In areas that experience below freezing temperatures during winter, the cold is a helpful resource for the study of liquids and solids. What is the chance that you could have a fire or other heat source in the school yard so that you could make observations of the gaseous states of substances, too?
Understanding Matter and Energy: Properties of Liquids and Solids
Curriculum expectations are always based on the Ontario Ministry of
Expectations. Many of the activities will reinforce, rather than teach,
those expectations. As such, no assessment ideas or rubrics are
included. Outside, students and teachers have the opportunity to see, experience
and enjoy the wonders of creation about which they are learning.Overall Expectations (Ontario curriculum expectations):
- assess ways in which the uses of liquids and solids can have an impact on society and the environment;
- investigate the properties of and interactions among liquids and solids;
- demonstrate an understanding of the properties of liquids and solids
Frozen
It is recommended that this activity be done in January or February on days when the temperature is well below freezing. On days like this, you and your students can go outside to investigate liquids and solids, using two plastic bottles of plain water, one not quite full, and one completely full, a bottle of salt water, a bottle of sugary water (or pop), and a bottle of cooking oil, so that you are able to investigate these substances as a liquid
and solid. Have a thermometer handy, and some road salt as well.
In the classroom, observe together the collected item and what state they are in at room temperature: the cooking oil, and the three kinds of water: plain water, water saturated with salt, and water saturated with sugar. Each of them are in a liquid state. Show the students the thermometer and make note together of the temperature.
 |
| Rystheguy CC BY-SA 3.0 via Wikimedia |
Walk your students outside for morning recess a little early, so that together you can bring the bottles of the different liquids to a good spot somewhere outside where the bottles will be left alone, so probably not on the playground. Add the thermometer.
Later in the day, stay outside after lunch recess and be prepared to spend a bit more time outside as you and your class go to investigate the different liquids. Situate students around the bottles in a semicircle so that everyone has a front row view. Ask one student to report what temperature it is outside. Observe together what state each liquid is in now. Use inquiry questions to get the students to speculate about what they're seeing.
Plain water freezes at 32°F, or 0°C. A sugar solution freezes at a lower temperature, and that temperature depends on how much sugar is dissolved into the water. A 1:1 ratio freezes at about 22°F (5°C), but a 2:1 sugar:water ratio freezes at 12.5°F (-11°C). Salt lowers water's freezing temperature even more. Ocean water freezes at 28.5°F (-2°C). Salt water at a 1:10 ratio freezes at 20°F (-6.5°C), and saturated salt water, a ration of about 3:10 freezes at -6°F (-21°C). The temperature at which cooking oil freezes depends on the type. Olive oil freezes at 21°F (-6°C), while sunflower oil freezes at 1°F (-17°C).
Did the full water bottle burst? Explain that water is a happy exception to the rule as the only substance that does not become heavier than its liquid form when
it is solid. While other compounds sink when they become solid (like
sugar or steel), water contracts as it gets cooler, but starts expanding at 40°F and lower, so that it is less dense once it freezes. How is that fact necessary and amazing? If ice sank, ponds, lakes and seas would freeze from the bottom up, and much less aquatic life could survive in those bodies of water. Instead, ice forms on the top of them, not only leaving room for the aquatic life but also acting as insulation, moderating the water's temperature! Be amazed together at that provision!
If there is ice or snow on the ground, give each student a handful of road salt for them to toss onto the ground. Encourage them to crouch down and observe what happens to the snow or ice. You'll probably see some Wonder!
On a sunny day with above-freezing temperatures, you can add the following activity to your study of liquids
and solids. Can you keep a Popsicle frozen in the sun’s radiant
energy? Students test out a variety of insulators to see what type of
material will preserve a Popsicle the best, preventing the
transformation of solar energy to thermal energy. Students work in teams
using aluminum foil, packing peanuts, bubble wrap, paper towels and
newspaper, as well as a variety of other items to construct insulators.
Then, they put their protected Popsicles out in the sun. Along with the
insulated Popsicles, put one uninsulated, unwrapped Popsicle outside as
well. Whose Popsicle can withstand the heat? As soon as the uninsulated
Popsicle melts, check your protected popsicles. Then, record your
findings.*
Prepare for Spring
Understanding Life
Systems: Animals
Overall Expectations:
Coordinate with Kindergarten and Grade 4 to set a date for the Petting Zoo to come (see those classes’ outdoor lesson ideas). On the day that the zoo is set up, discuss the characteristics of the mammals and birds that students see.
Discuss how farmers can raise chickens, for example, so that the chicken gets to be the chicken that they were designed to be, and so that people get the benefit of good chicken and eggs. How about cows, goats and pigs?
- assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live;
- investigate similarities and differences in the characteristics of various animals;
- demonstrate an understanding that animals grow and change and have distinct characteristics.
Coordinate with Kindergarten and Grade 4 to set a date for the Petting Zoo to come (see those classes’ outdoor lesson ideas). On the day that the zoo is set up, discuss the characteristics of the mammals and birds that students see.
Discuss how farmers can raise chickens, for example, so that the chicken gets to be the chicken that they were designed to be, and so that people get the benefit of good chicken and eggs. How about cows, goats and pigs?
*weareteachers.com
Comments