Tiffany Pan Stacking Liquids What The students will learn how the weight of the liquid determines

where it falls inside a cup when there are multiple liquids in the same space. They will practice how to make predictions, learn how to use a measuring cup, and record their results by labeling a picture. How I will ask them questions in the beginning to prime their prior knowledge about mixtures that theyve done in science class and at home. This will be a hands-on activity where students will get to make their own cup of stacked liquids. They will draw a picture of their cup and label which liquid goes in which order. They will also write down why they think the liquids fall in that order relative to each other. Why Students have learned about the states of matter in the previous month as well as mixed different solids with water (gravel, salt, glue, baking soda) and vinegar. They have learned about processes such as evaporation, condensation, dissolve. reaction, and change. They havent had a lesson where they have gotten to see the reaction when different liquids are mixed together so this may be the first time they get to experiment with it. When I did my science interview with my child study student, she expressed a lot of interest in the idea of stacking liquids (she was reading a book named Sink and Float and there was a picture of liquids floating on top of each other). I think the rest my students in the small group (shell be in the small group) would also find this fascinating. I believe that students should learn from doing whenever they can (especially in science class where a lot of concepts are quite abstract and hard to visualize; whenever a lesson can be done hands-on and experientially, I want to seize that opportunity). I want my students to enjoy learning science through inquiry and experimentation. Goals/Objectives Students will be able to describe why certain liquids sink to the bottom of the cup by describing the properties of the liquid (they will get a chance to feel each one before they begin to pour it into their cups; they will either describe the liquid as light or heavy looking at in the cup). Students will learn that dissimilar liquids will not mix (i.e. oil and water are have different properties; I will refer to how milk, orange juice, and soda would mix with water because they are all water-based). Standards Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Practices Planning and carrying out investigations, asking questions students will be categorizing the liquids based on their properties and predicting which one will be the heaviest and the

lightest. They will have to make guesses for the liquids that fall in between using what they have observed about the liquids from the plastic sample bottles that will be provided. They will have questions when their predictions are proven to be incorrect or even when they are proven to be correct, they will be prompted to ask questions about other liquids outside of the lesson. Crosscutting Concepts Structure and function- this was the closest category I could identify this lesson content with. Students will identify the different properties of the liquids and see how the weight and the feel of the liquids are what determine whether or not it will be on the bottom or top of the cup. Students will be thinking about these properties and comparing them to each other to see how they can determine the order in which the liquids will float. Core Ideas-PS1 (Physical Science): Matter and its interactions Identifying the properties of different liquids is the focus in this lesson as well as seeing how liquids interact with each other (the assumption is that liquids mix but the experiment will show that they dont necessarily mix). Materials and Preparation -5 plastic cups (5 for the students) -5 plastic bowls (to catch the liquids if there is a spill) -1 plastic bottle with a lid (this will be mine so I can demonstrate what happens when I turn it upside down) -3 measuring cups (2 people will share one) -vegetable oil -water -dark corn syrup -blue dish detergent -rubbing alcohol Classroom Arrangement and management issues I plan to teach the lesson in the teachers lunchroom in the morning before they go to lunch (the room will definitely be empty during that hour) so there will be enough space for the kids to spread out a bit so that their cups will not spill over (Ill give them each a bowl to work over to prevent spills on the table/floor). There is a sink there that kids can use to wash their hands after touching the different liquids. I will have the materials in a bag when we first get into the lunchroom so that the students will not be distracted while I am explaining the instructions of what we will be doing (Ill have the instructions written on a piece of chart paper that will be hung up on the wall so the students may refer back to it). Ill take out one liquid at a time so that they can focus on identifying how quickly it flows (Ill put each of these liquids inside a small clear bottle so they can take turns playing around with it). Then I will teach them how to use a measuring cup and showing them which line they should be pouring to. Plan 1. the hook
Comment [NRB1]: I think I would go with cause and effect the density of each liquid causes it to find the position that it does. Comment [TP2]: Cause and effect- the density of each liquid causes it to find the position in relation to each other. Students will identify the different properties of the liquids and see how the weight and the feel of the liquids are what determine whether or not it will be on the bottom or top of the cup.

Comment [NRB3]: Clear plastic? Comment [TP4]: Ended up using party shooter tubes (they look like test tubes that have foundations so they can stand like cups)- I drew lines to where they would pour each liquid to so they wouldnt need measuring cups Comment [NRB5]: Are you using glass measuring cups? Would you like to borrow a third one? Comment [TP6]: Ended up not using measuring cups since I think itd be too messy and hard for the kids Id have to keep washing the measuring cups because of the different liquids used. I ended up buying some travel size squeeze bottles so they could more easily squeeze the liquids into their test tubes without accidentally spilling the liquids. Comment [TP7]: Decided to not use rubbing alcohol because 4 liquids is easier to manage and compare- rubbing alcohol might be less familiar to them. Cut it out to avoid confusion and for the sake of time.

(pull out a chain of connecting cubes of different colors) Look at this chain of connecting cubes. Is this a solid, gas, or liquid? Do you think its possible to stack different liquids together and make it look like a tower like this connecting cube link? Remember how you guys mixed the vinegar with the baking soda? What happened when you did that? What do you think will happen when you mix different kinds of liquid together? 2. the body of the lesson First, students will be asked to predict what will happen before they pour the different liquids into the cup. They will come up with their own order to put the liquids in. They will try it and see what happens. This is what the cup will look like: http://www.youtube.com/watch?v=hSorsJ-lRYk 3. closure What did you find out about mixing these liquids? What happened when I turned my cup upside down?

Comment [NRB8]: Thats fun. Comment [TP9]: I did not end up relating it to them mixing solids and liquids because of your comment. I did ask them if they have ever seen liquids stack before and the science teacher had actually shown it to them briefly last week so they knew it was possible. Comment [NRB10]: I am a bit worried that you are setting them up to be disappointed when these liquids dont interact like baking soda and vinegar. Comment [NRB11]: I think you should write this out in more steps what you will do first, second, ete. Comment [NRB12]: This should be the biggest section! Comment [NRB13]: When are the kids going to feel equal volumes of the liquids so that they know that the dense ones feel heaviest? Comment [NRB14]: This might be a place where a worksheet would be worthwhile. Have a place where the students can record which liquid they put in first, second, etc. You could make this easy by numbering or lettering the bottles and then putting a key to which is which on the worksheet. You could end with a drawing of the plastic cup that they can fill in with the right colors (making sure you have one of each of the right colors for each child. Comment [NRB15]: I would suggest many more questions here. If they dont put the liquids in in the same order that can be part of the conversation Comment [NRB16]: OK This was not in the write up. Comment [NRB17]: All of this is great and it should be in the lesson, too. Comment [NRB18]: Nice idea

Assessment of the goals/objectives listed above The prediction pictures they draw (before and after) will be used for assessing their prior understanding and predictions of the reaction of multiple liquids being put into the same cup. I will be observing how they talk about their results and describe the different liquid properties (by color, weight, texture, smell; see how they figure out what is more key in determining the order of the liquids inside a cup). Assessing their understanding on the interactions of different liquids inside a cup will give me and idea of what they understand about liquids specifically and whether or not a following lesson on how heat can cause change (ex. Baking a cake) would be appropriate. Anticipating students responses and your possible responses I will explain in the beginning that the same rules apply inside the lunchroom as they do in the classroom. I will tell them that if anyone does not follow instructions and is not doing the experiment properly (spilling things on the floor and table on purpose, just not paying attention to what is going on, not taking turns with the measuring cups as they will have to share in pairs), I will tell the classroom teacher about their behavior. Students may group the dish detergent and syrup in one category and the water and alcohol in another. The vegetable oil would be identified as the in-between liquid. Accommodations I will ask students who are having more trouble to describe each of the liquids in terms of how it feels (theyll get to touch each one) in terms of how thick (gooey) or clear. I will also ask them to hold up the liquids in cups so they can compare which liquid is heavier

and sort them by weight. Then I will ask them to write down what they think would be heaviest and sink to the bottom and the lightest. For the liquids they are unsure of that go in-between, Ill show them my sequence and have them do it in their own cup. They can observe how the liquids are floating on top and make a conclusion based on what they see. I will give them my bottle and ask them to think about why the liquids stay in the same order even when its upside down. I will ask them to write down their hypotheses and discuss with their peers who are finished early as well.

Comment [NRB19]: Again, some of this should have been in the body of the lesson.

Tiffany Pan Stacking Liquids What The students will learn how the weight of the liquid determines where it falls inside a cup when there are multiple liquids in the same space. They will practice how to make predictions, learn how to use a measuring cup, and record their results by labeling a picture. How I will ask them questions in the beginning to prime their prior knowledge about mixtures that theyve done in science class and at home. This will be a hands-on activity where students will get to make their own cup of stacked liquids. They will draw a picture of their cup and label which liquid goes in which order. They will also write down why they think the liquids fall in that order relative to each other. Why Students have learned about the states of matter in the previous month as well as mixed different solids with water (gravel, salt, glue, baking soda) and vinegar. They have learned about processes such as evaporation, condensation, dissolve. reaction, and change. They havent had a lesson where they have gotten to see the reaction when different liquids are mixed together so this may be the first time they get to experiment with it. When I did my science interview with my child study student, she expressed a lot of interest in the idea of stacking liquids (she was reading a book named Sink and Float and there was a picture of liquids floating on top of each other). I think the rest my students in the small group (shell be in the small group) would also find this fascinating. I believe that students should learn from doing whenever they can (especially in science class where a lot of concepts are quite abstract and hard to visualize; whenever a lesson can be done hands-on and experientially, I want to seize that opportunity). I want my students to enjoy learning science through inquiry and experimentation. Goals/Objectives

Students will be able to describe why certain liquids sink to the bottom of the cup by describing the properties of the liquid (they will get a chance to feel each one before they begin to pour it into their cups; they will either describe the liquid as light or heavy looking at in the cup). Students will learn that dissimilar liquids will not mix (i.e. oil and water are have different properties; I will refer to how milk, orange juice, and soda would mix with water because they are all water-based). Standards Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Practices Planning and carrying out investigations, asking questions students will be categorizing the liquids based on their properties and predicting which one will be the heaviest and the lightest. They will have to make guesses for the liquids that fall in between using what they have observed about the liquids from the plastic sample bottles that will be provided. They will have questions when their predictions are proven to be incorrect or even when they are proven to be correct, they will be prompted to ask questions about other liquids outside of the lesson. Crosscutting Concepts Cause and effect- the density of each liquid causes it to find the position in relation to each other. Students will identify the different properties of the liquids and see how the weight and the feel of the liquids are what determine whether or not it will be on the bottom or top of the cup. Students will be thinking about these properties and comparing them to each other to see how they can determine the order in which the liquids will float. Core Ideas-PS1 (Physical Science): Matter and its interactions Identifying the properties of different liquids is the focus in this lesson as well as seeing how liquids interact with each other (the assumption is that liquids mix but the experiment will show that they dont necessarily mix). Materials and Preparation -5 clear plastic test tubes (5 for the students) -5 Tupperware boxes (these will be put under the cups to catch any liquids that may spill out) -1 plastic bottle with a lid (this will be mine so I can demonstrate what happens when I turn it upside down) -5 squirt bottles (the size will be easy to manage for 6-year olds) to hold the different liquids these bottles will be labeled clearly -1 bottle of vegetable oil -1 bottle of water (with added light green food coloring to distinguish from the oil) -1 bottle of dark corn syrup -1 bottle of blue dish detergent Classroom Arrangement and management issues

I plan to teach the lesson in the teachers lunchroom in the morning before they go to lunch (the room will definitely be empty during that hour) so there will be enough space for the kids to spread out a bit so that their cups will not spill over (Ill give them each a bowl to work over to prevent spills on the table/floor). There is a sink there that kids can use to wash their hands after touching the different liquids. I will have the materials in a bag when we first get into the lunchroom so that the students will not be distracted while I am explaining the instructions of what we will be doing (Ill have the instructions written on a piece of chart paper that will be hung up on the wall so the students may refer back to it). Ill take out one liquid at a time so that they can focus on identifying how quickly it flows (Ill put each of these liquids inside a small clear bottle so they can take turns playing around with it). Then I will teach them how to use a measuring cup and showing them which line they should be pouring to. Plan 4.1.the hook (2-4 minutes) (pull out a chain of connecting cubes of different colors) Look at this chain of connecting cubes. Is this a solid, gas, or liquid? Do you think its possible to stack different liquids together and make it look like a tower like this connecting cube link? 5.2.the body of the lesson (25 min) First, I will pass out the data recording sheets and have students write their names down so they wont be confused later on. Then I will ask students to take turns weighing the sample liquids that Ill have poured into 4 plastic cups that are labeled and weighing the cups. They will write down their observations (weight and texture) in the observations section where there will be a table for the 4 liquids. They will be specifically asked to rank which liquid is the heaviest by using a scale of 1-5 in the table. Then I will ask students to predict what will happen before they pour the different liquids into the cup. They will put the liquids in a certain order and write their prediction down. Questions to ask them before and while they are predicting to clarify and guide thinking: Which liquid do you think will sink to the bottom of the cup when all four liquids are in the cup? Which liquid do you think will float to the top? Which liquid do you think will be in the middle? Thirdly, I will ask students to turn to the 2nd page of the recording sheet so they can record the data they gather. Each student will be handed two test tubes; one tube will be used to test their hypothesis and the other will be used to correct their hypothesis if they need to (if they get it the first time, the second one can be used for

experimentation with mixing). They will color in the color key code according to the color of the liquids and color in with crayon to label what they did in their test tubes. This is what the cup will look like in the end (minus the rubbing alcohol; I decided to take it out to avoid confusion and for the sake of time): http://www.youtube.com/watch?v=hSorsJ-lRYk 6.3.closure (5 min) Why did you decide to put in your liquids in this order at first? (Referring to their hypotheses) What happened when you didnt put them in the right weight order? Assessment of the goals/objectives listed above The prediction they make after observing the liquids will be used for assessing their prior understanding as well as their acquired understanding about how the weight of the liquid affects the liquid stacking order. I will be observing how they talk about their results and describe the different liquid properties (by color, weight, texture, smell; see how they figure out what is more key in determining the order of the liquids inside a cup). Assessing their understanding on the interactions of different liquids inside a cup will give me and idea of what they understand about liquids specifically and whether or not a following lesson on how heat can cause change (ex. Baking a cake) would be appropriate. Anticipating students responses and your possible responses I will explain in the beginning that the same rules apply inside the lunchroom as they do in the classroom. I will tell them that if anyone does not follow instructions and is not doing the experiment properly (spilling things on the floor and table on purpose, just not paying attention to what is going on, not taking turns with the measuring cups as they will have to share in pairs), I will tell the classroom teacher about their behavior. Students may group the dish detergent and syrup in one category and the water and the oil in another. Accommodations I will ask students who are having more trouble to describe each of the liquids in terms of how it feels (theyll get to touch each one) in terms of how thick (gooey) or clear. I will also ask them to hold up the liquids in cups so they can compare which liquid is heavier and sort them by weight. Then I will ask them to write down what they think would be heaviest and sink to the bottom and the lightest. For the liquids they are unsure of that go in-between, Ill show them my sequence and have them do it in their own cup. They can observe how the liquids are floating on top and make a conclusion based on what they see.

I will give them my bottle and ask them to think about why the liquids stay in the same order even when its upside down. I will ask them to write down their hypotheses and discuss with their peers who are finished early as well.

Name: ____________________ Stacking Liquids Observations - What do you see? What do you feel? Describe some characteristics of the liquids. Rank the weights of the liquids from 1-4 (1 is the lightest, 4 is the heaviest) Oil Water

Corn Syrup

Dish Detergent

Hypothesis -What do you think the order of the liquids has to be for the liquids to stack up like a connecting cube tower? 1. 2. 3. 4. Results What happened?

1st try

2nd try

Water
Oil

Dish Detergent Corn Syrup

Analysis of lesson (40 minutes) kids did not end up missing recess: Context and Beliefs (Planning) What happened: -kids were wowed by the stacking even though theyve seen it done before in science class (the teacher did itthey saw oil water glue and shampoo) -kids started mixing liquids- seemed very interested in this - came in with more understanding than I thought -objective was stated in the very beginning used connecting cube as model -assessment- wksht, verbal assessment throughout the experiment, wrap-up closure when they were lined up to go to recess asking them one last time which order the liquids came in and why for stacking tips for future: -have more squeeze bottles (when I have more funding since these materials came out of my pocket) I had to refill them in the middle of the lesson -reprimand students for squeezing above the line do not let them mix into the Tupperware box -ask students to help clean up the pencils, paper and crayons -answer questions on the spot as students raise them- couldnt seem to find a good time to do this I would forget and wed move on not even enough time/space to record all the questions just raise it to the class balance this out so I dont keep stopping the kids they got really into putting them in order -it was hard for them to remember to record their data and do the experiment -I was trying to introduce the concept that exerting energy by mixing and turning the bottle upside down might have been lost

what they learned: -how to color in a key code -which one was heavier- they discussed as a group here -recording data using numbers (ranking) and adjectives to describe what the liquids felt like -how to record by color coding -how to pour liquids up to the line of the test tube -how liquids restack themselves even when they put the order in incorrectly by weight reflection: discussion was allowed when they were determining which one was heavier -kids spent a lot of time touching, washing off hands and mixing liquids why are we doing this?- yuji you will see- me -10.5 minutes spent on first page of wksht -I actually made them predict twice (put them into two different sections)- there was some discourse during both of them doesnt matter what the order is its just a prediction heaviest goes to the bottom cuz the glue went to the bottom -should have circulated more to the students closer to the camera didnt really go to phoebe -most excitement came out when I took out the test tubes -they get excited when I tell them that something cool is coming evne when they were upset that they might miss recess its reacting- should have talked her through what did you do phoebe?- I did corn syrup, then dish detergent elva did the same thing- phoebe put oil first, then water