KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

STANDARD: (PA/Common Core):

● (Science) Standard - 3.2.1.A1- Observe and describe the properties of liquids and
solids.
● (Science) Standard - 3.1.1.C4 - • Distinguish between scientific fact and opinion. •
Ask questions about objects, organisms, and events. • Understand that all
scientific investigations involve asking and answering questions and comparing
the answer with what is already known. • Plan and conduct a simple investigation
and understand that different questions require different kinds of investigations. •
Use simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than relying only
on their senses to gather information. • Use data/evidence to construct
explanations and understand that scientists develop explanations based on their
evidence and compare them with their current scientific knowledge. •
Communicate procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their
investigations so they can be reproduced, and review and ask questions about the
work of other scientists.
● (ELA) Standard - CC.1.1.1.D - Know and apply grade-level phonics and word
analysis skills in decoding words. • Identify common consonant diagraphs, final-e,
and common vowel teams. • Decode one and two-syllable words with common
patterns. • Read grade-level words with inflectional endings. • Read
grade-appropriate irregularly spelled words.

I. Performance Objectives (Learning Outcomes)

● Students will be able to describe how liquids move by comparing the movements
of water and glue.
● Students will be able to explain how water changes matter by observing an ice
cube begin to melt in water.
● Students will be able to identify various liquids by completing a picture matching
exit slip.
 ● Students will be able to identify rhyming words in a text by engaging in a whole
class shared reading.

II. Assessment/Evaluation plan

A. Formative

Assessment: Documentation Tool: Scale:

(e.g. product, quick (e.g. rating scale, (performance
response, interview) rubric, checklist, levels)
anecdotal notes)

Teacher observation Anecdotal notes based on the

student’s ability to
describe how
liquids move.

Teacher observation Anecdotal notes based on the

student’s ability to
explain how water
changes matter.

Science notebook page Rating scale Check/Minus

7 based on the
student’s ability to
identify liquids in a
set.

Science notebook page Rating scale Check/minus

6 based on the
student’s ability to
identify rhyming
words in a shared
reading.

B. Summative

III. Instructional Materials (includes amount)

● Liquids Poem
○ https://docs.google.com/document/d/19La8M5_Ye_zEhEIszDrEmETKA3
izpyb4/edit?usp=sharing&ouid=109204602206449163607&rtpof=true&sd
 =true
● Science Notebook pages 6-7
○ https://docs.google.com/document/d/1-RP3mVU6qP0jJi0x2aQnny8KezW
JhzAP/edit?usp=sharing&ouid=109204602206449163607&rtpof=true&sd
=true
● Day 3 Solid & Liquids google slide
○ https://docs.google.com/presentation/d/1auZ6LvmuP0Mq5P2tgA_zwXdO
o-BCO26chM8padIgfwY/edit?usp=sharing
● Pencil (one per student)
● Science notebooks (one per student)
● Whiteboard
● Pointer finger
● Whiteboard marker
● Bag of glue
● Bag of water
● Ice cube
● Cup

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)
A. Prerequisite Skills
● Engage and participate in a shared reading.
● Discuss and make observations about a science phenomenon.

B. Key Vocabulary

● Viscous: moves slowly and is sticky

● Fluid: moves fast

C. New Content

● Examine and describe the properties of various liquids.

● Identify common everyday liquids.

V. Implementation

A. Introduction –
● Hand out the student's science notebooks.
● Have the students get out a pencil and crayons for this activity.
● Have the students open their notebooks to page 5.
● Display slide #2.
● Have the students use their pencils to follow the words as you read the
poem aloud.
● Use the pointer finger as you are reading.
 ● Then have the students echo read a second time with you.
● Have the students turn to page 6 in their notebooks.
● Display slide #3.
● Read aloud the sentence.
○ “What are some words that rhyme with flow? Write and draw
them.”
● “Friends can you think of some words that rhyme with flow.”
○ Examples: “blow, grow, mow, row, go, throw”
● Write the words on the board for the students to copy on their paper.
● The students then can draw a picture of one of the words.
● Tell the students that sometimes not all rhyming words look the same.
● Give the students a few minutes to color then begin the lesson.

B. Development –
● “Friends the past two days we have been looking at solids.”
● “Remember solids have their own space and shape.”
● “Today we are going to be talking about liquids.”
● “Liquids take up the shape of the container they are inside and are usually
wet.”
● “When you pour milk into your cereal bowl you will see it fill the whole
space in your bowl. That is because liquids take up the space they are
filling.”
● Display slide #4.
● Students' books should be open to page 6.
● “Friends look at these pictures. Let’s circle the pictures that show liquids.”
● Circle the answers on the board for the students to copy in their books.
● When you get to the picture of the ice cube have the cup of water and the
ice ready to go.
● Choose a student’s name stick and have them drop the ice cube in the cup.
● Hold the cup around for the students to see.
● The students should notice the ice cube keeps its shape and does not
change to water right away.
● Ice cubes are solids, not liquids.
● “Okay friends now that we know a few liquids we are going to be working
with two common liquids.”
● “The first is water which you all drink and use for many reasons every
day.”
● “The second liquid we will be using today is glue.”
● “Most of us only use glue when we are doing a project.”
● “Glue and water have very different properties.”
● “Have any of you ever gotten glue on your hand before?”
● “What does it feel like on your hand?”
○ A student responds, “sticky.”
● “Yes, glue is a sticky liquid.”
● “Water is not a sticky liquid.”
 ● “Friends another property of a liquid is how it moves.”
● “I want you to predict if glue or water moves faster.”
● “Think about how glue is sticky so that may change its speed.”
● Display slide 5.
● Students will circle their answer on page 6.
● Allow a few students to share what liquid they think will move faster.
● Choose one of the students' names from the sticks and call them up to
shake the two bags of glue and water.
● “Friends which liquid moved faster in the bag?”
○ A student responds, “water.”
● Display slide #6.
● Read aloud the sentence.
● “Okay friends under your prediction write on the line the word water
because it moved faster.”
● Display slide #7.
● “Friends there are two big words scientists use to describe how liquids
move.”
● “The first word is viscous.”
● Students repeat the word after you.
● “The second word is fluid.”
● “Friends to remember these big words try this with me.”
● The teacher puts their hands on their hips and slowly falls to the ground
while saying this…
○ “Viscous means to move very slow”
● The students follow and do the same thing.
● Have the students repeat this x3.
● The teacher puts their hands on their hips and quickly fall to the ground
saying this…
○ “Fluid moves fast!”

C. Closure –
● “Friends please turn to the next page in your science notebooks.”
○ Page 7
● “I would like for you to draw a line to the liquid that matches the correct
word.”
● “Remember that viscous is slow and fluid is fast!”
● Tell the students they can look at their vocabulary words and pictures if
they need help.
● Collect the student's notebooks as a formal assessment.

D. Accommodations / Differentiation -
● For students with reading difficulties, pictures are included in the google
slideshow.
● For students with visual concerns give each student a copy of the shared
reading poem.
 ● For advanced learners have them brainstorm other liquids that could be
either viscous or fluid. They can add these to their science notebooks.

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective

answers to questions recorded after lesson is taught.)

1. In the future, what resources or materials would make this lesson better?

2. What was my best moment today and how can I have more moments like
it?

VII. Resources (APA Format)

● Hopkins, L. B., & Halstead, V. (2003). Spectacular Science: A Book of Poems.

Simon & Schuster Books for Young Readers.
● National Science Resources Center. (2014). Solids & Liquids Science and
Technology Concepts.