KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Erin Crawford and Lindsey Joseph Date: 6/6/18

Cooperating Teacher: Coop. Initials

Group Size: Allotted Time 50 minutes Grade Level 3rd Grade

Subject or Topic: All About Liquids Section

STANDARD: (PA Common Core):

2.3.3. A 1:
 Differentiate between properties of objects such as size, shape, and weight and properties of
materials that make up the objects such as color, texture, and hardness.
 Differentiate between the three states of matter, classifying substance as a solid, liquid, or
gas.
CC.1.4.3.C
 Develop the topic with facts, definitions, details, and illustrations, as appropriate.

I. Performance Objectives (Learning Outcomes)

A. The third grade students will be able to explain the characteristics/properties of a liquid
by completing their data collection and conclusion from their inquiry centers.

II. Instructional Materials

 Foss Science Resources: Solids and Liquids book
 Whiteboard
 Markers
 Water (from the ice cube)
 Data sheet
 Conclusion sheet
 White paper
 Finger paint
 Paint brushes
 2 Bins of water
 5 different containers
 1 cup measuring cup
 3 different sized glasses (tell, short, medium height)
 Masking tape
 Pen

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, New Content)
A. Prerequisite Skills
 a. The earth is made of different things
b. Understanding the idea of volume
c. Understanding the difference in molecules

B. Key Vocabulary
a. Matter- Anything that takes up space.
b. Molecules- Tiny particles called atoms that join together, two of more atoms
chemically bonded together.
c. Liquid- Matter that flows freely and takes the shape of its container.
d. Observe- to use your senses to find out about something
e. Property- something about an object that you can observe with your
senses
f. States of Matter- the different forms of matter

C. Big Idea- Liquids, their molecules, and their characteristics

D. New Content

a. Liquids
i. Properties/Characteristics
1. Definite volume
2. Molecules slide and move over each other
3. Takes shape of its container
ii. Molecules
1. Fluid
iii. Examples
1. Vinegar
2. Water
3. Paint
4. Oil
5. Milk
iv. When cooled turns into a solid
v. When heated turns into a gas

IV. Implementation

A. Introduction –
1. Review with the students the characteristics of a solid, in a pair share. Have
the pairs share the characteristics they came up with until all discussed are
mentioned.
2. Tell the students that today they will be focusing on liquids and their
characteristics. Ask the students what type of matter ice is and tell them
that, that matter can change.

B. Development –
1. Introduce the students to the definition of a liquid, "Matter that flows freely and
 takes the shape of its container.”
2. Read pages 23-27 in the Foss Science Resources: Solids and Liquids book.
Before reading ask the children to name some things they believe to be liquids.
Express to them that in our story, it will share with us many different things that
are liquids and some of their properties/characteristics.
3. Talk to text through the book introducing the three main characteristics we will
be focusing on, definite volume, molecules slide and move over each other, and
liquids take the shape of their container.
a. Page 23- “Oh look, it says liquids can splash and squirt. That reminds
me of a characteristic of liquids. Its molecules slide and move over
each other which makes them fluid.”
b. Page 24-25- “Here it tells us that liquids keep the shape of the container
they are in! That means wherever a liquid is put it will change its shape
to the containers shape. Here it even says that the world’s largest
container for a liquid is the ocean, isn’t that cool!”
c. Page 27- “Do you see here how the water appears to be different
amounts? Do you think each container has the same amount of water or
different? (Have students raise hands to vote for which one has more,
include an option for they are all the same). They actually all have the
same amount of water! The containers are just different shapes, which
means the volume of the water never changes from container to
container. That reminds me of the characteristic of liquid has a definite
volume.
4. Write the three characteristics on the whiteboard for the students to refer to
throughout their day.
5. Bring the students back to thinking about the ice. Tell them you left the ice out
overnight. Ask them what they think happened to it in a pair share. Ask the class
for a choral response (it melted).
6. Ask them when ice melts what does it become? Explain to the students that the
ice, which was a solid, turned into water, which is a liquid.
7. Introduce the three centers to the students. Center one is the liquids and
containers center, center two is painting, and center three is liquids volume.
Explain to the students how the characteristics we have found can be found in
these centers.
8. Give students the data sheet to collect their data at each center. Allow students
to move through the centers (in groups you will organize).
9. Have students return to their seats once they have completed each center.

C. Closure –
1. Review the three characteristics and ask where students may have found
them in the different centers.
2. Have the students complete their written conclusions on their findings from
each center, focusing on liquids characteristics.

D. Accommodations / Differentiation -
1. For student with a delay in fine motor skills, provide a scribe for the data
sheet and conclusion.
 2. For student who is unable to complete written work in a large class setting,
excuse them to go to their assigned learning location to complete the
conclusion.

V. Assessment/Evaluation plan
1. Formative- Student's data sheet and written conclusion will be completed to
demonstrate their ability to explain the characteristics of a liquid. This will be
recorded on a checklist with check or minus.

VI. Reflective Response (not doing for this class)

VI. Resources (APA Format)

Buckley, D., Miller, Z., Padilla, M. J., Thornton, K., & Wysession, M. E.,

(2016). Interactive science: teacher's edition and resources. Glenview, IL: Pearson.

Foss science resources solids and liquids (3rd ed.). (2012). Berkeley, CA: Delta

Education. doi:978-1-60902-032-3
Liquid and Containers Direction

1. Choose a container and fill it up with water!

2. Observe how the water fills the container.

3. Does this remind you of a characteristic of a

liquid?

Paint

1. Get a piece of paper and begin painting. You may finger paint or use

a paintbrush.

2. Feel how the paint moves and slides

around the paper.

3. Does this remind you of a

characteristic of a liquid?
Liquids Volume

1. Start with the plastic 1-cup measuring cup and fill it up.

2. Try dumping it into a different container and then mark where the

water line is with masking tape and a pen/pencil.

3. Repeat step 2, with two other containers.

4. Do you think the water amount changes? Does this remind you of a

characteristic of a liquid?
 Liquid Centers Data Sheet

Liquids and Containers

Main liquid characteristic observed: Other observations from center:

Painting

Main liquid characteristic observed: Other observations from center:

Liquid’s Volume

Main liquid characteristic observed: Other observations from center:

Name: ______________________ Date: __________

Liquid Centers Conclusion

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