Kindergarten Science:
"Phases of Water: Solid, Liquid, and Gas"
![Picture](/uploads/5/9/6/1/59611089/7236860.gif?158)
Virginia Standards of Learning
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which include
a) basic characteristics or properties of objects are identified by direct observation;
b) a question is developed and predictions are made from one or more observations
c) observations are recorded;
d) unusual or unexpected results in an activity are recognized.
K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include:
a) water occurs in different phases;
b) water flows downhill
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which include
a) basic characteristics or properties of objects are identified by direct observation;
b) a question is developed and predictions are made from one or more observations
c) observations are recorded;
d) unusual or unexpected results in an activity are recognized.
K.5 The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include:
a) water occurs in different phases;
b) water flows downhill
![Picture](/uploads/5/9/6/1/59611089/7966307.jpg?329)
This project will begin with students sitting in their assigned seats on the alphabet rug in the front of the classroom. I will be sitting in the front of the classroom and will start a discussion regarding the various phases of water. As a group we will complete a KWL chart (know, want to learn, and what I learned) regarding the 3 phases of water.The chart will be created on a large poster board and be placed on the dry erase board so all students can see what is being written down. When recording information on this chart I will also use symbols to accompany words so students can reinforce the word-symbol connection.
Staring with the "K" section students will share ideas of what they already know regarding the three states of water. Since some children might not have prior background experiences I will provide guided questions to help generate their thinking. Guided questions for the "K" section would include; "Where do you see it?", "What does it do?", "How does it act?", "How does it change?" and "Can it look and feel different in different ways?". After completing this section we will then move to the "W" section and students will generate ideas of "what they would like to learn". As students brainstorm these questions I will record their responses on the chart and use these as guiding points to make sure all their interests are addressed.
After completing the "K" and "W" sections we will then begin our experiment. Students will remain seated on the carpet and I will hand each student a ziploc bag with one ice cube inside. As a group we will observer the characteristics of the ice cube, such as the coldness, size, shape, thickness, color, etc. I will ask other questions such as what ice is made of (water) and the phase water is in when frozen. I will explain that water freezes when the molecules become tightly packed together and do not have room to spread out due to low temperature conditions. It is critical for students to make the connection that low temperatures, specifically 36 degrees Fahrenheit water becomes ice. It is also critical for students to understand that they are able to observe solid state of water in various ways, such as at the ice-skating rink, ice cubes in drinks, Popsicle, snow cones and on the ground in the wintertime. As the students continue to make observations I will draw their attention to what is happening to the ice as it is held in their hands and exposed to room temperature. I will explain to students that because the temperature is above freezing the molecules are beginning to expand which has allowed the lelting ice to spread out in its liquid state. I will ask the students if there are any other examples of liquid water they might have observed outside of the classroom. Responses I predict to hear include; rivers, pools, tap water, water in bathtub, etc. Through this students will recognize the importance of water and how we use liquid water for a variety of day to day activities.
Students will remain seated as I walk over to the doc cam for the next activity. At this point I will place an ice cup in a clear plastic cup and another on top of an electric skillet. I will then explain to the students that I am going to slowly turn on the heat of the skillet and to observe what will happen next. I will then tell the students to count aloud how many seconds it takes for the ice cube to melt. We will then compare and contrast the substance in the cup versus that on the skillet. Students will see that one has melted more quickly than the other. It is crucial for students to understand that the other cube is melting as well, however increased heat rates causes increase melting rates. I will increase the heat and tell students to continue to observe what is happening to the liquid water. Students should notice that the water is beginning to disappear because it is turning into water vapor, which is the third phase of water which is gas. Students have observed this phase on steam coming off the side of the road, steam off of coffee or hot food, fog in the morning, and when they get out of the bathroom.
After this activity is complete I will ask students to return to their desks. I will then pass out an activity sheet. This activity sheet will have 3 columns labeled solid, liquid, and gas. There will be pictures at the bottom of the sheet which students will cut, color, and paste in the appropriate category. This will serve as a reinforcing activity. After the students have completed this activity they will be randomly assigned a form of that phase of water. For example, gas and fog. The student will create a visual using construction paper, makers, and crayons. After they complete their drawings they will write short sentences about that state. These will then be displayed outside the classroom in the hallway.
After the activities have been completed we will return to the KWL chart to complete the "L" section. Students will then share what they learned. We will wrap up this activity by having the students orally share the 3 phases and describe them.
Staring with the "K" section students will share ideas of what they already know regarding the three states of water. Since some children might not have prior background experiences I will provide guided questions to help generate their thinking. Guided questions for the "K" section would include; "Where do you see it?", "What does it do?", "How does it act?", "How does it change?" and "Can it look and feel different in different ways?". After completing this section we will then move to the "W" section and students will generate ideas of "what they would like to learn". As students brainstorm these questions I will record their responses on the chart and use these as guiding points to make sure all their interests are addressed.
After completing the "K" and "W" sections we will then begin our experiment. Students will remain seated on the carpet and I will hand each student a ziploc bag with one ice cube inside. As a group we will observer the characteristics of the ice cube, such as the coldness, size, shape, thickness, color, etc. I will ask other questions such as what ice is made of (water) and the phase water is in when frozen. I will explain that water freezes when the molecules become tightly packed together and do not have room to spread out due to low temperature conditions. It is critical for students to make the connection that low temperatures, specifically 36 degrees Fahrenheit water becomes ice. It is also critical for students to understand that they are able to observe solid state of water in various ways, such as at the ice-skating rink, ice cubes in drinks, Popsicle, snow cones and on the ground in the wintertime. As the students continue to make observations I will draw their attention to what is happening to the ice as it is held in their hands and exposed to room temperature. I will explain to students that because the temperature is above freezing the molecules are beginning to expand which has allowed the lelting ice to spread out in its liquid state. I will ask the students if there are any other examples of liquid water they might have observed outside of the classroom. Responses I predict to hear include; rivers, pools, tap water, water in bathtub, etc. Through this students will recognize the importance of water and how we use liquid water for a variety of day to day activities.
Students will remain seated as I walk over to the doc cam for the next activity. At this point I will place an ice cup in a clear plastic cup and another on top of an electric skillet. I will then explain to the students that I am going to slowly turn on the heat of the skillet and to observe what will happen next. I will then tell the students to count aloud how many seconds it takes for the ice cube to melt. We will then compare and contrast the substance in the cup versus that on the skillet. Students will see that one has melted more quickly than the other. It is crucial for students to understand that the other cube is melting as well, however increased heat rates causes increase melting rates. I will increase the heat and tell students to continue to observe what is happening to the liquid water. Students should notice that the water is beginning to disappear because it is turning into water vapor, which is the third phase of water which is gas. Students have observed this phase on steam coming off the side of the road, steam off of coffee or hot food, fog in the morning, and when they get out of the bathroom.
After this activity is complete I will ask students to return to their desks. I will then pass out an activity sheet. This activity sheet will have 3 columns labeled solid, liquid, and gas. There will be pictures at the bottom of the sheet which students will cut, color, and paste in the appropriate category. This will serve as a reinforcing activity. After the students have completed this activity they will be randomly assigned a form of that phase of water. For example, gas and fog. The student will create a visual using construction paper, makers, and crayons. After they complete their drawings they will write short sentences about that state. These will then be displayed outside the classroom in the hallway.
After the activities have been completed we will return to the KWL chart to complete the "L" section. Students will then share what they learned. We will wrap up this activity by having the students orally share the 3 phases and describe them.