Mixing Solids and Liquids

The lesson began today with a lot of preparation and materials.  We had everything ready to go and spent every single second of our 15 minutes beforehand laying out trays with water, solids, hand lenses, etc.  We posted steps, questions, instructions, word wall, and the Changes in Property Chart that we had done prior to the lesson.   I can really see how important it is to be prepared because that would have really put a wrinkle in the lesson plan if we were consumed with materials management this week.  Thankfully, I have a great partner who shares in the responsibility of being prepared every Monday. 

We wanted to make sure that we focused on the science question of the week like we had done last week because this really provided a great introduction and summary for our students.  The question for this week was "Do the solids behave the same when they are mixed with water?"  We reviewed the process skill from last week and this week they were introduced to another skill known as the Reliable Recorder.  We discussed how observation helps to develop other process skills and that science starts with observation.  Recording was defined as what scientists use to organize their ideas and observations and the students were asked to step into this role and record their findings today.  We then hung up the 2 posters of these process skill people on the board for the class to see.

We also decided that it would be very important to address a misconception that we felt students may believe regarding the mixing and solution of salt and water.  After the students mixed this solid in the water we wanted to be sure that they were aware that even though the salt seemed to disappear it was still a part of the solution.  Becky really explained this well when she made a real life connection to lemonade and asked the class if we drank this solution would we get a mouthful of sugar, lemon, and water separately...no, of course not.  We also discussed this misconception toward the end of the lesson in a group circle and ensure they grasped the concept of the solution. 

Becky also taught the class the sign language for dissolve and they were very receptive to this.  I even saw one student use the sign again at the end of the class on his own.  We added the words dissolve and solution to our Science word wall along with definitions and pictures to expand vocabulary related to this unit on changes.

We designated students to pick up their materials and Becky and I disseminated the cups of water because we thought there would be less chance of spillage if we took care of the water portion.    The students shared their observations regarding the solids, liquid and what happened to the mixutre after they stirred the different solids and water.  We then gathered on the rug and discussed what happened to each solid, how the water changed, how well did the water and solid mix.  Becky cleaned up the materials while the students were on the rug with the help of the teacher.  We recorded the responses on the poster board and then Becky wrapped up the lesson with answering the science question "Did all the solids behave the same when they were mixed with water?" 

They are such smart cookies...they answered "no".    Becky also gave them a lead into next week's lesson telling them we would be separating these mixtures.  How fun!