WATER UNIT LESSON 5 1. ​
Topic and Type​
: Introducing capillary action 2. ​
Content Overview: A 3­day lesson that goes in depth on capillary action, a review activity and game. 3. ​
SOL’s: Science​
6.5. b 4. ​
Instructional Objectives: 1.0​
Students will recall properties of water vocabulary. 4.0 ​
Students will describe properties of different forms of water. 5.0 ​
Students will interpret scenarios regarding properties of water. 5. ​
Assessment Plan: Objectives (UKD’s) Assessments: Formative and Summative 1.0​
Students will recall water cycle and properties vocabulary. Formative: ​
Oral questioning Summative: ​
Performance assessment 4.0 ​
Students will describe properties of different forms of water. Formative: ​
Oral questioning Summative: ​
Test 5.0 ​
Students will interpret scenarios regarding properties of water. Formative: ​
Ticket Out #4 Summative: ​
Test 6. ​
Materials: Capillary action flipchart Half sheets of paper​
. This is for the ​
demo​
write­up ­2 cups, water, and paper towels Group materials​
.​
The three groups students will be split up into to review. ­​
4 Frayer diagrams, 29 card items​
­ focus on vocabulary ­12 scenario cards​
­ focus on application of solute/solvent and adhesion/cohesion Marker dot lab​
. Students will explore capillary action by watching a marker dot separate ­water soluble markers, paper towels cut into strips, rulers Paper towel lab​
. Students test how the type of paper towel affects capillary action speeds ­4 paper towel brands, water, timer Ticket Out​
#4​
. Topic: Identifying properties of water given a scenario Study guide/key​
. Guiding questions for students to focus on for the test Kahoot app Student devices/laptops Post assessment​
. Summative assessment for properties of water 7. ​
Warm­up: Day 1: ​
Introduce demo activity Day 2: ​
Group review Day 3:​
Kahoot game 8. ​
Closure: Day 1: ​
Ticket out #4 Day 2: ​
Discuss lab Day 3: ​
Test 9. ​
Lesson Body and Sequence: Time (3 days) Teacher Action Student Action Before lesson Before class, set up the two group activities: 1) Frayer Model­Capillary action, surface tension, solute, solvent 2) Adhesion/Cohesion and Solute/Solvent Scenarios N/A DAY 1 10 minutes Instruct students to take out a half sheet of paper (tell students to share one and split it in half) and write their first and last name and the block in the top right hand corner of the paper. Instruct them to write out “Question: What will happen if a paper towel is rolled tightly into a tube and each end was placed in two cups of water? Hypothesis:” (on the board) Carry out the demo. Tell students to fill in their own hypothesis. Let students share their hypotheses with another student and share with the class. Instruct students to put the half Students return to their assigned seats. Students watch the demo and write down the parts of the experiment shown on the board. sheet in their binder for later. Put away the demo where students can’t see it during class. 25 minutes Introduce the marker dot activity. Demonstrate what students are to do, but do not actually dip the paper into the water. Check for understanding by asking recap questions such as “What’s the first thing you do? Where do we draw on the paper?” Hand out the guiding questions and materials. Walk around and monitor students. Ask students to put away materials and think about the questions in their table groups. Students will watch and listen to the explanation. Students will respond to checks for understanding and begin the activity when materials are received. Students will put away materials and talk in their tables about the questions. 10­15 minutes Review the questions as a class. Ask 5 students to be volunteers to act out capillary action using a tunnel. Ask the rest of the class to instruct the 5 students on what they should be doing. Ask students “Where do you see adhesion and cohesion?” Students will discuss the answers to the questions. 5 students will come up and act out capillary action by doing what the class instructs them to do. 10 minutes Tell students to take out the half sheet of paper. Instruct students to write “Conclusion: [insert answer here]”. Take out the demo and ask, “What happened?” and instruct students to fill in their conclusion. Ask students to write down the following two questions and answer them on their own: “What property of water is being demonstrated in the demo above? How did this demo show cohesion and adhesion? Students will write down what is on the board and make observations about what happened in the demo and write it down. They will share their responses with each other and with the class. Students will write down the two questions and answer them on their own. Students will turn it in before the end of class. Certain students will receive a study guide for the test they can work on at home. 10 minutes Instruct students to finish the Students will fill out the vocabulary chart (capillary action vocabulary chart in pairs and section) in pairs. Go over it as a class. share their responses with the class. 10 minutes Collect the half sheet of paper and hand out Ticket out #4. Students will turn in their half sheet of paper and fill out Ticket out #4. DAY 2 30 minutes Divide the class up into 2 groups. Explain that each group’s activities seem very different, but it’s just extra practice to help students understand properties of water. Go to each group and explain the activity. 1) There are 4 blank frayer models and 29 cards. Place the cards into the appropriate box for each frayer model. Do one model at a time. Some cards can be used for multiple frayer models. Check your answer with the key. 2) Students flip over and mix up the 12 cards. Each student has a whiteboard. One student picks the card up and asks the other students to identify either the cohesion/adhesion part or the solute/solvent part of the situation. If students get it right, they get a point. Answers are on the card The student with the most points after the 12 cards win. Have students take turns picking up the card and being the reader. Students will listen to instructions and work together in their own groups to do the activity. 35 minutes Paper towel lab Instruct students to apply what they know by doing an experiment with paper towels to see the affect it has on capillary action. Hand out the paper towel lab. Show students what to do in the lab. Check for understanding by asking: “How are we timing the paper towels? When do we stop the timer?” Pass out materials and let students begin. Walk around monitoring students. Instruct students to put away the materials. Students will apply their knowledge by conducting an experiment with paper towels and seeing things that affect the speed of capillary action. Students will work in their table groups to carry out the experiment. Students will put away their materials. 10 mins Review results of the lab as a class. Students will share their Make sure the class identifies the IV, results and recap the parts of DV, and constants. Ask the class the experiment. where capillary action, cohesion and adhesion happened in the experiment. DAY 3 15 minutes Kahoot review game. Type ‘SRMS’ on the kahoot website under public kahoots search bar. Pick the first “Properties of water” game. Start the game. Instruct students to go onto www.kahoot.it to type in the game pin on their devices. Play the game. Students will use their own devices and log onto kahoot. Students will play the game as a class and respond to questions on the promethean board. 5 minutes Answer last minute questions. Students will ask their last minute questions. 20­30 minutes Hand out the summative assessment. Instruct students to read, turn in their performance assessment, or continue to work on it. Students will complete the summative assessment and pick one of the three activities that applies to them. 10. ​
Diversity Plan: Student Characteristic Method/Strategy/Activity ELL Break down words to help understanding of words. Use pictures that have a close association with the word to help them remember. ADD/ADHD Students are constantly moving around and have several opportunities to talk to their classmates Anxiety Student is working with students he is familiar and comfortable with. Student is only called on when he raises his hand. Student gets to talk to another student before answering a question. Student will receive a study guide as stated in their accommodations.