SMC DI Course Culminating Project--Solids and Liquids

Culminating ProjectDifferentiated Instruction

Erin SorensonUMS, 1st Grade

VT Standards Addressed: Properties of Matter: 7.12a, aa, aaa, b, bb, bbb, c, cc, ccc; 3.10, 3.11, 3:13

Grade Level Expectations:S1-2.4: Students demonstrate their ability to conduct experiments by labeling significant aspects of a scientific drawing or diagram.S1-2.2:9: Students demonstrate their understanding of properties of matter by identifying, recording, and comparing characteristics of objects made of similar and different properties.S1-2.12: Students demonstrate their understanding of the states of matter by identifying, describing, and comparing states of matter of solids and liquids.S1-2.14: Students demonstrate their understanding of physical change by describing and reporting the change in properties when heat is applied to a solid or when heat leaves a liquid (e.g. water/ice).

Learner Profile: My class consists of fifteen first grade students, including one with Autism. This child has a full-time, one-on-one assistant and is in the classroom as often as possible. There are nine boys and six girls in the class. About half the children in the class are six years old and the other half are seven years old.

I have not formally administered any interest or learning styles inventories, but the kindergarten teachers included information on the Learning Profile (which is passed on from kindergarten to first grade) about the learning styles that they observed appealed most to these children while they were in kindergarten. Also, in preparation for this unit, I have had many opportunities to observe children’s learning choices and preferences in order to determine the intelligences/styles most predominant in our class.

I have observed that many students are very active learners—they like to move and get their bodies involved in their learning. This leads me to believe that they are strong in the Bodily-Kinesthetic Intelligence. These same students also seem to be strong in the Logical-Mathematical intelligence, which lends itself well to the type of scientific thinking I will be asking students to do. Many of my students are also quite drawn to artistic endeavors, which lends itself to the Spatial Intelligence. There seems to be an equal division of children who are Interpersonal learners versus Intrapersonal learners. Therefore, I think it’s vital to have a mix of whole-group, small group, and independent learning opportunities.

As far as accommodating the variety of preferred Learning Styles that my students likely are already starting to develop (Mastery, Understanding, Self Expressive, Interpersonal), I have drawn upon the “Matrix Combined Learning Styles and Multiple Intelligences” created by Brad Blanchette. I have attempted to create activities that relate to all four learning styles and Multiple Intelligences that seem most prominent in my classroom (Bodily-Kinesthetic, Logical-Mathematical, Spatial, and Verbal-Linguistic).

Community in the Classroom:

As I know you are aware, the primary schools in Colchester have adopted the Responsive Classroom philosophy. I visited the RC website (www.responsiveclassroom.org) to help me with my reflections on the importance of community in the classroom. While I was perusing their website, I found the following seven principles of the Responsive Classroom listed:

The social curriculum is as important as the academic curriculum.

How children learn is as important as what they learn: Process and content go hand in hand.

The greatest cognitive growth occurs through social interaction.

To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control.

Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.

Knowing the families of the children we teach and working with them as partners is essential to children's education.

How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.

These principles seem to me to be the perfect framework for my reflection on the importance of community in my classroom. I have selected several principles and listed my thoughts on how it is reflected in my classroom.

The social curriculum is as important as the academic curriculum.

Students need to feel physically and emotionally safe in order to learn effectively. According to the suggestions of RC, I take the first six weeks of the school year to help children get to know me, their peers, and themselves better. We take things slowly—learning the routines of the classroom, reflecting on and creating rules for our meetings and our classroom as a whole, and doing many “getting to know you” activities. Through this slow “easing in process,” students become comfortable with each other and the classroom. Because we are not jumping into the nitty gritty of the curriculum, my attention can be given to helping students solve problems as they arise, learn what it looks like/sounds like/feels like to follow the rules of our classroom, and facilitate in conversations amongst students who may not otherwise make connections. This is not all accomplished in the first six weeks, of course, but these early weeks do set the tone for the entire school year.

How children learn is as important as what they learn: Process and content go hand in hand.

Sounds very “DI,” doesn’t it? Part of my role as the leader of a DI/RC classroom is to get to know my

students as learners. What makes them tick? What are their areas of talent/weakness? Part of being the leader of a DI/RC classroom means that I need to get to know students learning styles and preferences. Information about this can be gleaned from their Learning Profile passed on from the kindergarten teachers. I also watch students carefully throughout the school year to find out what teaching/learning style suits them best. Getting to know your students is essential to any classroom community, and knowing what type of instruction works best for each student is a part of this. I do have to note, however, that I feel strongly that I need to expose students to a wide variety of teaching styles and learning activities so that students can see what works best for them. At the 1st grade level, students do not yet know what type of learner they are—they need to try things out and discover that over time.

The greatest cognitive growth occurs through social interaction.

I have often marveled to my trusted colleagues just how true this statement is. When a solid, trusting community has been established, students flourish. I am continually amazed at how much students learn from each other. I could go on for pages! I see great growth happen during our Morning Meetings, for example. During this time, students are interacting in many ways—through saying good morning to each other (our Greeting), telling stories of their lives (Sharing), engaging in a wide range of group activities (Activity), and interacting with our Morning Message (News and Announcements). This daily routine is familiar and comfortable. When problems arise, which they inevitably do, I work with students to fix them. We sit in a circle—everyone needs to be seen and heard. Everyone is included. We talk about what students notice works well or didn’t work well and we problem solve together.

Student partnerships during academic times allow for great cognitive growth as well. In my classroom, students have both a writing partner and a reading partner. When students have someone else to bounce ideas off of and share their work with, amazing things happen. Sometimes I think they understand how to help each other better than I do! Without doubt, students learn from talking to each other about their learning.

The same is true with small groups, which I use frequently in all subject areas, particularly math. I have started using a combination of mixed-ability and homogeneous grouping in math, which has been enlightening to me. In both types of groupings, students learn greatly from talking to each other about what they are doing.

To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control.

This principle makes me think of classroom management. I actively teach these social skills during the first six weeks of school and throughout the year. Once students have an idea of what we need to accomplish in our classroom during the school year, we sit down together to brainstorm ideas for two sets of rules—one for our “meetings” and one for our classroom as a whole. Once I have helped students consolidate their ideas into common themes, I phrase the rules into positives. For example, “no name calling” may become “use kind words,” and “no running,” may become “walk.” When students break these rules, as I expect them to do, I refer back to our classroom discussions that helped us create these rules and why they are important to us as learners. My “teacher language” also hinges on these principles. I try to give students ownership over their behaviors and actions, so my management language is not punitive—it is meant to guide students towards solutions. I want students to see their

actions in terms of how they affect their learning and the learning of those around them—to see themselves as critical members of our community. I find that when students do feel like important members of a community, classroom management is much smoother.

Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.

I have already reflected on this principle in my comments above, so I won’t repeat myself. An additional way that the teachers at UMS get to know our students prior to the beginning of the school year is through transition meetings with the previous grade level teacher. I find myself going back to the notes I take during these meetings quite frequently, and I visit the classroom teachers as necessary to ask clarifying questions/advice about my students throughout the school year. These informal discussions (guided by the Learning Profile) are immensely useful! I can teach my content all day long, but if I am not adapting it to the unique needs of the students I teach, it’s not effective. Having this knowledge of my students before the school year begins helps me to “hit the ground running.”

Knowing the families of the children we teach and working with them as partners is essential to children's education.

I agree with this statement wholeheartedly. Here are a few things I do to ensure that families are partners with me in their child’s education:

Family Questionnaire: This is sent home prior to the first day of school. It asks families about their child and their hopes and dreams for their child in first grade. It also gives me basic information about the family structure.

Family Letter: I sent home a letter during the summer to introduce myself to families and tell them that I would like to keep lines of communication open. I invite them to several events at the beginning of the school year to help make sure this happens.

Ice Cream Social/Open House: In August, families are invited to an ice cream social on an evening during the week before school starts. They can pick up their child’s home-school folder and simply chat with me and other families. The Open House is a school-wide event, unlike the ice cream social (a grade-level event). Students and parents can come in to see the classroom, chat with me, etc.

Classroom Newsletters: My partner teacher and I write a monthly newsletter to help parents stay in touch. We always include our email address and school phone number so parents feel they can get in touch with us when they need to.

Classroom Blog: http://mrssorensonfirstgrade.blogspot.com. This is new this year and it has been GREAT! I created a blog and a wiki to help keep families in touch with the daily life of our classroom. The feedback has been hugely positive. I do have about 4 families without internet access. I have invited them to come in to view the blog but most have not responded. This is why I still do a printed newsletter each month. I have found blogging more effective than the traditional webpage, as I can control the content from anywhere—unlike the process with updating our school web pages.

Classroom Volunteers: Parents are invited to volunteer for my first grade cooking program (literacy connection), our first grade volunteer reading program, Four Winds (a volunteer-run science program), and to help with parties and special events. I would like to have more

reading/writing/math celebrations during the year besides just our school-wide Open House in the fall.

Conferences/Phone Calls: Parent-teacher conferences as well as informal phone calls and meetings are very useful in getting to know parents and letting them know that we are in this together—we both have their child’s best interests in mind!

How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.I couldn’t agree more, and I think I work in THE BEST building for this to happen. We are a harmonious, hard-working staff, and we model the value and importance of community for our students each day. Our school-wide meetings (like the Morning Meeting, except the whole school attends) are just one example of the community that exists at UMS. We are all committed to Responsive Classroom, and this shared vision really does impact all we do. I found this list of classroom practices on www.responsiveclassroom.org. I want to include them in my reflection since I believe they illustrate the interconnectedness between Differentiated Instruction and Responsive Classroom.

Classroom Practices

At the heart of the Responsive Classroom approach are ten classroom practices:

Morning Meeting - gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead

Rule Creation - helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals

Interactive Modeling - teaching children to notice and internalize expected behaviors through a unique modeling technique

Positive Teacher Language - using words and tone as a tool to promote children's active learning, sense of community, and self-discipline

Logical Consequences - responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity

Guided Discovery - introducing classroom materials using a format that encourages independence, creativity, and responsibility

Academic Choice - increasing student learning by allowing students teacher-structured choices in their work

Classroom Organization - setting up the physical room in ways that encourage students' independence, cooperation, and productivity

Working with Families - creating avenues for hearing parents' insights and helping them understand the school's teaching approaches

Collaborative Problem Solving - using conferencing, role playing, and other strategies to resolve problems with students

Title of the Unit: Solids and Liquids in First Grade

Teacher: Erin Sorenson Grade Level: 1st Duration (weeks): 3-4 weeks

Over-arching CONCEPT Change

Sub-concept: Solids and Liquids

Essential Questions What is matter? What are the properties of a solid? What are the properties of a liquid? How does matter change state? How does the ability of matter to change state make a

difference in our daily lives?

As a result of this unit, students will UNDERSTAND…

Everything around us is matter. We can describe solids and liquids using words that

describe their attributes and properties. The ability of matter to change from liquid to solid and

from solid to liquid has an effect on our daily lives. Many solids and liquids can change state when heat is

applied or taken away. Scientists use specific skills in their work.

As a result of this unit, students will KNOW…

Content vocabulary: matter, property, solid, liquid, change in state, substance, and more (see Colchester Science Curriculum Draft, March 2007).

Inquiry vocabulary: experiments, predicting, data Objects are made of many types of materials. Solids have the properties of hardness, color, and the ability

to maintain shape. A solid has a definite shape that will not change when the

solid is moved from one place to another. A force must be applied or energy exerted to change the shape of a solid.

Liquids have the properties of color, tendency to flow, ability to mix with other liquids, and taking the shape of the given container.

Liquids have no shape of their own, but they do have constant volume—6 ounces of water is the same in a tall glass versus a short glass (even though it may look like more or less).

Some materials exist in both solid and liquid states. Heating and cooling can change states of matter. The states of liquids and solids remain constant in some

circumstances (ex: solids remain solid when broken; liquids remain liquid when poured), but may change in other

circumstances (ex: liquids may freeze when the temperature drops; solids may melt when heated).

Some solids and liquids can be combined to make useful substances.

Water is unique because it is the only substance that occurs naturally in all three states (solid, liquid, gas) on our Earth.

As a result of this unit, students will be able to DO….

Name two or more properties of solids and liquids. Compare/contrast solids and liquids. Sort and classify items as solids or liquids based on their

properties. Use appropriate vocabulary in describing their

investigations, explorations, and observations (ex: liquids can be viscous, clear, runny, greasy, etc.; solids can be granular, hard, opaque, etc.)

Give an example of when the state of a liquid remains constant. (Do the same for a solid.)

Give an example of when the state of a liquid changes. (Do the same for a solid.)

Name a useful example of mixing a solid with a liquid in your daily life.

Name an example of a solid that does not mix with a liquid in your daily life.

Ask questions. Make observations. Carry out simple experiments. Interpret data related to changing solids to liquids and

liquids to solids. Work independently. Work cooperatively. Describe how the ability of matter to change states affects

our world.Pre-assessment Complete a R-A-N chart (the columns are as follows: What

we THINK we know, Confirmed, New/Revised Information, Wonderings)

Sorting activity (one-on-one): Students visit my table and sort a variety of objects in a basket labeled “solids” and a basket labeled “liquids.”

Differentiated Instructional Strategies used in the Unit

Gardner’s Multiple Intelligences Brainstorming Children’s literature (both fiction and nonfiction) Songs Poems Activity Sheets Graphic Organizers (paper and electronic) Learning Stations Think-Pair-Share Pre-assessment Small-group investigations Student choice concerning groupings Student choice regarding activities

Tiered assignments Choices regarding how to convey new knowledge (varied

assessment tasks) Use of technology

Anchor Activities—When students have finished their differentiated activities they will have a menu of activities from which to choose.

Browse the Solids and Liquids book tub. Write a riddle about a solid or a liquid. Use websites with solids and liquids activities:

http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html and http://www.bbc.co.uk/schools/ks2bitesize/science/materials/

Make an ABC book of solids and liquids—draw pictures and use invented spelling to come up with a solid or liquid that begins with each letter of the alphabet.

Create a collage of solids or a collage of liquids—use pictures of items from catalogs/magazines. Complete a Start-Change-End diagram to show the change of a solid to a liquid or a liquid to a

solid (could be a recap of an experiment we’ve done in class or a new idea). Sort solids/liquids according to their properties: solids (color, hardness) liquids (color, viscosity). Choose a solids and liquids poem and illustrate/complete to put in your Poetry/Song notebook. Write a “how to” book about a solids/liquids experiment we did in class or write an experiment of

your own that explores solids/liquids. Make up a song or play that will teach the class about solids/liquids or changing states of matter. Conduct sink/float experiments. Create structures with solid objects of many types. Create art using solids and liquids.

Tentative Schedule for Solids and Liquids UnitMonday Tuesday Wednesday Thursday Friday

Jan. 11Introduction and Pre-Assessment

R-A-N Chart Individual pre-

assessment

Jan. 12Lesson 1

Read What is the World Made Of?

Revise R-A-N Begin Folder

cover

Jan. 13Lesson 2

Begin investigation of solids using Foss Kit lesson: Investigation 1, Lesson 1 (Part 1):Properties of Solid Objects

Jan. 14Lesson 3

Foss Investigation 1, Lesson 1 (Part 2): Sorting Solid Objects

Do Sorting Game as whole group and then with a partner

Jan. 15Lesson 4

Foss Investigation 1, Lesson 2: Building Solids Structures (small groups)—take digital photo of building for Solids and Liquids folder

Mini book for folders: My Book of Solids

Jan. 18 NO SCHOOLStudents will work on a Solids and Liquids Station Contract all week!!

Jan. 19Lesson 5 Foss Investigation 2,

Part 1: Liquids in Bottles

½ the class does liquids investigation, rest of the class works on an anchor activity (see KUD for anchor activity ideas)

Jan. 20Lesson 6

Foss Investigation 2, Part 2: Properties of Liquids

1) Use Properties of Liquids grid (Student Sheet #8) on Smartboard or overhead to help guide discussion of properties. Play “Guess the Common Property”

2) Students then Choose to play Memory or Go Fish to practice identifying properties of liquids.

Jan. 21Lesson 7 Foss Investigation 2:

Liquid Level

Two Stations:1) Liquid Level in a Bottle

Activity (Student Sheet #18)

2) Water-in-Containers Center (Student Sheet #17)

Jan. 22Lesson 8-Catch up/Exploration

Make mini-book for Solids and Liquids folder: My Book of Liquids

When finished, student choice:

1) Float or Sink Activities (Student Sheet #20)

2) Liquids Collage3) Anchor Activity-

See KUD, or other activities introduced in Investigation 1 or 2.

Jan. 25Lesson 9: Solids that Act Like Liquids (exploring small solids—rice, beans, sand, etc)

Foss Investigation 3; Part 1

1) Students rotate through explore station

2) Rest of class works on Solids and Liquids Station Station Contract

Jan. 26Lesson 10: Making Ice Pops—Exploring the change from liquid to solid

1) Students participate in process, summarize in how-to book or start-change-end diagram

2) Solids and Liquids Station Contract work

Jan. 27Lesson 11: Melting Snow—Exploring the change from solid to liquid

1) Students complete “Snowy Science” pages

2) Solids and Liquids Station Contract work

Jan. 28Lesson 12: Toothpaste Investigation—FOSS Investigation 4: Part 3

1) Do first part of Toothpaste Investigation as whole group

2) Solids and Liquids Station Contract work

Jan. 29Lesson 13: Changing State Exploration

Finish Toothpaste Investigation THEN

Do new “experiment”:-Silly Putty-Butter-Making Crystals, etc.

Feb. 1

Sometime during this week:

Culminating Experience: Co-op time rotation between all four first grade classrooms:

1) Making Oobleck2) Making

whipped cream3) Making Jello4) Melting

chocolate to make chocolate candies in molds

Feb. 2

Assessment:

Sorting Liquids and Solids (same as pre-assessment)

Multiple Intelligences “Choice” Assessment

Work on finishing up Station Contract Work

Feb. 3

Continue Assessment

Work on finishing up Station Contract Work

Feb. 4 Feb. 5

Note on timing of unit for 1st grade team: Our next science unit is “The Night Sky,” which will include a study of the moon phases. The next new moon after this unit is February 14th, which would be a good starting point for our unit. This would give us a bit of wiggle room to complete Solids and Liquids activities the week of February 8th, since the 100th Day of School will likely fall some around Feb. 3rd. Even though the unit will run into February break, students can still keep a moon log with their families over vacation. The unit can continue until the next new moon (or beyond if necessary—March 15th). This then leaves time to study Weather in mid-March through April vacation, and then of course it’s CHICKS, CHICKS, CHICKS in May!

1st Grade Science Unit: Solids and LiquidsLesson: IntroductionDuration: One class period

Title: Creating our class R-A-N chart/conduct pre-assessment

Teacher Notes:

Guiding Questions: What do you THINK you know about solids/liquids?

How can we change a solid to a liquid or a liquid to a solid?

What do you WONDER about solids and liquids?

This is similar to the K-W-L format, but it does a better job of determining student misconceptions. These misconceptions can be addressed in future lessons. Also, students are often more motivated if they know that we will try to answer their questions (“wonderings”) during our unit. If I can help students discover answers to their questions, their motivation is higher.

Whole Group Instruction: Explain that we are beginning a new science unit about solids and liquids! Explain that we will be seeking answers to Essential Questions (see K-U-D). Read the Essential Questions to students students and discuss.

Show students the book that we will read in the next lesson, What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld.

Ask the Guiding Questions and record student responses in the R-A-N chart.

This was very eye-opening and provided for some good discussion. Students do seem to have some background knowledge about the topic, but there are definitely some misconceptions. Many students want to know about solids and liquids and how they relate to space—Is the sun a solid or liquid?, What are the rings of Saturn made of?, etc. Many also want to know why things change state.

Differentiated Activities: Use of visuals to go with verbal information—charting student ideas, questions, etc. The R-A-N is being used as part of pre-assessment and is a way of engaging students in what we will learn and to determine students’ pre-existing knowledge and readiness. In the next lesson, the R-A-N chart will be used again as a reading comprehension activity.

The chart was useful and students especially seemed to like the “Wonderings” section. It gave them time to reflect on what they might like to learn.

Asssessment: Conduct pre-assessment sorting activity Wow! I have never done

and record results on class checklist:

Students come to teacher’s table and sort objects into baskets labeled solid, liquid, not sure.

this before and it was quite enjoyable and valuable. Most students have a lot of misconceptions about what is a solid and what is a liquid, and many are not sure about many items—especially sand, salt, shaving cream, and popcorn kernels. Students seemed to enjoy it too and were not at all worried about “getting it right.” A true pre-assessment!

1st Grade Science Unit: Solids and LiquidsLesson: 1Duration: One class period

Title: What is Matter? Teacher Notes:Guiding Question: What is matter?

What are the three different types of matter? *

Students know that I will try to find out a little about what they already know before we begin a lesson.*Note: There are three states of matter, but we are truly focusing on solids and liquids in this unit. Gases will of course be mentioned and explored briefly, but students of this age can gain better understanding of solids/liquids because they are visible and can be easily manipulated.

Whole Group Instruction: Ask students if they have ever heard of the word “matter” used in a scientific way.

Look back at the R-A-N chart created in the introduction lesson. Explain that as we read the book (What is the World Made of?),we will change the chart as necessary.

Read the book What is the World Made Of? All About Solids, Liquids, and Gases by Kathleen Zoehfeld, which is a non-fiction children’s book that introduces the concept of matter in “kid-friendly” terms.

Make changes on the R-A-N chart and discuss.

It was good to look back at our chart while reading the book. Students liked being able to see if they’re “What we think we know” section ideas were right or wrong. There are still some definite misconceptions about small solids (salt, sand, rice, glitter, etc.) being liquids because they pour. Students wanted to discuss gases as well. There are some misconceptions about the Sun being a solid, as well as the rings around the planets. I don’t think we’ll have enough time to truly explore these concepts until our “Night Sky” unit.

Differentiated Activities: Student choice activities to demonstrate their understanding of matter (designed to accommodate multiple intelligences).

Draw an example of each

I was really surprised how many students decided to write a list of examples of solids and liquids. I expected to students to choose to draw them, but the split was about

type of matter or write a list in the T-chart.

Write a list of examples of the three types of matter.

Write a short story that includes examples of the three types of matter.

Think of an example of each type of matter and be prepared to say it to the “Flip Video” camera.

If students have extra time, begin folder cover.

50/50. No one opted for the short story, and I decided not to use the Flip Camera, as I wanted everyone to have a page for their Solids and Liquids folders as evidence of their thinking at the beginning of the unit.

1st Grade Science Unit: Solids and LiquidsLesson: 2Duration: One class period

Title: Properties of a Solid Teacher Notes:Guiding Question: What are the properties of

a solid? What words can we use to

describe a solid?

This lesson will help children develop the necessary vocabulary to express their ideas throughout this unit. Students will need to understand the three basic properties of a solid: has weight, takes up space, has a definite shape. They will also need to use describing words (attributes) when talking about various solids.

Whole Group Instruction: Review concepts learned about solids in What is the World Made Of? (the book we read in yesterday’s lesson). Have children name some solids.

Show children the graphic organizer “Properties of a Solid” on the Smartboard. Discuss the properties.

Explain that we can use attributes (special describing words) to describe solids and this is what we will do today.

SEE FOSS Science Kit Investigation 1, Lesson 1 on Solids.

I ended up doing this activity with small, mixed-ability groupings because of a parent-lead activity (not related to this unit) that was happening in the room at the same time. We rotated students through stations, and this was one of the stations. Students loved being able to touch and hold the solid objects, and they made great observations about the similarities and differences. I was impressed with how quickly they took on the new vocabulary and applied it to the materials quite accurately. “Rigid” was perhaps the most difficult word to learn.

Differentiated Activities: This will be a teacher-led discussion, with students working in mixed-ability partnerships to sort and discuss properties of solids. Tiering option:

Students can choose to complete their own table (Foss Investigation 1, Lesson 1) or simply

Students did work with each other to sort and discuss properties, but this was done in small groups. Everyone wanted to complete their own table, although I did offer the option of helping me fill out a chart and then everyone who could have a copy. They seemed to enjoy doing it.

Students naturally started

follow along with filling it in on the Smartboard.

Can also invite students to sort objects by various attributes using hula hoops to compare/contrast properties.

making comparisons and putting things together by likenesses, which was great to see!

Assessment (formative) Teacher observation Anecdotal notes

1st Grade Science Unit: Solids and LiquidsLesson: 3Duration: One or two class periods

Title: Sort Solid ObjectsFOSS Investigation 1, Part 2 (p.17)

Teacher Notes:

Guiding Questions: What are the properties of a solid?

What words can we use to describe a solid?

How are solids alike and different?

Whole Group Instruction: See FOSS Investigation 1, Part 2: Sort Solid Objects

Differentiated Activities/Extensions:

Introduce activity as whole group, then students can choose to complete the sorting activity in partnerships or independently. Come back and share on rug when done.

Modeling: Use overhead projector or hula hoops to show sorting.

Readiness: Some students will need to work in small group or individually with teacher to complete this activity.

Class discussion will help students better grasp properties of solids.

Add to Word Bank

I ended up doing this activity over two days. I introduced the “Guess My Property” game using a great piece of technology in my room—the document camera. Students had to pick two solids with a property in common and choose students to guess the common property. I modeled it first, of course.

The next day, students from the class next door came in and my students taught them the game, and we all played together.

I then offered the two assessment choices.

Students LOVED this game! (activity)

Assessment (formative) Teacher observation Students complete Sorting

Circle Page independently and can choose how to share what they do:1. Draw it and write the

property on the Sorting Circle page.

2. Explain how they sorted to the Flip Video camera.

I did note that a few students were using the property vocabulary incorrectly, and I offered them more practice with me in small groups or individually.

All but two students chose to tell about their sorting to the Flip Video camera. I was not surprised by this. Both were effective means of

assessment.

1st Grade Science Unit: Solids and LiquidsLesson: 4Duration: One or two class periods

Title: Construct with SolidsFOSS Investigation 1, Part 3

Teacher Notes:

Guiding Questions: What are the properties of a solid?

How can we use our knowledge of the properties of solids to construct with our solid materials?

What solids would make a good bridge, tower, house, etc.?

What properties are most useful for the top of a tower? For the base of the tower?

Whole Group Instruction: See FOSS Investigation 1, Part 3: Construct with Solids

Students will work in small groups to build due to limited materials. Rest of class can work on “My Book of Solids” mini book to go inside their Solids and Liquids folders.

I introduced the challenge as a whole group, but students could work individually or in partnerships. I ended up having more materials than I had anticipated.

Differentiated Activities/Extensions:

Introduce activity as whole group, then students can work in small groups (mixed ability).

Add to Word Bank Students can write about

their constructions, label the parts, etc. if they choose.

Math Problem A and B (p.25-26) would be good extensions to do during Math Workshop

I ended up differentiated this lesson more than I had anticipated:

It was differentiated by choice: students could choose WHAT to build: a tower, a building, or a bridge.

It was differentiated by learning style: children could decide whether to work alone or with another student.

It was tiered—I expected students who had demonstrated proficiency with

the properties of solids to tell me about their construction using appropriate property vocabulary. Those who were still working on those terms worked with me to use them when we discussed their constructions.

We did not get to do the labeling or Math extensions due to lack of time, but would like to try to fit that in during future days.

Assessment (formative) Teacher observation It was interesting to see who chose to work alone and who chose to work with a partner. I was surprised that some students who normally love to work with others decided to go solo, and vice versa.

Additionally, a few partnerships worked in a parallel fashion—they shared ideas and then each created their own construction. I had anticipated that they would pool materials to make something bigger, since every person was given the same amount of materials. Very few students actually pooled their resources.

This activity appealed to MOST students in the class, but it was uncomfortable for a few—which I would attribute to learning style differences and strengths in different multiple intelligences. This seemed like an activity that would appeal most to the Bodily-Kinesthetic and Logical Mathematic intelligences.

1st Grade Science Unit: Solids and LiquidsLesson 5Duration: One class period

Title: Liquids in Bottles (See FOSS Investigation 2, Part 1) p.13 in Teacher Guide Teacher Notes:Guiding Questions: What are the properties of

liquids? How are these liquids

alike and different? How do liquids move?

Whole Group Instruction: Introduce and discuss students’ job at the liquids investigation center today: to work with a partner and find out as much as they can about the liquids in the bottles to learn about their properties.

Introduce other activity choices, options include solids activities from Week 1 (constructions, Lap Book components, etc.), completing the “Liquids” poem sheet, writing a Solids or Liquids riddle, etc. (See anchor activities list in Unit KUD)

Break into two groups to complete liquids investigation or choice activity, then rotate.

I changed my instruction a little bit for this lesson—I introduced a Solids and Liquids Station Contract (see appendices) with “Have-to” and choice activities for students to complete throughout the week. Many of these were anchor activities listed in the Unit KUD. Students worked on their “Contracts” while I pulled small groups aside to explore the liquids. This worked really well!

Differentiation: Working in partnerships—student choice.

Student choice in supporting activity—differentiating by interest.

Solids and Liquids Station Contract

Once students got the hang of it, they loved the Solids and Liquids Station Contract! I think they like the element of choice it gives them—they do have to complete all the “Have to” activities, but they can do as many choice activities as they wish, or return to the same one over and over (and many students did—they LOVE the construction with solids station)!

This also gives students choice in how they manage their time, who they work with, and what they do.

Assessment: Anecdotal or use Assessment Checklist (Sheet #3)—take note of how students approach the investigation at the liquids center. Are they exhibiting the behaviors of a scientist (observation, exploration, questioning, etc.) and not just playing?

Most students needed my prompting to make the liquids exploration a valuable activity, but a few did not need my guidance. I was impressed with the vocabulary that a few students already had about liquids and their properties.

They could choose to explore for a few minutes or to stay longer. About 4 students loved exploring how the liquids moved and seemed like they could have stayed their for 30 minutes!

1st Grade Science Unit: Solids and LiquidsLesson 6Duration: One class period

Title: Properties of Liquids(See FOSS Investigation 2, Part 2) p.15 in Teacher Guide Teacher Notes:Guiding Questions: What are the properties of

liquids? How are these liquids

alike and different? How do liquids move?

Whole Group Instruction: Display the six properties posters (Sheet #9-14) and show the bottles of liquids: water, fabric softener, corn syrup, colored water, cooking oil, liquid dish detergent, liquid hand soap. Use Properties of Liquids (Student Sheet #7) to help guide discussion.

Show liquids and discuss properties—invite student observations, group liquids by common properties—play “Guess the Common Property.”

Once students seem to be using the vocabulary easily, introduce Go Fish and Memory card games.

Due to time constraints, I was unable to introduce the games. Also, there was some general confusion about the difference between transparent and translucent, so it seemed smart to either wait to introduce the games, or forego them altogether. Due to the time left in the unit, I’m guessing I’ll just save them for another year.

“Guess the Common” property was a valuable way to help clear up misuse of the property vocabulary.

The Go Fish and Memory games would help firm up the vocab, but this is not important enough to the Understandings I want students to come away with to take any more time to go back to those.

Differentiation: Differentiation by interest:-Students choose a game to play to practice identifying properties (Go Fish or Memory)OR

Differentiation by Learning Style and Interest:

Could not do this component.

Because of students’ difficulty with the properties of liquids vocabulary, I decided to do

-Students can work independently or with a partner (learning style preference) to complete the Properties of Liquids grid (some students do not learn best from games but do better with a more structured format to analyze information, such as a grid.)

this activity (the Properties of Liquids grid) as a whole class, using the document camera to show the liquids up close for all to see, and to display the grid. It made for great discussion and everyone will get a copy of the grid to put in their Solids and Liquids folders.

Assessment: Note whether or not students are beginning to use the new words for liquid properties on the Assessment Checklist (Sheet #2—Column 2.2 liquid properties vocabulary)

1st Grade Science Unit: Solids and LiquidsLesson 7Duration: One class period

Title: Liquid Level (See FOSS Investigation 2, Part 3) p. 24

Teacher Notes:

Guiding Questions: What are the properties of liquids?

How are these liquids alike and different?

How do liquids move? What is the shape of a

liquid? What happens to the

surface of a liquid as it is tipped in a container?

How are liquids different than solids?

Whole Group Instruction: See FOSS Lesson for full details.

Introduce liquid levels—students close their eyes and imagine a glass half full of water tipping and just about to spill.

Show Liquid Level in a Bottle Sheet (Student Sheet #18) and explain student job.

Show Liquids in Containers Sheet (Student Sheet #18) and explain student job. Model actions.

It would be helpful to have an adult at each station if possible to help students move bottles, pour water, and record observations.

Half the class will do one investigation and then rotate to other investigation.

Meet on rug and ask questions on p. 26 (Step 8).

After some consideration, I decided to do the Liquids in Containers activity as a whole group. The concept that the same amount of water looks drastically different in different sized containers but is still the same amount (conservation of volume??) is a very hard concept. Students benefitted from discussing this as a whole group.

Students worked on their Solids and Liquids Contract Activities while I pulled students aside in small groups to do the Liquid Level in a Bottle activity.

Some students needed to finish activities on the first contract, and some were ready to move onto the second contract. Those who had been putting off some of the “have to” activities were motivated to finish contract #1 so they could begin the next contract.

Differentiated Activities: Work independently or with partner to complete activities.

Multiple modes of discovering new information—discussion before, during and after activity; hands-on exploration; recording data.

Tiering option: If drawing the liquid levels is too hard/frustrating for some students, allow them to verbally explain what they see happening. If a record is desired, take notes or record with Flip camera.

Solids and Liquids Station Contract

I noticed that students needed a bit more support with the vocabulary for properties of liquids. So, to offer more support before they began the activities on their Station Contract, I did a web diagram (a type of graphic organizer) with “Liquids have many properties. Liquids can be…” in the center bubble. Several smaller bubbles extended from the main bubble: transparent, translucent, colored, viscous, foamy, and bubbly. We brainstormed liquids they know of with these properties to get them ready to do the Liquids Poem activity, the Liquids Riddle, and the Liquids mini book, as well as to improve knowledge of these terms in general.

Assessment (formative) Teacher observation Assessment Checklist

(Sheet #2—two columns labeled 2.3—liquids take shape of container and liquid level)

1st Grade Science Unit: Solids and LiquidsLesson 8Duration: One class period

Title: Catch Up Time/Exploration: Liquids Teacher Notes:Guiding Questions: What are the properties of

liquids? How are these liquids

alike and different? How do liquids move? What is the shape of a

liquid? What happens to the

surface of a liquid as it is tipped in a container?

How are liquids and solids different?

Whole Group Instruction: The timeline for the lessons so far has been somewhat aggressive, so this is a day to catch up/finish up on lessons and activities. If this is not needed, here are some suggested activities:

1) All students should complete My Book of Liquids to put in their Solids and Liquids Folders.

Then, students could choose from the following extension activities (or others, at the teacher’s discretion):

Float or Sink Activities (Student Sheet #20)

Make a Liquids collage

Math Extension A (Student Sheet No. 33)

Complete Liquids poem for Poetry/Song notebook

Write a Liquids riddle using properties

I decided to continue with the Solids and Liquids Station Contract concept. I added more activities in both columns: “Have to” and “Choices” for students to work on while we work on small group core lesson activities. The activities for the Contract were taken from the list on the left and from the anchor activities listed in the KUD.

Note: The activities on the left are included in the Solids and Liquids Station Contract #2. This was an idea that I came up with AFTER the unit started.

vocabulary. Differentiated Activities: Student choice of

activities, which represent a variety of interests/learning styles but are all centered around the same topic—properties of liquids.

Assessment (formative) Teacher observation

1st Grade Science Unit: Solids and LiquidsLesson 9Duration: One or two class period

Title: Solids that act like liquids(See FOSS Investigation 3: Solids in Containers)

Teacher Notes:

Guiding Questions: Are these materials solids or liquids?

How are these small solids like liquids?

How are they different than liquids?

What other solids are powdery, lumpy, or grainy?

Whole Group Instruction: This lesson gets into the solids that don’t seem like solids in every way and are often hard for students to identify as solids—rice, beans, popcorn kernels, sand, salt, sugar, etc. The materials could be changed—this is just what was suggested in the FOSS lessons.

Introduce new materials: cornmeal, rice, mung beans, pinto beans, and lima beans. Discuss what students know about each one.

Describe the “Center Challenge”—what students will do at the center (See p. 11 of Investigation 3, Part 1)(Basically, students will investigate the materials in small groups at a station and will find out as much as they can about each one and compare to the solids and liquids we have already learned about.)

If not doing the “Center Challenge,” students

This went really well, and children enjoyed exploring the “tiny solids,” as we started calling them. It worked well to have mixed groupings of five students rotate through the station—there were five trays set up (mung beans, rice, cornmeal, pinto beans, and lima beans). Students seemed to grasp that these are all solids, even though when they are together they take on some of the properties of liquids (can be poured, take on the shape of another container, etc.).

Offering another Station Contract was a popular thing—the sand table and Sink/Float activities were the definite favorites.

should work on their Solids and Liquids Station contract.

End session by coming together as a whole group and discussing observations—see questions on p. 13 in Investigation 3

Differentiated Activities: Small groups—mixed ability

Solids and Liquids Station Contract

Assessment (formative) Teacher observation

1st Grade Science Unit: Solids and LiquidsLesson 10Duration: One class period

Title: Changing Liquid to a Solid: Making Ice Pops

Teacher Notes:

Guiding Questions: Is orange juice a solid or a liquid?

How can we make this orange juice change to a solid?

What makes juice freeze to a solid? (Cold—Freezing temperatures)

Can the juice change back from a liquid to a solid?

What other liquids can you think of that change to solids?

Whole Group Instruction: Ask Guiding Questions Teacher pours or students

pour juice into small paper cups and put foil or plastic wrap over the top. Then poke a craft stick through top into the middle of the cup.

Freeze for 3 or more hours.

Students eat ice pops when done. Ask students to answer Guiding Questions again…discuss what they see—some may be slushy, some may start to melt, etc.

Students definitely “got” that the liquid is the OJ and the solid is the ice pop. Their engagement and enthusiasm was high.

It was interesting to see the students who usually struggle can really shine in the area of science and scientific explanations, when done orally.

Differentiated/Extension Activities:

Cross-curricular extension—Writing Workshop: How-to (procedural) writing. Have students all write “How to make an ice pop” to exhibit understanding of process.

AND/OR

Students create a start-

I had students all do procedural writing during Writing Workshop, but I wish I would have offered the choice. Next time!

change-end diagram.Assessment (formative) Teacher observation

1st Grade Science Unit: Solids and LiquidsLesson 11Duration: One class period

Title: Changing from Solid to Liquid: Melting Snow

Teacher Notes:

Guiding Questions: Do you think snow is a solid or a liquid?

What makes you think snow is liquid? Solid?

What do you think will happen to your cup of snow now that it’s inside?

How long do you think it will take the snow to melt?

Why did the snow melt? (Heat)

Whole Group Instruction: Bring students outside with cups—clear plastic cups labeled with student names. Students fill their cups 1/3 way with snow. Bring inside. Teacher fills two plastic trays with snow.

Have children fill in first box on Snowy Science page 1 and first two boxes on page 2: draw what cup of snow looks like when first brought inside and then draw what each pan of snow looks like when first brought in.

Ask Guiding Questions Do Snowy Science pages

1 and 2 with students (use Smartboard or overhead projector).

Discuss findings.

Again, a high interest activity. Always worthwhile. Thinking of snowflakes as a solid was a stretch for some, but they definitely see the pile of snow in the cup as a solid and know that it takes heat to make the snow turn to liquid.

Differentiated/Extension Activities:

Hands-on experiment Visual to go with written

information

Students loved being scientists and filling out our observational data form. I did

If students have great difficulty doing written work, teacher can provide a copy of what was observed by class and written on Smartboard/overhead projector, or another adult can scribe for the student.

Recording of observations could be done in small groups rather than whole group.

Students work on Solids and Liquids Station Contract work while Snowy Science pages are done in small groups or after it’s been completed as a whole group.

model using the form on the Smartboard. This helped greatly and allowed us to do this as a whole group activity (for time purposes).

Assessment (formative) Teacher observation Student recordings on

Snowy Science pages.

1st Grade Science Unit: Solids and LiquidsLesson 12Duration: Two class periods—One full and one 20-minute sessionTitle: FOSS Investigation 4: Part 3—Toothpaste Investigation Teacher Notes:Guiding Questions: Do you think toothpaste is

a solid or a liquid? What makes you think

toothpaste is liquid? Solid?

What could we do to find out if toothpaste is a liquid or a solid?

Whole Group Instruction: See FOSS Investigation 4: Part 3: Toothpaste Investigation.

Guide students in doing Investigating Toothpaste: Student Sheet No. 30—could be done in small groups or with whole group.

Discuss findings.

Wow! Students showed me they have some great understandings about what makes a solid a solid and a liquid a liquid. They were able to say whether they thought toothpaste was a liquid or solid or both and could back up their assertions. Shows that they are truly understanding the content.

Differentiated/Extension Activities:

Hands-on experiment Visual to go with written

information. If students have great

difficulty doing written work, teacher can provide a copy of what was observed by class and written on Smartboard/overhead projector, or another adult can scribe for the student.

Recording of observations could be done in small groups rather than whole group.

Students work on Solids and Liquids Station Contract work while Snowy Science pages are done in small groups or after it’s been completed as a whole group.

I added making a Venn Diagram to compare how toothpaste is like a solid or liquid or both. The class concluded that it is neither one and it has properties of both.

We used the document on the Smartboard and completed our initial observations together on the rug with students doing the sheets with a clipboard and pencil while looking at the Smartboard.

For second observation, students worked in pairs or individually.

Assessment (formative) Teacher observation

Student recordings on Invest. Toothpaste page.

1st Grade Science Unit: Solids and LiquidsLesson 13Duration: One Class Period

Title: Changing State Exploration (Finish Toothpaste Investigation and do another changing state experiment)

Teacher Notes:Guiding Questions: What makes a solid

change to a liquid? What makes a liquid

change to a solid? Can you think of why

liquids changing to solid and solids to liquids is important in our world?

Whole Group Instruction: See FOSS Investigation 4: Part 3: Toothpaste Investigation.

Discuss findings.

Teacher can choose an experiment based on class interest or learning needs. Some suggestions:

Making Silly Putty: explores mixing solids and liquids to make a solid (with interesting properties!)Growing Rock Crystals: Explores evaporating water to separate a mixture of salt and water or sugar and water. A solid/liquid mixture and then back again to solid.Making Butter: Changing liquid to solid—the change is caused by temperature, but the change in temperature is caused by shaking and the faster moving molecules. Less straightforward than heating something up on stove or bringing it from outside to inside.

We made silly putty and it was VERY popular! Students were able to make great observations about how the silly putty is a solid but how it started as a liquid. What they were sure about is why it changed from liquid to solid. I had to explain that it was a mixture of special substances that cause the liquid to become rubbery like a solid (glue and liquid starch mixture).

Any of these experiments would help students prepare for the four different experiments that will take place during the 1st Grade co-op time.

Differentiated/Extension Activities:

Hands-on experiment based on student readiness or interests.

Assessment (formative) Teacher observation

1st Grade Science Unit: Solids and LiquidsLesson 14Duration: One Class Period

Title: Changing State Exploration—Mixing Solids with Water (Rock Salt and Water with evaporation)

Teacher Notes:Guiding Questions: What will happen when

we mix rock salt and water?

What happened to the salt?

What will happen when we leave the saltwater solution out for several days?

Why did this happen?Whole Group Instruction: Talk through experiment with the

class using the “Salt and Water” experiment page.

Ask Guiding Questions as appropriate.

Have students make and record observations on the page.

Differentiated/Extension Activities:

Read Solids and Liquids big book section that corresponds with this experiment to extend learning.

Allow students to work in small groups to make salt/water solution and make observations about their own group’s bowl of saltwater rather than having one bowl for whole class.

Assessment (formative) Teacher observation Salt and Water experiment

recording sheet

1st Grade Science Unit: Solids and LiquidsLesson 15Duration: 1-1/2 hours (four groups rotate through four classrooms, each with a different activity)

Title: Changing State Exploration—First Grade Co-op time

Teacher Notes:Guiding Questions: What makes a solid

change to a liquid? What makes a liquid

change to a solid? Can you think of why

liquids changing to solid and solids to liquids is important in our world?

Whole Group Instruction: Students will be in mixed groupings with students from the other three first grade classrooms. Each group will rotate through the following learning experiences:

Making Whipped Cream (liquid to solid)

Making Oobleck (mixing liquid and solid and creating a substance with properties of both)

Making Jello (mixing liquid and solid to create an unusual solid)

Chocolate (melting and hardening—solid to liquid and back to solid when something is dipped in the melted chocolate and allowed to cool).

Each experiment will help children see how matter changes state and will help them see how the ability of matter to change state has an impact on our world (particularly in cooking, in the case of these experiments).

Differentiated/Extension Hands-on experiments

Activities: Mixed groupings Experiential learning Choice in which

experiment they choose to document (see below).

Assessment (formative) Teacher observation Students will complete a

Start-Change-End diagram about the activity of their choice (one of the four activities they did during the co-op time).

Lessons to add:

1st Grade co-op time activities: Oobleck, Chocolate, Whipped Cream, and Jello.

Assessment activities and options.