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Exploring Liquids

Grade 2 Science Unit Plan

Day 1
Introduction to Science
Length of time: 60 minutes
Question of the day: What is Science?
Book focus: What is Science Lehn
Goal of lesson: to have students get excited about science and doing
experiments. Talk about the scientific method and the importance of
asking questions in science and doing experiments to figure out the
answers.
I can statement: N/A
GLO/SLO:
Attitudes:
2-4 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways
Activities:
Hook: Dress up in decorated lab coat
Before reading ask the class What is Science?
o Take class suggestions and answers
Read What is Science?
o Have a class discussion about what the book said about
science
o Discuss some of the terms in the book to help students
understand what they mean
o Show students the Liquids Word Wall and that we will be
adding new words to the word wall
Scientific Method
o Review the scientific method cards with the class
o Discuss the importance of asking questions and doing
experiments to figure out the conclusion
Bulletin Board Prep
o Have students write an answer to What is Science using
what they have learned from reading the book and from
the class discussion
o As students are working take a picture of each of the
students in the scientist costume
Print those pictures and put there picture beside their
answers on the bulletin board
Questions:
What is Science?

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Why is it important to ask questions?
Will our predictions always be the same as the conclusions?
Why do you think its important for scientists, students, and
anyone else interested in science to conduct experiments?

Differentiation:
If students have trouble writing, have the students draw pictures
of what science is and what they have learned from reading the
book what is science
Assessment:
Answers to What is Science
o Do students understand that it is important to ask
questions in science and to test those answers using
experiments
Materials needed:
What is Science? Book
Scientific Method Cards
Liquids Word Wall
Decorated lab coat
Safety glasses
Yellow gloves
Camera
Printer
Lesson Prep:
Photocopy a beaker for each student to write on
Hang up liquids word wall
Resources:
http://sciencenetlinks.com/lessons/using-vicki-cobbs-booksteach-scientific-inquiry/
http://betterlesson.com/lesson/619990/what-is-science

Day 2
Water Play Centers
Length of time: 30 minutes

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Question of the day: What can we learn about water?
Goal of the lesson: Through the source of play, students will discover
the properties of liquids through playing with water. Students will have
the opportunities to measure using various containers, scoops, straws
and other materials. The students will also be given some solid
materials to compare the water to. The goal of this activity is for
students to be introduced to studying liquids and concentrating on
what liquids look like and feel like.
I can statement: I can describe how liquid flows, the shape of drops,
and what the surface of calm water looks like
GLO/SLO:
Science: SLE 1
Recognize and describe characteristics of liquids:
Recognize and describe liquid flow
Describe the shapes of drops
Describe the surface of calm water
Activities:
Hook: students walk in to see tubs of water and materials at
each center
Describe water and liquids (brief)
o I will ask students if they know how to describe water and
to tell me what they know about water (properties,
characteristics)
o I will start a list on the board
o Discuss that water is a liquid
Water Play!
o Looks Like/Sounds Like
Before starting this activity put up magnetic eye and
magnetic ear and write out two columns and put looks
like on one column and sounds like on the other
Ask students what they think this activity should look
like?
Should students stay at there own centers?
Should we see water being thrown or spilled all
over?
Should we see students trying to splash each
other?
What does this activity sound like?
What should our voice levels be
Can we talk to the partners at our stations?
Should we yell across the room?

o Split students up into groups of 4-5


o Each group will have a tub of water with various materials
that will help them be able to play with the water and
discover some of the properties of this liquid
o Materials will include:
Sponges
Rocks start comparing liquids and solids
Foam
Various sizes of yogurt containers, Tupperware etc.
Empty squish bottles
Pitchers
Cups
Floating toys
Syringes
Straws
Measuring cups
Take a picture of each student playing with the
water and materials during this time (for
assessment purposes)
Bottle Test
o I will take one group at a time to do a center that I will lead
o This center has a math integration
o Students will be shown 4 bottles and predict which water
they think will hold the most water and which one will hold
the least amount of water
o We will then measure how many ml each bottle held and
come to a conclusion of which bottle held the most and the
least

Questions
What can we learn about water?
What did you learn about water through playing at the centers?
Is water pourable? What does water do when you try to pour it?
Is water thick or thin?
What were some differences between the water and the rocks?
Does water have a shape?
Differentiation
If a student is having trouble working with others give them an
individual smaller tub with a few tools to discover water as a
liquid
Some students may want to take a notebook and write some
things that they have discovered

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Assessment:
Conversations (formative) go around to each group and have
them explain some of the things that they are discovering
Next class - Photograph documentation: give students the
picture of them at the water centers and have them write what
they have learned by playing with the water.
Materials needed:
Camera
Tubs of water
4 bottles labeled A, B, C,D
student work books with worksheets
Sponges
Rocks start comparing liquids and solids
Foam
Various sizes of yogurt containers, Tupperware etc.
Empty squish bottles
Pitchers
Cups
Floating toys
Syringes
Straws
Measuring cups
Lesson Prep:
Set up each water station
Set up Bottle Test Center
Put students into groups
Resources:
Edmonton Public school science resource binder
Assessment activity Early Childhood Class Rhona Harkness

Day 3
Characteristics of Liquids (debrief/conclusions from water
play activity last class)
Length of time: 60 minutes
Question of the day: What are some characteristics of liquids?
Book focus: I get wet Vicki Cobb

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Goal of this lesson: The goal of this lesson is for students to discuss
and come to some conclusions about the characteristics of liquids that
they may have discovered last class during the water play activity.
I can statement:
I can describe how liquid flows, the shape of drops, and what the
surface of calm water looks like
GLO/SLO:
Science: SLE 1
Recognize and describe characteristics of liquids:
Recognize and describe liquid flow
Describe the shapes of drops
Activities:
Hook: show students pictures from last class
Assessment from last class photograph documentation
o give students the picture of them at the water centers
o have a discussion about what they learned about? What
did they discover?
o have them write what they have learned by playing with
the water.
Read I get wet Vicki Cobb
What does characteristics mean?
o A feature that helps to identify, tell apart, or describe recog
nizably
o Make connections to last class and the water play
Class demonstration liquid flow, shape of drops and calm
water
o Class demonstration - Pouring liquids (liquid flow)
Using a pitcher full of water and a tub
Before pouring the water ask students what will
happen when I pour the water into the tub
Make connections to their water play activity last
class
Using a pitcher full of water and a tub have
students observe what is happening when the water
is poured from the pitcher into the tub
Explain to students that liquids take the shape of any
container
Liquids spread out into a pool when they are pouredeven when poured slowly
Try pouring faster and slower to see the same
results

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Using the rocks show that rocks are solid and that
rocks form a pile when poured
Liquids need a container to contain them otherwise
the liquid will spill
Ask students what happened when they touch the
water or other liquids?
Discuss how it is easy to our liquids
Student worksheet have them draw what happens when you
pour liquids
o Shape of drops worksheet
Ask students if any of them noticed the shapes of
drops of water during there water play activity?
Give each student a small piece of wax paper and a
medicine dropper
Explain to students that we will be looking at what a
water drop looks like
Instruct students to use the dropper to drop one drop
of water onto the small piece of wax paper
Have students study that drop and discuss the shape
of the drops
Have students draw the shape of the water drop in
their work booklets
Have students try to break the water drop in half
using a popsicle stick explain that this is hard
because water molecules are strong attracted to
each other they are very cohesive
Show this by having a few students come to
the front and hold onto each other tightly
they are water molecules that are cohesive.
It is hard to break them apart

Questions:
How does liquid flow?
What is the shape of drops of water?
What happens if you gently blow on the drop?
Is the drop shaped like a ball, a dome or flat like a pancake?
Do all drops look the same from the side
Try move it around with your popsicle stick? Can you drag it? Can
you push it?
Can you divide one drop into smaller drops? Can you push
smaller drops together into one big drop?
Differentiation:

For a challenge
o Could have a student testing multiple drops trying to add
them together and separate them
o have students draw what happens when you pour liquids
compared to solids
o have students not only draw the pictures but write a
sentence to describe what is happening

Assessment:
All about Water drawing worksheet
o Can students draw what happens when liquid is poured
into a container what shape does it turn into?
o Can students draw what there water droplet looks like from
the top and the side
o Class discussion (formative)
Materials needed:
Wax paper for each student (in Ziploc bag)
Medicine dropper for each student (or groups of 2 if needed)
Popsicle stick for each student
Student workbook
Pitcher of water
Tub
Rocks
Cups for water drops experiment
Lesson Prep:
Photocopy rain drops for students to write responses in
Get a pitcher full of water
Set out a medicine dropper for each student
Set out wax paper for each student
Prepare cups of water a few per table
Resources:
Edmonton public schools science binder

Friday Flex Penny and


Paperclip activity!

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Day 4
States of Matter
Length of time: 60 minutes
Question of the day: What are the three different states of matter?
Book focus: Change It
Goal of this lesson: The goal of this lesson is for students to know
what the three states of matter are. The students will learn differences
between what solids, liquids and gases.
I can statement: I can tell you the different states of water and how
to change them
GLO/SLO:
SLE 5
Demonstrate an understanding that liquid water can be changed to
other states:
Recognize that on cooling, liquid water freezes into ice and that
on heating, it melts back into liquid water with properties the
same as before
Recognize that on heating, liquid water may be changed into
steam or water vapor and that this change into steam or water
vapor and that this change can be reversed on cooling
Identify examples in which water is changed from one form to
another
Activities:
Hook: You tube video Matter Chatter
o https://www.youtube.com/watch?v=C33WdI64FiY
o Gives examples of solids, liquids and gas
o after video draw chart on board and ask students to name
some solids, liquids and gases
Read Change It
o To learn more about the characteristics of solids, liquids
and gases
Briefly discuss molecules etc.
Solids close together
Liquids close but not too close
Gas very far apart
Balloon activity (if possible do this activity outside)
o Show students three balloons one will have water in it,
one will be frozen and one will be filled with air
o Ask students which balloon is the liquid, solid and gas

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o Tell students that they will be put into groups and each
have three balloons give students questions that they will
need to answer
Which balloon is heavier?
What do you notice about the shapes? Can you
change the shapes of the balloon?
Which balloon could you break? (at the end)
o Looks Like/Sounds like
o Activity outside if possible
o Debrief circle to discuss what conclusions students
came too
Questions:
What are the three different states of matter?
Which balloon is heavier?
What do you notice about the shapes? Can you change the
shapes of the balloon?
Which balloon could you break? (at the end)
Differentiation:
For students who need a challenge states of matter lap book
available that they can work on for the two days (Day 4 and 5)
It goes over the different states of matter and goes more into
depth about molecules and how to change them to the different
states
Exit slip instead of writing draw a picture of each balloon
Assessment:
Balloon exit slip: (in there workbooks)
o Students are asked what they have learned about solids
liquids and gases - ask students to name at least one thing
about liquids, one about solids and one about gas.
Could give an example of each
Could explain one thing they learned about each
which is heavier, which is lightest, what they look like
etc.
Materials needed:
Change It book
Balloons
o 8 balloons with water
o 8 frozen balloons
o 8 air balloons

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Lesson Prep:
freeze 9 balloons
blow up 9 balloons
fill up 9 balloons with water
Resources:
https://www.youtube.com/watch?v=C33WdI64FiY
http://mommasfunworld.blogspot.ca/2013/05/balloon-sciencecomparing-gas-liquid.html?crlt.pid=camp.SQsS8oln1Py6

Day 5
Changing States of Matter
Length of time: 60 minutes
Question of the day: Can water change?
Book focus: Freezing and Melting Robin Nelson & Matter Matter
Everywhere
Goal of this lesson: The goal of this lesson is for students to that
water can change to different states and then back again. Students will
be able to explain what water is and looks like at each different state
I can statement: I can tell you the different states of water and how
to change them
GLO/SLO:
SLE 5
Demonstrate an understanding that liquid water can be changed to
other states:
Recognize that on cooling, liquid water freezes into ice and that
on heating, it melts back into liquid water with properties the
same as before
Recognize that on heating, liquid water may be changed into
steam or water vapor and that this change into steam or water
vapor and that this change can be reversed on cooling
Identify examples in which water is changed from one form to
another
Activities:
hook: Matter Chatter video
Think, Pair, Share: Can water change, think about it and then
discuss with elbow buddy for 2 minutes
read: freezing and melting
o discuss how water changes
Water changing demonstration:

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o Show students a glass of water, ice cubes and a kettle of


water
o Ask students which one is the solid, liquid or gas
Turn the kettle on safely to show students the gas
Scholastic study jam video (dont do if time is an issue)
http://studyjams.scholastic.com/studyjams/jams/science/matter/s
olids-liquids-gases.htm
BRAIN BREAK! from jar
Smart board activity Day 5 - showing students exactly
how water can change into the different states

Assessment:
Cut and paste states of matter worksheet
Questions:
Can water change?
How can we turn water into ice?
How can we turn water into a gas?
How do we turn ice back into a liquid?
Differentiation:
For students who need a challenge states of matter lap book
available that they can work on for the two days (Day 4 and 5)
It goes over the different states of matter and goes more into
depth about molecules and how to change them to the different
states
Cut and Paste States of Matter for more difficulty give students
the blank copy where they have to glue in all the pieces
For easier glue most of the stages on except the end result or
example piece
Materials needed:
Kettle
Ice cubes
Cup of water
State of matter cut outs
Lesson prep
Photocopy the cutouts for the states of matter cut and paste
Make ice cubes put in school freezer
Resources:

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Edmonton science binder

Day 6
Comparing Liquids/Liquid Race Day
Length of time: 60 minutes
Question of the day: Do all liquids look and act the same?
Book focus: reread I get wet Vicki Cobb
Goal of this lesson: The goal of this lesson is for students to
understand some of the differences between water and other liquids.
They will learn that some liquids are thicker than others, which
changes the way they flow, pour and look.
I can statement: I can compare water and other liquids using colour,
flow, shape and what they do with solid materials.
GLO/SLO:
Science
SLE 2
Compare water with one or more other liquids, such as cooking oil,
glyercine or water mixed with liquid detergent. Comparisons may be
based on characteristics, such as color, ease of flow, tendency of drops
to form a ball shape (bead), interactions with solid materials.
Activities:
Reread I get wet
o Ask students if they noticed anything different by rereading the story
Question of the day predictions
o Ask students to make predictions about the question of the
day do all liquids look/act the same?
o May need to review what a liquid is!
Comparing liquids experiment - worksheet
o Do the first liquid water together as a class so students
understand how to fill in the chart
Fill in worksheet on smartboard!
o Teach students what the words transparent and opaque
mean
o Teach students how to smell in science wafting not
smelling!
o This activity will help students understand start to see
some of the differences between liquids
Liquid Race Day

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o Have all students come back together as a class


o Explain to students that four liquids will be racing today to
see which liquid is the fastest
o Explain to students that you will put even amounts of liquid
on the cookie sheet and then slant it
o Students are to first predict which liquid they think will be
the fastest
o Race time
o After the race have students write down the order the
liquids came in and look at the differences between there
observation and predictions
o Ask students why they think that water came in first place?
And why the liquid came in last place?
o Explain viscosity to students
Thick liquids run more slowly
Thin liquids run more fastly
Honey heat example
o Show students the thick honey in the jar and ask students
to see if they can figure out a way to get it out
o Put it in the microwave and show students how easily it
runs now applying heat to a liquid causes the molecules
to move farther apart less viscous

Questions:
o Do all liquids look/act the same?
o What happens when you pour liquids?
o What happens when you stir different liquids?
o Do all liquids have a smell?
o Are all liquids transparent? Opaque?
o Are all liquids thick? Thin?
o What is the difference between water and other liquids?
Differentiation:
o Students can draw the differences between liquids
Assessment:
o What did you learn section on worksheet
o Remind students to answer question of the day do all
liquids look/act the same
o ask students to write down a few things that they learned
about the differences between liquids
Materials needed:

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o
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o
o
o
o
o
o
o
o
o
o
o
o
o

I get wet book


mini cups of water
mini cups of ketchup
mini cups of vinegar
mini cups of cooking oil
mini cups of milk
1 popsicle stick per group
cookie sheet
medicine dropper
liquid glue
syrup
water
cooking oil
honey
smart board presentation Day 6 Smartboard

Lesson prep:
find liquid glue
poor mini cups of milk
fill mini cups of water
separate all mini cups into groups for students
Resources:
o Edmonton public school binder

Day 7
Liquid interaction (mixing liquids and dissolving solids)
Length of time: 60 minutes
Question of the day: What happens when we mix two liquids? What
happens when we mix liquids and solids?
Goal of the lesson: For students to understand that when mixing two
liquids together sometimes they mix together and look like one new
liquid (miscible) and sometimes the liquids stay separated and do not
mix (immiscible).
Students will also understand that some solids dissolve in liquids and
others do not.
I can statement: I can compare water and other liquids using colour,
flow, shape and what they do with solid materials.
GLO/SLO:
GLE 2

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Compare water with one or more other liquids, such as cooking oil,
glyercine or water mixed with liquid detergent. Comparisons may be
based on characteristics, such as color, ease of flow, tendency of drops
to form a ball shape (bead), interactions with solid materials
Activities:
Mixing Liquids (smartboard presentation)
o Salad dressing oil and vinegar example
o Teach students words miscible and immiscible
Salad dressing is immiscible
Experiment mixing liquids
Looks like/sounds like
Hand out mini cups of dish soap, oil, and coffee to
each group
o Discussion why are some liquids miscible and others
immiscible?
Salad dressing example adding mustard
Oil, vinegar and mustard
Oil and vinegar do not mix for salad dressing
but once you add mustard then everything
mixes together

Dissolving Liquids
o Teach students the word dissolve
o Juice Crystal example
Solid juice crystals
Liquid water
Stir/mix = juice is solvent
o Solid/liquid experiment

Questions:
What does miscible mean? Immiscible?
Do all liquids mix together?
What does dissolve mean?
Do all solids dissolve in water?
Differentiation:
Could draw instead of write for exit slip
Assessment:
What happens when we mix liquids exit slip?
o NAME
o Hand into hand in tub
o Write about what they learned about mixing liquids

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Materials needed:
Smartboad presentation day 7
Mini cups of oil
Mini cups of coffee (liquid)
Mini cups of dish soap
Cup of salt
Cup of cornstarch
Cup of coffee grounds
Juice powder
Empty pitcher
Bottle of water
Mustard
Oil
Vinegar
Juice crystals
Pitcher of water
Exit slips
Enough cups for every student
Lesson prep
Put students into groups
Pour coffee into mini cups
Divide up mini cups into groups
Fill a pitcher with water
Photocopy exit slips
Resources:
Edmonton science binder

Day 8
Water Spill
Length of time: 60 minutes
Question of the day: What is the best material to use to clean up a
spill?
Goal of the lesson: For students to understand that some materials
work good to clean up liquid spills and others do not work well.

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Students will also realize that now all paper is great for cleaning up
spills.
I can statement: I can tell you how to dry a wet surface quickly and I
can compare the amount of liquid absorbed by different materials.
GLO/SLO:
SLE
4. Evaluate the suitability of different materials for containing liquids.
Students should recognize that materials such as writing paper and
unglazed pottery are not waterproof and would not be suitable as
containers; but that waxed paper and glazed pottery are waterproof
and, thus, could be used in constructing or lining a container
Activities:

Water Spill
o Hook: Lay out water spill crime scene when students
walk in
o Lay out all the materials that you will be testing
o Teach students what absorb means
o Ask students to make a prediction about which material
they would use to clean up the water spill
o For each material hold it up and have students color the
happy face with a green crayon if they think it will absorb
the water or color with a red crayon the sad face if they
think it will not absorb water
o Do the same thing once you have tested in the
observation column
o Have students write about which material they would use
to clean up a spill
o Go to the carpet area and discuss the similarities and
differences about plastic, cotton balls, and construction
paper

Questions:
What does absorb mean
Which materials absorb water
Which materials did not absorb water? Repell?
Why did some materials absorb water? What do we notice about
the materials that did absorb water?
What can we notice about the materials that did not absorb
water?
What material would you use to clean up the water spill

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Differentiation:
A student could come up with different materials around the
classroom that would either absorb water or would not absorb
water
Assessment:
Formative assessment conversations and worksheets
Ongoing assessment to next assignment..
Materials

needed:
Coffee filter
All materials in Day 8 Ziploc Bag
2 Medicine droppers
Water in a container
Water spill prop
Smart board file USB

Lesson Prep:
Set up water spill prop
Set out all materials being tested
Get medicine droppers (2)
Resources:
Edmonton Science Binder

Day 9
Camping Build a tent
Length of time: 60 minutes
Question of the day: what materials would you use if you had to
make a tent
Book focus:
Goal of the lesson: The goal of this lesson is for students to
determine which materials will be water proof and will repell water.
Students will also learn which containers to use to carry water and
what is needed to make a container water proof
I can statement: I can compare the amount of liquid absorbed by
different materials.

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&
I can tell you which materials are good for holding liquids and which
ones are not
GLO/SLO:
SLE
4. Evaluate the suitability of different materials for containing liquids.
Students should recognize that materials such as writing paper and
unglazed pottery are not waterproof and would not be suitable as
containers; but that waxed paper and glazed pottery are waterproof
and, thus, could be used in constructing or lining a container
Activities:
Build a tent
o Students can work in partners or by themselves to create a
tent that they think will protect them from the rain
Rain test
o Put an empty mini cup under each tent and using a
medicine dropper full drop the water onto the tent
o Get the students to watch if the water is pooling on top of
there tent, running off or is it going through the material
inside the tent and into the cup
Which materials work best for making something
waterproof discussion
o Look at the tents that were waterproof.. what was different
about those materials when compared to the materials that
didnt repel water
Which container will hold water?
o Set out the containers on a table and ask students to
predict which containers will hold water
o Using a cup of water pour it into each container one at a
time and see if the container holds the water
o Discuss the differences between each container and why
they do or do not hold water
Questions:
Which materials are best for making a tent or something that we
want to be waterproof
Why are some materials not waterproof
What do we notice about the materials that are waterproof
Assessment:

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Exit slip what container would you use to bring drinking water
back to the campground
o Draw a picture or/and explain why it would hold water

Materials needed:
Various materials to allow students to construct a mini tent
materials set aside in tubs
Liquid container tubs
Cup and jug of water container test
Medicine dropper
Lesson Prep:
set out the materials for students to use which materials they
think will work best
plug in hot glue gun that will be run by teacher
Resources:
pinterest

Day 10
Water Who Needs it?
Length of time: 60 minutes
Question of the day: Who uses water?
Book focus: One Well
Goal of this lesson:
I can statement: I can tell you why water is important and how
humans can keep it safe and clean.
GLO/SLO:
SLE
7. Predict that a wet surface will dry more quickly when exposed to
wind or heating and apply this understanding to practical situations,
such as drying of paints, clothes and hair
8. recognize that water is a component of many materials and of living
things
Activities:

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Wet Clothes Experiment Part 1


o 4 greystoke shirts wet them all in a tub of water and ask
students what the best way would be to dry them
o try the 4 ways the students say
read One Well
Water Who Needs It Video 14:15 minutes
o 0 6:45 minutes : watch
who uses water collage
o 6:45-14:15
pause what could the do different
what is one way you could use less water?
Wet Clothes Experiment
o Check on the clothes where you put them
Which one is the driest?
Which one is still wet?
What can we learn about how we dried the clothes?

Questions:
Who uses water?
How much water do we use?
How can we use less water?
Which one is the driest?
Which one is still wet?
What can we learn about how we dried the clothes?
Differentiation:
Higher level - On the back of the collage write a list of ways that
we use water
o Write a list of how many times in a day they have/will use
water
o Approx. how many cups
Assessment:
who uses water collage do students understand what water is
used for
goal exit slip how could you use less water?
Materials needed:
magazines and newspapers
4 greystoke t shirts
rain drop collage for every one
video file youtube
goal sheets

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Lesson Prep:
photocopy rain drop for every student and goal sheets
set out magazines
get a tub of water

Day 11
Water Water pollution
Length of time: 60 minutes
Question of the day: How can we help keep our water clean?
Book focus: Oil Spill
Goal of this lesson: for students to understand that there are many
things that can pollute our water and it becomes hard to undo that
damage.
I can statement: I can tell you why water is important and how
humans can keep it safe and clean
GLO/SLO:
SLE 9. Recognize human responsibilities for maintaining clean supplies
of water, and identify actions that are taken to ensure that water
supplies are safe.
Activities:
Read Oil Spill by Melvin Berger
Freddy Fish Experiment
Assessment:
Fish Exit Slip what are some ways we can keep our water clean?
Materials needed:
Freddy Fish Pollution Tub
Fish exit slip
Lesson Prep:
Photocopy fish exit slip
Resources
Teachers pay teachers Freddy Fish Pollution Activity

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