How do you know the properties of ice and water? · How do you know the properties of ice and...
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3.1 WATER PROPERTIES How do you know the properties of ice and water? Activity Time: minutes 1. Give each team 1 cup with an ice cube and 1 empty cup and ask that they don’t touch the contents of the cups. 2. Ask students to observe their ice and water and write down everything that they see. 3. Exchange lists with another team. 4. Make a T-chart on the board with columns labeled “observation” and “inferences”. 5. Explain the difference between observation and inference. 6. Ask students to report the other team’s list of observations or inferences to class for the class chart. 7. Now ask students to touch the ice and water and add to their list of observations. They may use their empty cup to do further investigation. 8. Make a new T chart on the board, asking students to write down the chart and fill in the columns with their list. 9. Discuss with class and fill in the chart with their suggestions. Per Team of 2: 1 Ice cube 2 Clear plastic cups 1 Magnifying glass Paper and Pencil Ruler Use Exit Ticket 3.1 to answer the following question: Which is an observation? Make a Venn diagram comparing ice and water. Background Directions Materials Discussion Assessment Extension In science, students are asked to name the properties of an object. Some of this is done by inference, even when students believe they are actively observing. Observations are made using one or more of the senses to gather evidence about what we are studying. Making an inference involves logical thinking by drawing a conclusion using prior knowledge to interpret our observations. Since students are familiar with ice, they are apt to make many inferences about it when doing this lesson. For example, “it is cold” can be an inference if the student has not touched it. In this lesson, the students will observe, describe and measure ice as ice turns from a solid to a liquid. • How are water and ice alike? • How are they different? • Did you use your rule? • What is another word that you can think of for observations that you made? (facts, data, information, details) • What is the difference between inferring and observing? • Can you think of a time when you made an inference instead of an observation? Vocabulary Inference: a conclusion drawn from observing using what we already know. Observation: a conclusion drawn from evidence using our senses. Properties: a trait or detail about an object. Related Activities Why Does Ice Float? (3.2) Does Change Matter? (3.3) ALIGNMENT TO NGSS: Scientific and Engineering Practices • Asking questions • Planning and carrying out investigations • Constructing explanations • Engaging in argument from evidence • Obtaining, evaluating, and communicating information Crosscutting Concepts • Cause and effect • Stability and change Disciplinary Core Ideas • K-5: PS1.A • 6-8: PS1.A
Transcript of How do you know the properties of ice and water? · How do you know the properties of ice and...
3.1 WATER PROPERTIES
How do you know the properties of ice and water?Activity Time: minutes
1. Give each team 1 cup with an ice cube and 1 empty cup and ask that they don’t touch the contents of the cups.
2. Ask students to observe their ice and water and write down everything that they see.3. Exchange lists with another team.4. Make a T-chart on the board with columns labeled “observation” and “inferences”.5. Explain the difference between observation and inference.6. Ask students to report the other team’s list of observations or inferences to class for the class chart. 7. Now ask students to touch the ice and water and add to their list of observations. They may use their
empty cup to do further investigation.8. Make a new T chart on the board, asking students to write down the chart and fill in the columns with
their list.9. Discuss with class and fill in the chart with their suggestions.
Per Team of 2:1 Ice cube2 Clear plastic cups1 Magnifying glassPaper and PencilRuler
Use Exit Ticket 3.1 to answer the following question: Which is an observation?
Make a Venn diagram comparing ice and water.
Background
Directions
Materials
Discussion
Assessment
Extension
In science, students are asked to name the properties of an object. Some of this is done by inference, even when students believe they are actively observing. Observations are made using one or more of the senses to gather evidence about what we are studying. Making an inference involves logical thinking by drawing a conclusion using prior knowledge to interpret our observations. Since students are familiar with ice, they are apt to make many inferences about it when doing this lesson. For example, “it is cold” can be an inference if the student has not touched it. In this lesson, the students will observe, describe and measure ice as ice turns from a solid to a liquid.
• How are water and ice alike?• How are they different? • Did you use your rule?• What is another word that you can think of for observations that you made? (facts, data,
information, details)• What is the difference between inferring and observing?• Can you think of a time when you made an inference instead of an observation?
Vocabulary
Inference: a conclusion drawn from observing using what we already know.
Observation: a conclusion drawn from evidence using our senses.
Properties: a trait or detail about an object.
Related ActivitiesWhy Does Ice Float? (3.2)Does Change Matter? (3.3)
ALIGNMENT TO NGSS:Scientific and Engineering Practices•Asking questions•Planning and carrying out
investigations•Constructing explanations•Engaging in argument from
evidence•Obtaining, evaluating, and
communicating informationCrosscutting Concepts•Cause and effect•Stability and change
Disciplinary Core Ideas•K-5: PS1.A•6-8: PS1.A
