1curriculum.austinisd.org/.../Sc_K_4th_9wks_K.7B_L1_Pro…  · Web viewGrade K Dynamic Earth TEKS K.7B. Lesson 1. Properties of Water. Essential Questions. How does Earth recycle

Grade K Dynamic Earth TEKS K.7BLesson 1 Properties of Water

Essential Questions How does Earth recycle resources? What stories do rocks tell? What do the characteristics of rocks and soil tell us about

their past? Where does all our water come from, and how do we

describe it? How do we use materials we find in our natural world? What happens when we run out of certain resources?

Enduring Understandings As we observe rocks and soil, they tell us about their past. Water is found on Earth in its oceans, lakes, rivers, and

streams. Earth produces resources that meet our needs.

Intended Learning OutcomesStudents will know: Water differs in color and clarity when it contains

minerals. Water can be polluted. Water we drink is purified.Students will be able to: Observe and describe physical properties of water,

including color and clarity. Compare the water from different sources. Pollute and observe water and compare it to clear water.

TEKSK.7: Earth and space. The student knows that the natural

world includes earth materials. The student is expected to:

K.7B: observe and describe physical properties of natural sources of water, including color and clarity.

Essential Vocabulary clear/ transparente properties / propiedades surface/ superficie water clarity / claridad del agua

Supporting Vocabulary surface/ superficie smell/ oler, olfato, olor taste/ gusto, sabor touch/ tacto

Language Objective:Narrate, describe and explain the properties of water.

ELPS:3H-Speaking Narrate, describe, and explain with increasing specificity and detail as more English is acquired.1C-Learning Strategies Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

College and Career Readiness StandardsSupport or modify claims based on the results of an inquiry.21st Century SkillsDemonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems.Prior LearningWater is all around us.We drink water to stay alive.

TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…

Teacher ManagementEstimated Time for Completion: 5 days

MaterialsPlastic tubs for small groups to explore waterTransparent plastic cupUpdated: June 2015 1

Day 1: Two plastic cups, plastic spoon for each studentDay 2: Tools for moving water—whisk, old-fashioned egg beater, funnels, cups, empty soap pumps, empty shampoo bottles, etc.; Optional: Large towels for placing under each tub and cleaning upDay 3: Pipette/eyedropper for each student, Styrofoam meat trays, toothpicks, plastic cups to hold water for each pair of students; optional: food coloringDay 4: Paper cups with three different sized holesDay 5: One solid and liquid that will mix with water (e.g. sugar and milk) and one solid and liquid that will NOT mix with water (e.g. glitter and oil); plastic cups, plastic spoons

Advanced Teacher PrepDay 1: Set up tubs for small groups (2-3 students) or a plastic bowl for each individual studentDay 2: Same as Day 1Day 3: Set a Styrofoam tray at each student seat; fill plastic cups with water for each pair of students; Optional: dye water with food coloringDay 4: Make a set of three cups with four different sized holes (small, medium, and large) for each pair of students; set up tables with tubs filled with water and a pouring cup that does not have holes.Day 5: Set up tables for small group work. On a tray in the center of each table, place 4 transparent plastic cups filled with warm water and 4 plastic spoons.

Anchors of SupportGroup charts of properties, predictions, etc.Labeled pictures of new vocabulary

Safety ConsiderationsStudents should not drink or taste the water in these activities.Students should be careful to control the direction and movement of water to prevent friends from getting wet.

Literary SupportsA Drop of Water: A Book of Science and Wonder by Walter WickThe Magic School Bus at the Waterworks by Joanna ColeWater by Frank AschWater, Water Everywhere by Cynthia Overbeck BixAll the Water in the World by George Ella Lyon and Katherine TillotsonA Drop Around the World by Barbara McKinney and Michael S. MaydakA Cool Drink of Water by Barbara KerleyWater: Up, Down, and All Around by National Geographic Learning

Technology Resourceshttps://getkahoot.com/https://padlet.com/http://www.polleverywhere.com/Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.

Science Fusion Houghton Mifflin Harcourt (HMH) ResourcesTeacher’s Edition Unit 6 Lesson 15, The Water Big Book of Science Vocabulary pg. 15Student Edition, pp 67-70Assessment Guide p. AG 48Science Songs CD, track 7Picture Sorting Cards 36, 43, 44, 48

Background Information for Teacher

Updated: June 2015 2

Water is essential for organisms on Earth. Most organisms’ bodies are water and water carries the nutrients throughout an organism’s body and then helps remove the organism’s waste products. Humans also use water to clean, wash, cook, make concrete, create electricity and for recreation. We get our water from many sources such as springs, creeks, rivers, and lakes. There are also large underground reservoirs of water from which we extract water.

The two primary classifications of water are freshwater and salt water. Most of the water on the Earth is saltwater located in the oceans. The use of seawater is limited because of its salinity. The removal of salt from seawater is possible but very expensive. The amount of water on the Earth is finite and the amount of water has changed very little over time. However, the state of water is constantly changing from gas to liquid to solid.

The major source of energy that powers the water cycle is the sun. The heat from the sun provides the temperature needed for the oceans’ water to change state. The sun’s rays warm the water causing it to evaporate into water vapor. The water vapor rises into the atmosphere and cools, forming water droplets. These water droplets eventually become heavy enough to fall as precipitation. On the ground, the precipitation either soaks into the ground or runs off into streams, rivers, or lakes to eventually find its way into the Earth’s oceans.

Students will be experimenting with water in small groups in order to observe and describe the physical properties of water, including color and clarity (CRM).

Timeline of conceptsDay Concept Question in Child-Friendly Language1 Water is clear.

Water takes the shape of its container.What do we notice about water?What does water look, feel, smell, and sound like?

2 You can use lots of different objects to move water.

How can we move water?

3 Water drops stick together. How do water droplets behave?4 Water can flow quickly or slowly. When the water

flows very slowly it can start to drip.How does water flow?

5 Some liquids and solids mix together with water; others do not.

What kinds of substances mix with water?

MisconceptionsAll clear liquids are water.Water is blue.

Probing Questions What are the properties of water? ¿Cuales son las propriedades del agua? What does water look, feel, smell, and sound like? ¿Cómo se ve, se siente, huele y suena el agua? How can we move water? ¿Cómo se mueve el agua? How does water flow? ¿Cómo fluye el agua? What kinds of substances mix with water? ¿Qué sustancias se pueden mezclar con el agua?

Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher. All lesson resources provided within this lesson should be considered for instruction by all teachers.

Arch of Lessons Kindergarten (45 Minute Lessons)

Day 1- Directed Inquiry- What does water look, feel, smell, and sound like? Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.

Engage: (10 minutes)Hold up a cup of water and an empty cup for the students to observe. Pour the water from one cup to the other. Ask students, “What do you think I am pouring back and forth between these cups?” Ask students, “Why do you think that it is water?” Write

Updated: June 2015 3

down student responses on chart paper. Ask students, “Couldn’t it be sprite? Or soap? Those can be clear liquids to. How could you tell FOR SURE that this is a cup of water?” After you record student responses, title the chart, “Properties of Water” saying it aloud as you write it. Call on students to provide additional descriptions and clarifications. Lead students to conclude that you can identify water by the way it looks, tastes, or behaves, and be clear with students that, for safety reasons, we will not be tasting water during science explorations in the next two weeks.

“Earth scientists, when we describe how something looks, feels, smells, and behaves, we are telling about the properties of that object. Just like how we described the properties of rocks recently, we will be observing water carefully today to notice more about its properties.”

Explore: (20 minutes) and Dual Language ActivityTell students that you are going to hand out some utensils, and you want them to find other properties of water including how it feels, smells, sounds, looks, and acts. Remind students that although taste is also a property of an object, they will not taste the water in this activity.

Distribute a tub of water, clear cups of varying sizes, and spoons to each group. Challenge students to use the materials to learn how water feels, smells, looks, and sounds. Allow students 15-20 minutes to experiment with and manipulate the water. Probing Questions: What does water look like? (clear/transparent) What does water smell like? (no smell if pure) What does water feel like? (wet and slippery) What does water sound like? What happens when you stir the water with the spoon? (water moves) What happens when you pour water into different containers? (it takes the shape of its container)

Students record their exploration of water in their Science Notebook. Students can draw pictures and label or complete sentence stems, “Water is _____” using vocabulary from the chart created. Guide students toward coming up with enough properties of water so that if you read their list of properties to someone, he or she would be able to guess that the scientist is describing water.

Explain: (10 minutes)Tell students, “Today we experimented with water and discovered some different properties of water.” Have students share their observations and answers to the probing questions above. Add any new properties to the class chart.

Day 2- Building Concepts and Academic Vocabulary: How can we move water?

Engage: (5 minutes)“Scientists, yesterday one of the properties we learned about water was that it moves. Today we can find more ways to move water. In addition to the cups you explored with yesterday, you can try these other tools.” Show the tools to the students and provide any additional safety or etiquette rules as needed (e.g. squirting in the direction of the tub versus at people) “After we explore, we can come back together as a whole group and share how we moved water.

Explore: (20 minutes)Children explore using the water tools. Invite children to find as many ways as possible to move water from container to container (i.e. pumping, squirting, squeezing, dripping, pouring, carrying, etc.) depending on the tools you have. If you have a water table, kiddie pool, or other long tub, challenge children to find as many ways as they can to move water from a container at one end to a container at the other end.

Explain: (15 minutes)Have children report about how they moved the water. Make a list of the vocabulary students share; encourage them to make up words or compare the movement to the shape of something else familiar, if necessary, for the movement they notice. Ask: What were some of the different ways you could move water? Which tools worked the fastest to move water? Which tools moved water slowly? How do you think water moves in nature? Why do you think it is important for people to know how water moves and how to move water around?Updated: June 2015 4

During or following the discussion, have children record, in their notebook, some of the ways that water can move.

Elaborate:Show videos of how water moves in nature and how people utilize the movement of water (e.g. for power).Rippling Water (15 seconds)Water in nature (5 minutes with music)

Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 3- Guided Inquiry: How do water droplets behave? Students are given a question, and make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, they make their own claims and conclusions citing their collected data as evidence.*This activity is adapted from Peep and the Big Wide World.

Engage (5 minutes)“Scientists, we have been exploring big amounts of water over the last two days. Today we can explore small amounts of water, even very small amounts, like the tiniest drops. We are going to watch very closely to see how the water behaves. To help us, we’ll be using this tool called a pipette.” Do a dry demonstration (without water) of how to fill the pipette and then squirt it. Then give each student a pipette and practice it with you: First, squeeze the top.Hold it, hold it, hold it while you stick the pipette in the water.Now, slowly let go and the pipette will suck the water up.Gently lift the full pipette up, squeeze and squirt.

Go through the practice demo again, but this time, instead of squirting the water, squeeze very gently so the water comes out in drops. Finally, have students watch you as you demonstrate with water. They can count the drops as you squeeze the water out to motivate them to squeeze the pipette slowly.

Explore (25 minutes) and Dual Language Activity 2Allow children to free explore with the pipettes and cups of water. You can dye the water with food coloring so that they can see the drops more clearly against the white background of the meat trays. As you interact with students, ask: What do the water drops look like? I wonder what happens when you squeeze a drop of water onto another drop. What happens when a drop of water goes into another drop? How can you make tiny a drop of water? What happens when you squeeze the pipette far above the tray? How is this different from when you squeeze the pipette

close to the tray? What happens when you squeeze an empty pipette into drops that are already on your tray? Why do you think that

happens? What happens when you put your pipette into a drop of water and drag it? How do you think you could break up or split up a drop? What happens when you tilt your tray back and forth? Why do you think that happens?

Explain (15 minutes)Children draw what happens to the water drops. Have them show the different shapes and sizes of the drops, and challenge them to show a drop that is moving.

Elaborate Have students explore water drops on other surfaces such as wax paper, sponges, paper towels, the table, their hand, etc.

Ask them to notice how the water drops behave the same or differently across the different surfaces and to ponder why they think the differences occur.

This amazing video from scientists at MIT—shot in 10,000 frames per second—shows what really happens when a water drop hits a surface of water.

You can use pipettes as a painting tool with watercolors to make beautiful splat paintings.

Updated: June 2015 5

Day 4-Full Inquiry- How does water flow? Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence.

Engage (5-10 minutes)“Scientists, yesterday we noticed that sometimes our water drops came out of the pipette slowly and sometimes the water could come out faster. How did we make this happen?” Have students share their experiences based on the speed with which they squeezed the pipettes. “Today, we can explore more about how water flows and drips. We’ll be using these paper cups. What do you notice about the bottom of the cups? That’s right, they have holes in them. The holes are different sizes. When you fill the cups with water, what do you think will happen in the different cups?” Record students’ predictions on chart paper. “At the end of our exploration, we will compare what really happened to our predictions.”

Explore (25 minutes) and Dual Language Activity 1Students work with a partner to explore what happens with water in the different cups. Provide at least three cups with different size holes. Students record their results in their notebooks.

Explain/Evaluate (10 minutes)Facilitate a Making Meaning discussion based on the question, Why do you think water drains differently in the cups with different holes? Other probing questions during the discussion include: How could we prevent the water from draining? How could we make slow-drainers go faster and fast-drainers go slower? Do you think water always flows downward? Why or why not? Can you think of other materials we used this week (i.e. soap

pumps) that moved water upward? Elaborate: (10 minutes) Do a demonstration that shows water flowing through porous materials such as sponges. Water is always looking for a way

through. Relate this to leaks, have students heard of leaks or experienced one? They may have experienced a leak in their house, in their water bottle when the cap is not screwed tightly, etc.

Provide additional materials for students to explore water’s tendency to flow downward unless obstructed or otherwise manipulated. Possible materials include plastic tubing, marble tracks, decorative fountains pouring water down angled plastic trays, etc.

Watch this Peep and the Big Wide World video that shows kids making a dam. Dams stop the forward motion of water and collect it in a big space. Relate this to Lake Travis here in Austin.

Day 5- Closure Activities: What kinds of substances mix with water?

Engage: (10 minutes)“We have discovered so many interesting properties and behaviors of water this week. Today, we’ll investigate to find out whether substances can mix with water. Let’s share some of our ideas. Do you think that all liquids and all solids can mix with water?” Facilitate a gathering ideas discussion, noting students thinking and examples they provide. (You may want to focus first on liquids and then on solids.)

“Today we’ll be working with two different solids, glitter and salt, and two different liquids, oil and milk. We will see what happens when we put these materials in the water. You will be working in small groups of scientists and discuss what is happening and why you think so.”

Explore: (25 minutes) and Dual Language Activity 1Each small group of students investigates to find out what happens when about 1 tablespoon of each substance is put into a cup of warm water. Once groups are ready, circulate with one material at a time (i.e. put 1 T of glitter in a cup at each table) students observe before the teacher provides the second material. Pour each substance slowly so that students can watch the initial entrance of the material and compare it to what happens when they stir with plastic spoons. As the teacher circulates, he/she can ask: Which substances are mixing with water and which ones are not? Where do you think the salt went? What happened when the substance first joined the water? What happens when you stir the substance in the water? What happens to the substance after you stop stirring?

Updated: June 2015 6

What do think would happen if we add more oil to the water? What do you think would happen if we add more salt to the water?

Students record their observations in their notebooks throughout the investigation.

Explain (15 minutes)Facilitate a discussion in which students share their observations and theories about the questions above. The main point is that substances mix with water in different ways. Some seem to “become one” with the water, like the milk and the salt. (Some salt may not dissolve in the water, but instead, sink to the bottom.) Other substances, like the oil seem to resist mixing together with the water and stay looking like itself.

ElaborateFill water bottles halfway with water. In addition to oil, glitter, and salt, have children suggest additional classroom materials to try mixing with the water, paint, glue, pencil shavings, etc. Cap the bottles, make labels for them, and keep them in the science center for children to shake and observe.

Conceptual Refinement (10 – 15 min.) The teacher pulls students that need extra support with the concepts.

DifferentiationELL and SPED Strategy: Provide labels and pictures that describe the various attributes of water. Provide extra exploration time for students with the materials. Students who struggle with writing can dictate their responses, or a teacher can transcribe most of their sentence and leave

one word for the student to sound out.

Enrichment: On Day 4, advanced students can be assigned to be timers. Provide a stopwatch to these students to time how long it takes

for different cups to drain and share their data collection with the whole class.

Updated: June 2015 7

Fecha:

Explorando agua

Utiliza tus sentidos para ael agua. Anota tus observaciones.

Se ve

Huele

Suena

Se siente

Updated: June 2015

8

Fecha:

¿Cómo se mueve el agua?

¿Cómo puedes describir los movimientos del agua?

Updated: June 2015

9

Fecha:

¿Cómo son las gotas de agua? Dibuja y escribe lo que observas.

Updated: June 2015

10

Fecha:

¿Cómo fluye el agua? Apunta lo que le pasa al agua en vasos con boquetes de tamaños diferentes.

Updated: June 2015

11

Fecha:

¿Qué se puede mezclar con el agua? Apunta lo que pasa cuando añades diferentes sustancias al agua.

Date:

Updated: June 2015

12

Exploring Water

Use your senses to observe the water. Record what you notice.

Water looks

Water smells

Water sounds

Water feels

Date:

How can water move?

Updated: June 2015

13

What are some ways that water can move?

Updated: June 2015

14

Date:

How do water droplets behave? Draw and write about what you observe.

Updated: June 2015

15

Date:

How does water flow? Record what happens to water in the three cups with different size holes.

Updated: June 2015

16

Date:

What can mix with water? Record what happens when we add different substances to water.

Updated: June 2015

17

Updated: June 2015 18