Science: Solids, Liquids and Gases
Goals
Day 1
-TLW describe the properties of solid objects.
-TLW group solid objects on the basis of properties such as size, shape, color, and texture.
Day 2
-TLW describe the properties of liquids.
-TLW group liquids on the
basis of properties such as color and texture.
Day 3
-TLW describe the properties of a gas.
-TLW conclude that a gas does not have a definite size or shape, and it is usually colorless and odorless.
Day 4
-TLW conclude that ice is the solid form of water.
-TLW discover that heat can change a solid to a liquid.
Day 5
-TLW observe two containers: one in which water is evaporating and another in which water is evaporating and condensing..
-TLW conclude that a liquid changes to a gas when heat energy is applied.
Day 6
-TLW observe and identify that water vapor changes to liquid water.
-TLW conclude that when a gas is cooled enough, it changes to a liquid.
Day 7
-TLW observe a liquid as it changes to a solid..
-TLW discover that the amount of material is the same before and after freezing.
Day 8
-TLW classify objects and substances as a solid, a liquid or a gas according to their respective properties.
Day 9
-TLW complete a test on solids, liquids, and gases using information learned in previous lessons.
Standards
SI-E-A3, A6 SI-E-B4 PS-E-A1, A3, A4,
Student Activities
Day 1
1. As a class, students will sort a set of objects. Student teacher will model how to observe the characteristics of an object. Students will generate a list of properties that solid objects have in common.
2. In small groups, students will sort a group of small objects in different ways. They will draw a picture of two different sortings and label them by characteristic.
3. Individually, students will complete page D44. This is the assessment page for Lesson 1.
Day 2
1. As a class, students will hold an informal discussion of liquids. Students will brainstorm a list of liquids they use every day. Students will then look at the different characteristics of these liquids. They will list the properties the liquids have in common.
2. The student teacher will supply a given selection of liquids. Students will discuss one method of sorting the liquids (by color, texture, amount). Student will then draw another method of sorting the liquids on a half sheet of paper. Students will write a sentence describing their method of sorting.
Day 3
1. Students will record their observations of an empty balloon. The student teacher will blow up the balloon and pinch the end. Students will record their new observations. Students and student teacher will discuss the observations. Questions like, “How has the balloon changed?” and “What is inside the balloon?” will be asked.
2. Several volunteers will come forward and stand near the balloon. The student teacher will allow some air to escape from the balloon. The volunteers will be asked to share their observations with the class. The following questions will be asked:
What did you feel?
What did the air look like?
What did the air smell like?
3. After the volunteers have returned to their seats, students will discuss the properties of air they have observed. A last question, “What shape is a gas like air?” will be posed. To check for comprehension, students will complete page D43 in their science packet.
4. Time allowing, students
will gather on the rug while the student teacher reads Air is All Around You.
Day 4
1. In small groups, students will record their observations about a large bowl of ice cubes. Students will use page D35 to record their predictions about what will happen to the ice over a period of time.
2. After making their predictions, students will move to the rug. Students will listen attentively as the student teacher reads Emmett’s Snowball. Students will participate in a discussion about the story.
3. Upon returning to their seats, students will observe the bowl of ice cubes. Students will record on D35 what actually happened in the bowl.
4. To check for comprehension, the student teacher will show the class a page in the Poster Book. Students should be able to predict with accuracy what will happen to the popsicles in the picture. Each student will write their prediction in their S notebook. The predictions will be checked for understanding and accuracy.
Day 5
1. Students will observe two beakers or glass jars filled with warm water. One jar will be uncovered while the other jar will be covered. Students should observe that the jar with the cover collects tiny droplets of water all over the inside. Also, students should observe and discuss what happens in the jar with no cover. The following questions will be asked to check for comprehension:
What happens to the water as it gets hot?
Will all the water in the uncovered jar disappear?
What about the water in the covered jar? Why?
2. Students will look in their text book and at the Poster Book. Both books show pictures of water and the concept of evaporation. Students will answer the questions in the poster book in their S notebook.
Day 6
1. Students will observe the pitcher of ice and the bowl of warm water. Students will list the things they notice about each. As students observe, the student teacher will hold the pitcher of ice over the bowl of water. Students will be able to see the steam from the warm water collecting on the pitcher of ice as water drops.
2. In small groups, students will receive a plastic cup filled with water. Students will note the water’s temperature and the cup’s appearance. Students will use page D35 to predict what might happen to the outside of the cup when ice is added to the water. The student teacher will add ice to each cup. Students will observe their cups and record changes on page D35.
3. Students will complete page D51 to assess the concepts of condensation and evaporation.
Day 7
1. Using the picture cards, the student teacher will initiate discussion of what happens to liquids when heat is removed (or added) to them. Two examples (on the picture cards) are molten bronze and raw egg. The student teacher will pose questions to help the children conclude that when heat is removed from (the bronze or water) or added to (raw egg or cake batter) certain liquids, the liquids become solid.
2. Students will observe the poster book. The questions below the pictures will be answered in their S notebook to assess their understanding.
Day 8
1. Students will sort groups of solids, liquids, and gases by their properties. Students will also be asked to reach into a paper bag and identify the two objects contained in it (a baggy of play-doh and a baggy of water) using their knowledge of the properties of solids, liquids, and gases.
Day 9
1. Students will complete the Unit Test on solids, liquids, and gases.
Materials
class set of large, solid objects
6 sets of smaller solid objects
various liquids in varying amounts paper bag
ice cubes large, clear bowl
heating element water
beaker or clear glass jar ice
plastic bags play-doh
Air is All Around You Emmett’s Snowball
Silver Burdett Ginn Science DiscoveryWorks Poster Book
Silver Burdett Ginn Science DiscoveryWorks Teaching Guide
Silver Burdett Ginn Science DiscoveryWorks Lesson Assessment Book:
pages D35, D44, and D47
Vocabulary
solid liquid gas melt property shape texture
condensation evaporation freeze space matter
Assessment
There will be 5 individual assessments for this unit. They are:
Page D35 (group grade), participation grade, Predictions, Assessment Packet, Unit Test