Water as a Liquid

Lauren Mroz

Grade Level: 2 Benchmarks (Michigan Curriculum Framework): E.FE.02.13 Describe the properties of water as a liquid (visible, flowing, shape of container and recognize rain, dew, and fog as water in its liquid state).

Objectives: This lesson is one of a series of lessons on water as a natural resource and its properties. This lesson focuses on the property of water as a liquid. Students will be able to define the property of water as liquid. Students will be able explain that water is visible. Students will be able to explain that water is flowing. Students will be able to explain that water takes the shape of its container. Students will be able to recognize rain, dew, and fog as water in its liquid state.

Materials and Setup: Engage: Today we are going to learn about water. What do you know about water? Lets make a KWL together about water. Can someone raise their hand and tell me and their friends what they know? That was great, look at everything we already know. Can you tell me about some things you do in the water? Does anyone know how water and the weather are related? Where do you see water? That was great brainstorming, I am proud at how much you already know about water and how willing you were to tell your friends about what you know. I am going to say a list of words if you think you know what any of these words mean, raise your hand and tell share it with your classmates. Matter, Liquid, Visible, Flowing, Rain, Dew, Fog. Great job sharing what you know! Thats okay if you dont know what these words mean, we will learn about them soon. First, we are going to read a book about water in liquid form. While I am reading this book I want you to listen for things you do not know about water already. Remember these facts because after we read the book we will discuss it. Water as a Liquid by Helen Frost

Explore: Students will expand on what they learn about water in the book Water as a Liquid by Helen Frost by doing an experiment on their own. The students will focus on the idea of water flowing in this experiment. To begin, students will pick a bottle of colored water. With guidance from the teacher they will explore the idea of water flowing in different ways and in different directions.

The water bottle can then be placed at their desk for the day to remind them of what they learned and taken home to show their guardians. (masters attached) Water bottle (one per students) o Water o Soap with glycol steratate o Food coloring o Tape for the lid

Explain: Vocabulary Words: Matter Liquid Visible Flowing Rain Dew Fog

Information to be explained (masters attached): Water can exist in three different phases (states of matter). Water as a liquid has many properties. When water is in liquid form one of its properties is that it is visible. When water is in liquid form one of its properties is that it is flowing. When water is in liquid form one of its properties is that it takes the shape of its container. o Experiment Water as a liquid also exists in everyday weather. We see water as a liquid when it rains Water is also a liquid in the form of dew. Fog is also water in liquid form.

Elaborate: Students will connect what they have learned about water and its properties to social studies. Each student will have their own world map to write, color, and draw on. Students will learn the locations of different large and small bodies of water. What shape the water takes on, the fact that it is visible from a distance, and that all water flows through different rivers, streams, and lakes. They will also look at the areas of the world that get the most and least rain and the affect of rain (water) on the climate of those areas. Then the students will do a formative assessment

about what they have learned so far about water and its properties. This will allow the teacher and students to both understand how they are progressing on the learning targets. (Masters attached) Large, colorless, world map (one per student) Large climate map (one per student) Crayons, markers, colored pencils

Evaluate: In order to make sure all the students have mastered the learning targets for this lesson the students will make a foldable about the important information in the lesson. As a class we will finish filling in the KWL Chart started at the beginning of the class. Each student will also stand in front of the class (or sit at their seat) and share one interesting fact, idea, or concept they can remember from the lesson. After, students will do a summative assessment that will show their overall mastery of the learning targets. If all the students understand the material, the teacher will move onto the next lesson, if not another lesson will proceed to help reinforce any unclear material.

Procedure:
Engage:
1. As a class the students will create a KWL chart about water as a liquid. The chart will contain as little or as much information as they decide to volunteer. It is designed to get the students involved in discussion and get their brains thinking about water, its properties and how it can occur in nature. 2. Students will raise their hand and volunteer information about anything they know about water to be filled into the Know column 3. Students will raise their hand and volunteer information about what they Want to know about water. The teacher may provide assistance in this section by posing questions that will promote thinking.

Explore:
1. The teacher will prepare a flowing bottle for each student. To do so, 1/3 of a bottle of soap (milk and honey or any other soap containing glycol stertate), a few drops of food coloring should be added to a bottle of water. The lid should be closed and taped shut with duct tape or electrical tape. The bottle can then be mixed up by gently shaking. If any bubble form at the top gently trickling more water into the bottle will remove the bubbles.

2. Each student will be given the bottle and directed to follow the teachers demonstrations and move the bottle in specific motions then observe the motion of the swirls in the water. a. First, take your bottle and slowly swirl it in a circular motion, stop, and observe the pattern of the water. b. Next, take it and slowly lift it up and down, stop, and observe the pattern of the water. c. After, spin the bottle on its side, stop, and observe the pattern of the water. d. Finally, move the bottle in any way you want and observe the way the water moves. 3. Students will then raise their hand and have an opportunity to share with the class their motion and explain how the water moves. They will also teach the other students how to move the bottle and have their classmates follow their lead. This will promote leadership and speaking abilities. 4. The teacher will promote discussion on the experiment, explain the science background on experiment, and wrap up any confusion. a. What did you observe? b. Did you learn anything? c. As we can see, when you move the bottle containing water in different ways the soap shows the way the water is moving or flowing. When you see a swirl or a disruption of the swirls pattern that is the different particles in the water interacting and hitting each other. What we can learn is that water does not move all in one direction at the same time. It flows in many different directions even though you may be moving the bottle the same way.

Explain:
1. Students will try to sound out the spelling of the vocabulary words. Then the words will be spelt correctly on the board. Individually the students will practice writing the words on individual white boards. After the vocabulary words will be taught through a word map (use attached word guide). 2. Students will then begin their month long graph project. The project will consist of students graphing the number of school days it is rainy, foggy, sunny, and cloudy. (use attached visual guide). 3. The teacher will then continue to teach about the important material in the lesson. Water can exist in three different phases (states of matter). Water can exist in three different forms or phases. These phases are called the states of matter. Has anyone heard of the states of matter? They are solid, liquid, and gas. (Use attached visual guide) Water can exist as a solid. Can someone tell me what water looks like as a solid? Thats right, ice! Now this is easy, what does water look like in liquid form? Great job, water! This

might be a little tricky, who knows what water look like in the form of a gas? This is called water vapor. It might be kind of hard to understand how these three states are connected. Lets look at the board. You can see a visual of what water looks like in these three states of matter. If we walk through it, you can see that water can start as a solid in the form of ice. When ice melts it becomes liquid, water. Then if you add heat or boil water (like when your mom makes pasta) steam rises from the pot, that is water vapor. Today, we are going to focus on water in the liquid state. (point to picture). Water as a liquid has many properties. When water is in liquid form there are many properties which means that there are many characteristics and descriptions unique to water in liquid form. Can you help me figure out what kind of properties water as a liquid has? Try thinking back to the book, Water as a Liquid The properties of water are that it is visible, flowing, and takes the shape of its container. Now we are going to take a deeper look at water being visible. When water is in liquid form one of its properties is that it is visible. Think about water. What have you used water for today? Maybe to shower, take a bath, brush your teeth, wash your hands, drink a glass of water? When else do you use water? When you go swimming in a pool or at the lake, fishing, playing in the sprinkler? In all of these ways the water you use is visible. You can see it and you can feel it. We can also see water when it rains or when there is dew on the grass early in the morning or fog in the air as you are being taken to school. Think about when you go to the beach, you look out at all the water in the lake or ocean. There is so much water all around you, we can see it. We can even see it from a distance. Look at this map (show map of the World) do you see all of the blue on the map. All of these blue areas are the large bodies of water throughout the world; they can be seen from satellites in space where the pictures were taken. We will look at this again in a few minutes. When water is in liquid form one of its properties is that it is flowing. Water also has the ability to be flowing. Can anyone explain what this means? The molecules that make up water are free flowing and separated, which mean that water can move around. You can manipulate water so that it flows by pouring it from one glass to another or by spraying the hose in the summer. Where else do you see water that is flowing maybe in nature? Water flows down the sides of mountains and hills. Water is almost constantly flowing in rivers, streams, lakes, and oceans. The water in streams and rivers flows into larger bodies of water like lakes and oceans. When water is in liquid form one of its properties is that it takes the shape of its container. Have you noticed that water can take the shape of whatever it is in? Lets look at that more closely by doing a little experiment. At each of your tables, you have a large bin with a variety of

materials inside. You will notice that there are four different sized containers. Each container is a different height and width. You also have a pitcher of water. Each person at your table will take turns pour water into one of the four small containers. The other group members will watch what happens when the water fills the container. Make sure to keep all the water and containers inside the larger one so there is no mess. When we are done we will share our observations. What did you notice when you poured the water into the different containers? The water took the shape of which ever container it was poured in. Water as a liquid also exists in everyday weather. We see water in nature and in daily weather. Everyone take some time and write down when you see water in the weather. Can someone share what they came up with? Water in liquid form can be noticed when it rains, when there is dew on the grass or plants in the morning, and also fog. We see water as a liquid when it rains Has anyone ever run around outside when it was raining, what happened? You got wet! Rain is water in liquid form falling from clouds in the atmosphere. Water droplets form when warm air rises into the sky and cools. When enough water droplets collect we see them as clouds. When clouds get grow and become larger, the water droplets combine and grow as well. When the drops get too heavy the fall from the clouds and we experience rain. Rain usually occurs in the mountains, in low pressure systems and when a cold front passes. * Fun fact: They are actually smaller than a centimeter. Raindrops range from 1/100 inch (.0254 centimeter) to 1/4 inch (.635 centimeter) in diameter. Lets try to see how big that is by looking at our rulers. Water is also a liquid in the form of dew. Dew needs special conditions to form as well. When a warm, clear day is followed by a cool evening and night, which is clear (cloudless), dew is formed. On a clear day, water evaporates from the warm ground into the atmosphere. When night falls, the ground radiates the day's warmth into the skies. The ground becomes much cooler, causing the water vapor to condense. This condensed vapor is dew. Unlike raindrops, dewdrops don't fall from above. They are formed on the ground itself. Fog is also water in liquid form. There are different types of fog, but fog is mostly formed when winds from the south bring warm, moist (wet) air into an area. As the warm, moist air flows over much colder soil or snow, dense fog often forms. Warm, moist air is cooled from below as it flows over a colder surface. With light winds, the fog near the ground can become thick and reduce visibilities to zero.

Scientific background
Water can exist in three different phases (states of matter): The states of matter are distinguished by pressure and temperature conditions and the transitioning to other phases as these conditions change to favor their existence. Particles in a gas are well separated with no regular arrangement. They also move freely and at high speeds. This means that a gas can assume the shape of its container. The particles in a liquid are close together with no regular arrangement. These particles vibrate, move about, and slide past each other. Particles in a liquid will also assume the shape of its container. The particles in a solid are tightly packed, usually in a regular pattern. These particles vibrate but generally do not move from place to place. As a result, a solid maintains a fixed shape and volume. Water as a liquid has many properties. A liquid is a nearly incompressible fluid that is able to conform to the shape of its container but also retains a constant volume independent of pressure. The volume is definite if the temperature and pressure are constant. Intermolecular forces are also important, but the molecules have enough energy to move relative to each other and the structure is mobile. This means that the shape of a liquid is not definite but is determined by its container. The highest temperature at which a given liquid can exist is its critical temperature. Another property of water as a liquid is that it has surface tension. Surface tension is property of the surface of a liquid that allows it to resist an external force. When water is in liquid form one of its properties is that it is flowing. In a liquid, the bonds are created by ends of molecules being partially charged. Water is composed of polar bonds when one end has a permanent charge due to an atom having a greater attraction for electrons. This uneven distribution of charges creates bonds. This allows the ends of molecules with different charges attract each other- the opposite molecules attract each other. Viscosity is a liquids ability to resist flow. Water has a low viscosity but honey has a higher viscosity. If a liquid moves quick it has a low viscosity but if it moves slowly it has a high viscosity. In regards to most liquids, viscosity will increase as the liquid becomes colder. Take water for example, when water gets colder it begins to move slower as it begins to freeze. When water is in liquid form one of its properties is that it takes the shape of its container. The basic properties of a liquid lends to the ability of water to take the shape of its container. The molecules in water are bonded loosely allowing gravity to pull them down. When the molecules are influenced by gravity they will spread out and fill the shape of their container. We see water as a liquid when it rains.
Rain forms when warm air from below rises and cools. Warm air has the ability to hold more water than cold air and there is always water vapor in the atmosphere. When water droplets rise they begin to

combine or coalesce. Among other things, the water droplets combine and form clouds in the atmosphere. When the water droplets get too heavy and atmospheric conditions are correct the droplets fall. Due to gravity, the rain continues to fall through the atmosphere and forms what we call rain.

Water is also a liquid in the form of dew. Dew is water in the form of droplets. It usually is seen on thin, exposed objects, such as leaves and grass, especially in the morning or at night. When exposed surfaces cool, the moisture in the atmosphere condenses at a faster rate which causes the water to evaporate. This evaporation results in water droplets. The dew point is the specific temperature when a given parcel of humid air is cooled allowing water vapor to condense into water. The water that has condensed is caused dew. Often, the dew point is associated with a high relative humidity, 100%. Fog is also water in liquid form. Fog is a gathering of water droplets that are suspended in the air at or near the surface of the Earth. One of the characteristics of fog is that it reduces visibility to less than 1 km. Fog is formed when water vapor condenses into water droplets in the air. (Water vapor can be added to the air by wind convergence, heating of evaporating water, transpiration, cool air moving over warm air, and air lifting over mountains. In order to condense water vapor needs condensation nuclei, such as dust, ice, and salt. This allows for the formation of fog, which tends to form when stable air is trapped under warm air. Similar to dew, fog forms at a relative humidity of 100%. It can form suddenly and can dissipate quickly.

Elaborate:
1. Each student will receive a labeled map of the world that they can write, draw, and color on. 2. With direction from the teacher students will locate the major bodies of water. a. The Pacific Ocean b. The Indian Ocean c. The Atlantic Ocean d. The Arctic Ocean 3. Students will then locate the United States, Michigan, and the Great Lakes that surround their home state. 4. Next students will color these 5 bodies of water. 5. Teacher will engage students in discussion and proceed to teach about water. Do you notice anything in relationship to water on the map? The majority of the map consists of water and smaller bodies of water. All of the Oceans are connected and flow together as one. You can also see the shape that the water in the oceans takes as well as what other bodies of water contribute and flow into oceans. Can someone look at their map and name a lake or river that flows into an Ocean?

6. Students will look at a climate map of the world and look at the areas that receive the most rain and the areas that are a desert. Locations of these climates will be compared and discussed. 7. Afterwards students will do a What did you Learn? worksheet as a type of a formative assessment about the lesson so far. (Formative Assessment attached)

Evaluate:
1. During the elaborate, students will work on a What did you learn worksheet. This formative assessment will provide the teacher and the students with information on how well they are progressing on mastering the targets. It will give the teacher an idea where each student is so the remainder of the lesson can be planned out depending on how well the students are doing as a whole and individually. Extra assistance can be given to those who are behind. 2. The teacher can also see overall improvement and knowledge about the information they have been learning by what students contribute to the L in the KWL chart. This type of assessment can be used as a review of all the important information about water. Students will volunteer what they have learned to the class. The knowledge will be written on the chart. This section will also promote classroom discussion of important ideas. 3. Students will also share a fact, idea, or concept they have learned to their classmates during the evaluation prior to the summative assessment. 4. As a conclusion to the lesson students will complete a summative assessment. This will provide a detailed overall understanding of where each student is on mastering the learning targets. (Summative Assessment Attached).

Differentiation of lesson for various abilities:

1. For students who are more advanced at writing, the teacher could challenge them during elaboration to write two or more things they learned about water. 2. For students who struggle with the writing portion, the teacher could have another student help their friend come up with ideas to write about. After the student practices writing, the teacher could correct it and have them re-write it correctly. 3. During Engage, if the class is particularly good at reading, they could take turns reading a page from the Water as a liquid book to their classmates. 4. Depending on the ability of certain students some could work on the worksheet in a group while others do it on their own.

References:
http://www.weatherwizkids.com/weather-rain.htm http://www.pitara.com/discover/5wh/online.asp?story=9

http://www.weatherwizkids.com/weather-clouds.htm http://en.wikipedia.org/wiki/State_of_matter http://www2.scholastic.com/browse/article.jsp?id=4911 http://en.wikipedia.org/wiki/Fog

31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14

13 12 11 10 9 8 7 6 5 4 3 2 1

Sunny

Cloudy

Rainy

Foggy

Name: ______________________ Seat #:________ Date: _____________________________________

Water is a Liquid!
Section One: Multiple Choice 5 questions 1 point each
Directions: Find the word that best completes the sentence for each question. Write the capital
letter on the line next to the number. The first three questions are about plants the last three questions are about animals. Before answering the next question ask yourself if you are sure or unsure of your answer and fill in the right box. If you have any questions raise your hand. Look at the example below to see what you need to do. Example: C There are _____________ months in a year. #. _____ a. Nine b. Six c. Twelve 2. _____ Water droplets fall from clouds as _____________. a. Rain b. Fog c. Dew Sure Unsure Sure Unsure

3. _____ Fog normally forms near the _____________. a. Sky b. Tops of trees c. Surface

Sure

Unsure

4. _____ a. b. c.

When water is poured into a cup it _____________. Wont fit in the cup Takes the shape of its container Expands

Sure

Unsure

5. _____ Water in a river or ocean is almost always __________. a. Not moving b. Flowing c. Made by rain

Sure

Unsure

6. _____ Dew forms when __________. a. Water Vapor Condenses b. It is cold outside c. It rains

Sure

Unsure

Great Job! Keep it up!

Section Two:

Fill in the blank

5 questions 1 point each

Directions: Complete the sentences below by writing a word from the word bank in the blank
provided. There is only one correct answer for each sentence and you will use each word only once. Not all words in the word bank will be used so read every word before answering. Before going on to the next question ask yourself if you are sure or unsure of your answer and fill in the right box. If you have any questions raise your hand. Look at the example below to see what you need to do. Example: 210 Our classroom number is ___________________. Sure Unsure

Words Bank
Visible Weather Dew Clouds

Clear

Solid

Liquid

Fog

Water Vapor

Rain

Flows
Sure

Gas
Unsure

6. I see the water at the beach so it must be __________.

7. A gathering of water droplets at the surface is called __________.

Sure

Unsure

8. Based on the states of matter water is a __________.

Sure

Unsure

9. Water can be seen almost every day in the __________.

Sure

Unsure

10. Water in rivers and streams __________ into lakes and oceans.

Sure

Unsure

Only one section left! You can do it!

Section Three:

Writing Prompt

1 question 5 points

Directions: In this section you will be using the knowledge you have acquired about water as a liquid to write a paragraph. Follow the outline below that explains what each sentence should contain. Sentence 1: Write and explain one property of water as a liquid. (Visible, Takes shape of Container, and is Flowing) Sentence 2: Give an example of water in everyday life. Sentence 3: Explain the example you chose. Sentence 4: Explain what your favorite thing to do with/ in water is. Write your answer below. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Youre done!! Selfassessment is next!

Name: ______________________ Seat #:________ Date: _____________________________________

Student Self- Assessment

Directions: Please take your time and answer the following questions in complete sentences. This will not affect your grade. It is to help me understand how you learn and how well I am teaching you. It will also help you to see your own personal strengths and weaknesses. 1. What was your favorite part in learning about water as a liquid? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. What was your least favorite part in learning about water as a liquid? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Did you feel prepared for this assessment? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. What can we do in class to help you learn better? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Great Job! You are all done!!

Answer Key
Multiple Choice 1. 2. 3. 4. 5. A C B B A Fill in the Blank 6. Visible 7. Fog 8. Liquid 9. Weather 10. Flows Writing Prompt Sentence 1: One of the properties of water is that it is visible which means that I can see it. One of the properties of water is that it takes the shape of its container which means that it (does not have a definite shape, is free moving, has spacious particles, can fit in any container, etc.) One of the properties of water is that it flows which means that it can move from one place to another. Sentence 2: River, Ocean, Lake, Stream, Pond, Swimming Pool, puddle, sprinkler, drinking, hose, waterfall, etc. Sentence 3: Student should have a sentence supporting their argument. Sentence 4: Student should name one thing they do in the water.

Solid (Ice)

Melting

Liquid (water)

Evaporation (boiling)

Gas (water vapor)