Solids & Liquids
Investigation 2
Part 2
Properties of Liquids
Students describe properties of liquids. Their descriptive language is used as a springboard to develop precise vocabulary for properties of liquids. Vocabulary is practiced with liquid-vocabulary card games. (from the FOSS teacher guide, 2002 edition)
Vocabulary is developed in precise context for each liquid. Fluency is then practiced through playing games of Go Fish and Memory.
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.
- 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.
- Liquids have many properties, such as different colors, levels of transparency, viscosity, etc.
3. Lesson set up and Management
Materials:
- Run off Properties of Liquids (student handout #8) and make an overhead.
- Have the Assessment Checklist on hand.
- I made copies of the 6 liquid-properties posters so I would have them after the kit was gone.
- The card games are all organized for you.
- I made12 copies of the memory tally sheets to have at a center to play the card game.
Student Management:
- Be very clear with directions on cleaning up the card games. Again, it is easier to monitor clean-up than to sort cards after school.
- Have a signal for getting attention and clean-up established.
- Use the overhead with a transparency of the Properties of Liquids sheet as you check properties with the whole class.
- Gather students together to develop the vocabulary that goes with the properties of liquids. Look at each bottle of liquid, identify it, and identify the properties it has. I usually do the chart with the students as we go through the liquids.
- I play the games with the whole class before I send them off in pairs to play.
WRAP-UP/CLOSING
- Add new words to the Word Bank.
- Add new learning to the "What We Learned" Chart and update the "Questions I Have" Chart.
ASSESSMENT
The checklist on the Assessment Chart can be filled out as you circulate during game time.
Writing Support:
Have vocabulary with visual clues posted in accessible places when students are writing in their journals.
Last updated 12/20/2006