Lesson Title: Solids and Liquids

Grade Level: First

Teaching Date: NA

Readiness
I.

II.

III.

IV.

Goals/Objectives/Standards
a. Goal: Students will know the difference between a solid and
liquid.
b. Objective:
Students will identify whether an object is a solid or liquid
correctly.
Students will be able to produce a correct list of solids and
liquids.
Students will be able to describe the attributes of solids and
liquids.
c. Standards:
1.1.2 Characterize materials as solid or liquid, investigate their
properties, record observations and explain the choices to others
based on evidence (i.e., physical properties).
Materials
a. Time 30 minutes
b. Space students will move around the room during centers and
then go back to their seats.
c. Materials 24 cups, oreos, water, flour/water mix
d. Behavior I use a stoplight system in my classroom. Students
will move to yellow if they are not on task or misbehaving.
Anticipatory Set
a. Show youtube video: https://www.youtube.com/watch?
v=fhhFwdJqvfw
b. Okay this video went over what a solid, liquid, and gas are. Can
anyone give me an example of a solid, liquid? (write on board)
Purpose:
a. Today we are going to be experimenting with solids and liquids. I
have two questions for us to answer today: What happens when
a solid is moved from one cup to another and what happens
when a liquid is moved from one cup to another? Answering
these questions today will help us determine the difference
between a solid and liquid. This is important to know because I
wouldnt want to jump into a pool full of rocks. They are solids

and it would hurt. I would want to jump in a pool filled with water
which is a liquid because that wouldnt hurt me. This is just one
way that knowing the difference between solids and liquids helps
me make decisions in real life.
Plan for Instruction
V.

VI.

Adapting to Diverse Needs

a. I will be very clear in my directions for Eric. I will repeat
instructions and what students should be doing often. I will allow
students to dance during the video for students who have a hard
time sitting still. For students who struggle with writing, I will
allow them to just do the picture portion of the worksheet. Higher
ability students will be expected to write items until it is time to
move on.
Lesson Presentation (Input/Output)
a. There will be three stations around the room with the same
materials and instructions. Each station will have three objects:
water, oreos, and a water/flour mix.
b. The first thing that we are going to do is our experiment. Just like
last time we need to form a hypothesis, or guess to answer our 2
questions. What do you think will happen when we move a solid
or a liquid from one cup to another? (discussion: write on boardmake a solid column and liquid column) Okay so now it is time to
experiment to see if our hypothesis is correct. There are three
centers around the room. What you will need to do is move each
object into the empty cup beside it. I want you to pay close
attention to what the object does when it is moved. Then you will
write down your observations on your recording sheet. You will
need to do this with all three items at your center. Remember
that we need to be patient and take turns. Once you have
recorded your observations on your recording sheet, you will
need to go sit back down at your seat. (divide up students and
tell them what center they are at)
c. What were your observations of the water? (discussion) What
were your observations of the oreo? (discussion) What were your
observations of the third item? (discussion/ tell students that I
mixed flour with the water to make it thicker) Write results to our
hypothesis on the board. Which items were liquids and which
items were solids? Why? (discussion)

*make sure students know: that a liquid takes the shape of its
container and the attributes of liquids. Solids keep their shape
when put into a container and the attributes of solids during
discussion time*
Students will be given a worksheet after discussion. This is a
solid and liquid sort of different pictures. Students will then make
a list of solids and liquids from items they think of themselves.
VII.

VIII.

Check for Understanding

a. I will check students understanding during discussion and the
worksheet given to them.
b. If students do not understand, I will pull them over to the nook in
a circle. I will have students observe me transfer the 3 items into
the cup. I will do a think aloud and more in depth discussion
about solids and liquids here.
Closure
a. I would like everyone to close their eyes and think of an object
that is a liquid or solid. It could be an object from home, school,
anywhere you would like. I would like you to turn to a partner at
your table and share your object. Also share if it is a liquid or
solid and why. I will call on a handful of students to share what
their partner told them.
b. Can you think of why it is important to know the difference
between a solid and liquid in your every day life? (discussion)

Assessment
IX.
X.

Formative Assessment
a. Discussion, Worksheet
Summative Assessment
a. There is no summative assessment for this lesson. I would
elaborate more on solids and liquids before testing their
knowledge.

Reflection
1. How many students achieved the lesson objective? Why didnt they?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students participating? Why not?
6. How did I reach learning styles and ability levels?
a. Blooms:
b. Multiple Intelligences:
7. Additional questions:
How could I have set up the centers differently?
Were the students able to make connections to real life?