Solids & Liquids
Investigation 1
Part 1
Introduce Solids
Students are introduced to a variety of solid materials - cloth, wood, metal, plastic, paper, and rubber. After a period of free exploration, students describe the properties of the objects and develop vocabulary in order to communicate those properties. (from the FOSS teacher guide, 2002 edition)
Students will sort solid materials by common properties. Vocabulary is developed to describe the properties.
3. Lesson set up and Management
- PC01 1.1.1 Use properties to sort natural and manufactured materials and objects, for example size, weight, shape, color, texture, and hardness.
- PC02 1.1.4 Observe and examine physical properties of earth materials such as rocks and soil, water (as liquid, solid, and vapor) and the gases of the atmosphere.
- IP03 2.1.3 Use data to construct reasonable explanation.
- IP05 2.1.5 Record and report observations, explanations, and conclusions using oral and written expression.
- IP07 2.2.2 Design and test a solution to a problem.
- Solids are one state of matter.
- Solid materials have properties that separate them from other states of matter.
- We use our senses to observe the properties of solids.
- Solids can be sorted by their properties.
3. Lesson set up and Management
Materials:
Advance Preparation:
- Copy student sheet #2 called Properties of Solid Objects and make a transparency.
- Make a "Mystery Bag" filled with a baggie containing a rock, baggie containing water, a baggie containing air, and a flat deflated baggie.
- Fill in student's names on assessment sheet #1 called Anecdotal Notes. Make 4 copies so you have one class copy for each investigation in the module.
- Make a Word Bank and "What We Learned" Chart to hang in the classroom. I use construction paper so I can color-code the four investigations. I hang the chart on a hanger using clothespins so I can move the information around.
Activity Preparation / Organization / Time-Saving Tips:
- The materials needed for this investigation will come with all seven objects in the same baggie. Beforehand, have a parent or a student take out a craft stick, screw, and wire from each baggie and place the 3 items in a small container. Have a container for each child in your class. This has saved me time and the objects can be easily passed out when needed without losing the flow of the lesson.
- After students have had time to explore the materials and we have developed vocabulary, I use the "Properties of Solid Objects" Chart transparency and, as a class, we test each material. I give my students their own chart to fill in with either a Y for yes or an N for no. I fill out the transparency on the overhead and each student fills out his chart at his desk. I do this with my first graders as it really "solidifies" the vocabulary terms in their minds.
At the end of the investigation, have each student place the materials on his desk. Call out each individual item and have the student place the item in the baggie as it is called. This will save you having to inventory the materials and you will catch stray pieces right away. Collect the bags to use for the next investigation.
Student Management:
- I REALLY talk about how to treat the science materials. I emphasize that we are scientists with a purpose and the materials are to be treated as our scientific objects. I emphasize that the materials do not belong to our school or me and that we have to pay for broken or lost items. For this investigation I talk about how we are going to be engineers using the materials to design and build things soon. If someone is goofing around and being careless, I tell the class up front that the materials will be taken away from the student. I have never had to do this but I think it is good to establish the "scientific treatment" code. Another good reminder for first and second graders is to not put materials in your mouth (or poke anyone) and to never taste anything without permission. Cleaning up the areas of investigation is another routine to be taught. When you get to the bean sorting in this kit, it will be important for your sanity to have this established. Model what clean-up looks like or go through it step-by-step with the whole class. It is worth the extra time you take. I sometimes make a "Science Safety Rules" poster before we begin the first kit of the year and list some of these guidelines.
- The potential pitfalls are (1) not having the materials separated and (2) losing the class as you scramble to get things out. Another pitfall is not having a method to collect materials. Try to put things back in the kit as you go and stay current on your item counts. It will make the inventory of your kit at the end so much easier.
- For this kit, I sing a matter song to get students' attention. When they hear me start singing it, that is the signal for them to stop, look and start singing with me. It is a great way to reinforce content as well as get attention. See the links in the "Teacher Tips" section for two matter songs you could use.
As an introduction to matter and to focus thinking, I gather my class together on the rug and pull out my Mystery Bag filled with the four baggies in Part 1. I give clues to help the class identify the objects in the baggies and name the type of matter it is. After we go through this process, I send them to their seats to design a What's The Matter? Portfolio. I ask the students to decorate their portfolio with as many different types of matter they can think of drawing. I use this portfolio cover as a pre-assessment piece.
- I teach the Matter Really Matters poem by Sue Boulais and the Solids, Liquids, Gases song by Judy Beaty. We chant and sing these throughout the kit.
- To introduce students to the abstract vocabulary of "atoms", give each student a Dixie cup of water. Tell the students to taste the water. Show the students a clear cup of sugar and observe the small particles. Put some sugar in their cups, stir with toothpicks to dissolve. Have the students taste the water. Discuss how they can taste the sugar, but cannot see it. Compare this to atoms in matter. Have the students conclude, we can't see, taste, or smell atoms, but we know they are there. Be careful using this analogy, as it can promote the misconception that atoms are something in matter rather than that all matter is completely made up of atoms.
- To elicit understanding of matter being made up of atoms, I do the following demonstration. (Taken from "Understanding and Measuring Matter" by Kathleen Edwards and Betsy Watwood) With string, tie up students close together. Tell them they are now atoms making up one form of matter, which is solid. Loosen the string. Tell them they are still atoms but are now making up another form of matter, which is liquid. Let go of the string and tell them to spread out throughout the room. Tell them they are still atoms, only now in the last form of matter called gas. I use this to start building the understanding of the characteristics of matter and the difference in the distribution of atoms that causes the different states of matter.
- Before we put away our materials for Investigation Part 1, I have students turn to their neighbor and describe one solid material. The neighbor tries to guess which solid fits the description. Switch roles.
- As a closing activity, we gather together and fill out the "What We Learned"Chart. We also start a "Questions I Have"Chart. Depending on the questions, I might assign an interested student to research the question and come back to the class with the answer.
HELPFUL TIPS:
Be realistic about how long first and second graders can stay focused. Adjust the investigation to fit the makeup of your class. More is not necessarily better.
- Sign the letter to parents and copy to send home with your students as you begin the kit. Duplication master #1
- I make a portfolio for each student and save all the investigations and journaling. This gives me a very insightful, objective process of assessing for report cards. At conference time, I share the portfolio with parents. I use a 12x12-inch square of construction paper for the cover. Then I take a 12x18 inch piece of construction paper and fold up 6 inches. Staple on the side to make a pocket and then staple the cover onto it. All the investigations are kept in this pocket.
WRAP-UP/CLOSING
- Collect student portfolios.
- Homework: Home/School Connection 1 #39: Play "I Spy a Solid" at home.
ASSESSMENT: formative assessment strategy
• Make anecdotal notes on students as you see good inquiry skills or difficulties. Keep a clipboard and list the Investigation number and Part number next to your comments. This will help you to adjust your teaching.
Writing Support:
• Use an 8 ½ x 11 piece of paper. Fold over a third of the paper. Write "What am I?" on the fold. Write a riddle describing a solid. Use some of the vocabulary words from the word bank to describe it. Open up the fold and draw a picture of the answer to the riddle.
Example:
Reading Support:
Suggested Books:
- What Is The World Made Of? By Kathleen Weidner Zoehfeld
- From Glasses To Gasses by David Darling
- What Happens If? By Daniel Nevins
- Solids and Liquids By David Glover
- Is It Rough? Is It Smooth? Is It Shiny? By Tana Hoban
- Solid, Liquid, Or Gas? By Fay Robinson