Science Inquiry Lesson

Which Liquid is Which?

Inquiry: Inquiry Starter

Goal: Students use their senses in an interactive way for a deeper understanding of the properties
of matter.

California Science Framework Standards:

Grade Five What is Matter Made of?
5-PS1-3. Make observations and measurements to identify materials based on their properties.

3 Dimensions of the Next Generation Science Standards (NGSS)

1. Disciplinary core ideas in Physical Science
PS1.A: Structure and Properties of Matter

2. Cross-cutting concept
Patterns
Structure and Function

3. Science and Engineering Practices

Engaging in Argument from Evidence
Obtaining, Evaluating and Communicating Information

Student Learning Outcomes

The students will:
1. Know the various characteristics of matter to make proper predictions when conducting the
experiment
2. Use their senses in an interactive way
3. Record their hypotheses about which liquids are in each bottle in their science journals
4. Discuss the big ideas and their learnings
5. Use materials appropriately
6. Record their conclusion in their science journals

Materials
• 5 plastic bottles
• 5 clear liquids (such as: water, dish soap, hydrogen peroxide, nail polish remover, lemon-lime
soda, vegetable oil, rubbing alcohol)
• Writing tools (one per student)
• Science Journal (one per student)

Teacher Prep

1
This activity works best if the plastic bottles are labeled one through five beforehand without any
other clues about the contents. Each plastic bottle is filled with the same amount of a different
liquid (approximately 2 tbsp.) with the lid put on.

* It is advised that the teacher try the activity before leading it.

Introduction
This activity is designed to be completed with partners however, the introduction and conclusion
are to be completed as a whole group discussion.
1. Think about matter. Think about liquids.
Have you noticed that liquids take up space? Or that liquids (for example, water) contain weight?
We’re going to discover that today.

2. Partner Talk: Discuss what you already know about the concept of matter.

3. What is matter? What is matter made of? What are particles?

Students are already familiar with these terms from prior learning and therefore, should
be able to answer confidently.

4. Do you know that matter comes in different forms, or “states”?

Students are encouraged to share what they know about solids, liquids, and gases as a
whole group by raising a quiet hand.

5. What contains matter? Is air matter?

For whatever students say ask:

6. And why is this important to know?

End the introduction by telling them they will get a better idea of matter, particularly its liquid
form, after completing this activity.

Directions for Which Liquid is Which?

Teachers are encouraged to set this up as a partner activity.

1. TLW take their science journals out along with a writing tool.
Students will use their science journals for all writing in this lesson..
• TTW instruct students to begin on a new page
• TLW write the date in the top right corner
• The writing tools students are allowed to use include pencil or pen (black or blue ink)
• TTW instruct the students to complete this task before the word “MATTER” is done being
spelled

2. TLW number their papers from 1-5.

• Students may fold their paper into fifths as well as write the numbers
2
• TTW instruct the students to set their writing tools down and look at teacher with big eyes
when they have completed this step.

3. TLW identify the liquids that are in each bottle.

• Students make their best educated guesses
• Students can gently shake or roll the bottles and they can take the top off to smell but not taste
the contents
• Do not tell your students which liquids you have used.
• Students will work in assigned partner groups for this portion of the activity

4. TLW record their hypotheses in their science journals.

• Students will do this part independently
• Record all observations especially focus writings on the senses used

5. TLW explain the methods they used to determine each one.

• Students are to share in with one to two other groups their findings

Closure:
Start by asking the whole group about some of the discoveries they made regarding the different
liquids.
What senses did you and your partner use? How did you identify the liquids inside?
What did you notice? What did you learn?

To sum up matter is everywhere. Matter is made of particles therefore, particles are everywhere.
This lesson focused on the liquid state of matter by having students use their senses to figure out
what contents are inside each of the five bottles. Ultimately direct the discussion so that students
realize why this is important to know and make sure that students are confident in their
understanding of these concepts. You can reveal the true contents of each bottle at the end of the
activity.

Scientific Terms for Students

hypothesis: A proposed explanation for am observed phenomenon.

liquid: A substance that flows freely but is of constant volume.

matter: Anything that has weight and takes up space.

References
I downloaded this lesson from the Wabisabi Learning website:
https://www.wabisabilearning.com/blog/inquiry-based-learning-science-activities