Unit: Chemistry B – Water Properties
Science 21 Chem B – Water Properties C12
Method:
INDIVIDUAL FORMAT:
1. Have students preview the unit via an examination of a completed unit overview sheet.
2. Tell students that they will have the opportunity to learn about the unique properties of water
that make it well-suited to forming the basis of life on Earth.
3. Have students complete their vocabulary list, reading and questions on their handout ‘The
Word on Water’ (Student Handout). Review the questions with students.
4. If possible, introduce the ‘Water Olympics’ activity by the demonstration on ‘Water
Olympics’ (Teacher Support Material).
5. Have students move through the stations to complete the water activities and answer
questions on their worksheet. Have students submit their worksheet for assessment.
6. If possible, brainstorm with students about what they know about solids, liquids and gases.
Lead them to discuss the difference in density of these three states of matter. Key Q: How
is water different?
7. Facilitate students’ completion of ‘The “Abnormal” Behavior of Water Lab’ (Student
Handout). Have students hand in their lab for grading.
8. Announce a date for the quiz on material learned in this lesson.
GROUP FORMAT:
1. Preview the unit by having students fill in the unit organizer as you go through it with them.
2. Show students a globe or map of the world.
Key Q: What color is approximately 70% of the globe? (Blue for water)
Key Q: If one zooms in on a single cell of an organism on Earth, what % of that cell’s mass
do you think is water? (approx. 70%)
Key Q: Why do you think that water forms the majority of the Earth and the majority of
living things? Why not vinegar or mercury or oil?
3. Tell students that they will have the opportunity to learn about the unique properties of water
that make it well-suited to forming the basis of life on Earth.
4. Have students complete their vocabulary list, reading and questions on their handout ‘The
Word on Water’ (Student Handout).
5. Review the questions with students. Use the demonstrations on ‘The Word on Water’
(Teacher Support Material) to test further their understanding.
6. Introduce the ‘Water Olympics’ activity by the demonstration on ‘Water Olympics’ (Teacher
Support Material).
7. Have students move through the stations to complete the water activities and answer
questions on their worksheet. Have students submit their worksheet for assessment.
8. Brainstorm with students about what they know about solids, liquids and gases. Lead them
to discuss the difference in density of these three states of matter. Key Q: How is the
behavior of water different? Why is the behavior of water essential for life to exist in lakes
and ponds?
9. Facilitate students’ completion of ‘The “Abnormal” Behavior of Water Lab’ (Student
Handout). Have students hand in their lab for grading.
10. Announce a date for the quiz on material learned in this lesson.