Solids & Liquids
Investigation 3
Part 1
Solids in Containers
Students work in learning centers with solid materials representing five particle sizes: cornmeal, rice, and three different beans. Students investigate the properties of the materials, one at a time, by pouring them from one container to another. (from the FOSS teacher guide, 2002 edition)
Students will manipulate solids materials and record the observations made.
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.
- Solid materials come in all sizes and shapes.
- Particles of solid materials can pour like liquids, but each particle maintains its shape.
- Solid materials can support denser materials on their surface.
3. Lesson set up and Management
Materials:
- Copy and laminate Teacher Sheet #21, the "Solids In Containers" Center Card.
- Copy Handout 3.1 for students to use in the investigation.
- Put about ½ liter of a different solid material in each of five bus trays. Have spoons, scoops, funnels, smaller containers, and other devices for students to use manipulating the solids.
- Choose an alternate activity for the rest of the class not at the centers. Some suggestions are making 15-bean-soup mirror frames, or Math Extension Sheets #35 or 36.
Student Management:
It is important to reinforce keeping the beans in the tubs and cleaning up the tubs when finished. It is easy for this to get very messy and lose some of the inquiry process in the mess.
I took the questioning strategies from page 12 of this section of the teacher's guide and created an "anecdotal evidence" recording sheet. I found this worked better for me so I could do observations and keep notes on student responses. It is very helpful to have adult volunteers for the centers.
WRAP-UP/CLOSING
- Make Word Bank entries
- Fill in the "What We Learned" Chart and update the "Questions I Have" Chart.
ASSESSMENT: I use the recording sheet I made to assess concepts.