ScienceTwo-Week Water Unit Outline/Plan2:45-3:30 every day

ObjectivesStudents will be able to understand properties of water. -Water expands when heat is added, -Contracts when heat is taken away, -Warm water is less dense than room-temp water, c-Old water is denser than warm water, material that floats in water is less dense than the water and if it sinks it is denser, etc.)

StandardsCommon Core: S.3-5.ES.1 Understand and apply knowledge of properties and uses of earth materials.

Week 1Day 1 Surface Tension

Make folder (water/science on cover and pictures)

Water drops on a penny-Show on doc camera-How many drops?-What is the term for this? Surface tension, can only hold so much before topples overUse soapy water and pick on volunteer-Make sure they know how to do drops, not squirtsWhat was different about the two types of water? Why didnt the second work as well?-Soapy water caused less surface tension

Put students into groups of 4 ideally (3 or 5 is okay, depending on materials, etc.)Give each person in each group a notecard with a number 1-5 on each. This will help with confusion/frustration/equality of jobs (getting materials, clean up, etc.)

Get ready to give each group a tray of materials.Each group needs: 1 tray, 1 penny, 1 sheet of wax paper, 1 sheet aluminum foil, small cup of water half filled, and 4 droppers.Talk them through materials, SHOW how to use dropper properly to get same amount of drops each time, they should practice over the water cup. (wait to pass out pennies until they have had a chance to practice.Explain wax paper and aluminum foil is to try out different materials and what water does on it.Ask if student blank spilled grape juice on his grandmas new couch would he tell student blank to run and get aluminum foil? wax paper? Or paper towels? Why?-Talk with your group.-Surface tension

Pass out materials-Practice dropper over cup-Pass out pennies-Directions: each student gets to try, everyone in the group help count the water drops on penny

Extension: Is there a difference between the heads side and the tails side? Racing drops on wax paper vs. aluminum foil, which do they move faster on?

If time, do water on a slope. What happens when you hold one side of the tray upwards?

Whip around: Tell me something you liked or learned from to day, fast. You CAN repeat if youd like.(if time) Write I liked. And I learned on board.

Collect folders put in bin for next day

Day 2 Surface TensionGive students a sheet of blank white paper.Have them draw a picture of water on a penny.Model on document camera

Have them take their folder (Large white sheet of paper folded in half)And make a word bank and content inquiry on each side on the inside of the folder.

Word Bank: from different FOSS water section?Content Inquiry statements

Do water on a slope if didnt get to it the day before.

Day 3 Build a Thermometer

Materials needed:Each group gets: 1 small class bottle, 1 rubber stopper, 1 straw that is thin and transparent, For the class: 2 dispensing bottles, green and red food coloring, water at room temperature

Prepare two dispensing bottles of water full of room temp water, one with red food coloring, one with green food coloring.

Introduce through questioningWhat happens to water when it gets hot?What happens to water when it gets cold?Talk at your table groups. Everyone in the room should have an answer! I will be pulling sticks to call on kids.(Give them a few minutes)Ask first question again and call on a student. Ask if anyone else has anything to add to what happens when water gets hot.Ask second question and call on a student. Ask if anyone else has anything to add to what happens when water gets cold.

Tell students: I want you to work with your group to make a piece of equipment to investigate what happens to water as it warms and cools.Model for students how to assemble thermometer.1. Moisten the hole in the stopper and the end of the straw put together. Straw does not need to go all the way through.2. Pour colored water into bottle almost to top of the bottleneck.3. Push the stopper into the mouth of the bottle until the water level rises 1/3 to half the height of the straw and DO NOT TOUCH after this is done.4. Place water in different places around the room to sit overnight.

Hand out 1-5 job cards and tell them who will be doing what. (Explain how big you are on teamwork)Number 5 will come get tray of materials.Number 3 will be the starter with the colored water. Tell them to work quickly and carefully.Number 4 will bring the bottle to the next table.Number 1 will put the straw in the stopper and Number 2 will put the stopper in the bottle. Tell them to push it in firmly, but not to move it much after that, you dont want the level to rise very much.Number 1 will mark the water level on the straw to keep track of where it was for them to observe where it goes the next day.

Day 4 - Thermometer

Ask students if they know what a hypothesis is, then say it a big word in science that you can wow your friends with. Explain that a hypothesis is your best educated guess at what you think will happen in an experiment. It can be wrong.

Have the groups talk about what they think the bottles and water level will be like today after being placed in different areas of the room. Did the water go up or down or not move at all?Ask for each groups hypothesis and remind them that it is okay if they are wrong or right!

Have them come get their thermometer bottles and draw a picture of it on a white sheet of paper.

Word Bank

Content Inquiry

Week 2Day 1 Sinking and Floating objects Today we will be experimenting with objects in water. What is the word for when an object stays on top of the water? What is the word for when an object goes all the way down to the bottom of a container of water? What is an action we could do for these words?Show them objects and cup of water on document camera.Objects are: rubber stopper, wooden bead, cork, and penny I am going to give you 3 minutes, and as a table group, I would like you to decide which of these objects you think will sink or float.Give time for them time to discuss, Get students attention back up to you and call on four volunteers to come drop the objects in room temperature water one at a time. Record findings on class chart to have them remake the next day in their folders (not copying, but recreating the chart, the teacher copy is just for reference)

Ask the question, why did some objects float and some objects sink? What is different about them?(the idea here is to work toward the idea of density, eventually give them the word and define it together)

If an object floats in water, the object is less dense than water (wooden bead and cork); if an object sinks in water, the object is denser than water (rubber stopper and penny).

Make chart on a page in the folder of what floated and what sank.

Day 1/2Sinking and floating part 2

Now that we know what happens with a few different solid objects in room temperature water, we are going to experiment and see what happens to two different types of water in a vial in room temp water.Pass out numbered job cards to the table groups and have number 4 come get the tray of materials.

Each tray needs: 1 cup (empty)1 cup of room temperature/cold water 3/4ths full2 Popsicle sticks2 rubber band2 vials

Show on doc camera how to attach vial to popsicle stick with rubber band (IF TIME BEFORE HAND DO THIS FOR ALL OF THEM)

Tell them that you will be coming around and filling the vial almost all the way full of colorful water.Emphasize CAUTION with food coloring water and their clothes.Have number 2 be in charge of lowering full vial into the water. It is essential to go SLOW once you touch the water with the vial and that you hold it in place to observe what happens to the water.

DO again with the cold/hot water so that they can see the difference.

Discuss what they observed: What happened in each? What did you see? Does anyone have a hunch for why they were different?

Day 2/3 (depending on time)

Draw sinking and floating water on one page white paper with red and blue waterTalk about density

Content InquiryWord bank

Day 3 Water Wheel

Challenge: Show that water is power

Give them tub of water, red chips that connects to make wheel, yellow stick, and string with binder clip, and syringe.

Special challenge: try not to get water on the desks or themselves! Although it will be wet, please use paper towel when you need it.

Goal is to have them make the water wheel work to have the string wind up and lift the binder clip out of the water.

Review content for test.

Day 4 Test

Take the test as a large class.