Early Childhood Technology Literacy Grant Lesson Plans

Grade: 2nd

Unit(s): Science Unit-Liquids (Liquid Explorations LHS GEMS unit)

Developed by: Kristin Mathias, Sharon Schoem, Janet Freeman
Edited by: Bonny Chambers

Concepts and Outcomes:

Students will:

• identify liquids as substances that take the shape of their container and "flow".
• read to find information about the liquids.
• categorize liquids into those that are drinkable and those that are non-drinkable.

Materials

Chart paper to record student responses for KWL
Computer
Kid Pix
Electronic Resources such as: Golden Book Encyclopedia, Amazing Dictionary
Print resources
Graphic organizer for recording information

Opening Set:

Begin the lesson by assessing background knowledge of liquids. Start with a KWL chart, and brainstorm things students think they already know about liquids.

Ask the students if they think all liquids are safe to drink. Have them justify their answer with several reasons and give examples of liquids that are safe to drink and those that are not. Discuss. (The amount of discussion needed will depend on the background knowledge of the class)

Lesson Design:

1. Tell the students that they will be working with a partner to find as many liquids as possible with in the KidPix stamps sets and then predict if they think they are drinkable or non-drinkable.
   
2. Model using KidPix to create and complete a T-chart with the headings "Drinkable" and "Non-drinkable"
    
3. Have pairs create and print their T-charts. This can be done by rotating students to the classroom computer(s) during other activities, as a whole group with individual students coming up and adding to the chart, in the media center using research and learning hub computers with students not on the computer work to survey others and create graphs of favorite drinks, most common breakfast drink...., or as a class in the computer lab. (This portion could be done without the computer by creating the T-chart using pencil and paper or by using magazine pictures.)
   
4. Students will work in cooperative groups in the media center to confirm their "T-charts" of drinkable and non-drinkable liquids by exploring a variety of print and non-print resources, including: The Golden Book Encyclopedia, and The Amazing Dictionary.
    
5. In order to be able to justify that their choices are indeed liquids, students will need a graphic organizer which easily states the properties of a liquid, and then decide if each of their choices possesses these properties. A liquid takes the shape of its container. A liquid is something that flows and can be poured.
   1. Sample Graphic Organizer and Recording Sheet:

Synthesis and Conclusion:

Each group should share their charts and their findings with the class.

Have the class look at the charts that each group created and use the information they gathered to create one revised chart of drinkable and non-drinkable liquids for the group.

Evaluation and Assessment:

Display a variety of pictures showing both liquids and solids and have students manipulate the pictures to identify and justify which are liquids. (You could also assess their knowledge by giving each group pictures to manipulate and then check them for accuracy.)

In addition, use the pictures to categorize the liquids into drinkable and non-drinkable categories and discuss the importance of not drinking the non-drinkable liquids.

Home/School Connection:

When grocery shopping with an adult, identify the drinkable and non-drinkable liquids you at the store.

Extensions:

• Students could extend their research to include on-line resources 
• Students could research and write about the components of a specific liquid and its uses.
• Students could write a poem or a song teaching younger students about liquids you can drink and those you SHOULD NOT.
• Students could write a creative story about what happened when they drank a "magic liquid".