States of Matter: Granular Solids vs Liquids

Students will use a flip video during the "inquiry portion" of their unit, states of matter. One student in each group will take turns and videoing their "flow" of solids, liquids, one student will use a stop watch to time the flow, one student will pour, one student will record the data, etc.
Students are going to observe the move and flow of solids and liquids.
Students start an “I notice/I wonder” chart in a notebook (draw).
*Students will become familiar with solids and liquids.
*Half of the students will start with a solid station(s)(ex: baby powder, salt, sugar, sand, dried beans, brown sugar, corn starch, bird seed, rock salt, etc), half will start with a liquid station(s)(ex: glue, ketchup, syrup, dish soap, milk, molassas, mustard, heavy cream, etc.); Introduce magnifying glasses after 5 mins.; then switch groups to the other station (approx10-15 min/5-10 min record on their “I notice/I wonder charts”, switching, cleanup). After, list “I wonder” on strips.
The notices are charted, some content is established including vocabulary: solid, states of matter, liquid.
Teacher circulates and asks: What are you noticing about your state of matter?
Questions students should come up with: 1. Why do the solids roll down? 2. Why do liquids slide down easily?3. Why do the liquids slide down quickly? 4. Why do some go faster?
Formative Assessment: Discuss what was noticed (as appropriate per class). Teacher notes about student participation.