Science

Stage 1: Desired Results

 2–5 Describe some properties of water and other

liquids, and recognize the importance of water to

General Learning Outcome(s)
living and nonliving things.

2. Compare water with one or more other liquids, such as

Specific Learning Outcome(s)
Learning Objective(s)
Essential Question(s):
cooking oil, glycerine or water mixed with liquid detergent.
Comparisons may be based on characteristics, such as colour,
ease of flow, tendency of drops to form a ball shape (bead),
interactions with other liquids and interactions with solid
materials.
Students will learn that different liquids have different viscosities.

 What is viscosity?
 Which liquid do you think will be the fastest?

Stage 2: Assessment Evidence

 Worksheet
Summative  Formative
 Experiment
Assessment Assessment

Stage 3: Learning Experience

 Pan
 Ketchup
 Oil
 Resources to
Tech to Do  Water
Bring  Tape
 Clipboards

Time Content/Description Notes

Instructional Strategy:
 Prep – get liquid race set-up
Venn Diagram,
 Have worksheets ready to go.
compare and contrast
(45%)
Introduction
2:05 pm If a liquid has a high
15 minutes  Wait for students to get into the classroom. viscosity it is thick.
 Review the book Change It – read the liquids section.
  What is a liquid?
 Today we are going to be racing liquids!
 Our science word of the day is Viscosity!
 Viscosity is how thick a liquid is.

Liquid Race Intro

 Show students at the back desk where they will be racing

the liquids.
2:20 pm  However, scientists first must observe the liquids and make
20 minutes predictions.
 Students will each get a sample of ketchup, oil and water at
their desk (one at a time)
 They will do venn diagrams.

Ranking

 Students will rank which liquid they think will be the fastest
2:40 pm
to slowest.
5 minutes
 Write students names or number of students who they
think will be the fastest.

Liquid Race

 I will demonstrate how we will do the race.

 I will demonstrate using a different liquid we aren’t testing
so students can see.
 I will have someone record on the paper for me, and
someone videotape it.
 I will put them into groups of 3 – 4 so we have 5 groups. If there is a group
 Students are going to get to take turns racing liquids.
2:45 pm with 4 they will do
 We are doing three trials to ensure the accuracy of our
20 minutes one of the liquids
experiment.
 Roles: twice.
 Videographer
 Pourer
 Stop watch
 I will have displays up at the front for each group.
 They will rotate through the roles so everyone gets a
chance to try.

Clean-Up
Students will help me clean everything up.
3:05 Students will wash the pan
Clear the liquids away.
Clean-up any messes.
Conclusion
3: 10 pm
10 minutes
 What did we learn?
  Which liquid was the fastest?
 Write a sentence about what we learned as a class.
 Everyone will write it down.
 Water was the fastest liquid.
 Why was it the fastest?

Extension:

If time I will show students how if you heat up a thicker/higher

viscosity liquid it will be quicker.
Clean-Up Home Time

3:20 pm  Students will put their science sheets in their duotang.

xx minutes  Get their agenda out and put their chairs away.
 Practice odd and even numbers or play silent ball

Reflections and Follow Up