their own physical propertiesG 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

Answer - F




Third Grading Period Week 1 Thursday CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Do all the round solids roll? (1.5A, 1.2E,1.6C,D) Do all the solids with flat sides stack? (1.5A,1.2E) Why do you think the cork and the acrylic cylinder will both roll and stack?

(1.5A1.2E, 1.6C,D) How did the solids change location when rolled? Did they move closer to,

nearer to, and farther from other objects?(1.6C, 1.2E) How did the solids move? Did they move in a straight line, zig zag, up and

down, back and forth, round and round, fast or slow.(1.2E,1.6D)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 3 Comparing Solids That Roll with Solids That StackThe 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 tests to determine whether solid objects roll or

stack. I can apply the results of the tests to sort the solids into groups of "Stack" or "Roll." (1.2 A-E, 1.5A)

I can describe the change in the location of an object such as closer to, nearer to, and farther from.(1.6C) I can demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D)


“Procedure 1” Ask students. What kind of things roll? What shape do solids have if they roll? What kind of

things stack? What shape do solids have if they stack? Do you think color will determine if solids roll or stack? What kinds of things both roll and stack? (1.5, 1.3BA)

Do you think the solids will change location when rolled? Will they move closer to, nearer to, and farther from other objects?(1.6C, 1.3B)

How do you think the solids will move? Will they move in a straight line, zig zag, up and down, back and forth, round and round, fast or slow.(1.3B,1.6D)


Students will listen to instructions on how to conduct the investigation and predict outcomes.(1.3B)

Explore “Procedure 2” Have students pick up their materials. Allow at least 10

minutes for students to explore the object. Students will work in pairs to conduct an investigation into the sorting of



"Procedure 3" Distribute copies of Record Sheet 3-A to students or have students draw a Venn diagram in their journals. Have them place the solids in the appropriate circles or the intersection of the two circles.

solids using the physical properties of rolling and stacking. (1.2 B, 1.5A)

Explain “Procedure 4” When students are finished sorting, ask them in a class

discussion to describe which solids they have placed in each group and justify why they placed it in that group. (1.3 A,B and 1.5 A)

√ Reflection What kind of things roll? What shape do solids have if they roll? What kind of

things stack? What shape do solids have if they stack? Do you think color will determine if solids roll or stack? What kinds of things both roll and stack? (1.5A, 1.2E)

How did the solids change location when rolled? Did they move closer to, nearer to, and farther from other objects?(1.6C, 1.2E)

How did the solids move? Did they move in a straight line, zig zag, up and down, back and forth, round and round, fast or slow.(1.2E,1.6D)

Students will record and organize data using pictures, numbers, and words to explain the sorting recorded in the Venn diagram to describe the physical properties of stacking and how thing roll. (1.2 D, 1.5A, 1.6C,D)

Elaborate "Procedure 5” As a student identifies the group into which they placed each

solid, have the student tape the cut out picture of that solid to the appropriate circle of the class Venn diagram. If you are using your own collection, give the child a post it note and have them draw a picture to place on the class Venn diagram. If children do not know how to use the Venn diagram you may have to teach them to place objects which both roll and stack inside of the intersecting circles. Differentiation

What do you do for students who need additional support?Have students use a sentence starter to summarize learning. Today I learned that solids that roll have ------Solids which stack have -----.

What do you do for students who master the learning quickly?Have students create a tiny collection of materials from the school yard. Have them sort the materials in various ways such as living/nonliving, natural/man-made, etc.

Students are identify and explain a problem and propose a solution in his/her own words to explain the sorting results. (1.3 A,B and 1.5A)

Evaluate "Procedure 6” Ask students to describe the similarities among the solids that

stack. Then, ask them to describe the similarities among the solids that roll. Invite them to consider questions such as the following:

Do all the round solids roll? (1.5A, 1.2E, 1.6C,D)Do all the solids with flat sides stack? (1.5A, 1.2E)Why do you think the cork and the acrylic cylinder will both roll and stack? (1.5A, 1.2E, 1.6C,D)How did the solids change location when rolled? Did they move closer to, nearer to, and farther from other objects?(1.6C, 1.2E)

How did the solids move? Did they move in a straight line, zig zag, up and down, back and forth, round and round, fast or slow.(1.2E,1.6D)


using student-generated data about the investigations to describe the physical properties of stacking and rolling which were observed and recorded. (1.2 E and 1.5A)



"Final Activities 2" Have students refer to the solids they drew in their journal in the last lesson. Have them write about something new they learned about this object. (roll or stack)


Content Vocabulary: roll stack Venn diagram rodar apilado Diagrama de Venn

Academic Vocabulary: sort properties patterns separar propiedades patrones

ResourcesSTC Solids and Liquids Lesson 3 Comparing Solids That Roll with Solids That Stack

Teacher Notes: You will need a straw for tomorrow. If you are short on straws you may want the students to keep their straws from lunch, wash them out and keep them in their desks to use for science tomorrow. Remind students that we do not share straws because of germs.


Anticipated Skills for SAT/ACT/College Board/Career/Life1st Grade FMA 2008-09

Answer C

3rd Grade 2004

10 A marble was rolled down the same track four different times and out on to the classroom floor. The students marked the start on the floor with a triangle and thestop with a star. Then they measured the distance from start to stop for each trial For which trial did the marble roll approximately 9 centimeters across the floor?A 1B 2C 3D 4

5th Grade 2006

21 Which of the following objects would require the most force to move a distance of 5 meters?A A small boulder that weighs 100 kg.B A tennis ball that weighs 10g.C A wooden block that weighs 1 kg.D A marble that weighs 2g.

Answer - A




Third Grading Period Week 1 Friday CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Which solids rolled farthest? Why do you think these solids rolled so far? (1.5A, 1.2E, 1.6C)

Which solids did not roll very far? Why do you think these solids did not roll very far? (1.5A,1.2E, 1.6C)

Which solids were easiest to move by blowing? Which were hardest? (1.5A, 1.2E, 1.6C,D)

How did the movement of the cylindrical solids differ from that of the spherical solids? (1.4B, 1.2E, 1.6C,1.5A)

Why do you think the steel ball made the plastic tray move so far? (1.4B,1.2E, 1.5A, 1.6C)

Why do you think the Ping-Pong ball did not make the plastic tray move very far? (1.4B,1.2E, 1.5A, 1.6C)

How can you describe the change in the location of an object such as closer to, nearer to, and farther from? (1.6C, 1.2E)

How can you demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D1.2E)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 4 Rolling 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. (You may want to just have the children catch the rolling object instead of cutting up a tray.)Engage Main Idea: I can predict which solids will roll down a ramp and which will roll the

farthest. I can conduct a test for my predictions. I can record and discuss the results. I can discuss the similarities among the solids that roll the farthest and compare them to the ones that do not roll at all down a ramp. (1.2 A-E, 1.5 A)

I can describe the change in the location of an object such as closer to, nearer to, and farther from. (1.6C)

I can demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D)

Teacher will review the previous day’s lesson and add to the KWLS chart as needed. Have students record on the Properties of Solids Chart what they learned about solids from yesterday.

“Procedure 1” Direct students' attention to the class Venn diagram from last lesson. Review with them what the diagram shows: some solids roll, some stack, and some both roll and stack. Let students know that today they will discover more about solids that roll.



Explore “Procedure 2” Have students collect the two trays and 20 solids from the distribution

center. Ask pairs of students to select from the tray one solid that rolls and one solid that stacks.

Students will work in pairs to predict, conduct an investigation and describe the movements involved with the physical property of rolling



“Procedure 3” Ask students. Will each solid roll down a ramp? If so, how far do you think it will go? If not, do you

think it will stop near the top or the bottom of the ramp? Which of the two solids is more likely to roll all the way down the ramp? Why?

Would you describe the change in the location of an object as closer to, nearer to, or farther from?

Would you describe the movement as in a straight line, zig zag, up and down, back and forth, round and round, fast or slo?.

“Procedure 4” After students have made their predictions, have them collect the books, ruler, and straws. Demonstrate how to prop the ruler up on two books that have been stacked on top of each other. Make sure the side of the ruler with the groove is facing up.

“Procedure 5” Have students construct their ramps and test their predictions. “Procedure 6” Now, let students know that they will test all the solids that are

spherical or cylindrical. Have them place all these solids in one tray and all the other in the other tray.

“Procedure 7” Have students investigate the following ways: Roll the solids down the ramp. Use masking tape to mark how far each solid rolls. Are there any solids that seem to "slide" more than they roll? Which rolled the farthest?

Why do you think it rolled the farthest? Place the plastic tray (or a plastic or wooden cube) at various distances from the end of

the ramp. Encourage students to first place the tray far away from the end of the ramp and select a solid that they predict will roll all the way to the tray and make it move. If you place the tray closer to the end of the ramp, which solid will roll into it, but not make it move? Which solid will roll into the tray and make it move farthest?

Lay the ruler flay with the groove facing up. Place a solid on one end of the ruler. Using the straw, try to blow the solid to the other end of the ruler. (For health reasons do not share straws.)

for a solid. (1.2 B,C,1.3B, 1.5A, 1.6C,D)

Explain "Procedure 7 "(continued) As the students work, ask them to explain their discoveries.

Which solids are easier to blow? Which are harder to blow? Are there any solids that you cannot blow all the way to the end of the ruler?Are there any solids that you can blow all the way off the end of the ruler?How far past the ruler do these solids roll?Are there any solids that slide across the ruler instead of roll? How can you describe the change in the location of an object such as closer to, nearer to, and farther from? (1.6C)How can you demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D)

√ ReflectionWhich solids rolled farthest? Why do you think these solids rolled so far? (1.5A, 1.2E, 1.6C)Which solids did not roll very far? Why do you think these solids did not roll very far? (1.5A,1.2E, 1.6C)Which solids were easiest to move by blowing? Which were hardest? (1.5A, 1.2E, 1.6C,D)How did the movement of the cylindrical solids differ from that of the spherical solids? (1.4B, 1.2E, 1.6C,1.5A)Why do you think the steel ball made the plastic tray move so far? (1.4B,1.2E, 1.5A, 1.6C)Why do you think the Ping-Pong ball did not make the plastic tray move very far? (1.4B,1.2E, 1.5A, 1.6C)

Students will record and organize data using pictures, numbers, and words to explain the changes in the physical property of the movement involved when rolling the solids. (1.2 D and 1.5A, 1.6C,D)



How can you describe the change in the location of an object such as closer to, nearer to, and farther from? (1.6C, 1.2E)How can you demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D1.2E)

Elaborate “Procedure 8” As students investigate, encourage them to discuss with each other

what they observe. Also encourage them to make connections to the properties which affect movement, such as how the shape of each solid affects how it moves. Differentiation

What do you do for students who need additional support?Challenge the students to think of ways they could move a small rock around without touching it. (If your library has the book -have them research ideas by reading a story such as Sylvester and the Magic Pebble by William Steig)

What do you do for students who master the learning quickly? Have students create mazes using lids from large boxes, craft sticks glued tightly, and

folded recycled paper. Inside they can roll a marble or small ball.

Students are identify and explain a problem and propose a solution in his/her own words to explain the physical properties which allows solids to roll and which allow solids to roll faster. (1.3 A, 1.5 A, 1.6C,D)

Evaluate "Final Activities 1" Ask students to share some of their observations. Record their

comments on the KWLS Chart. Which solids rolled farthest? Why do you think these solids rolled so far? (1.5A, 1.2E, 1.6C)Which solids did not roll very far? Why do you think these solids did not roll very far? (1.5A,1.2E, 1.6C)Which solids were easiest to move by blowing? Which were hardest? (1.5A, 1.2E, 1.6C,D)How did the movement of the cylindrical solids differ from that of the spherical solids? (1.4B, 1.2E, 1.6C,1.5A)Why do you think the steel ball made the plastic tray move so far? (1.4B,1.2E, 1.5A, 1.6C)Why do you think the Ping-Pong ball did not make the plastic tray move very far? (1.4B,1.2E, 1.5A, 1.6C)How can you describe the change in the location of an object such as closer to, nearer to, and farther from? (1.6C, 1.2E)How can you demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D1.2E)

"Final Activities 2" Have students add something new to their solid page from Lesson 2.


Journal Writing Students will communicate observations and provide reasons for

explanations using student-generated data about the investigations to describe the physical properties which allowed the solid to roll the farthest and with the most force. (1.2 D, E1.6C,D,1.5A, 1.4B)

Content Vocabulary: Academic Vocabulary: predict conduct record discuss sort properties patterns

ResourcesSTC Solids and Liquids Lesson 4, Rolling Solids Teacher Notes:



record compare draw conclusions predicir hacer apuntar discutir separar prpiedades patrones apuntar comparer saque concluciones


Anticipated Skills for SAT/ACT/College Board/Career/Life1st Grade FMA 2008-09

Answer C

3rd Grade 2007

23 A ball will roll farther on a smooth surface than on a rough surface as shown in the chart above. This happens because between the ball and the rough surface, there is more —A gravityB magnetismC frictionD heat

Answer - C

5th Grade TAKS 2003

25 Which of these would be the best way to find whether a softball will roll down a hill faster than a basketball?A Determining which of the balls has the greater massB Observing the balls rolling down the same section of a hill at the same timeC Throwing the balls into the air at the same time to see which goes higherD Dropping the balls from the same height and observing which hits the ground first

Answer - B




Third Grading Period Week 2 Monday CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Have you ever started a collection? (1.3C) Have you ever seen a rock collection? (1.5A,1.3C) Where might we find a rock collection? (1.3A) How do scientists organize a collection? (1.5A, 1.3C) What happens when they have several rocks with the same color? (1.5A, 1.5A) How to the techniques of a scientist compare with the techniques students use

to sort solids? (1.2D, 1.3C)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 4 Rolling Solids Reading Selections p.12 and 13 The teacher will prepare for the lesson by reading the Reading Selections in Solids and Liquids p. 12 in the Student Reading Resources and p. 13 Sorting Solids: Scientists Do It Every Day Teacher Guide for Reading SelectionEngage

Main Idea: I can read about scientists to find out how they use sorting in the real world. (1.3C)

"Introduce the Reading Selection" Do not answer the following questions, students will find the answers as they read.

Have you ever started a collection? (1.3C)Have you ever seen a rock collection? (1.5A,1.3C)Where might we find a rock collection? (1.3A)How do scientists organize a collection? (1.5A, 1.3C)What happens when they have several rocks with the same color? (1.5A, 1.5A)How to the techniques of a scientist compare with the techniques students use to sort solids? (1.2D, 1.3C)



Explore

"Reading" Read the story aloud using the Learning Logs Reading Strategy to make Guided Reading Logs. You may also have the students read it in pairs or alone, depending on your class.

Journal Writing Students will use reading strategies to look for real life connections to the sorting of

solid objects according to their physical properties. (1.5 A) Students will describe what scientists do. (1.3C)

Explain"Processing the Reading Selection" On a piece of newsprint, ask students to list as many similarities between the techniques that the two geologists in the

Students will make connections between the information in the story and the techniques they have used in class. (1.2, 1.3C)



http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/4th/gp2/reading_strategies.doc

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_solids_and_liquids/reading_selection_scientist_do_i_page_13.rtf

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_solids_and_liquids/reading_selection_scientist_do_i_page_13.rtf

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_solids_and_liquids/reading_selection_in_solids_and_liquids_page_12.rtf

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_solids_and_liquids/reading_selection_in_solids_and_liquids_page_12.rtf

story use to sort rocks and minerals, and the techniques students have used in class to sort solids.

√ ReflectionHow to the techniques of a scientist compare with the techniques students use to sort solids? (1.2D, 1.3C)

Elaborate Research other types of scientists such as botanists or archaeologists. What

types of objects might these scientist sort? What properties might they use to sort the objects?

Differentiation

What do you do for students who need additional support?Have students reread the selection with a buddy.What do you do for students who master the learning quickly?

Have student look into how many different kinds of scientist there are.

Students will make connections between the information in the story and the techniques they have used in class. (1.2, 1.3C)

Evaluate Use a Venn diagram to sort the scientists' and students' techniques.


Have you ever started a collection? (1.3C)Have you ever seen a rock collection? (1.5A,1.3C)Where might we find a rock collection? (1.3A)How do scientists organize a collection? (1.5A, 1.3C)What happens when they have several rocks with the same color? (1.5A, 1.5A)How to the techniques of a scientist compare with the techniques students use to sort solids? (1.2D, 1.3C)

Students will communicate observations and provide reasons for explanations using student-generated data about the connections between what they are doing in the classroom and what real scientists do. (1.3C, 1.2E)

Content Vocabulary: Collection colección

Academic Vocabulary: sort construct draw conclusions record compare separar construir saque concluciones apuntar comparar

ResourcesSTC Solids and Liquids Lesson 4 Reading Selection

Teacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/Life02 Sci Nov 08 GP2 FMA1 SCI

The objects in the circles are grouped using the property of –A colorB sizeC shapeD mass

3rd Grade 2003

2 Students are working with rocks in the science lab. They are using a hammer to break the rock. Which of the following would be a required safety rule for this lab activity?A Wear eye goggles to keep rock pieces out of their eyesB Wear aprons to keep dirt off of their clothesC Wear hard hats to keep dirt off of their headsD Wear ear muffs to protect their hearing

Answer - A

5th Grade 2003Three Basic Types of Rock

Igneous

Formed from cooled and hardened lava, sometimes with lots of holes to release gas

SedimentaryFormed from layers of weathered rock many times collecting over fossils

MetamorphicFormed by heat, pressure or chemical reaction over a long period of time

16 According to the information in the rock chart shown above, which of the following items could be a sedimentary rock?

Answer - C





What sense are you using to test for hardness? (1.2C)

What are some other words that would describe hardness? (1.5A, 1.2E)

What new property can we add to our list of properties? (1.5A, 1.2E)

What is the texture of the object? (1.5A,1.2E)

The student demonstrates safe practices and learns how to use and conserve resources. (K.1) The student plans and conducts scientific investigations using tools, collects data, records and organizes data,

and communicates observations and provides reasons for explanations using student-generated data from simple descriptive investigations. (K.2 and K.4)


The student knows that objects have properties and patterns. The student is expected to:(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture;(K.5)The Teaching and Learning Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

5E Model of InstructionUse STC Solids and Liquids Lesson 5 Testing the Hardness of SolidsThe 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 arrange a set of solids in serial order on the basis of how

hard they are. I can discuss and compare the ways I arranged the solids. (1.5A, 1.2E)


“Procedure 1” Have students collect the trays of solids from the distribution center. Ask them to remove the blue rubber ball and the blue cube bead and to place them in the center of their desks. Have them place the trays with the remaining solids to the side.

Have students review the Physical Properties poster. Ask.What sense did we use when we talked about the size and shape of solids?Can we use the sense of sight to find out if something is hard or soft? What sense would work the best for investigating whether an object is soft or hard?

Students will demonstrate prior knowledge by assisting with a class KWLS chart. (1.2 C, 1.5A)

Students will listen to instructions on how to conduct the investigation and predict the outcome. (1.3B)

Explore “Procedure 2 ” Ask students to describe and compare the blue rubber ball and

the blue cube bead. If students do not make observations relating to the hardness of these solids, invite them to consider the following questions.What happens when you squeeze the blue rubber ball?What happens when you squeeze the blue cube bead? On the basis of what happens when you squeeze them, how are these two solids different?

Students will work in pairs to conduct an investigation and gather information into the physical property of hardness. (1.2 B,C 1.5A)

Explain "Procedure 3" Let students know that one way to compare solids is on the basis

of how hard they feel. Have students spend a few minutes brainstorming words they know to describe "hard."

What sense are you using to test for hardness?

Students will record and organize data using pictures, numbers, and words to explain the physical property of hardness. (1.2 D and 1.5A)



√ ReflectionWhat sense are you using to test for hardness? (1.2C)What are some other words that would describe hardness? (1.5A, 1.2E)What new property can we add to our list of properties? (1.5A, 1.2E)What is the texture of the object? (1.5A,1.2E)

Elaborate "Procedure 4" Encourage students to feel all of the solids in the tray and

describe to their partners how the solids feel. After a few minutes have the students arrange the solids in serial order on the basis of hardness. As you facilitate the group work ask each group to explain and justify the order of the solids. Differentiation

What do you do for students who need additional support?Extension 1 Have students select one property to sort a set of solids into two groups on the basis of that property or not that property. Example would be red or not red. This describes a solid in terms of properties a solid lacks as well as those it has.

What do you do for students who master the learning quickly?Give the students three half sheets of paper and a crayon with the paper taken off. Show them how to do a rubbing. Have the students find three different trees around their home and do a bark rubbing of each one. Have the students put the picture together and then find their rubbings. How could they tell which ones were the ones they made? What was the name of the tree?

Students are identify and explain a problem and propose a solution in his/her own words to explain the physical property of hardness in the sorting of solids. (1.3 A,B, 1.5 A)

Evaluate "Procedure 5" As a whole class Invite pairs of students to describe the order

they created when they sorted the solids by hardness. Have other students share the ways they arranged the solids. Students should recognize that hardness is comparative. A baseball is harder than a rubber ball. A rubber ball is harder than a balloon. So, saying "a rubber ball is hard" may not be true if we are comparing it to a baseball.

"Final Activities 1" Direct students' attention to the "Properties of Solids" chart and ask.

Refer back to the Guiding Questions to assess students' knowledge of the lesson/conceptsWhat sense are you using to test for hardness? (1.2C)What are some other words that would describe hardness? (1.5A, 1.2E)What new property can we add to our list of properties? (1.5A, 1.2E)What is the texture of the object? (1.5A,1.2E)


explanations using student-generated data about the investigations to describe the physical property of hardness as it is used to sort solids. (1.2 E, 1.5 A)

Content Vocabulary: hard soft brittle flexible elastic duro suave frágil flexible

Academic Vocabulary: gather use simple equipment sort juntar utilize equipo simple separar

ResourcesSTC Solids and Liquids Lesson 5, Testing the Hardness of Solids

Teacher Notes:



elástico




Anticipated Skills for SAT/ACT/College Board/Career/LifeFMA 1st grade 2008-091Which sense should never be used during science without permission from the teacher?

3rd grade 2007

3 A student concluded that quartz was the hardest mineral. The conclusion was —(A) Wrong because quartz was scratched by two of the objects(B) Wrong because calcite was scratched by two of the objects(C) Correct because quartz was not scratched(D) Correct because quartz was scratched by two of the objects

Answer- C

5th Grade 2004

29

Based on the results in the chart, the hardest rock is –A Rock A B Rock BC Rock CD Rock D

Answer- D



Rock Hardness Observations

RockCan be scratched by fingernail

Can be scratched by penny

Can be scratched by paper clip

Ayes yes yes

Bno no yes

Cno yes yes

Dno no no



How are the solids that float up similar? (1.4B, 1.2E, 1.5A, 1.6D) How are the solids that sink down similar? (1.4B,1.2E, 1.5A, 1.6D) How are the solids that float up different from those that sink down? (1.4B,1.2E,

1.5A, 1.6D) Why do you think the plastic cup lid and the blue plastic spoon floated up at first

and then sank down? (1.5A, 1.6D) What is a safety rule to follow when using water? (1.1A,B) What should we do with the water when we finish out experiments? (1.1B)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 6 Investigating Solids in WaterThe teacher will prepare for the lesson by reading the “Overview and Objectives” and “Background” and completing the preparation steps prior to the lesson. You may want to check with P.E. to see if they have a Ping-pong ball and a golf ball. Many children think it is the size of something which makes it float or sink. These two balls are about the same size. One will float and one will sink. Engage Main Idea: I can investigate what happens when I place solids in water. I can

perform a test to determine which solids float up and which sink down. I can describe and compare the similarities among the solids that float and those that sink. (1.2 A-E and 1.5A, 1.6D)


“Procedure 1” Ask student. Have you seen objects that when placed in water float up to the top? Sink down to

the bottom? What makes solids float up? What makes solids sink down? Are there objects which float up and sink down? (children)

"Procedure 2" Invite a few students to describe what might happen if they placed the steel ball and the Ping-Pong ball in a cup of water. Then, let students know they will have the opportunity to test a set of solids to see what happens when they place them in a cup of water. Today we are going to test solids to see if they float or sink by placing them in a cup of water.

What safety rules do we need to follow if we are going to have water on your desks? (1.1A)

What do you think we should do with the water when we finish our experiments? (Water the plants inside or outside.) (1.1 B)


Students will demonstrate safe practices and use resources wisely. (1.1 A, B,C)

Students will listen to instructions on how to conduct the investigation and predict the outcome.(1.3B)

ExploreSAISD © 2010-11 – Third Grading Period Science Grade 1 Page 26 of 145


"Procedure 3" Have students collect the trays of solids, the tubs of water, and the paper towels.

"Procedure 4" Give students a few minutes for free exploration. Then, encourage them to place the solids in the water, one at a time, and to carefully observe what happens. Ask questions such as the following: (1.5A, 1.6D, 1.2E)

Does the solid sink down or float up? Do all the solids that sink move down to the bottom of the cup at the same speed? Do some sink down faster than others?Do all the solids that float up and sit on top of the water? If not, how are they different?Do the solids look the same when you observe them from the side of the cup as when you look at them from the top of the cup?

Students will work in pairs to conduct an investigation and collect, record, and organize data into the physical properties of objects which sink down and float up. (1.2 B,C 1.5A, 1.6D)

Explain "Procedure 5" After students have had ample opportunity to investigate, invite

them to sort the solids into two groups - sink and float. They can use the trays to separate the two groups. Have the groups put away the materials and pour the water in the appropriate spot. You may want to save two cups of water to prove or disprove the children's conclusion in the Evaluate.

"Procedure 6" Distribute copies of Record Sheet 6 - A to students or have them draw a Venn diagram in their journal and label the sides Sink and Float. Ask them to write the names of the objects in the correct space in their Venn diagram.

√ ReflectionHow are the solids that float up similar? (1.4B, 1.2E, 1.5A, 1.6D)How are the solids that sink down similar? (1.4B,1.2E, 1.5A, 1.6D)How are the solids that float up different from those that sink down? (1.4B,1.2E, 1.5A, 1.6D)Why do you think the plastic cup lid and the blue plastic spoon floated up at first and then sank down? (1.5A, 1.6D)What is a safety rule to follow when using water? (1.1A,B)What should we do with the water when we finish out experiments? (1.1B)

Journal Writing Students will record and organize data using pictures, numbers, and words

to sort objects using the physical properties of sinking and floating. (1.2 D,1.5A, 1.6D)

Elaborate Pass out the pictures of solids (or post it notes to draw on) and have the students

place their object on a class Venn diagram. DifferentiationWhat do you do for students who need additional support?Extension 4 Set up a learning center for students to test objects brought in from home. Have them test the object and add a post it note to the Float and Sink Chart.

What do you do for students who master the learning quickly? Extension 4 Have students further explore by putting the solids into a solution of

salt water. Heat water in a microwave and continue pouring salt in until it will no longer dissolve with stirring. The water may be cloudy the first day but should clear up the next day.

Students will identify and explain a problem, and propose a solution in his/her own words to explain the physical properties which allow solids to sink and float. (1.3 A,B, 1.5 A)



Evaluate "Final Activities 2" Use "thumbs up" or "thumbs down" for each solid to discuss the

results of the investigation on the Venn diagram. If you have a solid with a lot of thumbs both up and down, ask. What can we do to find out which group is correct? Have two volunteers retest the object.

"Final Activities 3" Use the class Venn diagram to help students summarize what they discovered about the solids that float and sink. The following questions may facilitate the discussion:

How are the solids that float up similar? (1.4B, 1.2E, 1.5A, 1.6D)How are the solids that sink down similar? (1.4B,1.2E, 1.5A, 1.6D)How are the solids that float up different from those that sink down? (1.4B,1.2E, 1.5A, 1.6D)Why do you think the plastic cup lid and the blue plastic spoon floated up at first and then sank down? (1.5A, 1.6D)What is a safety rule to follow when using water? (1.1A,B)What should we do with the water when we finish out experiments? (1.1B)



explanations using student-generated data about the investigations to describe the physical properties of floating and sinking using a Venn diagram. (1.2 E, 1.5 A, 1.6D)

Content Vocabulary: float sink flotar hundir

Academic Vocabulary: record compare identify predict create apuntar/anotar comparer idemtificar pedicir crear

ResourcesSTC Solids and Liquids Lesson 6 Investigating Solids in Water

Teacher Notes:


Anticipated Skills for SAT/ACT/College Board/Career/Life2nd Grade 2008-09

2 Look at the Venn diagram. What do these solid objects have in common?

3rd Grade 2006

7 A student has some baby powder and he wants to design a science project. Which of the following is NOT a testable hypothesis?

A The baby powder will float on top of hair shampoo. B The baby powder will burn with a blue flame. C The baby powder tastes good on crackers. D The baby powder will mix with the water.

Answer- C

5th Grade 2007

A ball of clay will sink in water. The same ball of clay can be made into a boat that will float in water. Why does the clay boat float in the water?

A The clay boat is more dense. B The clay ball is more buoyant. C The clay boat has more mass. D The clay boat is more buoyant

Answer- D





Look at the solids that are not attracted to a magnet. How are they alike? How are they different? (1.6B, 1.5A,1.2E)

Look at the solids that are attracted to a magnet. How are they alike? How are they different? (1.6B, 1.5A,1.2E)

Why do you think the brass washer is not attracted to the magnet? (1.3B, 1.6B, 1.5A)

Why do you think the paper clip is attracted to the magnet? (1.3B, 1.6B, 1.5A) Do all metal attract to a magnet? (no) What happens when two magnets pull towards each other? (1.2A,C,E1.6B) What happens when two magnets push away from each other? (1.2A,C,E 1.6B) How does a magnet make the objects move in a straight line, zig zag, up and

down, back and forth, round and round, and fast and slow? (1.6D,1.2E) How does a magnet change in the location of an object such as closer to,

nearer to, and farther from? (1.6C, 1.2E)





The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to(K.6)

(B) explore interactions between magnets and various materials;The Teaching and Learning Plan


5E Model of InstructionUse STC Solids and Liquids Lesson 7 Testing Solids with a MagnetThe teacher will prepare for the lesson by reading the “Overview and Objectives” and “Background” (especially read the part about NOT ALL METALS ARE ATTRACTED TO A MAGNET!!!!!) and completing the preparation steps prior to the lesson. Engage

Main Idea: I can describe the safety rules when using magnets. (1.1) I can test a set of solids with a magnet. I can predict and describe how to sort the solids into two groups - those that are attracted (pulled) to a magnet and those that are not attracted to a magnet. I can use one magnet to push another magnet away. (1.6B) I can describe and compare the similarities among the solids that are attracted to a magnet. (1.6B) I can describe the magnet changing the location of an object such as closer to, nearer to, and farther from. (1.6C) I can demonstrate and record the ways that a magnet can move objects such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. (1.6D)


“Procedure 1” Ask students.What do you know about magnets? Where have you seen magnets? How were the magnets used? What do magnets look like? What new kind of safety rules do we need to follow around magnets? (Do not drop or tap them on the desk - the magnet can loose its power.) (Magnets can harm our technology - magnets will strip the information from a


Students will recognize the importance of safe practices to keep self and others safe and healthy. (1.1B)




computer disk, CD, hard drive, VCRs, computers, or near your purse if you have credit cards. Any device with a magnetic strip will be harmed.)

Explore "Procedure 2” Distribute one magnet to each student. Ask.

What happens when two magnets touch? Introduce "repel" as the push force and "attract" as the pull force.What happens when a magnet touches other solids? Have the students test various items in and around their desks. Encourage them to discuss their observations with their partners. (1.2C,D,E,1.5A,1.6B,C,D)How can you make the objects move in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow? (1.6D)How can you change in the location of an object such as closer to, nearer to, and farther from? (1.6C)

"Procedure 3 & 4" Let students know that they will now test a set of solids in order to discover which ones are attracted to a magnet and which ones are not. They will place the solids that are attracted to the magnet in one tray and those that are not attracted to the magnet in another tray. Encourage students to discuss their observations. Ask. .(1.2C,D,E,1.5A,1.6B,C,D)

What property are you testing? Why do you think _____ did not attract? Why do you think _____did attract? Are all metals attracted to a magnet? (no)

Students will work in pairs to conduct an investigation and gather information into the physical property which attracts to a magnet. (1.2 B,C 1.6B,C,D)

Explain "Procedure 5 & 6” Distribute Record Sheet 7-A or have the students draw a

T-Chart in their journal. Title with "Testing Solids with a Magnet," and the question "Which solids attracted to the magnet?" Ask students to record their results. Have students answer the questions below and add repel and attract to the Word Wall. .(1.2C,D,E,1.5A,1.6B,C,D)What was the word we used to describe the pulling force of magnets? What was the word we used to describe the pushing force we felt when we put two magnets together?

√ ReflectionHow can we describe magnets and their forces? (1.5A,1.6B,C,D, 1.2E)

Journal Writing Students will record and organize data using pictures, numbers, and words to

explain the repelling and attracting forces of a magnet as the physical property of some solids. (1.2 D and 1.6B)

Elaborate "Procedure 7" Pass out the cut out pictures to the students. Have them place

the object in the Yes or No side of the chart. Ask the class to use "thumbs up and down". How many of you found the __________to attract to the magnet? What property did the ___________have to cause it to attract?

DifferentiationWhat do you do for students who need additional support?Place a Venn diagram and other objects to be tested in a center. Have children predict and then test objects showing results by placing objects in the Venn.What do you do for students who master the learning quickly?

Ask students to solve a multi step problem. Which solids will sink and are attracted to a magnet?

Students are identify and explain a problem and propose a solution in his/her own words to explain the physical property of magnetism which allow iron and steel solids to attract to the magnet. (1.3 A, 1.6B,C,D)



Evaluate "Procedure 8" Once you have placed all the pictures on the chart, ask

students to discuss the following questions:Look at the solids that are not attracted to a magnet. How are they alike? How are they different? (1.6B, 1.5A,1.2E)Look at the solids that are attracted to a magnet. How are they alike? How are they different? (1.6B, 1.5A,1.2E)Why do you think the brass washer is not attracted to the magnet? (1.3B, 1.6B, 1.5A)Why do you think the paper clip is attracted to the magnet? (1.3B, 1.6B, 1.5A)Do all metal attract to a magnet? (no)What happens when two magnets pull towards each other? (1.2A,C,E1.6B)What happens when two magnets push away from each other? (1.2A,C,E 1.6B)How does a magnet make the objects move in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow? (1.6D,1.2E)How does a magnet change in the location of an object such as closer to, nearer to, and farther from? (1.6C, 1.2E)

"Final Activities 2" Have the students return to their original solid journal entry and add new properties to the solid.

Journal Writing Students will communicate observations and provide reasons for explanations using

student-generated data about the investigations to describe the physical property of magnetism which allows iron and steel solids to attract to the magnet and the ability to move objects. (1.2 E, 1.6B,C,D)


Content Vocabulary: repel attract magnet repeler atracción imán

Academic Vocabulary: make decisions discuss justify ask questions gather information use simple equipment toma decisiones discuta justifique haga preguntas reúna información utilice equipo simple

ResourcesSTC Solids and Liquids Lesson 7 Testing Solids with a Magnet

Teacher Notes: If you have put together your own collection you need to make sure you have different types of metal. A magnet will attract to metal which contains iron. You may want to include some aluminum foil which is a metal but does not attract to a magnet.




Anticipated Skills for SAT/ACT/College Board/Career/Life2nd Grade FMA 2008-09 3rd Grade 2004

8. Magnets will attract all items made of -A. goldB. glassC. ironD. plastic

Answer - C

5th Grade TAKS 2006

7 A company collects cans for recycling. Some cans are made of aluminum, and some are made of iron. Which of the following is the best way to separate the two types of cans?

A Heat the iron cans until they meltB Use scissors to cut the cansC Use a magnet to pick up the iron cansD Float the cans in water

Answer - C





What properties have you used today to sort the solids? (1.5A, 1.2E)

Do you think it is easy to give a reason for the grouping or is it difficult to think of a reason? (1.3B)

What is the purpose of the "Properties of Solids Chart?" How can it help you? (1.2E)

The student demonstrates safe practices and learns how to use and conserve resources. (K.1) The student plans and conducts scientific investigations using tools, collects data, records and organizes

data, and communicates observations and provides reasons for explanations using student-generated data from simple descriptive investigations. (K.2 and K.4)




The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 8 Guess My ReasonThe 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 a set of solids into groups on the basis of a property. I

can make a decision on how a classmate sorted a group of solids and justify my answer.


“Procedure 1” Explain the procedure for the sorting and guessing activity.1. The students will work in pairs. One student will begin the activity by sorting a set of solids into groups on the basis of a specific property, which he or she will keep secret at first. The student will arrange the groups on the large sheet of paper and student will say, "Guess my reason!"2. The other student will examine the groups. He or she will guess why the partner grouped the solids in that way and why he/she believes so. I believe the solids are sorted by ____________ because _______________.3. Then, the other partner will sort the solids. The other student will observe the groups and guess the reason for the arrangement and why.

"Procedure 2" Before the activity starts, remind students that they can describe and sort solids in many ways. If they propose a reason other than the one their partner chose, let them know that this reason is not necessarily right or wrong. Let students know that one response in this situation is, "That is a good reason, but it is not the one I used." This will help students feel more comfortable when they propose a reason. After 3 guesses the student who sorted the objects will reveal the property which was used.



Explore "Procedure 3-4" Have students collect the materials and begin. Encourage

students to use the" Properties of Solids" chart as a source of information. Students will work with a partner to conduct the activity of sorting objects, identify and explain a problem and propose a solution in his/her own words on the properties of solids. (1.2B,1.3 A, and 1.5 A)

Explain Students will record and organize data using pictures, numbers, and words to



"Procedure 5" As students work, observe how each student sorts the solids and listen to the reasons that partners propose. You may want to ask a few questions such as:

What properties have you used today to sort the solids? Do you think it is easy to give a reason for the grouping or is it difficult to think of a reason? (1.2D)What is the purpose of the "Properties of Solids Chart?" How can it help you? (1.2E)

√ Reflection What properties have you used today to sort the solids? (1.5A, 1.2E)

explain the physical properties of solids. (1.2 D and 1.5A)

Elaborate "Procedure 6" If students are having a hard time guessing the reasons for a

certain arrangement, suggest that the student who sorted the object provide clues. If the students are finding this easy, have them start sorting into a center (one) circle using two properties. You may also choose to have the partners rotate to a new partner or table to guess some other group's sorting method.

DifferentiationWhat do you do for students who need additional support?Have students cut out pictures from a magazine to sort by the property giving them trouble.

What do you do for students who master the learning quickly?Have the students choose two properties, cut out, and glue pictures from a magazine to sort by the

two properties together. Example -(These objects will sink and are red.)

Students will identify and explain a problem and propose a solution in his/her own words to explain the physical properties of solids. (1.3 A, 1.5 A)

Evaluate "Final Activities 2" Have students brainstorm categories into which solids can be

sorted. Record the ideas.


What properties have you used today to sort the solids? (1.5A, 1.2E)Do you think it is easy to give a reason for the grouping or is it difficult to think of a reason? (1.3B)What is the purpose of the "Properties of Solids Chart?" How can it help you? (1.2E)

Students will communicate observations and provide reasons for explanations using student-generated data about the sorting investigation to describe the physical properties of the solids. (1.2 E, 1.5 A )

Content Vocabulary: Academic Vocabulary: sort construct draw conclusions communicate separar construir saque conclusions comunique

ResourcesSTC Solids and Liquids Lesson 8 Guess My Reason

Teacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/Life2nd Grade FMA 2008-09

The objects in the circles are grouped using the property of


3rd Grade 2006

9 A student was testing the above objects for hardness. Which of these groups of objects would be considered hard?

A Toy car and rubber ball B Orange and spaghetti C Balloon and pencil D Screw and key

Answer - D

5th Grade 2007

Picture A shows a solution of Kool-Aid and water. Picture B shows the same solution of Kool-Aid and water but something has changed. What has changed? A Picture A is now solid matter. B Picture B is more concentrated. C There is no change between them. D Picture A is more concentrated.

Answer - B





What are the properties of solids? How did we test the properties of solids? (1.5A,1.2E)

Which test gave you the most information and why do you think so? (1.2E) Which test gave you the biggest surprise? What surprised you? (1.3B, 1.2E) What other questions do you have about solids? (1.2A)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 9 Investigating Two New 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 an investigation by observing, testing, recording, discussing, and comparing two new solids. (1.5A, 1.2C,D,E)


“Procedure 1” Direct students' attention to the "Properties of Solids" chart. Involve them in a brief review of the properties they have investigated. Ask students.

What tests have you conducted to investigate some of the properties of solids? "Procedure 2" Show students the sponge and the button. Let them know that

they will now investigate the two solids, compare them with each other, and record their observations.



Explore "Procedure 3 & 4" Point out the materials in the distribution center. Let students

know that they will have access to any materials they need to test the sponge and the button. Distribute copies of Record Sheet 9-A . (This may be a little much to draw in their journal.)

"Procedure 5" Ask students to collect the trays containing the sponges and buttons. Ask each pair to begin by describing the color, shape, and hardness of the two solids to each other. Ask them to explore whether the solids roll or stack and then to record their observations.

"Procedure 6 & 7" After students have completed their initial observations, let

Journal Writing Students will work in pairs to conduct an investigation and gather information into

the physical properties of two new solids. (1.2 B,C 1.5A,)



them gather the materials to conduct the float or sink, and magnetism test. (You can also have these set up in 3-4 centers and have the kids rotate in and out of them. )

Explain "Final Activities 1" Display the chart "Investigating the Sponge and the Button."

Ask student to share their observations and test results. Record their ideas on the chart.

√ Reflection What are the properties of solids? How did we test the properties of solids? (1.5A)

Students will record and organize data using pictures, numbers, and words to explain the changes in the physical properties of the two new solids. (1.2 D and 1.5A)

Elaborate "Final Activities 3" Let students know that they have completed their

investigation of the properties of solids and that in the next lesson, they will begin to explore liquids. What kind of tests do you think we will be doing with liquids? What properties of liquids do you think we will find?Sorting and Using Materials Activity

DifferentiationWhat do you do for students who need additional support?Have students play a guessing game that involves several rounds of sorting. (I SPY)

What do you do for students who master the learning quickly?Have students work with a ball of clay to find ways in which the clay will sink and ways in

which it will float. (changing the shape)

Students are making and discussing decisions using information to predict the kinds of properties we will find and test. (1.3 A,B, 1.5 A)

Evaluate "Final Activities 2" Have students respond to the following questions.

What are the properties of solids? How did we test the properties of solids? (1.5A,1.2E)Which test gave you the most information and why do you think so? (1.2E)Which test gave you the biggest surprise? What surprised you? (1.3B, 1.2E)What other questions do you have about solids? (1.2A)



using student-generated data about the investigations to describe the physical properties of solids. (1.2 E, 1.5 A)

Content Vocabulary: sponge button esponja botón

Academic Vocabulary: sort ask questions construct draw conclusions separar haga preguntas construir saque conclusions

ResourcesSTC Solids and Liquids Lesson 9 Investigating Two New Solids

Teacher Notes:



http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate.shtml


Anticipated Skills for SAT/ACT/College Board/Career/Life

FMA 2nd Grade 2008-09


3rd Grade 2007

11 A student has the following items during a science lab: three different rocks, a penny, and a paper clip. The student needs to do an experiment. Which of the following is a well-defined question for the materials provided?(A) How will acid rain affect the same rocks?(B) How will acid rain affect different rocks?(C) How does sitting in saltwater affect the three rocks after a week?(D) Which of the three different rocks is the hardest to scratch?

Answer - D

5th Grade ESC 4 TAKS Simulation 2005

18 The property of a diamond that changes if part of it gets chipped off is its –F brilliant shine G color H ability to conduct electricityJ mass

Answer - J





What was the weather like for April and Lakeesha at the beginning of the story? (1.8 A,C, 1.5A,B, 1.2E)

What happened to the weather the second day of the story? (1.8 A,C, 1.5A,B, 1.2E)

What causes something to melt? (1.2E, 1.5A,B, 1.6A) When do things freeze? (1.2E, 1.5A,B, 1.6A) What are some of the differences between the properties of solids and liquids?(1.5

A,B) What caused the snow to change? (1.2E, 1.5A,B, 1.6A) Are there any other solids that can melt? (1.2E, 1.5A,B, 1.6A) What are the changes in the weather during the day compared to at night? (1.8

A,C, 1.5A,B, 1.2E) What causes the changes when the weather gets warmer in the afternoons? (1.8

A,C, 1.5A,B, 1.2E1.6A)




The student knows that objects have properties and patterns. The student is expected to:(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture;(K.5


The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 9 Investigating Two New Solids Reading SelectionThe teacher will prepare for the lesson by reading the Reading Selection page 14 "Snow Friends" prior to the lesson and preview the Snow PowerPoint.Engage

Main Idea: I will read a selection to investigate how the temperature of the weather affects water outside during different seasons of the year, or during day and night.(1.8A,C) I will find out how the change in the states of water affects the lives of humans.

I can predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.(1.5A,B)

“Introducing the Reading Selection” Ask students.

What kind of weather are we having today? Is this the same kind of weather we had at the beginning of school? How has it changed? Does the weather change during the day or at night? Do you think everyone is having weather like this? (1.8A, C) Have you ever seen snow? What is snow? How does snow affect people and what they do? How does snow affect animals? Will snow always stay snow? What happens to snow when the weather gets warm? (1.5 B)

Have students watch the Snow pictures PowerPoint to answer some of these questions. (1.8A,C and 1.5B)

Students will demonstrate prior knowledge about snow by assisting with a class KWLS chart. (1.2 C)


Explore

"Reading" Read the story aloud. You may also have the students read it in pairs and have them interact with the text by using the Learning Logs Reading Strategy to

Journal Writing Students will use reading strategies to investigate how the temperature of

the weather affects water in the real world. (1.8A, 1.5B)




http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/snow.ppt

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_solids_and_liquids/reading_selections_page_14.rtf


assess their understanding of what they read.Explain

"Processing the Reading Selection" Read the story aloud one more. Ask students to underline any words that have to do with solids, liquids, their properties, and the way they change. Have students share their ideas. Discuss the words. (1.5 A)

√ Reflection Teacher will go back over the questions asked in the Engage:

What kind of weather are we having today? Is this the same kind of weather we had at the beginning of school? How has it changed? Does the weather change during the day or at night? Do you think everyone is having weather like this? What causes the weather to get warmer in the afternoons? (1.8A,C 1.5B, 1.6A, 1.2E) Have you ever seen snow? What is snow? How does snow affect people and what they do? How does snow affect animals? Will snow always stay snow? What happens to snow when the weather gets warm? (1.8A,C, 1.6A, 1.2E 1.5B)

Students will communicate observations and provide reasons for explanations for the information in the story to draw conclusions about the way liquid water changes in cold weather. (1.2 E and 1.8A, 1.5B)

Elaborate "Role Playing" Since much of the story is in dialogue form, students could take

turns reading the roles of Lakeesha and April. DifferentiationWhat do you do for students who need additional support?Have students place a cup of ice in a window or near the heater. Have students record the temperature when it is still ice. Have the students check the cup every 30 minutes and record the changes.What do you do for students who master the learning quickly?

Extensions 4 Challenge students to write about gelatin. Is it a solid? Is it a liquid? What would it be like to be a bowl of Jell-O?

Students will reread the story for clarity.

Evaluate "Following Up" Ask students:

What was the weather like for April and Lakeesha at the beginning of the story? (1.8 A,C, 1.5A,B, 1.2E) What happened to the weather the second day of the story? (1.8 A,C, 1.5A,B, 1.2E)What causes something to melt? (1.2E, 1.5A,B, 1.6A) When do things freeze? (1.2E, 1.5A,B, 1.6A)What are some of the differences between the properties of solids and liquids?(1.5 A,B) What caused the snow to change? (1.2E, 1.5A,B, 1.6A)What are the changes in the weather during the day compared to at night? (1.8 A,C, 1.5A,B, 1.2E) What causes the changes when the weather gets warmer in the afternoons? (1.8 A,C, 1.5A,B, 1.2E1.6A) Are there any other solids that can melt? (1.2E, 1.5A,B, 1.6A)



explanations using student-generated data about the information from the story. (1.2 E, 1.8A, 1.5B)



Content Vocabulary:

snow snowma

n ice melt freeze

nieve muñeco

de nieve hielo derretim

iento helada

Academic Vocabulary:

sort identify test observe record

separar identificar haga

prueba observar anotar

ResourcesSTC Solids and Liquids Lesson 9 Investigating Two New Solids Reading Selection

Teacher Notes:



1st Grade FMA 1 - 2008

Which day did the students most likely stay inside for recess?

A MondayB TuesdayC Wednesday

3rd Grade 2007

26 On Monday the rain gauge collected rain. The class read the rain gauge and emptied it. On Tuesday the rain gauge collected more rain. How much rain did the rain gauge collect for Monday and Tuesday together?

A 10 millilitersB 20 millilitersC 30 millilitersD 40 milliliters

Answer - C

5th Grade TAKS 2006

32 When a chocolate bar is heated by the sun, all of the following are likely to be seen EXCEPT —

F boilingG a liquidH meltingJ a change in shape

Answer - F





What have you learned about the properties of liquids? (1.5A,1.2E) How are the properties of liquids and solids alike? (1.2E, 1.5A) How is testing liquids going to be different from testing solids? (1.3B,1.5A)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 10 Observing and Describing Two LiquidsThe 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 safely observe, describe, and compare two liquids. I can

discuss and write about the similarities and differences between the two liquids. (1.1,1.5A)

Go over safety procedure for working with liquids. What do they do if a liquid spills? Do not taste anything in the science lab. Do not put anything close to your nose. Teach children to waft. (Place cup a hand span away from their nose and bring the air over their cup towards their nose).

“Procedure 1” Facilitate a KWLS chart. What do you know about liquids? "Procedure 2" Show students a cup of water and a cup of glue. Tell them the

identity of each liquid and point out the labels on the cups. Let students know that they will now observe these two liquids to discover how they are alike and different.



Explore "Procedure 3" Have students collect the materials from the distribution center.

Instruct them to use the spoons to scoop out two or three spoonfuls of the liquids and to place them on the white construction paper. Make sure they use separate spoons for each liquid.

"Procedure 4" Encourage students to observe the liquids both in the cups and on the construction paper. Allow a few minutes for students to freely investigate the liquids.

What physical properties will you be looking for? What physical properties will we not try to find out about because it is not safe?

Students will work in pairs to collect, record and organize data using pictures, numbers, and words as they conduct an investigation and into the physical properties of two liquids. (1.2 B,C 1.5A)



(tasting)Explain "Procedure 4" Guide their observations by asking some of the following

questions:Tilt the cup. What do you observe? (1.2E, 1.5A)Stir the liquid. What do you observe? (1.2E, 1.5A)How does a liquid react differently than a solid when tilted and stirred?Stir the liquid and then hold the spoon slightly above the cup. What do you observe?(1.2E, 1.5A)Use a spoon to stir each liquid on the construction paper. What do you observe? (1.2E, 1.5A)Use your fingers to feel the liquids. What do they feel like? (1.2E , 1.5A )

"Procedure 5" Clean Up.

√ Reflection What have you learned about the properties of liquids? (1.2E, 1.5A) How are the properties of liquids and solids alike? (1.2E, 1.5A)

Students will record and organize data using pictures, numbers, and words to explain the physical properties of the two new liquids. (1.2 D and 1.5A)

Elaborate "Final Activities 1 & 2" Display the chart "Comparing Water and Glue." Ask

students and record their answers. What are the physical properties of water? What are the physical properties of glue?When we compare water and glue, how are they different?When we compare water and glue, how are they alike?

DifferentiationWhat do you do for students who need additional support?Have students make a list of the liquids they know of and draw a picture of them. Extension 1

What do you do for students who master the learning quickly?Extension 2 Challenge students to think of all the ways they use water. Encourage them to keep a record for one day of how many times they use water and what they used it for.

Students are identify and explain a problem and propose a solution in his/her own words to explain how the physical properties of the liquids are alike and different. (1.3 A,B, 1.5 A)

Evaluate "Final Activities 3- 5" Have students take out their science journals. Have

them write a title and the date. Have the students copy and respond to the following statement on the board: I think glue is a liquid because_______.

"Final Activities 6" Have students name another liquid and describe it in their journals by writing down two or more things they know about the liquid.What have you learned about the properties of liquids? How are the properties of liquids and solids alike?

Teacher Assessment of Students: The chart used in today's lesson, "Comparing Water and Glue," is the liquids component of the two-part pre-unit assessment that began with the solids assessment in Lesson 1- "Comparing the Spoon and the Ball." The matched follow-up occurs in Lesson 17: Post-Unit Assessment, when students revisit both charts. To assess students in Lesson 10, observe them during the activities and look at the entries they made in their science journals. As you do so, note the following: The ways students investigate the liquids.The properties students refer to as they describe the similarities as well as the


explanations using student-generated data about the investigations to describe the physical properties of liquids. (1.2 E, 1.5 A )



differences between the two liquids.The reasons students suggest in their science journals for why they think the glue is a liquid.Whether the students' science journal entries describe properties of liquids.


What have you learned about the properties of liquids? (1.5A,1.2E)How are the properties of liquids and solids alike? (1.2E, 1.5A)How is testing liquids going to be different from testing solids? (1.3B,1.5A)

Content Vocabulary: liquid sticky glue water líquido pegajoso pegamento agua

Academic Vocabulary: ask construct draw conclusions communicate haga preguntas construir saque conclusions comunicar

ResourcesSTC Solids and Liquids Lesson 10 Observing and Describing Two Liquids

Teacher Notes:


Anticipated Skills for SAT/ACT/College Board/Career/Life 02 Sci Nov 08 GP2 FMA1 SCI

The objects in the circles are grouped using the property of –A colorB sizeC shapeD mass

3rd Grade 2007

25 The students were going to set up a large aquarium. Which tool would be most effective in filling the aquarium with water?(A) 50 milliliter syringe(B) 50 milliliter cylinder(C) 100 milliliter beaker(D) 1 liter beaker

Answer - D

5th Grade 2004

Which of the following BEST explains why orange juice is a liquid and not a solid?A It has a color found in many other liquids.B It takes the shape of its container.C It has a mass greater than other objects.D It is easily heated over an open flame

Answer - B





How did the liquid look? How did it smell? How did it feel? (1.5A, 1.2E) What happened when you held a spoonful of the liquid above the cup? (1.2C,E,

1.5A) Did the liquid make a rounded drop on the waxed paper, or did it spread out?

(1.2E, 1.5A) Did the liquid mix with other liquids? (1.E, 1.5AC) Which drops move slowly? (1.5A, 1.2E,1.6D) Which ones move quickly? (1.5A, 1.2E, 1.6D) Which drops stay in the same shape? (1.5A, 1.4B, 1.2E) How can you demonstrate and record the ways that liquid can move such as in

a straight line, zig zag, up and down, back and forth, round and round, and fast and slow? (1.6D, 1.2E)

How can describe the change in the location of the drop of liquid such as closer to, nearer to, and farther from?(1.6C)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 11 Investigating LiquidsThe 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 observe and compare the appearance and feel of four

liquids. (1.5A) I can observe a drop of each liquid under a hand lens. (1.4A,B) I can discuss and record my observations. (1.2B,C,D)

I can describe the change in the location of the drop of liquid such as closer to, nearer to, and farther from.(1.6C)

I can demonstrate and record the ways that liquid can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. (1.6D)

I can reuse the water. (1.1C)

Go over safety procedure for working with liquids. What do they do if a liquid spills? Do not taste anything in the science lab. Do not put anything close to your nose. Teach children to waft. (Place cup a hand span away from their nose and bring the air over their cup towards their nose.)

Wise conservation of resources is also necessary. Can the left over liquid for the day be recycled and used again? Can the water be used to water a plant or the grass outside? Do not allow the students to place the liquids down the drain. All chemicals and oil must be cleaned out of our sewer water before the water can be reused.

Teacher will review the previous day’s lesson and add to the KWLS chart as





needed. “Procedure 1” Hold up a cup of each of the two new liquids, tell students what

each is, and point out the labels on the cups. Let students know that in this lesson, they will focus on the look and feel of these liquids in addition to the water and glue that they studied in Lesson 10.

Explore "Procedure 2" Have the students cover their desks with the newspaper. Then,

have each pair collect four cups of liquid, one piece each of waxed paper and construction paper, four taster spoons, two hand lenses, and paper towels from the distribution center.

"Procedure 3" Ask students to observe the liquids in the cups. Then, ask them to stir each liquid with a spoon. (1.2C) Tell them to use one spoon for each liquid and not to switch spoons among the cups. Invite them to dip the spoon into the liquid, hold the spoon slightly above the cup, let the liquid run off, and observe what happens.

"Procedure 4" Ask students to place a small drop of each liquid on their fingers. Ask them to discuss how the liquids feel. How do they feel alike? How are they different?

"Procedure 5" Have students place the waxed paper on top of the construction paper. This will allow them to more easily observe the liquids. Then, ask students to place two or three drops of each liquid on the waxed paper.

"Procedure 6" Encourage student to use the hand lenses to observe each drop carefully. Ask some of the following questions to guide their investigations:(1.2C,D,E, 1.5A, 1.4B)

What color are the liquids? Are any colorless? Which can you see through? What else do you observe about how each liquid looks? Are some drops more rounded than others? Are some "taller," or "higher," than others? Which ones? Which drops are larger? Which are smaller? How are you measuring larger and smaller? Which drops spread out? Which ones do not spread out?

Students will work in pairs to conduct an investigation and collect data about the physical properties of two new liquids and compare to the two liquids in the last lesson. (1.2 B,C 1.5A, 1.4B)

Explain "Procedure 6"

As a whole class, have students draw conclusions by asking some of the following questions: (1.2C,D,E, 1.5A, 1.4B, 1.6C,D)

What color are the liquids? Are any colorless? Which can you see through? What else do you observe about how each liquid looks?Are some drops more rounded than others? Are some "taller," or "higher," than others? Which ones?Which drops are larger? Which are smaller? How are you measuring larger and smaller?Which drops spread out? Which ones do not spread out?

"Procedure 7" Have students gently shake the waxed paper from side to side and observe how the drops move. Ask questions to focus students' observations.

Which drops move slowly? (1.5A, 1.2E,1.6D)Which ones move quickly? (1.5A, 1.2E, 1.6D)Which drops stay in the same shape? (1.5A, 1.4B, 1.2E)How can you demonstrate and record the ways that liquid can move such as

Students will record and organize data using pictures, numbers, and words to explain the physical properties and the movement of the four liquids. (1.2 D, 1.6C,D, and 1.5A)



in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow? (1.6D, 1.2E)How can describe the change in the location of the drop of liquid such as closer to, nearer to, and farther from?(1.6C,1.2E)

"Final Activities 2" Ask students to focus on the water and the glue and describe how these liquids felt. Then, ask them to compare how the water and glue moved on the waxed paper. Introduce the term viscous and tell them that this word refers to liquids that flow slowly. Let them know that stickier and thicker liquids often flow more slowly than liquids that do not feel sticky. Let them know that fluid is used to describe liquids that flow more quickly, like water.

√ ReflectionCan someone describe what we have done with liquids today? (1.2E)"Final Activities 4 Have student take out their science journals. Ask students to select one of the four liquids investigated today, draw, and write about its properties.


Which drops move slowly? (1.5A, 1.2E,1.6D)Which ones move quickly? (1.5A, 1.2E, 1.6D)Which drops stay in the same shape? (1.5A, 1.4B, 1.2E)How can you demonstrate and record the ways that liquid can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow? (1.6D, 1.2E)How can describe the change in the location of the drop of liquid such as closer to, nearer to, and farther from?(1.6C, 1.2E)


student-generated data about the investigations to describe the physical properties of liquids. (1.2 E, 1.5 A and 1.6C,D)

Content Vocabulary: viscous fluid oil shampoo viscose flúido aceite champú

Academic Vocabulary: sort gather use simple equipment separar juntar información utilice equipo simple

ResourcesSTC Solids and Liquids Lesson 11, Investigating Liquids

Teacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/LifeFMA 2nd grade 2008-09

10 A student mixed colored water and clear oil in a bottle. What will the mixture do after 10 minutes?

3rd Grade 2005

31 Which is the best way for students to test whether a matter is solid or liquid?

A Check to see if it takes up space.B Check to see if the matter is firm or flows.C Check the smell for freshness.D Check the temperature of the matter.

Answer - B

5th Grade ESC 4 TAKS Simulation

29 A reasonable inference to explain what is happening in the diagram is that the blocks that look identical in size and shape may not be the same –

A mixtureB densityC solutionD force

Answer - B



block A

block D

block C

block B

water

air



How are the liquids different? (1.4B, 1.5A, 1.2E) How are the liquids alike? (1.4B, 1.5A, 1.2E) Do the liquids share any properties? (1.5A, 1.4B, 1.2E) How do you know if liquids are viscous- move slowly? (1.2E,1.6C,D 1.5A) How do you know if liquids are fluid- move fast? (1.2E, 1.6C,D, 1.5A)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 12 Flowing LiquidsThe 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 manipulate liquids in resealable plastic bags. I can observe and

record observations. (1.2C,D) I can discuss the idea that liquids have no definite shape and that they flow at different rates. (1.5A,1.6C,D)

Go over safety procedure for working with liquids. What do they do if a liquid spills? (1.1A) Do not taste anything in the science lab. Do not put anything close to your nose. Teach children to waft. (Place cup a hand span away from their nose and bring the air over their cup towards their nose.)

Wise conservation of resources is also necessary. Can the left over liquid for the day be recycled and used again? Can the water be used to water a plant or the grass outside? Do not allow the students to place the liquids down the drain. All chemicals and oil must be cleaned out of our sewer water before the water can be reused. (1.1C)

Teacher will review the previous day’s lesson and add to the KWLS chart as needed. Teacher will add previous lesson ideas to the Properties of Liquids chart.

“Procedure 1” Ask students to recall what happened when they placed the drops of liquid on the waxed paper in Lesson 11. To facilitate this discussion, ask the following questions: (1.5A, 1.4B )

Which drops spread out? Which liquids were more fluid and spread quickly? Which liquids were more viscous and spread slowly? Did the liquids have a specific shape?

"Procedure 2" Let students know that in this lesson, they will have an opportunity to





explore differences in the viscosity and fluidity of liquids. They will also further examine whether liquids have a certain shape.

Explore "Procedure 3" Explain that each pair of students will investigate only two liquids, and

describe how they should collect the bags of liquids from the distribution center. Also let the pairs know that at the end of the activity, they will share their results with the class.

"Procedure 4" Have students collect the bags of liquids from the distribution center.

Students will work in pairs to conduct an investigation and gather information into the physical properties of viscosity and fluidity of liquids. (1.2 B,C and 1.5A)

Explain "Procedure 4" continued After a few minutes of free exploration, focus their

observations by asking the following questions. (1.2A,B,C,D,1.4B,1.5A, 1.6C,D)Gently squeeze the liquid into one corner of the bag. What happens? Can you make the liquid form a triangle? A square? A circle? Turn the bag upside down. What happens to the liquidCompare the two liquids. Do they flow differently? How are they alike?

√ ReflectionWhich liquids were more fluid and spread quickly? Which liquids were more viscous and spread slowly?

Students will record and organize data using pictures, numbers, and words to explain the changes in the physical properties of the liquids as they flow from one area of the bag to the other to determine viscosity or fluidity. (1.2A,B,C,D,1.4B,1.5A, 1.6C,D)

Elaborate "Procedure 5" Distribute copies of Record Sheet 12-A or have the students draw a

Venn diagram in their journal. Title, label the circles, and date the page. Have the students record the differences between the two liquids in the large circles and any similarities in the intersection of the two circles.Differentiation

What do you do for students who need additional support?Bring in containers of different size and shapes. In a learning center, invite students to explore. Have student pour a measured amount of water (from a full container into a larger and/or different shaped container) predicting how much of the new container will be filled. Extension 2What do you do for students who master the learning quickly? Extension 1 Have students make ice in containers of various shapes. Have them

predict what will happen when they pour the water into the containers, what will happen when they place the containers in a freezer for a few hours, and what the water will look like an hour or so after they have removed the container from the freezer. Have the children fill the container level with the top - the freezing ice will over flow or at least rise above the level amount. Water that is frozen expands.

Students will identify and explain a problem and propose a solution in his/her own words to explain the physical properties of viscosity or fluidity by placing in a Venn diagram. (1.3 A,B, and 1.5A)

Evaluate "Final Activities 1" Direct students' attention to the "Properties of Liquids" chart.

Invite students to share their observations of the two liquids they investigated. As students describe their observations, record on the chart the properties that they describe. (1.2E)

"Final Activities 2" Have students take out their science journals and turn to the page on which they drew and wrote about one liquid in Lesson 11. Ask them to now draw and write about something new they learned about this liquid.

"Final Activities 3" Then, invite students to think about all four liquids and ask them to write and draw their responses to the following questions:

How are the liquids different? (1.4B, 1.5A, 1.2E)How are the liquids alike? (1.4B, 1.5A, 1.2E)


using student-generated data about the investigations to describe the physical properties of viscosity or fluidity of liquids. (1.2 E, and 1.5A)



Do the liquids share any properties? (1.5A, 1.4B, 1.2E)How do you know if liquids are viscous- move slowly? (1.2E,1.6C,D 1.5A)How do you know if liquids are fluid- move fast? (1.2E, 1.6C,D, 1.5A)


Content Vocabulary: Flow flujo

Academic Vocabulary: record compare sort construct draw conclusions

anotar comparer separar construir saque conclusiones

ResourcesSTC Solids and Liquids Lesson 12 Flowing Liquids

Teacher Notes:



3rd Grade 2006

A student decides to go for a swim in the local pool. What state of matter is the water in the pool?

A Solid B Liquid C Gas D Mixture

Answer - B

5th Grade 2004

Which of the following BEST explains why orange juice is a liquid and not a solid?

A. It has a color found in many other liquids.B. It takes the shape of its container.C. It has a mass greater than other objects.D. It is easily heated over an open flame.

Answer - C





Were you surprised by any of the test results? (1.2E) Were your results the same as your predictions? (1.2E, 1.3B) How does the viscosity or fluidity of the liquids affect the way they move? (1.5A,

1.2E, 1.6C,D) Were the liquids who won the race more viscous or less viscous? More fluid or

less fluid? (1.2E, D, 1.3A, 1.5A, 1.6C,D) Which liquid moved closer to or farther from the bottom? 1.2E, D, 1.3A, 1.5A,

1.6C) Which liquid moved in a straight line, zig zag, up and down, back and forth,

round and round, or fast and slow? 1.2E, D, 1.3A, 1.5A, 1.6D)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 13 Drop RacesThe 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 predict, conduct, record, discuss, and compare results of

two liquids traveling down a slick surface. (1.2A,B,C,D,E, 1.5A, 1.6C,D, 1.4B) Go over safety procedure for working with liquids. What do they do if a

liquid spills? (1.1A) Do not taste anything in the science lab. Do not put anything close to your nose. Teach children to waft. (Place cup a hand span away from their nose and bring the air over their cup towards their nose.) Wise conservation of resources is also necessary. (1.1C) Can the left over liquid for the day be recycled and used again? Can the water be used to water a plant or the grass outside? Do not allow the students to place the liquids down the drain. All chemicals and oil must be cleaned out of our sewer water before the water can be reused.


“Procedure 1” Ask students.Which physical properties were the same for shampoo and water? Which physical properties were different for shampoo and water? Which senses were we using to test the shampoo and water?Which liquid moved faster on the waxed paper? Which liquid flowed more slowly in the bag? (1.2E, 1.4B, 1.5A, 1.6C,D)





Explore "Procedure 2" Let students know that they will now conduct test, or drop

races, with two liquids. They will try to find out which liquid travels down a slick surface faster.

"Procedure 3" Distribute copies of Record Sheets 13-A to students or have students draw an rectangle in their journal, date and title the page. Have the students write a prediction. I think ____ will win the race because ______________. Then, tell each pair of students which liquids they will test. Have each student write the names of the two liquids he or she will test on the picture of the tray on the record sheet. Also, have each student predict which liquid will "win" the drop race and write a brief statement to support his or her prediction.

"Procedure 4 & 5" Have students cover their desks with newspaper and collect their materials. Have students place one small spoonful of each of the two liquids on the flat surface close to one end of the tray. The drops should be about the size of a dime. It is important that the size of the drops be almost identical. You may need to help students even out the size by adding more liquid to the smaller drop.

"Procedure 6" Before students start, mention that some of the races will go quickly and alert them to be prepared to carefully observe what happens. Now, have them tilt their trays to a completely vertical position, with the drops at the top. Have them keep the trays tilted until both drops have reached the bottom of the tray. Make sure they hold the trays over the newspaper to catch drips.

"Procedure 7" As soon as their race ends, have each student circle the name of the liquid that won on the record sheet. (1.2C, D, E, 1.6C,D)

Which liquid moved closer to or farther from the bottom? Which liquid moved in a straight line, zig zag, up and down, back and forth,

round and round, or fast and slow?

Students will work in pairs to conduct an investigation and collect, record, and organize data using the physical property of flow of liquids to find which liquid will win a drop race. (1.2 B,C 1.5A,1.4B, 1.6C,D, )

Explain "Final Activities 1" Display the "Drop Races" chart. As students share the

results of their test, record the outcomes in the appropriate column. Ask.When you tested shampoo and glue which liquid won the race? (1.2E) What physical property do you think shampoo has that helped it to win? (1.5A)When you tested water and oil which liquid won the race? (1.2E) What physical property do you think water has that helped it to win? (1.5A)When you tested oil and glue which liquid won the race? (1.2E) What physical property do you think oil has that helped it to win? (1.5A)When you tested shampoo and oil which liquid won the race? (1.2E) What physical property do you think oil has that helped it to win? (1.5A)

√ Reflection How does the viscosity or fluidity of the liquids affect the way they move?

(1.5A,1.2E, 1.6C,D)So which liquid is the fastest? How could we tell? (1.5A,1.2E, 1.6C,D)

Students will record and organize data using pictures, numbers, and words to explain the physical property of the liquids as one drop of each flow downhill. (1.2 D and 1.5A)

Elaborate Have students repeat the investigation, but use the other side of the tray.

How was the first test like the second test? How was the first test different from the second test? Do you expect a different result? Why was your result the same? (or) Why was your result different? If you did the test a third time what would you expect to happen? (1.2E, 1.3A)

Students are identify and explain a problem and propose a solution in his/her own words to explain the physical property of flow. (1.2E,1.3 A, 1.5A,1.6C,D)



DifferentiationWhat do you do for students who need additional support?Have students conduct additional drop races with different combinations of liquids. Extension 1

What do you do for students who master the learning quickly?Have students investigate whether warming or cooling the liquid affects the liquid's viscosity. Extension 1Evaluate "Final Activities 2" Referring individually to each column of the chart, ask

student to decide which liquid in each pair is more viscous. (1.2D, 1.3A, 1.5A) Using a marker of a different color, draw a circle a around the name of that liquid. At the bottom of the page create a key.

"Final Activities 3" Now ask student to discuss and/or journal about the following questions:

Were you surprised by any of the test results? (1.2E)Were your results the same as your predictions? (1.2E, 1.3B)How does the viscosity or fluidity of the liquids affect the way they move? (1.5A, 1.2E, 1.6C,D)Were the liquids who won the race more viscous or less viscous? More fluid or less fluid? (1.2E, D, 1.3A, 1.5A, 1.6C,D)Which liquid moved closer to or farther from the bottom? 1.2E, D, 1.3A, 1.5A, 1.6C)Which liquid moved in a straight line, zig zag, up and down, back and forth, round and round, or fast and slow? 1.2E, D, 1.3A, 1.5A, 1.6D)



using student-generated data about the investigations to describe the physical property of flow of liquids. (1.2 E, 1.5A)

Content Vocabulary: Academic Vocabulary: sort construct communicate draw conclusions make decisions use information separar construir comunicar saque conclusions haga decisiones utilice información

ResourcesSTC Solids and Liquids Lesson 13, Drops RaceFoil pans or paper plates will substitute for trays.

Teacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/Life3rd Grade 2007

9 Which of the tools below is used to add 1 milliliter of water to an unknown chemical?

A C

B D

Answer - A

29 In which container will the water evaporatemost slowly?

Answer - A





What did the liquid look like when you first put it into the water? How did it move into the water? (1.2C,D,E, 1.5A, 1.6C,D)

Did the liquid sink down or float up? (1.2C,D,E, 1.5A, 1.6C,D) What happened to the water when you added the liquid? Did it

change? (1.2C,D,E, 1.5A, 1.6C,D) How did the liquid change when you stirred the mixture? (1.2C,D,E,

1.5A, 1.6C,D) Which liquids mixed with water? (1.2C,D,E, 1.5A, 1.6C,D) Which liquids did not mix with water? (1.2C,D,E, 1.5A, 1.6C,D) What do we make when we mix water with a liquid? (1.2C,D,E, 1.5A,

1.6C,D) How does the liquid change its location? Does the liquid go round

and round? Up and down? Back and forth? Does the liquid move fast or slow? (1.2D, E, 1.5A, 1.6D)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 14 Mixing Liquids 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 predict, test, record, and discuss what will happen when I pour a liquid into a cup of

water. (1.2C,D,E, 1.5A, 1.6C,D) Go over safety procedure for working with liquids. What do they do if a liquid spills? Do not taste

anything in the science lab. Do not put anything close to your nose. Teach children to waft. (Place cup a hand span away from their nose and bring the air over their cup towards their nose.) Wise conservation of resources is also necessary. Can the left over liquid for the day be recycled and used again? Can the water be used to water a plant or the grass outside? Do not allow the students to place the liquids down the drain. All chemicals and oil must be cleaned out of our sewer water before the water can be reused. (1.1C)

Teacher will review the previous day’s lesson and add to the KWLS chart as needed. “Procedure 1” Ask students. Have you ever mixed two liquids? What have you mixed? (Prompt with milk and chocolate syrup.) What happened to the milk? What happened to the chocolate syrup?



Explore "Procedure 2" Let students know that today they will observe what happens when they add one liquid to

water. When you mix a liquid with water you have created a mixture. Let them know that each pair will test one liquid with water and that they will share their results at the end of the lesson. (1.2C, E, 1.5A)

"Procedure 3 & 4" Have students cover their desks with newspaper and collect their materials.Distribute copies of Record Sheet 14-A or have them draw cups and record information in their journals. Have the students predict what will happen in writing and by drawing what they think the liquid and the water will look like in the cup together.

"Procedure 5" Let students know they will be better able to see what happens if they look at the cup from

Students will work in pairs to conduct an investigation and collect, record, and organize data into the physical properties of liquids as they are mixed together. (1.2 B,C, D 1.5A, 1.6C,D)



the side rather than the top of the cup. Have students place a few spoonfuls of the liquid into the cup of water very slowly taking turns. Ask students to observe what happens to the liquid as it enters the water. For example, encourage students to notice whether the liquid sinks or floats. Also ask them to note how the liquid disperses through the water.

Does the liquid sink to the bottom or float to the top? Does the liquid go straight to the bottom or follow a zig zag pattern to the bottom? W

Explain "Procedure 6" Ask students to draw pictures on their record sheets of how the liquids looked as they entered

the water. (1.4B) "Procedure 7" While students are drawing, changes will continue to take place in the cups. What has

happened now that you are not adding any more liquid? Has the property of the water changed? Has the property of the added liquid changed? (1.5A)Do you expect more changes to take place? (1.2E) Did you make a mixture? What two things did you mix? (1.2.E)How does the liquid change its location? Does the liquid go round and round? Up and down? Back and forth? Does the liquid move fast or slow?

√ ReflectionHow did you make a mixture? How did the properties of the mixture change? (1.2D, E, 1.5A)

How does the liquid change its location? Does the liquid go round and round? Up and down? Back and forth? Does the liquid move fast or slow? (1.2D, E, 1.5A, 1.6D)

Students will record and organize data using pictures, numbers, and words to explain the changes in the physical properties of the liquids as the liquids are mixed together. (1.2 D and 1.5A, 1.6D)

Elaborate "Procedure 8" Next, have students stir the liquids with a wood stick or their pencils (not the eraser side).

Remind them to take turns and notice what is happening to both the water and the liquid. (1.2C, 1.5A, 1.6D)How does the liquid change its location? Does the liquid go round and round? Up and down? Back and forth? Does the liquid move fast or slow?

"Procedure 9" Record and draw pictures of what has happened after stirring. (1.2E)Differentiation

What do you do for students who need additional support?Extension 3 Set up a learning center where students can explore mixing solids and liquids, such as by adding powdered milk, sugar, salt, or cinnamon to water. After students have stirred the mixtures, encourage them to describe what they think happened to the solid. What do you do for students who master the learning quickly? Extension 2 To reinforce the concept that liquids float and sink, help students make a density column. Obtain

a graduated cylinder and vegetable oil, water, and corn syrup. Tilt the cylinder and gently pour an equal amount of each liquid down the side. The denser liquids, like corn syrup will sink to the bottom of the cylinder, and the less dense will move upwards.

Students are identify and explain a problem and propose a solution in his/her own words to explain the physical properties of liquids as liquids are mixed together. (1.2E,1.3 A,B, 1.5A, 1.6D)

Evaluate "Final Activities 1 & 2" Ask student to describe their observation. Ask the following questions:

What did the liquid look like when you first put it into the water? How did it move into the water? (1.2C,D,E, 1.5A, 1.6C,D)Did the liquid sink down or float up? (1.2C,D,E, 1.5A, 1.6C,D)What happened to the water when you added the liquid? Did it change? (1.2C,D,E, 1.5A, 1.6C,D)How did the liquid change when you stirred the mixture? (1.2C,D,E, 1.5A, 1.6C,D)Which liquids mixed with water? (1.2C,D,E, 1.5A, 1.6C,D)Which liquids did not mix with water? (1.2C,D,E, 1.5A, 1.6C,D)How does the liquid change its location? Does the liquid go round and round? Up and down? Back and forth? Does the liquid move fast or slow? (1.2D, E, 1.5A, 1.6D)

What do we make when we mix water with a liquid? (1.2C,D,E, 1.5A, 1.6C,D)

Journal Writing Students will communicate observations and

provide reasons for explanations using student-generated data about the investigations to describe the physical properties of liquids as they are mixed together. (1.2 E, 1.5A)




Content Vocabulary: Mixture mezcla

Academic Vocabulary: sort construct draw

conclusions make

decisions use

information observe measure record

separar construir saque

conclusions haga

decisiones utilice

información observer medir anote

ResourcesSTC Solids and Liquids Lesson 14, Mixing LiquidsYou will need clear cups or containers for this activity.

Teacher Notes:


Anticipated Skills for SAT/ACT/College Board/Career/LifeFMA 2nd grade 2008-09

10 A student mixed colored water and clear oil in a bottle. What will the mixture do after 10 minutes?

3rd Grade 2004

22 A rock, a raindrop, and the air in the room are all examples of-A water.B soil.C mineral.D matter.

Answer - D

5th grade TAKS 2006

27 A teaspoon of clean, dry sand is added to a cupof warm saltwater. What is most likely to happen after the mixture is stirred and then placed on a table for five minutes?A The amount of water will increase.B The salt will float to the top.C The sand will settle to the bottom.D The cup will heat up.

Answer - C





How does an oil spill affect plants? (TEKS 1.3B) How does an oil spill affect animals? (TEKS 1.3B) Which clean up method do you think you would use and why would you use

that one? (1.3A) Why do you think your teacher told you not to put the liquid oil down the

classroom drain? (1.1B, 1.2E) What do scientists do to help clean up an oil spill? (1.3C)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 14 Mixing Liquids Reading Selection The teacher will prepare for the lesson by reading the Reading Selection "Oil Spills: Cleaning Up, Keeping Clean page 15 prior to the lesson.Engage Main Idea: I can use the new knowledge I have learned to recognize how

water and oil work together in an oil spill. I can identify and explain a problem and propose a solution in his/her own words. (1.3A)


“Introducing the Reading Selection" Ask students Have you ever hear the term "oil spill"? Show PowerPoint on Oil Spill (This has an imbedded PowerPoint.) Ask students.

What happened when you poured oil on water? (1.2E) What do you think it would be like if millions of gallons of oil were accidentally dumped in the ocean?What do scientists do to help clean up an oil spill? (1.3C)

This story will tell about what people are doing to clean up oil spills and prevent them.



Explore

"Reading" Use the Learning Logs Reading Strategies to read the story to the children as they follow along, stopping frequently to ask questions and reinforce main ideas.

Journal Writing Students will use reading strategies to investigate the physical properties of oil

and water when mixed together in the real world. (1.5A)

Explain "Processing the Reading Selection" Discuss the cleanup techniques

mentioned in the story.

Students will discuss and communicate observations and provide reasons for explanations about how to clean up an oil spill. (1.2 D,E)




http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/oil_spills.ppt



On the basis of their investigations in class, which strategies do students think sound most helpful? What do scientists have to think about when cleaning up an oil spill? (1.1B, 1.2D,E1.3C)

The reader states that one way to prevent oil spills is to use less gasoline and motor oil. How could students help do this? (1.3A)What do scientists do to help clean up an oil spill? (1.3C)

√ ReflectionWhat have we learned about oil spills today? (1.2D,E)What do scientists do to help clean up an oil spill? (1.3C)

Elaborate "Following Up" Encourage pairs of students to make copy size posters

about oil spills, how to clean them up, and prevent them. Bind them in a class book.Differentiation

What do you do for students who need additional support?Set up a learning station with a copy of the reading and the oil spill class book for the students to practice reading with a buddy.

What do you do for students who master the learning quickly? Check out a book from the library to research oil spills

Students will communicate their explanations by making a poster to explain how to clean up an oil spill. (1.2E)

Evaluate "Final Activities " Afterward, ask them to discuss the following questions:

How does an oil spill affect plants? How does an oil spill affect animals? (1.2E) Which clean up method do you think you would use and why would you use that one? Why do you think your teacher told you not to put the liquid oil down the classroom drain? (1.1B, 1.3C)What do scientists do to help clean up an oil spill? (1.3C)


Journal Writing Students will communicate their explanations by making a poster to explain how

to clean up an oil spill. (1.2E)

Content Vocabulary: oil spill oil tankers rescue boom bacteria derrame de petróleo buque petroleros rescatar barrera flotante bacteria

Academic Vocabulary: construct draw conclusions identify explain learn conserve construir saque conclusiones identificar explicar aprenda conservar

ResourcesSTC Solids and Liquids Lesson 14, Mixing Liquids Reading Selection

Teacher Notes: Run off a copy of the story for every two students.




Anticipated Skills for SAT/ACT/College Board/Career/Life2nd grade FMA 2008-09 3rd Grade 2005

16 Which substance has the properties of a liquid?

Answer - C

5th Grade 2007

20 A student is given a test tube filled with oil and water and asked to separate the two. The student comes up with several plans for separating the oil from the water. What would be the quickest way to separate the oil from the water?

F Use a funnel to pour the oil off of the water. G Use a screen to separate the oil from the water. H Mix the oil and water and pour them out into a bowl

on the table. J Pour the oil and water in a dish and allow the water to Evaporate

Answer - F





What can we find out about the physical properties of these new liquids? (1.5A, 1.2A,B)

What would be our questions to investigate? (1.2A, B, 1.3C) Which of these questions are testable? (1.2A) What plan can we use to test these questions? (1.2A) How will you record your data? Do you have a picture which shows before

and after? Will you have a place to write what you have learned? (1.2B, C, D) How will you compare your two liquids? What kind of graphic will you use?

T-Chart? Venn? (1.2B, C,D,1.4B) What would happen if we poured this new liquid in a square bowl? Into a

rectangular box? In an oval container? (1.5A, 1.2E)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 15 Investigating Two New LiquidsThe 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 ask a question, plan and conduct a simple

investigation. (1.2A,B) I will collect data and make observations using simple equipment. (1.2C) I will communicate observations and provide reasons for explanations when observing two new liquids. (1.2E)


Teachers will allow the students more independence in making decisions about which test and how to test the new liquids using the previous lessons as examples.

“Procedure 1” Direct students' attention to the "Properties of Liquids" chart. Involve them in a brief review of the properties they have investigated. Ask students also to identify the tests they conducted to investigate these properties.

"Procedure 2 Show students a tray containing the cups of corn syrup and red shampoo. Facilitate a discussion on how to plan and conduct an investigation. Have each pair of students decide their own question and plan. What can we find out about the physical properties of these new liquids? (1.5A) What would be our questions to investigate? (1.2A)Which of these questions are testable? (1.2A)You and your partner need to write down your question in your journal.

What plan can we use to test these questions? Write your plan in numerical order.





(1 for first, 2 for second, etc.) (1.2B, C, D) How will you record your data? Do you have a picture which shows before and after? Will you have a place to write what you have learned? (1.4B) How will you compare your two liquids? (1.4B) What kind of graphic will you use? T-Chart? Venn? (1.2D,E)

Explore "Procedure 3" Point out the materials in the distribution center and explain

that they are arranged in groups on the basis of the tests with which they are associated. Let students know that they will have access to any testing materials they need from previous lessons to investigate the two new liquids. (1.2C, 1.5A)

"Procedure 5" Have students cover their desks with newspaper. Then, ask them to collect the trays containing the two cups of liquids and spoons and the hand lenses from the distribution center. Ask each pair to begin by describing the look and feel of the two liquids and to record these observations on the record sheet. (1.5A)

What physical property can you describe by using your eyes and a hand lens?(1.4A,B) What physical property can you describe by feeling the new liquid?

"Procedure 6" After students have made their initial observations, let them gather from the distribution center the materials they need to continue their investigations.

"Procedure 7" Let students know that they can examine the new liquids in the cups in which have already been poured to determine whether they take the shape of their containers.

What would happen if we poured this new liquid in a square bowl? Into a rectangular box? In an oval container?(1.3B,1.2E,1.5A)Monitor student investigations, checking for recording data.

"Procedure 9" Clean Up

Students will work in pairs to conduct an investigation and gather information into the physical properties of two new liquids. (1.2 B,C and 1.5A)

Explain "Final Activities 1" Display the chart "Investigating Corn Syrup and Red

Shampoo." Ask students to share their observations and test results. Record their comments on the chart. (1.4B)

"Final Activities 2" Have students take out their science journals. Ask them to make sure they have a T-Chart or Venn diagram. (1.4B)

What information does a T-Chart or Venn diagram tell you about the two liquids? (1.4B, 1.5A, 1.2D,E)

Have the students check to make they have a drawing for each liquid.Which physical properties did you show on your drawings? Why is it important to label your drawings? (1.5A, 1.2D,E)

√ ReflectionWhat have found out about the physical properties of these new liquids? (1.5A)

Journal Writing Students will record and organize data using pictures, numbers, and words to

explain the physical properties of the two new liquids. (1.2 D,E and 1.5A)

Elaborate "Final Activities 2" Encourage children to include any questions they still

have about liquids.Differentiation

What do you do for students who need additional support?Have students use copies of Record Sheet 15-A to keep them organized. This will help with the systematic approach to the testing of the liquid.

What do you do for students who master the learning quickly? Extensions 1 Have students investigate changes in states of matter. Making

Students are asking questions about the physical properties of liquids. (1.2 A, and 1.5A)



and melting ice cubes, for example, is a simple activity that demonstrates that a liquid can become a solid and become liquid again.

Evaluate "Final Activities 3" Save the chart "Investigating Corn Syrup and Red

Shampoo," the record sheets, and the science journals to use for student assessment at the end of this lesson as well as for the additional assessments after you complete the unit.

"Assessment" As you observe students during the lesson and when you review their record sheets and science journals, note the following:Whether students observe how the liquids look and feel and then record their observations. (1.2C, 1.4B)Whether students approach the testing process systematically. (1.2B)Whether students record the results of their tests. (1.4B)The types of responses students provide when asked to share what they know about liquids that they did not know when the unit began. (1.2E)Ask questions such as:What can we find out about the physical properties of these new liquids? (1.5A, 1.2A,B)What would be our questions to investigate? (1.2A, B, 1.3C)Which of these questions are testable? (1.2A)What plan can we use to test these questions? (1.2A)How will you record your data? Do you have a picture which shows before and after? Will you have a place to write what you have learned? (1.2B, C, D) How will you compare your two liquids? What kind of graphic will you use? T-Chart? Venn? (1.2B, C,D,1.4B)What would happen if we poured this new liquid in a square bowl? Into a rectangular box? In an oval container? (1.5A, 1.2E)



using student-generated data about the investigations to describe the physical properties of liquids. (1.2 E, and 1.5A)

Content Vocabulary: corn syrup jarabe de maíz

Academic Vocabulary: sort ask questions plan and conduct identify explain separar haga preguntas plane y lleve a cabo identificar Explicar

ResourcesSTC Solids and Liquids Lesson 15, Investigating Two New Liquids

Teacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/Life2nd Grade FMA 2008-09’

1 What important question should be asked before trying to predict next month's weather?

A What clothes should we wear today?B What weather do we like best?C What is the season next month?D What time of day is it?

3rd Grade 200412 Which physical property of water would be the most

difficult to determine?

A What is its shape?B How does it taste?C Does it have a magnetic attraction?D Can light passing through it?

Answer - A

5th Grade 2005The class plans to test how well 3 different liquids absorb heat. The containers with 100 mL of liquid are set outside in the sun for 45 minutes. The students developed the chart below.

27 Name three tools the student should use to collect data for this experiment.

A Balance, thermometer, spring scaleB Thermometer, hand lens, compassC Graduated cylinder, thermometer, stop watchD Meter stick, thermometer, stop watch

Answer - C





Which physical properties appear in both circles - solids and liquids? (1.2E,1.4B, 1.5A)

Can both solids and liquids be described by their color? By whether they float up or sink down? (1.2E, 1.6D,1.5A)

Which properties of solids are not found in liquids? (1.4B, 1.2E, 1.5A, )

Which properties of liquids are not found in solids? (1.4B, 1.5A, 1.2E)

What was your favorite investigation? Your least-favorite investigation? (1.3A)

Can you design a graphic which shows whether various food would be sorted as a solid or liquid? (1.2E, 1.5A, 1.6D)






The teacher will… So students can…5E Model of InstructionUse STC Solids and Liquids Lesson 16 Comparing Solids and Liquids 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 record what I have learned about solids and liquids.

(1.2D,1.5A) I can create a class Venn diagram to compare the similarities and differences between the properties of solids and liquids. (1.2D,1.5A) I can use my science journal to make a presentation on what I learned from my tests on solids, liquids, or both. (1.2E,1.5A)


“Procedure 1” Direct students' attention to the "Properties of Solids" chart. Involve them in a brief review of the properties they have investigated. Repeat this for the "Properties of Liquids" chart.



Explore"Procedure 3" Distribute four Post-It notes to each student pair. Ask each student to write down on one post-it one property of solids and on the other note, one property of liquids. Remind them that they may consult the solids and liquids charts. (1.5A)"Procedure 4" As the students finish, have them place their Post-It notes in the appropriate circles on the Venn diagram, as shown in Figure 16-2. (1.4B)Why did you place your post-it note in that particular spot? (1.3B) Does that remind you of anything that you have at home that has the same physical properties? (1.2E, 1.5A)

Students will work in pairs to communicate observations and provide reasons for explanations using student-generated data about what they have learned about the physical properties of solids and liquids. (1.2 Eand 1.5A)

Explain"Procedure 5" Once all the notes have been posted, ask students- Which physical properties appear in both circles? (1.4B, 1.5A, 1.2E)Can both solids and liquids be described by their color? By whether they float up or sink down? (1.4B, 1.5A, 1.2E)

Students will record and organize data using pictures, numbers, and words to explain the physical properties of solids and liquids. (1.2 D and 1.5A)



Move the notes with comments that reflect similar properties to the section where the circles overlap. Where do we find properties of solids that liquids do not have? ( 1.4B,1.2E, 1.5A)Where do we find properties of liquids that solids do not have? ( 1.4B,1.2E, 1.5A)

√ ReflectionHow are the physical properties of solids different from liquids? ( 1.4B,1.2E, 1.5A)

Elaborate"Final Activities 1" Have students take out their science journals and spend about five minutes reviewing their entries. Ask them to select an entry that they would like to share with the rest of the class. If students need guidance in making their selections, consider some of the following suggestions:Describe the most interesting thing you learned about solids or liquids. (1.2E, 1.5A)Describe the most surprising thing you learned about solids or liquids. (1.2E, 1.5A)Review all the observations you recorded of one solid or liquid. (1.2E, 1.5A)

DifferentiationWhat do you do for students who need additional support?Extension 2 - Conduct a solids and liquids scavenger hunt. Students can team up to find solids and liquids in school, along with at least two reasons for why each one is a solids or a liquid.

What do you do for students who master the learning quickly?Extension 4 Have each student create a solids and liquids "Puzzle Picture" by drawing a picture of someone cooking in a kitchen. Then have another student try to find and make a list of the "hidden" solids and liquids.

Journal Writing Students communicate observations and provide reasons for explanations using

student-generated data to explain the physical properties of solids and liquids over the last few weeks. (1.2E, and 1.5A)

EvaluateHave the students respond to one or more of the following prompts."Final Activities 1" What was your favorite investigation? Your least-favorite investigation? (1.3A)Can you design a graphic which shows whether food is a solid or liquid? (1.2E)"Assessment" As you listen to students' comments and questions during the lesson, note the following:The properties that students include on the Venn diagram. Whether students recognize that solids and liquids share some properties. (1.5A)Whether students recognize that some properties of solids and liquids are unique to each of these two states of matter. (1.5A)Throughout the unit, you have had opportunities to assess your students' growing awareness of the properties of solids and liquids. The post-unit assessment in Lesson 17 and additional assessments provide additional opportunities for your students to share what they have learned and for you to assess their growth.

Post-Unit Assessment The post-unit assessment is a matched follow-up to the pre-unit assessments of students' understanding of properties of solids in Lesson 1 and their understanding of properties of liquids in Lesson 10. Comparing students' pre-and post-unit responses to the same set of questions allows you to document their learning.


using student-generated data about the investigations to describe the physical properties of solids and liquids. (1.2 E, and 1.5A)




Which physical properties appear in both circles - solids and liquids? (1.2E,1.4B, 1.5A)Can both solids and liquids be described by their color? By whether they float up or sink down? (1.2E, 1.6D,1.5A)Which properties of solids are not found in liquids? (1.4B, 1.2E, 1.5A, )Which properties of liquids are not found in solids? (1.4B, 1.5A, 1.2E)What was your favorite investigation? Your least-favorite investigation? (1.3A)Can you design a graphic which shows whether various food would be sorted as a solid or liquid? (1.2E, 1.5A, 1.6D)

Content Vocabulary: Academic Vocabulary: sort record compare make decisions use information communicate separar anote compare haga decisiones utilice información comunicar

ResourcesSTC Solids and Liquids Lesson 16, Comparing Solids and Liquids

Teacher Notes:


Anticipated Skills for SAT/ACT/College Board/Career/Life2nd grade FMA


Answer A Wood

3rd Grade 2005Solids Liquids

CakeMarblesRocks

Tea withice cubes

Hot chocolatewith small

marshmallows

WaterMilk

Juice

According to the Venn diagram, the items in the middle represent a mixture of—

A gases and solidsB solids and liquidsC gases and liquidsD solids, gases, and liquids

Answer - B

5th Grade 2007

11 The Venn Diagram above compares two cycles; The Carbon Dioxide/Oxygen Cycle and the Water Cycle. The most significant thing that they have in common that is missing from the diagram above is —

A the energy of the Sun drives both cyclesB they both must have soil in order to occur C they both have the same processes D they are cycles that are non-renewable

Answer - A





How are these two solids (spoon and ball) alike and different? (1.4B,1.5A, 1.2E, 1.6D)

How are the comments on the chart different? Why are some of them alike? Why are some of them different"? (1.4B,1.5A, 1.2E, 1.6D)

How are most solids alike? (1.4B,1.5A, 1.2E, 1.6D)

How are most solids different? (1.4B,1.5A, 1.2E, 1.6D)

How are most liquids alike? (1.4B,1.5A, 1.2E, 1.6D)

How are most liquids different? (1.4B,1.5A, 1.2E, 1.6D)






The teacher will… So students can…



5E Model of InstructionUse STC Solids and Liquids Lesson 17 Post Unit Assessment The teacher will prepare for the lesson by reading the “Overview,” “Preparation,” and completing the preparation steps prior to the lesson.Evaluate Main Idea: I can use the information from the previous lessons to

communicate the different ways to identify and sort solids and liquids. (1.2E) “Procedure 1” Have students take out their science journals. Ask. What do we need to do to start a new page in our journal? (1.2E) (Put the date

and title on the page.)

DifferentiationWhat do you do for students who need additional support?Run off (or type) the statements on paper for the students to glue into their journal so they do not spend a lot of time copying.

What do you do for students who master the learning quickly? Have students develop new ways to sort solids using the Food Venn diagram

as an example. "Procedures 2-7 Write each statement on the board or overhead. Ask the

students to copy and complete each statement.1. I know that a ball is a solid because ______________. (1.5A)2. I know that the glue is a liquid because __________________.

(1.5A,1.6D)3. Two things I learned about solids are ___________________and

__________________. (1.2E)4. Two things I learned about liquids are___________________ and

_________________. (1.2E, 1.5A, 1.6C,D)If students need prompting have them refer back to the journal pages Lesson 1 and 10.


using student-generated data and new knowledge about the properties and patterns found in solids and liquids. (1.2E,1.5A,1/4B.1.6C,D)



"Procedure 8" Display the "Comparing the Spoon and the Ball" chart that you prepared for this assessment. Ask students. Have students respond in their journal to the following question:

5. How are these two solids (spoon and ball) alike and different? (1.4B) Record the student’s comments. Display the "Properties of Solids" chart that you prepared for this assessment.

Have students respond in their journal to the following question:6. How are these solids alike and different? (1.4B)

Record the students comments.

"Procedure 9" Now display the "Comparing the Spoon and the Ball" chart from Lesson 1. Have students respond in their journal to the following questions:

7. How are the comments on the chart different? Why are some of them alike? Why are some of them different"? (1.4B, 1.5A, 1.2E)

8. Which ones are different? What do the new comments represent? (1.2E, 1.5A) "Procedure 10" Display the "Comparing Water and Glue" chart that you

prepared for this lesson. Have students respond in their journal to the following question:

9. How are these two liquids alike and different? (1.4B, 1.5A, 1.2E) Using the "Properties of Liquids " chart have the students compare the

comments and record their comments. "Procedure 11" Now display the chart from Lesson 10. Ask students How do the comments on the liquids charts compare? Can you identify any

observations that do not appear on the first chart? "Procedure 12" Collect the students' science journals. Compare their

observations from the post-unit assessment with those from Lessons 1 and 10. As you compare the entries, note the following:

Whether students record new observations in their post-unit responses. For example, note whether students record observations of the properties they investigated during the unit when they describe how they know that the ball is a solids and the glue is a liquid.

Whether students' post-unit responses show greater detail than those from Lessons 1 and 10.

Whether students' post unit responses contain more diverse descriptions of solids and liquids than those from Lessons 1 and 10.

Content Vocabulary: Academic Vocabulary: construct draw conclusions record compare construir saque conclusions anote comparar

ResourcesSTC Solids and Liquids Lesson 17, Post Unit Assessment

Teacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/Life2nd FMA 2008-09

The objects in the circles are grouped using the property of-


Answer - B

3rd Grade 2004

8 Which of the following things will take the shape of the container it is in?

A Melted chocolateB Ice cubeC RulerD Baseball

Answer - A


36 Which model shows the state that occurs when a substance reaches its boiling point?

A Model XB Model YC Model ZD not shown in X, Y, or Z

Answer - A



Science – Grade 1Unit of Study: Changes of Solids and Liquids

Third Grading Period – Weeks 5 Wednesday through Week 9 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

In this unit, students explore the processes that result in changes of state, including freezing, evaporation, melting, and condensation. Some changes, students learn, occur quickly; others take time. Students learn about mixtures as they combine different sets of solids and liquids, observe changes, and discover how to separate the mixtures using such processes as sieving, filtration, evaporation, and chromatography.

Students will strengthen their ability to observe and describe the physical properties of solids, liquids, and gases to understand how the changing of them affect our daily lives. Student will continue to develop scientific process skills by performing classroom investigations, problem solving, and using graphics to compare and organize the information collected from their investigations.

Essential Questions Guiding QuestionsWeek 5 Cont’d What did the tablet look like before you dropped it into the

water? (1.2C) How did the tablet and water change when you mixed them? (1.5A) What are the bubbles in the cup? (1.5A) When does change take place? (1.2E) What change happens in winter? (1.2E) What change happens in spring? What change happens in

summer? In fall? (1.2E, 1.8C) What are the reasons for these changes? (1.2E, 1.8C)

Week 6 How did your ice cube change? What other physical properties

changed? (1.4B, 1.5A, 1.5B) Why do you think some ice cubes melted faster than other ice

cubes? (1.2E, 1.4B) How did the water change when it was in the freezer? (1.4B, 1.5A) How did the water change when it was in the uncovered dish?

Where did the water go? (1.5A, B) What happened when the water in the air touched the large cup?

(1.5A What would happen if April and Lakeesha left their melted snowball

in the uncovered pan instead of freezing it? (1.2E, 1.5B) What happened when you mixed the salt and gravel? Describe the

mixture. (1.5A) Did the gravel change as a result of the mixing? (1.2E) What happened to each solid when you added it to water? (1.2E,

1.5A) How did the water change? (1.2E, 1.5A) Did anything surprise you about the way each solid changed? If so,

what? (1.2E)

Week 7 What are the properties of mixtures? (1.5A) Were all of the mixtures the same? How were some different?

(1.3A, B, 1.4A, B, 1.5A) In which mixtures can you see the individual parts of the solids after

stirring? (1.6A) What was the best plan for separating gravel from water? (1.2A, B)

] Week 5 Cont’d What did the water look like? (1.2C) Did anything surprise you? (1.2E) What was the solid in our investigation? (1.5A) What was the liquid in our investigation? (1.5A) Does the author live in San Antonio? Where do you think the author lives? (1.2E)

Week 6 Did anything surprise you as you attempted to melt it? (1.2E) Did some of the ice cubes melt faster than others? (1.4B) How did the ice cube change when it was removed from the freezer? (1.4B, 1.5A) How did you get the ice cube to melt quickly? (1.5B) How do you know from this investigation that the water went into the air? (1.2E, E) What happened when Matt placed the snowball in the heated pan? (1.4A,B) Why was Matt able to draw the snowman on the lid? (1.2E) How did using the sieve change the mixture? (1.2E,1.5A) In what ways is the gravel the same as before you mixed it with the salt? (1.2E, 1.5A) What happened to the water and the solid when you stirred? (1.2C, 1.5A) How well did the solid and water mix? (1.2E)

Week 7 How does tissue paper look different when mixed and stirred in the water? (1.5A) How does the salt look different when mixed and stirred in the water? (1.5A) Why do you think that solid won? (1.2E, 1.3B) Did anything surprise you about your results? If so, what? (1.2E) How did the salt crystals in the Petri dish change when you added water this time? (1.5A) Do you think the salt and water mixture in this lesson is the same as the salt and water

mixture in Lesson 5? (1.4B) How did the black ink change? (1.3A, B, 1.5A) How did the green ink change? (1.5A) Were you able to answer any of your own questions recorded on the newsprint? (1.3C)



What was the best plan for separating toilet tissue from water? (1.2A, B)

Where did the salt go when we placed it in the water? (1.5A) Which solid won the dissolving race? (1.3A) What happened to the sugar cube while you stirred? (1.5A) In which water temperature did the sugar grains dissolve faster?

(1.4B) How is the sugar cube different from the sugar grains? (1.4B) How do your results compare with those of other student pairs?

(1.4B) What situations outside of school remind you of your experiences in

this lesson? (1.2E) If you were fixing tea for dinner at home and you wanted to dissolve

sugar quickly, what would you do to have the sugar dissolve quickly? What else could you do? (1.2E)

What do you think would happen if you let the dish sit for a few days? What makes you think so? (1.2E, 1.5B)

Can you think of any situations at home when a liquid disappeared like the water in the Petri dish? (1.2E)

From what you observed what colors were mixed to make black ink? (1.4B, 1.6D)

Did anything surprise you? If so, what? (1.2E)

Week 8 Which method did you decide to use to separate your mixture?

How well did this method work? How do you know if it worked? (1.3A, B) Which method did you try next? How well did this method work?

How do you know if it worked? (1.3A, B) What changes did you observe when you added baking soda to

water? (1.5A) What changes did you observe when you added baking soda to

vinegar? (1.5A) Why does soda pop fizz when you open it? (1.2E, 1.5A)

Week 9 What happened to the steel wool rinsed with water? (1.2E, 1.5A) What happened to the steel wool rinsed with vinegar? Did anything

surprise you? If so, what surprised you the most? (1.2E, 1.5A) How is dry steel wool different from the steel wool rinsed with water

or vinegar? (1.4B) What changes did you observe in the solid? What changes did you

observe in the liquid? (1.5A) How did you know a change occurred? (1.5A) Did any new substance form? If so, describe it. (1.5A) Did the changes you observed happen immediately or over time?

(1.5A) Have you seen solids and liquids outside of school that reacted in

the same way when mixed? Which ones? (1.2E) Are your observations on the two record sheets different? If so,

how? (1.4B) What is something you know now about solids, liquids, and gases

Week 8 How can you separate the dissolved white solid from the liquid? (1.2E) How can you dry the black solids? (1.2E) What will happen to the liquid over the next few days? (1.2E, 1.5B) What happened that surprised you? (1.2E) Did a new substance form in either cup? (1.5A) How do the changes you observed in this lesson compare with those you observed in

earlier lessons? (1.4B) Have you ever tasted soda pop? (1.3A) What makes the bubbles? (1.2E) Did any new substance appear in either cup? If so, what was it? (1.5A) How are the three samples alike? How are they different? (1.2E, 1.4B)

Week 9 How have the steel wool samples changed since Lesson 14? (1.4B, 1.5A) How is the steel wool rinsed with water different from the steel wool rinsed with vinegar?

How are they the same? (1.4B) Did anything surprise you? If so, what? (1.2E) How do your observations compare with those of the pair of students who created the

recipe? (1.4B) How did the solid change when you placed it in the liquid? (1.5A) How did the liquid change? (1.5A) What other materials in the unit reacted in the same way? (1.4B) Did you observe any signs that a change was taking place? If so, what were they? (1.5A) Did any new substance form when you put the solid in the liquid? If so, describe it. (1.5A)



that you did not know when you first began the unit? (1.2E)



TEKS TEKS Specificity - Intended OutcomeC

once

pts

1.5 Matter and energy. The student knows that objects have properties and patterns. The student is expected to:(A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and(B) predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.1.6 Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:(A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life;(B) predict and describe how a magnet can be used to push or pull an object;(C) describe the change in the location of an object such as closer to, nearer to, and farther from; and(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

” I CAN” statements highlighted in yellow should be displayed for students.I can… sort and classify solid objects which are mixed together using physical properties of size

and a sieve or screen to separate larger and smaller items (1.5 A) record and organize data patterns including those seen in T-Charts and Venn

diagrams in order to classify objects.(1.2E) observe, measure, and record physical property changes in size, mass, shape,

smell, texture, and color. (1.5A) observe, measure, and record physical property changes in position and movement

of solid and liquids when mixed together (1.5A) predict, identify and test changes that heat may cause such as when ice melts or water

evaporates (1.5B) observe and record changes in weather over seasons by reading and studying

illustrations about change. (1.8A, C)

Skill

s

1.2 Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:(A) ask questions about organisms, objects, and events observed in the natural world;(B) plan and conduct simple descriptive investigations such as ways objects move;(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;(D) record and organize data using pictures, numbers, and words; and(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.1.3 Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:(A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;(B) make predictions based on observable patterns; and(C) describe what scientists do.1.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:(A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and(B) measure and compare organisms and objects using non-standard units.

I can… ask questions to find the physical properties and patterns of solids and liquids and of

the changes when solids and liquids are mixed. (1.2A) plan and conduct a simple descriptive investigation to find the physical properties of

solids and liquids and of the changes when solids and liquids are mixed. (1.2 B) collect data and make observations using simple equipment and tools to extend the

senses. (1.2C ) record and organize data using pictures, numbers, and words about how the

properties of solids are alike and different before and after being mixed. (1.2E) communicate observations and provide reasons for explanations using student-

generated data from simple descriptive investigations about how the properties of liquids are alike and different before and after being mixed. (1.2E)

propose a solution about how to test the mixing of a solid or liquid in order to find the physical properties. (1.3A)

make prediction based on observable patterns on the physical properties of mixed solids and liquids(1.3B)

describe what scientists do (1.3C) collect, record, and compare information about the physical properties of solids and

liquids by using a hand lens to see it more closely and a balance to determine the mass. (1.4A)

record and compare the solid objects and sequence them by size. (1.4B) measure and compare objects using non-standard units such as fingers to measure

amount. (1.4C) use a clock to time ice cube melting (1.4A) use a thermometer to check for temperature change (1.4A)



ELPS Student Expectations ELPS Specificity - Intended OutcomeListening c2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;Speakingc3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;c3E share information in cooperative learning interactions;Readingc4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;Writingc5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

Students will be provided opportunities to:c2G understand the meaning, main points, and important details of directions, investigation, and discussion of results.

c3B speak using grade level content vocabulary describing the science investigation

c3C share information in cooperative groups.

c4D use prereading supports such as graphic organizers,illustrations, and pretaught science vocabulary

c5C narrate, describe, and explain with specificity and detail content area writing.

College Readiness Student Expectations College Readiness - Intended OutcomeScience StandardsIA Nature of Science: Scientific Ways of Learning and Thinking

2. Use creativity and insight to recognize and describe patterns in natural phenomena.3. Formulate appropriate questions to test understanding of natural phenomena.

IB Scientific Inquiry1. Design and conduct scientific investigations in which hypotheses are formulated and tested.

IC Collaborative and safe working practices1. Collaborate on joint projects.2. Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

IE Effective Communication of Scientific Information2. Use essential vocabulary of the discipline being studied.

Students will be provided opportunities to:IA2d Examine and analyze new situations or problems in light of previously

understood principlesIA3a Determine what additional data needs to be collected to draw

conclusions from a given series of observations.

IB1a Develop hypotheses that lead to if/then predictions and know that hypotheses leading to accurate predictions are tentatively accepted, while hypotheses that lead to inaccurate prediction are rejected or discarded.

IC1a Work in teams and share responsibilities acknowledging, encouraging, and valuing contributions of all team members.

IC2a Use Materials Safety Data Sheet (MSDS) information and demonstrate safe laboratory practices.

IE2a Define and use a basic set of technical terms correctly and in context for each discipline studied.

Evidence of Learning (Summative Assessment)From classroom investigations (CN), students will sort solid solids, liquids, and gas using the physical properties of size, shape, texture, smell, and ability to change.(B), with at least 80% accuracy.From classroom investigations (CN), students will identify and test ways that heat may cause change such as when ice melts and water evaporates (B), with at least 80% accuracy.From classroom investigations (CN), students will observe, measure, and record changes in size, shape, color, and texture when water changes from liquid to solid, and liquids to gas (B), with at least 80% accuracy.From classroom investigations (CN), students will recognize that water is still water even when it changes appearances when it is ice, liquid, and gas (B), with at least 80% accuracy.From classroom investigations (CN), students will observe, measure, and record changes in size, mass, color, position, and quantity when solids and liquids are mixed (B), with at least 80% accuracy.From classroom investigations (CN), students will observe, measure, and record changes in size, mass, color, position, and quantity when solids and liquids are separated (B), with at least 80% accuracy.From classroom investigations (CN), students will make decisions about how to design investigations, safely conduct the investigations, gathering the data using tools, discuss and justify their explanations and results, and communicating those results to the class (B), with at least 80% accuracy.




Third Grading Period Week 5 Wednesday and Thursday CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What did the tablet look like before you dropped it into the water? (1.2C, 1.5A)

What did the water look like? (1.2C, 1.5A) How did the tablet and water change when you

mixed them? (1.5A) Did anything surprise you? (1.2E) What was the solid in our investigation? (1.5A) What was the liquid in our investigation? (1.5A) What are the bubbles in the cup? (1.5A)




The student knows that objects have properties and patterns. The student is expected to: ;(K.5)(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture(B) observe, record, and discuss how materials can be changed by heating or cooling.


The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 1 Pre-Unit Assessment: Thinking about How Things ChangeThe 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 describe what I know about solids and liquids, and how they change. I can observe and describe the properties of an effervescent tablet and those of a cup of water. I can test, observe, and describe the changes that occur when I mix an effervescent tablet with a liquid (cup of water).

Teacher will begin a KWLS kind of chart. This program has a variety of charts to use as a substitute for one long KWLS chart.

“Procedure 1” Introduce the unit by asking students the following questions, record on a class list titles "What We Know About Solids and Liquids and How They Change."

What are the physical properties of a solid? (1.5A)What are the physical properties of a liquid? (1.5A)What does the word "change" mean to you? (1.2E,)



Explore "Procedure 2" Distribute one change card to each pair of students. Allow

students time to examine and discuss the illustrations on their change cards. Ask them -

How might the solids and liquids on the Change Card change? (1.5A) Which physical properties do you think will remain the same? Why? (1.2E) Which physical properties do you think will change? Why? (1.3A, B)

Students will work in pairs to conduct an investigation into "what is meant by change." (1.2 B)

Students will gather information from the Change Cards to construct an explanation and draw a conclusion about the physical properties they see change. (1.2 C,D, 1.3A, B, 1.7)

Explain "Procedure 3" Beginning with Change Card 1 and continuing in numerical order,

ask each pair of students to discuss the illustration on their card. Display the larger, photocopied version of each card as students discuss the corresponding card. Use questions such as the following to stimulate discussion:

Students will identify and explain a problem and propose a solution in his/her own words and make predictions based on observable patterns. (1.3 A,B)

Students will communication their explanation about their investigation. and (1.2 E)



What solids do you see in the picture? (1.3A, 1.5A)What liquids do you see in the pictures? (1.5A)How might the solids or liquids in the picture change over time? (1.3B)

Record students' observations on the class chart titled "Looking at Changes."(Possible Break for the day)√ ReflectionWhat changes took place as we worked with solids and liquids today? (1.5A, 1.2E,E)

Elaborate "Procedure 4" Let students know that in this lesson they will add a solid to a liquid

and record the changes that take place. "Procedure 5" Show students an effervescent tablet and a cup of water. Do not

disclose to students what the tablet is yet. Ask them what they think might happen when they put the tablet in the water.

"Procedure 6" Review Record Sheet 1-A: Looking at Changes in a Solids and Liquid with the class. Also review safety procedures.1. Demonstrate the proper way to smell something in science (show figure 1-5). (1.1A) Never put items closer than a hand span close to their nose. Move hand over the object toward the nose to carry the smell from the object to the student's nose. Remind the students that the sense of taste is not used in this unit of science.2. Keep the classroom clean throughout the unit. Let the teacher know if there has been a spill. (1.1B)3. Stay in your chair at all times unless the teacher has given you permission to get up. (1.1A)

"Procedure 7" Ask students to collect their materials (not the water yet). "Procedure 8" Guide students as they complete the following steps:

1. Use the hand lens to observe the solid tablet. (1.2C) Move the hand lens or the tablet back and forth to get the tablet in focus. (1.2B) Think about the following questions: What color is it? What shape is it? (1.5A)Record your results. (1.4B)2. Use other senses besides sight (but not the sense of taste) to observe the tablet. Think about the following questions: What does it feel like? How does it smell? (1.2C, 1.5A)Record your results. (1.4B)3. Use fingers to measure how big the tablet is from side to side. One, two, three, or four fingers across the top. Use your fingers to measure the lens in your hand lens. Is the tablet larger or smaller than the lens in your hand lens? (1.2C, 1.4A, B)4. Use a balance to measure the mass of the tablet. Is the mass larger or small than one cube? Two cubes?Record your results. (1.4A)5. Repeat the above process with the cup of water. 6. Have the students not only feel the water for texture, but feel the temperature of the water on the outside of the cup. 7. When measuring water - Have the students line their fingers up on the side of the cup from the bottom to the top. (1.4C)How much water do we have in the cup? Do you think this is more or less than the milk carton from the cafeteria? (1.4B) Do you think the water or the tablet has more mass? What is the temperature of the water? (1.2E).

8. When almost everyone has finished their observations, have the students review

Students will review safety rules. (1.1 A)

Journal Writing Students will observe and measure using the senses, a hand lens,

thermometer, and balance. Then, the students will record the observations of the physical properties of a tablet to be able to recognize how it looked before being dropped into water. (1.4A and 1.5 A)

Students will classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and when the tablet is placed in the water. (1.5A)



their predictions.What do you think will happen when we place this tablet into the water? (1.2E)9. Remind the students to watch closely since things may happen quickly, and they do not want to miss anything. 10. Encourage the students to check the temperature of the mixture using a thermometer and by touching the side of the container to check for a temperature change.11. Now place the tablet in the cup of water. Discuss your observations with your partner. Draw a picture on your record sheet that shows the tablet in the water. Discuss with your partner how the tablet and water changed. Record your ideas on the record sheet. (1.4B)12. ”Clean Up"

DifferentiationWhat do you do for students who need additional support?Set up a smelling center with a cotton ball in a baggie. Put a scent on each ball of cotton using kitchen and bathroom products (a drop of soap or shampoo, a dash of cinnamon, a drop of lemon juice, a drop of vanilla, etc.)Number the bags and have the students guess the scent.

What do you do for students who master the learning quickly?Have students put slices of bread in re-sealable bags - really seal with masking tape. Suggest that they place the sealed bags in different areas of the room (light or dark, warm or cool, high and low, sunny no Sun.) Note: Do not open the bags after the bread has turned moldy, some students may be allergic to mold spores.This may take several weeks since bread has lots of preservativesEvaluate

"Final Activities 1" Have students share their observations and drawings with the class. Ask the following questions:What did the tablet look like before you dropped it into the water? What did the water look like? (1.5A)How did the tablet and water change when you mixed them? (1.4B)Did anything surprise you? (1.2E)What was the solid in our investigation? What was the liquid in our investigation? What are the bubbles in the cup? (1.5A)



using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A)

Content Vocabulary: change cambio

Academic Vocabulary: gather information use simple equipment construct draw conclusions sort observe measure record juntar información utilice equipo simple construir

ResourcesSTC Changes Lesson 1 Thinking about How Things ChangeBalances

Teacher Notes: Thermometers are used to check for a change in temperature.



saque conclusions separar observer medir anote


Anticipated Skills for SAT/ACT/College Board/Career/Life2nd Grade FMA3 Which glass contains only a liquid?

Answer - B

3rd Grade 2007

9 A student put a solid piece of soil in a cup and then added vinegar to the cup. The soil contains calcite, so bubbles began to form in the soil and float up through thevinegar. Looking at the picture above, what can you conclude about the physical properties of this soil?

(A) This soil can bubble in all liquids.(B) This soil bubbles in vinegar.(C) This soil is made of only gas.(D) This soil can retain water.

Answer - B

5th Grade 2006

8 In an activity, 20 grams of salt are dissolved in 70 grams of pure water. The water is then heated on a hot plate. When the water evaporates completely, how much salt will be left?

F 0 gramsG 18 gramsH 20 gramsJ 22 grams

Answer - H





When does change take place? (1.2E) What change happens in winter? (1.2E) Does the author live in San Antonio? Where do

you think the author lives? (1.2E) What change happens in spring? What change

happens in summer? In fall? (1.2E, 1.8C) What are the reasons for these changes? (1.2E,

1.8C)




The student knows that objects have properties and patterns. The student is expected to: ;(K.5)(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture(

B) observe, record, and discuss how materials can be changed by heating or cooling.The Teaching and Learning Plan


5E Model of InstructionUse STC Changes Reading Selection The teacher will prepare for the lesson by reading the “Content and Context” and Lesson prior to class.Engage

Main Idea: I can read a poem to identify changes in the real world. I can predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. (1.5B)

I can identify characteristics of the seasons of the year and day and night. (1.8C)


needed. “Introducing the Reading Selection" Tell students they are going to be

exploring changes in this unit. The poem will give them an idea of some of the types of changes they will study. It will also help them start to think about other changes that occur in nature.

Look at the illustrations. What do you think this poem is going to be about? (1.2E)

The title is "Changes All around Us" What change do you think the poem is about? (1.2E)


Students will use reading strategies to understand science concepts in poetry.

Explore

"Reading" Read the poem aloud. Reread the poem having the girls read one line and the boys read the next. Reread the poems having the students take turns reading individual stanzas. You may choose to have the students use the Learning Logs Reading Strategy – Visual Reading guides to help them visualize and draw the ideas the author presented in the poem.

Journal Writing Students will use reading strategies to understand science concepts in poetry.

Explain Students will use reading strategies and illustrations to observe and record SAISD © 2010-11 – Third Grading Period Science Grade 1 Page 82 of 145




http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_for_changes/changes_all_around_us_page_13.rtf

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_for_changes/reading_selection_for_changes_page_12.rtf

"Processing the Reading Selection" Look at the poem stanza by stanza. Talk about the changes described and relate them to the illustration.

When does change take place? (1.2E) What change happens in winter? (1.2E) Does the author live in San Antonio? (1.2E) Where do you think the author lives? (1.2E) What change happens in spring? What change happens in summer? In fall?

√ ReflectionWhat are the reasons for these changes? (1.2E, 1.8C)

changes in weather and nature during the different seasons. (1.5B,1.8 C)

Elaborate "Following Up" Group the students in pairs or fours, and ask them to adopt a

tree or a square of grass or soil near the school. Have them observe and record how it is now, and record what changes are observed in the tree or plot as the seasons progress. (1.4B, 1.8C)Differentiation

What do you do for students who need additional support?Have a mentor help them to develop and write about their own changes page.

What do you do for students who master the learning quickly? Have this child read the class book of changes to another classmate or teacher.

Students will use illustrations to document a plot on the school yard to observe and record changes in weather and nature during the different seasons. (1.8 C)

Evaluate "Following Up" Have students write their own poems about a specific thing

that changes in their lives. Have them illustrate the poems. Compile them in a class book of changes. (1.8C)

"Final Activities 2" Let students know that in Lesson 2 they will investigate one way in which a liquid can change. To prepare for Lesson 2, ask students to watch as you pour water from the pitcher into both ice cube trays. As you pour, have students describe the properties of water. Ask - What do you predict will happen to the water if I put the trays in a freezer overnight?



using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A,B, 1.8C)

Content Vocabulary: Academic Vocabulary: construct draw conclusions observe record construir saque conclusions observer anote

ResourcesSTC Changes Reading Selection

Teacher Notes: It is important that students watch as you pour the water into the ice cube trays. Seeing water as a liquid in this lesson and as ice in Lesson 2 provides a basis for discussing how the water has changed. Many students have not had this experience since they have ice makers in their refrigerator!





2nd Grade FMA 2008-09

Answer - B

3rd Grade 2004

27 The matter in the pan is boiling. This will cause the matter to change from a –

A liquid to a solidB solid to a gasC gas to a liquidD liquid to a gas

Answer -D

5th Grade 2007

A student wonders why rainwater forms deep ruts on a hillside covered with dirt, while a nearby hillside covered with wild flowers does not develop deep ruts. To investigate, the student performs a test by spraying water on a mound of dirt planted with wild flowers. The most likely hypothesis for this investigation is that if rain falls on a —

A dirt-covered hillside, the soil particles will pack downB hillside covered in wild flowers, the roots will help to hold the

soil in placeC dirt-covered hillside, the soil will clump together due to the

waterD hillside covered in wild flowers, the soil will be eroded from

the hill

Answer - B





How did your ice cube change? What other physical properties changed? (1.4B, 1.5A, 1.5B)

Did anything surprise you as you attempted to melt it? (1.2E, 1.5B) Did some of the ice cubes melt faster than others? (1.4B, 1.5B) Why do you think some ice cubes melted faster than other ice cubes? (1.2E,

1.4B, 1.5B)





B) observe, record, and discuss how materials can be changed by heating or cooling.


The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 2 Freezing and MeltingThe 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 observe and record the properties of ice. I can plan and

conduct a method for melting an ice cube. I can set up an investigation of evaporation. (1.2B, 1.5A,B)

I can predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. (1.5B)


needed. “Procedure 1” Ask students to think about the water you poured into the ice

cube trays at the close of Lesson 1. In what ways do you think the water changed in the freezer? (1.2E, 1.5A)

"Procedure 2" Show students the ice cube trays. Quickly pass the trays around so that students can observe them. Ask students to describe changes in the water since Lesson 1. Were your predictions from Lesson 1 correct? (1.2E, E)



Explore "Procedure 3" Let students know that in this lesson, they will design a

method for melting their ice cubes in the quickest time possible. (1.2B) Encourage each pair of students to decide on their method or plan.

"Procedure 4" Distribute one copy of the blackline master The Melting Race to each student. Describe the procedures students will follow when they begin

Students will work in pairs to plan and conduct an investigation to find the quickest method to use heat to cause change such as when ice melts. (1.2 B, 1.5B and 1.8C)

Journal WritingSAISD © 2010-11 – Third Grading Period Science Grade 1 Page 85 of 145


their investigation. This has been modified for 1st graders who may not be able to tell time. You will have them set their timer/stop watch to begin together in ten minutes. They will fix their clock, get their ice, do their observations, and when the time matches what you set the clocks you will tell them to begin the melting race. Tell the students to raise their hands when their ice is melted and you will tell them what time it is in numbers. (You may want to write the numbers on the board.)

The students will copy the numbers on their Record Sheet. (1.4A, B) You will then have them draw in the new time on their Record Sheet clock. You may have to help them find the difference by counting each line which represents a minute.

1. Cut out the hands of the clock.2. Use the brass paper fastener to attach the hands to the clock.3. Look at the classroom clock and show the same time on you paper clock by moving its hands.4. Write "Start" next to the minute hand (the big hand) of the paper clock.Make certain students understand how to read the classroom clock and have them set their clocks to begin in 10 minutes. Model what the clock should look like on the board.

"Procedure 5" Distribute scissors and a brass paper fastener to each student. Ask students to cut out the hands and attach them to the paper clock. They should make certain the hands move easily. Punch holes in the hands for the students' paper clocks if they are having trouble attaching the hands.

"Procedure 6" For each pair of students, remove one ice cube from the tray, put it in a plastic bag, and seal the bag tightly. Distribute a bag with ice to each pair of students.

"Procedure 7" Have the students place the bag on their desk to observe the physical properties of their ice cube. Have students discuss their observations of the ice cube with their partners. (1.2C)

Ask - Have you discussed the physical properties using all of your senses? (1.5A)What do your eyes tell you? Your ears? Your nose? Your fingers?

"Procedure 8" When everyone is ready to begin the race, have students look at the classroom clock. The classroom clock should be coming up to the time set on their clocks 10 minutes ago.

"Procedure 9" Begin the melting race. Remind student to keep their bags sealed at all times. (1.5B

"Procedure 10" They will raise their hand when the ice is all melted, and write down the time you call out or write on the board. Ask each student pair to look at the classroom clock when their ice cube is melted. Then, they will draw in the hands on the paper clock to match the current time. Students can then complete the questions below the clock. (1.4B)

Students will gather information using their senses and a clock to identify and test the ways that heat may cause the ice cube to melt. (1.2 C, 1.5B and 1.8 C)

Elaborate "Final Activities 3" Let students know that in the next two lessons, they will

observe another change in water. To prepare students for this activity, do the following.

1. Distribute a Petri dish and an index card (or post-it note) to each pair of students. 2. Ask each pair of students to record their group letter on the index card.3. Have the students pour the water from their resealable bag into the Petri dish.

Journal Writing Students will predict the pattern of change when water is left out. (1.5B)



4. Ask students - What are the physical properties of water? Does water have a special shape all of the time? Record their ideas in the appropriate column on the "Properties" chart. (1.5A)5. As a class, decide where to store the Petri dishes. The class may wish to select two or more areas. Each location may produce different results. Ask students - Do you think the temperature of the room is the same all over the classroom? (1.4A, B) Have students place a thermometer next to their Petri dish. Have the students record the number on their index card.6. Have two of the teams using Petri dish bottoms cover their dishes with lids.

DifferentiationWhat do you do for students who need additional support?Extension 1 When water freezes, it takes up more space than it does as a liquid. Have students explore this by filling an empty film or pill container with water. Students should cap the filled container and put it in a freezer. What happens to the container as the water freezes? What changes do students observe?

What do you do for students who master the learning quickly?Extension 4 Have students design their own "ice cube keepers." What materials can be used to keep an ice cube from melting quickly? List materials or ways people keep their iced drinks cool?Evaluate "Final Activities 3"

7. Ask students to predict what will happen to the covered and uncovered water as it sits for two or three days. Students can record their predictions in their science journals, share their predictions with their partner, or discuss their predictions with the class.

Have the students respond orally or in their journals the answer to one or more of the following questions.

How did your ice cube change? What other physical properties changed? (1.5A, B)Did anything surprise you as you attempted to melt it? (1.2E) Did some of the ice cubes melt faster than others? Why do you think some ice cubes melted faster than other ice cubes? (1.4B, 1.5A, B)


Journal Writing Students will predict properties and patterns which may be seen over the next

two or three days. (1.5 B)

Students will communicate observations and provide reasons for explanations using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A,B)

Content Vocabulary: freeze melt helada derretemiento

Academic Vocabulary: record compare sort identify test construct draw conclusions anote comparer separar identificar haga prueba construir

ResourcesSTC Changes Lesson 2 Freezing and Melting clear cups may be used instead of Petri dishes

Teacher Notes: If you have run out of Petri dishes, you can use evaporation dishes and reorder Petri dishes from Region XX. Make sure you order Petri dishes no agar. LM 111 Sterile Petri DishesHave students save their resealable bags by turning inside out to dry. They will be used again in Lesson 13.



http://portal.esc20.net/portal/page/portal/esc20public/livingscience

http://portal.esc20.net/portal/page/portal/esc20public/livingscience

saque conclusionsEvidence of Learning

Formative Mini Assessment TAKS Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Career/Life

2nd Grade FMA

Heat from the sun will change the ice cream in the picture by making it –A. biggerB. colderC. melt

Answer - C

3rd Grade 2004

Two ice cubes from a freezer are set on a table. A layer of salt is sprinkled over the top of one of the ice cubes.What can be concluded from this experiment?

A. Adding salt to ice makes the ice melt faster.B. Adding salt to ice stops the ice from melting.C. Adding salt to ice makes it grow larger.D. Adding salt to ice makes ice stay frozen longer.

Answer - A

5th Grade TAKS 2003

8 The picture shows the process of —

F meltingG boilingH condensingJ freezing

Answer - F





How did the water change when it was in the freezer? (1.4B, 1.5A, B) How did the ice cube change when it was removed from the freezer? (1.4B,

1.5A,B) How did you get the ice cube to melt quickly? (1.5B) How did the water change when it was in the uncovered dish? Where did

the water go? (1.5A, B) How do you know from this investigation that the water went into the air?

(1.2E, E) What happened when the water in the air touched the large cup? (1.5A,B)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 3 Where Did the Water Go?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 observe and discuss how the water in the Petri dish

has changed since Lesson 2. I can discuss where I think the water in the uncovered Petri dish has

gone. I can set up an investigation of evaporation and condensation. I can predict and identify changes in materials caused by heating and

cooling such as ice melting, water freezing, and water evaporating. (1.5B) Safety Issue: You need to be sure the warm water is cool enough that

the students can hold the plastic cup without burning any hands. (1.1A) Teacher will review the safety procedures when warm water is used in

the classroom. (1.1A) Teacher will review the previous day’s lesson and add to the KWLS chart as

needed. “Procedure 1” Ask student to collect their Petri dishes and to discuss with

their partners the changes they observe in the dishes. Have students share their observations with the class. How do your observations compare with your predictions made at the end of Lesson 2? (1.2E)

“Procedure 2” Ask students to brainstorm. Where do you think the water in the uncovered Petri dish went? (1.2E) What was the temperature of the air near the Petri dish? Was the temperature different in different places in the classroom? (1.4B) Did the temperature make a difference in how fast the water





disappeared? How was the covered Petri dish different from the uncovered Petri dish? Why do you think the results were different? (1.2E)

“Procedure 3” Ask students to draw a line down the center of one page in their science journals. Ask them to label one column "Cool" and the other "Warm."

Explore“Procedure 4” Have students collect their materials from the distribution center. If you did not label the index cards, ask students to write "Cool" on one card and "Warm" on the other.“Procedure 5” Guide students as they complete the following steps:

1. Place the two small cups (One with cool water, one empty) side by side. The cups should be separated by about the width of your hand.2. When you are ready to begin the investigation, remove the lid from the cup with water in it. The teacher or a helper will quickly fill your empty cup with very warm water. 3. Put one finger in each cup of water. What do you observe? (1.2C)4. Use the index cards to label the cups of water "Cool" or "Warm."5. Immediately place a large cup upside down over each small cup of water. Observe what happens. (1.2C) Discuss your observations with your partner. Compare the two large cups. (1.4B)

Journal Writing

Students will work in pairs to conduct an investigation to gather information using warm water and cool water to observe, measure, and record the changes of water as it changes from a liquid to a gas and back to a liquid. (1.2 B,C and 1.5A, B)

Explain“Procedure 6” Have students draw in their science journals, in the appropriate column, what they observed in the cups. They should also record their observations in writing. Remind them to date their observations. (1.2E)

√ Reflection How did the water change when it was in the uncovered dish? Where did

the water go? (1.5A, B) How do you know from this investigation that the water went into the air?

(1.2E, 1.5B) What happened when the water in the air touched the large cup? (1.5A,B)


about the changes in the appearance of water when it is a liquid and gas. (1.2 E and 1.5A)

Elaborate“Procedure 7” After students record their observations, encourage them to pick up

the large cups and feel the inner surfaces. What observations can you make about these cups? Has the inside of each cup changed? If so, how? (1.2B,C,D,E 1.5A,B)

DifferentiationWhat do you do for students who need additional support?Extension 2 Have students experiment with water vapor using the moisture from their own breath. Have them hold a mirror close to their mouth and breathe on it. Can they see the moisture? As the mirror clouds over, they can observe water vapor condensing on it. Have them fan the mirror to observe and identify evaporation.What do you do for students who master the learning quickly?Extension 1 Water evaporates faster when air is moving. Have students draw two squares about 1 meter apart on the chalkboard. One square should be about a fist wide. The second square should be about the size of the length of their hand opened up. Have the students wet the inside of each square with a couple of damp sponges at the same time. Have the students use a folder to fan the wet squares. Have them count how long it takes to evaporate. Did each one evaporate at the same speed? Why would one evaporate faster?

Journal Writing Students are conducting an investigation, recording his/her own results, and

communicating observations to explain the changes in the appearance of water when it is a liquid or gas. (1.2 B,C,D,E and 1.5A,B)



Evaluate “Final Activities 1” Ask students to share with the class - What changes

have you observed during this investigation? Have you every observed water droplets appear before today? Where and what was happening to make them? (1.2E, 1.5A)

“Final Activities 2" Ask student to think about their observations in this lesson and in Lesson 2. Direct their attention to the "Properties" Chart. Use questions such as the Following to discuss the properties of water.

How did the water change when it was in the freezer? (1.4B, 1.5A,B)How did the ice cube change when it was removed from the freezer? (1.5A, 1.5B)How did you get the ice cube to melt quickly? (1.5A, B)How did the water change when it was in the uncovered dish? Where did the water go? (1.2E, 1.5B)How do you know from this investigation that the water went into the air? (1.2E)Think about the cup of very warm water. What happened when the water in the air touched the large cup? (1.2E, 1.5A,B)



using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A,B)

Content Vocabulary: Academic Vocabulary: observe measure record compare construct draw

conclusions communicate

observer medir anote comparar construer saque

conclusions comunicar

ResourcesSTC Changes Lesson 3, Where Did the Water Go?3 oz bathroom cups can be substituted for small plastic cuplarge clear cups can be 9, 12 or 16 oz cupsTeacher Notes:



Heat from the sun will change the ice cream in the picture by making it –

A biggerB colderC melt

Answer - C

3rd Grade 200320. The students read the following hypothesis in a

textbook. Because the particles of a solid are so close together, most solids take up less space than the liquid.To find out if this is true, students filled a plastic soda bottle up to the top with water. They put it in the freezer for two days. They removed it from the freezer and observed it. The sides of the bottle were pushed out and ice was coming out of the top of the bottle. Based upon this experiment, they could conclude that the hypothesis in this textbook is –

A true for waterB false for waterC true for all liquidsD false for all liquidsAnswer - A

5th Grade TAKS 20069 Some students were studying properties of water. One

student placed a cup containing 80 mL of water in a freezer. Another student placed an identical cup containing 40 mL of water in a different freezer. Which of the following will be the same for both cups of water?

A The temperature at which the water freezesB The mass of the frozen waterC The time it takes the water to freezeD The volume of the frozen water

Answer - A




Third Grading Period Week 6 Thursday or Friday (During Expository Reading Time) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What happened when Matt placed the snowball in the heated pan? (1.4A,B, 1.5B)

Why was Matt able to draw the snowman on the lid? (1.2E) What would happen if April and Lakeesha left their melted snowball in the

uncovered pan instead of freezing it? (1.2E, 1.5B)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 3 Reading Selection "A Snowman in July"The teacher will prepare for the lesson by reading the “Content and Context" and the rest of the lesson to prepare reading strategies before the lesson.Engage Main Idea: I can read to find out about changes in the state of water. I can predict and identify changes in materials caused by heating and

cooling such as ice melting, water freezing, and water evaporating. (1.5B) Teacher will review the previous day’s lesson and add to the KWLS chart as

needed. “Introducing the Reading Selection” Remind the students about the last unit

Solids and Liquids. Ask - Do you remember reading about "Snow Friends"? Who were the two friends who built a snowman? What did they learn about snow?

Today our two friends will reappear in this reading selection. This time, the two friends will find out how water can change- from a solid to a liquid to a gas - and back again!



Explore

“Reading” Read the story aloud and using the Learning Logs Reading Strategy to create a visual reading guide to the story Then go through the story again, having individual students read the parts of

the mother, April, Lakeesha, and Matt. Have students make a list of the changes in the appearance of water.

Journal Writing Students will use reading strategies to observe and record the changes in the

appearance of water as it goes from solid to liquid, and liquid to gas. (1.5A,B)





Explain “Processing the Reading Selection” Review the story, stopping to discuss

each change of state. Ask students for examples from their own experiences that illustrate melting, boiling, and freezing. Ask students to share their experiences.

√ Reflection What did they learn about snow? (1.2E,E, 1.5B)

Journal Writing Students will use reading strategies to observe and record the changes in the

appearance of water as it goes from solid to liquid, and liquid to gas. and to identify the heat which causes the change.(1.5A,B)

Elaborate “Following Up” Have students find in a magazine or book pictures of solids,

liquids, and gases. Have the students list them by groups using states of matter as the titles. Differentiation

What do you do for students who need additional support?Have the student find a picture book in the library to use to identify solids, liquids, and gases.What do you do for students who master the learning quickly? Have the students find a book in the library on solids, liquids, and gases to

read to the class or a couple of buddies


own words to explain the changes in the appearance of water when it is a solid, liquid, or gas. (1.3 A, and 1.5A,B)

Evaluate “Final Activities 5” After students finish reading "A Snowman in July!" ask

the following questions.What happened when Matt placed the snowball in the heated pan?Why was Matt able to draw the snowman on the lid?What would happen if April and Lakeesha left their melted snowball in the uncovered pan instead of freezing it?Describe a time when you observed something melt, boil, or freeze. (1.5A,B)

"Assessment" In Lessons 1 through 3, students used water to investigate the three states of matter. They observed how water changes when it freezes, melts, evaporates, and condenses. To assess students' knowledge of these concepts, ask questions such as the following:

Does the student understand that water has three states - solids, liquid, and gas? Can the student describe the properties of water in each state? (1.5A,B)Does the student recognize that some changes in the state of water occur quickly (such as condensation), while others take longer (such as the complete evaporation of the water in the Petri dish)? (1.5A,B)Does the student recognize that although the water can change in appearance and state, it is still the same substance? (1.2E)Does the student recognize the conditions under which water changes state? For example, does the student say that when water gets cold enough, it freezes into ice? (1.2E, 1.5B)Can the student identify and describe personal experiences with water freezing, melting, evaporating, or condensing? Does the student apply this experience with water to other solids and liquids? (1.2E)How accurately does the student communicate ideas and record results? (1.4B) Is there evidence of growth in his or her ability to communicate since Lesson 1? (1.2E)



using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A,B)



Content Vocabulary: snow snowman nieve muñeco de nieve

Academic Vocabulary: observe measure record compare construct draw conclusions communicate observer medir anote comparar construir saque conclusiones comunicar

ResourcesSTC Changes Lesson 3, Reading Selection "A Snowman in July"

Teacher Notes:



2nd grade FMA 2008-09

Answer - A

3rd Grade 2004

8 Ice is an example of what state of matter?

A LiquidB EvaporationC CondensationD Solid

Answer - D

5th Grade TAKS 2004

6 Matter can undergo changes. When water boils, a —

F liquid becomes a solidG solid becomes a liquidH liquid becomes a gasJ gas becomes a solid

Answer - H




Third Grading Period Week 6 Thursday(During Science Time) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What happened when you mixed the salt and gravel? Describe the mixture. (1.5A)

How did using the sieve change the mixture? (1.2E,1.5A) In what ways is the gravel the same as before you mixed it

with the salt? (1.2E, 1.5A) Did the gravel change as a result of the mixing? (1.2E)

The student demonstrates safe practices and learns how to use and conserve resources. (K.1) The student plans and conducts scientific investigations using tools, collects data, records and

organizes data, and communicates observations and provides reasons for explanations using student-generated data from simple descriptive investigations. (K.2 and K.4)


The student knows that objects have properties and patterns. The student is expected to: (K.5)(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture(



5E Model of InstructionUse STC Changes Lesson 4 Mixing and Separating SolidsThe 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 observe and describe the properties of salt and gravel. I

can observe and describe the properties of a salt and gravel mixture. I can define the term mixture on the basis of my experiences in the lesson. I can separate the mixture with a sieve to classify objects as larger or smaller. I can discuss whether the salt and gravel have changed as a result of being mixed and separated. (1.5A)


“Procedure 1” Ask students - What do you know about mixing things? Record their ideas on a brainstorming list "What We Know about Mixing." Put a check next to duplicate responses to acknowledge all contributions. Let students know they will mix two solids, salt and gravel, in this lesson.

“Procedure 2” Distribute and review the Students Instructions for Mixing and Separating Solids. Let students know you will discuss and do each step together.

“Procedure 3” Have each student pair pick up their materials from the distribution center.



Explore “Procedure 4” Guide students as they complete steps 1 and 2 of the student

instructions. “Procedure 5” Invite students to share with the class their observations of the

salt and gravel. Have them set aside the black sheet of paper with the small amounts of salt and gravel on it. They will use these unmixed samples for comparison later in the lesson.

"Procedure 6" Guide students through Steps 3 and 4 of the student instructions as they mix the salt and gravel.

Students will work in pairs to conduct an investigation and gather information by mixing solids to see if the physical properties changes when mixed with another solid. (1.2 B, C and 1.5A)



Explain “Procedure 7” Ask students to share their observations of their mixtures.

Have them define the term "mixture" on the basis of what they observed. Ask.What two solids did you mix? (1.5A)How did the solids change when you mixed them? (1.5A) (You can help focus students' observations by asking them if the salt and gravel changed shape when they were mixed. Did they change size? Did they change color? (1.5A)How might the pieces of your mixture change when they are separated?

“Procedure 8” Let students know that by separating the mixture, they can test whether the solids have changed. Invite students to share ways they may have separated solids at home or outside. For example- Have you ever used a sieve in a sandbox or seen an adult use a colander to drain water from spaghetti?

√ Reflection What did we use when we studied pebbles, sand, and rocks at the beginning

of the year? (1.2E) Why are sieves important sorting tools? (1.2E) How did the solids change when you mixed them? (1.5A)

Journal Writing Students will construct reasonable explanations and draw conclusions in order

to discuss their observations of the physical properties of each solid that did not change when mixed. (1.2 E and 1.5 A)

Elaborate “Procedure 9” (If you are using the screens from Pebbles, Sand, and Silt,

you will have to modify these directions and review the process of using a screen.) Have students begin to make their own sieves by completing Step 5 of the student instructions.

"Procedure 10" Students should complete Steps 6 and 7 of the student instructions by carefully turning the smaller cup over and placing it, upside down, in the larger cup. Ask students to separate the salt from the gravel. Have students discuss their observations with their partners.Differentiation

What do you do for students who need additional support?Extension 1 Place several solids, such as salt, sand, lima beans, marbles, and sugar at a "Mixing Center." Have students select two items from the center, mix them in a cup, and record their observations with both drawings and words in their science journals.

What do you do for students who master the learning quickly? Extension 5 Place a large container of sand and rice on a table, along with

colanders, sieves, and funnels. Observe and listen to students as they separate the sand and rice using the equipment. Which type of equipment separates the sand and rice most easily? Why might there be more sand and rice left behind in the sieve than in the colander?

Students will identify and explain a problem and propose a solution in his/her own words to how to use a tool to separate the salt and gravel mixture. (1.3 A,1.5A, and 1.4A)

Evaluate “Final Activities 1” Invite students to share their observations with the class.

Ask question such as the following:What happened when you mixed the salt and gravel? Describe the mixture. (1.2E, 1.5A)How did using the sieve change the mixture? (1.4A, 1.5A)





“Final Activities 2" Have students remove the mesh from their cups. Ask them to place a small sample of the newly separated gravel on their black paper. Have students compare the gravel samples taken before and after mixing. Then invite students to discuss the following questions:

In what ways is the gravel the same as before you mixed it with the salt? Did the gravel change as a result of the mixing? (1.2E, 1.5A)


Content Vocabulary: mixture salt gravel sieve mezcla sal grava cedazo

Academic Vocabulary: observe measure record construct draw conclusions observer medir anote construir saque conclusiones

ResourcesUse STC Changes Lesson 4 Mixing and Separating SolidsFine screen from Pebbles, Sand and Silt will substitute for the mesh fabric.

Teacher Notes: Never pour gravel or soil samples down a sink or drain, since they will clog the drain. Dry out the gravel and re-bag it for next year. (1.1B)


Anticipated Skills for SAT/ACT/College Board/Career/Life1st grade FMA 2008-09

Use the knowledge you have learned in class and the information below to answer question 3.

3 A student mixed gravel and water together. The student used a filter with filter paper to try and separate the mixture. The results were —

A the gravel and water stayed in the funnel B the water stayed in the funnel and the gravel went

through to the bottom C the gravel stayed in the funnel and the water went

through to the bottom Answer - C

3rd Grade 2007

1 If you find a clump of soil, which physical property will least help you identify any mineral in the soil?

A The hardness of the piecesB The crystal shapes of the piecesC The color of the piecesD The smell of the piece

Answer - D

5th Grade TAKS 2004

Types of Soil Amount of WaterCollected (mL)

Potting soil 220

Sandy soil 250

Gravel 295

Clay 225

27 Similar containers were filled with different types of soil. Holes were poked into the bottom of each container, and 300 milliliters of water were added. The water that dripped out was collected and measured. According to the information in the table, which type of soil retained water best?

A Potting soilB Sandy soilC GravelD ClayAnswer -A





What happened to each solid when you added it to water? (1.2E, 1.5A)

How did the water change? (1.2E, 1.5A) What happened to the water and the solid when you

stirred? (1.2C, 1.5A) How well did the solid and water mix? (1.2E,1.5A) Did anything surprise you about the way each solid

changed? If so, what? (1.2E,1.5A)





B) observe, record, and discuss how materials can be changed by heating or cooling. The Teaching and Learning Plan


5E Model of InstructionUse STC Changes Lesson 5 Mixing Solids and LiquidsThe 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 observe and describe three solids: gravel, toilet tissue,

and kosher salt. I can conduct an investigation to observe, record, describe, and compare how each solid behaves when mixed with water.


“Procedure 1” Let students know that in this lesson, they will investigate the changes that occur when they mix a solid and a liquid. They will mix three different solids - gravel, toilet tissue, and kosher salt - with water.

“Procedure 2” Have students copy the Record Sheet 5 - A, into their journal, or distribute Record Sheet 5 - A, that you have copied.

“Procedure 3” Ask students to collect their materials from the distribution center.


Students will receive directions for the investigation.

Explore“Procedure 4” Distribute a test mat to each pair of students. Ask them to use their scissors to trim the mats along the cut lines so they fit neatly on the paper tray. Then, ask students to write their group letter somewhere on the outer edge of the mat. Have students put their test mat on the paper tray.“Procedure 5” Guide students as they complete the following steps:1. Use a taster spoon to place a very small amount of each solid in the appropriate circle on the test mat.2. Observe each solid with a hand lens. Describe each solid. Discuss you observations with your partner. Use the questions on the chalkboard to guide your discussion.

3. Glue the small sample of each solid to the appropriate circle. Remind students

Students will work in pairs to conduct an investigation into the changes of physical properties of size, color, shape, and texture for gravel, toilet tissue and salt when mixed with water. (1.2 B, 1.5A)

Journal Writing Students will gather, record, and compare information from the investigation to

communicate observations and provide reasons for explanations about the physical properties they see change. (1.2 C,D,E 1.4B, 1.5A)



to use the glue sparingly. (Too much glue could dissolve some of the salt.) “Procedure 6” Ask students to share their observations of each solid with the class. Write their observations in the "Properties" column of the "Changes Observed" chart.“Procedure 7” Now have students examine a cup of water and describe its properties. (1.5A) Let them know they will add each solid to a different cup of water to create three mixtures. At this time, you may want to have students cover the test mat with the waxed paper.“Procedure 8” Have students place their three cups of water on the appropriate circles of their test mats. Ask them to pour the small cup of gravel into a cup of water. Ask them to observe the mixture for a minute without stirring. As you circulate among the students, have them share their observations. Then, they should record their observations on Record Sheet 5-A in the column labeled "Before Stirring." “Procedure 9” When you think students are ready to move on, have them stir the gravel and water mixture with the wooden stirrer for about a minute. Give students time to discuss their observations with their partners and to record them on Record sheet 5-A in the column labeled "After Stirring." Did the gravel and water mixture change at all after stirring? (1.4B)

Explain“Procedure 10” Ask students to discuss their observations. You might expect responses such as, "The gravel rained in the water," "The gravel went to the bottom of the cup," and "the gravel did not change at all." Record students' ideas in the right hand column of the "Changes Observed" chart. (1.2E, 1.5A)

√ Reflection Did anything surprise you about the way each solid changed? If so, what?

(1.2E)

Students will communication their explanation about their investigation. ( 1.2 E,E, 1.5A)

Elaborate“Procedure 11” Now, have students repeat the process (mixing, observing, stirring, observing) with the toilet tissue and the salt. Students should record their observations on Record Sheet 5-A each time. (1.5A)Differentiation

What do you do for students who need additional support?Have students keep a log of the solids they eat and liquids they drink at home and report their findings to the teacher. They can also place these on a graph. Extension 3

What do you do for students who master the learning quickly?Extension 4 Help students mix sand with plaster of Paris. Then they should add water and stir, and pour the mixture into empty milk carton. Have them place their hand or foot in the carton to make a hand or foot print. Discuss the physical properties of the solids which were mixed together. Predict what will happen overnight.

Journal Writing Students are recording and identify and explain a problem and propose a

solution in his/her own words to explain the changes in the appearance of toilet paper when mixed with water. (1.3 A,. 1.4B, 1.5A)

Evaluate“Final Activities 1” When students have finished investigating all three solids and liquids mixtures, invite them to discuss their observations of the toilet tissue and the salt with the class. As they do so, record their observations of changes in the right hand column of the "Changes Observed" Chart. Ask.What happened to each solid when you added it to water? (1.2E,1.5A)How did the water change? (1.2E,1.5A)





What happened to the water and the solid when you stirred? (1.2E,1.5A)How well did the solid and water mix? (1.2E,1.5A)Did anything surprise you about the way each solid changed? If so, what? (1.2E, 1.5A)“Final Activities 2" Ask students to think about the effects of stirring on the toilet tissue and liquid mixture (stirring breaks the tissue into smaller pieces). Also, ask students what might have happened differently in this lesson if the toilet tissue had been an entire sheet and not torn into pieces. (This discussion will prepare students for Lesson 7, in which they explore how the size of a solid affects the way it mixes with water.)"Final Activities 3" Let students know that in the next lesson they will observe how each mixture changes overnight. They will also try to separate the mixture. To prepare for Lesson 6, ask students to do the following:Put a lid on each mixture. Be sure your mixtures are on the tray, which contains the test mat (and waxed paper, if used).Store your tray of mixtures in the designated area.Return all other materials to the distribution center and clean up.


Content Vocabulary: toilet tissue dissolve papel higiénico disolver

Academic Vocabulary: gather information use simple equipment observe measure record construct draw conclusions communicate juntar información observer medir anote construir saque conclusiones comunicar

ResourcesSTC Changes Lesson 5, Mixing Solids and LiquidsTeacher Notes:




Anticipated Skills for SAT/ACT/College Board/Career/Life1st grade FMA 2008-09


3 A student mixed gravel and water together. The student used a filter with filter paper to try and separate the mixture. The results were —

A the gravel and water stayed in the funnel

B the water stayed in the funnel and the gravel went through to the bottom

C the gravel stayed in the funnel and the water went through to the bottom

3rd Grade 2004

11 A student can use a filter to separate talc from water. This happens because the solid stays in the filter while the water passes through, because water is –

A pureB a liquidC a gas D slippery

Answer - B

5th Grade 2004

8 What conclusion can be drawn from the information in this chart?A A mixture is water alone.B A mixture is also a solution.C A solution is also a mixture.D A solution is water alone

Answer - B



SubstancesNeither

Mixture nor Solution

Mixture Solution

water *water + sand *water + sugar * *water + salt * *water + gravel *



What are the properties of mixtures? (1.5A) Were all of the mixtures the same? How were some different? (1.2E,1.4A,

B, 1.5A) In which mixtures can you see the individual parts of the solids after stirring?

(1.2E, 1.5A) How does tissue paper look different when mixed and stirred in the water?

(1.2E, 1.5A) How does the salt look different when mixed and stirred in the water?

(1.2E,1.5A) What was the best plan for separating gravel from water? (1.2 B) What was the best plan for separating toilet tissue from water? (1.2 B) Where did the salt go when we placed it in the water? (1.2E,1.5A)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 6 Separating Solids and Liquid MixtureThe 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 examine my mixture from Lesson 5 and discuss

dissolving. I can brainstorm ways to separate my mixtures. I can try to separate solid and liquid mixtures with a filter and discuss the results. I can set up an evaporation investigation with a salt and water mixture. (1.5B)


“Procedure 1” Ask students to pick up their trays with mixtures from Lesson 5. Allow them a few minutes to observe the solids and liquid mixtures. Encourage them to share their thoughts, using questions such as the following.

How have you mixtures changed overnight? (1.2E,1.4B, 1.5A)How are the mixtures the same? How are they different? (1.2E,1.4B, 1.5A)Where is the gravel in the gravel and water mixture? (1.2E,1.5A)Where is the tissue in the tissue and water mixture? (1.2E,1.5A)What happened to the salt that was mixed with the water? Has it disappeared completely? Where did the salt go? (1.2E, 1.5A)

“Procedure 2” Introduce the term "dissolve" to the students by discussing questions such as the following,

What do you think it means to "dissolve" a solid? (1.2E)Which solids in the three mixtures dissolved? (1.4B,1.2E, 1.5A)Which solids in these mixtures did not dissolve? (1.4B, 1.2E, 1.5A)


Students will use information from the investigations to help to define the term "dissolve."




How do you know if something has dissolved? (1.2E, 1.5A)What solids outside of the classroom have you seen dissolve in liquid? (1.2E, 1.5A)

“Procedure 3” Inform students that they will try to separate the gravel, salt, and tissue from the water in their mixtures. Ask - What are some possible ways to separate the solids from the water in each mixture? (1.2E)

Record ideas on the brainstorming list.Explore “Procedure 4” Show students a filter and a sieve.

How are they alike? How are they different? (1.4B) Have a student volunteer hold both items up to a light. Help students see

that the holes of the filter are much smaller than those of the sieve. Have students predict. How can we use the filter to separate the mixtures? What do you think will happen when you pour the gravel and water mixture through the filter? (1.2E, 1.5A)

“Procedure 5” Demonstrate to students how they will place the filter inside the funnel. Make certain they understand which tool is the funnel and which is the filter. The funnel will hold the filter in place and direct the water into a cup.

“Procedure 6” Ask students to collect all materials, except the Petri dish and index card, from the distribution center.

“Procedure 7” Guide students as they complete the following setup for their investigation (1.2B):

1. Remove the three mixtures from your test mat and tray.2. Place the labeled empty cups on your test mat in the appropriate circles.3. Work first with the cup labeled "G" for gravel. Put the tube of the funnel in the cup.4. Place a filter, pointed end down, in the cone of the funnel. Have your partner hold the funnel over the cup.5. Stir the gravel and water mixture with the wooden stirrer. Quickly pour it into the filter.

“Procedure 8” Encourage students to discuss their observations with their partners.

“Procedure 9” Have students carefully remove the filter from the funnel and set it aside to dry.

“Procedure 10” Ask students to repeat this process with the other two mixtures. Students should stir each mixture and use a new filter and a new empty cup each time. They should reuse the funnel. Make certain that students discuss their observations with their partners. Remind them to carefully set aside each filter.

Students will work in pairs to conduct an investigation into the separation of solid matter from water. (1.2 B, 1.5A)

Journal Writing Students will collect information using a filter and sieve to communicate

observations and provide reasons for explanations about the physical properties of the mixtures they see change. (1.2 C,D, E, 1.5A)

Explain “Final Activities 1” Ask students to share the changes they observed when

they tried to separate each mixture.Did filtering change any of the mixtures? (1.2E, 1.5A,)

√ ReflectionWere you able to separate each of the solids from the water? (1.2E, 1.5A)Which solid changed the most after mixing with water? Which solid changed the least? (1.2E, 1.5A)Where is the salt? (1.2E, 1.5A)

Students will communication their explanation about their investigation. (1.2 E, 1.5A)



Elaborate "Final Activities 2" Let students know that when solids like salt dissolve in

water, their particles are so small that they can pass through the tiny holes of the filter. Inform students that they will use another method - evaporation- to find the salt and separate it from the water.(1.5B)

“Final Activities 3” Distribute a Petri dish and an index card to each pair of students. Ask them to pour their salt and water solution from cup "S" into the Petri dish. Ask them to label the dish by writing their group letter on an index card. Have them store the labeled, uncovered dish in a designated area. (1.2B)

"Final Activities 4" Have students clean up by:1. Empty all other cups into the bucket. Wipe off the letters, rinse the cups, dry them, and return them to the distribution center.2. Remove the test mats from the trays. Place the three filters, overlapping, on the test mat. Make certain each filter is next to its corresponding solid. Place the test mats in a designated area to dry. Students will re-examine their test mats again in Lesson 9. (1.2B)

DifferentiationWhat do you do for students who need additional support?“Extension 4" Have students brainstorm situations in which filtration is useful, such as in an air conditioning unit, air, and oil filters in cars, fish tank, or clothes dryer.

What do you do for students who master the learning quickly?Extension 1 With adult supervision, students can make recycled paper using toilet tissue, water, and a sieve or piece of filter paper. First, soak the toilet tissue overnight in a cup of water. When the tissue fibers are broken down, pour the mixture through the filter paper, which will separate the fibers from the water. Spread the fibers out on the filter paper and press to flatten. Allow the fibers to dry almost completely. Lift the damp paper from the screen and put it between two pieces of dry filter paper. Put several books on top of the filter paper to flatten the recycled paper.

Students will work in pairs to continue to conduct an investigation into the separation of solid matter from the water by leaving it out to evaporate. (1.2 B, 1.5B)

Evaluate Have the students respond to one or more of the following questions orally

or in their journal. (1.2E)What are the properties of mixtures?Were all of the mixtures the same? How were some different? (1.4A, 1.2E

1.5A)In which mixtures can you see the individual parts of the solids after stirring?

(1.5A1.2E)How does tissue paper look different when mixed and stirred in the water?

(1.5A,1.2E)How does the salt look different when mixed and stirred in the water?

(1.2E,1.5A)What was the best plan for separating gravel from water? (1.2 B)What was the best plan for separating toilet tissue from water? (1.2 B)Where did the salt go when we placed it in the water? (1.2A,1.5A)

“Assessment" Use students' observations from Lessons 4-6 to assess their understanding of the similarities and differences among mixtures. As you consider the ways in which students made and separated mixtures, and as you review their written observations, note some of the following.





Does the student discuss some of the properties of mixtures? (1.5A)Can the student compare the mixture of two solids in Lesson 4 with the mixture of a solid and a liquid in Lesson 5? (1.4B)Does the student recognize that in some mixtures you can see the individual parts, while in others you cannot? (1.5A)Does the student understand that although salt and toilet tissue look different after they are mixed with water, each is still the same substance? (1.2E)Does the student recognize that one method of separation is more suitable for some mixtures than for others? (1.2E)Can the student apply information learned by naming some examples of how a sieve or a filter is useful at home? (1.2E)How accurately does the student communicate ideas and record results? Is there evidence of growth in these skills since Lesson 1? (1.2E)


Content Vocabulary: filter funnel filtro embudo

Academic Vocabulary: sort make decisions use information discuss justify observe measure record compare collect information separar toma decisiones utilice información discuta justifique observer medir anote comparar reúna información

ResourcesSTC Changes Lesson 6 Separating Solids and Liquid MixtureTeacher Notes: Funnels and filters can be found in the 5th grade Mixtures and Solutions kit. Petri dishes can be ordered from Region XX (LM111 Sterile Petri Dishes)






4 A student mixed salt and water together. The student used a filter with filter paper to try and separate the mixture. What results would the student have seen?

Answer A

3rd Grade 2004

Sand Clay3 The students wanted to check the results of the

above experiment to make sure they were correct. Choose the best way to do this.

A Make up an experiment similar to the first one.B Measure the results from the first trial again.C Review the process that was used the first time.D Repeat the experiment exactly like the first time

Answer - D

5th Grade 2004Mixtures and Solutions

9 Fill in the last line of the “Substances” column in the chart above with "water + citric acid". How would you classify this new substance?A Neither Mixture nor SolutionB Solution onlyC Mixture onlyD Both a Mixture and a Solution

Answer - D



SubstancesNeither

Mixture nor Solution

Mixture Solution

water *water + sand *water + sugar * *water + salt * *water + gravel *



What are the physical properties of the sugar cube? (1.5A)Why do you think it is called a sugar cube? (1.2E, 1.5A) What is the size of the sugar cube? Why do you think the sugar cube sparkles in the light? (1.2E,1.5A)

Which solid won the dissolving race? (1.2E) Why do you think that solid won? (1.2E,E) How is the sugar cube different from the sugar grains? (1.5A,1.4B) What happened to the sugar cube while you stirred? (1.5A) How do scientists work to solve a problem? (1.3C)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 7 A Dissolving Race: Two Forms of SugarThe 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 compare and discuss the properties of two forms of

the same solid - a sugar cube and granulated sugar. I can plan and conduct an investigation into how granulated sugar and compare it to a sugar cube dissolving in water. I can make, record, discuss, and justify my decisions about the observations to communicate an explanation. (1.2A,B,C,D,E,1.5A)


“Procedure 1” Show students the two samples of sugar you have added to the "Changes Observed" chart. Let them know they will describe the two new solids and observe the changes that occur when they mix each one with water.

“Procedure 2” Review Record Sheet 7-A: A Dissolving Race: Two Forms of Sugar with students or have them draw and label the two cups in their journals.

“Procedure 3” Ask one student from each pair to pick up all materials from the distribution center except the two cups of water.


Students will receive directions for the investigation.

Explore “Procedure 4” Have students place their sugar cube on the black paper

and, without crushing it, examine its properties using a hand lens. Ask.

What are the physical properties of the sugar cube? (1.5A)Why do you

Students will work in pairs to conduct an investigation into the physical properties of sugar and how a cube reacts differently than grains of sugar when dissolved in water. (1.2 B, 1.5A)



think it is called a sugar cube? (1.2E, 1.5A) What is the size of the sugar cube? Why do you think the sugar cube sparkles in the light? (1.2E,1.5A)How does the sugar cube smell? How does the sugar cube feel? (1.2E,1.5A)

“Procedure 5” Ask students to put a spoonful of sugar grains on the black paper. Have them examine the sugar's properties.

What are the physical properties of the sugar grains? Why do you think it is called sugar grains? What is the size of the sugar grain? Why do you think the sugar grains sparkle in the light? (1.2E)How does the sugar grain smell? How does the sugar grain feel? (1.2E,1.5A)Compare the sugar cube and the sugar grains. How are they alike? How are they different? (1.5A,1.2E,1.4B)

“Procedure 6” Invite students to share their observations with the class. Record their responses on the "Changes Observed" chart in the "Properties" column. Ask students. What other solid have we studied that has some of the same physical properties as the sugar grains? What do you think will happen if we add the sugar grains to water? (1.5A,1.2E,)

"Procedure 7 & 8" Remind (or teach) students about the Scientific Method Scientists use.

They first ask a question. What question to you think we can investigate? (1.2A)Scientists next make a prediction. What would our prediction or guess will happen?(1.3C)Then, scientists make a plan. (1.3C) What will be our plan or steps to follow? (1.2B) 1. Select one partner to be the "stirrer." The stirrer will stir both cups of water at the same time. (You may want to discuss why this is important. We want to have a fair test and one person will usually stir at the same speed and force with both hands at the same time.) The partner not stirring today should hold the two cups in place. That person can be the stirrer in Lesson 8. 2. Put the sugar cube in one cup of water. Pour the sugar grains from the small cup into the other cup of water. To make a fair test, fold the sheet of black paper into a chute and pour the extra grains of sugar into the same cup of water as well.

“Procedure 9” To avoid competition among students, remind them that they are not racing against each other; they are racing one of their solids against the other one to determine which one dissolves first.

“Procedure 10” When everyone is ready to begin, ask the stirrers to stir both cups of water at the same time. Each stirrer should stop stirring both cups as soon as the sugar in one of the cups has dissolved. You may want students to raise their hand or give another signal when they have stopped stirring.

Explain “Procedure 11” Encourage partners to discuss what they observe.

Scientists record what they observe. You will record your findings on Record Sheet 7-A: A Dissolving Race: Two Forms of Sugar.

Journal Writing Students are identify and explain a problem and propose a solution in his/her own



"Final Activities 1" Scientists compare what they know about the real world with the investigation. Then, scientists make, discuss, and justify their decision. Invite students to share with the class their observations of how each solid changed when it was stirred in water. Record their observations in the "Changes with Water" column of the "Changes Observed" chart.

√ Reflection Which solid changed the most when mixed with water? Which solid

changed the least? (1.2E,E, 1.5A) How do scientists work to solve a problem? (1.3C)

words to record their observations. (1.3 A,C and 1.5A)

Elaborate “Final Activities 3” Ask student to look at their sugar cube and water

mixture. If any of the sugar cubes have not yet dissolved, ask students. What might we do to the rest of the sugar cube to help it to dissolve? Have students test their idea. (1.3A, B, 1.5A)

DifferentiationWhat do you do for students who need additional support?Extension 5 You may want to show students that sugar grains make up the sugar cube. To do this, place a sugar cube in a resealable bag. Using a wooden block or bottom edge of a cup demonstrate what happens to the cube when it is crushed. Then, to help students understand that the cube and the grains in their investigation contained the same amount of sugar, ask students to crush a sugar cube and measure the amount of crushed sugar. How does it compare to the amount of sugar grains used in the lesson?

What do you do for students who master the learning quickly? Extension 4 Students can repeat the investigation using a clock or

stopwatch. How long does it take the sugar cube to dissolve?


words to design a method to dissolve the rest of the sugar cube. (1.3 A,B, 1.4B, 1.5A)

Evaluate “Final Activities 2" Ask students to think about how each solid

dissolved in water during the dissolving race. Encourage a discussion by asking questions such as the following.

Which solid won the dissolving race? (1.2E) Why do you think that solid won? (1.2E,E) How is the sugar cube different from the sugar grains? (1.5A,1.4B) What happened to the sugar cube while you stirred? (1.5A) How do scientists work to solve a problem? (1.3C)



student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E, 1.3A, B, 1.4A, 1.5A)

Content Vocabulary: sugar cube grains azúcar cubo granos

Academic Vocabulary: construct draw

conclusions make

decisions use

information discuss justify

construir saque

conclusiones toma

decisiones utilice

información discuta justifique

ResourcesSTC Changes Lesson 7 A Dissolving Race: Two Forms of Sugar

Teacher Notes: When measuring the granulated sugar for the children try to measure the same amount as would be in the sugar cube which is about ½ teaspoon. A fair test means they also start with the same amount.You will need very cold and very hot water for Lesson 8. You may need to borrow a coffee pot and/or bring in a couple of large insulated cups to store the ice water and hot water.



observe measure record compare

observar medir anote comparar


Anticipated Skills for SAT/ACT/College Board/Career/Life 3rd Grade 2005

2 A student has water, sugar, flour and salt in cups on the desk. The student needs to ask a question for an experiment. Which question below is a well defined science question for these materials?

A Which cup is sugar? B Will sugar, flour or salt dissolve fastest in water? C Will salt taste better? D How much does water, sugar, flour and salt weigh?

Answer - B

5th Grade 2005

3 Several students are experimenting with adding different amounts of sugar to water. The students add 1 spoonful of sugar to 250 mL of water and stir. All of the following will occur EXCEPT -A the sugar will go through a physical changeB the sugar will change its state of matterC the sugar will remain as a solidD the sugar will seem to disappear

Answer -B





What change did you observe by mixing sugar and cold water? (1.2E,1.5A,B)

What change did you observe by mixing sugar and warm water? (1.2E,1.5A,B)

Why do you think the change was different? (1.2E, 1.5A) In which water temperature did the sugar grains dissolve faster? (1.4B,

1.2E,1.5A) Did anything surprise you about your results? If so, what? (1.2E1.5A, B) How do your results compare with those of other student pairs? (1.4B

1.2E, 1.5A, B) What situations outside of school remind you of your experiences in this

lesson? (1.2E, 1.5A,B) If you were fixing tea for dinner at home and you wanted to dissolve sugar

quickly, what would you do to have the sugar dissolve quickly? What else could you do? (1.3A)




The student knows that objects have properties and patterns. The student is expected to: ;(K.5)

(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture(



The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 8 A Dissolving Race: Warm and Cold WaterThe 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 share my past experiences with dissolving solids in

water. I can observe what happens when I mix sugar grains with cold and warm water. I can communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations to describe the relationship between water temperature and the speed at which sugar dissolves. (1.2 E)

I can classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture. (1.5A)

I can predict and identify changes in materials caused by heating and cooling. (1.5B)

Safety Issue: You need to be sure the warm water is cool enough that the students can hold the plastic cup without burning any hands.


“Procedure 1” Remind students of their investigations in Lesson 7, and let them know that today they will explore another factor that affects how fast sugar dissolves in water: The temperature of the water. Ask students-


Students will compare collected information (1.4B) Students will listen to instructions on how to conduct the investigation.



Can you think of a time when you have dissolved a solid in cold or warm liquids at home or elsewhere? What were the physical properties of the solid you wanted to dissolve? What were the physical properties of the liquid you used? Was the liquid warm or cold? (1.2E,1.4B, 1.5A,B)

What happened when you put the solid in the liquid? How did the solid and the liquid change? (1.2E,1.4B, 1.5A,B)

“Procedure 2” Inform students that they will dissolve a solid they used in Lesson 7 - sugar grains- in two different cups of water - one warm and one cold- and observe the results.

Explore “Procedure 3” Guide students as they complete the following steps.(1.2B,

1.4B, 1.5A)1. Select one of the partners to be the stirrer.2. Have the other partner collect the materials from the distribution center.3. Write "Warm" on one index card. Write "Cold" on the other card. You will use these cards to label your cups of warm and cold water. 4. Set the large plastic cups on your work space.5. Your teacher or another adult will come around and pour water into each cup.6. Feel the water by putting one finger in each cup. Discuss your observations with your partner. Place the appropriate index card under each cup.7. Pour a small cup of sugar grains into each cup of water.8. When your teacher says to begin, one partner will stir both solutions at the same time with wooden stirrers. (The other partner needs to hold the cups in place.)9. Stir the solutions until the sugar dissolves in one of the cups. Raise your hand or give another signal to indicate the sugar in one of the cups has dissolved.

Students will work in pairs to conduct an investigation into the physical properties of sugar and how fast the grains of sugar dissolve in either warm or cool water. (1.2 B, 1.4B, 1.5A,B)

Explain “Procedure 4” Have the students discuss their observations with their

partners. (1.3A, B, 1.5A) “Final Activities 1” Direct students' attention to the chart titled "Dissolving

Sugar." Ask students to talk about what happened in each cup and why they think it happened.

What change did you observe by mixing sugar and cold water? (1.5B) What change did you observe by mixing sugar and warm water? (1.5B) Why do you think the change was different? (1.2E) “Final Activities 2” Have students discuss how the sugar grains dissolved in

both cold and warm water by asking the following questions. In which water temperature did the sugar grains dissolve faster? (1.4B)How do your results compare with those of other student pairs? (1.4B)

√ Reflection What change did you observe by mixing sugar and cold water? (1.2E,1.5A,B) What change did you observe by mixing sugar and warm water? (1.2E,1.5A,B) Why do you think the change was different? (1.2E, 1.5A) In which water temperature did the sugar grains dissolve faster? (1.4B,

1.2E,1.5A) Did anything surprise you about your results? If so, what? (1.2E1.5A, B) How do your results compare with those of other student pairs? (1.4B 1.2E,

1.5A, B)

Students are identify and explain a problem and propose a solution in his/her own words to record their observations. (1.3 A,B and 1.5A,B)

Students will communicate observations and provide reasons for explanations. (1.2E, 1.4B)



What situations outside of school remind you of your experiences in this lesson? (1.2E, 1.5A,B)

Elaborate "Procedure 3 Repeat" Repeat the experiment as a class demo giving the

students a chance to time the difference. You can have half of the students watch a clock, and have half the class count aloud (one-1000; two - 1000; etc.) (1.2B)

DifferentiationWhat do you do for students who need additional support?Extensions 4 Ask students to keep a record of solids they have watched dissolve at home. For example, they might have seen salt dissolving in water for cooking pasta or sugar dissolving in a cup of tea. What do you do for students who master the learning quickly?Extension 4 Students can repeat the investigation using a clock or stopwatch. How long does it take the sugar cube to dissolve? Compare this time with the time it takes for the sugar grains to dissolve. Compare sugar dissolving in hot water temperatures to sugar dissolving in

cold water temperatures.(1.4B, 1.5A,B,)

Students will work in pairs to conduct an investigation into the physical properties of sugar and how fast the grains of sugar dissolve in either warm or cool water. (1.2 B, 1.4B, 1.5A,B,)

Evaluate “Assessment” Student Self Assessment - Follow Assessment 1 Directions in

Additional Assessment Section. Have students respond in their journals. What change did you observe by mixing sugar and cold water? (1.2E,1.5A,B) What change did you observe by mixing sugar and warm water? (1.2E,1.5A,B) Why do you think the change was different? (1.2E, 1.5A) In which water temperature did the sugar grains dissolve faster? (1.4B,

1.2E,1.5A) Did anything surprise you about your results? If so, what? (1.2E1.5A, B) How do your results compare with those of other student pairs? (1.4B 1.2E,

1.5A, B) What situations outside of school remind you of your experiences in this

lesson? (1.2E, 1.5A,B) If you were fixing tea for dinner at home and you wanted to dissolve sugar

quickly, what would you do to have the sugar dissolve quickly? What else could you do? (1.3A)


Students will communicate observations and provide reasons for explanations using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A,B)

Content Vocabulary: Academic Vocabulary: construct draw conclusions record compare construir saque conclusiones anote comparar

ResourcesSTC Changes Lesson 8, A Dissolving Race: Warm and Cold Water

Teacher Notes:


Anticipated Skills for SAT/ACT/College Board/Career/LifeSAISD © 2010-11 – Third Grading Period Science Grade 1 Page 113 of 145


1st Grade FMA 2008-091 A thermometer measures hot water as it cools. Which thermometer shows the coolest water?

3rd Grade 20041 Some students added sugar to three cups of water. The

water in each cup was a different temperature. They stirred each cup of water after adding the sugar. Their data is shown in the table.

Which of these BEST explains why the sugar dissolved at the rate it did?

A Sugar dissolves faster in water that is warmer.B Sugar dissolves faster at room temperature.C Sugar dissolves faster in smaller amounts.D Sugar dissolves more quickly in water that is stirred.

Answer - A

5th Grade 20042 A student wanted to conduct an experiment to see if temperature affected the time it takes for sugar to dissolve in water. Which is the BEST hypothesis for this experiment?

F Will sugar dissolve in cold water?G Sugar will dissolve faster in hot water than cold water.H A thermometer can show the temperature of sugar and

water.J How much sugar will dissolve in cold water compared to

hot water?

Answer - G





How did the salt crystals in the Petri dish change when you added water this time? (1.5A,B, 1.2E,E)

Do you think the salt and water mixture in this lesson is the same as the salt and water mixture in Lesson 5? (1.4B, 1.5A, B, 1.2E)

What do you think would happen if you let the dish sit for a few days? What makes you think so? (1.3B,1.2E, 1.5A,B)

Can you think of any situations at home when a liquid disappeared like the water in the Petri dish? (1.2E, 1.5A,B)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 9 Changing Salt Water to CrystalsThe 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 observe and discuss the contents of my Petri dish. I can

compare dry kosher salt from Lesson 5 with the salt crystals recovered in my Petri dish. I can complete a Venn diagram to illustrate the comparison. I can predict, observe, and discuss what happens when water is added to the salt crystals in the Petri dish.

I can classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture. (1.5A)

I can predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating. (1.5B)


“Procedure 1” Ask students to collect their test mats from Lesson 6. Review as a class. Who remembers how we separated gravel and toilet tissue from water? What happened when we tried to separate the water and salt mixture? Did the filter work? Let students know that in this lesson, they will explore a method scientists use to separate solids that have dissolved in a mixture - evaporation.





“Procedure 2” Distribute their own test mat to each pair of students. Ask students to look at the solids on their test mat. Ask - What were the physical properties of the salt crystals before they were mixed with water? How did the physical properties of the salt crystals change when placed in the water? (salt became too small to see or dissolved in the water) (1.5A,B)

Explore “Procedure 3” Distribute the Petri dishes and hand lenses. Ask student to use

their hand lenses to observe the contents of their Petri dishes. Encourage them to share with the class any changes they see in the salt and water mixtures. Help them expand on their observations by asking questions such as the following.Were you able to separate the salt from the water? If so, how? (1.2E, 1.5A,B)What happened to the water? (1.5A,B, 1.2E)

What happened to the salt? Does it look or feel the same? Compare it with the salt sample on your test mat. Is it still salt? (1.5A)Did anything surprise you? If so, what? (1.2E)Where did the pieces of solid in the dish come from? (1.2E, 1.5A,B) What might they be? What shape are they? (1.5A, 1.2E) How did the physical property of salt change from the beginning to the end? (1.5A,1.2E)

“Procedure 4” Discuss Record Sheet 9-A: Comparing Salt Crystals. Inform students that they will use the Venn diagram to record the properties of the recovered salt crystals. Describe the procedures students will follow (1.2B):

1. Use the wooden stirrer to scrape a very small amount of the salt crystals from the dish onto the black paper. 2. Use the hand lens to observe the crystals on the black paper.3. Discuss with your partner the properties of the salt crystals.4. On your record sheet, record the properties in the Venn diagram circle labeled "After Evaporation."

“Procedure 7” Have students compare their recovered salt crystals with the kosher salt glued to their test mat. Guide them as they complete the following steps:

1. Use your hand lens. Look closely at the kosher salt glued to the test mat. 2. On Record Sheet 9-A, record the properties of the kosher salt in the circle of the Venn diagram labeled "Before Evaporation."3. Look at the salt before it was mixed with water. Compare it with the salt crystals from your Petri dish. How are they the same? How are they different? Discuss your thoughts with your partner.

Students will work in pairs to follow the steps of the scientific method by observing the physical properties of salt when dissolved in water and then evaporated back into crystals. (1.2 B and 1.5A,B)

Journal Writing

Students will communicate observations and provide reasons for explanations as they compare the original salt crystals and the new salt crystals by placing physical properties in a Venn diagram. (1.2 E, 1.3A, 1.5A,B)

Explain “Procedure 8” Have students share with the class their observations of both

solids. Using a marker of a different color for each circle, record students' observations on the two circles of the class Venn diagram titled "Comparing Salt Crystals."

“Procedure 9” Ask students to complete their Venn diagrams on their record sheet. They should write a word that describes both solids in the area where the circles overlap.

“Procedure 10” Have students share with the class. How are the solids alike? Where on the Venn diagram will I put this information? How were the salt crystals different before the evaporation? (1.4B) How were the salt crystals different after the evaporation? Where on the Venn diagram will I put this information? (1.2E,E 1.5A,B)

√ Reflection Where on the Venn diagram will I put this information?(1.2E,E)

Journal Writing Students will record and organize data using pictures, numbers, and words;

andcommunicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations about their observations in a Venn diagram. (1.2 E,E,, 1.4B, 1.5A,B)



How did the physical property of salt change from the beginning to the end? (1.2E.1.5A)

Elaborate “Final Activities 1” Ask students. What will happen if we add water to the salt

crystals in the Petri dishes? Why do you think so? “Final Activities 2" Distribute a small cup of water to each pair of students.

Have one student in each pair carefully add the water to the Petri dish and begin stirring. Ask partners to discuss their observations.

DifferentiationWhat do you do for students who need additional support?Extension 3 Set up an evaporation experiment with sugar water. Students can compare the sugar crystals with the salt crystals in this lesson. How are they alike? Different?What do you do for students who master the learning quickly? Extension 1 Students can prepare salt and water solutions in containers of different

shapes and sizes. Make a class graph of the various containers and record how long it takes for water to evaporate from each. Ask student to determine which kind of container produces the largest crystals.

Students will work with a partner to conduct another investigation into dissolving salt in water to repeat the investigation. (1.2 B)

Evaluate “Final Activities 3” Ask students to share their observations with the class. The

following questions can help guide the discussion:How did the salt crystals in the Petri dish change when you added water this time? (1.5A,B, 1.2E,E)Do you think the salt and water mixture in this lesson is the same as the salt and water mixture in Lesson 5? (1.4B, 1.5A, B, 1.2E)What do you think would happen if you let the dish sit for a few days? What makes you think so? (1.3B,1.2E, 1.5A,B)Can you think of any situations at home when a liquid disappeared like the water in the Petri dish? (1.2E, 1.5A,B)

"Assessment" In Lessons 7-9, students investigated the factors that affect dissolving and tested how the process of evaporation can be used to recover dissolved solids. Through class discussions and student observations recorded in science journals and record sheets, you can gather information that answers questions such as the following:Can the students recognize when a substance is dissolved? (1.5A)Does the student understand that some solids dissolve and others do not? (1.2E)Does the student recognize that stirring a solid (such as a sugar cube) in water helps it dissolve faster? (1.2E)Does the student recognize the factors such as the size of the particles or the temperature of the liquid can affect how fast a solid dissolves? (1.5A,B) Does the student recognize when something has evaporated? What information from Lessons 2 and 3 did the student apply to the evaporation of the salt and water solution in Lesson 9? (1.5B)Could the student easily compare the salt crystals in the Petri dish with the kosher salt used in Lesson 5? (1.4B) Did the student recognize that although the physical appearance of the salt is different, it is the same substance? Does the student distinguish between changes that occur rapidly (such as sugar dissolving in warm water) and changes that occur over longer periods of time (such as complete evaporation of the liquid in the Petri dish)? (1.4B, 1.5A,B)

Refer back to the Guiding Questions to assess students' knowledge of the


explanations using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A, B)



lesson/concept

Content Vocabulary: evaporation gas water vapor evaporación gas vapor de agua

Academic Vocabulary: construc

t draw

conclusions identify test observe measur

e record compar

e

construir

saque conclusiones

identificar

haga prueba

observer

medir anote compar

ar

ResourcesSTC Changes Lesson 9, Changing Salt Water to CrystalsTeacher Notes:


Anticipated Skills for SAT/ACT/College Board/Career/LifeFMA 2nd Grade 2008-09

One morning, rain made a puddle under the swings. By 4:00 in the afternoon, the water in the puddle probably dried up from –

A evaporation caused by the Sun's heatB more rain falling from the cloudsC freezing and melting of the puddle

Answer A

3rd Grade 2004Growing Crystals Recipe

Bring 236 mL of water to a boil for 3 minutes. Add 1 cup of sugar and boil for 3 minutes. Pour into a glass container. Place a string, bolt and pencil as shown in the diagram below.

13 The Growing Crystals Recipe set up as shown above is an example of a system. The parts of the system are labeled. Each part has an important role in the growing of a crystal. What is the role of the string and bolt?A They keep the water level even in the

container.B They keep insects out of the sugar and water

solution.C They provide material for the crystals to attach

to and grow on.D They provide materials to measure the depth

of the water.

5th Grade 2004

12 Which of these when mixed with water would not evaporate and form a crystal?

A Epsom SaltB Table SaltC SugarD Sand

Answer - D



Answer - C





How did the black ink change? (1.2E, 1.5A) How did the green ink change? (1.2E,1.5A) From what you observed what colors were mixed to make black ink?

(1.2E,1.4B, 1.5A) Did anything surprise you? If so, what? (1.2E) Were you able to answer any of your own questions recorded on the

newsprint? (1.2E) Which color made a larger spot? A smaller spot? (1.2E,1.5A) Which color became lighter? Which color became darker? (1.2E,1.5A) Did the investigation change the texture of the paper? (1.2E,1.5A) Did the __________ color change location such as closer to, nearer to, and

farther from ___________? (another color)(1.2E,1.6C) Did the ______________ color move in a straight line, zig zag, up and down,

back and forth, round and round, and fast or slow? (1.2E,1.6D)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 10 Separating Mixtures of ColorThe 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 brainstorm how colors change when mixed. I can use

chromatography to separate black and green inks into their component colors. I can classify objects by observable properties of the materials from

which they are made such as larger and smaller, heavier and lighter, shape, color, and texture. (1.5A)

I can describe the change in the location of an object such as closer to, nearer to, and farther from. (1.6C)

I can demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.(1.6D)


“Procedure 1” Ask students. Have you ever mixed paints, or blended colors in a drawing? Have you ever mixed drops of different colors of food coloring? How did the colors change when they were mixed? How did the colors mix on our spinning tops? Record students' ideas. (1.2E,1.5A)

“Procedure 2” Let students know that in this lesson, they will use filter paper to separate ink into its hidden colors. Encourage students to add to the list any questions they may have about separating colors. (1.2)

“Procedure 3” Distribute and review Record Sheet 10-A: Separating





Mixtures of Colors or have the students draw a chart in their journal. Explore “Procedure 4” Have students collect their materials from the distribution

center. “Procedure 5” Show students a dropper bottle. Have them practice releasing

onto the cardboard tray one drop of water at a time. “Procedure 6” Guide students as they complete the following steps (1.2B,

1.5A):1. Place the tip of the black marker on the center of one of the filter papers. Do not move the marker. Hold it there for four seconds (count - one- 1000; two - 1000, and so one). Blow on the ink mark to help it dry.

2. Place the tip of the green marker on the center of the other sheet of filter paper. Hold the marker in place for four seconds. The set the filter paper aside to let the ink dry.3. Place the filter paper with the black ink mark over the large cup so it lies flat. Center the black mark over the cup.4. Using the dropper bottle (or bent over straw) place one drop of water on the ink mark. Squeeze the bottle very gently.5. Wait three to four seconds. Discuss with your partner the changes you see.6. Now place another drop of water on the ink mark. Remember to use only one drop. Wait three to four seconds. Observe. Discuss your observations. Do this two or three more times until there is no more change. 7. Record your observations on the record sheet. (1.4B)

Facilitate by asking questions such asWhich color made a larger spot? A smaller spot? (1.2E,1.5A)Which color became lighter? Which color became darker? (1.2E,1.5A)Did the investigation change the texture of the paper? (1.2E,1.5A)Did the __________ color change location such as closer to, nearer to, and farther from ___________? (another color)(1.2E,1.6C)Did the ______________ color move in a straight line, zig zag, up and down, back and forth, round and round, and fast or slow? (1.2E,1.6D)

“Procedure 7” Have students repeat the investigation with green ink using the following procedure: (1.2B, 1.5A,1.2E)

1. Remove the filter paper that you used to separate the black ink. With a pencil (not a marker), write "Black" near an outer edge of the filter paper. Set the filter paper aside to dry. 2. Place the filter paper with the green ink mark on the cup so it lies flat across the top. Center the ink mark over the cup.3. Place one drop of water on the green mark. Wait. Observe the changes. Discuss them with your partner.4. Place another drop of water on the green mark. Again, wait to observe the changes. Repeat this two or three more times. Write the changes on your record sheet. (1.4B)5. Remove the filter paper. With a pencil, write "Green" near an edge of the filter paper. Set the filter paper aside to dry.

Facilitate by asking questions such asWhich color made a larger spot? A smaller spot? (1.2E,1.5A)Which color became lighter? Which color became darker? (1.2E,1.5A)

Students will work in pairs to conduct an investigation into the physical properties of color and how the color black is made of many different colors (green is made of yellow and blue, and investigate other color mixtures). (1.2 B, 1.5A, 1.6C,D)



Did the investigation change the texture of the paper? (1.2E,1.5A)Did the __________ color change location such as closer to, nearer to, and farther from ___________? (another color)(1.2E,1.6C)Did the ______________ color move in a straight line, zig zag, up and down, back and forth, round and round, and fast or slow? (1.2E,1.6D)

Explain “Final Activities 1” Have students discuss their observations. Ask questions

such as the following:How did the black ink change? (1.2E,1.3A, B, 1.5A)How did the green ink change? (1.2E,1.3A,B,1.5A)From what you observed what colors were mixed to make black ink? Green ink? (1.2E,1.5A)Which color made a larger spot? A smaller spot? (1.2E,1.5A)Which color became lighter? Which color became darker? (1.2E,1.5A)Did the investigation change the texture of the paper? (1.2E,1.5A)Did the __________ color change location such as closer to, nearer to, and farther from ___________? (another color)(1.2E1.6C)Did the ______________ color move in a straight line, zig zag, up and down, back and forth, round and round, and fast or slow? (1.2E,1.6D)

√ Reflection Did anything surprise you? If so, what? (1.2E) Were you able to answer any of your own questions recorded on the

newsprint? (1.2E)

Students are identify and explain a problem and propose a solution in his/her own words to record their observations. (1.3 A,B and 1.5A)

Students will communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations. (1.2E, 1.5A, 1.6C,D)

Elaborate Have the students choose another color to investigate. Children can repeat

the process with a color of their choice. (1.2B, 1.5A, 1.3A, B) “Procedure 8” Clean up and keep filter papers.

DifferentiationWhat do you do for students who need additional support?Extension 1 Have students make a drawing on white construction paper with markers and then paint the drawing with water. Predict and watch the colors spread.

What do you do for students who master the learning quickly? Extension 3 Students can create rainbow circles using a circular coffee filter,

colored markers, and water. Have students use markers of various colors to draw several lines or designs in the center of the coffee filter. Then fold the filter in half and again into fourths, so it is shaped like a cone. Dip the point of the cone (where the drawing is hidden) into a large cup that is half full of water. Keep the filter folded and allow it to dry for a few hours. Open the filter. What a surprise!

Students are identify and explain a problem and propose a solution in his/her own words to investigate and explain the changes in the appearance of colored ink. (1.3 A,B and 1.5A)

Evaluate Have the students respond to one or more of the following questions orally or

in their journals (1.6D).How did the black ink change? (1.2E,1.3A, B, 1.5A)How did the green ink change? (1.2E,1.3A,B,1.5A)From what you observed what colors were mixed to make black ink? Green ink? (1.2E,1.5A)Which color made a larger spot? A smaller spot? (1.2E,1.5A)


using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A,B,1.6C)



Which color became lighter? Which color became darker? (1.2E,1.5A)Did the investigation change the texture of the paper? (1.2E,1.5A)Did the __________ color change location such as closer to, nearer to, and farther from ___________? (another color)(1.2E1.6C)Did the ______________ color move in a straight line, zig zag, up and down, back and forth, round and round, and fast or slow? (1.2E,1.6D)


Content Vocabulary: Ink tinta

Academic Vocabulary: construct draw conclusions make decisions use information discuss justify record compare identify observe measure construir saque conclusiones toma decisiones utilice información discuta justifique observar medir anote comparar

ResourcesSTC Changes Lesson 10, Separating Mixtures of ColorTeacher Notes: Vis-à-vis Overhead Pens (not permanent) will work well for this investigation. You may want to try other water base markers for various results.Coffee maker filter papers can be substituted for the cone shaped coffee filters.





3rd Grade 200712 A student was testing unknown white powders in her

science class by adding different liquids to the powders. She was using the chart above to conduct her tests. She always placed a small amount of the powder she was testing in a special spot and did not add anything to that powder. By doing this, she was able to see how the powder had looked before she added any liquids to it. The reason the student had a special spot of untested powder was —

A to have some extra powder to add more liquid to if she wants

B to have something with which to compare the tested powders

C to test that powder with clean waterD to test that powder with salt water

Answer - B

5th Grade TAKS Simulation 2007

32 Equal masses of paper towel were used to soak up water from a cup. Which question can be answered from the information above?

F Which paper towel is the best buy?G Which paper towel is most absorbent?H Which paper towel is the most colorful?J Which paper towel is safest for the environment?

Answer - G





Which method did you decide to use to separate your mixture? How well did this method work? How do you know if it worked? (1.3A, B,1.2E)

Which method did you try next? How well did this method work? How do you know if it worked? (1.3A, B,1.2E)

How can you separate the dissolved white solid from the liquid? (1.2E, 1.5A)

How can you dry the black solids? (1.2E,1.5A) What will happen to the liquid over the next few days? (1.2E, 1.5B)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 11 Separating a Mystery MixtureThe 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 use the methods from the previous lessons to

separate mixtures into their components. I can use data from previous lessons and simple tools to gather information about the properties of a mystery mixture. I can use problem solving to determine which tests to use to separate a mixture into its components. I can predict how the components of the newly separated mixture will change over time.


“Procedure 1" Let students know they will become detectives in this lesson, using what they have learned in the unit to identify and separate the components of a mystery mixture.

“Procedure 2” Ask students. What methods have we used so far in investigate mixtures? Why did we need so many different ways?

“Procedure 3” Inform students of their challenge. Each student pair will receive a mystery mixture of two solids. They are to do the following:

1. Identify the two substances in the mixture. (They are household substances.)2. Separate the substances.



Explore “Procedure 4” Discuss Record Sheet 11-A. Explain that the record

sheet will help guide their investigation. Students will use previous investigations knowledge to work in pairs to conduct an investigation into a Mystery Mixture. (1.2 B)



“Procedure 5” Have one student from each pair pick up the following materials from the distribution center: a tray, one small cup containing the mystery mixture, a measuring spoon, two hand lenses, and one piece of orange construction paper.

“Procedure 6” Ask each pair of student to use their taster spoon to place a small amount of the mixture on the orange paper. Allow students time to observe their mixtures. Conduct a preliminary discussion about the mixture, asking students what they observe.

“Procedure 7” Ask students. What have you learned in this unit that might help them separate the mixture?

“Procedure 8” Ask students to collect the remaining materials from the distribution center and begin their detective work. Remind them to use the record sheet to guide their investigation.

Explain “Final Activities 1” Have students share the results of their detective

work so far. Invite them to describe the methods they have used to try to separate their mixtures. (1.6A)

√ Reflection Which method did you decide to use to separate your mixture? How well

did this method work? How do you know if it worked? Which method did you try next? How well did this method work? How do you know if it worked? (1.2 B-E,1.5A,B)

Students will use previous investigations' knowledge to work in pairs to continue to conduct the investigation into a Mystery Mixture. (1.2 B)

Students will sort objects according to their parts/characteristics. (1.5A)

Elaborate “Final Activities 2” Most students will have stopped at the point of

having a salt and water solution and/or filter paper covered with pepper. Have students discuss and complete the final steps on Record Sheet 11-A.

1. How can you separate the dissolved white solid from the liquid? (1.2B, 1.5A,B)2. How can you dry the black solids? (1.2E,1.5B) (Place near a warm spot such as a heater or overhead projector. Check temperature with a thermometer.)3. Ask students to use index cards to label their liquid and the wet filter paper with their group letter.4. Have students predict. What will happen to the liquid over the next few days? (1.2E, 1.5B)Differentiation

What do you do for students who need additional support?Extension 3 Gather books and magazine articles on crystals for students to browse through.

What do you do for students who master the learning quickly?Students may want to research which birthday crystal gems are for each month of the year.

Students will communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations to explain the process of separating the white solid from the black solid. (1.2 E and 1.5A,B)

Students will use a warm spot to dry the black solids. (1.5B)

Evaluate"Assessment” Lesson 11 serves as an embedded assessment. It will help you assess your students' understanding of the concepts presented in Lessons 1-10. Use the following questions to guide your assessment;

Can the student recognize a mixture? (1.2E,1.5A)Can the student accurately describe the solids and/or liquids that make

Journal WritingStudents will communicate observations and provide reasons for explanations using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A)



up a mixture? (1.2E,1.5A)

Can the student identify and describe what happens when a solid dissolves in water? (1.5A)Does the student use his or her previous experience with separating various mixtures to separate the mystery mixture? (1.3A)Does the student apply his or her understanding of evaporation gained in Lesson 3 to new situations? (1.5B)Are the student's written and oral observations and drawings becoming more detailed? (1.2E)Is the student beginning to make predictions on the basis of observation and experience rather than of random guesses? (1.2E)Does the student accept that some changes take place quickly and others take more time? (1.2E, 1.5A)


Content Vocabulary: mystery detective misterio detective

Academic Vocabulary: construct draw conclusions make decisions use information discuss justify record compare identify observe measure construir saque conclusiones toma decisiones utilice información discuta justifique observer medir anote comparer

ResourcesSTC Changes Lesson 11, Separating a Mystery MixtureTeacher Notes:





4 After evaporation, water can return to the Earth in the form of –

A riversB puddlesC cloudsD rain

Answer D

3rd Grade 2004

Sand Clay

2 Two soil samples were tested to see how much water each could hold. One funnel contained ½ cup of sand and the other contained ½ cup of clay. One cup of water was added to each funnel of soil. What is most likely to happen?A Water will flow through both containers at the

same rate.B The clay and sand will both retain all of the water.C The clay will retain more of the water than the

sand.D The sand will retain more of the water than the

clay.

Answer - C

5th Grade 2006

8 Which of the following methods is BEST for separating a mixture composed of pieces of gravel and sand?

F Using filter paperG Stirring the mixture with a spoonH Removing each substance by handJ Pouring the mixture through a screen

Answer - J





What changes did you observe when you added baking soda to water? (1.2E,1.5A)

What changes did you observe when you added baking soda to vinegar? (1.2E,1.5A)

What happened that surprised you? (1.2E) Did a new substance form in either cup? (1.2E,1.5A) How do the changes you observed in this lesson compare with those you

observed in earlier lessons? (1.4B,1.2E,1.5A)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 12 Bubbles and Fizz: Observing a Chemical ReactionThe 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 observe and describe the physical properties of baking soda,

water, and vinegar. I can mix baking soda and water and describe what I observe. I can mix baking soda and vinegar and describe what I observe. I can compare my observations. I can discuss the bubbles produced by the reaction of baking soda and vinegar. (1.2B-E, 1.5A)


Teacher will go over the safety concerns and rules for working with vinegar in the classroom. (No tasting!)

“Procedure 1” Share with the class that they will mix baking soda with water, and then, with vinegar. They will observe and compare the changes that occur in each case. (1.4B)



Explore “Procedure 2” Have each pair of students collect a tray, two wooden stirrers , two

hand lenses, and a piece of black paper. Ask them to put the black paper on their paper trays. Go around the room and using your spoon, place on each piece of black paper a sample of baking soda. Do not use the baking soda in the small cups.

“Procedure 3” Invite students to use their hand lenses and other senses (such as

Students will work in pairs to follow the steps of the scientific method by conducting an investigation into the physical properties of baking soda and vinegar. (1.2 B, 1.5A)

Students will collect data and make observations; then record and organize data using pictures, numbers, and words; and finally communicate observations and provide reasons for explanations using student-generated



touch) to observe the baking soda. Remind them of the proper technique for smelling an unknown substance in science (wafting). Have them discuss the properties of the soda with their partners.

“Procedure 4” Ask students to share their observations with the class. Display the "Changes Observed Chart from Lesson 7. Do any of the solids on the chart have properties (color, texture, size) similar to those of the baking soda? (1.5A)

“Procedure 5” Have students scrape the baking soda from the black paper onto the tray. Ask them to turn the black paper over to the clean side and place it on the tray so the clean side faces up. Then have students collect the remaining materials, including the cups of liquid, from the distribution center.

“Procedure 6” Ask students to place the two cups of liquid on their black paper. Direct their attention to the label on each cup, W and V.

“Procedure 7” Ask students to use their senses to observe the liquids. Remind them of the proper technique for smelling an unknown substance in science. Also remind them not to use the sense of taste in this unit.

data from simple descriptive investigations to explain the physical properties of baking soda and vinegar. (1.2 B-E and 1.5A)

Explain “Procedure 8” Have students describe each liquid.

How are they alike? How are they different? (1.2E, 1.4B)

√ ReflectionWhat happened that surprised you? (1.2E)Did a new substance form in either cup? (1.5A)How do the changes you observed in this lesson compare with those you observed in earlier lessons? (1.4B, 1.2E, 1.5A)

Journal Writing Students will communicate observations and provide reasons to compare

about the physical properties of each liquid. (1.2 E, 1.4B,1.5A)

Elaborate “Procedure 9” Guide students as they complete the following steps:

Pour one cup of baking soda into the water and the other cup of baking soda into the vinegar at the same time (just as you did in Lesson 8 with salt)Do not stir. Observe any changes. Discuss the changes with your partner. (1.4B, 1.2C, D, 1.5A)

“Procedure 10” Direct students' attention to the new class chart "Comparing Changes." Have them share observations about combining the baking soda with water and with vinegar. Record their observations on the chart. (1.3A, B, 1.4B)

“Procedure 11” Ask the student "stirrers" to stir both mixtures (approximately 10 times). Encourage students to discuss their observations with their partners.

“Procedure 12” Again direct students' attention to the class chart "Comparing Changes." Have them share any additional observations. Record these on the chart. How did stirring the mixtures change them? (1.5A)

DifferentiationWhat do you do for students who need additional support?Have students read the label on the baking soda box to find out about the different ways baking soda can be used at home.

What do you do for students who master the learning quickly? Have students follow the directions for baking a cake. Ask the ladies in the cafeteria

to bake the cake or use a microwavable cake mix. Ask student to identify ingredients in the illustration directions that will change when the cake is baked. Have them draw a sequence of pictures showing the cake from start to finish. Have students look at a piece of cake. Can they find the air holes? What caused them?

Students will work in pairs conduct an investigation into the changes of the physical properties of baking soda and vinegar when mixed, and baking soda and water when mixed. (1.2 B, 1.5A, 1.4B)

Students will identify and explain a problem and propose a solution in his/her own words about the changes in the physical properties of baking soda mixed with vinegar, compared to the mixing of baking soda and water. (1.3 A and 1.5A)



Evaluate “Final Activities 1” Ask students to think about the materials they mixed in this

lesson and to describe any changes that occurred. Guide a class discussion with questions such as the following:

What changes did you observe when you added baking soda to water? (1.2E, 1.5A)What changes did you observe when you added baking soda to vinegar? (1.2E, 1.5A)What happened that surprised you? (1.2E)Did a new substance form in either cup? (1.2E,1.5A)How do the changes you observed in this lesson compare with those you observed in earlier lessons? (1.2E, 1.5A,1.4B)

“Final Activities 2" Ask students to describe the new substance they observed when they mixed the baking soda and vinegar. Inform them that when some materials, such as vinegar and baking soda, are mixed, a chemical reaction occurs, producing a new substance, such as a gas. They see the gas as bubbles. Let students know that during the next few lessons, they will investigate other changes.



explanations using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E, 1.4B, 1.5A)

Content Vocabulary: react bubbles vinegar baking soda reaccione burbujas vinagre bicarbonate de sosa

Academic Vocabulary: compare communicate record observe measure comparer comunicar anote observer medir

ResourcesSTC Changes Lesson 12, Bubbles and Fizz: Observing a Chemical ReactionTeacher Notes:



5 The students placed an effervescent tablet in water. The students could draw the conclusion that the tablet changed from a —

A gas to a solid

B solid to a gas

3rd grade 2007 5th Grade 2006

5 Which of these should the students avoid while doing this activity?

A Using a metal teaspoonSAISD © 2010-11 – Third Grading Period Science Grade 1 Page 131 of 145


C liquid to a gas

Answer B

10 The students analyzed the data above to decide which unknown chemical when mixed with vinegar created a gas. They decided the unknown chemical that makes a gas when mixed with vinegar is —

A redB yellowC greenD blue

Answer - D

B Using a plastic bowlC Stirring the vinegarD Tasting the mixture

Answer - D





What happened to the tablet when you put it in the bag of water? (1.2C, D, E 1.5A)

How did the tablet change? (1.2E,1.5A) How did the water change? (1.2E,1.5A) What happened to the bag when you sealed it? Why do you think this

happened? (1.2E,1.5A) What do you think made the bag change? (1.2E,1.5A) What was left in the bag? (1.2E,1.5A) Did anything happen that surprised you? If so, what? (1.2E)




The student knows that objects have properties and patterns. The student is expected to: ;(K.5)

(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture(



The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 13 Gas in a BagThe 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 an investigation and observe the changes

that occur when I put an effervescent tablet into a bag of water. I can discuss my observations and describe how the tablet and the water change. I can observe and discuss the properties of a gas. (1.2B-E, 1.5A)


“Procedure 1” Have students think of some things that "fizz" or produce bubbles (such as soda pop). If no one mentions it, remind students about the vinegar and baking soda they mixed in Lesson 12, and the effervescent tablet and water they observed in Lesson 1.

“Procedure 2” Show students an effervescent tablet. What do you remember about it from Lesson 1? Explain that in today's lesson they will more closely observe and investigate the bubbles that form when the tablet and the water react.

“Procedure 3” Have students divide a page in their science journals into two columns. Have them label the left hand column "Tablet in a Cup" and the right hand column "Tablet in a Bag." Students should date the page.



Explore “Procedure 4” Have the student collect their materials from the

distribution center. “Procedure 5” Guide students as they complete the following steps:



(1.2B, 1.5A)1. Remove the half tablet from the plastic cup and observe it with your hand lens. Do not use the whole table. It will be used later in the lesson.2. Use your senses of sight, touch, and smell (not taste) to gather more information about the half tablet.3. Drop the half tablet into the large plastic cup of water and observe any changes that occur.4. Have a student hold the cup and notice the feel of the temperature. Is the cup changing temperature? Is it getter colder or hotter?

Journal Writing Students will work in pairs to conduct an investigation into the physical properties of

an effervescent tablet and compare to its physical properties after being mixed with water. (1.2 B, 1.5A)

Explain “Procedure 6” Have students draw a picture in their science journals

under the heading "Tablet in a Cup" that shows what happened to the half tablet. Also have them record, in writing, how the half tablet looked before and after it was placed in the cup of water. (1.2E, 1.5A)

“Procedure 7” Have students share their observations. Record them on the class chart "Comparing Changes." Student responses might include comments such as the following; "the tablet melted when I put it in the water." "It melted real fast." "I could see and feel the bubbles jumping out of the cup." "It made a 'SSSS' sound!"

“Procedure 8” Referring to the class chart "Comparing Changes," ask students to compare their observations of the effervescent tablet and water from this lesson with their observation of the vinegar and baking soda in Lesson 12. Let them know that the bubbles in both lessons are a gas that scientists call carbon dioxide. They will now explore the properties of this gas by using a resealable bag.

√ Reflection.What happened to the tablet when you put it in the bag of water? (1.2C, D, E 1.5A)How did the tablet change? (1.2E,1.5A)How did the water change? (1.2E,1.5A)What happened to the bag when you sealed it? Why do you think this happened? (1.2E,1.5A)What do you think made the bag change? (1.2E,1.5A)What was left in the bag? (1.2E,1.5A)Did anything happen that surprised you? If so, what? (1.2E)

Journal Writing Students will record and organize data using pictures, numbers, and words; and

communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations to describe the results as they compare this investigation with the baking soda and vinegar investigation. (1.2 E,E,1.5 A)

Elaborate “Procedure 9” Guide students as they complete the following steps:

(1.2B)1. Working together, have one partner hold the bag open, with the resealable end up. Have the other partner pour the small cup of water into the bag. 2. Gently squeeze the bag to remove as much air as you can. 3. Seal the bag. Leave a small opening just big enough for an effervescent tablet to fit through. Describe the temperature of the bag. (1.2B)4. Have your partner drop the whole tablet through the opening into the bag. Try not to let any air in the bag. 5. Quickly seal the bag tightly. Observe any changes. Is there a temperature change? (1.4B)6. Shake the bag gently. Discuss your observations with your partner.


words to explain the changes in the appearance of the tablet in a bag. (1.3 A,B and 1.5A)



7. When you think you are finished, gently squeeze the bag between your hands. What do you feel? 8. After a few minutes, draw a picture of what happened in the column labeled "Tablet in a Bag" in your science journal. Then record your observations in writing.

DifferentiationWhat do you do for students who need additional support?Extension 1 Students may want to allow some of the effervescent tablet and water to evaporate in a Petri dish. Label the Petri dishes with their name and the date. Students can make a log of their observations and compare them with the observations of their Petri dishes from Lesson 9.

What do you do for students who master the learning quickly?Extension 5 Create a "What's the Matter?" bulletin board. Divide it into three columns. Label the columns "Solids," "Liquids," and "Gases." Have students collect a few of each and place in a resealable bag to place on the bulletin board

Evaluate “Final Activities 1” Invite the class to discuss their observations. Use

questions such as the following:What happened to the tablet when you put it in the bag of water? (1.2C, D, E 1.5A)How did the tablet change? (1.2E,1.5A)How did the water change? (1.2E,1.5A)What happened to the bag when you sealed it? Why do you think this happened? (1.2E,1.5A)What do you think made the bag change? (1.2E,1.5A)What was left in the bag? (1.2E,1.5A)

“Final Activities 2" Ask students to offer additional observations about the tablet and water. Record their observations in the appropriate column of the class chart "Comparing Changes." (1.4B)

"Final Activities 3" Display the "Properties" chart from Lesson 3. Ask students to think about the gas in the bag and to describe additional properties of gases. Add their ideas to the chart.



student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E, 1.4B, 1.5A)

Content Vocabulary: Gas gas

Academic Vocabulary: gather information use simple equipment construct draw conclusions observe measure record juntar información utilice equipo simple construir saque conclusions

ResourcesSTC Changes Lesson 13, Gas in a Bag!Teacher Notes:



observar medir anotar



5 The students placed an effervescent tablet in water.

The students could draw the conclusion that the tablet changed from a —

A gas to a solid

B solid to a gas

C liquid to a gas

Answer B

3rd Grade 2004

1 Safe practices to follow when using a chemical in the classroom include—

A keeping the chemicals under the deskB using only glass containers to hold the chemicalsC wearing eye goggles when using the chemicalsD touching chemicals only using one finger

Answer - C


33 Which of the following is a mixture that can be separated without evaporation?

A salt waterB sugar waterC dinner saladD grape flavored drink

Answer - C





Have you ever tasted soda pop? (1.2E, 1.5A) What area the physical properties of soda pop? (1.5A, 1.2E) What makes the bubbles? (1.2E) Why does soda pop fizz when you open it? (1.2E, 1.5A)







The teacher will… So students can…5E Model of InstructionUse STC Changes Lesson 13 Reading Selection "Putting the 'Pop' in Soda Pop" The teacher will prepare for the lesson by reading each lesson step prior to the lesson.Engage Main Idea: I can read about carbon dioxide and how it is added to soft

drinks and relate it to my investigations. Teacher will review the previous day’s lesson and add to the KWLS chart as

needed. “Introducing the Reading” Ask students. What happens when you open a

can or bottle of soda pop? Why do they think it fizzes when you open it? Tell students they will now read about how soda pop is made in the factory and what causes the bubbles and fizz.



Explore

“Reading” Use the Learning Logs Reading Strategies for your students to read the selection. This short story lends itself to a sequencing activity. After reading the story aloud to the class, hand an envelope to each pair of students. Inside, they find the story, which you have duplicated and cut into five paragraphs. The students' job is to glue the paragraphs in the correct sequence.

What would happen if the bottles did not go through each step? (1.3B, 1.5A)

Journal Writing Students will use reading strategies to read the expository text selection to

investigate the reason soda pop fizzes. (1.5A)

Explain “Processing the Reading Selection” Do you think there is any similarity

between the "pop" in soda pop and the bubbles you saw in their plastic bags?

What happens if you let a glass of soda sit overnight, or if you don't reseal a


using student-generated data from simple descriptive investigations to connect the previous investigation to the real world application. (1.2 E and 1.5A)




http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/gr1/gp3/reading_selections_for_changes/putting_the_pop_in_soda_pop_page_15.rtf

bottle tightly after using part of it? Why do you think that happens? (1.2E, 1.5A)What happens when you open a warm bottle of soda? How is this soda different from soda in a can you have stored in the refrigerator? (1.2E, 1.5A)

√ ReflectionHave you ever tasted soda pop? (1.2E, 1.5A)What area the physical properties of soda pop? (1.5A, 1.2E)What makes the bubbles? (1.2E)Why does soda pop fizz when you open it? (1.2E, 1.5A)What have we learned about soda and its bubbles? (1.2E,E)

Elaborate Take the students outside with two cans of the same kind of soda. Have the

student sit in a line. Have the students observe as you open the first can of soda. Now ask the students as you shake the unopened can of soda. What will happen when I open this can of soda? Why do you think so? Open the second can pointing the can away from the students. Why do you think this can overflowed and the first one did not? (The reason a soda can explode when opened after it is shaken is because the gaseous space inside the can is dispersed throughout the soda, creating tiny bubbles all along the inside surface of the can. These bubbles allow other bubbles to form on them easily so that when the can is opened lots of carbon dioxide is released from the water all at once. Tapping the top of the can knocks most of these bubbles off the inside walls of the can, returning them to one large gaseous space, this prevents an explosion of bubbles.) (1.3A, B, 1.5A)

DifferentiationWhat do you do for students who need additional support?Extension 3 - Students can capture, in a balloon, the gas produced when baking soda and vinegar react. Using a funnel, pour 15 ml (1 tablespoon) of baking soda into a balloon. Pour 113 ml (1/2 cup) of vinegar into a 1 liter (1 qt) bottle. Carefully slip the neck of the balloon over the neck of the bottle. Then lift the balloon and shake it so the baking soda falls into the vinegar. What happens to the balloon? Why?

What do you do for students who master the learning quickly? Extension 4 -Have the students write a story from the point of view of an

effervescent tablet.


own words to explain the changes in the amount of fizz in a soda bottle.(1.3 A,B and 1.5A)

Evaluate “Final Activities 5” Discuss the following questions:

Have you ever tasted soda pop? (1.2E, 1.5A)What area the physical properties of soda pop? (1.5A, 1.2E)What makes the bubbles? (1.2E)Why does soda pop fizz when you open it? (1.2E, 1.5A)

“Assessment" You can compare the observations students made in their science journals during this lesson with their observations on Record Sheet 1-A: Looking at Changes in a Solid and Liquid. Use the following questions to guide the assessment.How have the student's observations changed over the course of the unit? Are they more refined and more specific? (1.2E) Does the student use vocabulary appropriate to the unit? (1.2E)Does the student now use more descriptive words when observing a solid and a liquid and the changes that result when they are mixed? (1.2E)Does the student use the term "gas" when describing the bubbles in the mixture?

Journal WritingStudents will communicate observations and provide reasons for explanations using student-generated data about the investigations compared to the reading selection to describe the changes which were observed and recorded. (1.2 E and 1.5A)



(1.4A)Does the student recognize that the gas resulted from a reaction between the water and the effervescent tablet? (1.5A)After completing this investigation, what new properties of gases does the student recognize? (1.5A)After completing the reading selection, can the student apply knowledge gained from this lesson to something in his or her life?


Content Vocabulary: carbon dioxide dióxido de cabono

Academic Vocabulary: communicate make decisions use information comunicar toma decisiones utilice información

ResourcesSTC Changes Lesson 13, Reading SelectionTeacher Notes:



3rd Grade 2006

5 Which label indicates that the drink does not contain sugar?

Answer - C


35 Students make models of the states of matter, using marbles and glue. The model that most likelyrepresents a gas is –

A Model Z, because it takes the shape of its containerB Model Y, because it keeps its own shape in the

containerC Model X, because it fills the space of the containerD not shown in Models X, Y, or Z

Answer - C




Third Grading Period Week 8 Friday and Monday (Week 9) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What happened to the steel wool rinsed with water? (1.2E, 1.5A) What happened to the steel wool rinsed with vinegar? Did anything

surprise you? If so, what surprised you the most? (1.2E, 1.5A) Did any new substance appear in either cup? If so, what was it?

(1.5A) How are the three samples alike? How are they different? (1.2E,

1.4B)







5E Model of InstructionUse STC Changes Lesson 14 Looking at Rust 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 discuss what I know about rust and things that rust. I can observe and describe the properties of a new solid - steel wool. I can rinse steel wool samples with vinegar and water. I can observe and describe the results. I can compare physical changes in three steel wool samples. I can predict what will happen to the three steel wool samples after they sit overnight.

Teacher will review the previous day’s lesson and add to the KWLS chart as needed. “Procedure 1” Let students know they will investigate a solid substance they may have seen before - rust. Find out

what students know and want to learn about rust. Record their ideas on the brainstorming list titled "What We Know and Want to Learn about Rust." You may need to focus the discussion by asking questions such as the following:

What are some rusty things you have seen? (1.2E)What did they look like? How did you know they were rusty? (1.2E)Where was the rusty object located? Where do you think rust comes from? (1.2E)What questions do you have about rust? (1.2A)

“Procedure 2” Show the class a cup containing a piece of steel wool. Survey students to find out how many have seen a steel wool pad for washing pans, scrubbing the metal rims on car wheels, or sanding furniture. Let them know that in this lesson, they will rinse two steel wool samples with different liquids, leave one sample dry, and compare the results.

“Procedure 3” Have students title a page in their science journals "Dry Steel Wool." They should title a second page "Steel Wool and Vinegar" and a third page "Steel Wool and Water." Ask them to divide each page into two columns. They should put today's date at the top of the left hand column on each sheet. They will use the right hand column to write their final observations of the steel wool samples in a day or so.





Explore “Procedure 4” Before students pick up their materials, remind them of the safety concerns with steel wool (see the Note

in the Background). Have students collect their materials from the distribution center. “Procedure 5” Demonstrate how to use the forceps (you may substitute toothpicks). Encourage students to practice

picking up items with the forceps. “Procedure 6” Guide students as they complete the following steps (1.2B):

1. Use a hand lens to observe a sample of steel wool through the side of the cup. Hold the cup in you hand. What do you feel? (Is it heavy or light?) 2. Draw the steel wool in the left hand column on the page titled "Dry Steel Wool." Describe the dry steel wool in words.3. Remove the lid from one of the cups containing steel wool.4. Pour the cup of vinegar, marked V, over the steel wool.5. Use the forceps to move the steel wool around in the vinegar. If possible, turn the steel wool over with the forceps. This will help coat the entire piece. 6. Hold the steel wool in place with the forceps. Lift the cup and pour the vinegar back into the smaller cup. 7. Quickly put the lid on the large cup containing the steel wool. 8. Hold the bottom of the large cup tightly in you hands. Each partner should do this. What does the cup feel like? (Heat is an indication of a chemical reaction.)9. Set the cup on the table and observe it from the side. Discuss your observations with your partner.10. Use an index card to label the cup "Vinegar." Set the cup aside on your work space for 10 to 20 minutes. 11. Dry the forceps with a paper towel.

“Procedure 7” Have students repeat Procedure 6 using steel wool and water. Have them use an index card to label the cup "Water" and set it aside on their work space for 10-20 minutes.

Students will work in pairs to conduct an investigation into the physical properties of a steel wool and compare to its physical properties after being mixed with water and vinegar to make rust. (1.2 B, 1.5A)

Explain “Procedure 8” While students are waiting, ask them to record their observations of the steel wool in vinegar and in

water in their science journals on the appropriate pages. Remind them to keep the lids on both cups. They will make a second observation of the steel wool samples in a day or so.

(Possible Breakpoint) Repeat “Procedure 8” While students are waiting, ask them to record their observations of the steel wool in vinegar

and in water in their science journals on the appropriate pages. Remind them to keep the lids on both cups. They will make a second observation of the steel wool samples in a day or so.

√ Reflection What can you say about the changes and reactions you have seen so far? (1.2E, 1.5A)

Journal Writing Students will record their

observations about the steel wool and vinegar investigation, compared to the steel wool and the water investigation. (1.2 E, 1.5 A)

Elaborate Have the students make a list of objects from home and school which have rust on them. What do these items have in

common? (1.4B) Grouping and Changing Materials Activity

DifferentiationWhat do you do for students who need additional support?Extension 1 In a mixing center, arrange a variety of objects such as a metal spoon, aluminum washer, plastic fork, glass marble, wooden pencil, and an iron screw, or nail. Have students set up an investigation to see which objects will rust.

What do you do for students who master the learning quickly? Extension 2 Many metals have a protective coating to prevent rust. Have students brainstorm various protective

coatings (for example, vegetable oil, paint, petroleum jelly, or tape (They could apply to a metal to protect it.) Set up an investigation in which students coat three iron nails with different substances and leave one nail uncoated. Make a chart for students to record their observations over time

Journal Writing Students will compare and record

objects in the real world which have the same physical properties as the rust in the investigation. (1.2C,D,1.5 A, B)

Evaluate “Final Activities 1” Invite students to discuss their observation of the steel wool rinsed in vinegar and in water. Record Journal Writing



http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate.shtml

students' observations on the "Comparing Changes" chart. Focus the discussion using questions such as the following:What happened to the steel wool rinsed with water? (1.5A)What happened to the steel wool rinsed with vinegar? (1.5A) Did anything surprise you? (1.2E) If so, what surprised you the most?Did any new substance appear in either cup? If so, what was it? (1.5A)

“Final Activities 2" Show students the class sample of dry steel wool. Ask them to compare the dry steel wool with the samples rinsed in vinegar and in water. How are the three samples alike? How are they different? (1.5A,1.2E)


Students will communicate observations and provide reasons for explanations using student-generated data about the investigations to describe the changes which were observed and recorded. (1.2 E and 1.5A)

Content Vocabulary: rust steel wool moho lanas de acero

Academic Vocabulary: ResourcesSTC Changes Lesson 14, Looking at RustTeacher Notes: If you are buying steel wool at the store you need to make sure the steel wool does not have detergent in it.

compare communicate construct draw conclusions record observe measure

comparar comunicar construir saque

conclusiones anote observar medir



1st FMA 2009

2 Use the Venn diagram below to answer the following question.

According to the Venn diagram, the items in the middle represent a mixture of —

A gases and solids

B solids and liquids

C gases and liquids

Answer B

3rd Grade 2004

2 After a week of experimenting with chemical changes, a class had used many different substances made of small crystals. One of the tools the students should have used to study the crystals was a—

A hand lensB compassC magnetD pan balance

Answer - A

5th Grade 2004

1 Which of the pictures shown above best demonstrates safe practices when testing unknown chemicals?

Answer - I




Third Grading Period Week 9 Tuesday & Wednesday CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

See units See unitsThe Teaching and Learning Plan


5E Model of InstructionMain Idea: √ ReflectionThe purpose of this lesson is to allow students to reflect and review concepts learned this grading cycle using their science journals as a resource.

Engage Teacher will lead a discussion with the class surrounding the following: What science concepts have we learned this grading cycle?

Teacher will create a class Mind Map of all student suggestions. Teacher may want to use hand drawn pictures with the words for first grade. When students do their own, pictures alone are acceptable at this point. A Mind Map may be used as a graphic organizer to organize students' brainstorming around each of the main science concepts learned. An important concept/TEKS may be written in a circle with respective detailed thoughts about that concept radiating from the circle as shown below:

Each main concept (TEKS) should have a circle like the one pictured.

Students will reflect on the science concepts learned this grading cycle and assist teacher in the creation of a class conceptual mind map.



http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/4th/gp2/cooperative_learning_strategy.doc


Explore

After the class has brainstormed the major concepts taught this grading cycle, teacher should read the main concepts aloud

and go over the respective supporting details for each. Teacher will then ask students to get out their science journals. Today you will be using your science journals as a tool to review the major concepts covered this grading cycle.

Each small group will be using the Mind Map cooperative learning strategy to organize the main science concepts learned this nine week grading cycle.

Students will work in small groups to create a review Mind Map.

Explain Teacher will ask each small group to hang up and present their Mind Map to the class. Small student groups will present their

group review Mind Map

Elaborate After all small student groups have presented, teacher will ask students to make additions to their review Mind Maps as

necessary. If applicable, teacher will facilitate the addition of concepts covered but not included by the students in their presentations.

After small student group review presentations, student groups will make additions or adjustments to their Mind Maps.

Evaluate Students will be evaluated using a Formative Mini Assessment. Students will individually take the

Formative Mini Assessment.

Vocabulary: Content

reviewTEKS

review

Resources:

Chart paper and markers for each small groupIndividual student science journals








See units See units


The teacher will… So students can…

5E Model of Instruction

Main Idea: √ ReflectionThe purpose of this lesson is to allow students to reflect and review concepts learned this grading cycle by reviewing the vocabulary.Engage

Teacher will review vocabulary for the nine weeks from the word wall including the meanings of the words.

Students will reflect on the science concepts learned this grading cycle by reviewing vocabulary using different centers.

Explore

After the class has brainstormed about the definitions of the major vocabulary taught this grading cycle, teacher should explain

the Centers. Teachers may modify as needed.

Center 1 - Matching (Students will be given a group of vocabulary cards with matching pictures. Students are to match the word with the picture. When they are finished they will raise their hand to check have someone check their answers.Center 2 - Draw What I Say from the Match Mine Cooperative Learning Strategy using words from this nine weeks Center 3 - Build What I Write from the Match Mine Cooperative Learning Strategy using words from this nine weeksCenter 4 - Students will draw and write on a bulletin board piece of paper a picture of how they can reuse or recycle materials.Center 5 - Have students play "I Spy" with a picture or vocabulary words. Person giving the clues gives up to 4 clues and then must give the answer and let another person give the clues.

Students will work in small groups to review vocabulary in centers.

Explain Teacher will ask each person to explain what they are drawing, building, or writing about as they facilitate each center. Individuals will explain their work to

their teacher.Elaborate If time permits or a group finishes before the others, have the students choose a word to pantomime to the rest of the class.

Small student group create pantomimes for vocabulary.

Evaluate Students will be evaluated using a Formative Mini Assessment.

Students will individually take the Formative Mini Assessment.

Vocabulary: Content review

TEKS review

Resources:Chart paper and markers for each small groupIndividual student science journals





Documents

Science – Grade 1 - Home | San Antonio · Web viewStudents need to test metal objects to see if they contain iron and steel which attract to a magnet. Students also need to test