Level P/38 Liquids and Gases - Amazon S3 · 2012. 12. 21. · After Reading Discuss the Reading •...

B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: Matter• Solids• Measuring Matter• Liquids and Gases

Science

Skills & Strategies

Liquids and GasesLevel P/38

Anchor Comprehension Strategies

• Compare and Contrast• Identify Cause and Effect

Comprehension • Reread

• Usetextfeaturestolocateinformation

Vocabulary/Word Study Strategy • Useantonymstodetermineword

meaning

Science Big Idea • Allobjectsandsubstancesintheworld

aremadeofmatter.Matterhastwofundamentalproperties:mattertakesupspaceandmatterhasmass.

TeACher’S Guide

Synthesize Information • Administer Ongoing Comprehension Assessment

• Complete KWHL Chart

D a y

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide on page 13 as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-5215-12

Pages 4–6: Model Strategies: Introduction—Chapter 1• Monitor-Reading Strategy: Reread

• Comprehension Strategy: Identify Cause and Effect

• Use Antonyms to Determine Word Meaning Focus

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Reread


• Use Text Features to Locate Information: Sidebars

Pages 9–10: Apply Strategies: Chapter 3—Conclusion• Monitor-Reading Strategy: Reread


• Use Antonyms to Determine Word Meaning Focus

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Tell students they are going to read about two kinds of

matter: liquids and gases. Ask them if they know the difference between a liquid and a gas.

• Display a KWHL chart as shown.

Ask: What do you already know about liquids and gases?

Brainstorm with students, and write their ideas in the first column of the chart.

• Ask: What do you want to know about liquids and gases? How are you going to learn what you want to know?

Write students’ ideas in the second and third columns of the chart.

• Explain to students that some of the information in the book may be a review. Other information will help them find out what they would like to know.

• Save the chart for students to complete after they read the book.

Introduce the Book • Give students a copy of the book. Have them turn to the

table of contents.

• Ask: How many chapters does this book have? (3)

What is the title of Chapter 1? (Liquids)

To which chapter would you turn to find out how matter changes? (Chapter 3)

• Ask students to turn to page 24 and skim the index. Assign one topic to each student. Suggest that students watch for that topic as they read the book.

• To introduce content vocabulary and text/graphic features found in this book, use the book’s inside front cover.

Informal Assessment Tips

1. Assess students’ ability to preview the table of contents and index.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for

© 2011 Benchmark Education Company, LLC Liquids and Gases 3

Meeting Individual NeedsFor students who struggle with previewing the table of contents and index, model by putting your finger on the title for Chapter 2 and then on the number of the page on which the chapter begins, reading both aloud. Repeat with the entry for air in the index.

Display a carton of orange juice, a glass of water, and a bottle of shampoo. Ask students what these three things have in common. Point out that all three contain liquids—juice, water, shampoo. Tell students that they will read about what liquids have in common in this book.

Write the words matter, solid, liquid, and gas on the board. Tell students that everything is made of matter, and matter comes in these three forms. Ask students to say each word in English and in their native languages.

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Prepare to Readnglish anguage earnersE L L

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K W H L

What I know about liquids and gases

What I want to know about liquids and gases

How I will learn about liquids and gases

What I learned about liquids and gases

Before ReadingMonitor-Reading Strategy: Reread

• Use a real-life example of rereading.

Say: Recently I was reading a magazine article about technology. It was interesting, but it contained some difficult ideas. In the middle of the article, I realized that I was not sure what I had just read. So I skimmed the text from the beginning to the first point that I didn’t understand. That’s where I began to reread. This time I understood the information I was reading.

• Read pages 2–5 aloud while students follow along. Try to anticipate ideas and words that might confuse students. After reading, say: As I think back on what I just read, I realize that I cannot recall the differences between the molecules of solids, liquids, and gases. I will go back and reread that information in the second paragraph on page 4.

Read aloud the second paragraph on page 4 again. Then summarize the main idea: Molecules in solids are very close together, while molecules in liquids are closer together and those in gases are farther apart.

During Reading Set a Purpose for Reading

• Ask students to read pages 6–11 silently to learn about the properties of liquids. Ask them to pay close attention to the photographs, illustrations, and captions. Have students use self-stick notes to note places where they reread. On each self-stick note, they should jot down the reason for rereading. Did they have problems understanding facts, forget facts, or need clarification of a detail?

4 Liquids and Gases © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Reread

What? Good readers constantly ask themselves, “Do I understand what I just read?” If the answer to this question is no, they know the easiest monitor-reading strategy to use is reread. Readers do not need to reread every sentence. Sometimes skimming the text for a particular word or paragraph can rebuild comprehension.

Why? Good readers reread to quickly repair faulty comprehension. Once they have reread, they may use other monitor reading strategies to deepen comprehension.

When? Good readers reread during and after reading.

How? Readers stop every page or two and ask themselves, “What did I just read?” If they can’t answer this question, they can return to the last part of the text where they did understand and skim the text to repair comprehension. They may mark confusing parts of the text or unknown words with self-stick notes so that they can reflect on these parts at a later time.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading

• Say: I had to reread a few times in Chapter 1. For example, I realized I was unsure about how liquids can take on different shapes. I went back and reread page 6. I wrote my reasons for rereading on my self-stick notes.

• Ask: What problems did you have with Chapter 1 that made you go back and reread?

Have students share their experiences.

• Ask students to share the ideas and facts they wrote on notes while reading.

• Have students turn to page 9 and read the checkpoint. Remind them that drawing a picture will help them visualize and thus better understand what they read. Have them share their pictures with a partner.

• For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Identify Cause and Effect

• Say: One way authors explain information is to tell why certain things happen. When you read about the special qualities, or properties that identify solids, liquids, and gases, you are reading about cause-and-effect relationships. As I read this chapter, I pay attention to what happens, and I look for explanations of why these things happen. Identifying the event as the effect and the reason for it as the cause will help me understand the information in the chapter.

• Pass out the graphic organizer “Identify Cause and Effect” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first four rows together. They will complete the last two rows in pairs or independently.


1. Watch students as they reread and write notes on self-stick notes or in their journals.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be rereading unclear parts of text as they read. Document students who are and are not using this monitor-reading


Meeting Individual Needs

For students who struggle with this activity, model the strategy again and remind them that rereading unclear parts of text as they read will help them better understand the material.

Rapid readers can write summaries of parts of the text that they found they had to go back and reread.

original

Introduction–Chapter 1 (continued)


Comprehension Strategy: Identify Cause and Effect (cont.)

• Have students follow along as you model how to find cause-and-effect relationships in Chapter 1. Write the informa-tion on the graphic organizer as you find it.

• Read page 5.Say: Authors may provide clue words such as because, why, or so to help readers recognize cause-and-effect relationships. I see the clue word so in this sentence: “The glass is a solid, so it doesn’t change shape.” This is a cause-and effect relationship. The cause is the glass is a solid, and the effect is the cup doesn’t change shape. I’ll write this cause and effect on the chart.

Fill in the first row of the chart, using the information from the graphic organizer on this page.

Say: I can ask, “What happened?” to check my answer in the Effect column and “Why did it happen?” to check my answer in the Cause column.

• Read page 10. Say: I see the clue word because in the first paragraph. The author explains that water at the top of a glass bulges before it spills over. This effect is caused by water molecules sticking together.

Write this cause and effect in the second row of the chart.

• Tell students they will look for cause-and-effect relationships as they continue reading the book.

Use Antonyms to Determine Word Meaning

• Remind students that two words that have opposite meanings are called antonyms. Have them turn to page 4, and read the second paragraph with them. Point out that the opposite of the word together in the fourth sentence can be found in the next sentence. Ask students to find the antonym. Tell them that the clue word but indicates that apart is the opposite of together.

• Have students turn to page 6 and read the second paragraph.

Say: This paragraph tells how liquids and solids are different. Words with opposite meanings are also different. Which two words in this paragraph have opposite meanings?

Have students identify the antonyms liquid and solid. Point out that this time there is no clue word such as but. However, the context in which the words are presented helps readers recognize that the words liquid and solid are antonyms.

Reader Response

Some liquids are thick, while others are thin. Reread page 6 and think about the difference between water and honey. How might the molecules in these two liquids move differently? Write a response in your journal and share your thoughts with a group member.

A glass is a solid.

The glass doesn’t change shape.

Page Cause Effect

Water molecules stick together.

Water bulges at the top of a glass before spilling over.

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• Remind students that they saw you write a self-stick note about rereading. Point out to them that rereading can help them remember details and pay attention to important information.

• Say: After I read Chapter 2, I recalled many details about the properties of gases. I remembered that molecules in gases are far apart. I remembered that gases are hard to see, taste, and feel. However, I could not remember what the text said about how gases move.

• Have students turn to pages 14–15. Read aloud while they follow along.

Say: I’ll go back and reread until I come to the part I don’t remember very well. I find it on page 15. It says that no strong forces hold gas molecules together. Therefore, the molecules move apart to fill a container. No matter how big the container, a gas will spread out to fill it. I will make notes about these facts on self-stick notes.

• Explain that as students continue reading, they should jot down times they need to reread and briefly explain the reason. Remind them to write on self-stick notes and to put the notes on the pages to which they correspond.

• Tell students that rereading can help them remember important information.

During Reading Set a Purpose for Reading • Ask students to read Chapter 2 to find out about the

properties of gases.

• Tell students that as they read, they should think about how gases are different from liquids.

After Reading Discuss the Reading • Ask students to share times when they needed to reread. Did

they understand the text better after they reread? What still confuses students about the text?

• For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not rereading and making notes about their reasons, it may be because they do not understand the reasons for rereading. Model additional situations in which rereading is a good strategy.

Meeting Individual Needs

For students who struggle with this strategy, model it again. Then have students choose at least two parts of each chapter to reread. Ask them to meet with a partner and discuss the reasons for rereading and the facts they found when they did.

Rapid readers can make a graphic organizer to display the information presented in Chapter 2.

Guide Strategies: Chapter 2

nglish anguage earnersE L L

Chapter 2 (continued)

Reader Response

Reread the information about compressed gas on page 16. You can spray a room with air freshener, but the sweet smell doesn’t last forever. Why not? Where do the gas molecules go? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Identify Cause and Effect

• Review the first two rows of the “Identify Cause and Effect” graphic organizer. Remind students that to identify causes and effects, they can look for clue words such as because, why, and so as well as other clues in the text that point out cause-and-effect relationships.

• Have students find a cause-and-effect relationship in the paragraph on page 12.

Ask: Why are gases hard to see, taste, or feel? (because they have no definite shape)

Where do you write this information? (in the Cause box)

What goes in the Effect box? (Gases are hard to see, taste, or feel.)

• Work with students to find the cause of the following effect on page 15: Gases move farther and farther apart to fill their container. Tell students to look for the clue word So. Write the information on the graphic organizer on this page.

Use Text Features to Locate Information: Sidebars

• Explain to students that authors use sidebars to give additional information that does not appear in the main text. Sidebars are used in many different kinds of publications, from magazines to textbooks.

• Have students turn to page 15 and locate the sidebar. Point out that the sidebar is a box with the title “Careers in Science.”

• Ask students to explain what additional information the author gives in this sidebar.

Ask: What is the sidebar about? How is this information connected to the information in the main text on page 15? (The sidebar tells about working as a volcanologist. It adds information to the main text by showing how people can use knowledge about gases in their careers.)

• Remind students to read the sidebars throughout the text for additional information that is related to the topic of each chapter.

Gases have no definite shape.

Gases are hard to see, taste, or feel.

Page Cause Effect

There are no strong forces to hold gas molecules together.

Gas molecules move farther and farther apart to fill their container.

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Apply Strategies: Chapter 3–Conclusion


• Remind students that they have been writing self-stick notes when they needed to reread.

• Say: Looking back at your self-stick notes and the pages to which they are attached will help you recall some important facts and some times when you were confused. The result will probably be that you will recall the facts in the book better than if you had not taken notes.

• Encourage students to continue thinking and writing about their reading on self-stick notes as they complete the book on their own.

During ReadingSet a Purpose for Reading • Have students read the rest of the book silently to learn about

how matter changes. Remind them to make notes of times they were confused and to explain how rereading helped their confusion.

After ReadingDiscuss the Reading • Have students share times when they were confused and

reread the text. Did rereading help them better understand? What questions do they still have? Answer any questions.

• Ask: What did you find about how matter changes? What did you learn about the effects of temperature on molecules?

• Have students turn to page 19 and read the checkpoint. Remind them that thinking about what they read is a good way to remember details and understand the text. Have them think about their answers to the prompt.

• For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have students remove the self-stick notes from their books and place them in their journals on a page titled “Reread.” Use this page to review rereading throughout the year.

Comprehension Strategy: Identify Cause and Effect• Review the graphic organizer that students have been

completing. Explain that they will look for causes and effects in Chapter 3 in pairs or independently. Have them find causes and effects on pages 19 and 20.

• Ask if students have any questions before they begin. Monitor their work and help them with any difficulty. Discuss students’ responses together.

• For more practice with identifying cause and effect, have students complete the blackline master “Identify Cause and Effect” on page 15.

Use Antonyms to Determine Word Meaning• Tell students that antonyms are words that have opposite

meanings. Have them turn to page 18 and read the first paragraph aloud. Ask them to find a pair of antonyms in this paragraph.

Say: The text says an object’s temperature is how hot or cold the object is. The clue word or appears between the words hot and cold. If I didn’t know that these words had opposite meanings, the clue word or would help me figure out that they are antonyms.

• Have students look for a pair of antonyms in the first paragraph on page 19. Remind them that earlier in the text they identified liquid and solid as antonyms.

Ask: Which words in this paragraph have opposite meanings? Point out that water and ice tell about liquid and solid water

and therefore can be considered antonyms.• For additional practice, have students complete the blackline

master on page 16.

Chapter 3–Conclusion (continued)



1. Watch students as they identify causes and effects. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying cause and effect, review the strategy using the Comprehension Strategy Poster: Identify Cause and Effect.

Reader Response

Look at the chart on page 21. Temperature can change matter, but different solids have different melting points. Why do you think this is? Write a response in your journal and share your thoughts with a group member.

original

1. tall/short 2. high/low 3. large/small 4. alike/different 5. lighter/heavier 6. bad/good 7. compressed/expanded; clue word or 8. slowly/quickly; clue word But

Cause: A flower is left in a cup Effect: It will droop and then without water. die.

Cause: Your muscles need Effect: You feel a cramp. water.

Cause: Your body needs water. Effect: You feel thirsty.

Cause: You are not drinking Effect: You might get a enough water. headache.

The temperature in a freezer is cold.

Water put into a freezer will freeze and turn into ice.

Page Cause Effect

The temperature below Earth’s surface is very hot.

Solid rock melts into a liquid called lava.

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Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #17 on pages 64–65 in

the Comprehension Strategy Assessment Handbook (Grade 3).

Complete KWHL Chart• Refer to the KWHL chart students prepared before reading the

book.

• Remind students that the chart shows the facts they knew before they read the book. It then shows some questions they wanted answered by the text and some ideas about how to locate the answers. Now they must determine what they actually learned by reading the book.

• Encourage students to think about the properties of liquids and gases and to suggest information they learned from the book that complemented or extended what they already knew. As they recall information, work with students to record information in the last column.

• When the chart is complete, have students check to see what questions in the W column were answered by information in the L column. Circle the unanswered questions and write three more questions at the bottom of the chart. Have students choose one question and locate information to answer it. (They can look back at the H column for suggestions about where the information might be found.) Provide class time for students to share their research findings.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #18 on pages 66–67 in the Comprehension Strategy Assessment Handbook (Grade 3).

5. Use ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the graphic organizer activity by discussing just one row of the chart at a time. Ask students to read aloud the information in each column for that row. Help them find the sections of the chapter book that answer each question (if it is answered in the text) and invite them to reread that section aloud. Students can discuss with a partner how they would research questions not answered in the text and report their ideas to the larger group.

Synthesize Information

nglish anguage earnersE L L

original

K W H L

What I know about liquids and gases

What I want to know about liquids and gases

How I will learn about liquids and gases

What I learned about liquids and gases

Write a Personal ResponseInvite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives.

• Describe some of the objects in your classroom. Are these objects solids, liquids, or gases? How can you tell? (text-to-self)

• What parts of this book did you find most challenging? (self-monitor)

• Describe what you felt as you read this book. Explain why you felt that way. (personal response)

• Higher temperatures cause matter to change. How do rising temperatures cause changes in the world? (text-to-world)

• What connections to events you have experienced or seen on TV as you read this book? (make connections)

• What main ideas about matter did you find in this book? (synthesize information)

• Would you recommend this book to a friend? Why or why not? (evaluate)

• Compare this book about liquids and gases to other books you have read on this subject. (text-to-text/compare)

Write to a Text PromptUse the prompt below as a timed-writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, orga-nization, voice, and correct con-ventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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Why is it important to understand the relationships among the three forms of matter? Use information from the book to support your answer.

Look at the picture on page 10. How can water molecules support the weight of an insect? Why can’t a person walk on water like this? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Daniels, Harvey. Literature Circles Portland, Maine: Stenhouse Publishing Co., 1994.

Rules for a Good Discussion:

1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Fountas, I. C. and Pinnell,

G. S. Guiding Readers and Writers.

Portsmouth, N.H.: Heinemann

Publishing Co, 2001).

Ways to Make Connections

Text-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called. . . . It was about . . .

Small-Group Discussion Guide


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Identify Cause and Effect

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Cause Effect


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Identify Cause and EffectDirections: Identify causes and effects in the passage. Complete the graphic organizer with four sets of causes and effects.

Water: Your Body’s Best Liquid

More than two-thirds of your body is made up of water. Water

helps all living things stay healthy. If a flower is left in a cup

without water, it will droop and then die. Water is good for your

skin, your organs, and your muscles. A cramp in a muscle can

mean you need water. Feeling thirsty is a signal from your body.

If you feel thirsty, it means your body needs water. Sometimes a

headache is caused by not drinking enough water. It is a good

idea to drink plenty of water every day.

Cause: Effect:

Cause: Effect:

Cause: Effect:

Cause: Effect:

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Use Antonyms to Determine Word Meaning

Directions: Underline the two antonyms in each sentence. Use a thesaurus to

1. Pour the same amount of liquid into a tall or short container. The liquid takes the shape of the container.

2. Rock melts at the high temperature of 1,300°F. But ice melts at the low temperature of 33°F.

3. Whether a room is large or small, gas molecules will spread out and fill the room.

4. All liquids are alike, but liquids and solids are different.

5. Some gases are lighter than air, but liquids and solids are heavier than air.

6. The bad smell of some gases is a good thing. It keeps people from breathing harmful gases.

Directions: Underline the two antonyms in these sentences. Then explain how you identified the antonyms in each sentence.

7. Gas has the same number of molecules whether it iscompressed or expanded.

____________________________________________________________________________________________________________________

8. The molecules in a solid move very slowly. But the molecules in a gas can move quickly.

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Skills Bank

17©2011 Benchmark Education Company, LLC

Liquids and Gases

Build ComprehensionComparE and Contrast

Explain • Create an overhead transparency of the graphic organizer “Liquids and Gases,” or draw it on the board. Say: Nonfiction books sometimes tell how things are alike and different. We compare by telling how things are alike. We contrast by telling how things are different.

Model • Say: Let’s figure out some ways liquids and gases are alike and different. Ask students to turn to page 4. Say: On page 4, I read that liquids and gases are both matter. This is a way they are alike. Record this information in the Alike column of the graphic organizer. Say: On page 4, I also read that the molecules of a liquid are close together, but the molecules of a gas are far apart. This is a way liquids and gases are different. Record this information in the Different column.

Guide • Say: Let’s find more ways liquids and gases are alike. Read the rest of Chapter 1 and all of Chapter 2. What happens to a gas and a liquid when they are each put into a container? (Allow time for students to read and respond, assisting if needed.) Yes, we read that a gas and a liquid both do not have their own shape but take the shape of the container they are in. We can write this information in the Alike column. What is one difference between a gas and a liquid? (Give time for students to respond.) Yes, gas molecules are not held together by strong forces, so they can spread out to fill up any size container. Molecules of a liquid cannot spread out to fill up any size container, but they can move enough to flow. We can write this in the Different column. Record this information in the graphic organizer.

Apply • Ask students to work with a partner to find other ways gases and liquids are alike and different in their properties. Provide support if it is needed, using the “Guide” process to explore characteristics shared by liquids and gases and characteristics that make each unique. Finally, have volunteers read the completed graphic organizer aloud.

©2011 Benchmark Education Company, LLC

Liquids and GasesCompare and Contrast

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _

Liquids and Gases Alike Different

molecules

movement

Way they are sensed

temperature

Level P/38 Liquids and Gases - Amazon S3 · 2012. 12. 21. · After Reading Discuss the Reading •...

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Transcript of Level P/38 Liquids and Gases - Amazon S3 · 2012. 12. 21. · After Reading Discuss the Reading •...