Original Lesson plan

Main Curriculum Tie:

Science - 1st Grade
Standard 3 Objective 2
Analyze objects and record their properties.
Supplemental Materials (pdf)
Materials:

Diagram PDF - Food Coloring Drawings

Fill about 25 clear small plastic or glass jars with different liquids. Look for liquids in
your kitchen, bathroom, etc. Make sure you have several different colors, different
viscosities, and some liquids should be opaque. Tape a number on each jar, which identifies
the liquids on a separate piece of paper. Group the jars into 5 groups of 5. This will give
you enough jars for 5 groups of students. Within the 5 jars for each group, have as much
variety in the liquids as possible.

clear plastic cups - any color of food coloring - club soda - salt

Attachments

foodcoloringdrawings.pdf - diagram.pdf

Background For Teachers:

Matter comes in three forms: solid, liquid and gas. Solids maintain their own shape.
Liquids flow and take the shape of their container. Gases are mostly empty space and
will diffuse to take the shape of their surroundings. The diagram attached illustrates
the amount of empty space in the three states of matter. Liquids can be sorted based on
their physical properties. Liquids can differ in color, viscosity or thickness, how clear
they are, and other qualities. Plain and salt water have different densities. Food coloring
will sink in plain water because it is denser but will float on salt water because it is less
dense. In club soda, food coloring will diffuse quickly because the carbonation bubbles
help mix the food coloring. Overtime, the food coloring will diffuse throughout all three
of the water-based solutions.
Intended Learning Outcomes:
1

Framing questions. Designing investigations. Conducting investigations. Collecting data.

Drawing conclusions.

Developing social interaction skills with peers. Sharing ideas with peers. Connecting ideas
with reasons. Using multiple methods of communicating reasons/evidence.

Ideas are supported by reasons. Communication of ideas in science is important for helping to
check the reasons for ideas.

Instructional Procedures:
Pre-lab Discussion: Show the students the diagram above. Using water for the example: use
ice as the solid, a cup of water for the liquid, and have water boiling to show steam as the gas.
Discuss how all three substances are water and that they only differ as to what form they are
in.

Instructional Procedure:
I

Students will classify a group of liquids by observing their physical appearance.

Have the students observe the liquids in the jars on their table. Discuss how they are the same
and how they are different. Help guide them with questions such as color, thickness, see
through or not see through, ability to bubble, and any other quality you can distinguish.

Have students take turns classifying the jars into groups according to their similarities and
differences. Accept (just about) ANY classification scheme from the students. Students don't
need to use all the jars each time they classify them. Repeat this for as many different
classification schemes as they can.

Exchange jars with another group. You can exchange up to 5 times since you have 5 different
sets of jars. However, students usually have mastered the concept after about 3-4 exchanges.

When the students have classified several groups of jars, have one table classify the jars into
groups and see if another table can figure out how they classified them.

When students are done, see if they can come up with a quality that all liquids have in
common. Move them towards the definition of a liquid that all the bottles are filled with
something that flows.

If they haven't already, let them guess what liquids are in each of the jars on their desk. This
can be checked with the answer sheet.

II. Students will watch how a drop of food coloring moves differently in plain water, salt
water and club soda.
1

Have students fill two of their three plastic cups 2/3 full with water. Leave one with plain
water and add 3 spoonfuls of salt to the second cup. Have the students stir the salt water and
observe how the mixture changes over time. Keep the third cup empty for the time being.
Place these cups on a plain white piece of paper.

Have the students predict what they think will happen when a drop of food coloring is added
to each of the liquids.

Place a drop of food coloring into the plain water. Have the students immediately observe
what is happening. The drop of food coloring should slowly sink to the bottom of the cup.
Overtime the color will diffuse and spread out through the water in the cup. They should
observe for one minute.

Add a drop of the same color food coloring to the cup with the salt water. Discuss how the
color drop appears to be different when added to the salt water. The salt water will be dense
and the drop of food coloring will float and form a layer on top of the salt water. Observe for
one minute.

Fill the third cup with club soda. Add a drop of the same color food coloring to the club soda
and repeat your observations and discussions. In the club soda, the drop of food coloring will
quickly spread throughout the liquid. The bubbles in the soda serve to mix the food coloring
throughout the liquid.

Discuss how these three liquids look similar but behave very differently. Let the cups sit for
15 minutes and compare them again.

Bibliography:
Rio Tinto Hands-on Science Curriculum Team

Ms. Rae Louie Administrator, Principal Beacon Heights Elementary

Emily Mortensen Grant writer, teacher outreach, 2nd grade teacher at Beacon Heights
Elementary
Ruth Li Curriculum design, K-6 Science Educator at Indian Hills Elementary

Deirdre Straight Curriculum development, K-6 Science Educator at Beacon Heights

Elementary

Tim Rausch Website development, Library Media at Beacon Heights Elementary

Author:
Utah LessonPlans

Revised Lesson Plan

Title: Matter matters
Subject: Liquid Exploration: Physical Science: solid, liquid and gas
Location: Science table-indoor-small group
Grade level: Primary Grade -1st Grade
FL Department of Education Standard(s):

Standard 3: Objective 2
1 Analyze objects and record their properties.
2 Physical Science: Students will gain an understanding of Physical Science
through the study of the forces of motion and the properties of materials.
The national Science Education Standards (NSES) (NRC, 1996) state that, as a result in
the activities inn primary grades, all students should develop an understanding of
properties of objects and materials; position and motion of objects. Children can best
understand these topics by acting on objects and observe what happens to them.

Objective(s): Students will observe the differences between solids, liquids and gases. They will
sort different liquids as to their physical properties. They will observe how food coloring mixes
in water, club soda, and salt water.

Children will learn that matter comes in three forms: solid, liquid and gas.
Solids maintain their own shape. Liquids flow and take the shape of their
container and gases are mostly empty space and will diffuse to take the
shape of their surroundings
Children will learn that liquids can be sorted based on their physical
properties and liquids can differ in color, viscosity or thickness, how clear
they are, and other qualities.
Children will learn plain and salt water have different densities. Food
coloring will sink in plain water because it is denser but will float on salt
water because it is less dense. In club soda, food coloring will diffuse
quickly because the carbonation bubbles help mix the food coloring.
Overtime, the food coloring will diffuse throughout all three of the waterbased solutions.

Materials and Equipment Needed: Small plastic or glass jars, clear plastic cups
Any color of food coloring, club soda, salt, three states of matter diagram, eggs.
Essential Question of the Day: What is matter? https://youtu.be/ELchwUIlWa8
Lesson Opening: Song about liquid, solid and gases - https://youtu.be/C33WdI64FiY
Show the students the three states of matter diagram. Using water for the
example: use ice as the solid, a cup of water for the liquid, and have water boiling to show steam
as the gas. Discuss how all three substances are water and that they only differ as to what form
they are in.
Guided Practice:
I

Students will classify a group of liquids by observing their physical appearance:

1. Have the students observe the liquids in the jars on their table. Discuss how
they are the same and how they are different. Help guide them with questions
such as color, thickness, see through or not see through, ability to bubble, and
any other quality you can distinguish.

2. Have students take turns classifying the jars into groups according to their
similarities and differences. Accept (just about) ANY classification scheme
from the students. Students don't need to use all the jars each time they
classify them. Repeat this for as many different classification schemes as they
can.
3. Exchange jars with another group. You can exchange up to 5 times since
you have 5 different sets of jars. However, students usually have mastered the
concept after about 3-4 exchanges.
4. When the students have classified several groups of jars, have one table
classify the jars into groups and see if another table can figure out how they
classified them.
5. When students are done, see if they can come up with a quality that all
liquids have in common. Move them towards the definition of a liquid that all
the bottles are filled with something that flows.
6. If they haven't already, let them guess what liquids are in each of the jars
on their desk. This can be checked with the answer sheet.
II
Students will watch how a drop of food coloring moves differently in plain water,
salt water and club soda.
1. Have students fill two of their three plastic cups 2/3 full with water. Leave one with plain
water and add 3 spoons full of salt to the second cup. Have the students stir the salt water and
observe how the mixture changes over time. Keep the third cup empty for the time being. Place
these cups on a plain white piece of paper.
2. Have the students predict what they think will happen when a drop of food coloring is added
to each of the liquids.
3. Place a drop of food coloring into the plain water. Have the students immediately observe
what is happening. The drop of food coloring should slowly sink to the bottom of the cup.
Overtime the color will diffuse and spread out through the water in the cup. They should observe
for one minute.
4. Add a drop of the same color food coloring to the cup with the salt water. Discuss how the
color drop appears to be different when added to the salt water. The salt water will be dense and
the drop of food coloring will float and form a layer on top of the salt water. Observe for one
minute.
5. Fill the third cup with club soda. Add a drop of the same color food coloring to the club soda
and repeat your observations and discussions. In the club soda, the drop of food coloring will
quickly spread throughout the liquid. The bubbles in the soda serve to mix the food coloring
throughout the liquid.
6. Discuss how these three liquids look similar but behave very differently. Let the cups sit for 15
minutes and compare them again.
Independent Practice: Ask children to take 3 glasses and add the fresh water in one, dissolve
salt in fresh water and lastly add club soda in one glass. Students will take three raisins and add

in each glass. And ask students to record/draw observation in their journal. Floating raisin?
Dancing raisin? Dancing raisin?
Closing: Recollection about matter, three states of matter and how salty, fresh water and club
soda behave differently.
Modifications:

Group children and pretend play. Pretend that some children are liquid, gas and some are
solid. Solid move together, liquid move together but a little bit distant from each other
and gas expanded very distant to each other. Fun play

Enrichment expand the lesson: Talk about density. Talk about more objects that sink
and float and why. Watch video about density: https://youtu.be/dcQR6vV1Sqo

ESE Accommodations:

Visually challenged: Reduce noise and speak clearly. Make sound and indicate each
sound. Sound like pouring water, dissolving salt in water etc. adjust lighting and make
experiment at eye level.
Auditory Challenged: Repeat, rephrase, point out key element about maters and states
of matter. Use visual cues and videos with subtitles.

ESOL Modifications Label each glass, speak clearly and slowly. Provide visual help and
demonstration. Speak with gesture.
Homework Extension Activity: Make a list of thing that are gas, liquid and solid around their
house. Watch this video to have ideas https://youtu.be/gez2rmeCpfE
Assessment: Students will be evaluated on how they communicate with each other, how they
answer questions and make prediction. Children will be evaluated on how they reason in their
journal and facts they can remember about matter and states of matter.

Questions during lesson:

a) In how many form matter comes?

b) What take shape of their container?

c) How the food color mixes in the soda club? Draw or explain

d) Will the food color float or sink in plain water?

Quiz:

A. List at least 5 liquids

B. Circle what doesnt belong In this list and explain why

Liquids are: Computer, Juice, dishwasher, dish soap, cup

C. True or false: When food coloring is added in plain water, it floats.

D. Can solid melt into liquid?

E. True or false: Oxygen is liquid.

F. Draw a line to the correct letter that correspond with column B.

A
B
a.
b.
c.
d.

Ozone
Honey
Sand
Matter

1.
2.
3.
4.

Liquid, solid, gas

Gas
Liquid
solid