Splish, Splash, Kerplunk!

Overview:

The students and teacher will go on a walk around the schoolyard/community to collect a variety of natural objects. A further collection of items from the classroom will augment this. The sorting activity and discussion that follow this shared experience will begin an inquiry into liquids and solids. After gaining knowledge of the characteristics and properties of liquids and solids, students will be asked to design and build a solid that floats in a liquid.

Grade Level: 2

Strand and Topic: Understanding Matter and Energy: Properties of Liquids and Solids

Inquiry Focus:

What is a liquid?What is a solid?How do liquids and solids mix together and with each other?How do liquids and solids remain in a constant state and change states?How can the students use this knowledge to make informed choices when designing and building a structure (solid) that meets a specific purpose, such as floating in a liquid?

Big Ideas:

Materials that exist as liquids and solids have specific properties. Liquids and solids interact in different ways.

Overall Expectations:

Science and Technology

2. Investigate the properties of and interactions among liquids and solids.3. Demonstrate an understanding of the properties of liquids and solids.

Language: Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

Language: Writing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

Language: Media Literacy

1. demonstrate an understanding of a variety of media texts

Mathematics

- collect and organize categorical or discrete primary data and display the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed

The Arts: Visual Arts

D1. apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

Specific Expectations:

Science and Technology

2.1 follow established safety procedures during science and technology investigations 2.2 investigate the properties of liquids and solids 2.3 investigate, through experimentation, interactions that occur as a result of mixing

and/or dissolving liquids and solids, liquids and liquids, and solids and solids 2.4 use scientific inquiry/experimentation skills to investigate liquids and solids in terms

of their capacity for buoyancy and/or absorption 2.5 use technological problem-solving skills and knowledge acquired from previous

investigations, to design, build, and test a structure that involves interactions between liquids and solids

2.6 use appropriate science and technology vocabulary in oral and written communication

2.7 use a variety of forms to communicate with different audiences and for a variety of purposes

3.1 identify objects in the natural and built environment as solids or liquids 3.2 describe the properties of solids 3.3 describe the characteristics of liquid water and solid water and identify the

conditions that cause changes from one to the other 3.4 identify conditions in which the states of liquids and solids remain and conditions

that can cause their states to change 3.5 describe some ways in which solids and liquids can be combined to make useful

substances

Specific Expectations:

Language: Oral Communication

2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions

2.3 communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns

2.4 choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience

2.7 use a few different visual aids to support or enhance oral presentations

Language: Reading

1.1 read some different literary texts, graphic texts, and informational texts 1.2 identify several different purposes for reading and choose reading materials

appropriate for those purposes 1.3 identify several reading comprehension strategies and use them before, during, and

after reading to understand texts 1.4 demonstrate understanding of a text by retelling the story or restating information

from the text, with the inclusion of a few interesting details 1.5 use stated and implied information and ideas in texts to make simple inferences and

reasonable predictions about them 1.6 extend understanding of texts by connecting the ideas in them to their own

knowledge and experience, to other familiar texts, and to the world around them

Language: Writing

1.1 identify the topic, purpose, audience, and form for writing 1.2 generate ideas about a potential topic, using a variety of strategies and resources 1.3 gather information to support ideas for writing in a variety of ways and/or from a

variety of sources 1.5 identify and order main ideas and supporting details, using graphic organizers 1.6 determine whether the ideas and information they have gathered are suitable for

the purpose, and gather new material if necessary 2.1 write short texts using several simple forms

Language: Media Literacy

1.1 identify the purpose and intended audience of some simple media texts

Specific Expectations:

Mathematics

- demonstrate an ability to organize objects into categories, by sorting and classifying objects using two attributes simultaneously (page 51)

The Arts: Visual Arts

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community or observations of nature

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Key Concepts:

Solids, liquids, gas, mixtures, state, matter

Prior Skill Sets:

- respectful listening and speaking skills during the knowledge building circle discussions; - observation skills, recording skills, and sorting skills (also needed during the

consolidation activity) during the exploration and investigation of liquids and solids; - cutting/fastening skills during the hands-on activities in order to be successfully engaged

in this inquiry.

Prior Knowledge:

Students will need to have prior knowledge of:

fair tests (changing only one variable in order to test how it performs) and experimental procedures (Science and Technology, Specific Expectation 2.3 and 2.4);

poster formats, if they are completing one of the additional ideas (Writing, Specific Expectations 1.1 and 2.1).

Materials and Equipment:

solids (pinecones, stones, sticks, leaves, feathers, blocks, pencils, manipulatives, water, liquid glue, food colouring, various drinks, ice cubes, salt, sand, rice, flour (gluten free), oatmeal, ect.)

liquids water, cooking oil, juice, glue, food colouring, liquid glue, etc.) containers for explorations (some of these need to be identical and others need to be of

different shape/size) paper towels ice cube tray kettle ledger paper newspaper/magazines scissors construction paper paper cups craft sticks reusable materials (boxes, paper tubes, etc.) glue tape modeling clay coins, blocks or masses Non-fiction storybooks on liquids and solids; multi-media resources; computer access

Related Background Resources and/or Links:

Science and Technology Resources:

STAO “Connecting to the Natural World” (ideas for taking students outside; general ideas even though it is Junior) http://stao.ca/cms/gr-4-5-6-environmental-ed/1062-general-overview

Experiments with Solids, Liquids, and GasesSalvatore TocciChildren’s Press, c2001ISBN 0516273523

The Facts about Solids, Liquids, and GasesRebecca HunterSmart Apple MediaISBN 1583404503

Freezing and MeltingRobin NelsonLerner, c2003ISBN 082254590X

The Science of Liquids & SolidsKrista McLuskeyGareth Stevens Pub., c2001

ISBN 0836827899

Liquids and SolidsEllen LawrenceBearport Publishing, 2015ISBN 9781627243117

Solids & LiquidsPeter RileySmart Apple Media, c2008ISBN 9781599200293

Solids, Liquids, and GasesAngela RoystonHeinemann Library, 2001ISBN 1588102459

Solids, Liquids, and GasesJulie MurrayABDO Pub., c2007ISBN 9781596798304

States of MatterSuzanne SladeGroup’s PowerKids Press, 2007ISBN 1404234160

https://www.chem.purdue.edu/gchelp/liquids/character.html

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml

https://www.youtube.com/watch?v=yjJ3eSD77zE

https://www.youtube.com/watch?v=jmm1J2yI9tk

Indigenous Resources:

For Print Resources:

First Nations owned bookstore and publishing house that offers a variety of authentic resources www.goodminds.com

Aboriginal Perspectives: The Teacher’s Toolkit:The toolkit was developed by the Ontario Ministry of Education to support elementary teachers in integrating First Nation, Metis, and Inuit histories, cultures, and perspectives. Available atwww.edu.gov.on.ca/eng/aboriginal/ toolkit.html and www.goodminds.com

Additional Resources:www.edu.gov.on.ca/eng/aboriginallibrary.queensu.ca/webedu/grad/aboriginal.pdfwww.nwmo.ca/aboriginaltraditionalknowledgeAboriginal science and technology society - www.casts.caAssembly of First Nations - www.afn.caHolistic learning modules- www.ccl-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.html

Safety:

Teachers need to follow the safety procedures referenced in the STAO Elementary Safety resource (http://stao.ca/res2/unifElemSafety/)http://stao.ca/res2/unifElemSafety/):

general safety, pages 7-9, 21, 25-33, 35-40 materials safety, pages 62-64 designing, building, and testing constructions safety, pages 73-76 equipment safety, pages 77-78 nature study safety, pages 96-97

Teachers need to follow established school and board safety procedures in order that all activities are conducted in a safe manner.

Students should be able to use safe practices to ensure their personal safety and that of others in a variety of situations.

Be knowledgeable about established safety procedures for the use of solids and liquids in experimentation (i.e., no tasting of any liquid or solid).

Be knowledgeable about established safety procedures for the use of scissors and fastening materials when building the project.

Use established procedures for maintaining a well-organized work space.

Instructional Planning and Delivery:

The time required to complete this inquiry will depend upon student background, student skill sets, level of student interest, and any additional time necessary for the completion of student work. Estimated time of inquiry completion is approximately twelve to fourteen instructional periods.

Engage (I SEE):

This stage is designed to create student interest and curiosity, and enables teachers to begin to assess prior knowledge of the students. This is a teacher-led activity to engage students and provide a shared experience from which to draw on later in the inquiry process. See Resource list for general ideas about taking students outside.

Take the students outside for a walk in the schoolyard or community to collect natural items; after a rainy day, puddle water and water dripping off leaves could be collected in containers as well. During this activity, students may have comments and questions about what they are doing. Record these on an iPad, camera, or clipboard for later reference. Take advantage of any teachable moments to discuss related topics, such as which items are natural as opposed to human-made, why it is easier to collect solid items in your hand as opposed to liquid items (which need a container), why there are more solids than liquids in the natural world than in the classroom, etc. Students sort these natural items once inside and explain their reasons for sorting in that manner.

Questioning (I WONDER):

The traditional storytelling/talking circle/knowledge building circle includes the concept of “group talk” where formal and informal conversation (think/pair/share, brainstorming, jigsaw, etcetera) takes place. This includes the sharing of information in a safe manner with agreed upon rules of respect and responsibility (which are posted nearby). A “talking stone”, which signifies the speaker, can be passed around the circle from student to student; the circle is complete when all have had a chance to speak and be heard respectfully (can set a time limit but must have opportunity to resume); all are sincerely thanked for their respectful participation. The use of kinesthetic activities to confirm understanding of information shared (clap, look at a friend and smile, okay symbol, thumbs up, etc) is included. This begins as a teacher-led circle until the students are familiar with the process. Then the students are able to take a more active role in which teacher and students co-lead, eventually leading to the stage when students are able to initiate the discussion and information-sharing with independence.

In a knowledge building circle (inside the classroom or outside), small groups or partners, the students are asked open-ended questions to inspire their own questions for further inquiry. This is also the time to reference the comments and questions given during the walk to collect natural items and build them into the discussion by using chart paper or a word wall. This is a safe place to allow students to gradually take more initiative in the inquiry process as teachers are able to gauge when students are ready to move from more teacher-directed instruction to teacher-student co-led inquiry and, eventually, to student-initiated inquiry.

Teacher-led Student-led

What do you notice about the items that we collected outside?

What do you notice about the items that we collected inside?

How might we sort all of these items?

What do you now notice about the items and how we have sorted them (what is the same/different)?

What does this make you wonder about?

Possible questions may include the following:

Why were some objects easy to pick up and others needed a container?

Why are some objects dry and others wet?

Why are more natural objects solid?

Why is the only natural liquid water?

Explore / Inquiry activity (I DO):

Liquid and Solid Collection:

Students are asked to gather items from around the classroom to add to the collection of natural items that they collected outside on their walk. In a knowledge building circle, small groups, or partners, these items are sorted into similar groups by the students with reasons given as to why they sorted in that way. If they have not already done so, ask students if they can group these items into like groups with the natural items that have already been sorted. Discuss their observations, explanations, and further questions.

Assess Prior Knowledge: Have students record what they know about liquids and solids, either in words or pictures or a combination in a learning log, visual arts project, photo essay, or performance. This will provide an initial assessment of where individual students are in their understanding of liquids and solids, and will allow the teacher to plan next steps to support their students’ learning.

Liquid Exploration:

Tell the students that they will be exploring various liquids to find out more about what makes them a liquid. In a knowledge building circle or similar whole group discussion, help students design a series of experiments to help define liquids and what they can do. For example:

Pour liquids from one container to an identical container; what happens? Pour liquids from one container into a different size/shape container; what happens? Put a plastic block in the liquid; what happens? Put a coin in the liquid; what happens? Put a piece of paper towel in a container of liquid; what happens?

Student’s record what they predict will happen as well as what actually happens and why they think that happens. Observations, explanations, whether their predictions were correct or not

(and why), and questions will be discussed in a knowledge building circle, in small groups, or elbow partners, and will help teachers to gauge student understanding of liquids. Ask what they think may change the properties of these liquids. (Add heat or take heat away; i.e.: boiling or freezing water – this would need to be a teacher demonstration only.) This is also an opportunity to ask open-ended questions and record anecdotal observations.

Why do you think this happened? What else might we do to find out? Was there something that surprised you? Why?

Those students ready for more independence may have further questions to investigate about liquids (i.e., what would happen if…?) which can be done by similar experimentation (teacher guidance as needed).

Explain: Students record what they think makes a liquid a liquid (i.e.: the definition of a liquid) at the bottom of their experiment recording sheet, in a discovery journal, in storytelling, visual arts picture, etc

Solid Exploration:

Tell the students that they will be exploring various solids to find out more about what makes them a solid. In a knowledge building circle, help students design a series of experiments to help define solids and what they can do. They can use the same basic experiments that they designed for exploring liquids. For example:

Pour solids from one container to an identical container; what happens? Pour solids from one container into a different size/shape container; what happens? Put a piece of paper towel in a container of solids; what happens?

Student’s record what they predict will happen as well as what actually happens and why they think that happens. Observations, explanations, whether their predictions were correct or not (and why), and questions will be discussed in a knowledge building circle and will help the teacher gauge student understanding of solids. Ask what they think may change the properties of these solids (add heat or take heat away, i.e., allowing an ice cube to melt in a warm spot ;do not attempt to boil solids; freezing the solids will not change their properties, just make them cold). This is also an opportunity to ask open-ended questions and record anecdotal observations.

Those students with more independence may want to do further investigations on solids (as with liquids) to address their additional questions (i.e., what would happen if…? how could I…?) with teacher guidance as needed.

Explain: Students record what they think makes a solid a solid (i.e., the definition of a solid) at the bottom of their experiment recording sheet, in a journal entry, dramatic performance, storyboard, etc. This is also an opportunity to ask open-ended questions:

Why do you think this happened? What might we do to further investigate that? Why do you think that did not happen when you expected it to?

Anecdotal observations can be recorded on sticky notes or class chart.

Mixtures Exploration:

In a knowledge building circle, small groups, or partners, ask the students what they think might happen if they mixed liquids and solids. How might we find that out?

If the students need teacher guidance, help the students design a series of experiments to find out what happens when liquids mix with liquids, solids mix with solids, and liquids mix with solids.

Some mixtures are reversible, such as oil and water, rice and blocks, and water and plastic blocks.

Other mixtures are not reversible, such as water and food colouring, flour and salt, and water and salt.

Reversible mixtures can be separated back into their component parts whereas irreversible mixtures cannot.

Students with more independence will be able to design their own mixture experiments with little/no teacher guidance (i.e., what would happen if I add __ to __?). Students record what they predict will happen as well as what actually happens and why they think that happens. Observations, explanations, whether their predictions were correct or not (and why), and questions will be discussed in a knowledge building circle or other whole group discussion and will help the teacher gauge student understanding of various mixtures.

Explain: Students record what they know about the different types of mixtures at the bottom of their experiment recording sheet, in an oral presentation such as storytelling, video documenting, etc.

Students may have questions that will lead to further research or experimentation that will be valuable in supplementing their understanding of mixtures. Allow students the opportunity to explore further using their own ideas with teacher guidance with respect to appropriate topics, methodology, and safe procedures. Depending upon student level of independence, some students may need more teacher input than others when pursuing further inquiry opportunities (i.e.: they may have ideas/questions but are unsure as to how to test or pursue that idea/question).

Consolidation Activity:

Students create a collage of liquids and solids using pictures from newspapers and magazines on a piece of ledger paper folded in half with the titles, “Liquids” and “Solids” (or students could draw examples of each). Students cut, sort, and glue various pictures of liquids and solids onto

their collage. These collages can then be shared with the class during a knowledge building circle or a gallery walk of posted collages where students and teacher can ask questions about their choices. This is a good opportunity to make anecdotal observations about student choices and explanations for those choices.

This will provide insight into student thinking and their understanding of the characteristics and properties of liquids and solids.

Dependent upon student interest and ability to independently take initiative, this could be extended to include research or further experimentation on various liquids and/or solids. Those students requiring more teacher direction could do a project based on a teacher-supplied topic, such as how are liquids (or solids) important to people (or animals)? This project could be presented to peers as an oral performance, a puppet show, or a storyboard. Students who are more independent could research a self-selected topic and present to the class by means of a presentation strategy of their own choice, such as a computer slide show, a visual arts project, a dramatic performance, etcetera. A field trip to a local recycling facility or water treatment plant would be informative for students.

Additional Ideas:

Students may want to create a poster that shows the differences between liquids and solids to share with their peers and be posted around the classroom or school.

Students may want to create a book about liquids and/or solids to illustrate their new-found knowledge.

Extend / Redesign:

Students are asked to design and build an object that can float on a liquid using their knowledge of liquids and solids. This object will then be used in an experiment involving adding loads to their object to see how much it can hold without sinking (may also use a hand or electric fan to explore how well the object moves across the liquid). A student-led brainstorming session could be done during a knowledge building circle or small group/partner collaboration in order to get student-generated suggestions for appropriate objects, such as canoes, boats, barges, etc. These suggestions could be recorded on sticky notes, chart paper, blackboard, or computer so that students will have access to the list in order to make their project choice.

Success criteria need to be recorded during a class brainstorming session so that students know what is expected of them and what they need to do in order to achieve success. The success criteria should be posted and referred to often during the design-and-build process.

This could include the following:

Design CriteriaThe object must:

Include a surface for placing a load to see how well it floats

Fit within the container of water where it will be tested Perform the task for which it is designed (i.e., hold a load without sinking) Be aesthetically pleasing (well-built and pleasing to look at)

Students need to have access to materials and fasteners in order to build their devices. They can help brainstorm a list of materials that are available to be used in the construction process.

Students need time to devise a plan before beginning to build their chosen device; a labeled diagram will suffice. This plan may change during the building process but that is all part of the technological problem process (plan, test, revise, test, revise…). A final labeled diagram is one way to record this process of problem solving; an oral explanation of the changes and the reasons behind the changes would provide valuable information about student thought processes.

Once completed, the device can be shared with classmates and teacher in an oral, written, or visual/dramatic/computer presentation giving an explanation of what the device is, how it works, how it was built, and what the student would change if he/she were able to build it again.

Indigenous Connections:

In order to be respectful of First Nations, Metis, and Inuit, this inquiry has used the holistic wheel as a guide to assist in planning knowledge building circles (storytelling circles), mini-lessons, hands-on activities with real-world connections and proven successful assessment strategies.

An outline of the holistic wheel follows:

Holistic Wheel:

Using the holistic wheel with all students when planning lessons will engage the students through the following means:

Spiritual: holistic approaches that incorporate cultural concepts, resources, and/or artifacts

Physical: interactive and collaborative activities; visual and hands-on

Emotional: humour; storytelling and group talk (knowledge building circles); reflective

Intellectual: mini-lessons, procedures and routines, assessment tools; life-long learning; real-world connections

For further information, please use the resources cited in this unit.

Evaluate (I REMEMBER):

Throughout the Instructional Planning and Delivery process, there are multiple opportunities for teachers to assess learning. Teachers should use the “knowledge building circle” discussions, questions, and information sharing in the assessment for learning as students grasp the knowledge that they are exploring, through anecdotal observations, question and answer, teacher-student conferences with timely oral feedback, performances, visual arts project, etc.

Teachers should use the “Explain” activities to assist in the assessment as student learning in the varied and differentiated ways given (self-selected presentations, storytelling, storyboards, photo essays, computer slide shows, etc) that will allow different learning styles to be successful.

The “Consolidation” and “Extend” activities can be used by teachers to assist in the assessment of student learning when students are able to use the knowledge that they have gained throughout the inquiry process in an applied, hands-on manner with real-life connections.

The success criteria could become the basis of a co-created rubric that would be used to evaluate the project (see sample below).

Evaluation of this activity should include anecdotal observations of the design and build process, evaluation of how well the student was able to achieve the components of the success criteria, as well as a self-evaluation of how well the student felt the project fulfilled the design criteria set out at the beginning of the build and what the student would do differently if able to do the project again. Additional anecdotal observations of the experimental process should also be noted. Checklists, matching activities (i.e., sort pictures of objects that float/do not float), discovery journals, teacher-student conferences, and oral presentations are other strategies that could be used in conjunction with anecdotal observations in order to give a more detailed evaluation of student learning.

Sample rubric based on design project success criteria:

Success Criteria Level 1 Level 2 Level 3 Level 4Structure has an Structure has a Structure has a Structure has an Structure has a

adequate surface for placing a load for testing

small and inadequate surface for holding a load when testing

small surface for holding a load which allows some testing to proceed

adequate surface for holding a load for testing

surface for holding a load so that the load held securely without any tipping, etc.

Structure is able to fit in the container in which it is tested

Structure does not fit properly in the container in which it is tested

Structure just fits in the container but does not allow enough space for adequate testing

Structure fits in the container in which it is tested

Structure fits in the container in which it is tested no matter which way it is oriented (forward, sideways)

Structure performs the task for which it was designed

Structure performs the task with little success

Structure performs the task with some success

Structure performs the task with success

Structure performs more than one task with success

Structure is aesthetically pleasing (well-built/looks good)

Structure shows little attention to detail

Structure shows some attention to detail

Structure shows attention to detail

Structure well thought out, extra detail

Student followed all safety procedures during the building process

Student needed reminders to use safety procedures

Student needed some reminders to use safety procedures

Student used safety procedures independently

Student followed safety procedures independently

Student could explain how the chosen materials and design of the structure allow it to float effectively

Student offered little explanation as to why he/she used the chosen materials and design for the structure in order for it to float

Student offered some explanation as to why he/she used the chosen materials and design for the structure in order for it to float

Student was able to explain why he/she used the chosen materials and design for the structure in order for it to float

Student was able to explain with detail and insight why he/she used the chosen materials and design for the structure in order for it to float