5E Lesson Plan # 2

TITLE OF THE LESSON: Exploring Liquids

TECHNOLOGY LESSON (circle one):        Yes      No

DATE OF LESSON: 2^nd week of Solid, Liquid, Gases unit

LENGTH OF LESSON:45 minutes

TEKS ADDRESSED: (b)  Knowledge and skills.

(1)  Scientific processes. The student participates in classroom and field investigations following home and school safety procedures. The student is expected to:

(A)  Demonstrate safe practices during classroom and field investigations; and

(2)  Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

(A)  Ask questions about organisms, objects, and events;

(B)  Plan and conduct simple descriptive investigations;

(E)  Communicate findings about simple investigations.

(4)  Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to:

(A)  identify and use senses as tools of observation

 

CONCEPT STATEMENT: Students will explore properties of liquids including cooking oil, and water.

PERFORMANCE OBJECTIVES:

Students will be able to:

• identify an object as a liquid.
• identify and list the properties of a liquid.
• compare properties of solids and liquids.

RESOURCES: Kate's Saturday Science Lesson Plan

http://site.educ.indiana.edu/Portals/368/lesson_plans/Kate%20Saturday%20Science%20Lesson%20Plan%20-%20fall%202008.pdf

SAFETY CONSIDERATIONS: Enforce the no tasting rule, students should not taste the liquids they are being given to observe.

SUPLEMENTARY MATERIALS, HANDOUTS:

• Properties of liquid chart
• 4 cups/ group
• 4 plastic spoons/ group
• 4 different liquids/ group
• Wax paper (1 piece per person)
• Brown paper bags
• construction paper
• Magnifying glass (1 per person)
• Properties of Liquid Chart (chart paper)
• Markers
• Sentence Strips
• KWL Chart
• Journals
• 2 new liquids (per group)
• 2 cups per group
• Flat surface (1 per group, marked with start and finish lines)
• Droppers (1 per liquid)

ENGAGEMENT		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Remind students of the previous lesson and discuss the observations about solids.	What did we find out about solids? We discussed properties of solids. What's a property? Get students thinking about how they looked at solids in different ways. Introduce today's topic of liquids.	Students will work in groups and compare and contrast the 4 liquids (observe in cups, stir, drip from spoon, feel). Groups will observe one spoon full of each liquid on wax paper with hand magnifying glasses.

EXPLORATION		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Give students 4 different liquids to observe Do not taste Wash your hands when you are done. Compare how the liquids look and anything else you notice	What do you notice about these liquids? Describe them? Are they similar or are they different? What makes them different? How do the different liquids respond when being dropped on wax paper or brown paper	Students will describe the color, thickness, and other things they notice. Some are thick. Some liquids bead up on wax paper others lay flat.

EXPLANATION		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
As a group, discuss and record observations of each Share out as a whole class. Record observations on the class Properties of Liquid chart.	What does it look like, feel like, how does it move?	Students will describe and compare the liquids they have to other liquids they know. Color thickness

ELABORATION		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Put the students in groups and they should work together to help describe a liquid and write their description on a sentence strip.	Compare and contrast sentence strips. Vote on final description (description will work as our 'definition' of a liquid). what property do all the liquids have in common? Do solids do this?	Definition= takes the shape of their container.

EVALUATION		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Teacher will have the students complete this prompt in their science journals "I think _____ is a liquid because"	What is one question they have about liquid after completing our activity today?	Students will write down what they have learned about liquids and any questions they still have