Grade Two, Exploring Liquids

GLE 2-5 and 2-6

March/April 2018
Unit Rationale

1. Unit Overview – Critical Inquiry Question

General Learning Outcome:
Students will:
2-5 Describe some properties of water and other liquids and recognize the importance of
water to living and nonliving things.
2-6 Describe the interaction of water with different materials, and apply that knowledge
to practical problems of drying, liquid absorption and liquid containment.

Critical Inquiry Question: To what extent are liquids integrated into our everyday
lives?
2. Focusing Questions for Lessons
1. What can our senses tell us about water?
2. What shape does water make?
3. Are all liquids the same?
4. Can water be changed?
5. Is it possible for water to vanish?
6. How fast can a wet surface dry?
7. Can we absorb water with different types of paper?
8. What’s waterproof?
9. Where is the water located in our world?
10. Do we affect water?
3. Specific Learning Expectations for Unit (assessed by culminating task)
Knowledge:
Students Will:
1. Recognize and describe characteristics of liquids
a. Recognize and describe liquid flow
b. Describe the shape of drops
c. Describe the surface of calm water
2. Compare water with one or more other liquids, such as cooking oil, glycerin or
water mixed with liquid detergent. Comparisons may be based on characteristics,
such as color, ease of flow, tendency of drops to form a ball shape (bead), and
interactions with other liquids and interactions with solid materials.
3. Compare the amount of liquid absorbed by different materials; e.g., students
should recognize that some forms of paper are very absorbent but other forms of
paper are not.
4. Evaluate the suitability of different materials for containing liquids. Students
should recognize that materials such as writing paper and unglazed pottery are not
waterproof and would not be suitable as containers; but that wax paper and glazed
pottery are waterproof and, thus, could be used in constructing or lining a liquid
container.
5. Demonstrate an understanding that liquid water can be changed to other states:
a. Recognize that on cooling, liquid water freezes into ice and that on
heating; it melts back into liquid water with properties the same as before.
 Grade Two, Exploring Liquids
GLE 2-5 and 2-6
March/April 2018
b. Recognize that on heating, liquid water may be changed into steam or
water vapor and that this change can be reversed on cooling.
c. Identify examples in which water is changed from one form to another.
6. Predict that the water level in open containers will decrease due to evaporation,
but the water level in closed containers will not decrease.
7. Predict that a wet surface will dry more quickly when exposed to wind or hearing
and apply this understanding to practical situations, such as drying of paints,
clothes and hair.
8. Recognize that water is a component of many materials and of living things.
9. Recognize human responsibilities for maintaining clean supplies of water, and
identify actions that are taken to ensure that water supplies are safe.
Skills:
Students will:
Science Inquiry
Focus
 Ask questions that lead to exploration and investigation
 Identify one or more possible answers to questions asked by themselves and
others. Ideas may take the form of predictions and hypothesis.
Explore and Investigate
 Manipulate materials and make observations that are relevant to questions asked.
 Carry out simple procedures identified by others
 Identify materials used and how they were used
 Use, with guidance, print and other sources of information provided. Sources may
include library, classroom, community, and computer based resources.
Reflect and Interpret
 Describe what was observed, using captioned pictures and oral language
 Describe and explain results; explanations may reflect an early state of concept
development
 Identify applications of what was learned
 Identify new questions that arise from the investigation.
Attitudes:
Students will show growth in acquiring and applying the following traits
 Curiosity
 Confidence in personal ability to explore materials and learn by direct study
 Inventiveness
 Perseverance: staying with an investigation over a sustained period of study
 Appreciation of the value and experience of careful observation
 A willingness to work with other and to consider their ideas
 A sense of responsibility for actions taken
 Respect for living things and environments, and commitment for their care.

4. Assessment (Formative and Summative)

Formative
Exit Slip Questions
Exit Scale
 Grade Two, Exploring Liquids
GLE 2-5 and 2-6
March/April 2018
Track Your Learning: Targets
Track Your Learning: Vocabulary
Exploring Liquids Booklet (Completion)

Summative
Wise Water Use Brochure
Sorting States of Matter Activity
Exploring Liquids Quiz
Exploring Liquids Unit Test

Monday Tuesday Wednesday Thursday Friday

(1 hr.) (1 hr.) (30 (30 (1 hr.)
minutes) minutes)
March Introduction Getting to The Magic Ready Set NO SCHOOL
26th-30th to Water. Know Penny Flow
Water!
Using your Assembly @
Pre five senses 2:20 Assessment-
Assessment- Work
KWL Chart Assessment- Assessment- booklet
Work Work
booklet booklet
April 2nd NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL
– 6th
April 9th- NO SCHOOL Density Full Steam Ice Ice Baby
Final
13th Tower Ahead Meeting to
Assessment- sign papers.
Assessment- Assessment- Work
Work Work booklet Sub- Quiz
booklet booklet
Assessment-
Quiz
April 16th Should I Water Spill Paper Cups ECAP PIP
– 20th stay or Clean up SYMPOSIUM
Should I go
Assessment- Assessment-
Assessment- Work Work
Work booklet booklet
booklet
April Crazy The Great Crazy Wise Water Unit Test
23rd- 27th Colourful Pacific Colourful Brochure
Celery Garbage Celery Assessment-
(Start) Patch (Finish) Assessment- Test
Assessment- Assessment- Wise Water Brochure
Work Work Brochure
 Grade Two, Exploring Liquids
GLE 2-5 and 2-6
March/April 2018
booklet booklet
Assessment-
Work
booklet,
Brochure