Topic:

Liquids

Duration
Two days (30 minute time slots for each day)

Purpose
Students need to understand and recognize liquids, since it is one of the three states of
matter that is found all around us.

Materials
What Are Properties of Liquids handout (1 copy)
My Liquid Rule handout (1 copy)
Properties of a Liquid worksheet (25 copies)
My Liquid Prediction Data worksheet (25 copies)
Liquids Race (25 copies)
My Liquid Race Data worksheet (25 copies)
Smart Board
Glue
Watercolor Paint
Poster Paint
Pencils
Small Clear Containers
Soap
Honey
Water

Michigans Grade Level Content Expectations (GLCEs)

P.PM.E.2 Matter exists in several different states: solids, liquids and gases. Each
state of matter has unique physical properties. Gases are easily compressed but
liquids and solids do not compress easily. Solids have their own particular
shapes, but liquids and gases take the shape of the container.
P.PM.01.22 Demonstrate that water as a liquid takes on the shape of various
containers.

Objectives
Students will be able to list properties of a liquid.
Students will be able to describe that liquids take the shape of their container.
Students will be able to list properties of different examples of liquids.
Students will be able to name examples of liquids.
Students will be able to describe why a liquid, is a liquid.
Students will be able to explain the concept of viscosity.

Social Objective
Students will be able to work in small groups, taking turns using materials.

Face-to Face-Interaction
While working in partner groups for the liquids race, students will be facing his or her
partner to communicate as they work together. Students will be discussing their individual
predictions as to which liquid they think will run the fastest and which liquid will run the
slowest. One partner will be holding the actual liquid sheet that the liquids will be racing
on, and the other partner will be placing a drop of each liquid onto the sheet. It will take
both partners and their communication to complete the task correctly and efUiciently.

Positive interdependence
During the liquids lab, each student is responsible for a different component of the lab in
order for it to be completed successfully. Each student is relied on for his or her individual
contribution to the lab.

Individual accountability
During the liquids race, one partner will be required to hold the sheet with the liquids while
they race down the paper. The other partner will place a drop of each liquid onto the sheet
as well as be required to record which liquid reached the bottom of the paper Uirst

Group Accountability
During the liquid race, each group will complete the liquids race. In each group, each
partner will have a speciUic task that they will be held responsible for in order for the lab to
be completed correctly.

During the properties of a liquid activity, students will be in their table groups. In these
table groups, students will be required to share the small bottles of different liquids to
complete their worksheets. The different liquids will be passed around the table until each
student at the table has had a turn to observe the three different liquids. Sharing will need
to take place in order for everyone in the group to complete their worksheet.

Assessment of Objectives
At the end of this lesson, students will be turning in the Properties of a Liquid worksheet
as well as their Liquid Race worksheet.

Anticipatory Set
Students will be completing the Liquids Race activity. Students will predict which liquid
they think will run the fastest and which liquid they think will be the slowest (poster paint,
watercolor paint, and glue). Once they make their predictions, they will then race the
liquids to see if their predictions were right or not. This activity will be completed before
the concept of viscosity is taught to the students.

Input
The lesson on day one, will be presented in a whole group instruction on the Smart Board
using the What Are Properties of Liquids handout and the My Liquid Rule handout. Both
of these handouts will be placed on the Smart Board for students to view. The What Are
Properties of Liquids handout will be read aloud to students. Students will then be asked if
they can think of any more properties that were not listed on the handout.

On day two, after students have been taught the properties of a liquid, the instructor will
then ask students to name some examples of liquids. Students will be called on if they are
raising his or her hand. Once students have listed several examples of liquids, the instructor
will pick one or two, and students will be asked to list properties of the liquids.

The properties of moves slow and moves fast (viscosity) will be discussed in great detail as
well, giving examples of liquids that fall into each of the two categories. A demonstration of
liquids taking the shape of different containers will also be conducted to show students that
liquids take the shape of their container.

Modeling
Each activity will be modeled on the Smart Board before the students will be required to
complete them. The worksheets for the liquid race will be placed on the Smart Board and
will be explained in detail with students sitting at the carpet in front of the Smart Board.
After the activity has been explained, students will be asked if they have any questions and
then they will return to their seats to complete the activity.

The Properties of a Liquid worksheet will also be modeled using this same format. The
instructor will read through the worksheet, Uilling in answers along the way to show
students what you expect their worksheets to look like. For this activity, small bottles of
dish soap, colored water, and honey will have been prepped ahead of time that are needed
to complete this worksheet. Students will be asked to make their best guess as to what
liquid is in each of the bottles (they will not be told until after everyone has completed the
assignment). Rules will need to be discussed with students before they begin regarding the
liquids in the small bottles. This will reduce the chance of a large mess. Students will then
be asked if they have questions on this worksheet, and they will return to their desks to
complete the assignment.

!
!

Checking for Understanding

Students will give thumbs up if they understand what is expected of them. If some students
still display thumbs down, the instructor will ask those students if they have a question or
what needs further explanation. The activity may need to be modeled once more,
depending on the understanding of the entire class.

Guided Practice
The instructor will be walking around the room to ensure that students understand the
assignment on the Uirst day of the lesson and to help any students who may be confused or
need more explanation.

Closure
At the end of the Uirst day of the lesson, students will be directed to turn in their completed
work in the turn in basket. Students who Uinish early will be expected to do a fast Uinisher
quietly while the rest of the class Uinishes up. After everyone has turned in liquid race lab,

the teacher will wrap up the lesson by asking a few students to share the results from their
labs. It will be interesting to see whose prediction was right and whose was wrong.

At the end of the second day of the lesson, students will turn in their completed worksheets
into the turn in basket. Students who Uinish early will be expected to do a fast Uinisher
quietly while the rest of the class Uinishes up. After everyone has Uinished their worksheet,
students will be directed to come back to the carpet for a lesson wrap up on liquids.
Students will be asked to describe a liquid and the properties used to describe a liquid,
including viscosity. The teacher will also give examples of liquids and students will be asked
to name some properties associated with each object.

Independent Practice/Assessment
On the second day of the lesson, students will be required to complete on his or her own
worksheet without the help from the instructor. Students will turn in their completed
worksheet that will be use to assess students understanding of liquids.

Adaptions/Differentiation
Since we have many students who a difUicult time concentrating, these students need
several extra reinforcements while working on individual seatwork. These students need to
hear these extra positive reinforcements to keep them on track, such as:
Great job!
Keep up the good work!
Youre almost done!
You can do it!
Some students have a difUicult time concentrating because of the noise as well. These
students are provided with headphones, to help block out the noise. Other students have
individual punch cards, where they get a punch each time they Uinish an assignment in a
timely fashion. These students have set goals to work towards, like earning a reward for
Uilling up an entire punch card. Different strategies are used for different students.