FOSS module modified

Unit overview: Modified FOSS Solids and Liquids Module for Kindergarten/First Grade.

Washington State EALRs/GLEs

K-1 PS2A: Liquids take the shape of the part of the container they occupy.

K-1 PS2B: Solids retain their shape regardless of the container they are in.

K-1 INQA Scientific investigations involve asking and trying to answer a question about the natural world by making and recording observations.

Big Questions: What is a solid? What is a liquid? How do you know? What other states of matter are there? How do you know what they are? What is the relationship between the three states of matter (solid, liquid, gas) that humans deal with every day?

SWBAT: correctly identify the state of matter of a given object, show how liquid will look if poured into a container, show how solids will look if dumped into a container. Students will be able to describe the progression from solid to liquid to gas and back again either verbally, through pictures, or through demonstration with actual objects.

Each day's lesson will take 30-45 minutes.

Students will have “stations buddies” and “group buddies.” These will be people they go to stations with, and people they collaborate with.

DAY ONE

Preassessment

Time: 30 minutes

Objective: These preassessments will determine whether students know the difference between solids, liquids and gases already, and if students understand how liquids and solids behave when poured into a container.

Materials needed: Matter Identification Preassessment, FOSS worksheets: “Liquids in Containers” (#6) and corresponding containers for teacher only. ALSO use white-out on one sheet and make a new master “Solids in Containers” for same preassessment. Each student gets one copy of each worksheet.

Students need crayons or colored pencils.

Teacher needs a document camera so students can see, OR, this test needs to be given at stations with three different adults administering each preassessment. (Solids in Containers, Liquids in Containers, and Matter Identification preassessment)

FIRST give the matter identification preassessment. Following this, do some kind of movement activity to get students' wiggles out, move to “Liquids in Containers.”

Using the small vial, fill full of colored water so students can see. Ask students to draw on their “Liquids in Containers” worksheet what it would look like if the liquid were to be poured into each container, as asking, hold up the container in question and mime pouring liquid into the container. After students have drawn in each container picture, do a movement activity or song, move to “Solids in Containers.”

Using the same small vial, fill full of pebbles or beans so students can see. Ask students to draw on their “Solids in Containers” worksheet what it would look like if the beans/pebbles were dumped into each container, as asking, hold up the container in question and mime dumping the objects into each container.

IF there are paraeducators or adult volunteers in the classroom, these assessments may be given to students in three rotating groups.

	Beginning	Approaching	Meeting	Exceeding
Matter identification preassessment	Has attempted to write names or glue pictures to worksheet, fewer than two pictures/words in the right place.	Has attempted to write names or glue pictures to worksheet, fewer than half of the pictures/words in the right place.	Has attempted to write names or glue pictures to worksheet, fewer than three quarters of the pictures/ words in the right place.	Has written names or glued pictures of ALL objects in the correct categories.
Liquids in Containers preassessment	Has attempted, but no containers show a level of liquid that is close to what would happen if the vial were poured.	One container shows a level of liquid that is close to what would happen if the vial were poured.	Two containers show a level of liquid that is close to what would happen if the vial were poured.	Three or more containers show a level of liquid that is close to what would happen if the vial were poured.
Solids in Containers preassessment	Has attempted, but no containers show a picture of solids that is close to what would happen if the vial were dumped.	One container shows a picture of solids that is close to what would happen if the vial were dumped.	Two containers show a picture of solids that is close to what would happen if the vial were dumped.	Three or more containers show a picture of solids that is close to what would happen if the vial were dumped.

DAY TWO

Exploring Solids

Time: 30 minutes

Objective: students will explore a number of different kinds of solids to come to a group consensus of what properties all solids have, and to come to a definition of the term “solid.”

Materials: There will be 5 or 6 stations depending on how many students there are. This should be set up in such a way that, next week, students can be placed in groups based on who went to what station; each station will be represented in each group.

Station one will have rocks and sand of different sizes.

Station two will have beans of different type in different containers.

Station three will have ice.

Station four will have pieces of plastic.

Station five will have pieces of cloth.

Station six will have pieces of metal.

(If one or more of these is/are unnecessary, leave out stations two or five.)

FOSS worksheets: “Properties of Solid Objects” with corrections made (will need a new master sheet.)

Each group will need a chart that looks like this worksheet, and the class will need an anchor chart that looks like the group charts.

1. Students will brainstorm a number of adjectives that could describe solid objects. Using the FOSS words as a base (flexible, rigid, smooth, rough, soft, hard, flat, pointed...) begin to build up a word wall that students may refer to during the lesson.
2. Students will choose a station to go to. No more than 5 or 6 children may be at a station at one time. They will be working with the question “How can you prove that the material at your table is solid?” Students will take data in the form of drawings and short descriptive words, students will also record observations on “properties of solid objects” sheet. (Teacher will circulate and help with writing if needed.) [these individual data sheets will be individual formative assessments]
3. Students are asked to stop, and will be grouped into their final project groups. Students will be told these will be their final project groups. Students will be asked to report about what was at their table, and describe the item(s) not just by name but by color, texture, how it feels in the hand, etc. Students will discuss in their groups what is the SAME and what is DIFFERENT about each thing. Teacher will circulate and help students build up a whole-group chart that looks similar to the “properties of solids” sheet so students can compare and contrast.
4. Since we are trying to decide what “solid” really means, and how we can tell if something is solid, students in their groups will try to come up with a definition of “solid” based on what each group member observed; definitions must use characteristics of each material at each station. Teacher will help write this down.
5. Class reconvenes in circle, students share out what they found during their investigations. Teacher writes on an anchor chart that looks like the “properties of solids” sheet and student groups' charts. Class comes to a classroom definition of “solid,” this is written on the word wall.
6. Students go back to their tables and complete rubric assessment of self and group members.

DAY THREE

Exploring Liquids

Time: 30 minutes

Objective: students will explore a number of different kinds of liquids to come to a group consensus of what properties all solids have, and to come to a definition of the term “liquid.”

Materials: There will be 5 or 6 stations depending on how many students there are. This should be set up in such a way that, next week, students can be placed in groups based on who went to what station; each station will be represented in each group.

Station one will have containers with water.

Station two will have containers with juice.

Station three will have containers with liquid soap.

Station four will have containers with oil.

Station five will have containers with milk.

Station six will have containers with corn syrup.

(If one or more of these is/are unnecessary, leave out stations five or six.)

FOSS worksheets: “Properties of Liquid Objects” with corrections made (will need new master sheet.)

Each group will need a chart that looks like this worksheet, and the class will need an anchor chart that looks like the group charts.

1. Students will brainstorm a number of adjectives that could describe liquid objects. Using the FOSS words as a base (bubbly, viscous, foamy, translucent, colored (what color? – list possibilities), transparent...) add to the existing word wall so that students students may continue to refer to it during the lesson.
2. Students will choose a station to go to. No more than 5 or 6 children may be at a station at one time. They will be working with the question “How can you prove that the material at your table is liquid?” Students will take data in the form of drawings and short descriptive words, students will also record observations on “properties of solid objects” sheet. (Teacher will circulate and help with writing if needed.) [these individual data sheets will be individual formative assessments]
3. Students are asked to stop, and will be grouped into their final project groups. (Same groups as yesterday). Students will be asked to report about what was at their table, and describe the item(s) not just by name but by color, texture, how it feels in the hand, etc. Students will discuss in their groups what is the SAME and what is DIFFERENT about each thing. Teacher will circulate and help students build up a whole-group chart that looks similar to the “properties of liquids” sheet so students can compare and contrast.
4. Since we are trying to decide what “liquid” really means, and how we can tell if something is solid, students in their groups will try to come up with a definition of “liquid” based on what each group member observed; definitions must use characteristics of each material at each station. Teacher will help write this down.
5. Class reconvenes in circle, students share out what they found during their investigations. Teacher writes on an anchor chart that looks like the “properties of liquids” sheet and student groups' charts. Class comes to a classroom definition of “liquid,” this is written on the word wall.
6. Students go back to their tables and complete rubric assessment of self and group members.

DAY FOUR

Get it Hot, Get it Cold. (solid to liquid to gas and back again)

Time: three, 5-10 minute long observations throughout the day, one 10-15 minute demonstration/debrief

Objective: students will come to understand that matter can change without changing the material.

Materials needed: Ice, containers, tea kettle and hotplate (TEACHER ONLY), metal lid with long handle and catchment bowl (demonstrating gas to liquid, also teacher only). Students will each have a container with ice, this lesson will be split across a couple of class periods of one day, about 10 minutes each check. Students will have either a folded sheet or 3-4 pieces of paper to record drawn observations. If students find it difficult to draw the cup, a worksheet with a “cup blank” can be provided. Continue use of solid liquid anchor chart. Students moving the cup back and forth will be chosen by corner of room, each corner should have a chance to handle the cup.

1. First thing in the morning set up students in groups based on location in the room (students will not necessarily be working together for this portion, but they must share materials). Each group of students will be given a cup with ice in it. Students will be asked to share out some observations they have about the ice, if any of these are new words they will be added to the word wall. (Possibilities: cold, hard, slippery...) One person from the group will be asked to move the cup to a different location in the room (if the current location will be a distraction); cups will be numbered by group.
2. Following some other course work, students will be asked to retrieve the cup for their group. Choose a point that the ice is partially melted. Ask students to draw a picture of the cup and its contents (or use worksheet with cup picture) as it now appears. Allow students to talk about why that is, have some share out. Write ideas on the anchor chart. Ask one student from each group to put the cups back, ask students to predict what the cups will look like next time they are checked.
3. Final cup check can take place before the rest of the science lesson. Ask a student from each group to retrieve the cup for their group, ask students to draw the cup/contents as it now appears. Ask students to think about whether their prediction came true, and if so, why. For the next part of the lesson, ask students to pour the contents of their cups into the hot water kettle. Teacher will then place the kettle on the hotplate and engage students in a discussion about what they think is going to happen to the water next. Teacher facilitates student discussion about their observations of the ice to water, and ideas about why that happens.
4. When the water boils, ask students to observe what is happening (it may be best to try to find a kettle that does not whistle, as the sound may be confusing or distracting). Allow the water to boil for a while, ask students to draw what they see happening to their water that used to be ice. Ask students if they know the name for the water gas, explain that there are special words for water when it is in different states of matter, so just like there is ICE, there is also STEAM. (word wall).
5. When students have drawn the steam, ask students if they think steam can turn back into water. Probe for why/why not, possibly have them discuss in small groups/partners briefly. (Looking for answers that have to do with water being able to change to ice.) Demonstrate steam hitting a lid and the water dripping down into a bowl below. Ask students to think about what we would have to do to make that liquid water into a solid again. The classroom is probably steamy now, so call attention to the CONDENSATION and add to the word wall.
6. Before the end of the day, after the water in the kettle has cooled (add more if necessary), allow students to come and pour some water into their group's cup. Tell students that the cups will be placed in the freezer overnight. Ask students to draw a prediction picture of what the cups will look like in the morning. (Gather formative assessment data.)

7. Students go back to their tables and complete rubric assessment of self and group members.

DAY FIVE

Other solids that we know that can be liquids. (Melting and freezing)

Time: 30 minutes

Objective: students will further explore heat energy state changes.

Materials: stations with butter, oils, maybe chocolate? a hotplate that is teacher monitored, soap, syrup, a number of materials for students to freeze. Try to bring in a small freezer that students can access on their own. Lidded containers. (EXTENSION: salt and sugar, but this will also be done the next day.)

1. First, hand back students' drawings of what they predicted about freezing the water, then bring out the frozen cups from yesterday. Ask students to look at their drawings and to look at the cups and to talk with a partner about whether their prediction was true, why or why not.
2. Excuse students by card/popsicle stick drawing to go to stations, explain to students that the first person called from station buddy groups will get to choose the station this time, and that each person called should join their station buddies.
3. Students will manipulate a solid or a liquid and decide in their station groups what they should do to make that solid a liquid or make the liquid a solid. Students will be asked to keep notes either as pictures or written notes about what they plan to do to change the state of matter of their material. Groups will be aided to complete their plans. If the plan is to put the object in the freezer, help students label containers and ask them to draw a prediction about what will happen to their material. Make sure containers are not too full. If the plan is to heat the object, help groups heat their material until it is liquid; in most cases (butter, chocolate, beeswax, etc.) the material will return to solid before the end of the day, call children's attention to this. Students should not manipulate material after it has been heated, so they do not get burned. Ask students to draw what happened when their material was heated.
4. Brainstorm with students in circle what OTHER ways besides heating and cooling there might be to create a change of state of matter. Add to anchor chart.

8. Students go back to their tables and complete rubric assessment of self and group members.

DAY SIX

Pouring and Dumping

Time: 30 minute, 15 minute debrief.

Objective: Students will come to understand that one of the properties of a liquid is that it takes the shape of a container that holds it while one of the properties of a solid is that it retains its shape.

Materials needed: differently shaped containers, one vial per student, water with food coloring in it, pebbles, beans and sand, funnels. Some stations will have dry solids, some will have colored water. Clipboards, colored pencils/crayons, and paper.

1. Students will be conducting their own experiments today. Before beginning we will begin a new KWL chart about pouring liquids and dumping solids and what kinds of things we as a class want to look for. (Teacher may need to add: How does dumping change the shape of solids? How does pouring change the shape of liquids? If a container is full of one thing, does that mean another container will be full if we pour between them? Etc.) Each student will have a vial, access to something to dry it with, and access to stations with many differently sized and shaped containers. Each student will also have a clipboard with paper, colored pencils or crayons.
2. Students will be encouraged to visit both wet and dry stations, drying vials in between.
3. [Extension activities: extra station with “liquid level in a bottle” worksheets and bottles to experiment with that are about half full of viscous liquid.]
4. After students have had a chance to explore the materials, they will be called in to circle again to report out things they found interesting, share drawings they like the best, etc. KWL chart will be added to, student findings will be discussed. Teacher will reinforce with modeling, showing liquid pouring from vial to container, asking students to predict what it will look like before actually pouring. Same will be done with solids, talking about how they might fill the container, but that they stay the same shape. See if students can make the leap between a solid needing to become a liquid before it will completely take the shape of the inside of the container. Ask students to think about what kind of shape their ice was after it had been poured into the cups and frozen. See if students will think of what would happen if the ice were to be crushed, may need to ask some leading questions.

DAY SEVEN

Dissolving

Time: 30 minutes, 10-15 minute debrief

Objective: students will understand that solids may dissolve into liquids and take on the properties of a liquid when they do so. Students will begin to think about what happens when liquid evaporates from around other molecules.

Materials needed: sugar, salt, water, lidded containers and open containers, student clipboards, pencil and paper, measuring cups and spoons, stirring sticks, container for clean water at each table.

1. Start with students sitting in “circle”. Remind students of the different ways that they brainstormed solids becoming liquid. Show students containers of sugar and salt, let them guess what it is, have them name it as solid or liquid. Second guess: Are you sure it's solid? It pours into the container and fills it up. Are you sure it's liquid? (Students who worked with sand may have some good things to say about this.) Allow students to argue until they are convinced they are in fact solid, then ask how they think we could make these solids into liquids.
2. Without confirming anything, send students to the stations with the instruction “draw pictures of every step you use to make these solids into liquid.” Model a for instance, such as pouring sugar into a container without anything and shaking it, say “that didn't change the state of matter, but I will document what I did anyway,” and draw a picture of it.
3. Allow students to experiment for 5-10 minutes, ask for a quick show of hands of students who think they have turned their solid into liquid. Conduct a quick check to see who has “got it.” If the whole class “has it,” bring back to circle, if not, give another few minutes.
4. Ask students to talk to their neighbor (in circle) about ways they think that their liquid could turn back into a solid. Once there have been some brainstormed ideas, ask for volunteers to share out. If feasible, try a couple of suggestions as overnight experiments (some may suggest to pour onto a towel to dry, some may know about evaporation...evaporation is what is being aimed for, so make sure there is at least one container that is set up to evaporate.) At this point, “solution” “evaporation” and other words should be added to the word wall.

DAY EIGHT

Computer research for groups

Time: 20 minutes in the computer lab, 10-15 minute debrief in classroom

Objective: students will gather data to bring to their project groups tomorrow. This is a short research project that will reinforce experiential learning.

Materials: computer lab, task cards, clipboards, pencils. Students will need access to a file with these links:

• http://teacher.scholastic.com/activities/studyjams/matter_states/ “Study Jams”, good informational video about solids, liquids and gases and what makes states of matter behave the way they do. (Encourage all students to view this one.)
• http://www.strangematterexhibit.com/index.html “Strange Matter” has interactive games that allow children to virtually explore the properties of certain kinds of matter in ways they would not be able to use in the classroom. (Intense heat, crushing pressure, etc.)
• http://www.harcourtschool.com/activity/states_of_matter/index.html States of Matter interactive animation. Allows students to click on SOLID, LIQUID or GAS to see what is happening to the molecules inside.
• http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm Elementary Science: Matter. Brief descriptions of solids, liquids and gases. Faulty information about the sun (states that the sun is gas rather than stating that the sun is plasma), would need to address that with students who choose this site.
• http://www.chem.purdue.edu/gchelp/liquids/character.html pictorial representation of molecular movement of states of matter.
• http://www.chem4kids.com/files/matter_intro.html RADER's Chem4Kids. This site has a lot of external links, so supervise students during use. Direct students with more advanced reading skills to this site, there's a lot of good information, but it is a little dense for the average 1^st grader.
• http://www.bbc.co.uk/schools/ks2bitesize/science/materials/changing_state/play.shtml virtual hotplate with directed questions about changing water's state.
• http://www.bbc.co.uk/schools/ks2bitesize/science/materials/solids_liquids/play.shtml virtual hotplate with directed questions about changing various solids' states.
• http://www.amnh.org/ology/index.php?channel=water water connections to real life, best used as extension website.
• http://www.amnh.org/ology/index.php?channel=earth#channel solids; connections to rocks, best used as an extension website.
• http://www.pbs.org/teachers/connect/resources/6605/preview/ “Sid the Science Kid” video that shows children exploring how to get frozen fruit out of blocks of ice, models thinking through what is happening as the ice changes.
• http://www.pbs.org/teachers/connect/resources/6612/preview/ “Sid the Science Kid” video that shows children exploring what happens when apples are made into applesauce, discusses heat change of state.
• http://www.pbs.org/teachers/connect/resources/6615/preview/ “Sid the Science Kid” “On Penguin Pond” music video, shows ice changing state to water, song is about how penguins enjoy living in conditions where water is sometimes ice. May need to probe thinking a little, as one scene shows ice melting in reverse: back into ice cubes. Would it really do that? If the students think about it they should know by now it would not refreeze into cubes.
• http://www.pbs.org/teachers/connect/resources/7194/preview/ “Water We Doing” PBS game. This is not very informational, but is kind of fun, and I would be willing to allow students to play with this game once they were finished with their research.

Task cards:

Your job is to find out everything you can about molecules.	Your job is to find out everything you can about ice.
Your job is to find out everything you can about water.	Your job is to find out everything you can about steam.
Your job is to find out about solids and liquids in our food.	Your job is to find out about solids and liquids in the natural world.

The last two task cards are for students who are ready to progress beyond thinking only in terms of state of matter change, and can apply their understanding to more broad or abstract concepts. Holders of the last task card should be given these additional websites: http://www.youtube.com/watch?v=3JdWlSF195Y (Why Does The Sun Shine), http://www.youtube.com/watch?v=sLkGSV9WDMA (Why Does The Sun REALLY Shine,) and http://science.nasa.gov/newhome/headlines/ast07sep99_1.htm (accomplished readers only) information about the sun's plasma state.

1. Check evaporation experiment for progress. Discuss briefly (5 minutes)
2. Students will be given an orientation to today's task: “You will be following the direction on your task card in the computer lab, you will be allowed to use any of the websites that you will be given to complete your task. You may work alone or with one other person in your project group. When you are done, your information will help your group give a presentation to the class. The first four task cards (show) will be represented in each group (show graphic of people in group, numbered task cards; this may be a difficult concept to get across without a picture). The information you gather, plus the information you have from last week will go together in your groups tomorrow when you create a presentation for the class, together.”
3. Students will be given task cards (deliberate teacher choice given ability, and interest, within groups), clipboards with notepaper and pencils, and allowed to go to the computer lab. 20 minutes in the computer lab, frequent teacher check-in with each active computer.
4. Back in the classroom, students with THE SAME task cards meet together and compare notes. Students get into project groups for a short period of time to start talking about what kind of presentation they will put together.
5. Teacher suggests to students that they look around their homes for examples of states of matter that they could bring in tomorrow.

DAY NINE

Presentations and Projects

Time: 15-20 minutes of group work time, approx. 5 minutes presentation time per group. If this takes longer than time allowed for science today, the rest of the presentations will happen tomorrow before the summative assessment.

Objective:

Materials: Teacher should provide students with containers, boxes, objects used in prior experiences, poster paper, crayons, pencils and pens.

Project expectations anchor chart (visible to students at all times, introduced at the beginning of the lesson period).

Every project presentation will have:

A group definition of solid	A group definition of liquid	A group definition of gas	Description of what molecules do in solid, liquid, and gas
An example of one material your group knows that can be solid, liquid, and gas: show pictures.	Show what happens when you pour solids into a container, tell why this happens.	Show what happens when you pour liquids into a container, tell why this happens.	Share your favorite word wall words, tell why.

Each person will be asked to say something about their group's project when you present.


Each group will have: a fairness monitor, a resource monitor, a question asker, a draftsperson (drawer), and a main reporter.

1. Check evaporation experiment for progress. Discuss briefly. (5 minutes)
2. Introduce project expectations anchor chart at the beginning of the lesson. Show students an example of a materials box (sectioned box with pebbles, beans, sand, etc. in one area, vials of liquids in another, labels) an example of a poster, and tell them verbally that each person will be expected to say something about their group's project, provide a double heads-up with the anchor chart.
3. Teacher hands out job slips to students, more or less randomly unless there are certain students who will succeed better in a certain role during this activity. It will be assumed that students are already familiar with these roles, that they have been used from the beginning of the year on various tasks.
4. Students are released to work in groups, the classroom will have more materials than the students will need to complete the task. Resource monitors will be moving around getting materials, students will know that if their group has a question, the question asker will be the one to raise his or her hand, students will also know that the draftsperson is not the only one who can draw on the poster, but that the job makes most of the final decisions with the agreement of the group and fairness monitor. Students will have 15-20 minutes.
5. Students will be given a five minute warning, and then asked to clean up before presentations. Presentations will take 3-5 minutes, students will be asked to show what they came up with, and describe what they as a group learned about states of matter during the last week and ½. Students are asked to tell one good thing they saw in response to group presentations. (raise hands, group calls on)
6. Following presentations, students are asked to complete rubric assessment of self and group members.

DAY TEN

Summative Assessment

Time: 30 minutes

Objective: These summative assessments will determine whether students have learned the difference between solids, liquids and gases, and if students understand how liquids and solids behave when poured into a container.

Materials needed: Matter Identification Assessment, FOSS worksheets: “Liquids in Containers” (#6) and corresponding containers for teacher only. ALSO use white-out on one sheet and make a new master “Solids in Containers” for same assessment. Each student gets one copy of each worksheet.

Students need crayons or colored pencils.

Teacher needs a document camera so students can see, OR, this test needs to be given at stations with three different adults administering each preassessment. (Solids in Containers, Liquids in Containers, and Matter Identification assessment NOTE: ALL THREE OF THESE SUMMATIVE ASSESSMENTS ARE THE SAME AS THE PREASSESSMENTS.)

FIRST give the matter identification preassessment. Following this, do some kind of movement activity to get students' wiggles out, move to “Liquids in Containers.”

Using the small vial, fill full of colored water so students can see. Ask students to draw on their “Liquids in Containers” worksheet what it would look like if the liquid were to be poured into each container, as asking, hold up the container in question and mime pouring liquid into the container. After students have drawn in each container picture, do a movement activity or song, move to “Solids in Containers.”

Using the same small vial, fill full of pebbles or beans so students can see. Ask students to draw on their “Solids in Containers” worksheet what it would look like if the beans/pebbles were dumped into each container, as asking, hold up the container in question and mime dumping the objects into each container.

IF there are paraeducators or adult volunteers in the classroom, these assessments may be given to students in three rotating groups.

	Beginning	Approaching	Meeting	Exceeding
Matter identification preassessment	Has attempted to write names or glue pictures to worksheet, fewer than two pictures/words in the right place.	Has attempted to write names or glue pictures to worksheet, fewer than half of the pictures/words in the right place.	Has attempted to write names or glue pictures to worksheet, fewer than three quarters of the pictures/ words in the right place.	Has written names or glued pictures of ALL objects in the correct categories.
Liquids in Containers preassessment	Has attempted, but no containers show a level of liquid that is close to what would happen if the vial were poured.	One container shows a level of liquid that is close to what would happen if the vial were poured.	Two containers show a level of liquid that is close to what would happen if the vial were poured.	Three or more containers show a level of liquid that is close to what would happen if the vial were poured.
Solids in Containers preassessment	Has attempted, but no containers show a picture of solids that is close to what would happen if the vial were dumped.	One container shows a picture of solids that is close to what would happen if the vial were dumped.	Two containers show a picture of solids that is close to what would happen if the vial were dumped.	Three or more containers show a picture of solids that is close to what would happen if the vial were dumped.