Solids, Liquids and Gases Rubric



Q200 Intro into Scientific InquiryLesson PlanStates of MatterTitle of Lesson Plan: Why Matter MattersLength of the Lesson: 30-40 minutes Grade levels: 1-2 Subject Area(s): Physical Science, Solids, Liquids and Gases Credit: "1st Grade-States Of Matter." ProProfs. ProProfs, n.d. Web. 09 Feb. 2015."All About States of Matter." Easy Science For Kids. N.p., 07 May 2013. Web. 08 Feb. 2015."Common Core and So Much More: Teach." Common Core and So Much More: Teach. N.p., n.d. Web. 08 Feb. 2015.Cini, Sylvia. "A List of Discrepant Event Science Activities." EHow. Demand Media, 04 Mar. 2011. Web. 08 Feb. 2015.Hulette, Elisabeth. "'New' Math, Science Let Kids Learn by Exploring." The Virginian-Pilot. & , 2015. Web. 08 Feb. 2015."Mrs. Terhune's First Grade Site!: Matter." Mrs. Terhune's First Grade Site!: Matter. Blogger, 28 Jan. 2012. Web. 08 Feb. 2015."A Multi-Sensory Experiment with Jell-O & Vinegar - Fun-A-Day!" FunADay. Pretty Darn Cute Design, 28 Mar. 2013. Web. 08 Feb. 2015. "Probably the Most Viscerally Satisfying Thing You'll Watch Today." Io9. Kinja, 9 Sept. 2013. Web. 08 Feb. 2015."Tales of Frogs and Cupcakes: Solid, Liquid, and Gas DIY." Tales of Frogs and Cupcakes: Solid, Liquid, and Gas DIY. Blogger, 25 Aug. 2011. Web. 08 Feb. 2015."Tammy's Art." Tammy's Art. Blogger, 5 May 2012. Web. 08 Feb. 2015. "Welcome to .Au - the Search Engine for Kids, Parents and Teachers." .Au. .Au, 2015. Web. 08 Feb. 2015."What Is a Gas? (First Step Nonfiction) Paperback – April 1, 2007." What Is a Gas? (First Step Nonfiction): Jennifer Boothroyd: 9780822568186: : Books. , 2015. Web. 08 Feb. 2015."What Is a Liquid? (First Step Nonfiction) Paperback – January 1, 2007." What Is a Liquid? (First Step Nonfiction): Jennifer Boothroyd: 9780822568179: : Books. , 2015. Web. 08 Feb. 2015."What Is a Solid? (First Step Nonfiction) Paperback – January 1, 2007." What Is a Solid? (First Step Nonfiction): Jennifer Boothroyd: 9780822568162: : Books. , 2015. Web. 08 Feb. 2015.Behavioral Objectives: After the activities are completed in 30-40 minutes students in grades 1 and 2, without the teachers assistance and outside aid, will be able to: Identify solids, liquids, and gases. Distinguish the difference between the structure of solids, liquids and gases. Name a combination of solid and liquid (as seen in lesson). Describe what they observed when solid and liquid were combined. Identify the basic properties of solids, liquids and gases. Materials Needed: Science Experiment Kit (Note: Each group will be given the Kit that contains the following): Pop Rocks Packet Water Bottle Baking Soda Vinegar ContainerAlka-Seltzer Tablet3 Sugar Packets Hydrogen Peroxide ContainerJell-O PacketPlastic Bowl6 Foam BowlsTowel Video of Foam and Acetone Procedures: 1. First, begin with a discrepant event to capture their attention and get their minds thinking about solids, liquid and gases. To begin the discrepant event by introducing Oobleck to the students. Oobleck maintains the shape of the container and flows easily when no pressure is applied. When stirred quickly or pressed, Oobleck will feel solid and harden. (Make Oobleck by mixing ? cup of water with 1 cup of cornstarch.) After the students have observed the Oobleck, give each student a bowl of Oobleck to each student so they can experience the difference between liquid and solid for themselves. After the students have completed this task and cleaned up, the students will sit down in their carpet spots to discuss the properties that they observed when pressure was applied to the Oobleck and when no pressure was applied to the Oobleck. Allow the students to write the properties they observed on the wipe board at the front of class. Then state: “The Oobleck shows us the basic properties of solids and liquids. When you squeezed the Oobleck, the Oobleck became hard but when released of pressure the Oobleck became like liquid and flowing. It easily slipped through your fingers didn’t it?” Show them posters that have songs that describe the properties of solids, liquids and gases (See Figure 2, Figure 3, and Figure 4). Note: the teacher may find it more helpful to utilize the pre-activity of reading one of the suggested readings after the discrepant event. The teacher should decide what to do based upon his or her students and their previous knowledge of solids, liquids and gases. 2. In order to explain the properties of solids, liquids and gases, pass out the petri dishes with the BB pellets. The Solid petri dish is compacted tightly with BB pellets (this shows how the molecules of solids do not move a lot and are close together). Then pass out the Liquid petri dish. (This demonstrates how the molecules of a liquid are not as close together and move fast, making it flowing). Then pass out the Gas petri dish. (This demonstrates how there are very few molecules in a gas and that they move very fast.) Refer to Figure 1 to understand what the petri dishes are supposed to do. Next, state: “We have already learned about a few of the properties of solids, liquids and gases. Can you name any solids, liquids or gases that you have seen in the classroom? What do you know about them?” Note that there are multiple answers to this question, but it is important that the students eventually state things like the properties and differences between solids, liquids and gases. Then, encourage them to discuss these further and identify the properties.3. After an appropriate amount of time has passed, go over how solids, liquids and gases can be changed into each other on: . While going over how solids, liquids and gases change and the combinations that can cause changes, be sure to go over the necessary vocabulary words (solid, liquid, gas, change of state, substance and reaction) and have them fill in the definition worksheet. Explain that: A reaction is a process is when one or more substances are changed into others. For example, a reaction is like the cornstarch and water that was used to make the Oobleck. When mixed together, a new substance was created. A change of state is when something is changed into something else and has different essential characteristics. For example, the chocolate bar was melted and became liquid chocolate. Furthermore, in a reaction, there is a change of state and in a change of state, there is a reaction. 4. The following activity will help illustrate the states of matter (solids, liquids and gases) and the combination of solids and liquids. First, divide the students into groups of five (this is preferable, however if the amount of students or if materials does not allow this, divide students into as small groups of possible) Pass out the Science Experiment Kits. Note: Before or right after the supplies are passed out, remind the students of the appropriate behavior when handling these items and make sure every student has on safety goggles. Next, read over the worksheet as a class and ask if any students have questions over what is expected of them. This will ensure that the students will be able to complete the activity correctly as you give the directions step by step in class. Then, instruct the students to pick who will complete the first reaction, the second reaction, the third reaction, the forth reaction, the fifth reaction and the sixth reaction.5. Then have the students combine the salt and water, the pop rocks and water, Alka-Seltzer and water, sugar and hydrogen peroxide, vinegar and baking soda, jello and vinegar. The students should record their observations of each reaction on the worksheet. Then call the students over and explain that the next experiment, the acetone and foam pieces, is too dangerous because of the chemicals. Explain that we will be watching a video of this happening and that they are still expected to record their observations on the worksheet. After all of the experiments are completed, have the students fill in the rest of the questions on their worksheet.6. Now, introduce the final part to the activity. Since the students now have a basic understanding of solids, liquids and gases, hand out a worksheet so the students can demonstrate their new knowledge. The students can work with partners but need to remain at the desks. The worksheet involves cutting out words and gluing them into the correct column; solid, liquid or gas. 7. Next, have the students turn in their completed worksheets and then go over all of the questions on the worksheet. Make sure to explain answers and to address any remaining misconceptions. 8. Then, conduct a large group discussion utilizing the discussion questions to elaborate on what has been taught and discovered. 9. Conduct any post-activities that may seem appropriate for the students.Adaptations:This lesson involves a few fine motor skills in that it requires careful combining of the solids and liquids. If a student lacks these motor skills, the student could observe and somewhat “direct” the group and be the leader. This adaptation would allow the student to stay involved and still learn about solids, liquids and gases. Any further adaptations should be made based upon each individual student and their needs.Discussion Questions:1. What is the difference between solids and gases? (Solids are hard and do not take up the space of the container. Gases are really spread out, full of energy, and constantly moving around in random ways. Gases can fill a container of any size or shape.) 2. What is the difference between solids and liquids? (Solids are hard and do not take up the space of the container. Liquids are flowing and take up the space pf the container.)3. What is the difference between liquids and gases? (Liquids are flowing and take up the space of the container. Gases are really spread out, full of energy, and constantly moving around in random ways. Gases can fill a container of any size or shape. Liquids can only fill the bottom of a container, while gases can fill it entirely.)4. When two substances are combined and new substance is created; what it this process called? (A Reaction) 5. When a solid changes to a liquid it is called what? (Melting.)Evaluation: Students should be evaluated based on their understanding of solids, liquids and gases, the properties of each, the combination or solids and liquids. The worksheets that the students are required to complete during the activity address all of these learning outcomes. The grade and the basis of student success is focused on the correct responses to the questions on the worksheet. The grade should be based upon participation and effort because all learning requires active student engagement. The student will be graded on the criteria of participation, effort, and correct answers on the worksheet, and rated from 1-3 in each category. The rating of 1 being the lowest and 3 being the highest. The rubric is attached at the end of the lesson plan. Extension Activities: Pre- Activities: The options for the pre-activities consists of two things: the discrepant event and suggested readings. 1. The pre-activity consists of the discrepant event described above in the procedures. This activity assists students in becoming acquainted in a certain aspect solids and liquids. The goal of this activity is to gather students’ attention and begin the thought process of how solids and liquids react with each other. 2. Additionally, What Is a Solid?, What Is a Liquid?, and What Is a Gas? could also be read to the students to introduce the subjects of solids, liquids and gases, if the students are having difficulty understanding the properties of solids, liquids and gases, or as a way of review. Post-Activities: Science: Root Beer Floats! This activity has students make their own root beer floats. The goal of this activity is to teach the students that combining solids and liquids can produce a gas. This is a great project to entertain the students and intrigue them to grasp the concepts. Language Arts: Journaling Students can write in their journals to express what solids, liquids, and gases look like, their properties, and what they learned from their group activity. The teacher can set certain requirements for the students and their journals in order to meet certain Language Arts standards. Art: Canvas Painting (See Figure 5)Materials: Measuring cup, canvas, air-dry clay and paint.The students could take what they learned from this lesson and make an art project out of it. This provides an opportunity for students to see a gradual change of states of matter. The goal of this project is for students to see solids transferring to a liquid and liquids transferring into a gas. Pour a small amount of paint?into?measuring cup. Mix equal amounts of water and paint (liquid). Pour watered down paint into paint wells. Use as many colors as you wish, cover with saran wrap so you can stack?multiple?pallets. Put in freezer overnight. Put air dry clay on a canvas. Take the canvases outside so that the frozen water downed paint will melt (solid). Place paint domes on the canvas. Let the domes melt in the sun (liquid). Lift the canvases so that paint can drip down. Water is evaporating (gas) in the sun.Suggested Readings:Boothroyd, Jennifer. What Is a Gas? Minneapolis, MN: Lerner Publications, 2007. Print.Kindergarten-Grade 2–Each of these introductions explains the relevant state of matter, along with basic vocabulary. The layout is bright with many color photographs featuring children of different ethnicities. The text is spare; each spread includes, on average, three sentences. In Gas, the fact that gases take the form of their container is accompanied by photographs of a balloon slowly filling. The book concludes with a simple explanation and graphic of the oxygen cycle. Boothroyd, Jennifer. What Is a Liquid? Minneapolis, MN: Lerner Publications, 2007. Print.Concepts that describe the basic physics of liquids are explained in five to fifteen-word sentences that define what a liquid is and what it is not. The properties of liquids are also described. The first page introduces matter, and a series of introductory pages put a liquid within the larger context of matter. Colorful photographs of young children and adults accompany the descriptions of each characteristic of a liquid. Two pages at the end of the book suggest an activity demonstrating that an amount of liquid may look smaller or greater, depending on the shape of its container. A list of six "Fun Facts" about liquids follows, with a glossary and an index concluding the book. This book is part of the "First Step Nonfiction States of Matter" series and would be a good addition to a preschool and/or early elementary science program.Boothroyd, Jennifer. What Is a Solid? Minneapolis, MN: Lerner Publications, 2007. Print.In Solid, the text concludes with a simple experiment using a tea bag, drink mix, and glass of water to show how solids can dissolve in a liquid. There is some crossover of coverage among the books.Web Links: This shows you a video of the acetone dissolving the Styrofoam. This is where I got the idea to use it in the lesson plan. This is where I got the questions to ask with the observations. I was having a difficult time coming up with ones that cooresponded with the grade levels. This site provided kid-friendly definitions of solids, liquids and gases. This is where I got the idea for vinegar and jello. I wanted something that had a scent to it so students could use their 5 senses for observations. This is a good site for questions about the states of matter. The questions could be modified to fir the first to second grade level. They were not used in this lesson plan. is where the Art Activity that can be added to this lecture was found. This is where I found the BB pellets in the petri dish idea. This gives the students a hands-on model that they can see how the molecules are composed in a solid, liquid and gas. This is where I got the idea for the hydrogen peroxide and sugar. This combination causes the mixture to become cool to the touch. site is a dictionary, encyclopedia and thesarus that is kid friendly. I used this a lot when I wanted to make some of the definitions less complicated. This was a great site to use because you can look up any words and it gives you an age appropriate definition. Vocabulary:Liquids: like water, oil and soda, shift to fit inside the container they’re in. If you look at them under a microscope, you’ll see that they have particles that are close together, but have no rhyme or reason. The molecules move around.Gases: including air, steam and helium, are free-flowing. You can easily put your hand through them. Gases shift to fit their container and can even fill it. Their molecules are spaced far apart and vibrate and wiggle and jiggle.Solids: like your desk, your backpack and your pants, are firm and stable. Their molecules are grouped together in organized patterns. The molecules might vibrate slightly, but they don’t move around.Container: jar, bottle, box or similar productMolecule: composed of one or more atom, the smallest particle of a substanceVibrate: buzz or moveReaction: process is when one or more substances are changed into others.Change of State: when something is changed into something else and has different essential characteristics.Academic Standards:Science Standards:K.1.1. Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects.Use all senses as appropriate to identify the component parts of objects and the materials from which they are made.1.1.2 Characterize materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence (e.g. physical properties).2.1.2 Predict the result of combining solids and liquids in pairs. Mix; observe, gather, record and discuss evidence that the result may be a material with different properties than the original materials.Language Arts: RF.2:?PRINT?CONCEPTS – Demonstrate?understanding?of?the?organization?and?basic?features?of?print,?including?that?printed?materials?provide information?and?tell storiesRL.2:?STANDARD 2:?KEY?IDEAS?AND?TEXTUAL?SUPPORT – Build?comprehension?and appreciation?of literature?by?identifying, describing, and making?inferences?about?literary elements and?theme. W.1:?LEARNING OUTCOME?FOR?WRITING – Write?effectively?for?a variety?of?tasks,?purposes, and?audiences.W.2: HANDWRITING – Demonstrate?the?ability?to?write bining Solids and Liquids Instructions – READ BEFORE STARTING:In this Kit:(1) Container of Vinegar(1) Container of Hydrogen Peroxide(1) Container of Acetone(1) Bottle of Water(1) Plastic Bag containing Sugar(1) Plastic Bag containing Pop Rocks(1) Plastic Bag containing Salt(1) Plastic Bag containing Jello (6) Foam Bowls(1) Plastic Bowl – TO BE USED FOR ACETONE EXPERIMENT (1) Plastic SpoonRag/ Paper Towel Keep in mind that you will need the Vinegar and Water for more than one experiment. So don’t use it all on one experiment!Only use about ? of you Water Bottles to ensure you have enoughOnly use about ? of your Vinegar to ensure you have enoughThe Acetone can be dangerous – keep away from mouth and eyes!!!!! The students will not be permitted to handle this chemical. An adult must complete this experiment. Safety goggles should be worn. The Acetone HAS TO BE DONE IN A PLASTIC BOWL. Pour the acetone into the PLASTIC BOWL then put the foam cup in the Acetone. In your kit, there are rags/paper towels in case any spills occur. Accidents happen!!!When you are finished: There is a trash bag going around. This is for the foam bowls and chemicals to be disposed of. A plastic tub is going around also. This is for the Glad containers – I need those back!Directions: Complete the following experiments and record your observations in the table below.ExperimentsObservations (5 senses – taste, smell, sound, touch and sight)Combine the Salt and Water in a foam bowl. Combine Alka-Seltzer and Water in a foam bine Baking Soda and Vinegar in a foam bine Pop rocks and Water in a foam bowl. Combine Sugar and Hydrogen Peroxide in a foam bine Jello and Vinegar in a foam bowl. Combine Foam cup and Acetone in a PLASTIC BOWL.Solids, Liquids and Gases Questions(To be turned in with your observations)1.? Water can be found in three states of matter. A. True B. False 2.? Wood is a gas. A. True B. False 3.? The world only contains water only in a liquid form. A. True B. False 4.? Matter can only be sorted according to shape. A. True B. False Solids, Liquids and Gases Answer KeyTFFF0375921ANSWER KEYSolids - icicles, airplane, snowman, cheeseLiquids - orange juice, maple syrup, gasoline, paintGases - helium, carbon dioxide, air inside of a soccer ball, air inside of a tireSolids, Liquids and Gases Rubric Name of Student: __________________________________________________ Criteria: 3 2 1 Participation: The student paid attention during teacher instruction, attempted to answer discussion questions during the large group discussion, and remained involved in any post related activities. The student paid partial attention during teacher instruction, made partial effort to answer discussion questions during the large group discussion, and made partial effort in any post related activities. The student refused to pay attention during teacher instruction, refused to answer discussion questions during the large group discussion, and did not engage in any post related activities. Effort: The student worked with all group members during the activity to attain an understanding of solids, liquids and gases. The student partially worked with group members during the activity to attain understanding of solids, liquids and gases.The student did not work in the group during the activity to attain an understanding of solids, liquids and gases.Correct Answers on Worksheet: The student answered the observations and 4 out of 4 questions correctly on the “States of Matter” worksheet. The student answered most the observations and questions correctly on the “States of Matter” worksheet. However, the student did miss 2-3 of the questions. The student missed half or more of the observations and questions on the “States of Matter” worksheet. Total Score: ____/9 Teacher Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Figure 1Figure 2Figure 3Figure 4Figure 5 ................
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