Solids & Liquids
Investigation 3
Part 3
Solids in Bottles
Students use funnels to put the five solid materials into clear bottles with caps. They observe how the particulate materials look, sound, and move when they shake and roll the bottle. (from the FOSS teacher guide, 2002 edition)
As students manipulate different solid materials, conclusions can be made about sound and size of particle, volume and size of particle.
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.
- SI01 1.2.5 Know that matter can undergo changes of state such as evaporation, condensation, or freezing and thawing.
- IP01 2.1.1 Ask questions about objects, organisms, and events in the environment.
- IP02 2.1.2 Plan and conduct simple investigations using appropriate tools, measures, and safety rules.
- 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.
- Senses of sight, hearing, and touch can be used to observe the properties of materials.
- Particles of solid materials can pour like liquids but, unlike liquids, they maintain their shape.
- The behavior of small solids has similarities to and differences from the behavior of liquids.
3. Lesson set up and Management
Materials:
- Set up 5 sets of 4 bottles of beans each. Don't use the pinto beans for this investigation.
- Copy and laminate "Center Instruction Card - Solids in Bottles." Have a parent or adult helper in the center.
- Use white boards as ramps.
- You need an alternate activity to use for the other students not at the center.
Student Management:
Set up the center in an open floor space. This gives students enough room to roll the bottles.
Some teachers do parts 3 and 4 of this investigation at the same time; I have found that the visual sorting by screens is a little difficult for first graders, so I keep them separate. I have the students make Sparkle Jars (SCIENCE ART, page 141). Students save their jars for the culminating museum project. The jars should help students differentiate each state of matter and recognize they can exist together in one space. This idea came from an "Understanding and Measuring Matter" Core Knowledge conference.
Instructions for Sparkle Jars
Materials:
- Tall narrow jars with lids (jam-jar type), one for each student
- Glitter, small plastic sequins, tiny beads, crayon shavings, seeds, etc.
- Water
- Light corn syrup
- Paper funnels
Directions:
Have students fill their jars with one third corn syrup and two-thirds water. Add sequins, glitter etc using a paper funnel. Tighten the lids and have students observe the jars. Do not shake, but allow students to carefully turn the jar upside-down. Identify the solids, liquids, and gases. (An air bubble will rise when the jar is turned upside-down.) Then let the children shake the jars. Observe what happens to the matter!
WRAP-UP/CLOSING
- Have a group discussion on how the different materials behaved when they were in motion. The rice will stick to the sides of the plastic bottle. This is an opportunity to introduce static electricity. I have a Van de Graf Generator that I usually pull out for fun.
- Make Word Bank entries.
- Make entries to the "What We Learned" Chart and update the "Questions I Have" Chart.
ASSESSMENT: Conduct 30-second interviews to assess progress. Use the Assessment Checklist to mark if students can describe a difference between liquids and solids. See page 23 in the teacher's guide for examples.
Writing Support:
This is a great time to write "sound and touch" poetry. Set up a writing center with the bottles or film containers filled with different materials so the students can shake and write. The description is on page 28 of the teacher's guide. This is a good time to introduce onomatopoeia: made-up sound-words. For example, " 'whirr, whirr' went the bike wheel!" Generate a list of sound-words of the materials. Generate a list of words describing how the solids feel.
Reading Support:
Science Art by Deborah Schecter
Play and Find Out About Science by Janice Van Cleave