Water is Cool, Day One

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SWBAT predict and experiment with water in a variety of ways to understand cohesion and adhesion.

Big Idea

By understanding the force and attraction of water students will be able to understand why water acts the ways it does. These fun experiments are a great way to open a unit on water because they almost seem magical.

Setting up the WOW

10 minutes

To begin I want to demonstrate the coolness of water and how we can learn so much about it that we have never taken the time to notice. To do so I want them to watch an experiment with water and I am going to model how I would like them to work together. Each team will have four to five students in it. When they get their groups they will each have to chose a group role: recorder(team leader), time keeper, materials manager, and quiet captain. When they choose their roles, they need to work hard at the role for the team. Everyone will have the opportunity to lead an experiment so this portion is done taking turns. 

To raise the excitement level, I am going to demonstrate how amazing water is. I place a piece of yarn into a cup and tape to the side. I then attach the other end into another cup the same way. I then fill up one a little over half way. I ask students to turn and talk about what they think will happen when I begin to pour the water out. The consensus is that I am about to make a mess. Instead, the students are shocked to see the water run down the string. This does exactly what I wanted, they are so excited to see what else water can do.

Roles and Data Collection Construction

15 minutes

To begin I show them the paper that they will be using to record their data. A student exclaims, "it blank!" I reply with astonishment, and tell them that I would then first work on creating a data chart similar to the one we used in our Bubblegum experiment. I offer the suggestion to create at least 8 columns 7 columns and 3 rows. I model a rough example on the board. This will be what each team will create first before I can give them their water. 

Students are going to begin by choosing their roles and by working together to create a data chart to record their predictions and what actually happens. The second piece of paper needs to be used to write down observations. They need to have all three parts to turn in. I am letting the teams decide and draw it out. I explain that sometimes we do not have a cool sheet to collect data and we have to create it from scratch. 

As teams work, I walk around and offer suggestions. I also take note on who is completing each job within the group. I record this so that when we come back for day two I have it.

Experiment One

10 minutes

With every group ready to collect data, I ask the materials manager to come and get a bag of pennies (about 2-3 dollars worth), clear plastic cups, and a water bottle. Once every group has their materials ready, I give them the  first direction to fill the water to a just lower than the rim. Then each group needs to predict how many pennies they can place in the cup before the water spills over. I give the groups time to write their predictions onto the chart. 

For the next part, one student will add pennies carefully to the water, and the others will have the job of writing tally marks to count, and recording observations. I explain that to complete the experiment, I need to know the amount of pennies and they need to draw a picture of something amazing they see the water do. 

Helpful Hints

10 minutes

When everyone has completed the experiment, there is a lot f excitement about the bubble that was formed on the top of the cup. They would watch it rise and not spill over for a very long time. To be ready for tomorrows experiments, I ask the class what worked well, what they learned, and any hint they need to keep in mind for tomorrow's experiments. I decided that while we discussed I recorded their thoughts onto the white board. This way we can opens tomorrows lesson with their reminders and hints.