Exploring the Properties of Liquids, with an emphasis on density
Summary
Background information: This activity would be an extension of the children's exposure to states of matter in the Scott Foresman science series for Grade 1 in Chapter 1 of Physical Science, Grouping Objects. The children would have had 2 previous lessons. In Lesson 1 they would have learned about grouping matter according to color, size, shape, and weight. They would also have had an opportunity to experiment with objects to see which sink and which float. Lesson 2 covered the definitions of liquids and of solids. This current lesson would allow for experimenting with liquids; comparing and contrasting, and creating a density tower leading to a beginning understanding of density.
CollapseLearning Goals
Objectives:
1. Students will review the terms; liquid, solid
2. Students will compare / contrast 3 liquids
3. Students will formulate a working 1st grade definition of density
4. Students will create a density tower
1. Students will review the terms; liquid, solid
2. Students will compare / contrast 3 liquids
3. Students will formulate a working 1st grade definition of density
4. Students will create a density tower
Context for Use
This activity is for a first grade classroom in a public elementary school consisting of 20 students.
This is planned as a one day activity, lasting about 1 hour with demonstration first by the teacher and then activities performed within small groups (it may be stretched out over two shorter class times over two days, with the teacher doing review and demonstration on the first day and the students doing investigation activities on the second day).
Materials:
For the Teacher:
Items to contrast liquid/solid: block of wood, a stone, milk, water, pop
Items for demonstrations: A bowl, a spoon, a jar of sand, a jar of rocks
For the students:
The following items will need to be 5 times as much as students will be divided into 5 groups of 4:
A cup measuring cup for liquids
A clear 20 oz. pop or water container
½ Cup of water
½ Cup of corn syrup
½ Cup of cooking oil
Food coloring, one color per group, or one set per group
Small kitchen scale (Can set up one at a weighing station)
Cooperative group assignment cards with illustrations:
Measurer
Pourer
Recorder
Reporter
This is planned as a one day activity, lasting about 1 hour with demonstration first by the teacher and then activities performed within small groups (it may be stretched out over two shorter class times over two days, with the teacher doing review and demonstration on the first day and the students doing investigation activities on the second day).
Materials:
For the Teacher:
Items to contrast liquid/solid: block of wood, a stone, milk, water, pop
Items for demonstrations: A bowl, a spoon, a jar of sand, a jar of rocks
For the students:
The following items will need to be 5 times as much as students will be divided into 5 groups of 4:
A cup measuring cup for liquids
A clear 20 oz. pop or water container
½ Cup of water
½ Cup of corn syrup
½ Cup of cooking oil
Food coloring, one color per group, or one set per group
Small kitchen scale (Can set up one at a weighing station)
Cooperative group assignment cards with illustrations:
Measurer
Pourer
Recorder
Reporter
Description and Teaching Materials
Procedure:
Review Questions:
What is the difference between a liquid and a solid?
Can you name some liquids/some solids?
Motivational set:
The teacher will lead a discussion and conduct an experiment for the class. "Today we are going to look more at liquids. What happens if I put two liquids together in a container?" Let's watch and see what happens." First I am going to weigh each liquid before I pour it into the container." (teacher weighs each ½ Cup of liquid (water and milk) prior to adding it to the container). Record responses on the chart on the board.
1. Teacher asks students to compare how the two liquids are alike and different. Teacher records responses on a chart on the board. Then the teacher demonstrates pouring milk and water into a clear plastic container. Teacher elicits student responses about what happened to the milk and water.
2. Teacher again asks for comparisons of next two liquids and records responses. Teacher weighs both liquids and records results. Teacher demonstrates pouring pop (dark colored cola type) and then water into a clear plastic container. Again, elicits responses about the results and records the responses on the chart on the board.
3. Teacher again asks for comparison of next 2 liquids, isopropyl alcohol and dish soap. Record comments and weights. Then teacher demonstrates by pouring ½ C. dish soap and ½ C. isopropyl alcohol into a clear plastic container. Elicit responses, "Wows" about the results and then ask why? "What were the differences between these two liquids?"
Student group exploration activities:
Assign students to groups. Explain that each group will have a: measurer, pourer, recorder, and a reporter. Explain the role of each person in the group. ( have cards ready for students to draw to assign the roles and to illustrate the task)
Directions for each group:
1. Observe the liquid. (Corn syrup) Describe it. Talk about it's color, texture, thickness, etc. The Recorder should record what they can about the liquid on the chart.
2. The Measurer will measure the liquid into the ½ C. measure and weigh it.
3. The Recorder will record the weight of the liquid.
4. The Pourer will pour the liquid into the container.
5. Repeat with the second liquid. (Vegetable oil)
6. Recorder records the weight of the liquid and any other properties observed. Reporter shares with the class what happens when the two liquids are combined.
7. Repeat with the third liquid, asking students to add 3 drops of food color to this liquid. (Water)
8. Again, recorder records the weight of the liquid and any other observable properties. Reporter shares with the class the results of the combination of the
three liquids.
Ask students to tell about what they learned about the differing liquids. Are all liquids the same? What difference impacted whether or not the liquids would mix? How do you know this? What could we say about the ability of two liquids to mix? There is a word to describe this difference between objects (liquids) and that term is density. Density refers to the fact that different liquids have more mass than other liquids even though they may take up the same space. A liquid that is heavier than another but takes up the same space is said to be more dense.
As an illustration of this, look at these two jars of rocks. (One jar has sand and one has small rocks.) Which is more dense? The one with sand, as many little pieces of rock (sand) are packed into the same space as the larger rocks are. The sand is more densely packed into the jar.
Group Record Sheet (Microsoft Word 27kB Sep25 07) Lab sheet for entry in science journal (Microsoft Word 24kB Sep25 07)
Review Questions:
What is the difference between a liquid and a solid?
Can you name some liquids/some solids?
Motivational set:
The teacher will lead a discussion and conduct an experiment for the class. "Today we are going to look more at liquids. What happens if I put two liquids together in a container?" Let's watch and see what happens." First I am going to weigh each liquid before I pour it into the container." (teacher weighs each ½ Cup of liquid (water and milk) prior to adding it to the container). Record responses on the chart on the board.
1. Teacher asks students to compare how the two liquids are alike and different. Teacher records responses on a chart on the board. Then the teacher demonstrates pouring milk and water into a clear plastic container. Teacher elicits student responses about what happened to the milk and water.
2. Teacher again asks for comparisons of next two liquids and records responses. Teacher weighs both liquids and records results. Teacher demonstrates pouring pop (dark colored cola type) and then water into a clear plastic container. Again, elicits responses about the results and records the responses on the chart on the board.
3. Teacher again asks for comparison of next 2 liquids, isopropyl alcohol and dish soap. Record comments and weights. Then teacher demonstrates by pouring ½ C. dish soap and ½ C. isopropyl alcohol into a clear plastic container. Elicit responses, "Wows" about the results and then ask why? "What were the differences between these two liquids?"
Student group exploration activities:
Assign students to groups. Explain that each group will have a: measurer, pourer, recorder, and a reporter. Explain the role of each person in the group. ( have cards ready for students to draw to assign the roles and to illustrate the task)
Directions for each group:
1. Observe the liquid. (Corn syrup) Describe it. Talk about it's color, texture, thickness, etc. The Recorder should record what they can about the liquid on the chart.
2. The Measurer will measure the liquid into the ½ C. measure and weigh it.
3. The Recorder will record the weight of the liquid.
4. The Pourer will pour the liquid into the container.
5. Repeat with the second liquid. (Vegetable oil)
6. Recorder records the weight of the liquid and any other properties observed. Reporter shares with the class what happens when the two liquids are combined.
7. Repeat with the third liquid, asking students to add 3 drops of food color to this liquid. (Water)
8. Again, recorder records the weight of the liquid and any other observable properties. Reporter shares with the class the results of the combination of the
three liquids.
Ask students to tell about what they learned about the differing liquids. Are all liquids the same? What difference impacted whether or not the liquids would mix? How do you know this? What could we say about the ability of two liquids to mix? There is a word to describe this difference between objects (liquids) and that term is density. Density refers to the fact that different liquids have more mass than other liquids even though they may take up the same space. A liquid that is heavier than another but takes up the same space is said to be more dense.
As an illustration of this, look at these two jars of rocks. (One jar has sand and one has small rocks.) Which is more dense? The one with sand, as many little pieces of rock (sand) are packed into the same space as the larger rocks are. The sand is more densely packed into the jar.
Group Record Sheet (Microsoft Word 27kB Sep25 07) Lab sheet for entry in science journal (Microsoft Word 24kB Sep25 07)
Teaching Notes and Tips
It would be most helpful to have some extra adult hands in the classroom to assist with the group work, to help children with measuring, and for overall management. It would be helpful if the children had had some previous measuring experience or a separate lesson on how to measure the liquids.
Assessment
At this grade level, I would not assess children per se. The assessment would be based on the children's contribution to the discussion, their ability to work in a group, and their personal journal entries about this activity.
Standards
Grade 1: I. History and Nature of Science: B. Scientific Inquiry; 1. The student will observe, describe, measure, compare and contrast common objects, using simple tools including but not limited to ruler, thermometer and balance.
II. Physical Science: A. Structure of Matter; 1. The student will describe objects in terms of color, size, shape, weight, texture, & flexibility.
II. Physical Science: A. Structure of Matter; 1. The student will describe objects in terms of color, size, shape, weight, texture, & flexibility.