Learning Observation Skills Through Studying Solids, Liquids, and Gases
Initial Publication Date: September 9, 2009
Summary
During this inquiry lesson students will observe and participate in various chemical experiments to practice observing, question writing and answer generating based on data. Students will work with different substances to observe changes in liquids, solids, and gases. Students will create Oobleck and carbon dioxide gas, and observe liquids and their reactions to dry ice.
CollapseLearning Goals
1.Students will be able to maintain records of observations, procedures and explanations based on taking part in experiments.
2.Students will be able to create questions based on knowledge gained through observations.
3.Students will be able to explain based on observations conclusions of their experiments.
2.Students will be able to create questions based on knowledge gained through observations.
3.Students will be able to explain based on observations conclusions of their experiments.
Context for Use
This activity is for third graders, to be used in the classroom, and requires approximately 45 minutes over a period of one week or more. This activity will require supplies and ahead of time preparation. It also has students participating in multiple hands on activities and filling out of journals. Supplies that will be needed: Tubs, graduated cylinders of 100 ml or more, dry ice, soap, cornstarch, mixing tubs, bubbles, cups, food coloring, baking soda, vinegar, universal indicator, NaOH, leather gloves. I suggest talking with your high school chemistry teachers, parents and other colleagues within your building for donations of these items to cut down the cost of gathering these supplies.
Description and Teaching Materials
1.The first day of this lesson will require students to observe an experiment you put together.
a.Refer to Appendix A.
2.Have students gather around the front of the room or some demonstration area. They need to write in their journals their observations of the liquid in your container (ex. How do we know it is a liquid, it's color, how much, etc.). Then have the students observe the dry ice with similar questions (make sure to tell students that you handle the dry ice appropriately with leather gloves because of the qualities of dry ice, it can burn, etc.)
a.I would also discuss with students the difference between your liquid and your solid (in this case, dry ice).
b.What makes them different and how do you know they are different from one another. Also, how are they similar.
3.The next step is for students to observe and write down their observations of what happens when you put the dry ice into the container of water. You will want to have practiced this once before so you know what will happen (it will change colors with the adding of dry ice), students will be excited about the results and may forget to write their observations.
4.Discuss the results of the experiment and make a class observation sheet of results. It is not necessarily important for them to know why the liquid changed but how it changed.
5.On this same day the next experiment is to have tubs of water with dish soap in them located around the room; you will want to make groups to complete this activity. Have the students put a piece of dry ice into their tubs (using gloves!) and observe and write down what they witness.
6.Discuss their observations and add those to your class observation list.
7.The next day have your students listen to the story Oobleck by Dr. Seuss. When finished have them get into groups and make photo collages of the characteristics of Oobleck. Have them focus only on the adjectives.
a.Each group may share their collages with the class.
8.The next step will be for the students to create their own Oobleck.
a.Refer to Appendix B
9.Have students write their process of making Oobleck and their observations of their Oobleck in their journal.
a.It would be wise to write the process of making Oobleck together when you are all finished.
10.The final experiment will be for students to create carbon dioxide gas bubbles using baking soda and vinegar.
a.Refer to Appendix C
11.Gather back together and discuss the results of what they observed.
12.If you are looking for a way to demonstrate to your students how to lay out their observation notes.
a.Refer to Appendix D
13.After you have completed all the activities and experiments have your students work in groups to define what a liquid is, what a solid is, and what a gas is.
a.Have students use large pieces of paper to write and illustrate their definitions of these three states of matter.
Appendix A (Microsoft Word 30kB Sep9 09) Appendix B (Microsoft Word 19kB Sep9 09) Appendix C (Microsoft Word 29kB Sep9 09) Appendix D (Microsoft Word 19kB Sep9 09)
a.Refer to Appendix A.
2.Have students gather around the front of the room or some demonstration area. They need to write in their journals their observations of the liquid in your container (ex. How do we know it is a liquid, it's color, how much, etc.). Then have the students observe the dry ice with similar questions (make sure to tell students that you handle the dry ice appropriately with leather gloves because of the qualities of dry ice, it can burn, etc.)
a.I would also discuss with students the difference between your liquid and your solid (in this case, dry ice).
b.What makes them different and how do you know they are different from one another. Also, how are they similar.
3.The next step is for students to observe and write down their observations of what happens when you put the dry ice into the container of water. You will want to have practiced this once before so you know what will happen (it will change colors with the adding of dry ice), students will be excited about the results and may forget to write their observations.
4.Discuss the results of the experiment and make a class observation sheet of results. It is not necessarily important for them to know why the liquid changed but how it changed.
5.On this same day the next experiment is to have tubs of water with dish soap in them located around the room; you will want to make groups to complete this activity. Have the students put a piece of dry ice into their tubs (using gloves!) and observe and write down what they witness.
6.Discuss their observations and add those to your class observation list.
7.The next day have your students listen to the story Oobleck by Dr. Seuss. When finished have them get into groups and make photo collages of the characteristics of Oobleck. Have them focus only on the adjectives.
a.Each group may share their collages with the class.
8.The next step will be for the students to create their own Oobleck.
a.Refer to Appendix B
9.Have students write their process of making Oobleck and their observations of their Oobleck in their journal.
a.It would be wise to write the process of making Oobleck together when you are all finished.
10.The final experiment will be for students to create carbon dioxide gas bubbles using baking soda and vinegar.
a.Refer to Appendix C
11.Gather back together and discuss the results of what they observed.
12.If you are looking for a way to demonstrate to your students how to lay out their observation notes.
a.Refer to Appendix D
13.After you have completed all the activities and experiments have your students work in groups to define what a liquid is, what a solid is, and what a gas is.
a.Have students use large pieces of paper to write and illustrate their definitions of these three states of matter.
Appendix A (Microsoft Word 30kB Sep9 09) Appendix B (Microsoft Word 19kB Sep9 09) Appendix C (Microsoft Word 29kB Sep9 09) Appendix D (Microsoft Word 19kB Sep9 09)
Teaching Notes and Tips
It will be important to obtain as many objects as you can prior to the lesson. Inquiring of parents to donate objects to use would be a great way to cut down on cost or prep time. Also, it will be necessary for students to have participated in experiments before and understand the procedures of being safe. Having safety goggles and teaching students to smell, look, feel, and listen in science but not taste are essential safety standards in science. Also, students should have experience working with science journals.
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Assessment
Students' observations within their journal (written and illustrated), questions generated and participation during the experiments are adequate assessment.
Standards
Nature of Science and Engineering:
3.1.1.2.1:Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations.
3.1.1.2.3:Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed.
3.1.1.2.4:Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.1.2.1:Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations.
3.1.1.2.3:Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed.
3.1.1.2.4:Construct reasonable explanations based on evidence collected from observations or experiments.