WK 7 Assignment #2

Title: Liquid and Gas

Major Understandings:

Ø      Liquid has mass and volume and takes the shape of its container.

Ø      Gas does not hold their shape or volume.

Ø      Three states of matter is liquid, solid, or gas.

Science Standards: Elementary 2nd Grade.

3.2a. Matter exists in three states: solid, liquid, gas.

• Solids have a definite shape and volume

• Liquids do not have a definite shape but have a definite volume

• Gases do not hold their shape or volume

3.2c Changes in the properties or materials of objects can be observed and described.

Content Standards informational Text: 3, 4, 5, and 7,: 3 Describe the connection between series of historical events, scientific ideas or concepts, or steps in technical procedures in a text; 4 Determine the meaning of words phrases in a text relevant to a grade two topic or subject area; 5 know and use various text features such as captions, bold print or subheadings to locate key facts or information in a text efficiently; 7 explain how specific images, such as diagrams, contribute to clarity in a text.

Objectives-

Ø      Describe the properties of liquids and gas.

Ø      Comparing and contrasting liquids and gases.

Misunderstanding: liquids and gas has no volume-water disappears when heated. 

Essential questions-

Ø      Describe the properties of liquid?

Ø      What kind of liquid did you use this morning?

Ø      How would you explain the shape of a glass with water in it?

Ø      Describe what happens what happens when I blow up a balloon-gas take up space.

Student will know:

Ø      Liquids do not have a definite shape but have definite volume

Ø      Gases will not hold their shape and does not have volume

Students will be able to:

Ø      Describe the properties of water/liquid and gas

Ø      Compare and contrast a liquid to a gas-Venn Diagram

Ø      Define the volume that water takes up

Ø      Explain the shape of a gas-(gas has ho shape)

Ø      Observe and make inference of what happens to the air in the balloon

Vocabulary: matter mass liquid solid gas volume milliliters 

Materials: Macmillan McGraw-Hill text book-audio version, sand, water, measuring cups, paper, balloons, hand lens,  KWL organizers, Venn diagrams, computer, smart board, video clip-solids liquids and gas-Brian pop.

Performance tasks:

Students will pour sand and water into different measuring cups ml-pouring water from one container to the other and pouring sand from one container to the other in organized groups.

Ø      Group’s activities-will infer if the water and sand will take the shape of the measuring cups. Student will also note the measurement volumes

Ø      Groups will also describe how the sand changed and how the water changed in the containers. How did the sand change? How did the water change?

Ø      Describe how the sand and water seem to flow-

Ø      Next have students place a drop of sand on a piece of paper give the students a hand lens and let them describe what a grain of sand look like-

Ø      Place one drop of water on a pieces of paper and look with a hand lens-the water does not hold its shape and it is wet and will evaporate into the air.

Ø      Let the student blow up a balloon and let students explain-

Differential instruction: help students with milliliters cup when poring water and sand. Let them describe the measurements of volumes in milliliters.

Evidence: students will be able to describe the changers that the liquid took-the shape of the container-the liquid was wet, has volume ml, and mass. The solid kept it shape and the air changed and took the shape of the balloon.

Student can reflect on performance tasks by sharing out results from group activities.

Lesson:

Begin with a KWL organizers find out what the students know about liquids and gas. Let the student gather evidence from group activities and discuss what they already know. Let them brain storm for ideas on other evidence of liquids and gas. Make connection to prior knowledge by asking the students-What did they use liquid for this morning? And could they see they air they were breathing? Give the students plenty of time to grapple with the questions.

To hook-differential instruction: play a brain pop-clip on solids liquids and gas. Student can debate the relevance of the video clip-and there is a 5 question quiz at the end of the brain pop video.

Students will analyze text Macmillan McGraw-Hill text book pages 311-313-for the main ideas and concepts of solids liquids and gas.Students will read the text-sub-headings to locate certain facts, and look at illustration-individually.

Students will be given plenty of time to analyze meanings of content text-main concepts-by sharing out group ideas and making inference based on the text.

To meet diverse abilities of the learners-groups were organized with in their groups, writer, and document taker, Venn diagram writer for compare and contrast results, and presenter.

Each student in his/her group will analyze each others findings and present final works to the class. Groups were activities in performances task and had visual aids-from a brain-pop clip.

Students sustained engagements during performance task and shared out results based on evidenced gathered from the text. Student discussed the main concepts and made content connection using appropriate vocabulary when describing results of solids liquids and gas. Student also shared out findings with the rest of their peers in the class-during group share misunderstanding and misconception can be corrected. Student also took a brain-pop hook activation quiz.