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Title of Lesson Plan: Liquids
Date: March 9, 2015
Lesson Source: Foss Kit, Solids and Liquids. Investigation 2
Name: Brandi R. Teran
Grade Level: First-Second Grade
Group Characteristics: 23 students; 13 girls, 10 boys; 13 first grade students; 10 second
grade students.
Driving Question:
What is a liquid?
Instructional Student Objectives:
 Investigate materials during free exploration and in a guided discovery
mode.
 Explore a number of liquids
 Observe and describe the properties of liquids
 Use information gathered to conduct and investigation on an unknown
material.
 Acquire the vocabulary associated with the properties of liquids
 Use written and oral language to describe observations.
Arizona College and Career Readiness Standards Addressed:
*First grade standards:
Strand 1: Inquiry Process
Concept 1- Observations, questions and hypotheses PO1, PO2, PO3
Concept 2- Scientific Testing (Investigating and Modeling) PO1, PO2,
PO4
Concept 3- Analysis and Conclusions PO1, PO2
Concept 4- Communication PO1, PO2
Strand 5: Physical Science
Concept 1: Properties of objects and materials PO1, PO2
Concept 2: Position and Motion of objects PO1
Strand 6: Earth and Space Science
Concept 1- Properties of Earth Materials PO1, PO2, PO3, PO4,
*Second grade standards:
Strand 1: Inquiry Process
Concept 1- Observations, Questions and Hypotheses PO1, PO2
Concept 2- Scientific Testing (Investigating and Modeling) PO1, PO2,
PO4
Concept 3- Analysis and Conclusions PO1, PO2, PO3, PO4
Concept 4: Communication PO1, PO2
Strand 5: Physical Science
Concept 1- Properties of objects and Materials PO1, PO2, PO3, PO4
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Task: Students will explore liquids in bottles and determine their properties.
Science Vocabulary:
 Transparent
 Viscous
 Bubbly
 Translucent
 Foamy
Materials and Tools:
 Chart paper
 5 basins
 5 bottles (half filled) with Cooking oil
 5 bottles (half filled) with Corn syrup
 5 bottles (half filled) Liquid detergent
 5 bottles (half filled) with liquid hand soap
 5 bottles (half filled) liquid fabric softner or starch
 5 bottles (half filled) colored water
 Paper towels
 Crayons or colored pencils
 Glue
 Transparent tape
 Scissors
 Laminated liquid property posters
Lesson:
Introduction/Connection to Prior Knowledge (Before):
After students have cleaned up from D.E.A.R. time, they will sit at the circle.
Once all students are ready to begin, I will show them two Ziploc bags (one will contain a
cube and the other will have water). I will mention that these are the same bags we saw
last week when we began our Foss kit. I will ask students to tell me what the two bags
are. Students are expected to say that one is a solid and one is a liquid. After students had
named both bags we will have a small discussion, were students will be able to share the
properties they learned about solids. After naming some properties, I will tell the students
that we will be moving on and looking at different liquids and coming up with different
properties to describe them. I will pose the question “what is a liquid” but explain to
students that I want them to think about it while they are doing the activity. I will show
students a basin like the one they will have at their table and state that there are 7 bottles
inside each basin. As a classroom, we will go over rules that students are expected to
follow when working in groups. I will emphasize that students are not allowed to open
the bottles up and that the lids must stay on all the time. Students will work in
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groups/pairs to find out as much as they can about the liquids. I will set the timer for 15
minutes and allow the students to go off and explore.
Main Lesson: (During):
The students will go off into groups and start exploring their bottles. I will walk
around the room and hear conversations about their findings. After 5 minutes of
exploring, I will ask the students to think about the following questions: are all the liquids
the same? Do all the liquids move the same? What happens to the liquids when you
slowly tip them on their side? What happens to the liquid when you turn it upside down?
What happens to the liquid then you spin the bottle? What happens to the liquid when
you shake the bottle? Can you make a tornado in the bottle? Which ones? If students
focus on the identity of the liquid, I will ask them to describe what makes them think it is
that particular liquid? After students have had time exploring their bottles for 15-20
minutes, the students will come back to the circle.
Students will sit on the carpet and as a whole group, we will come up with new
vocabulary to describe the properties of water. I will have a basin with the 7 bottles in the
front of the room to show students. When students have said new properties, I will add to
our word bank and show the laminated liquid property posters and have them repeat the
new vocab word. After each property has been said, I will post the corresponding poster
on the board.
Closure: Processing/Summary/Final Discussion (After):
Once all corresponding posters are posted up, the students and the teacher will
have a discussion about liquids. I will pose the question again, “what is a liquid?” I will
hear student responses now that they have been able to explore different liquids and ask
questions corresponding to answers such as: “are all liquids the same?” “do all liquids
have the same volume/weight? Do all liquids move the same? After having this
discussion, I will explain to student that I will be handing out a “properties of liquids”
sheet and they will fill it out according to what they experienced/learn. This will help
reinforce the new vocabulary terms. I will demonstrate how this sheet is going to be used
and connect it to when they filled out a similar sheet for solids.
Accommodations/Differentiation Strategies:
Those students who have IEP’s and or need extra help in completing the task will
work and be guided step by step with an adult. Through exploration, adult will pose
guiding questions to help them think about their liquids. When filling out chart, these
students will also work with an adult to ensure understanding of new vocab terminology.
For those students who need further extension, I will ask them to think about how the
liquid moves in the container. I will ask that these students who finish early, draw the
steps in which the liquid move when you tilt the bottle on its side. They will begin with a
picture of the bottle standing upright and draw out the steps until the bottle is upside
down. They will shade in the appropriate side that the liquid is on in the container. When
discussing the new vocabulary words, I will make sure that students repeat the new words
several times.
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Assessment/Evaluation:
While observing the students work in small groups, I will walk around and listen
to conversations that they are having. I will write anecdotal notes and take pictures with
the Ipad for documentation. By having students fill out “properties of liquids” sheet, I
will know if students learned the new vocab terms if they are able to identify 6/7 liquids
correctly and match them up to their property.