Teaching Tools- Kindergarten through 8th Grade
Properties of Water
Grade level: First
Lorraine Pascucci
Stony Brook University
- Introduction
- This lesson will focus on the three physical properties of water-solid,liquid and gas. The goal of the lesson is to have the students distinguish between the three forms.
- Objectives
- Students will be able to classify materials as solids, liquids, and gases.
- Students will be able to define the terms solids, liquids and matter.
- Students will be able to explain that when materials are manipulated, they can take on different properties.
- Prior Knowledge
- Three KWL charts will be created on Day 1, one for solids, one for liquids, one for gases. We will fill in the "K" column of what the students already KNOW and the "W" column for WHAT the students want to learn.
- Day 1
- After completion of KWL charts, students will be invited to observe various items on the science table. There will be samples of solids and liquids (gases will be covered minimally since this concept is taught at higher grade levels) such as rocks, water, cloth, paper, shells and candles. We will classify these items into their specific categories using a sorting graph. We will discuss how things can be applied to materials in order to change their properties and how not all materials respond the same way.
- Students will have science journals in which to write solids, liquids, gases and illustrate the items on the science table in their journal. They will then have time to explore the classroom and find things in the class that may be classified as solids, liquids or gases to record into their journals (inventive spelling/illustrating).
- Students will observe how properties of materials change when heat is added or removed and record findings in their journals.
- Day 2
- We will briefly review Day 1's discussions and move on to Activity 1.
- Materials: Chart paper, markers, pencils, erasers, crayons, rubber glove, burner, pot, candles, matches, student journals, rocks, shells, paper bags (lunch size) zip lock bags (sandwich size) food coloring
- Preparation: 1. Fill a rubber glove with water and freeze the night before Activity 1. 2. Lay out science table with rocks, shells, candles, zip lock bags of food colored water.
- Activities
- Show students hand-shaped ice sculpture.
- Place the pot on the burner and the ice "hand" in the pot.
- Have students observe the hand every few minutes and record their observations in cloze form and/or writing.
- Have students observe water vapor and explain how it is a gas.
- Display unlit candle, light candle, display melted wax in liquid form. Students will observe and record their observations.
- Homework: "Scavenger Hunt at Home." Using teacher supplied graphic organizer, students will observe and record property changes at home. This will be shared with class.
- Extension Activity: Art, Science and Writing Centers will be set up in classroom with solids, liquids and gases theme for one week. This will enable each student to visit each center. Students will draw/illustrate pictures for class bulletin board display on solids, liquids and gases at Art center; students will write creative stories at Writing center; and, students will classify various items that will be at Science center on a graphic organizer.
- Assessment
- Students will be assessed on their writing and understanding of the concepts. They will be asked to write down some characteristics of the solids, and liquids. Students will be asked to write down why they thought the wax turned to liquid and back to a solid when heat was removed. They will be asked to explain why ice hand sculpture melted and how it was frozen to begin with. Worksheet requiring labeling of solids and liquids will also be given as a formal assessment.
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