5E Lesson Plan #1

AUTHORS’ NAMES: Sarah Martinez & Nikki Ulaszek Benjamin
TITLE OF THE LESSON: Liquid Classification Game
TECHNOLOGY LESSON: No
DATE OF LESSON: September 26, 2007
LENGTH OF LESSON: 15-25 minutes
NAME OF COURSE: 2^nd Grade Science
SOURCE OF THE LESSON: LHS GEMS Teacher’s Guide: Liquid Explorations, Activity 1
TEKS ADDRESSED:

2.2  Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to:

(B)  plan and conduct simple descriptive investigations

(E)  construct reasonable explanations and draw conclusions using information

and prior knowledge

(F)  communicate explanations about investigation

2.3  Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to:

(A)  make decisions using information

(B)  discuss and justify the merits of decisions

CONCEPT STATEMENT: There are four principle states of matter, one of which is liquid. Liquids can be classified through a variety of ways using the senses, such as color, odor, density, temperature, and fluidity. By understanding the properties of liquids, one can come to the conclusion that a liquid is something that flows.

PERFORMANCE OBJECTIVES:
Given jars filled with different liquids, students will be able to:

1.      Correctly classify them according to physical properties 95% of the time

2.      Contribute to a class definition of “liquid”

RESOURCES: (per class)

·         10-20 clear, 2-6 ounce jars with water-tight lids filled with different liquids, such as shampoo, baby oil, cooking oil, liquid starch, etc.

·         Food coloring

·         A box for storing the jars upright

·         Chalkboard or large piece of paper

·         Funnel for filling the jars

SAFETY CONSIDERATIONS: Students will be working with liquids and glass jars, so there should be a mop and/or paper towels nearby in case of spills. There should also be clean water available for students to wash hands if necessary. If a jar breaks, the students should not touch the glass and should inform the teacher immediately.

SUPLEMENTARY MATERIALS, HANDOUTS: none

Engagement		Time: 3 mins
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Today we’re going to explore liquids.
	What are your favorite drinks?	Coke, juice, water, milk, etc.
	What are some liquids that you don’t drink?	Shampoo, oil, gasoline, wax, soap *be sure they are describing the liquid form of these things
We will be studying various liquids—how they are similar and how they differ.

Exploration		Time: 5 mins
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Line up about 10 – 15 jars of liquids in front of the students. Select two jars with an easily recognizable similar attribute, such as liquids that are colored, and set them in one place. Put two liquids that are colorless together in another place.
	Can you find another liquid that would fit in either of these groups?	*If the liquid they choose for a given group does not follow your rule, put it in the correct group and say, “It goes in this group according to my secret rule.”

Explanation		Time: 3 mins
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
	After all of the liquids have been put into groups… What rule did you use to classify the liquids?	*If they don’t guess your classification scheme correctly, help them isolate the attribute that is common to all the liquids in one group by asking questions.

Elaboration		Time: 5 mins
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Repeat the game, basing your rules on a different attribute.	See above	See above

Evaluation		Time: 5 mins
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
	How did you classify what was in the bottles? What is the same about all the things in these bottles? Based on this information, how can we define "liquid?"	Physical properties   They flow   Something that flows
List students’ ideas and narrow down the definition of liquid to “something that flows”