Solids and Liquids
First Grade Physical Science
FOSS Module Overview

Big Ideas
and
Guiding Questions

Big Ideas:

  • There are three states of matter: solid, liquid and gas.
  • Things can be described and grouped according to how they look and how they interact.

Guiding Questions:

  • What are the different states of matter?
  • How can things be grouped?
  • How do things interact?
Skills
  • organize (beginning)
  • compare
  • communicate
  • observe
Vocabulary
  • change
  • crystal
  • dissolve
  • evaporate
  • foam
  • layer
  • liquid
  • opaque
  • property
  • transparent
  • viscous
 
GLEs
1.1.1 Understand simple properties of common natural and manufactured materials and objects.
1.1.5 Understand physical properties of Earth materials (illustrate and tell about the properties of water as solid and liquid)
1.3.3 Know that water can exist in different states: solid and liquid
2.1.1 Understand how to ask a question about objects, organisms and events in the environment.
2.1.2 (1 st Grade) Understand how to conduct simple investigations.
2.1.3 Apply evidence to construct a reasonable explanation using data.
2.1.4 Understand that models represent real objects, events, or processes.
2.1.5 Understand how to record and report investigations, results, and explanations.
2.2.1 Understand that observations and measurement are used by scientists to describe the world
2.2.2 Apply evidence to construct a reasonable explanation using data.
2.2.3 Understand that similar investigations may not produce similar results.
2.2.5 Know that ideas in science change as new scientific evidence arises.
 
Suggested Teaching Schedule
Investigation Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8
1. Solids 2 Sessions 2 Sessions            
2. Liquids     2 Sessions 2-3 Sessions        
3. Bits and Pieces         3 Sessions 1-2 Sessions    
4. Solids and Liquids with Water           3 Sessions 2 Sessions 2 Sessions
 
Additional Notes
Getting Ready to Teach

Overview Folio:
• To get a Big Picture of the module see pages 18 and 19
• Read the Science Background on pages 3-6 to build your understanding

Investigation Folio:
• Read "Background for the Teacher" and "Teaching Children about ..."

Material Folio:
• Be sure to read over the material section and check your kit for items
• Some items are included in the kit that might be listed as supplied by the teacher
• Be sure to check on the material preparation for lessons, read page 6 and 7

Investigations

Investigations: These are the lesson plans and all include the following ...
• Investigation at a glance (page 2-3)
• Background for the teacher (p.4-5)
• Teaching Children About… (p.6-7)
• Investigation Lesson Plans
• Interdisciplinary Extensions

Assessments

A suggested assessment schedule is located on the last page fo the assessment section of the binder

Formative Assessments

Teacher Observation:
Include anecdotal notes and student interviews (see sheet no. 1 in the Assessment Duplication Masters section).

Student Journals:
To assess content understanding (see the Getting Ready section in the Investigations to see what to look for in journal entries).

Student Sheets:
Sheets that students complete during the investigation will provide information on student learning (suggestions on how to score sheets is provided in the Getting Ready section of the Investigations).

Assessment Checklist:
A checklist is included to record information on assessments. The first checklist provides a space to record scores on journal pages ( ü, +, or -) and the second checklist provides a space to record progress throughout the Science module (see page 5 in the Assessment section for best times to score these goals).

Summative Assessments

End of the Module Assessment:
Copies of the Summative Assessment are included in the Assessment Duplication Masters section of the binder. Be sure to read page 7 of the Assessment section for directions on the assessment and acceptable answers.

Portfolios:
Information about portfolio assessment is also available in the assessment section of the binder.

Contact Tracy Dabbs with any questions or concerns.
tdabbs@be.wednet.edu