Solids & Liquids
Investigation 2
Part 3
Liquid Level
Students observe liquids in different containers. They explore the concept that liquids have level surfaces. Students who are not at the center reinforce the concept of liquid levels with a representational puzzle and observe and record the shape of liquid in a bottle as the bottle rotates. To wrap up their investigations with liquids, students construct a definition of liquids and refine their original definition of solids. (from the FOSS teacher guide, 2002 edition)
Students will explore the level of liquids in different-sized containers by pouring the same amount of water into different-shaped containers. The concept that the same amount of water appears at different levels is explored.
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 pour and flow.
- Liquids take the shape of their container.
- The surface of liquid will be level with respect to the ground.
- Solids and liquids have distinct properties that separate them as two states of matter.
3. Lesson set up and Management
Materials:
- Student Sheet #17, Liquids in Containers
- Student Sheet #18, Liquids Level in a Bottle
- Student sheet #19, Falling-Bottle Puzzle
- Copy and laminate Teacher Sheet #16 to give to a parent or assistant to help at the Liquids in Containers center.
- Send home the Home/School Connection Sheet #40 for homework. Make a class book of the completed sheets when the homework comes back.
Falling Bottle puzzle is puzzling!
Student Management:
I have found the Falling-Bottle Puzzle to be difficult for some kids. If you have parent help, I would place someone at this station. Making a sample of the puzzle also helps. Modeling all the activities is very helpful in this investigation, as is adult help.
Divide your class into two groups. Five pairs of students will explore the Liquids in Containers centers. The teacher can use the assessment checklist to see if the students recognize that water takes the shape of the container. While the students are at the centers, the rest of the class is investigating liquid levels. It helps to have an adult guiding this so you can assess the understanding of liquids remaining level.
Model what clean-up looks like in each station.
WRAP-UP/CLOSING
- Make Word Bank entries
- Make entries to the "What We Learned" Chart and update the "Questions I Have" Chart.
- Read the science story Solids and Liquids.
Observing the properties of liquids.
Writing Support:
A journal prompt at this point might be "How are liquids different than solids?"
Math Support:
- Use Math Extension Student Sheet #33 to graph how many vials of water it takes to fill each container.
- Bring in standard measuring cups, quarts, and gallons. Let your students explore the quantities of each. Inform them that this is how we measure liquids. Have students try to explain how measuring solids differs from measuring liquids, and why they think the measurement methods must be different. For homework, have students practice measuring.