Science - Yr2 - Exploring Matter Through Water

Matter Unit Plan Unit Planner: Science Prowse

Name: Cass

Unit theme/topic: Exploring Matter through water Years

Band: Early

Strand: Matter

Year Level: 2

Essential learning’s focus: o

Thinking

o

Communication

o

Interdependence

Key competencies focus: o

Collecting, analysing, organising information

o

Communicating ideas and information

o

Solving problems

Description of Unit

Exploring matter through water is a unit aimed at Early Primary year’s classes and aims to achieve stage one in SACSA. Throughout this unit, the students will be able to learn through play and observation of the many different properties of different materials in relation to water, such as surface tension, density of materials, how water takes shape of its container, waters different forms (liquid, gas and solid) and testing materials to see if they are absorbent or waterproof. At the end of this unit, students should be able to describe certain properties of everyday materials, in relation to water and how this applies to everyday living.

Importance This unit is important for students to learn as it relates to their everyday lives. One example is the differences and uses for absorbent and waterproof materials. Students need to know it is not appropriate to wipe a spill up with plastic as it won’t absorb the liquid and we don’t dress in cotton in the rain as we will get wet. It’s also important for students to understand that some substances have the ability to change form when certain actions are performed.

SACSA Strand

Band

Matter

Early Years

Matter

Early Years

Standard

Key Idea

Outcome

Adaption of SACSA outcome

1

Children look for patterns and properties in common materials, and use appropriate terminology to talk about how they use and reuse these materials.

1.7 Students will identify properties of materials that are observable through the senses and recognise the uses of these materials.

Through observation touch and play, students will be able to identify properties of water and recognise uses for water, and other common materials in relation to water, in their everyday lives.

1

Children use past experiences and understandi ngs to contribute

1.8 Identifies and predicts materials that change and

Students identify and predict how water will change when different

ideas for ‘fair tests’ to investigate changes in common materials.

do not change

processes occur.

Resources Teacher references/resources

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

Who sank the boat? By Pamela Allen Crafty ideas from science by Myrna Daitz (see reference list) The water kit (ages 6-8) by R.I.C Publications (see reference list) Assessment rubric Water Salt to make salty water Different sized and shaped containers Enough copies of page 7 of the Water Kit by RIC publications for one to each student Enough copies of page 9 for one for each student Enough copies of ‘how we use water today?’ for one for each student Access to water and to an area where it is ok to get the area wet Freezer or access to a freezer Kettle

Student resources/texts/materials/equipme nt o Pencils, rulers etc o Science exercise books o Spare trays to fill with water o Small margarine container o Assorted things to test floating and sinking including nails, marbles, golf balls, plastic and metal bottle tops, coins, corks, stones, leaves, paperclip, different materials such as cotton wool, alfoil, sponge, paper, synthetic material, cellophane and other material scraps o Salt o Different sized and shaped containers o Jugs to pour water o A3 paper o Water

Assessment of Students What science do I want the students to know, or to understand? o

Some substances are able to change form, for example water can be a liquid, gas or solid.

o

Different materials have different properties, for example some are waterproof, and some absorb fluid.

o

Different materials have different functions.

o

Develop descriptive language to describe properties and behaviours of materials.

o

Density of materials will affect whether something will sink or float.

What scientific skills do I want the students to have? Throughout this unit of work, the students should be able to have developed certain scientific skills. These skills include: o

Raising questions

o

Interact with materials

o

Develop science through play

o

Observe through the senses

o

Draw comparisons

o

Compare, order and classify in different ways

o

Develop attitudes towards fairness

When and how will I gather and record this information? A lot of the assessment will be done through observation and assessing the students recording in their science exercise books. Also marking of their observation sheets will be used for assessment purposes. However, the major assessment will be on the final lesson, where students are required to present all their findings and what they have learnt throughout the unit on a poster, and discuss it with the class. A rubric will be developed to successfully assess the students on their poster and their report back to the class (see appendices 1).

Evaluation of the Unit Two things to evaluate and reflect upon during or after the unit:

1. How well did the students achieve the specified unit outcome?

2. Were the assessment strategies appropriate for the tasks?

Prior knowledge of students Prior knowledge is an important aspect that needs to be considered at the very beginning of teaching any unit, as students often have different views to what is actually true (Osborne & Freyberg 1986). There are many different ways to gain

students prior knowledge, such as concept maps, pictures and flow charts, but in this unit I will be using classroom discussions and predictions to determine student’s prior concepts, as will be further explained below.

Prior knowledge activity The very first lesson in this unit is the prior knowledge lesson. Resources: Who sank the boat? By Pamela Allen Materials/Equipment: Whiteboard and whiteboard marker Location: Classroom Year Level: 2

This prior knowledge activity begins with the students sitting on the floor, with the teacher holding the resource so everyone can see. Teacher first discusses the cover and title of the book with the students and gets them to think about what the book may be about. Also discuss the characters and get them to predict who they think will sink the boat.

Read the story to the students. Always questioning and checking predictions along the way. Always get the students to predict who will sink the boat by the next page and they must explain their answers. Ask students if they notice anything that is happening to the boat, especially the water level. Ask the students what this may mean and why this may be happening. Teacher should be making mental notes or recording answers on the white board, as this discussion tells you a lot about what the children already know about why some things sink.

After the story is finished, turn to the whiteboard and as a class come up with some predictions of what objects may sink. It may be a good idea to refer back and compare to the text. For example, ask the students whether one person in the class would sink the boat, and then predict whether the whole class would sink the boat. As students give their predictions, make sure they justify their prediction with a reason of why they think the object will sink. It may also be a good idea to ask whether some things that float will sink. For example ask the students whether they think a plastic bottle top will sink. Record the list of objects that may sink on the whiteboard for reference for the next lesson.

This prior knowledge lesson should give the educator an insight into the thoughts that the students have on how and why some objects will sink, so you can build on their prior knowledge next lesson.

Sequence of Lessons

Lesson 1 – Prior knowledge lesson Essential learning’s: Thinking and communicating ideas. Learning outcomes: To develop a basic understanding that some things float and some things sink. Some materials also float and then later sink. Lesson sequence: See above in prior knowledge activity Resources: Who sank the boat? By Pamela Allen

Lesson 2 Essential learning’s: Thinking, communicating, interdependence Learning outcomes: Successfully determine that some objects sink, some float and some sink quicker than others and develop their own ideas on why this is so. Teacher explains that objects which are heavy for their size will sink, and those that are light for their size will float. Lesson sequence: o

Half fill trays with water.

o

Have trays and objects ready on student’s tables.

o

Refer back to white board to previously recorded class predictions on what objects may sink.

o

Inform class you will now be testing some of those objects and theories.

o

Hand out float or sink table to each student for them to stick in their science exercise books and record their findings (see appendices 2).

o

Students are required to fill in their chart as they go, and make predictions before testing whether an object sinks or floats. They have an option to work individually, in pairs or in table group. However, all must record results.

o

If time permits or for those students who finish early, grab margarine container and get students to guess how many stones or marbles it may take to sink the margarine container. Test predictions.

o

When there’s approximately 5 minutes left before the end of the lesson and everyone has packed up, gather students on the floor for a class discussion on their findings.

Resources: Science exercise books, trays to fill with water, small margarine container, assorted things to test floating and sinking including nails, marbles, golf balls, plastic and metal bottle tops, coins, corks, stones, leaves, paperclip, cotton wool, float or sink worksheets/recording sheets. Assessment: Teacher to mark students float or sink table.

Lesson 3 Essential learning’s: Thinking, communicating, interdependence. Learning outcomes: Slightly altering a substance can change its properties. Some objects will float better in salt water as the liquid is heavier. Lesson sequence: o

Follow lesson plan above (lesson 2), except this time dissolve salt in the water to create salt water. However, also introduce fair testing; therefore students need to test the same materials. (see appendices 3 for table).

o

With the discussion at the end of the lesson, get students to discuss and compare the results from the salt water test to the fresh water test in lesson 2.

Resources: Science exercise books, trays to fill with water, small margarine container, assorted things to test floating and sinking including nails, marbles, golf balls, plastic and metal bottle tops, coins, corks, stones, leaves, paperclip, cotton wool, salt, crafty ideas from science by Myrna Daitz, floating and sinking salt water table. Assessment: Teacher to mark students float or sink salt water table.

Lesson 4 Essential learning’s: Thinking, communication, interdependence Learning outcomes: Students will learn more about the properties of water. In this instance, water is a liquid and will take shape of its container. Students will also explore the property of water displacement.

Lesson sequence: o

Have varying containers, including size and shape, ready on student’s tables. Also have pouring jugs ready.

o

Discuss with the students what they already know about liquid. This can include listing some common liquids, descriptions of liquids, and any properties they know. Mention and discuss what happens in the bath tub, when it’s too full and someone sits in it, what happens with the water? Introduce the term water displacement.

o

Hand out photocopies of pouring sheet (The water kit by R.I.C publications, see appendices 4) and get them to stick it in their science exercise books.

o

Get students to investigate the properties of water, by completing the pouring sheet. In this activity, students will gather varying different sized and shaped containers and observe how the liquid takes shape of the container. Students will also explore the concept of water displacement, by filling the containers with a certain amount of water, and adding an object to the container until it overflows.

o

Students will also use predicting skills.

o

Students will also use fair testing.

o

All students must record their results on their worksheet in their science exercise books.

o

As always, when all is packed up, discuss findings with the students as a class.

Resources: Pouring worksheet/recording sheet, various containers with different shapes and sizes, jugs for pouring water, trays or buckets of water, science exercise books, pencils, objects for water displacement (marbles, golf balls, coins and stones etc). Assessment: Teacher to mark pouring worksheet/record sheet.

Lesson 5 Essential learning’s: Thinking, communication, interdependence. Learning outcomes: By the end of this lesson, students should be able to distinguish the difference between common materials that are absorbent and those which are waterproof. Students will also be able to relate this to their life.

Lesson sequence: o

Once again, have trays filled with water, jugs and materials ready on student’s desks.

o

Generate discussion with class on any materials that they know of which are waterproof and which are absorbent. An explanation of what is absorbent and what is waterproof may be needed.

o

Record these on the whiteboard.

o

Give students a wetting materials table sheet each and get them to stick them in their science exercise workbooks (see appendices 5).

o

Get students to go to their tables. Their pair is the person they sit next to.

o

Students work in pairs in this activity but everyone records results. One must hold the material over the tray of water, while the other fills the jug with water, and pours the water over the material. Students then observe and record whether the material soaked in and through the material (absorbent) or whether the water was repelled (waterproof).

o

Once tested 8 materials, students are then each required to draw and label some things that we use, or wear, in order to stop us and other objects getting wet. Try to come up with at least 3.

o

When all is packed up and there’s about 5 minutes left until the end of the lesson, generate a classroom discussion on what were some of the findings. Maybe list the absorbent and waterproof materials on the board. Also discuss some of the things students drew for the last activity.

Resources: Wetting materials recording table, trays of water, pouring jugs, various materials for testing, science exercise books, pencils. Assessment: Teacher to assess and mark students wetting materials recording table and students responses to the second part of the task, identifying common things we use to prevent us getting wet.

Lesson 6 Essential learning’s: Thinking, communicating Learning outcomes: Students learn the different forms water can be found in (liquid, gas, solid) when different processes have been applied (boiling and freezing).

Learning sequence: o

Discuss with students about the different forms that water can be found (solid ice, liquid and gas steam).

o

Hand out water is clever sheet found in ‘the water kit’ by R.I.C Publications (see appendices 6).

o

Bring out the first lot of ice blocks which are only half frozen. One set to each table.

o

Discuss as a class what students see and notice, to assist them in filling in the first square on the worksheet.

o

After, bring out the second lot of ice blocks which are completely frozen. Discuss what students see to fill in the next square.

o

Also compare the differences students noticed between the first ice block to the second lot of ice blocks.

o

Assist students in completing question c.

o

Now boil a kettle, and explain the steam is water in a gas form.

o

Ask students if they know how the steam is formed. Introduce them to the term evaporation.

o

Get students to fill in 2 a of sheet.

o

Place a plate over the kettle and show condensation and introduce this term to them. Get students to fill in 2 b.

o

Recap on lessons learnt.

Resources: Water is clever worksheet, kettle, half frozen ice blocks, completely frozen ice blocks, pencils, and science exercise workbooks. Assessment: Mark water is clever worksheet.

Lesson 7 Essential learning’s: Thinking, communication and interdependence. Learning outcomes: Students are able to recall learnt information throughout the unit and are able to pull it all together to make sense of what they’ve learnt. Learning sequence: o

Start discussing and recapping with the students all the information they have learnt within this unit.

o

Record key ideas on the whiteboard.

o

Hand out A3 paper to students.

o

Explain they are to create a poster, which is to tell others what they have learnt about in this unit of work and later present and discuss their poster with the rest of the class.

o

This may take 2 lessons.

Resources: Whiteboard, A3 paper, pencils. Assessment: Assessment by rubric (appendices 1).

Detailed lesson plan 1 Contextual Details Name: Cass Prowse Year level: Year 2s No. of students: Approx 25 Location: Classroom Area of learning: Science

School: Date: Estimated duration of activity: 30mins

Topic: Exploring matter through water Broad Outcome: Through observation, touch and play, students will be able to identify properties of water and recognise uses for water, and other common materials in relation to water, in their everyday lives. Specific Learning Outcome: Successfully determine that some objects sink, some float and some sink quicker than others and develop their own ideas on why this is so. Teacher explains that objects which are heavy for their size will sink, and those that are light for their size will float. Preparation/Organisation: • Fill trays with water • Gather all materials for testing of floating and sinking • Photo copy enough sheets (appendices 2) Resources/Materials: • Trays • Various floating and sinking objects • Science exercise books

• • • •

Pencils Recording sheets Glue Margarine container

Content

Recapping on previously discussed information.

Listening skills. Some things float, others sink. Objects will sink at different rates. An object will sink if it is heavy for its size; others float if they are light for their size.

It’s important to record your

Process Preparation: Make sure all materials are on student’s desks ready for use. Trays must be filled with water.

Resources

Beginning of lesson: Sit class down on the floor. Introduce science and continuation from last lesson. Whiteboard Refer back to white board to previously recorded class predictions on what objects may sink. Float or sink sheet Inform class you will now be testing whether some objects will sink or float. Go through the recording sheet, step by step. 1st – stick sheet in science books. 2nd – list objects you will be testing in the objects column. 3rd – place first object in tray. Record whether it sinks or floats in appropriate column. 4th – repeat steps 2 and 3 for each object. 5th – once achieved for 8 objects, grab margarine container, and estimate how Science exercise many of one object it will take to sink the books, glue. container. 6th – test predictions. Pencil, tray of Exploratory activities: water, sinking and Hand out float or sink table to each floating materials. student for them to stick in their science exercise books and record their findings. Margarine

findings, as it’s easier for comparison and referring back to later.

container. Students do their activity. Students are required to fill in their chart as they go, and make predictions before testing whether an object sinks or floats. Science workbooks They have an option to work individually, with their recorded in pairs or in table group. However, all answers. must record results. Discussion/reflection: When there’s approximately 5 minutes left before the end of the lesson and everyone has packed up, gather students on the floor for a class discussion on their findings.

Detailed lesson plan 2 Contextual Details Name: Cass Prowse Year level: Year 2s No. of students: Approx 25 Location: Classroom Area of learning: Science

School: Date: Estimated duration of activity: 30mins

Topic: Exploring matter through water Broad Outcome: Through observation, touch and play, students will be able to identify properties of water and recognise uses for water, and other common materials in relation to water, in their everyday lives. Specific Learning Outcome: By the end of this lesson, students should be able to distinguish the difference between common materials that are absorbent and those which are waterproof. Students will also be able to relate this to their life. Preparation/Organisation: • Fill trays with water • Gather all materials for testing of absorption or waterproof • Photo copy enough sheets (appendices 5)

•

Have jugs ready on desks waiting

Resources/Materials: • Trays • Various materials to test for waterproof and absorption • Science exercise books • Pencils • Recording sheets • Glue • Jugs

Content

Different properties of common materials.

Listening skills, following instructions skills.

Process Preparation: Trays on desks full of water. Materials on desks or easily accessed. Jugs on desks

Resources Trays, jugs, water, various materials.

Generate discussion with class on any materials that they know of which are Whiteboard. waterproof and which are absorbent. An explanation of what is absorbent and what is waterproof may be needed. Record these on the whiteboard. Go through steps with students. 1st – stick sheet in science exercise books. 2nd – one partner is the pourer, one holds the material. 3rd – record what material will be used. 4th – one partner holds material over tray; the other carefully pours water over material. 5th – observe and record whether the water soaks in or passes through (absorbent) or repels (waterproof). 6th – repeat with different materials. 7th – once completed with 8 materials, students are then each required to draw and label some things that we use, or wear, in order to stop us and other objects getting wet. Try to come up with

Wetting materials sheet.

Science exercise books, glue.

at least 3. Working cooperatively. Some materials are absorbent, others are waterproof. Therefore materials have different properties. Which is the reason why we use certain materials for protecting us from the rain/getting wet and others are not used.

Give students a wetting materials table Pencil, worksheet, sheet each and get them to stick them in trays, water, jugs, their science exercise workbooks. various materials. Get students to go to their tables. Their pair is the person they sit next to. Students work in pairs in this activity but everyone records results. Completed worksheets in their Do activity. science exercise books. Discussion/reflection: When all is packed up and there’s about 5 minutes left until the end of the lesson, generate a classroom discussion on what were some of the findings. Maybe list the absorbent and waterproof materials on the board. Also discuss some of the things students drew for the last activity.

Detailed lesson plan 3 Contextual Details Name: Cass Prowse Year level: Year 2s No. of students: Approx 25 Location: Classroom Area of learning: Science

School: Date: Estimated duration of activity: 30mins

Topic: Exploring matter through water Broad Outcome: Through observation, touch and play, students will be able to identify properties of water and recognise uses for water, and other common materials in relation to water, in their everyday lives. Specific Learning Outcome: Students learn the different forms water can be found in (liquid, gas, solid) when different processes have been applied (boiling and freezing).

Preparation/Organisation: • Ice blocks – half frozen and completely frozen • Photo copy enough worksheets (appendices 6) • Bring kettle and plate Resources/Materials: • Science exercise books • Pencils • Recording sheets • Glue • Kettle • Plate • 2 sets of ice blocks

Content

Process Set up materials.

Resources

Students to sit at desks. Liquids, such as water, can appear in different forms, such as solid, liquid and gas.

Discuss with students about the different forms that water can be found (solid ice, liquid and gas steam). Hand out water is clever sheet found in Water is clever ‘the water kit’ by R.I.C Publications. worksheet. Bring out the first lot of ice blocks which Half frozen ice are only half frozen. One set to each blocks. table.

Icicles start to form.

Discuss as a class what students see and notice, to assist them in filling in Worksheet. the first square on the worksheet.

After, bring out the second lot of ice Completely frozen Water is frozen blocks which are completely frozen. ice blocks. as a result of Discuss what students see to assist in being in a filling in the next square. Also compare temperature the differences students noticed below 0°C. It has between the first ice block to the become a solid. second lot of ice blocks.

Now water is a solid, there are certain characteristics that have changed. Water can also turn into a gas when heated.

The gas form of water can turn back into water through a process called condensation.

Worksheet. Assist students in completing question c. Kettle. Now boil a kettle, and ask students if they know what the steam is made of. Explain the steam is water in a gas form. Ask students if they know how the Worksheet. steam is formed. Introduce them to the term evaporation. Kettle and plate. Get students to fill in question 2, part a of the sheet. Place a plate over the kettle and show condensation and introduce this term to them. Get students to fill in question 2 part b. Recap on lessons learnt on the floor as a whole class.

Reference list

Daitz, M 1992, Crafty ideas from science, Exley publications, Great Britain.

Department of Education and Children’s Services 2004, SACSA companion document series: Science R-10, DECS Publishing, South Australia.

Department of Education and Children’s Services 2004, Learning areas: Science introduction, DECS Publishing, South Australia.

Osborne, R & Freyberg, P 1986, ‘Children’s Science’, in Learning in science: the implications of children’s science, Heinemann, London.

R.I.C. Publications 2003, ‘The water kit ages 6-8’, R.I.C Publications.