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Liquids

and Solids

T E A C H E R ’ S G U I D E

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and additional resources

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Sci1nL2

Online version

and additional resources

available at

www.scholastic.ca/education/nlscience

Password:

Sci1nL2

Grade

Table of Contents

3 Welcome to the

Liquids and Solids

Unit

6 Planning Guide

12 Preparing for the Unit

Individual Teaching Plans

13 What Is a Liquid? What Is a Solid?

18 How Can We Describe Solids?

24 How Can We Describe Liquids?

31 What Happens When We Combine Liquids and Solids?

39 How Do Liquids and Solids Change When We Mix Them?

44 How Can We Mix Liquids and Solids to Make Useful Things?

50 How Can We Use Liquids and Solids to Keep Our World Clean?

55 What Materials Float? What Materials Sink?

60 Design Challenge: Build a Boat

Assessment

Specific Curriculum Outcomes Checklist

My Inquiry

Student Self-Assessment of Inquiry Process

Teacher Assessment of Inquiry Process

Inquiry Process Rubric

My Design

Student Self-Assessment of Design Process

Teacher Assessment of Design Process

Design Process Rubric

Additional Resources

Letter to Parents and Caregivers

Liquids and Solids

Unit 2: Liquids and Solids 1

Let’s Do Science, Newfoundland and Labrador

Grade 2 Unit 2: Liquids and Solids Teacher’s Guide

Reviewers:

Catherine Phillips, NL

Janice Ryan, NL

175 Hillmount Road, Markham, Ontario, Canada, L6C 1Z7.

Pages designated as BLMs or reproducibles may be reproduced under license from

Access Copyright, or with the express written permission of Scholastic Canada, or as

permitted by law.

All rights are otherwise reserved, and no part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, scanning, recording or otherwise, without the prior written

consent of the publisher or a license from The Canadian Copyright Licensing Agency

(Access Copyright). For an Access Copyright license, visit www.accesscopyright.ca or

call toll free to 1-800-893-5777.

ISBN 978-1-4430-4327-4

Printed in Canada.

10 9 8 7 6 5 4 3 2 1 17 18 19 20 21

Science Cards

This collection of 12 Science Cards will support students’

exploration of liquids and solids with each large-format

card focusing on a different concept. The bright, colourful

photographs and detailed illustrations will engage students

and give them multiple opportunities to explore a variety of

concepts. These stand-alone cards can also be used at centres

to stimulate student explorations. Also, digital versions of

these cards are available on the Teacher’s Website to be used

with an Interactive Whiteboard.

In this unit, students develop their understanding of liquids

and solids through a variety of explorations and investigations.

Multiple components will engage students and support learning of

the speciﬁc science concepts.

Welcome to the

Liquids and Solids Unit

Unit 2: Liquids and Solids 3

Science Read Aloud

The Read Aloud text allows you to introduce and

engage students with science concepts. Perfect Snow

by Barbara Reid is a delightful story that introduces

the concept of familiar liquids and solids, and how

they interact.

Anchor Video

The Anchor Video: Liquids and Solids, found on the Teacher’s

Website, introduces students to essential questions about the

properties of liquids and solids, what happens when we combine

and mix them, and how they can be made into useful materials. The

video gives a number of examples to activate students’ thinking and

to promote questions.

Posters

Two classroom posters—What Is the

Inquiry Process? and What Is the Design

Process?—will support students as they

follow the steps for guided and open

inquiries and learn to use the design

process to create a solution to a problem.

Interactive Whiteboard Activities

There are 9 interactive activities for the Interactive Whiteboard (IWB) found

on the Teacher’s Website. These activities provide students with a variety

of hands-on learning experiences and the opportunity to apply learning in a

supported environment. The IWB Activities are tied to the teaching plans to

ensure that the learning is done in context.

What Is the

Inquiry Process?

ISBN: 978-1-4430-4041-9 Illustrations by Leanne Franson

Ask a question.

Make a plan.

Explore.

Record your

results.

Think about

the results.

Make conclusions.

Share what

you learned.

Science Library

The Science Library provides a collection of colourful and engaging non-

ﬁction and ﬁction texts at a variety of reading levels. These texts support

students as they explore various science concepts and skills. See the Science

Library Guide in the Teacher’s Guide Binder or online for brief summaries,

science connections, and suggested reading approaches (e.g., Independent

Reading and Read Aloud).

Teacher’s Guide

This guide provides detailed suggestions for using all of the components

including the Science Cards, Anchor Video, reproducible

Blackline Masters (BLMs), and IWB Activities with your

students. Visual cues such as book covers, thumbnail

images, and icons highlight the use of each component

along with tools such as Science Folders and Journals,

the Word Wall, and the I Wonder Wall. Strategies and

tools you need to assess students’ learning, such as

rubrics and checklists, are also included.

Embedded within the teaching plans are connections

to Guided and Shared texts from Literacy Place for

the Early Years, Grade 2 that relate to the concepts

explored in Liquids and Solids.

Teacher’s Website

In addition to the Science Cards, Anchor Video, and IWB Activities

mentioned above, the Teacher’s Website provides a digital copy of

the Teacher’s Guide for this unit along with access to an image bank

containing the variety of photographic images found on the Science

Cards and IWB Activities. These images may be used for teachers

to create new IWB Activities or for students to incorporate into

presentations. Find the Teacher’s Website at

www.scholastic.ca/education/nlscience

Password: Sci1nL2

Unit 2: Liquids and Solids 5

Planning Guide for Liquids and Solids

Teaching Plans Specific Curriculum

Outcomes

Components Materials Literacy Place

Connections

What Is a Liquid?

What Is a Solid?

Students investigate

various objects in

order to identify them

as either liquids or

solids.

Skills [GCO 2]

• 1.0

• IWB Activity 1

• Science Card 1

• BLM

Examples of

Liquids and Solids

• IWB Activity 2

• Anchor Video:

Liquids and Solids

• sticky notes

• students’ Science

Folders

• students’ Science

Journals

• digital camera (optional)

• a “mystery box”

containing various liquids

and solids, such as a

block of wood, glue stick,

crayon, cotton ball, piece

of tin foil, ketchup packet,

travel-size hand sanitizer,

juice box, snack-size

tube of yogurt, liquid-

filled stress ball

How Can We

Describe Solids?

Students explore

and describe various

solids, then group

their descriptive

words into categories

(properties).

Skills [GCO 2]

• 12.0

• 10.0

STSE/K [GCO 1/3]

• 23.0

• Science Card 2

• IWB Activity 3

• BLM

Properties of

Solids

• IWB Activity 4

• strips of paper

• various small solids (e.g.,

cotton balls, sheets

of tin foil, sheets of

paper, plastic baggies,

crayons, blocks of wood,

erasers, drinking straws,

modelling clay, gummy

bears)

• students’ Science

Folders

• students’ Science

Journals

• several chunks of

modelling clay or

chocolate

• several mugs, shallow

foam trays, and small

baggies

• kitchen scale

Teaching Plans Specific Curriculum

Outcomes

Components Materials Literacy Place

Connections

How Can We

Describe Liquids?

Students explore

and describe various

liquids, then sequence

liquids according to a

variety of properties.

Skills [GCO 2]

• 12.0

• 10.0

STSE/K [GCO 1/3]

• 23.0

• IWB Activity 5

• BLM

Sequencing

Liquids

• Science Card 3

• Science Card 4

• several clear plastic

containers of various

shapes and sizes

• 250–500 ml of coloured

water

• clear mug, shallow foam

tray, and small baggie

• Properties of Solids

Anchor Chart

• small clear plastic cups,

such as medicine cups

• 250 ml each of several

liquids (e.g., glue, milk,

vinegar, juice, cooking oil,

chocolate sauce, hand

lotion, shampoo) in clear

plastic cups

• various containers (e.g.,

mugs, bowls, test tubes,

square pans)

• students’ Science

Journals

• 3 clear containers

of same size and

shape, containing

100 ml of apple juice,

hair conditioner, and

molasses (separately)

• sticky notes

• students’ Science

Folders

• a variety of liquids (e.g.,

bottle of glue, litre of

milk, bottle of vinegar,

bottle of cooking oil,

bottle of chocolate syrup,

hand lotion in dispenser

or bottle, bottle of

shampoo, bottle of water,

hand soap in dispenser,

jar of honey, bottle of

ketchup, container of

maple syrup)

• ml measuring spoons

• one large piece of stiff

cardboard for every

3–4 students; one side

should be covered with

parchment paper

• several foil pans

Continued on next page...

Unit 2: Liquids and Solids 7

Planning Guide for Liquids and Solids (continued)

Teaching Plans Specific Curriculum

Outcomes

Components Materials Literacy Place

Connections

What Happens

When We Combine

Liquids and Solids?

Students investigate

the ways in which

familiar liquids and

solids can interact

with one another.

Skills [GCO 2]

• 7.0

• 14.0

STSE/K [GCO 1/3]

• 24.0

•

Perfect Snow

(Read Aloud)

• Science Card 5

• Science Card 6

• BLM

Results Table

• snow

• bottle of oil-and-vinegar

dressing containing

rosemary/basil and black

pepper pods

• beakers of water (one

per group)

• eyedroppers of water

(one per group)

• small portions of

cooking oil, maple syrup,

chocolate syrup, food

colouring, ground black

pepper, flour, grapes, and

dry cereal (one portion

of each per group)

• small blocks of wood

(two per group)

• cotton balls (two per

group)

• pieces of cardboard (two

per group)

• pieces of tissue (two per

group)

• plastic blocks (two per

group)

• sugar cubes (two per

group)

• Styrofoam packing

“peanuts” (two per

group)

• tin foil (one sheet per

group)

• digital camera (optional)

• sensory bottle (plastic

water bottle filled with

oil and coloured water,

with one or more solids

such as glitter, plastic

confetti, sea shells,

pebbles, beads, or fish

tank gravel)

• plastic water bottles

pre-filled with an oil-and-

water mixture (one per

pair of students)

• glitter, plastic confetti, sea

shells, pebbles, beads,

fish tank gravel, etc.

• small spoons

• hot glue gun

An Early Worm

Got Out of Bed

(“The Muddy

Puddle,” pages

16–17, Shared

Reading—Active

Learning Kit)

Teaching Plans Specific Curriculum

Outcomes

Components Materials Literacy Place

Connections

How Do Liquids

and Solids Change

When We Mix

Them?

Students explore the

ways in which familiar

liquids and solids can

change when they

are mixed with one

another.

Skills [GCO 2]

• 16.0

STSE/K [GCO 1/3]

• 25.0

• Science Card 7 • glass of water

• bottle of food colouring

• various mixing tools

• sticky notes

• safety goggles for all

students

• small cups (30)

• three pitchers of water

• small quantities of

bubble bath liquid,

cooking oil, instant

coffee, drink mix, baking

powder, vitamin C

tablets, compressed soil

discs, and various other

liquids and solids (e.g.,

bar of soap, crackers,

tissue, dried fruit, salt,

sugar, sand, kitty litter,

honey, glue, chocolate

syrup)

• digital camera (optional)

• students’ Science

Folders

• aprons for all students

• plastic table coverings

and/or paper towels

• large box of cornstarch

• water

• 1 large bowl

• 1 small bowl

• measuring cups and

spoons

• empty, clear plastic water

or soda bottles (one per

group)

• uninflated balloons (one

per group)

• small funnels or spouted

containers (one per

group)

• white vinegar

• baking soda

3-2-1 Blast

Off!

(Shared

Reading—

Sequencing

Strategy Unit)

Continued on next page...

Unit 2: Liquids and Solids 9

Planning Guide for Liquids and Solids (continued)

Teaching Plans Specific Curriculum

Outcomes

Components Materials Literacy Place

Connections

How Can We Mix

Liquids and Solids

to Make Useful

Things?

Students explore

how to create useful

mixtures of liquids

and solids.

Skills [GCO 2]

• 16.0

STSE/K [GCO 1/3]

• 26.0

• Science Card 8

•

The Little Knight

Who Battled

the Rain

(Read

Aloud, Unit 1)

• Science Card 9

• IWB Activity 6

• BLM

Recipe

Card

• package of gelatin dessert

mix

• electric kettle

• several large clear bowls

• measuring cups and spoons

• stirring tools

• ingredients, containers,

and tools to make a variety

of items that come with

instructions (e.g., orange

juice or lemonade from

concentrate, chocolate milk,

pudding or custard, chip

dip, or brownies, cakes, and

cookies)

• flour, salt, cold and hot water,

food colouring, saucepan or

bowl, whisk or rotary beater

Mr. Fix-It

(Guided

Reading,

Level K)

How Can We Use

Liquids and Solids

to Keep Our World

Clean?

Students investigate

how to use liquids

and solids to keep

our world clean.

Skills [GCO 2]

• 27.0

• 19.0

STSE/K [GCO 1/3]

• 28.0

• Science Card 10

• IWB Activity 7

• honey, paint, cereal in milk,

mud, glitter

• various surfaces or containers

(e.g., foil trays, pieces of

cardboard)

• materials with varying degrees

of absorbency (e.g., towels,

newspaper, paper towels,

tissue paper, J-cloths, felt,

baby wipes)

• ingredients to make

homemade cleaners (e.g.,

baking soda, water, vinegar,

olive oil, sea salt, peppermint

or citrus essential oil, eggs,

lemon juice)

• small mixing bowls and tools,

measuring spoons and cups

• empty spray bottle

• old toothbrushes

• dish tubs (one per small

group)

• water

• vegetable oil

• small items to which oil would

adhere (e.g., rubber ducks,

small rocks, feathers)

• various commercial cleaning

products (glass cleaner, dish

soap, laundry detergent)

• students’ Science Journals

Keep Us Clean

(Guided

Reading,

Level J)

Teaching Plans Specific Curriculum

Outcomes

Components Materials Literacy Place

Connections

What Materials

Float? What

Materials Sink?

Students use the

inquiry process

to investigate the

buoyancy of different

self-chosen solids.

Students record

their predictions and

results on a graph.

Skills [GCO 2]

• 19.0

• 21.0

•

What Is the Inquiry

Process?

poster

• Science Card 11

• IWB Activity 8

• bottle of oil-and-vinegar

dressing from

What

Happens When We

Combine Liquids and

Solids?

(see page 35)

• 3–4 samples each

of marbles, cotton

balls, sugar cubes,

blocks of wood, plastic

blocks, Styrofoam

trays, sponges, gummy

candies, and soda

crackers

• tubs of water (one per

pair + one extra for

demonstration)

• students’ Science

Journals

• small amounts of various

items, such as paper

clips, crayons, craft

sticks, jelly beans, coins,

bars of soap, lumps of

clay, rocks, plastic toys,

ice cubes, feathers,

cans of diet cola, cans

of regular cola, pumice

stones, peeled oranges,

unpeeled oranges, and

pieces of string

• digital camera (optional)

• large box of salt

• stirring tools

• toy plastic buckets (one

per pair)

• ½ dozen raw eggs (if

permitted)

Design Challenge:

Build a Boat

Students use the

design process to

build a boat capable

of supporting a

specific number of

coins.

Skills [GCO 2]

• 30.0

• 31.0

• 32.0

STSE/K [GCO 1/3]

• 29.0

• Science Card 12

• IWB Activity 9

•

What Is the

Design Process?

poster

• BLM

TAG

Feedback

(one per

group

• tin foil

• several coins of the

same size (10 per

group)

• students’ Science

Journals

• digital camera or tablets

(optional)

• large tub of water

• various buoyant

materials and adhesives

(e.g., craft sticks, stiff

cardboard, straws,

Styrofoam, tape, glue)

Unit 2: Liquids and Solids 11

1. Curiosity Centre

The Curiosity Centre gives students an

opportunity to investigate science ideas and tools

through active participation, free exploration,

and independent play. In this hands-on centre,

students can explore objects related to liquids

and solids.

The Curiosity Centre could have

• a variety of liquids and solids for students

to explore (except by taste, which should

be done under adult supervision), such

as cotton balls, sheets of tin foil, plastic

baggies, crayons, blocks of wood, erasers,

drinking straws, modelling clay, glue, milk,

vinegar, cooking oil, hand lotion, shampoo,

apple juice, hair conditioner, molasses, as

well as gummy bears, juice, and chocolate

sauce, if there are no allergy concerns

• a variety of mixtures or combinations of

liquids and solids for students to examine

and use as a resource for drawing, such as

a lava lamp, snow globe, bottle of oil-and-

vinegar salad dressing

Check the centre frequently to ensure it is

well stocked with items. Invite students to

contribute to the centre by bringing in items

or photographs related to liquids and solids.

Remind students to tidy up the materials when

they are ﬁnished.

Note: You may choose to display new items

every few days or introduce items one at a time

throughout the unit. Allergy concerns must be

considered before adding any item to the centre.

Preparing for the Unit

2. Science Journals and Folders

Check that students are

recording appropriately in

their Science Journals,

ensuring that they date each entry and record

ideas using sketches with labels, lists of words,

or sentences. Continue to encourage them to

add new questions or ideas to their Journals as

often as they like.

Remind students that they should store

completed BLMs, drawings, graphs, etc. that are

related to the Liquids and Solids unit in their

Science Folders.

3. Word Wall

Add any relevant science terminology

to the Word Wall throughout the unit.

Urge students to use the terms as

often as possible as they work through the unit.

4. I Wonder Wall

Continue to build the I Wonder Wall

throughout the unit by posting

students’ questions as they arise. Refer

to the I Wonder Wall often and select questions

that students may be ready to answer.

5. Reading Centre

Add texts (books, magazines, and photographs)

relating to liquids and solids to the Reading

Centre. Or, you may choose to include these

texts in the Curiosity Centre. The titles in the

Science Library will help start off a collection of

books. Also, refer to the lists of texts pertaining

to Liquids and Solids in the Additional

Resources section of this guide (page 76).

Word

Focus: Students investigate various objects in order to identify them as either liquids or solids.

What Is a Liquid? What Is

a Solid?

Specific Curriculum Outcomes

Students will be expected to:

• 1.0 pose questions that lead to exploration and

investigation [GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• ask questions to help them identify items as

either liquids and solids

• list several examples of liquids and solids

NOTES:

Unit 2: Liquids and Solids 13

Attitude Outcome Statements

Encourage students to:

•

show interest in and curiosity about objects and events within the immediate

environment [GCO 4]

Cross-Curricular Connections

Social Studies

Students will be expected to:

• describe how people’s interactions with their environment have changed

over time [2.4.2]

English Language Arts

Students will be expected to:

• speak and listen to explore, extend, clarify, and reﬂect on their thoughts,

ideas, feelings, and experiences [GCO 1]

• Ensure students understand that they are not to taste any of the items from

the mystery box or around the classroom.

• Liquid and solid are just two of the possible states (or forms) of matter.

Other states include gas, plasma, and Bose-Einstein condensate.

• The state or form of any given type of matter depends on how close

together the particles are. Water in the form of ice, for example, has

particles that are much closer together than water in the form of

condensate.

Getting Organized

Components Materials Before You Begin Vocabulary

• IWB Activity 1

• Science Card 1

• BLM

Examples of

Liquids and Solids

• IWB Activity 2

• Anchor Video:

Liquids

and Solids

• sticky notes

• students’ Science Folders

• students’ Science Journals

• digital camera (optional)

• Prepare a “mystery box”

containing various liquids

and solids, such as a

block of wood, glue stick,

crayon, cotton ball, piece

of tin foil, ketchup packet,

travel-size hand sanitizer,

juice box, snack-size tube

of yogurt, liquid-filled

stress ball.

• liquid

• solid

Safety

Science Background

Mystery Box

Write the words “liquid” and “solid” on the Word Wall. Ask students if they

have ever heard these words. Ask:

• What do you think a liquid is? Can you think of an example?

• What do you think a solid is? Can you think of an example?

As students brainstorm, record any descriptive words on chart paper or the

IWB, such as “runny” and “hard.”

Introduce a mystery box that contains various liquids and solids (e.g., a block

of wood, glue stick, crayon, cotton ball, piece of tin foil, ketchup packet, travel-

size hand sanitizer, juice box, snack-size tube of yogurt, liquid-ﬁlled stress

ball). Invite students to take turns pulling items out of the box. As each item is

pulled out of the mystery box, ask:

• Is this a liquid, a solid, or a mystery?

Have students pass each item around and examine it as they discuss the

question. Remind students not to use their sense of taste to investigate the

items.

Liquid or Solid?

Have students examine Science Card 1 and take turns identifying the items in

the photos. As each item is identiﬁed, write its name (e.g., tomato, basket) at

the top of a sticky note and post it on or beside the Science Card.

State of Matter Arrangement of

Particles

Movement of

Particles

Takes the Shape of

a Container?

Expands to Fill a

Container?

Solid

low no no

Liquid

medium yes no

Gas

high yes yes

ACTIVATE

Word

IWB Activity:

Challenge students to

sort items as liquid or

solid using Activity 1:

Is it a liquid or a solid?

(see the Teacher’s

Website).

CONNECT

Unit 2: Liquids and Solids 15

Invite students to discuss each item and whether it is a liquid or a solid.

Encourage students to generate questions to help them decide. Record their

questions on the I Wonder Wall. If necessary, model with questions such as:

• What makes something a liquid?

• How do we know something is a solid?

• Are all liquids runny? Are all solids hard?

As students make a decision about each item, invite someone to come up

and write an “L” or an “S” on the item’s sticky note. Students can also write

a “?” on the sticky note to indicate it is a mystery. (Students may ﬁnd some

items difﬁcult to classify, for example, students may classify vegetables as

solids but they contain liquid or moisture.)

Examples of Liquids and Solids

Provide a copy of BLM Examples of Liquids and

Solids for each student and have them ﬁll in the

BLM by writing or drawing some of the liquids

and solids they identiﬁed from the mystery box

and Science Card 1. Have students store their

completed BLMs in their Science Folders.

Anchor Video

Play the Anchor Video: Liquids and Solids which is located on the Teacher’s

Website. Set a focus for viewing by asking students to think about what

makes something a liquid or a solid. You may choose to pause the video

to allow students to answer questions or to discuss any questions which

students may have. Ask students to identify the images in the video as liquid

or solid and add these to their Examples of Liquids and Solids list.

After playing the video, work with students to formulate broad deﬁnitions

for “liquid” and “solid.” Record each deﬁnition on chart paper and post it on

the wall. Have students record these deﬁnitions in their Science Journals.

Classroom Search

Invite students to search the classroom: half of them can look for liquids

while the other half looks for solids. Students can then create a digital or

hand-drawn collage of images showing the items they discovered.

IWB Activity:

Students can use

Activity 2: Spot the

liquids and solids (see

the Teacher’s Website)

to label items as liquid or

solid.

CONSOLIDATE

Unit 2: Liquids and Solids 17

Name:

Examples of Liquids

Examples of Solids

Examples of Liquids and Solids

EXPLORE MORE

Name:

Examples of Liquids Examples of Solids

Examples of Liquids and Solids

Focus: Students explore and describe various solids, then group their descriptive words into categories

(properties).

How Can We Describe

Solids?

Specific Curriculum Outcomes

Students will be expected to:

• 23.0 explore properties of familiar liquids and

solids [GCO 1/3]

• 12.0 communicate while exploring and

investigating [GCO 2]

• 10.0 sequence or group materials and objects

[GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• describe a solid using words related to its

properties

• group solids according to their properties

NOTES:

Attitude Outcome Statements

Encourage students to:

• recognize the role and contribution of science in their understanding of the

world [GCO 4]

Cross-Curricular Connections

English Language Arts

Students will be expected to:

• communicate information and ideas effectively and clearly, and to respond

personally and critically [GCO 2]

• use writing and other forms of representation to explore, clarify, and reﬂect

on their thoughts, feelings, experiences, and learnings; and to use their

imaginations [GCO 8]

• Ensure students are not allergic to any substances being investigated.

• Remind students not to taste any solids they are exploring.

• To identify, describe, and classify matter, we refer to its properties, or

characteristics.

• The physical properties of matter include its colour, shape, size, texture

(feel), hardness, ﬂexibility (ability to bend), odour, and taste. Mass,

volume, and density (the quantity of mass per unit of volume) are also

physical properties of matter. These properties can be observed without

changing the state of the matter.

Getting Organized

Components Materials Before You Begin Vocabulary

• Science Card 2

• IWB Activity 3

• BLM

Properties of

Solids

• IWB Activity 4

• strips of paper

• various small solids (e.g., cotton balls,

sheets of tin foil, sheets of paper,

plastic baggies, crayons, blocks

of wood, erasers, drinking straws,

modelling clay, gummy bears)

• students’ Science Folders

• students’ Science Journals

• several chunks of modelling clay or

chocolate

• several mugs, shallow foam trays, and

small baggies

• kitchen scale

• Prepare sets of five

items with different

colours, shapes,

sizes, textures,

hardness, flexibility,

and weight. You will

need one set for

every two students

in the class.

• property

• properties

• texture

• flexibility

• weight

Safety

Science Background

Unit 2: Liquids and Solids 19

• Students may ﬁnd it easy to identify certain substances as solids or

liquids, based on the physical properties they observe. Some matter (e.g.,

toothpaste, hair gel, playdough) may have properties of both solids and

liquids, however, and thus be more difﬁcult to classify. This is because

liquid and solid are not opposite states of matter—all matter actually exists

along a continuum.

Describing Solids

Ask students to describe each object shown on Science Card 2. If necessary,

prompt them by asking:

• What does the object look like?

• What might the object feel like?

You may also provide samples of the objects shown to allow students to

explore physical sensory learning objects.

On strips of paper, record any words students use that describe properties

(e.g., blue, square, small, rough, hard, bendy, heavy).

Then, spread the word strips on a table or the ﬂoor and ask students how

they might sort or group them (e.g., “blue” and “red” are both colours).

Write the categories they generate on chart paper (colour, shape, size,

texture, hardness, ﬂexibility, weight), prompting as necessary. Explain that

these categories are properties, or ways to describe how something feels or

looks. By describing an object’s properties, we can tell someone else about

the object even if we don’t know what it is. Add the words “property,”

“properties,” “texture,” “ﬂexibility,” and “weight” to the Word Wall.

Observing Properties

Invite students to choose partners. Give each pair a small collection of

various solids (e.g., items from the Curiosity Centre such as a cotton ball, tin

foil, sheet of paper, plastic baggie, crayon, block of wood, eraser, drinking

straw, modelling clay, gummy bear). Students can manipulate each solid and

observe its colour, shape, size, texture, hardness, and ﬂexibility.

Have each pair choose three properties from the chart paper and write them

on the top row of BLM Properties of Solids. Then invite them to record

several solids on the left side of the chart. Students then record three

properties for several solids in their collection (e.g., the cotton ball is white,

round, and soft). Have students store their completed BLMs in their Science

Folders.

Possible Misconceptions

ACTIVATE

Word

IWB Activity:

Challenge students to

predict the solids based

on their descriptions

using Activity 3: What

solid am I? (see the

Teacher’s Website).

CONNECT

Unit 2: Liquids and Solids 23

Properties of Solids

Choose three properties and write the properties in the top row of the chart.

On the left side of the chart, list some of the solids you are exploring.

Fill in the chart with words that describe each solid.

Name:

_______________________________________________________________

Sorting by Property

Have each pair of students join another pair and combine their objects. Then

have the two pairs sort their objects according to various properties (e.g., all

of the round objects, all of the ﬂexible objects). Students can draw and label

the groups of objects.

Properties of Solids Anchor Chart

Have students use their observations and their BLMs to generate points for a

class Properties of Solids Anchor Chart (e.g., “solids have a colour, shape,

and size”; “solids have a certain amount of hardness, roughness, and

ﬂexibility”). Record the Anchor Chart on chart paper or the IWB, and have

students copy the chart into their Science Journals.

Provide pairs of students with chunks of modelling clay or chocolate. Ask:

• Is this material a solid? How do you know?

Invite students to transfer their chunks of modelling clay/chocolate from one

container to another, such as from a mug to a shallow foam tray to a baggie.

Ask:

• What happens to this solid when you put it in a different container? Does

its shape change, depending on the shape of the container?

• Can you change the shape of this solid?

Invite students to change the shape of the modelling clay/chocolate by

breaking it into pieces (e.g., crushing it inside a baggie). Ask:

• When you break this solid apart, are all the pieces still modelling clay/

chocolate? Are all the pieces still solids?

Use a kitchen scale to weigh a large chunk of modelling clay/chocolate. Have

students record the weight. Then invite a volunteer to break the chunk into

smaller pieces, and weigh the pieces. Have students record the weight and

observe that it is the same as the original weight. Ask a volunteer to break

the pieces into even smaller pieces, and weigh them, noting that the weight

is still the same.

Invite students to use their observations of the modelling clay/chocolate to

add points to the class Anchor Chart, such as “solids do not change shape on

their own” and “solids have a certain weight.” Make sure students add these

points to the chart they have copied into their Science Journals. Invite

students to record any questions they may have on the I Wonder Wall.

IWB Activity:

Students can sort solids

using Activity 4: Sorting

solids (see the Teacher’s

Website).

CONSOLIDATE

Unit 2: Liquids and Solids 21

Barrier Game

Have pairs or small groups play a solids barrier game. Students/groups face one

another, with a book standing between them, blocking their view of one another.

Each side is given a set of the same four objects and a sheet of paper divided

into four quadrants. One side places its objects on its sheet of paper, and then

tells the other side which object should go where on its sheet of paper. The rule

is that students must not use the names of the objects—they can only describe

the objects’ properties (e.g., “Put the blue, hard, rough solid in the top left

corner. Put the red, ﬂexible, smooth solid in the middle.”). Once both sides have

their objects in the same places on their sheets of paper, they can switch roles

and play again with different objects.

Note: If students need help with positional vocabulary, see the Unit 3: Relative

Position and Motion Guide.

EXPLORE MORE

Properties of Solids

Choose three properties and write the properties in the top row of the chart.

On the left side of the chart, list some of the solids you are exploring.

Fill in the chart with words that describe each solid.

Name:

_______________________________________________________________

Focus: Students explore and describe various liquids, then sequence liquids according to a variety of

properties.

How Can We Describe

Liquids?

Specific Curriculum Outcomes

Students will be expected to:

• 23.0 explore properties of familiar liquids and

solids [GCO 1/3]

• 12.0 communicate while exploring and

investigating [GCO 2]

• 10.0 sequence or group materials and objects

[GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• describe a liquid using words related to its

properties

• sequence liquids according to a variety of

properties

NOTES:

Attitude Outcome Statements

Encourage students to:

• willingly observe, question, and explore [GCO 4]

Cross-Curricular Connections

English Language Arts

Students will be expected to:

• speak and listen to explore, extend, clarify, and reﬂect on their thoughts,

ideas, feelings, and experiences [GCO 1]

Getting Organized

Components Materials Before You Begin Vocabulary

• IWB Activity 5

• BLM

Sequencing

Liquids

• Science Card 3

• Science Card 4

• several clear plastic containers of various

shapes and sizes

• 250–500 ml of coloured water

• clear mug, shallow foam tray, and small

baggie

• Properties of Solids Anchor Chart

• small clear plastic cups, such as medicine

cups

• 250 ml each of several liquids (e.g., glue,

milk, vinegar, juice, cooking oil, chocolate

sauce, hand lotion, shampoo) in clear

plastic cups

• various containers (e.g., mugs, bowls, test

tubes, square pans)

• students’ Science Journals

• 3 clear containers of same size and

shape, containing 100 ml of apple

juice, hair conditioner, and molasses

(separately)

• sticky notes

• students’ Science Folders

• a variety of liquids (e.g., bottle of glue, litre

of milk, bottle of vinegar, bottle of cooking

oil, bottle of chocolate sauce, hand lotion

in dispenser or bottle, bottle of shampoo,

bottle of water, hand soap in dispenser, jar

of honey, bottle of ketchup, container of

maple syrup)

• ml measuring spoons

• one large piece of stiff cardboard for

every 3–4 students; one side should be

covered with parchment paper

• several foil pans

• Display the

Properties of

Solids Anchor

Chart from

How

Can We Describe

Solids?

(see pages

18–23).

• Set out the clear

plastic containers,

the coloured water,

and the ball/block.

• behave

• behaviour

• flow

• swirl

• sequence

• viscous

• viscosity

• colourless

• transparent

• transparency

Unit 2: Liquids and Solids 25

• Ensure students are not allergic to any substances being tested.

• Remind students not to taste any of the substances they are investigating.

• Students may observe that some solids actually “pour” or “ﬂow” in the

same way as liquids do (e.g., salt pouring from a box, sand ﬂowing from

a bucket). A collection of many small particles of solid materials (such as

sand) can pour like liquids but each individual particle maintains its shape.

• In addition to the physical properties of colour, odour, and taste, liquids also

have differing degrees of viscosity, or resistance to ﬂow. Viscosity depends

on the measure of internal friction in a liquid. Liquids having high viscosity

are thicker and stickier in consistency than liquids with low viscosity. High

viscosity liquids ﬂow more slowly.

• Students may think that the amount of liquid in one container can change

if it is poured into another container. For example, if the liquid in a coffee

mug is poured into a tall, narrow ﬂower vase, students may believe that

there is more water in the vase than there was in the mug.

• When describing the colour of water, vinegar, and similar liquids, students

may use words such as “clear.” Explain that this is actually a measure of

the liquid’s transparency and that the word they should use is “colourless.”

Observing Liquids

Display several clear plastic containers in a variety of shapes and sizes. Invite

student volunteers to come up one at a time and pour a measured amount

of coloured water from one container to another. The rest of the class should

observe how the liquid behaves in each case.

Then invite a few students to transfer an amount of liquid from a clear mug to

a shallow foam tray to a baggie. Ask students to recall what happened during

the previous teaching plan when they transferred modelling clay/chocolate into

these same containers. Ask:

• What happens to the shape of the liquid when it goes from one container

to another?

• How is this different from how the solid behaved?

• What are some ways that liquids are different from solids?

Elicit from students that liquids change to take the shape of the container

they are in, but solids do not; and that liquids ﬂow, but solids do not. (See

the Science Background section for a clariﬁcation of solids that seem to

“ﬂow.”) Begin a Properties of Liquids Anchor Chart on chart paper or the

IWB, with the ﬁrst two points being “liquids change to take the shape of

Safety

Science Background

Possible Misconceptions

ACTIVATE

their container” and “liquids ﬂow or pour.” Invite students to record any

questions they may have on the I Wonder Wall.

Describing Liquids

Refer students to the Properties of Solids Anchor Chart created in How Can

We Describe Solids (see pages 18–23). Review the properties of solids, and

then ask students which of these properties they might be able to observe in

liquids (e.g., colour, texture). Pencil in a question mark beside each of the

properties they mention. Tell students that they will have the opportunity to

check their predictions and discover some other properties of liquids.

Observing Properties

Group students into small groups and provide each group with four small

clear plastic cups containing samples of different liquids (e.g., glue, milk,

vinegar, juice, cooking oil, chocolate sauce, hand lotion, shampoo). Have

each group investigate its liquids by observing colour, smell, and behaviour.

Encourage students to pour each liquid slowly into various containers (e.g.,

mug, bowl, test tube, square pan) and observe how it ﬂows. Students may

wish to take notes in their Science Journals.

Note: See the Possible Misconceptions section on page 26 for how to help

students differentiate between a lack of colour in a liquid and a high degree

of transparency.

Sequencing Liquids

Perform a “swirl test” with equal quantities of apple juice, hair conditioner,

and molasses, in separate clear containers of the same size and shape. Have

students observe how easy or difﬁcult it is to swirl, or move, each liquid,

and then work as a class to order, or sequence, the three liquids from easiest

to most difﬁcult to swirl. When the class has agreed on the sequence, label

each container “1,” “2,” or “3” with sticky notes. Draw a continuum/two-

headed arrow on chart paper and label it with the names of the liquids in

order. (Match the format of BLM Sequencing Liquids on page 30.)

Ask students for other ideas for ordering or sequencing liquids, and write

their responses on chart paper (e.g., from thickest to thinnest, from fastest-

to slowest-ﬂowing, from easiest to hardest to see through). Ask each group

to choose one method (including from easiest to hardest to swirl) and to

sequence their liquids from the Observing Properties activity accordingly.

Students should label their liquids with numbered sticky notes. Once a group’s

IWB Activity:

Students can use

Activity 5: What liquid

am I? (see the Teacher’s

Website) to predict the

liquids based on their

descriptions.

CONNECT

Sequencing Liquids

Name:

Sequencing Method: from

2 3 4

30 Unit 2: Liquids and Solids

Unit 2: Liquids and Solids 27

sequence has been checked and approved, students can ﬁll in the continuum

on BLM Sequencing Liquids, adding pictures of their liquids in the sequence

they determined. Invite students to share their results with the class. Remind

students to store their completed BLMs in their Science Folders.

Liquids Anchor Chart

Have each group explain how it sequenced its liquids. Record any new points on

the Properties of Liquids Anchor Chart (e.g., “liquids pour or ﬂow at different

speeds,” “some liquids are thicker or thinner than others,” “some liquids are

more see-through than others”). Take this opportunity to introduce vocabulary

such as “viscous/viscosity” (how easily a liquid ﬂows) and “transparent/

transparency” (how easily we can see through a liquid). Add these words to the

Word Wall, along with “sequence.”

Revisit the Properties of Solids Anchor Chart and have students conﬁrm or reject

their predictions from the Describing Liquids activity. Copy any points from this

chart to the Liquids Anchor Chart (e.g., “liquids have a colour”). Students

should copy the completed Anchor Chart into their Science Journals. Students

can add new questions they may have to the I Wonder Wall.

Display Science Card 3 and ask students to identify the seven liquids shown

(water, hand soap, honey, strawberry smoothie, ketchup, maple syrup, paint).

Write the name of each liquid on a sticky note and place it on the card. Invite

students to describe the properties of each liquid. If necessary, prompt by

asking:

• What does it look like?

• How do you think it feels?

Discuss how the descriptions of each liquid support the properties of liquids as

noted on the Properties of Liquids Anchor Chart.

Viscosity Race

Invite students to examine Science Card 4. Ask:

• What do you think is happening in the picture?

• What materials were needed to hold the race?

Tell students that the picture is showing a “Viscosity Race” (review the meaning

of “viscosity” as needed) with a variety of liquids (water, hand soap, maple

syrup, and ketchup). Ask:

• Which liquid do you think won the race? Why?

• Does the winner have the highest viscosity or the lowest viscosity?

Group students into different small groups. Display a variety of liquids (e.g.,

glue, milk, vinegar, juice, cooking oil, chocolate sauce, hand lotion, shampoo,

and any of the liquids shown on Science Card 3). Have each small group choose

CONSOLIDATE

Word

four liquids to race. Provide measuring spoons and small clear plastic cups for

students to measure out equal amounts (30 ml) of their chosen liquids.

Note: This activity may require a volunteer to assist students and provide

supervision as needed.

Make sure students understand that the winner of the race should be the liquid

with the lowest viscosity, or the lowest amount of thickness/stickiness. Have

each group discuss among themselves which liquid they predict will win their

race and record their prediction on a sticky note. If group members disagree,

they should write each prediction on a sticky note with the name(s) of the

members making the prediction.

Assist each group in setting up a piece of parchment-paper-covered cardboard

with the bottom edge resting in a foil pan. The cardboar

d should be propped up

solidly on an angle. Once all groups are set up for their race, have two students

in each group stand behind their piece of cardboard, holding one of the four

cups of liquids in each hand. Remind students that the liquid that reaches the

foil pan ﬁrst is the winner.

Count down from three to have all groups tip their cups at the same time.

Students should observe and record their group’s results, and then assign a

“Viscosity Value” from 1–4 to each liquid (with 4 being the highest viscosity, or

the slowest racer). Have students record the results of their group’s race in their

Science Journals by drawing an illustrated viscosity continuum. (Students could

alternatively ﬁll out another copy of BLM Sequencing Liquids.)

This process can be repeated with all of the 1s to see which liquid in the class is

the overall winner, or has the lowest viscosity of all.

What Liquid Am I?

Divide students into two groups. Give one group a slip of paper with the name

of a liquid written on it. Have students in this group describe the properties of

the liquid to the other group, without mentioning the name of the liquid. The

other group must guess the liquid based on the clues. Once the liquid has been

identiﬁed, have groups change roles.

Sequencing Liquids

Name:

Sequencing Method: from

2 3 4

30 Unit 2: Liquids and Solids

EXPLORE MORE

Unit 2: Liquids and Solids 29

Sequencing Liquids

Name:

Sequencing Method: from

1 2 3 4

Focus: Students investigate the ways in which familiar liquids and solids can interact with one another.

What Happens When We

Combine Liquids and Solids?

Specific Curriculum Outcomes

Students will be expected to:

• 24.0 investigate the interactions of familiar

liquids and solids [GCO 1/3]

• 7.0 make and record observations and

measurements [GCO 2]

• 14.0 communicate procedures and results

[GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• predict the ways that speciﬁc liquids and solids

will interact with one another

NOTES:

Unit 2: Liquids and Solids 31

Attitude Outcome Statements

Encourage students to:

• be open-minded in their explorations [GCO 4]

Cross-Curricular Connections

English Language Arts

Students will be expected to:

• communicate information and ideas effectively and clearly, and to respond

personally and critically [GCO 2]

• respond personally to a range of texts [GCO 6]

Getting Organized

Components Materials Before You Begin Vocabulary

•

Perfect Snow

(Read Aloud)

• Science Card 5

• Science Card 6

• BLM

Results Table

Literacy Place:

•

An Early Worm

Got Out of Bed

(“The Muddy

Puddle,” pages

16–17, Shared

Reading—Active

Learning Kit)

• snow

• bottle of oil-and-vinegar dressing

containing rosemary/basil and black

pepper pods

• beakers of water (one per group)

• eyedroppers of water (one per group)

• small portions of cooking oil, maple

syrup, chocolate syrup, food colouring,

ground black pepper, flour, grapes, and

dry cereal (one portion of each per

group)

• small blocks of wood (two per group)

• cotton balls (two per group)

• pieces of cardboard (two per group)

• pieces of tissue (two per group)

• plastic blocks (two per group)

• sugar cubes (two per group)

• Styrofoam packing “peanuts” (two per

group)

• tin foil (one sheet per group)

• digital camera (optional)

• sensory bottle (plastic water bottle

filled with oil and coloured water, with

one or more solids such as glitter,

plastic confetti, sea shells, pebbles,

beads, or fish tank gravel)

• plastic water bottles pre-filled with an

oil-and-water mixture (one per pair of

students)

• glitter, plastic confetti, sea shells,

pebbles, beads, fish tank gravel, etc.

• small spoons

• hot glue gun

• Arrange for an

Elder or Indigenous

Knowledge Keeper

to visit the class to

describe the perfect

snow for building

a traditional snow

house.

• Combine 3 parts

olive oil and 1 part

balsamic vinegar in

a bottle. Add a sprig

of rosemary or basil

and some black

pepper pods. Do not

shake the bottle—

the oil and vinegar

should remain

separated.

• Create a sensory

bottle by filling a

plastic water bottle

with oil and coloured

water, and adding

one or more solids

such as glitter,

plastic confetti, sea

shells, pebbles,

beads, or fish tank

gravel.

• combined

• combination

• interact

• interaction

• dense

• density

• predict

• prediction

• results

• results table

• sink

• float

• absorb

• dissolve

• Remind students not to taste any of the substances they are investigating.

• You may choose to have students wear aprons and/or gloves while they are

combining liquids and solids.

• Students are not to handle the hot glue gun.

•

Because of variables such as density, absorbency, and buoyancy, simply

combining various liquids and solids will yield several observable results,

including ﬂoating, sinking, absorbing, and dissolving. No stirring or agitation

is required for students to observe these results.

Summary

An overnight snowfall sets the stage for two boys to anticipate recess and the

endless possibilities of “perfect” snow.

Begin by asking students if snow is a liquid or a solid. Explain that snow is

made of individual ice crystals. Lead students to conclude that individual

snowﬂakes are solids. Then show students the cover of the book and ask:

• What is “perfect” snow?

• What can you do with perfect snow?

• What do you think these boys are doing?

Involve students in a Think-Pair-Share strategy. After providing time for

students to ponder the questions, have them turn to the person next to them

and share their thinking. After students have had a chance to share their

thinking with a partner, invite a few students to share their ideas with the class.

Ask students to listen as you read to discover why the boys think this snow

is perfect and what they do with the perfect snow.

As you read the story to students, pause frequently to discuss the text and

illustrations. Prompts for discussion could include:

• Why do you think the boys are happy to see snow?

Safety

Science Background

ACTIVATE

Read Aloud:

Perfect Snow

Before Reading

During Reading

Unit 2: Liquids and Solids 33

• What does it mean when the text says, “Jim packed a handful”? (He

pressed the snow together to make it stick together.)

• When Jim says that conditions are perfect to build a snow fortress, what

do you think he means? What “conditions” is he talking about?

• Scott says that the snow is perfect to the build the World’s Greatest

Snowman. What made the snow perfect?

• Why do Jim and Scott decide to work together? (There’s not enough snow

for all the kids to build separate things.)

• What do the kids do to the snow when they’re building with it? (They pack

it and pile it high.)

• Was it a good idea to combine a snow fort with the snowmen?

• What happens to the perfect snow when it rains during the night?

• What do you think “slush” is? What might it be perfect for?

Prompts for discussion could include:

• What properties made the snow perfect for building a snowman fort?

(It was wet. It was heavy. It packed together well.)

• Would other snow have worked?

If possible, have students gather snow from outside. Ask them to describe

the snow’s properties. Ask:

• Is it wet or dry?

• Does it pack together or fall apart?

Tell the students they are going to work in small groups to investigate the

snow and to test whether they can make the snow “perfect” by adding water.

Students can gather the materials they need and use them to carry out the

investigation. Students can record their observations in their Science

Journals. Prompt by asking:

• What will happen if you mix the snow with a little water? With a lot of

water?

• What will happen to ﬂuffy, dry snow?

• What will happen to heavy, wet snow?

Explain to students that perfect snow for building is called packing snow. This

is wet, heavy snow that falls when the temperature is close to freezing (0°C).

These warmer snowﬂakes have more moisture which acts like a ‘glue’ to hold

the ﬂakes together when pressure is applied to pack it. When the air is very cold

(below freezing), the snow is ﬂuffy and dry and doesn’t stick together. If you

pack snow that is too wet (slush), it packs too hard and becomes lumps of ice.

Perfect Snow for a Snow House

You might invite an Elder or an Indigenous Knowledge Keeper to visit the class

to describe the perfect type of snow for building a traditional snow house.

After Reading

Oil and Vinegar

Show students a bottle of oil-and-vinegar dressing containing a sprig of

rosemary or basil and some black pepper pods. Have them examine the

bottle and help them identify what liquids and solids have been combined.

Encourage students to observe and discuss how these liquids and solids are

interacting in the bottle (the black pepper pods sink to the bottom, and the

oil ﬂoats on top of the vinegar). Encourage students to brainstorm why these

interactions occur. Explain that

• the oil is less dense than the vinegar, so it ﬂoats; and

• the pepper pods are more dense than both the oil and vinegar, so they

sink.

• “Density” is how tightly the particles in a substance are packed

together.

Add the words “dense” and “density” to the Word Wall. Invite students to

add any questions they may have to the I Wonder Wall.

Predicting Results

Display Science Cards 5 and 6, and explain that they show how different

liquids and solids might be combined. Ask students to identify each liquid

and solid shown on the cards. Then invite a few students to take turns

choosing a combination suggested on the cards (such as adding some black

pepper to a beaker of water) and predicting the result of the combination.

List any verbs that students use on the left side of a sheet of chart paper or

on the IWB, such as “mix (dissolve),” “soak up (absorb),” “ﬂoat,” and

“sink.” Title the list Combination Results.

Combination Class

Distribute a copy of BLM Results Table to each student and then have

students form small groups. Ask each group to choose a total of ﬁve

combinations from Science Cards 5 and 6 to investigate. Groups should

record their combinations in the ﬁrst column on their BLMs, and then record

their prediction of the result of each combination, using words from the

Combination Results list.

Note: Students may choose to combine items with water, or they can combine

solids with solids, non-water liquids with solids, or non-water liquids with

one another.

Provide each group with a beaker of water, an eyedropper of water, and

samples of the liquids and solids they have chosen to investigate. Then have

Word

CONNECT

CONSOLIDATE

Results Table

Name:

Combination Tested Predicted Result Actual Result Prediction

Supported?

38 Unit 2: Liquids and Solids

Unit 2: Liquids and Solids 35

groups combine each of their chosen pairs of substances, either drawing or

digitally photographing ﬁrst the separate substances and then the combined

substances. Have groups describe their observations of their actual results

on their BLMs. Students will then determine and record whether their

predictions were supported or rejected.

Note: Students should not actively mix pairs of substances, but simply

observe what happens when they are combined. Mixing substances will be

done in the following teaching plan.

Bring the class back together and revisit the list of Combination Results. Ask

groups to name combinations that they now know ﬁt into each category (for

example, pepper ﬂoats on water, a sugar cube soaks up (absorbs) water).

Record each combination to the right of the appropriate result. Add the

words “dissolve,” “absorb,” “ﬂoat,” and “sink” to the Word Wall.

Sensory Bottles

Show students a sensory bottle. Shake the bottle vigorously and have

students observe the results (the solids ﬂoat and drift in the liquid). Explain

that sensory bottles can be used by people as a tool to relax and relieve

stress.

Tell students they are going to make their own sensory bottles, and further

explore how different solids react in liquids. Have students partner up, and

ask each pair to choose a bottle pre-ﬁlled with an oil-and-water mixture.

Provide small spoons and a variety of small solids (glitter, plastic confetti,

sea shells, pebbles, beads, ﬁsh tank gravel, etc.) and invite each pair to

choose and add a small amount of a few different solids to their bottle.

Encourage each pair to discuss and explain their choice of solids. When

bottles are complete, attach the lids with a hot glue gun.

Word

Literacy Place Connection:

Read or revisit “The Muddy Puddle” from An Early Worm Got Out of

Bed (Shared Reading). Ask:

•

What liquid and solid combine to make mud?

•

Is mud a liquid or a solid? Why do you think so?

EXPLORE MORE

More Combinations

Place Science Cards 5 and 6 at the Curiosity Centre and invite students to

choose some of the materials shown on the cards (or other materials) to

combine, predict what will happen, and then test the combinations. Students

can record their predictions and results in their Science Journals.

Unit 2: Liquids and Solids 37

Results Table

Name:

Combination Tested Predicted Result Actual Result Prediction

Supported?

Focus: Students explore the ways in which familiar liquids and solids can change when they are mixed

with one another.

How Do Liquids and Solids

Change When We Mix Them?

Specific Curriculum Outcomes

Students will be expected to:

• 25.0 investigate changes that result from the

interaction of materials and describe how their

characteristics have changed [GCO 1/3]

• 16.0 use appropriate tools [GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• describe some ways that liquids and solids can

change characteristics when they are mixed

together

• identify mixtures as reversible or irreversible

NOTES:

Unit 2: Liquids and Solids 39

Attitude Outcome Statements

Encourage students to:

• consider their observations and their own ideas when drawing a conclusion

[GCO 4]

Cross-Curricular Connections

Art

Students will be expected to:

• explore a range of art materials, processes, and vocabulary to develop art

making skills [1.3.4]

English Language Arts

Students will be expected to:

• communicate information and ideas effectively and clearly, and to respond

personally and critically [GCO 2]

• interpret, select, and combine information using a variety of strategies,

resources, and technologies [GCO 5]

Getting Organized

Components Materials Before You

Begin

Vocabulary

• Science

Card 7

Literacy

Place:

•

3-2-1 Blast

Off!

(Shared

Reading—

Sequencing

Strategy

Unit)

• glass of water

• bottle of food colouring

• various mixing tools

• sticky notes

• safety goggles for all students

• small cups (30)

• three pitchers of water

• small quantities of bubble bath liquid, cooking oil, instant

coffee, drink mix, baking powder, vitamin C tablets,

compressed soil discs, and various other liquids and

solids (e.g., bar of soap, crackers, tissue, dried fruit, salt,

sugar, sand, kitty litter, honey, glue, chocolate syrup)

• digital camera (optional)

• students’ Science Folders

• aprons for all students

• plastic table coverings and/or paper towels

• large box of cornstarch

• water

• 1 large bowl

• 1 small bowl

• measuring cups and spoons

• empty, clear plastic water or soda bottles (one per

group)

• uninflated balloons (one per group)

• small funnels or spouted containers (one per group)

• white vinegar

• baking soda

• Set up three

mixology

areas, each

stocked

with 10

small cups,

a pitcher

of water,

and various

mixing tools.

• mix

• mixture

• reversible

• irreversible

• Remind students not to taste any of the substances they are mixing.

• You may choose to have students wear safety goggles, aprons, and/or

gloves while they are combining liquids and solids.

• A mixture is the combination of two or more substances that results in

a reversible or irreversible change to the substances. Some substances

combine so evenly that you can’t tell them apart (e.g., salt water). Other

substances stay separate, even when you combine them (e.g., gravel in

water). Some substances, such as oil and vinegar, look like they are evenly

combined when they are ﬁrst mixed, but eventually become separated.

Water Colours

Tell students that you are going to show them how the coloured water in the

previous teaching plan’s sensory bottles was made. First, show students a glass of

water and a bottle of food colouring. Ask them to describe some of the properties

of each, including colour and viscosity. Then, add a drop of food colouring to the

glass of water, but do not mix it yet. Ask students to observe what happens when

the water and food colouring are simply combined. Then, stir the water gently and

have students describe how the food colouring and the water change when they

are mixed (the original colour of the food colouring becomes less intense). Have

students predict what will happen if you mix in a few more drops of food colouring

(the water’s colour will become deeper), and then proceed with the addition of

more drops to support or reject their prediction.

Let’s Make a Volcano

Have students use various resources to research how to make a volcano out

of papier mâché, using baking soda and vinegar (or another combination) to

simulate an eruption. Choose a set of instructions from their research, gather the

necessary materials, and build a volcano as a class. Discuss how the liquids and

solids were combined to create the papier mâché. Then ask:

• How did the liquid and solid change when they were combined inside

the volcano?

Mad Mixology

Display Science Card 7. Ask students to take turns identifying a mixture and

predicting what two liquids or solids were mixed together (water and bubble

bath liquid; water and an effervescent tablet, such as vitamin C; water and

oil; water and instant coffee; water and soil; water and drink mix; lettuce

and other vegetables). Note their predictions on sticky notes and afﬁx them

to the card. Ask:

Safety

Science Background

ACTIVATE

CONNECT

Unit 2: Liquids and Solids 41

• How do you think the liquids and solids changed after they were mixed?

Tell students that they are going to experiment with different liquids and

solids to test their predictions and to investigate other mixtures.

Have students form three groups. Provide each group with safety goggles, small

cups, a pitcher of water, and mixing tools. Then provide one group with small

quantities of bubble bath liquid, cooking oil, and various other liquids (e.g.,

honey, glue, chocolate syrup). Provide a second group with small quantities

of instant coffee, drink mix, baking powder, and various other granular and

powdered solids (e.g., salt, sugar, sand, kitty litter). Provide a third group with

small quantities of vitamin C tablets, compressed soil discs, and various other

liquids and solids (e.g., bar of soap, crackers, tissue, dried fruit).

Have each group decide on a method for recording the mixtures they create

and how each substance changed after it was mixed. For example, groups

can use any combination of notes, drawings, and digital photos, noting their

observations before, during, and after each mixture. They can also create their

own version of BLM Results Table (see page 38). Have students store their

completed notes, drawings, photos, and/or tables in their Science Folders.

Remind students that they should mix each of their materials with water

and record the changes that result. Once a group has supported or rejected a

prediction posted on Science Card 7, students can either add a check mark to

the sticky note or correct the prediction. Invite students to add any questions

they may have to the I Wonder Wall.

Stay or Stray

Have students do a Stay or Stray activity to share their results with other

groups, i.e., have one student from each group “stray” to another group

and explain how each of their mixtures changed the characteristics of the

materials involved; the other students in each group “stay” and explain their

results to “straying” students.

Results Table

Name:

Combination Tested Predicted Result Actual Result Prediction

Supported?

38 Unit 2: Liquids and Solids

Literacy Place Connection:

Revisit or read 3-2-1 Blast Off! to ﬁnd out how the combination of water and

a seltzer tablet can power a rocket! Challenge students to create and launch

their rockets. Ask:

•

What was the result of combining this liquid and solid?

•

How did the materials change when they were mixed?

The combination of the seltzer tablet and vinegar creates carbon dioxide.

The pressure which builds up as this carbon dioxide gas is produced “fuels”

the rocket.

CONSOLIDATE

Bring students back together and discuss whether any of their mixtures are

reversible, or could be “un-mixed.” Help students to realize that once mixed,

some combinations of liquids and solids cannot be returned to their original

state—they are irreversible or not reversible.

Slime!

Assist students in making “slime” with cornstarch, water, and food

colouring. They will need approximately 2 parts cornstarch to 1 part water.

Students should wear aprons during this activity, and cover their mixing area

with plastic or paper towels. First, have students add a few drops of food

colouring to a small bowl of water and stir gently. Then, have them pour

about half of the coloured water into a large bowl containing the cornstarch

and mix the two with a spoon. More water can be added as needed, a little

at a time, as students continue mixing. If too much water is added, more

cornstarch can be added. The goal is to create a substance that ﬂows easily

but that can also be formed into a ball when pressure is applied. Once

students have created their slime, invite them to decide if it is a liquid or a

solid, and to explain their reasoning.

Note: This activity may require a volunteer to provide supervision and

assistance as needed.

Fizzy Balloons

Use this activity to reinforce students’ understanding of the baking soda–

vinegar reaction that made the papier mâché volcano “erupt.” Give each

small group of students an empty, clear plastic water or soda bottle and

an uninﬂated balloon. (All students should wear safety goggles during this

activity.) Have each group use a small funnel or spouted container to pour

1/3 cup of vinegar into their bottle. Then ask one student in each group to

stretch open the mouth of the balloon while another student adds 1 teaspoon

of baking soda into it. Students should make sure all the baking soda goes

into the main part of the balloon, and that none remains near the balloon’s

mouth. Students can then carefully attach the mouth of the balloon to their

bottle, making sure none of the baking soda spills inside.

When all groups have reached this stage, ask one student in each group to

hold the mouth of the balloon securely on top of the bottle, while another

student tips the balloon up, allowing the baking soda to pour into the bottle.

Students will see their balloons inﬂate because of the reaction between the

baking soda and the vinegar.

EXPLORE MORE

Unit 2: Liquids and Solids 43

Focus: Students explore how to create useful mixtures of liquids and solids.

How Can We Mix Liquids

and Solids to Make

Useful Things?

Specific Curriculum Outcomes

Students will be expected to:

• 26.0 explore ways to use combinations of

liquids and solids to make useful materials

[GCO 1/3]

• 16.0 use appropriate tools [GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• identify several useful mixtures of liquids and

solids

• follow a simple recipe to create a useful

mixture

NOTES:

Attitude Outcome Statements

Encourage students to:

• appreciate the importance of accuracy [GCO 4]

Cross-Curricular Connections

Art

Students will be expected to:

• explore a range of art materials, processes, and vocabulary to develop art

making skills [1.3.4]

English Language Arts

Students will be expected to:

• communicate information and ideas effectively and clearly, and to respond

personally and critically [GCO 2]

•

use writing and other forms of representation to explore, clarify, and reﬂect on

their thoughts, feelings, and learnings; and to use their imaginations [GCO 8]

• You may choose to have students wear aprons and/or gloves while they are

combining liquids and solids.

Getting Organized

Components Materials Before You Begin Vocabulary

• Science Card 8

•

The Little Knight

Who Battled

the Rain

(Read

Aloud, Unit 1)

• Science Card 9

• IWB Activity 6

• BLM

Recipe

Card

Literacy Place:

•

Mr. Fix-It

(Guided

Reading, Level

• package of gelatin dessert mix

• electric kettle

• several large clear bowls

• measuring cups and spoons

• stirring tools

• ingredients, containers, and

tools to make a variety of items

that come with instructions (e.g.,

orange juice or lemonade from

concentrate, chocolate milk,

pudding or custard, chip dip, or

brownies, cake, and cookies)

• flour, salt, cold and hot water, food

colouring, saucepan or bowl, whisk

or rotary beater

• Set out a large clear bowl, a

whisk or fork, a measuring

cup, and the package of

gelatin dessert mix. Fill the

electric kettle with water

and identify the closest

outlet.

• Arrange for an Elder or

an Indigenous Knowledge

Keeper to visit the class

to discuss traditional

recipes and, if possible,

to demonstrate making a

recipe.

• recipe

• ingredient

Safety

Unit 2: Liquids and Solids 45

Useful Mixtures

Ask students to recall aloud some of the mixtures they created in How Do

Liquids and Solids Change When We Mix Them? (see pages 39–43). Record the

mixtures on chart paper or the IWB. Then ask students to identify the mixtures

that are useful in some way (e.g., instant coffee, drink mix, expanded soil discs).

Display Science Card 8 and ask students to identify useful mixtures of liquids

and solids being used in the illustrations (brushing teeth–toothpaste and

water, washing the dog–shampoo and water, cooking–vegetables and broth,

cleaning–cleaning agents and water, painting–watercolour paints and water).

Provide prompts such as:

• What activities do you see?

• Who is using a mixture of liquids and solids?

• How are these mixtures useful?

Revisit The Little Knight Who Battled the Rain (Read Aloud, Unit 1) and

discuss what useful mixture the Little Knight created to help save the people of

his village (chocolate cake).

Then display Science Card 9 and ask students to identify the foods and drinks

that are made by mixing liquids and solids (hot chocolate, pancakes, beaver

tails pastry, soup, chili, coffee, poutine, and hotdogs). Ask:

• What foods and drinks do you see?

• Who is using a mixture of liquids and solids?

• How are these mixtures useful?

Challenge students to ﬁnd the large images within the illustration.

Gelatin Dessert

Display a package of gelatin dessert mix and show students where the

instructions are. Explain that, to make a mixture of liquids and solids

turn out the way we want, we must combine the correct amount of each

substance. Instructions, or recipes, tell us what liquids and solids to

combine, and what amounts to use.

Modelling how to follow the instructions on the package and measure

accurately, make the gelatin dessert for students, using a large clear bowl and

a whisk or spoon. At various stages, stop and ask for students’ observations

of the liquid (hot water) and the solid (gelatin powder), including their taste,

texture, and colour. Make sure students are observing the changes that occur in

each substance as it is mixed with the other. Invite students to record any new

questions on the I Wonder Wall.

ACTIVATE

CONNECT

IWB Activity:

Students can identify

items needed to

make several different

recipes using Activity

6: What’s cooking?

(see the Teacher’s

Website).

4646

Recipe Cards

Tell students they are going to put together a class recipe book. Add

the words “recipe” and “ingredient” to the Word Wall and review their

deﬁnitions with students. Provide ingredients, containers, and tools to make

a variety of items that come with instructions on the package (e.g., orange

juice/lemonade from concentrate, chocolate milk made with cocoa powder

or chocolate syrup, instant pudding/custard, chip dip). If you have access to

an oven, items can also include brownies, cakes, and cookies.

Have small groups of students choose one item and read the instructions on

the package. They can then gather any necessary containers, tools, and other

ingredients. Each group will ﬁll out BLM Recipe Card while making the food

item. Encourage groups to add drawings to their BLM. As students work,

remind them how important it is to follow the package instructions and to

measure accurately.

Note: This activity may require a volunteer to provide supervision and

assistance as needed.

Traditional Recipes

Invite an Elder or Indigenous Knowledge Keeper to visit the class and discuss

traditional recipes for making foods such as Bannock or Caribou Stew. If

possible, the visitor can demonstrate making the recipe and students can

record it on BLM Recipe Card.

Recipe Book

Bring students back together and have them share their completed BLM

Recipe Cards. Then have the class discuss and decide how to sort and order

the cards to create a recipe book (e.g., “just add water” items followed by

“just add milk” items; simplest to most complicated; breakfast to lunch to

dinner to dessert). Once the order has been decided, students can gather

the BLM Recipe Cards, make a Table of Contents and front and back covers.

Multiple copies can be made for students to take home.

Flour Finger Paint

With students’ assistance, prepare a batch of ﬁnger paint using the following

recipe. Invite students to share why they think this is a useful mixture.

When the paint is ready to use, have students create small paintings of their

favourite food recipe.

Word

Unit 2: Liquids and Solids 49

Recipe Card

How to Make

Name:

Amount Ingredients

Tools and Containers

Instructions

CONSOLIDATE

EXPLORE MORE

Unit 2: Liquids and Solids 47

Recipe for Flour Finger Paint:

1 cup ﬂour

1 tablespoon salt

1 ¼ cup hot water

1 ½ cup cold water

food colouring

Combine ﬂour and salt in a saucepan or bowl and add cold water. Beat with

a whisk or rotary beater until smooth. Add hot water and boil until mixture

is thick. Beat until smooth. Keep in refrigerator and add food colouring as

needed.

Literacy Place Connection:

Read or revisit Mr. Fix-It (Guided Reading, Level K). Prompts for discussion

could include:

•

Once Mr. Fix-It had ﬁxed the broken lamp, what liquids did he combine?

•

Why was it important for him to mix the paint colours?

Discuss whether this mixture resulted in a reversible or irreversible change.

Recipe Card

How to Make

Name:

Amount Ingredients

Tools and Containers

Instructions

Focus: Students investigate how to use liquids and solids to keep our world clean.

How Can We Use Liquids

and Solids to Keep Our

World Clean?

Specific Curriculum Outcomes

Students will be expected to:

• 27.0 identify problems to be solved [GCO 2]

• 28.0 apply their knowledge of liquids and

solids to maintain a clean and healthy

environment [GCO 1/3]

• 19.0 select and use materials to carry out their

own explorations and investigations [GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• identify what liquids and solids to use for

cleaning various messes

• describe how to use liquids and solids to help

keep their world clean

NOTES:

Attitude Outcome Statements

Encourage students to:

• be sensitive to the needs of other people, other living things, and the local

environment [GCO 4]

Cross-Curricular Connections

English Language Arts

Students will be expected to:

• respond critically to a range of texts [GCO 6]

• create texts collaboratively and independently, using a variety of forms for

a range of audiences and purposes [GCO 9]

• You may choose to have students wear aprons and/or gloves while they are

exploring different cleaning products.

Getting Organized

Components Materials Before You Begin Vocabulary

• Science Card 10

• IWB Activity 7

Literacy Place:

•

Keep Us Clean

(Guided Reading,

Level J)

• honey, paint, cereal in milk, mud, glitter

• various surfaces or containers (e.g., foil

trays, pieces of cardboard)

•

materials with varying degrees of absorbency

(e.g., towels, newspaper, paper towels, tissue

paper, J-cloths, felt, baby wipes)

• ingredients to make homemade cleaners

(e.g., baking soda, water, vinegar, olive oil,

sea salt, peppermint or citrus essential oil,

eggs, lemon juice)

• small mixing bowls and tools, measuring

spoons and cups

• empty spray bottle

• old toothbrushes

• dish tubs (one per small group)

• water

• vegetable oil

• small items to which oil would adhere (e.g.,

rubber ducks, small rocks, feathers)

• various commercial cleaning products (glass

cleaner, dish soap, laundry detergent)

• students’ Science Journals

• Create a number

of contained spills

(such as honey,

paint, cereal in milk,

mud, and glitter) on

various surfaces

and/or in various

containers (e.g.,

foil trays, pieces of

cardboard).

• For each small

group of students,

fill a dish tub with

water mixed with

vegetable oil.

Submerge various

small items in the

water (e.g., rubber

ducks, small rocks,

feathers).

• custodian

• germs

Safety

Unit 2: Liquids and Solids 51

• Cleaning products work because they contain some kind of detergent.

The surface active agents, or surfactants, in detergents are composed of

particles that are attracted to both water (or another liquid solvent) and

dirt or grease. These particles help spread the solvent over the stain, attach

to the dirt, and then help the solvent take the dirt away.

• We use different cleaning products for different stains because a stain can

be made up of proteins, fats, starches, inorganic matter, petroleum, etc., so

the product must contain the correct ingredients to break up the stain (i.e.,

enzymes, acids, or other petroleum-based substances). We may also need a

product that contains an abrasive, if the stain is difﬁcult to remove.

• Students might think that simply using water is enough to clean their teeth,

body, clothes, or dishes. Water particles do not attach to dirt or grease

particles, however, so some kind of detergent (toothpaste, soap, laundry

detergent, dish soap) must be mixed with the water to remove the dirt or

grease.

Custodians of the World

Ask students what kinds of things we clean at home (e.g., teeth, bodies, hair,

bedrooms, clothes, furniture, ﬂoors, windows, pets, dishes). Ask them what

kinds of things the school custodian cleans. Then invite students to imagine

that they have been given jobs as the Custodians of the World. Ask them to

brainstorm what problems they might have in this job. Students may respond

with some of the following:

• How do we clean certain things?

• Can we use one type of cleaner for everything?

• How do things get dirty?

• How does our environment get dirty?

• Can we clean our air? How?

• Why do some people not have clean water to drink? How can we help?

• How can we keep things from getting dirty?

Record the problems that students identify.

Keep Our World Clean!

Display Science Card 10 and invite students to examine the photos and

discuss the questions. Add to the list created above as students identify new

problems, such as:

• Is there a difference between solid and liquid messes?

• How can we clean oil spills that affect wildlife and our oceans?

Science Background

Possible Misconceptions

ACTIVATE

• How can we keep our environment from getting dirty?

• How can we stop germs from spreading?

Tell students that they will be exploring liquids and solids to try to solve

some of these problems.

Clean It!

Display a series of contained spills of various liquids and solids, such as honey,

paint, cereal in milk, mud, and glitter on various surfaces and/or in various

containers (foil trays, pieces of cardboard, etc.). Provide students with several

types of materials with varying degrees of absorbency (e.g., towels, newspaper,

paper towels, tissue paper, J-cloths, felt, baby wipes). Working with one spill

at a time, invite students to discuss with an elbow partner which material they

think would be most effective at cleaning up the spill, and why. Volunteers can

take turns testing their predictions until the spill is cleaned up.

Homemade Cleaners

Explain to students that many of the products we use to clean our bodies,

our homes, and our world contain ingredients that can make us sick and that

are harmful to the environment. Invite students to help you create a variety

of cleaning products using all-natural and non-toxic ingredients, such as the

following:

• A paste made with baking soda and water for scrubbing rust, mildew,

and hard-water stains

• A water–vinegar solution in a spray bottle for cleaning glass (3 tbsp

vinegar per 2 cups water)

• An olive oil–vinegar solution for cleaning wood furniture (1 part oil to 1

part vinegar)

• A toothpaste made with 4 tsp baking soda, 2 tsp sea salt (ﬁnely

ground), 4 drops peppermint or citrus pure essential oil, and enough

water for desired consistency

• A shampoo made with 2 eggs, 3 tsp baking soda, 2 tsp olive oil, and

2 tsp lemon juice

Students can measure, pour, and mix the ingredients for any of the products

above, with supervision. Invite partners to experiment with any of the

ﬁrst four products, providing them with cloths, paper towels, crumpled

newspaper (for glass cleaning), and so on, as appropriate.

Literacy Place Connection:

Read or revisit Keep Us Clean (Guided Reading, Level J). Discuss with students

how useful combinations of liquids and solids, such as soap and water, can

help people to stay clean and healthy.

CONNECT

IWB Activity:

Challenge students to

match each item or mess

with the liquid or solid

they would use to clean

it using Activity 7: Keep it

clean! (see the Teacher’s

Website).

Unit 2: Liquids and Solids 53

Oil Spill

Have students predict the best way to clean up an oil spill, based on their

investigations of cleaners. Provide small groups with tubs of water mixed

with vegetable oil and ask them to ﬁnd the best way to clean off the items

that have been submerged in the water (e.g., rubber ducks, small rocks,

feathers). Groups should have access to the materials from the previous

activities, as well as to commercial cleaning products such as glass cleaner,

dish soap, laundry detergent, and so on. Have groups record their results in

their Science Journals.

Revisit the list of problems created at the beginning of the teaching plan

and ask students which ones they feel they have solved. Encourage them to

research solutions to the ones they haven’t solved. Invite students to add any

new questions to the I Wonder Wall.

How Do We Stop Germs From Spreading?

Have students brainstorm ways we can use liquids and solids to keep from

spreading germs to others when we are sick. For example, we can use a

tissue or our sleeve to cover our nose and mouth when we sneeze or cough.

We can wash our hands very well with soap. Some people take cough syrup

to keep them from coughing. Some people wear a mask over their nose and

mouth to keep their germs from spreading or from catching someone else’s

germs. Students can work in small groups to create posters illustrating these

strategies, and post them around the classroom or school. Add the word

“germ” to the Word Wall.

CONSOLIDATE

EXPLORE MORE

Word

Focus: Students use the inquiry process to investigate the buoyancy of different self-chosen solids.

Students record their predictions and results on a graph.

What Materials Float?

What Materials Sink?

Specific Curriculum Outcomes

Students will be expected to:

• 19.0 select and use materials to carry out their

own explorations and investigations [GCO 2]

• 21.0 construct and label concrete-object graphs

or pictographs [GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• list several solids that ﬂoat in water and several

that sink

• create concrete-object graphs and pictographs

to represent exploration results

NOTES:

Unit 2: Liquids and Solids 55

Attitude Outcome Statements

Encourage students to:

• show concern for their safety and that of others in carrying out activities and

using materials [GCO 4]

Cross-Curricular Connections

Math

It is expected that students will:

• construct and interpret concrete graphs and pictographs to solve problems

[2SP2]

English Language Arts

Students will be expected to:

• speak and listen to explore, extend, clarify, and reﬂect on their thoughts,

ideas, feelings, and experiences [GCO 1]

• use writing and other forms of representation to explore, clarify, and reﬂect

on their thoughts, feelings, experiences, and learnings; and to use their

imaginations [GCO 8]

Getting Organized

Components Materials Before You Begin Vocabulary

•

What Is the Inquiry

Process?

poster

• Science Card 11

• IWB Activity 8

• bottle of oil-and-vinegar dressing from

What Happens When We Combine

Liquids and Solids?

(see pages 31–38)

• 3–4 samples each of marbles, cotton

balls, sugar cubes, blocks of wood,

plastic blocks, Styrofoam trays, sponges,

gummy candies, and soda crackers

• tubs of water (one per pair + one extra

for demonstration)

• students’ Science Journals

• small amounts of various items, such

as paper clips, crayons, craft sticks, jelly

beans, coins, bars of soap, lumps of clay,

rocks, plastic toys, ice cubes, feathers,

cans of diet cola, cans of regular

cola, pumice stones, peeled oranges,

unpeeled oranges, and pieces of string

• digital cameras (optional)

• large box of salt

• stirring tools

• toy plastic buckets (one per pair)

• ½ dozen raw eggs (if permitted)

• Fill several

tubs with

water.

• dense

• density

• concrete-object

graph

• pictograph

• Remind students not to taste any of the substances they are investigating.

•

The weight of an object is the measure of gravitational force acting on that

object. The buoyancy of an object placed in liquid is the measure of the

upward force of the liquid acting on that object. When the upward force

acting on an object in liquid is greater than the downward force of gravity (or

its weight), the object ﬂoats, and vice versa.

• Objects that are less dense than the liquid they are in will ﬂoat. Objects that

are more dense than the liquid they are in will sink.

• Salt water is more dense than unsalted water. Therefore, an object that sinks

in unsalted water (because it is more dense than the water) may ﬂoat in salt

water, if the salt water is more dense than the object.

• Students may think that if an item is small, it will ﬂoat, and if an item is

large, it will sink. This is because they believe that the size of an object is

what determines its buoyancy.

• Students may also think that objects have a greater chance of ﬂoating if

they are placed in more water. For example, they may believe that a pebble

that sinks in a glass of water may ﬂoat when placed in a pond.

Density Review

Display (or ask students to recall) the bottle of oil-and-vinegar dressing from

What Happens When We Combine Liquids and Solids? (see pages 31–38).

Review why the oil and vinegar are separated and why the pepper pods

are at the bottom of the bottle. Review the meaning of the words “dense”

and “density” on the Word Wall (how tightly the particles in a substance

are packed together). Tell students that the density of an object can help us

predict whether a solid will ﬂoat or sink in a liquid.

Inquiry Process

Review the steps on the What Is the Inquiry Process? poster. Tell students

they are going to follow these steps to answer the questions

• What solids ﬂoat in water?

• What solids sink in water?

Safety

Science Background

Possible Misconceptions

ACTIVATE

Word

CONNECT

Unit 2: Liquids and Solids 57

Invite students to add their own questions about buoyancy and solids to the

I Wonder Wall. Then ask students to formulate a plan for answering these

questions. (They will probably suggest testing a variety of solids to see if

they ﬂoat or sink.) Tell them you are going to model how to use the inquiry

process, and then they will use it to do their own investigations.

Making Graphs

Display Science Card 11 and discuss with students if they predict these

objects will sink or ﬂoat in water. Model asking questions about the objects

on the card, such as:

• Do sponges ﬂoat? Do they sink when they get wet?

• What about gummy candies? How dense are they?

Make a large concrete-object graph to show the predictions of which items

will ﬂoat and which will sink. Create a T-chart on a sheet of chart paper,

with the headings “Float” and “Sink.” Provide a sample of each item on

Science Card 11 (marbles, cotton balls, sugar cubes, blocks of wood, plastic

blocks, Styrofoam trays, sponges, gummy candies, and soda crackers) and

have students place the samples on either side of the T-chart, according to

the class’s predictions.

Then, gather students around a tub of water. Tell them you are now going to

explore your questions and record the results. Ask students to help you

gently place samples of each item shown on Science Card 11 in the water one

at a time and observe what happens. Model drawing each item on a sheet of

paper and noting whether it sank or ﬂoated.

Invite students to discuss the results of your inquiry and to make

conclusions. Then, to share the results of what you have learned, help the

class reconﬁgure the concrete-object graph by moving samples to the correct

side according to the inquiry results. Students can copy this ﬁnal graph

(as a pictograph) into their Science Journals.

Student Inquiry

Tell students it is their turn to use the inquiry process to explore ﬂoating

and sinking. Display a variety of items, such as paper clips, crayons, craft

sticks, jelly beans, coins, bars of soap, lumps of clay, rocks, plastic toys, ice

cubes, feathers, cans of diet cola, cans of regular cola, pumice stones, peeled

oranges, unpeeled oranges, and pieces of string. Student pairs can spend a

few minutes generating one or more questions based on these items, making

a plan to answer the question(s), and deciding how they will record their

results (e.g., on paper, with a digital camera).

Once you have approved students’ question(s), plan, and recording method,

provide each pair with a tub of water and allow them to select the items they

want to investigate. As each pair investigates, make sure they are recording

their results. Students can then draw a pictograph in their Science Journals

to show what they learned.

IWB Activity:

Students can use

Activity 8: Sink or ﬂoat?

(see the Teacher’s

Website) to identify

which objects they think

will ﬂoat in water and

which will sink.

CONSOLIDATE

Just Add Salt

Students can use smaller containers (such as toy plastic buckets) to

investigate how the results of their inquiry change if they use salt water

instead of fresh water, and if they then add more salt to the salted water. If

there are no allergies among students, provide raw eggs for them to test in

both unsalted and salt water, in addition to their original items.

EXPLORE MORE

Unit 2: Liquids and Solids 59

Focus: Students use the design process to build a boat capable of supporting a speciﬁc number of coins.

Design Challenge:

Build a Boat

Specific Curriculum Outcomes

Students will be expected to:

• 29.0 demonstrate an understanding of sinking

and ﬂoating objects by solving a related

practical problem [GCO 1/3]

• 30.0 identify and use a variety of sources of

science information and ideas [GCO 2]

• 31.0 respond to the ideas and actions of others

and acknowledge their ideas and contributions

[GCO 2]

• 32.0 compare and evaluate personally

constructed objects [GCO 2]

Performance Indicators

Students who achieve these outcomes will be

able to:

• use the design process to build a boat that will

carry a speciﬁc number of coins

• offer feedback on designs during a gallery walk

• acknowledge and respond to other people’s

ideas

NOTES:

Attitude Outcome Statements

Encourage students to:

• work with others in exploring and investigating [GCO 4]

Cross-Curricular Connections

English Language Arts

Students will be expected to:

• interact with sensitivity and respect, considering the situation, audience,

and purpose [GCO 3]

• interpret, select, and combine information using a variety of strategies,

resources, and technologies [GCO 5]

• The ability of an object to carry extra weight and still maintain buoyancy

depends on its design, its materials, and the distribution of the extra weight.

How Is It Made?

Ask students to recall previous investigations they have done and what items

they have found that ﬂoat. Record their answers on chart paper under the

heading Things that Float.

Display Science Card 12 and ask students to discuss the boats on the card.

Ask:

• How are these boats the same?

• How are they different?

Getting Organized

Components Materials Before You Begin Vocabulary

• Science Card 12

• IWB Activity 9

•

What Is the

Design Process?

poster

• BLM

TAG

Feedback

(one per

group)

• tin foil

• several coins of the same

size (10 per group)

• students’ Science Journals

• digital camera or tablets

(optional)

• large tub of water

• various buoyant materials

and adhesives (e.g., craft

sticks, stiff cardboard,

straws, Styrofoam, tape,

glue)

• You might arrange for a boat

builder familiar with building NL

skiffs or Indigenous kayaks or

canoes to visit the class.

• Prepare large, uniformly sized

sheets of tin foil (one per group).

• Ensure that the Curiosity Centre

or Reading Centre is stocked with

several books about boats and

boat building. You may wish to

cue tablets to approved Websites

showing various boat designs.

• design

process

Science Background

ACTIVATE

Unit 2: Liquids and Solids 61

Talk about what the boats are used for and what materials they might be

made of. Then ask how much weight each boat is meant to carry (a little

or a lot). Finally, discuss how each boat’s design might affect how much

weight they can carry. Tell students that they are going to be using the design

process to create their own boat for a speciﬁc purpose.

Special Boats

Invite a boat builder familiar with NL skiffs or Indigenous kayaks or canoes

to visit the class and discuss the uses of these boats and the features of the

boats that make them suitable for their purpose.

Design Process

Review the steps on the What Is the Design Process? poster. Ask students to

imagine that they have the following problem: they are stuck on a desert island.

The only material they have is tin foil. Ask students for ideas about how to

escape from the island (they will probably suggest making a boat with the foil).

Divide students into small groups and give each group a large sheet of foil and

10 same-size coins. Explain that the coins represent the weight of the people

in the group, and that the boat they build must be able to carry that weight

without sinking. Inform students that they will only be given one sheet of foil

for their ﬁrst attempt. Prompt their thinking with questions such as:

• What shape will you make your boat?

• Where will you place the coins? Why?

• How much tin foil will you use?

Give groups time to discuss their boat design and to gather various sources of

information and ideas. Sources could include books from the Curiosity Centre

or Reading Centre and approved Websites. Have each group decide on a

design, draw their model boat in their Science Journals, and then build it.

Encourage students to record their process, either with drawings or digital

photos or videos.

Gallery Walk

Have groups do a Gallery Walk to examine other students’ ﬁrst attempts.

Each group should travel together, moving clockwise around the room. At

its ﬁrst stop, have each group ﬁll out a copy of BLM TAG Feedback and leave

the completed sheet for the designers. Students should be encouraged to take

notes on any ideas they want to incorporate into their own design.

IWB Activity:

Challenge students

to use IWB Activity 9:

Which boat? (see the

Teacher’s Website) to

identify how each boat

is used and which

features of each boat

make it work for that

use.

CONNECT

CONSOLIDATE

Unit 2: Liquids and Solids 63

TAG Feedback

T = Tell the group something you like about the boat.

A = Ask the group a question about the boat.

G = Write a way to make the boat better.

Groups can then return to their boat, ﬁnalize their design, and test their boat

in a large tub of water. Groups should record their observations and thoughts

during the test. After each test, ask the group:

• What did you learn from testing?

• How can you improve your design?

Students can redesign and retest as necessary.

More Boats

Provide students with tin foil and additional materials (e.g., craft sticks, stiff

cardboard, straws, Styrofoam, tape, glue) and have them work in partners

to design another boat, using foil plus at least one other material. Students

should follow the design process when constructing this boat, as well.

Revisit any remaining questions posted on the I Wonder Wall and have

students discuss answers in small groups or with a partner. If there are

questions that cannot be answered at the time, these can remain on the

I Wonder Wall for students to research independently. Discuss what students

have learned about liquids and solids; how they can be described; what

happens when they are combined; and how we can use them to make useful

things and to keep our world clean.

EXPLORE MORE

WRAPPING UP THE UNIT

Unit 2: Liquids and Solids 63

TAG Feedback

T = Tell the group something you like about the boat.

A = Ask the group a question about the boat.

G = Write a way to make the boat better.

Specific Curriculum Outcomes Checklist

Name: __________________________________ Date: _______________

Rating: 1 – not evident; 2 – with assistance; 3 – mostly on own; 4 – on own consistently

Specific Curriculum Outcomes Rating and Observations

23.0 explore properties of familiar liquids and solids

[GCO 1/3]

24.0 investigate the interactions of familiar liquids and

solids [GCO 1/3]

25.0 investigate changes that result from the interaction

of materials and describe how their characteristics

have changed [GCO 1/3]

26.0 explore ways to use combinations of liquids and

solids to make useful materials [GCO 1/3]

27.0 identify problems to be solved [GCO 2]

28.0 apply their knowledge of liquids and solids to

maintain a clean and healthy environment

[GCO 1/3]

29.0 demonstrate an understanding of sinking and

floating objects by solving a related practical problem

[GCO 1/3]

30.0 identify and use a variety of sources of science

information and ideas [GCO 2]

31.0 respond to the ideas of others and acknowledge

their ideas and contributions [GCO 2]

32.0 compare and evaluate personally constructed

objects [GCO 2]

1.0 pose questions that lead to exploration and

investigation [GCO 2]

7.0 make and record observations and measurements

[GCO 2]

10.0 sequence or group materials and objects [GCO 2]

12.0 communicate while exploring and investigating

[GCO 2]

14.0 communicate procedures and results [GCO 2]

16.0 use appropriate tools [GCO 2]

19.0 select and use materials to carry out their own

explorations and investigations [GCO 2]

21.0 construct and label concrete-object graphs or

pictographs [GCO 2]

My Inquiry

Name: _______________________________________________________

My question:

My plan:

My results:

My conclusion:

How I will share what I learned:

Student Self-Assessment of Inquiry Process

Name: _______________________________________________________

Rating Scale = Great = Good = Needs to be better

Step 1

I asked a question.

I made a plan.

Step 2

I followed my plan.

I recorded my results.

Step 3

I thought about

my results.

I made a conclusion.

Step 4

I shared what I learned.

Teacher Assessment of Inquiry Process

Name: __________________________________ Date: _______________

1 2 3 4

Initiating and Planning

• poses a question that leads to exploration or

investigation

• makes a prediction based on an observed pattern

• makes a simple plan

• selects and uses materials

Performing and Recording

• carries out the plan/follows a simple procedure

• uses appropriate tools

• makes observations

• records observations and measurements

• identifies and uses a variety of sources of information

and ideas

• follows safety procedures and rules

Analyzing and Interpreting

• sequences or groups materials and objects

• constructs and labels concrete-object graphs or

pictographs

• proposes an answer to the initial question and draws

a simple conclusion

• poses new questions that arise from what was

learned

Communicating and Teamwork

• communicates while exploring and investigating

• communicates using scientific terminology

• communicates procedure and result

• responds to ideas and actions of others and

acknowledges their ideas and contributions

Comments:

Inquiry Process Rubric

Level 1 Level 2 Level 3 Level 4

talks about things that are

of interest

asks simple questions

about objects and events

that are observable

uses observations to ask

questions to investigate,

but questions are not

always realistic

uses observations and

prior knowledge to ask

questions to investigate

makes guesses about the

outcome of an inquiry

makes simple predictions

about the outcome of an

inquiry, but they may be

hoped-for outcomes

makes simple predictions

about the outcome of

an inquiry based on prior

observations

makes thoughtful

predictions about

the outcome of an

inquiry based on prior

observations and

knowledge

with prompting, offers

ideas for a procedure

contributes ideas for a

procedure, but they may

not be complete

provides ideas for a simple

procedure

provides clear, sequential

steps for a simple

procedure

with prompting, identifies

some materials which

could be used to carry out

the plan

identifies some materials

which could be used to

carry out the plan

selects and uses materials

to carry out the plan

selects and uses

appropriate materials to

carry out the plan and

explains reasons for

choice

carries out the plan/

follows a simple procedure

with prompting

carries out the plan/

follows most of a simple

procedure

carries out the plan/follows

a simple procedure

carries out the plan/

follows a simple procedure,

making adjustments as

necessary

with prompting, uses some

appropriate tools with

assistance

selects and uses common

tools

selects and uses some

appropriate tools

selects and uses all

appropriate tools

makes simple observations

using senses

makes some relevant

observations using senses

makes relevant

observations using

appropriate senses

makes relevant, detailed

observations using

appropriate senses

with prompting, records

observations and

measurements

records observations and

measurements which may

be incomplete

records observations and

measurements accurately

records observations and

measurements accurately

in a variety of ways

gets information from a

teacher-chosen source

identifies some relevant

information from familiar

sources

identifies relevant

information from sources

of the same type

identifies relevant

information from a variety

of sources

needs help to follow safety

procedures and rules

needs occasional

prompting to follow safety

procedures and rules

follows most safety

procedures and rules

follows all safety

procedures and rules and

explains why they are

needed

INITIATING AND PLANNING

PERFORMING AND RECORDING

Continued on next page...

Level 1 Level 2 Level 3 Level 4

sequences or groups

materials and objects

based on simple teacher-

chosen attributes

sequences or groups

materials and objects

based on a few simple

attributes

sequences or groups

materials and objects

based on multiple

attributes

accurately sequences

or groups materials and

objects based on multiple

attributes

with prompting, constructs

a concrete-object graph or

pictograph

constructs a concrete-

object graph or pictograph

but title and labels may be

missing or inappropriate

constructs a concrete-

object graph or pictograph

with appropriate title and

labels

constructs a concrete-

object graph or pictograph

with appropriate title and

labels to accurately reflect

results

describes what happened draws a simple conclusion

based on observations, but

may not link conclusion to

the initial question

draws a conclusion based

on observations which link

to the initial question

draws a conclusion based

on observations and states

if it supports or refutes

their prediction

with prompting, identifies

some new questions but

they may not be about this

inquiry

identifies some simple new

questions on the topic of

this inquiry

identifies some new

questions on the topic of

this inquiry that could be

investigated

identifies new questions

on the topic of this inquiry

and suggests how they

could be investigated

willingly asks for help and

accepts help from other

group members

makes suggestions to

group members as to what

should be done

communicates with group

members, sometimes with

problems

communicates and works

effectively with group

members

understands some

scientific terminology but

rarely uses it

understands simple

scientific terminology, but

does not always use it

correctly

usually uses scientific

terminology appropriately

consistently uses scientific

terminology appropriately

with prompting, describes

the result and some of the

procedures

communicates basic

information about the

result and most of the

procedures

communicates most of

the information about the

result and procedures

accurately communicates

the information about the

result and procedures

listens to others and

learns from their

observations

listens to others and learns

from their observations,

and draws on their

language use

considers and responds

to the ideas of others

and learns from their

observations and

descriptions

considers and responds

to the ideas of others and

applies the observations

and descriptions to

their own ideas and

understandings

ANALYZING AND INTERPRETINGCOMMUNICATING AND TEAMWORK

Inquiry Process Rubric

(Continued)

My Design

Name: _______________________________________________________

The problem:

My solution and my plan:

How I will test my solution:

How my solution worked:

How I will share my solution and what I learned:

Student Self-Assessment of Design Process

Name: _______________________________________________________

Rating Scale = Great = Good = Needs to be better

Step 1

I identified

the problem.

I chose a solution and

made a plan.

Step 2

I built my solution.

Step 3

I tested my solution.

I evaluated my solution.

Step 4

I shared my solution

and what I learned.

Teacher Assessment of Design Process

Name: __________________________________ Date: _______________

1 2 3 4

Initiating and Planning

• identifies a problem to be solved

• thinks of a possible solution to the problem and

makes a simple plan

• selects and uses materials

Performing and Recording

• carries out the plan/follows a simple procedure

• uses appropriate tools

• makes and records observations and measurements

• constructs a prototype

• follows safety procedures and rules

Analyzing and Interpreting

• proposes an answer to the initial problem

• compares and evaluates personally-constructed

objects

• poses new questions that arise from what was

learned

Communicating and Teamwork

• communicates while exploring and investigating

• communicates using scientific terminology

• communicates the procedure and result

• responds to ideas and actions of others and

acknowledges their ideas and contributions

Comments:

Design Process Rubric

Level 1 Level 2 Level 3 Level 4

works on a problem set by

the teacher or group

identifies a problem to

solve but it may not be

practical

identifies a practical

problem to solve

identifies a practical

problem to solve and gives

some criteria for solving it

suggests a solution to

the problem and, with

prompting, offers ideas

about procedure

suggests a solution to

the problem and makes a

simple plan

suggests several possible

solutions to the problem

and chooses one; makes a

simple plan

suggests several possible

solutions to the problem

that address the criteria;

chooses the best solution

and makes a simple plan

with prompting, identifies

some materials which

could be used to carry out

the plan

identifies some materials

which could be used to

carry out the plan

selects and uses

appropriate materials to

carry out the plan

selects and uses

appropriate materials to

carry out the plan and

explains reasons for

choice

with prompting, carries out

the plan/follows a simple

procedure

carries out the plan/

follows most of a simple

procedure

carries out the plan/follows

a simple procedure

carries out the plan/

follows a simple procedure,

making adjustments as

necessary

with prompting, uses some

appropriate tools with

assistance

selects and uses common

tools

selects and uses some

appropriate tools

selects and uses all

appropriate tools

makes simple

observations using

senses; with prompting,

records observations and

measurements

makes some relevant

observations using senses;

records observations and

measurements which may

be incomplete

makes relevant

observations using

appropriate senses;

records observations and

measurements accurately

makes relevant, detailed

observations using

appropriate senses;

records observations and

measurements accurately

in a variety of ways

constructs a prototype but

does not follow the plan

constructs a prototype

according to the plan but

the device may not be

useable

constructs a usable

prototype according to the

plan

constructs a usable

prototype according to the

plan with modifications for

improvement

needs help to follow safety

procedures and rules

needs occasional

prompting to follow safety

procedures and rules

follows most safety

procedures and rules

follows all safety

procedures and rules and

explains why they are

needed

INITIATING AND PLANNING

PERFORMING AND RECORDING

Design Process Rubric

Level 1 Level 2 Level 3 Level 4

with prompting, says

whether or not a solution

works

says whether a solution

works in terms of some

simple criteria

evaluates and explains the

effectiveness of a solution

in terms of simple criteria

evaluates and explains the

effectiveness of a solution

in terms of a broad range

of criteria

with prompting, makes

simple suggestions for

changes to improve the

device/solution

suggests some practical

changes to improve the

device/solution

suggests and makes

practical changes to

improve the device/

solution

makes effective changes

to improve the device/

solution

with prompting, identifies

some new questions but

they may not be on the

same topic

identifies some new

questions on the same

topic

identifies some new

questions that arise from

the solution

identifies new questions

that arise from the solution

and suggests how they

could be solved

willingly asks for help and

accepts help from other

group members

makes suggestions to

group members as to what

should be done

communicates with group

members, sometimes with

problems

communicates and works

effectively with group

members

understands some

scientific terminology but

rarely uses it

understands simple

scientific terminology but

does not always use it

correctly

usually uses scientific

terminology appropriately

consistently uses scientific

terminology appropriately

with prompting, describes

the solution and some of

the procedures

communicates basic

information about the

solution and most of the

procedures

communicates most of

the information about the

solution and procedures

accurately communicates

the information about the

solution and procedures

listens to others and

learns from their

observations

listens to others and learns

from their observations,

and draws on their

language use

considers and responds

to the ideas of others

and learns from their

observations and

descriptions

considers and responds

to the ideas of others and

applies the observations

and descriptions to

their own ideas and

understandings

ANALYZING AND INTERPRETINGCOMMUNICATING AND TEAMWORK

Design Process Rubric

(Continued)

Additional Resources

100 Science Experiments by Georgina Andrews, Kate Knighton, and Stella

Baggott (Usborne, 2010)

Bill Nye the Science Guy’s Great Big Book of Tiny Germs by Bill Nye (Disney-

Hyperion, 2005)

Boat by Eric Kentley (Dorling Kindersley, 2000)

Change It!: Solids, Liquids, Gases, and You by Adrienne Mason (Kids Can

Press, 2006)

Cook Me a Story: A Treasury of Stories and Recipes Inspired by Classic Fairy

Tales by Bryan Kozlowski (Walter Foster Jr, 2016)

Does It Absorb or Repel Liquid? by Paula Smith, Susan Hughes, and Cynthia

O’Brien (Crabtree, 2014)

Does It Sink or Float? by Susan Hughes (Crabtree, 2014)

Is It Hard or Soft? by Helen Mason (Crabtree, 2014)

Is It Transparent or Opaque? by Susan Hughes (Crabtree, 2014)

Liquids and Solids by Ellen Lawrence (Bearport Publishing, 2015)

Many Kinds of Matter: A Look at Solids, Liquids, and Gases by Jennifer

Boothroyd (Lerner, 2011)

Mixing and Separating by Chris Oxlade (Heinemann, 2009)

Will It Float or Sink? (Rookie Read-About Science) by Melissa Stewart

(Children’s Press, 2006)

Bartholomew and the Oobleck by Dr. Seuss (Random House, 1949)

Elliot Bakes a Cake by Andrea Beck (Kids Can Press, 2000)

Elliot’s Shipwreck by Andrea Beck (Kids Can Press, 2000)

Germs, Germs, Germs by Bobbi Katz (Cartwheel Books, 1996)

Joe-Joe the Wizard Brews Up Solids, Liquids, and Gases by Eric Braun

(Picture Window Books, 2012)

Lulu’s Lemonade by Barbara deRubertis (The Kane Press, 2001)

The Magic School Bus Ups and Downs: A Book About Floating and Sinking

by Joanna Cole (Scholastic, 1997)

Washing the Willow Tree Loon by Jacqueline Briggs Martin (Simon and

Schuster, 1995)

What’s the Matter in Mr. Whiskers’ Room? by Michael Elsohn Ross

(Candlewick, 2007)

Whiz Kids: Tell Me How Ships Float by Shirley Willis (Franklin Watts, 1999)

Who Sank the Boat? by Pamela Allen (Pufﬁn UK, 1990)

Non-ﬁction Books

Picture Books

YouTube Video – States of Matter: Matter Chatter

https://www.youtube.com/watch?v=C33WdI64FiY

BBC: School Science Clips – Solids and Liquids

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

BBC: School Science Clips – Reversible and irreversible changes [may require

adult support]

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes.

shtml

TVO Kids – Solids and Liquids [See videos such as: How Will Different

Liquids Affect an Egg Shell; Measuring Solids and Liquids; Volume, Mass and

Density; and Gastra Blast]

http://www.tvokids.com/search?search=liquids

IdeaPark – Webs of Wonder [requires registration]

http://www.exploreideapark.org/WebsofWonder.aspx

Let’s Talk Science

http://www.letstalkscience.ca/programs-resources/activities/item/what-

happens-when-we-mix-liquids.html

BrainPOP Educators

https://educators.brainpop.com

Websites

for Students

Websites for Teachers

Unit 2: Liquids and Solids 77

Dear parents and caregivers,

We are about to start a new unit in science in which we will be exploring familiar

liquids and solids through a variety of hands-on activities and investigations.

You can talk to your child at home about liquids and solids. Walk with your child

around your home and help him or her to identify different solids (including

furniture and clothing) and liquids (including condiments in your refrigerator and

cleaning products). Encourage your child to describe the characteristics or

properties of each item.

You can plan some activities with your child to focus on liquids and solids, for

example,

• go on a scavenger hunt together to find the most see-through liquid, the

most flexible solid, or the least viscous (runny) liquid in your home

• ask your child to help you clean various things around your home by

suggesting what liquids and solids could be used

You can also invite your child to help you prepare food by reading the recipe aloud

and adding or mixing ingredients. Discuss how each ingredient looks both before

and after it is combined with other liquids or solids.

To ensure a wide range of experiences and make connections between this topic

and your child’s world, he/she may choose to bring one or more personal items to

school for exploration during in-class activities. These items will be returned home

once explorations are completed. To determine whether the item(s) is appropriate

please contact me, your child’s teacher.

Sincerely,

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