Learning+Experience+3

Materials:
 * water, vegetable oil, corn syrup from Learning Experience 2
 * big charts for recording ideas (one for properties of water, one for properties of oil, one for properties of corn syrup, plus one for properties of other liquids)
 * new liquids (at least one per group): ketchup, milk, laundry detergent, juice, syrup, shampoo, tomato juice, etc., in containers and plastic bags
 * icons for chart paper for 3 senses: [|eyeearhand.doc]

Learning Targets: I can observe liquids and create a definition of liquids. I can explain evidence for my definition.


 * 1) Begin by reviewing the learning target. See how kids think they are doing. Do you have an idea of what liquids are?
 * 2) Break students into groups of 4. Give each group one of the liquids we observed last class (water, corn syrup, or vegetable oil), and a big chart for writing descriptions. Ask them to write descriptions / observations of their liquid with markers on the big sheet. Remind them to use 3 senses (sight, touch, hearing) to describe the liquid, and to think about how it is the same as or different from the other liquids. They can choose one person to write or take turns writing.
 * 3) Give each group a new liquid and have them do the same thing, writing their observations on chart paper.
 * 4) Bring the charts to the rug and have students share properties of their liquids. Have a few adults doing note taking on stickies so we can quickly add a lot of properties to the lists.
 * 5) Tell them we need to try to figure out what liquids are. Which things are true of all the liquids we have looked at? They can do a turn-and-talk as they discuss the charts, after reading them silently. Have each pair use an index card to write what they think liquids are. Have each pair share with another pair. They can add or change what they wrote.
 * 6) Start to highlight or star descriptions that students think apply to all liquids. Work on crafting a specific definition of a liquid. Ask "How are liquids different from solids? From gases? What makes liquids special?" Also ask them to be specific in their definition, and to respond to each other as they share their ideas. (Probable definitions will be that liquids flow or pour and that they take the shape of what ever container you put them in -- try to ask them questions that will push their thinking in this direction.)
 * 7) Revisit the learning target to see where they are now.

NOTE: Characteristic properties of liquids include:
 * color
 * clarity (how see-through they are) -- opaque, transparent, translucent
 * density (how "light" or "heavy" they are, in layman's terms -- it has to do with how tightly the molecules are packed together)
 * cohesion (how much they stick to each other -- so oil has less cohesive force than water because when you put a drop of oil on wax paper, it spreads out, but a drop of water stays pretty round because the molecules of water stick to each other)
 * viscosity (how thick they are -- water is much less viscous than honey)