First Grade Science Unit A: Physical Science Unit Project

Solids, Liquids and Gases Teacher Planning Guide The Scientific Method-Flow Map Find a problem and ask a question.

Research the problem and find out all you can.

Make a hypothesis based on what you know.

Conduct the experiment to find out if you are right.

Do the experiment several times to collect data and evidence.

Organize data into tables and graphs.

Form a conclusion and check your hypothesis.

Write about what you learned and how it applies to the real world.

This template is designed for teachers to use in planning a Science-based unit project. The student template may also be used to further assist the instructor or teach students how to develop a science project of their own.

Suggested Pacing

Project Idea

One Week Students will investigate which liquids freeze fastest and slowest. The purpose of this project is to show that not all liquids freeze at the same rate. This reinforces that while solids, liquids and gases change, they do not do so at the same rate. Understanding this concept, students can then consider how this information might be used by scientists, inventors, chefs, meteorologists, and others. Note that scientists conduct research to help them understand the world around them and in making predictions as well as further hypothesis.

Driving Question (Problem)

State the essential question or problem of the project. Provide a central focus for student inquiry. Make sure that the driving question is authentic, engaging, and requires an application of knowledge. The Effect Question

What is the effect of _____ on _____?

What is the effect of the liquid contents or thickness on its ability to freeze and become a solid? That is, will all liquids freeze at the same speed or will some liquids freeze faster or slower than others? Why? The How Does Affect Question

How does the _____ affect _____?

The Which/What and Verb Question

Which/What _____ (verb) ____?

How do the ingredients in a liquid affect its ability to be frozen?

Which liquids freeze faster? Which liquids are slow to freeze? Which liquid freezes the fastest?

Content Standards

1IE4.0 Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands students should develop their own questions and perform investigations. 1IE4.a Draw pictures that portray some features of the thing being described. 1IE4.b Record observations and data with pictures, numbers, or written statements. 1 IE4.c Record observations on a bar graph 1 IE 4.d Describe the relative position of objects by using two references (e.g., faster vs. slower) 1 IE 4.e Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.

Examples of Thinking Skills Based on Bloom’s Taxonomy

Key Skills • communication and presentation • organization and time management • research and inquiry • • • • •

self-assessment reflection group participation and collaboration leadership critical thinking

Pre-Requisite Skills

Project Launch Research

Project Launch Hypothesis

Remembering

list

define state repeat duplicate

Understanding

classify describe discuss explain identify locate recognize

report

select translate paraphrase

Applying

choose demonstrate dramatize employ illustrate interpret operate sketch solve use

schedule

Evaluating

appraise

compare contrast

criticize differentiate discriminate distinguish examine

Creating

assemble construct create design develop

formulate write

experiment question test

Students should be familiar with the three forms of matter (solids, liquids, and gases). Students should be familiar with temperature and using a thermometer.

Students will need to become an expert on their topic by researching as much as possible. What resources are available for students to research the topic? What types of information will they need to find? What questions need to be answered? What experts or persons might students be able to talk to in order to gather the evidence for their topic?

Students will need to make a prediction to explain what they think will happen if they test their problem. Example Problem Example Hypothesis

Which paper towel is more absorbent? I think liquid x will freeze faster than liquid y. I think liquid x will freeze the fastest because_____. I think liquid x will freeze the slowest because____. I predict that thicker (or thinner) liquids will freeze faster than thinner (or thicker) fluids.

Differentiation

Materials Needed

Variables

What modifications will need to be made to differentiate for students of diverse learning styles and needs?

o Access to a Freezer o Cupcake Pans (6, 12 or 24 cups) and Cupcake Liners (optional) o Various Liquids (e.g., water, milk, orange juice, jello solution, pudding, wet sand, chocolate shake, cleaning solution, melted wax, handsanitizer or gel, pickle juice, etc.). Consider having each kid bring in a different liquid.

Controlled Variables (will stay the same) Independent Variables (variable that will change) Responding Variables (the results)

Procedure

Data Collection

List the steps students will take in performing the experiment. 1. 2. 3. 4. 5. 6.

How will students display the results of their experimental data? Design or include a sample chart, graph, etc.

What type of rubric will be used to judge the project?

Rubric

Example for K-3 Criteria 1. Display is well organized. 2. Clearly stated title, purpose, and reasonable hypothesis. 3. Background information on science topic with at least 3 sources cited. 4. Clearly explained experimental procedures. 5. Measurable data that includes three or more trials. 6. Effective analysis of data clearly stated results (graphs, charts, and tables). 7. In-depth knowledge base of topic with use of related vocabulary at grade level. 8. Well elaborated conclusion based on results. 9. Stated real life connections. 10. Effective closure of presentation. Total Example for 4-5 Criteria 1. Display is well organized. 2. Clearly stated title, purpose, and reasonable hypothesis. 3. In depth report on science topic. 4. Three or more resources cited. 5. Thoroughly stated procedures and materials. 6. Clearly stated variables and controls. 7. Measurable data that includes three or more trials or when testing human subjects, ten people or more. 8. Effective analysis of data clearly stated results (graphs, charts, and tables). 9. In-depth knowledge base of topic with use of related vocabulary at grade level. 10. Well elaborated conclusion based on results. 11. Stated real life connections. 12. Effective closure of presentation. 13. Science Journal is complete and well organized. Total

Points 2 2 2 3 3 3 3 3 2 2 25 Points 2 2 2 3 2 2 3 3 3 3 2 2 3 30

Rubric Criteria

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Additional Products

Points

Total

What additional products may students produce? Examples of Products Visual

Chart drawing timeline diagram Thinking Map map comic book cover poster

Science Journal Components

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

Construct

Oral

model sculpture diorama miniature art gallery museum exhibit mobile

Multimedia

Written

Debate song response to panel illustrated literature discussion book report lesson newspaper article report TV show play PowerPoint Reader’s video poetry Theater photo essay Press video Conference monologue talk show news report monologue web-page Cover Page: Name, Grade, Date, Teacher, Title of Project, School Table of Contents Driving Question Hypothesis Variables Materials Procedure Data and Observations Results Conclusion Bibliography Acknowledgements

Adapted from: • Holt, Lora. Elementary Science Fair Planning Guide, 2006. • Science Fair Projects: An Inquiry-Based Guide. Carson-Dellosa Publishing Company, Inc. • Science Fair Project Journal. Prince George’s County Public Schools, Maryland.