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Lesson Plan
2
AUTHOR'S NAME: Teresa Reyes
TITLE
OF THE LESSON: Collecting
Solids and Liquids
GRADE: 1st Grade
DATE OF LESSON: Week 2
LENGTH
OF LESSON: 1
Week
NAME
OF COURSE: Science
SOURCE
OF THE LESSON: GEMS
Guide: Matter
TEKS
ADDRESSED:
(b)
Knowledge and skills
(1)
Scientific processes.The student conducts
classroom and field investigations following home and safety procedures.The student is expected to:
(A)
demonstrate safe practices during classroom and field investigations;
and
(B)
learn how to use and conserve resources and materials.
(2)
Scientific processes.The student
develops abilities necessary to do scientific inquiry in the field and
the
classroom.The student is expected
to:
(B)
plan and conduct simple descriptive investigations;
(C)
gather information using simple equipment and tools to extend the
senses;
(D)
construct reasonable explanations and draw conclusions; and
(E)
communicate explanations about investigations.
(3)
Scientific processes.The student
knows that information and critical thinking are used in making
decisions.The student is expected to:
(A)
make decisions using information;
(B)
discuss and justify the merits of decisions; and
(C)
explain a problem in his/her own words and identify a task solution
related to
the problem.
(5)
Science concepts.The student
knows that organisms, objects, and events have properties and patterns.The student is expected to:
(A)
sort objects and events based on properties and patterns.
(6)
Science concepts.The student
knows that systems have parts and are composed of organisms and objects.The student is expected to:
(A)
sort organisms and objects according to their parts and characteristics.
CONCEPT
STATEMENT:
PERFORMANCE OBJECTIVES:
Students will:
- Apply the definitions of solids and liquids
- Debate whether collections
of
materials, such as powders or sand, are solids
- Use simple tools to collect and measure substances
- Base their explanations on evidence
- Follow directions, work
cooperatively
in groups, discuss, and record data
RESOURCES:
For the Class:
- About 150 sealable, clear plastic snack-size bags
- The class display from the previous session
- Several sentence strips
- 1 large wide-tip felt marker
- About 150 pushpins (or masking tape)
For the Learning Station Activity:
- 4 cafeteria trays (to contain the mess at selected learning stations)
- 2 dishtubs
- 5 large plastic trash bags to cover tables or desks
- 12 plastic teaspoons
- Students’ Solids and Liquids sheets from the previous session
- Pencils
- (optional) colored pencils or crayons
- 1 roll of masking tape or two sheets of address labels
- 6 black fine-tip permanent markers
- Several sheets of aluminum foil
- (optional) 2-4 pairs of scissors
- 1 box of wooden toothpicks
- 2 tweezers
- 20 cotton balls
- 1 candle or chunk of wax
- 2 plastic serrated knives
- (optional) 2 craft sticks
- 4 rolling pins for
crushing (or
mortars and pestles, or wooden hammers)
- 1 box of chalk, any kind
- 2 collecting devices for
liquid, such
as medicine droppers, turkey basters, syringes without needles,
sponges,
spoons, or scoops
- 1cup of water
- 5 drops of food coloring,
any color
- About 2 cups of dry cereal
that can
be ground into a powder
- 1 hand-operated juicer
- About 3 oranges
SAFETY CONSIDERATIONS:
Make sure students do not
consume any of the products on the learning stations.Review the procedures by modeling the wrong way.It will be the students’ job to tell
you what you are doing wrong and what would be the right way.
Engagement
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Time:
__15______
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What the
Teacher Will Do
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Probing
Questions
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Student
Responses
Potential
Misconceptions
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Gather the students in a circle away from the learning stations.
Let them know that this week we will be reviewing the properties
of solids and liquids.
We will
review the definition of a solid. Emphasize that scientists don’t make
a decision to group an object as a solid or liquid just because it is
their opinion.
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How do
scientists know if something is a solid?
So if
something is hard and isn’t a liquid then it’s a solid?
That’s a good
question. Do you think scientists name something as a solid because it
is their opinion?
That is what
we are going to find out.Can anyone give
me some examples of a solid?
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They hold
their shape.
They don’t
make a puddle.
The objects
are hard.
They don’t
splash.
Yes.
How do
scientists know if something is a solid?
No, but how
do can they know for sure.
Rocks,
marble, the chalk board, chalk.
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Review the
definition of liquids.
Remind
students that anything they drink is a liquid. Go around the circle,
calling first on several students who raised their hands, then on all
the rest.
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How do we
know if something is a liquid?Can you
give me some examples?
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It splashes.
It’s like
water.
They make a
puddle.
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Exploration
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Time:
____20____
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What the
Teacher Will Do
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Probing
Questions
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Student
Responses
Potential
Misconceptions
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Tell the
students they will soon go to learning stations around the room,
collect samples of solids and liquids, and add them to the class
display.
Model the
procedure as they watch.Explain that a
procedure is all the steps used to do a task.
Assign pairs
to their first stations.
Circulate as
the class is working, helping out as needed.
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Are we going
to be rude at the tables? Are we going to be rude?
Are we going
to squirt our classmates with liquids?
Is aluminum a
solid or liquid?What do you think? Why is
that?
Toothpicks?
Cotton Balls?
Wax?
Chalk Station?
Colored Water?
Cereal
Station?
Orange Juice?
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No.
A solid.
Because it is not a liquid.
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Explanation
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Time:
________
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What the
Teacher Will Do
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Probing
Questions
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Student
Responses
Potential
Misconceptions
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Gather the students where they can see the class display.Compliment
them on the work they did. Discuss classifications.
Have students
do a quick write in their journals about their evidence for whether
they think chalk is a solid or liquid.
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Are there any
objects on the display that you were not quite sure how to sort?
What did you
see that makes you say that?What is your
evidence?
How did you
come to a decision?
Excellent
group work!I am glad to see you guys are
helping each other out!
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Yes, the
chalk dust and crushed cereal.
Because they
are hard but they pour and liquids pour.
My partner
helped me, she said that pouring is not only for liquids because we
pour cereal into our milk.
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Elaboration |
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Time: ________ |
What the Teacher
Will Do |
Probing Questions |
Student Responses
Potential Misconceptions |
Ask for more definitions for the display. Tell
the students you’d like their help in adding to the definitions
of solids and liquids.
Have students add the new definitions on the display to their
journals at the top of their Solids and Liquids pages.
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Is there anything else that is true
of all solids or all liquids?
Can you smash solids? Can you smash liquids? Do solids feel
wet?
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Solids:
Can be any color and any shape.
Stay the same size.
Have mass (or weight).
Take up space.
Can be powder.
You can’t put your finder through them without breaking
them.
Liquids:
Can’t be smashed or cut.
Can be any color.
Can be the shape of any container.
Have mass (or weight).
Take up space.
Are not powder.
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Evaluation
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Time:
________
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What the
Teacher Will Do
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Probing
Questions
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Student
Responses
Potential
Misconceptions
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As a homework assignment have students search for various solids and liquids and fill
out a Solid and
Liquid Scavenger Hunt worksheet.
Request that
students to add at least five more solids and liquids to his/her
journal.
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Can everybody
think of things they can use as solid and liquid?
Can you give
me some examples from your house?
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Yes.
Milk, juice,
soda, water, rocks, clothes, shoes, laundry detergent.
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