Science - 1st session - November 6 - November 14

SOLs: 3.3 The student will investigate and understand how materials interact with water. Key ideas include
a) Solids and liquids mix with water in different ways; and
b) Many solids dissolve more easily than cold water.

Vocabulary: Matter, properties, change, mass, volume, atom

Day 1 Day 2 Day 3 Day 4

I can point out physical I can differentiate matter from I can differentiate between I can identify liquids that do
properties of items. non-matter. solids, liquids, and gasses. and do not mix in water.

Hook: Students will be given
and handful of legos. As a
group, they will have to decide
on a way to sort the legos. Once
sorted, the students will share
how they grouped their legos
and compare their grouping to
another groups. They will then
be able to group once more.
Activity: With all of their
grouping strategies written on
the board, it will then be
explained that those are all
physical properties of legos. As
a whole group, we will
categorize the different
properties. Categories can be
texture, length, color etc.
Student will then be given their
Hook: There will be a list of
words written on the
smartboard under a t-chart that
is unlabeled. I will read the
words off to the students and
see if they see a way to
separate the words into two
groups. Once the words are
separated. I will then label the
graph Matter and non-matter.
Activity: As a class we will go
over was matter and the
definition of it. “Anything that
has mass and takes up space”
We will talk about, what is
mass? The amount of matter in
an object (balloon vs. a book)
and how can something take of
space? Volume can relate to
Hook:
https://www.brainpop.com/
science/matterandchemistr
y/statesofmatter/
Stop at 3.30.
I will then explain that we are
going to do an experiment
and set out the materials that
are going to be used. Water
in a bottle, balloon, and alka-
seltzer tablet. Once placing
these on a table, I will then
have a hula hook in the
middle where I will ask a
hand full of students to try to
move around. Being that they
can’t move around that much
I will ask want experiment
material they that are most
like - tablet. This will be
Hook: I will ask the students
to talk about what we talked
about the week before. I will
then read a page from the
textbook that talks about a
solution and mixture.
Activity: At the front of the
room, liquids will be shown
and the students will be able
to talk about the different
liquids and say whether or not
they will mix with the water or
not.They will turn and talk to a
partner and share out what
they think and why. We will
then mix one at a time.
Students will cut out the
pictures for each of the
mixtures. They will glue those
flipbooks and begin on the first how big, small, short, or long repeated for the balloon and down and then after it is mixed
page listing some physical an object is) We will revisit the the water. they will draw what they see.
properties of an apple. Then words on the board to check (if it mixes or not).
they will divide their physical the words on each side to see if Activity: In a circle, we will Closure: We will then talk
properties into different it has mass and takes up do the experiment. The tablet together about what they saw
categories. space. The students will then will be placed in the balloon, and what liquids mixed well
be given an activity where they the balloon placed on the with water to form a solution.
Closure: Those will be shared are to sort the items into matter bottle and then the tablet will
in order to confirm or deny what and non-matter and then further fall into the liquids. This will
they wrote. Maybe prompt the into a solid, liquid, or gas. then create a gas then will fill
question can physical properties up the balloon. As a class the
change. Physical adaptation can Closure: We will then review students will talk about how
be mentioned as a connection the elements of matter. they believed this happen.
to prior knowledge. They will turn and talk and
then share out their beliefs.

Closure: Students will have

time to go on a hunt around
the classroom and find at
least one of each state of
matter.

Day 5 Day 6 Day 7

I can perform an investigation determine I can investigate how salt dissolves in If there happens to be extra time, it will
what solids will mix in water
Hook: https://www.youtube.com/watch?
v=jA0PzblYPUM
Activity: Just like the day before, I will set
out the solids that we will be adding to water
to see is dissolves and becomes a solution.
Before doing the experiment the students will
look at the solids and make their predictions
on which will dissolve or not. The students
will then go to their desks cut out the picture
squares and glue them down, one solid next
to a picture of water. We will then start to
pour the solids into the water and stir. Once
we do that, the students will draw what they
see. After they complete that, they will
answer the questions on the side.
Closure: We will debrief about what we did
and what they think are other solids that will
dissolve into water and why.
different temperatures of water. be spent completing parts of the flipbook
they were unable to complete before.
Hook: We will begin by talking about what
they notice about the water and what is the
difference between the three cups/bowls.
Activity: In front of the class, there will be
three containers with different temperatures
of water. I will take some predictions on
what they believe the temperatures of the
water will be. We will put thermometers in
the water and then the students shade the
thermometers in their flipbooks. We will
then put salt in all of the containers at the
same time and sit and wait. The students
will then take note of which one dissolves
1st, 2nd, and 3rd. We will then talk about
why. Students will then fill out the rest of
their page in the flipbook.
Closure: We will then talk about the
experiment.