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"How
Much Do I Know about Water?" Lesson Plan
Keywords: transparent,
absorb, universal solvent, solvent, dense, polar, adhesion, cohesive
forces
Prepared by: Connie J. Frazier, Hollidaysburg School District,
Hollidaysburg, PA
Lesson Plan Grade Level: sixth grade
Total Time Required for Lesson: 50 minutes
Setting: science classroom
Topics: the properties of water
Goals for the Lesson
- Students will learn
that water is the universal solvent.
- Students will explore
ways to prove the properties of water.
- Students will study
the chemistry of water.
Materials Needed
- copies of pages 7
and 8 of Incredible Water with the Water Lion for each
student
- overhead of part 1
of Activity 5 on page 9 of Incredible Water with the Water Lion
- wax paper
- about $10.00 of pennies
- small Dixie cups (bathroom
size)
- water
- blank paper
- medicine droppers
- toothpicks
State Standards Addressed:
E & E Standards: Watersheds and Wetlands (4.1.7.C); Science
and Technology Standards: Chemistry (3.2.7.A)
Teaching Model:
Focus, Explore, Reflect, Apply
Doing the Activity
- First, list the keywords
on the board and ask students for definitions. Ask them to use
dictionaries or the glossary of their science books if they need
help. Then have the class brainstorm everything they know about
water. List ideas on the blackboard. Next distribute the handout
and tie the oral parts of the lesson together by reading and discussing
the five properties of water.
- Students then work
with a partner to do part 1 or Activity 5 on page 9. Put the instructions
on an overhead for a few minutes until all are working. Ask one
member of each group to describe how the water drop behaved.
- Finally, review with
students that water has cohesive forces, will adhere to surfaces,
and add that there are also spaces between the molecules. These
spaces can't be seen, but the next activity will prove that they
are there. Working with a partner students are to fill a cup till
they can't get another drop in it. Then they are to guess how
many pennies they can put into the cup before it overflows. After
writing down their guesses the students are to begin adding pennies
to the cup. Keep adding pennies until the cup runs over. Discuss
the results.
Assessment (Evaluation)
- Observe application
of new concepts as students complete activities
- Ask open-ended questions
throughout the lesson.
Conclusion
- Discuss the results
of both activities and assess understanding of the new concepts
presented. How can these concepts be applied to our everyday lives?
(Note: Since I will use this lesson toward the end of my chemistry
unit, there should be a lot of jelling of concepts.)
References
Drohan, Joy R., and Charles
Abdalla (2000). Valuing
Pennsylvania's Water Resources. University Park, Pa.: The
Pennsylvania State University.
Drohan, Joy R., William
E. Sharpe, and Sanford S. Smith (2001). Water
Conservation with the Water Lion: The 4-H water Project Unit 1.
University Park, Pa.: Center for Watershed Stewardship, The
Pennsylvania State University.
Drohan, Joy R., William
E. Sharpe, and Sanford S. Smith (2002). Incredible Water with
the Water Lion: 4-H Water Project Unit 2. University Park, Pa.:
Center for Watershed Stewardship, The Pennsylvania State University.
Swistock, Bryan, and
Sanford S. Smith (2001). From
the Woods: Watersheds. University Park, Pa.: The Pennsylvania
State University.
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