Use process skills to answer questions instead of reading to learn the answers. Take responsibility and help clean up after the activity. The molecules in cold water are tightly compacted so it appears to be heavier. Warm water molecules expand and therefore seem lighter. Pass out newspapers, individual student predictors, and activity sheet.
Students mark their hypothesis.
Chart all student predictions on a class graph. Give each group a bowl of warm water and a small bottle of colored water. Hold the bottle sideways with your thumb and lower it into the warm water. Use a checklist to make notations and collect observations for proper use of materials, following directions, staying on task, communicating with other members of the group and teacher, working cooperatively with other members of the group, and understanding that cold water is heavier than warm water. Place a copy of the activity sheet in the student's portfolio as a way of showing student's progress.