Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Amy Scoville, Anna DeBoer, Emilee Snapp, Julia Dixon

1/22/14

Subject/ Topic/ Theme

Properties of Water

Grade

First

I. Objectives
How does this lesson connect to the unit plan?
As a part of the unit on water, this lesson will give students a foundational understanding of some of the properties of water and
distinguish it from other liquids.
Learners will be able to:
(content & skill objectives)
Student will be able to identify the properties of water: tasteless, odorless, and colorless. (observation)
Using the properties of water, determine whether a liquids is pure water. (classification)
Write, tell or draw ways that people use water (communication)
Compare and contrast objects. (classification)
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses.
S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses.
S.IA.02.13 Communicate and present findings of observations.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Know what water is, what it can be used for, and different places it can be found.
A general understanding of senses (esp. smell, taste, sight).
Basic knowledge of what a liquid is.
Pre-assessment (for learning): -

Open-ended questions.
Formative (for learning): +

Outline assessment
activities
(applicable to this
lesson)

Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and are they ready to
use?

How will your

classroom be set up
for this lesson?
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Students will describe the properties of their liquids

Formative (as learning): +

Students will help create an operational definition of properties of water (odorless, colorless, tasteless).
Summative (of learning): +
Have students work as a group to draw pictures of where they find water or how they use it. As each
student draws and shares their drawing, ask them if it is pure water or not, and how they know in their
journals.
Absolute requirement
1 small clear container per table with a different liquid, specifically one with smell no color or taste, one
with color no taste or smell, one with taste no color or smell:

apple juice

water with food coloring

pure water

orange juice

vinegar

clear flavored drink flavored water, sugar water, clear Gatorade or clear Kool aid, etc.
Towels for clean-up
Science Journal if applicable
Students will be arranged in small groups. Each table will have a clear container with an unknown liquid
for them to identify.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

Find out how much students already know, and get their interest in the lesson by asking some open ended
questions:

What do we use water for?

Where can we find water?

Can water look different take different forms (remind students about solid, liquid and gas Do you
remember the experiment we did last week? What were the three kinds of things in the world?)

What other liquids can you think of?

How do we know the difference between (liquid student names) and water?
Explore:
Give each table a different liquid (apple juice, water with food coloring, water, orange juice, vinegar, clear
flavored drink flavored water, maybe) and water. Specifically one with smell no color or taste, one with
color no taste or smell, one with taste no color or smell. Have students discuss with their group what they
think the liquid is. Tell the class that each group will share with the class what their liquid is and how they
know.
As students interact with their liquid, walk around to each table and ask questions to get them thinking
about how to explore and explain (5 senses especially taste, smell, see) the characteristic of their liquid.
Use some of the questions from concept development to encourage student thinking.
Concept development:
Have each group describe their liquid to the class and how they knew it was or wasnt water
Lead a discussion in which students are encouraged to describe water using their 5 senses. Write each
group's responses on the board. Describe water what color is it? Why is water a different color in
different lakes? What does it taste like? What does water smell like?
Whats the difference between water and the liquid on your table?
Introduce vocabulary PURE water is tasteless, odorless, and colorless
Application:
How do you use water every day?
Have students work as a group to draw pictures of where they find water or how they use it. If applicable,
have students draw in their journals.
As each student draws and shares their drawing, ask them if it is pure water or not, and how they know (ex:
a student draws a picture of them swimming in a pool pools smell like chlorine, student draws a picture
of them brushing their teeth pure water from the tap USUALLY has no smell, taste or color).
If students say their water at home has a taste, smell or color; explore their ideas why that might be.
Extension:
Set up a science center where students can interact with all of the different liquids that were given to each
table. Students can be given a data sheet to track the properties (tasteless, odorless, colorless)
Read Where is Water give each student their own book (Reading A-Z).
Student will read Where is Water allowing them to make connections with the lesson and the
world around them.
Have students write new vocabulary in their journals.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
(Yes, this is important and does need to be completed.) emailed to me the same day that you teach

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