1. Topic-
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| Matter: Properties of Water |
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2. Content-
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| Students learn to identify different physical properties of matter,
and understand that these properties will change when environmental
conditions such as ambient temperature change. |
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3. Goals: Aims/Outcomes-
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1.Students will be able to identify the physical properties of water
at room temperature(liquid), the properties of water at freezing temperature
(solid), and the properties of water at heated temperature (gas).
2.Students will compare the properties of water as ice, liquid, and
gas.
3.Students will understand that these changes in the properties of
the water are a result of the temperature of the environment |
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4. Objectives-
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1.Students will observe how water changes state (solid, liquid,and
gas) as temperature changes, discuss these changes, and report their
observations in a journal.
2.Students will document these changes of state in
3. Students will create a visual diagram to demonstrate the different
states of water at different temperatures. |
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5. Materials and Aids-
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Water
Heating Element
Freezer
Daily journals |
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6. Procedures/Methods-
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A. Introduction-
1. The teacher will bring out a glass of water, ask the students
what they can tell her about the water. Answers will be written on
the board in a KWL chart
2. The teacher will ask students what they think will happen to the
water if it is put into a freezer. What will happen if it is in a
pot on a stove? |
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B. Development-
1.The teacher will bring out a heating element and bring the container
of water to a boil. As it begins to create steam, the teacher will
ask the students what they see and will direct their attention to
the steam coming from the container.
2.The teacher will explain how the water is being turned into the
hot steam which they can see as a gas. |
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C. Practice-
1.Students will break into small groups in which they will be given
a container of ice.
2.Students will observe what happens to the ice at room temperature,
then will be encouraged to hold the ice in their hands and observe
what happens. Does the ice melt faster or slower? |
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D. Independent Practice-
1.After observing both the boiling water and the melting ice, students
will write down their observations in a daily science journal.
2.Students will create their own hypothesis in their science journal
as to why the ice changed into water and the water changed into steam.
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E. Accommodations (Differentiated Instruction)-
1.Students with learning difficulties will be placed with a science
buddy during the small group activity. Instead of writing in their
journal, they may have the option of drawing what they see.
2.Gifted students will be asked to do their own experiment at home
(with their parents help) to see what happens if they boil the water
at a higher temperature or freeze the water for longer or shorter
periods of time. |
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F. Checking for understanding-
| Students will use their observations and what they have learned
to draw their own diagram of the different phases water goes through
at different temperatures, labeling each stage and providing a brief
description of what happens at each stage. |
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G. Closure-
| After conducting observations and activities, the class will come
together and the small groups will report what they observed and compare
their own observations with the rest of the class |
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7. Evaluation-
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1.The teacher will review the daily journals as the activities progress
to see if the students are on the right track.
2.At the end, the teacher will grade the student's diagrams and explanations
of the different states of water. |
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8. Teacher Reflection-
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| The hands-on activities with the ice as well as the observations
of the boiling water, the writing of observations, and the creation
of their own diagrams should work for a variety of different student
with differing learning styles so that they can all find some activity
throughout the lesson that speaks to them. |
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