5E Lesson Plan # 1

AUTHOR’S NAME: Augusto Angel

TITLE OF LESSON: Solids and Liquids!

TECHNOLOGY LESSON: No

DATE OF LESSON: Day 2 of Matter Unit

LENGTH OF LESSON: 60+ minutes

NAME OF COURSE: 3rd Grade Physical Science

SOURCE OF THE LESSON:

• Matter: Solids, liquids, & Gases by Kevin Beals and Carolyn Willard
Gems® Teacher’s guide for Grades 1-3
Laurence Hall of Science, University of California at Berkley
Activity 1 – Solids and Liquids

TEKS ADDRESSED:
• 112.5. Science, Grade 3.
3.2(B) Scientific processes. The student uses scientific inquiry methods during field and
laboratory investigations. The student is expected to collect information by
observing and measuring.
3.7(B) Science concepts. The student knows that matter has physical properties. The
student is expected to identify matter as liquids, solids, and gases.

CONCEPT STATEMENT:
• The universe is made up of all types of matter. In order for students to comprehend the
different characteristics, attributes, and qualities of matter, students should to be
introduced to the topic by first investigating a variety of solids and liquids.
• The scientific process is fundamental to many aspects of the science curriculum.
Students should be introduce to and experience the investigative aspect of the scientific
process by observing, sorting, categorizing, comparing and recording different
characteristics of liquid and solid objects.
• This lesson provides a foundation for students to build upon during further studies of
matter and the scientific process.

PERFORMANCE OBJECTIVES:
• Students will be able to explain the different characteristics / properties of solids and
liquids.
• Students will use properties of solids and liquids to classify objects
• Students will work cooperatively in groups investigating, discussing and sorting a variety
of objects according to their observable characteristics
• Students will use data sheets to record and annotate observations and findings.
RESOURCES:
For the teacher
• 4 sentence strips with the following statements
Ideally they should each have an illustration representing the statement.
o Hold their shape and do not turn into a puddle
o Take their shape of their container
o Stay flat on top unless moving
o Don’t hold their shape, and do not make a puddle
• 2 large Solids and Liquids signs for the class display

For the class

Materials listed are for a class of 32 students - adjust quantities depending on actual class size.
• 1 plastic spoon
• 2 index cards (3x5) labeled #1 and #2
• 1 rock, any kind, big enough for the whole class to see
• 1 cotton ball
• 1 piece of fabric at least a few inches square
• 3 transparent containers of different shaper (one with a lid)
• 1 cafeteria tray
• 8-12 sentence strips
• Push pins or masking tape
• 1 wide-tip felt marker
• A space about 6-9 ft. wide on a bulletin board or wall for a display
The display needs to be at a height students can reach. It also needs to be stay up for the
entire Matter unit in order for it to be used during other lessons.

For each student

• 1 binder, clipboard, or folder to keep journal pages together
• 1 copy of Solids student data sheet from Matter Gems® Guide
• 1 copy of Liquids student data sheet from Matter Gems® Guide

Materials to make solid/liquid collections

• 8 clear plastic bags to hold collections of solid and liquid items
Clear gallon-size freezer bags with double interlocking seals are ideal.
• 32 clear plastic vials with tight-fitting lids
• 8 or more small glass beads or marbles
• 1 bag of cotton balls
• 8 or more small rocks or pebbles
• 1 box of wooden toothpicks, any kind
• 1 small box of metal paperclips
• 8 screws, nuts, bolts, washers and/or coins
• 8 small pieces of fabric
• 1 cup of a thick, clear liquid like corn syrup or dishwashing detergent
• 1 cup of a thick, opaque liquid like shampoo, hair conditioner, or hand lotion
• 1 oz. of red food coloring
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 • 1 oz. of blue food coloring
• 1 bottle of water
• (optional) a small container of glue to seal lids on containers, if needed

Note: You may want to substitute other items for the solids and liquids listed. Each item
should be made of just one material so it can be classified as either a solid or a liquid.
Select liquids that will not spoil so they can be stored and used again with future classes.
If vials to hold the liquids are not available, other clear containers that will not leak or
break, such as small plastic water bottles, will work.

SAFETY CONSIDERATIONS:
• Students may become overly excited and curious and have a tendency to get a bit
rambunctious and careless when expose to so many objects at once. In order to prevent
havoc, they should be instructed to gently handle the materials at their table and NOT to
throw any of the items around.
• Students will also be manipulating certain types of liquids that contain chemicals. These
particular items could cause discomfort and/or injury if ingested or rubbed into the eyes.
Students should be told not to puncture or open the containers containing liquids. If this
occurs, they are to contact the teacher and wash their hands immediately.
• As an added precaution, have all students wash their hands at the conclusion of the
lesson.

SUPPLEMENTARY MATERIALS, HANDOUTS (per student):

• 1 copy of Solids data sheet from Matter Gems® Guide
• 1 copy of Liquids data sheet from Matter Gems® Guide

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 Five-E organization

ENGAGEMENT Time: 5 min.

What the Teacher Will Do Probing Questions Student Responses
Potential Misconceptions
Introduce the lesson using the When I say the word “Universe”, The stars
Universe as a hook. what do you think of? The sun
The sky
Write responses to questions on the What comes to your mind? The Earth
board

If students are only naming What else is part of the Universe? The oceans
astronomical objects, ask about the Mountains
Earth and things that exist on Earth. Is the Earth art of the Universe? People

Begin to have students focus on Is this chair part of the Universe? Yes!
things around them as also being What about this book or glass of No!
part of the Universe. water? Maybe?

Have them call out different objects

and continue to write their
responses in the board.

Eventually they will begin to agree

with everything you mention and
realize that everything is part of the
Universe.

Tell the students that their first task

will be to explore a group of
objects and figure out of what they
are made.

Hold up a plastic spoon. What is this? A spoon.

What is it made of? Plastic.
Repeat as necessary using a
different object.
Hold up one of the bags with
assorted objects.

Explain that they will be working

in groups exploring and analyzing
different objects.

Divide the class into groups of

four.
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EXPLORATION (PART 1) Time: 5 min.
Observing Collection of Objects
What the Teacher Will Do Probing Questions Student Responses
Potential Misconceptions
Give each group a bag of objects.

Explain that they are to work

cooperatively and share the
materials.

Instruct them to observe, compare, What do you notice that is similar

contrast and discuss the objects or different among the objects?
according to what they are made of,
physical attributes, etc. Are there any similarities in how
they can be used?

Move around the groups to ensure Are there differences or similarities

students stay on task. of the materials of which they are
made
Guide the discussions toward the
objective as necessary.

EXPLORATION (PART 2) Time: 10 min.

Sorting Objects
What the Teacher Will Do Probing Questions Student Responses
Potential Misconceptions
After the groups have had a few Does anyone know what it means Putting them in order
minutes to freely explore the to sort things? Organizing them
objects, regain the attention of the Arranging them
class. Putting things in groups
Put them in a straight line.
Clarify the concept of sorting and
any misconceptions s necessary.

Explain that they will sort their What are some ways that you can By color
objects into groups. sort objects? By size
By shape
If it is soft or hard
If it is smooth or rough

Drop on the table an object that What other attributes do these two One bounces and the other doesn’t.
bounces and one that does not. objects have? One makes a louder noise when
you drop it.
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 Is this another way we can sort Yes.
objects?

Tell them that they will work

together in grouping and sorting
their objects in any way they
decide, as long as everyone agrees
on the reason for their sort.
Have them limit the groupings to
two categories.

Explain that everything in a group Should the objects in a group be Yes.

must be alike or have something in similar or have something in No.
common with each other in some common with each other?
way.

Ensure they understand that they Will you have just one group of No.
can sort their objects into more objects?
than one or two groups. Yes.
Can you have several different
Clarify instructions as necessary. groups of objects? Maybe.

Instruct the groups to begin sorting

their objects.

Circulate among the groups and

challenge the students to explain
their reasoning.

Ask early finishers to resort their

objects in a different way.

When they have finished sorting

their objects in at least have them
replace the objects in their bags.

EXPLANATION Time: 20 min.

Secret Sort
What the Teacher Will Do Probing Questions Student Responses
Potential Misconceptions
Gather the class away from their
bags of material, where they can
hold a discussion and see your
demonstration.

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Ideally, have the students sit in a
semi-circle on a carpet.

Ask them to describe how their Why did you sort them the way you (Answers will vary.)
groups sorted the objects. did?

Do you notice any similarities

among the groups?

Tell the class you will all now play Does anyone want to play a secret Yes!
the Secret Sort game. mystery game?

Explain that you are going to sort Do you think you can guess the Yes!
some objects into two groups, but secret sort rule for each group? No.
you’re not going to tell them why Maybe.
you’re sorting them that way.

Ensure they understand that they Do you think you can do this Yes!
will do this silently in their head. secretly and silently in your head No.
without talking to each other? Maybe.

Set the index cards labeled #1 and

#2 on the carpet a foot or two apart.

Say that all objects placed in each Can anyone explain what it means Something the same
group will have something in to have something in common with Something different
common – something that’s the something else? Have the same size
same about them.

Explain concept and clarify

misconceptions as necessary.

Tell them that the challenging part Does everyone understand what to Yes.
of the game is that they need to be do and how important it is to do it Be quiet.
silent as their minds investigate and quietly?
the objects.

Hold up a rock and poke it, shake

it, toss it in the air, drop it, etc.
Set in next to card #1.

Hold up a small container of water

and move it, shake it, rotate it.
Set it next to card #2.

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Continue dramatically introducing
each object in similar fashion and
placing each under their respective
card - #1 for solids and #2 for
liquids.

As students are beginning to catch

on, add to the fun by pretending to
put a solid object in the liquid
group, then finally placing it in the
solids group and vice versa.

Before you reveal secret rule, call What is the same about the things Things that are hard.
on students for ideas. in group one? Things that are dry.
Things that don’t move.
Identify that not all objects are hard Are all the items hard?
by singling out softer objects. What about this cotton ball, or this
piece of clay?

If students come up with the term What does it mean to be a solid? You can hold it.
solid, have them expand on this
concept.

Place Solids in front of Group #1. What is this word? Solids.

Explain that scientists define solids When the rock is placed on the No.
as things that hold their shape. table or carpet, does it turn into a
puddle?

What about this cotton ball, or The shape of clay can be changed.
piece of clay?
Explain that the shape if clay can
be changed using your hands, but
left alone, the clay keeps its shape.

Set the sentence strip “Hold their

shape and do not turn onto a
puddle” below the Solids sign.
Bring attention to objects in group What is the same about everything Things that are wet.
#2. in group #2? What do these objects They are liquids.
have in common?

Place the Liquids sign in front of Who knows what this word says? Liquid
Group #2. What does it mean to be a liquid? You can’t hold it.
It doesn’t have a shape.
It’s wet.
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Explain that a liquid is something
that does not hold its shape.

Demonstrate by pouring water Can you see how the water is Yes.
from one container to another of a keeping the shape of this glass?
very different shape.

What do you think will happen to It will be the shape of the new
the shape of the water if I pour it glass.
into this other glass?

Can you see how the water Yes.

changed its shape to be the same as
the new container?

What if I pour it on to this plate? It will spill and .make a mess.

Will it keep the same shape as the No.

glass or make a puddle? Make a puddle.

What’s the difference between a Solids hold their shape; liquids

solid and a liquid? don’t.

Set the sentence strip “Don’t hold Can everyone read this?
their shape, and do make a puddle”
below the Liquids sign.

Point out that liquids can be Are all liquids the same? No.
different from each other in many
ways – such as in color, in whether How are some liquids different? Some have bubbles, different
or not you can see through them, or colors, can be eaten, etc.
whether they are thick or thin. What are some examples of
different liquids? Milk, syrup, juice, water, etc.

Add the sentence strips “Takes the Can everyone read this?
shape of its container” below the
liquids sign.

Add the sentence strip “Stay flat on What does this mean? Liquids are flat on top.
top, unless moving” below the
Liquids sign.

Demonstrate and explain the

concept by pouring a liquid.

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ELABORATION Time: 15 min.
Re-Sorting and Recording in
Journals
What the Teacher Will Do Probing Questions Student Responses
Potential Misconceptions
Tell the students they will get to re-
sort their bag of objects into solids
and liquids.

Pass out the Solids and Liquids

student sheets. Explain that they
will draw and label all their objects
on to the appropriate sheets.

Assemble signs and sentence strips

on the class display board.

EVALUATION Time: 5 min

What the Teacher Will Do Probing Questions Student Responses
Potential Misconceptions
Review work sheets. Have
students share what they drew on
their Solids and Liquids sheets.

Evaluate if students understand the If I give you mystery clues, can YES!
characteristics of solids and liquids guess if I am a liquid or a solid?
in the form of riddles.
What am I if I keep my own shape
Decide if you want to have the when I am left alone? Solid
class recite answers individually or
as a group. What am I if I can form a puddle?
Liquid
What am I if I change my shape
when placed in a new container? Liquid

Develop riddle questions as What am I if I do not take the

necessary and if time permits. shape of a container? Solid

Explain that they will continue to

add objects, pictures, and words to
the class display board as they
learn more about matter.

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You can tell something is a liquid because:
• It doesn’t hold its shape. (It makes a puddle.)
• It takes the shape of its container.
• It stays flat on top unless moving.

Draw and label different types of liquids here:

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You can tell something is a solid because:
• It holds its shape. (It does not make a puddle.)

Draw and label different types of solids here:

Hard Solids Soft Solids

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