st
1 Grade Learning Sequence Overview
Learning Sequence Concept: Liquids have properties by which they can be described.
CCSS Content Literacy in Science: SL1.1a SL 1.5 SL1.6; W1.2, W1.5, W1.8,RI1.1, RI1.2, RI1.3, RI1.5, RI1.6, RI1.7; L1.1j, L1.6
Lesson
Concept
Day 1
Liquids are described differently
from solids.
Day 2
Liquids are described using
specific academic vocabulary.
Activity
•
•
•
Oral
Language
•
Describe solids by
properties.
Introduce liquids and use
student language to
describe liquids.
•
Reading and discussing
informational text.
Use a preview strategy to
identify text features.
Partner and whole group
discussion to practice
language.
•Word Wall
Connection of
common/home/street
language to academic
vocabulary e.g., moves
slow/ viscous,
Notebook
entries
Complete writing prompt to
describe one liquid from the
collection.
Reading
Reading and discussing
information text. Use text
features as described in the
activity section.
Notebook entries as listed
above
Student work
to be
collected
Day 3
Liquids are described practicing
specific academic language
patterns. .
• Choral Reading to practice
using the words
• Go Fish to encourage
questions and answers.
• Science Talk to encourage
questions and responses.
Academic language is practiced
for three different purposes:
• Making connections between
words and ideas
• Asking and answering
questions.
• Using complete sentences.
Reading words on the floor,
wall, and tables during oral
language activities.
Day 4
Descriptions of liquids can be
recorded in a data table and
used to describe new liquids.
• Data Table of descriptions
• Complete sentence frame
describing a liquid
• Whole class discussion of
data table.
• Practice saying sentences
orally prior to wiring.
 Complete a data table
summarizing observation of
liquids.
 Complete a scientific
observation of one of three
liquids in a lunch.
 Label and draw a scientific
illustration.
Reading words on the table
while completing data table and
sentence prompt.
Notebook entries as listed
above
Lesson
Concept
Activity
Oral
Language
Day 5
Liquids share properties.
Day 6
All liquids flow and are different
from solids.
Develop a VENN diagram using
two liquids. Chart individual
descriptions. Write shared
properties or descriptions in the
center.
Whole group discussion and
contribution to the chart.
Sort liquids and solids into two
paper plates. Discuss with a
partner what is alike about all
liquids. Discuss what is alike
about all solids.
Small group discussion of
evidence for what is alike about
all solids or all liquids.
Notebook
entries
Talk to partners prior to writing.
Use the prompt: How can
liquids be described? Include a
scientific illustration as part of
the informational writing.
Reads words from word wall or
word cards on tables to scaffold
writing.
Reading
Student work
to be
collected
Day 7
Liquids share properties of
flowing and taking the shape of
the container.
Informative writing that includes
description of shared properties
of all liquids.
VENN diagram on chart.
*
• Informational writing that
includes characteristics of
liquids. (flow and take the
shape of the container)
• Use academic language for
any properties listed.
Illustration must be labeled.
Solids and Liquids
Grade Level: 1
Lesson concept: Liquids can be described by their properties
Stage
Engage
Teacher Does
How could solids be described?
(Hold up two solids: for
example, a nail and a cylinder)
What is similar about both
solids? What is different about
them?
Introduce a new substance: for
example liquid soap
How could it be described?
Explore
I
How is the new substance
(liquid soap) the same or
different from the solids?
Partner practice/listening and
speaking
Write: How can liquids be
described?
Ask students to read together
what is being written on the
board.
(Distribute six different bottles
of liquids to small groups)
Student Does
Words may include: round,
smooth, hard, color
Both are hard and smooth, one
is a larger cylinder, one is
thinner
Soap moves, not hard, bubbles,
color
Soap can move and/or flow
How can liquids be described?
Bubbles, moves, color, touch
Think about the words you
could use to describe or observe
the properties of the liquids
Describe the liquids to your
partner or table groups
Ask students to discuss
observations.
Students should describe one
Shake, move, and then describe
the liquids: bubbles, slow
moving, clear, not clear, sticks,
see- through,
liquid using at least two words
Teacher models a description
for students if needed
Explain
I
The liquid was slow-moving
The liquid was clear like glass
Whole class practices building
data wall
Place liquids on chalkboard.
Display prepared cards with the
following words/pictures to
enhance academic vocabulary:






viscous (pours slowly)
transparent (can see
through)
translucent (can partially
see through)
has color
foamy
bubbly
Ask students for a volunteer to
start sharing his/her description
or observation to the whole
class
#1 was slow moving (link to
viscous)
# 2 Clear (link to transparent)
# 3 Cloudy (link to translucent)
#4 Bubbly (link to bubbles stay)
#5 Foamy (bubbles or foam on
top)
#6 Yellow or other color (has
color)
May use not as part of the
description such as not slow
(not viscous)
Elicit a show of hands of
students who have the same
description or observation
Explore
II
Continue building word wall
built from student observations
Informational Text
Hold up the “Big Book” and ask
students to look at the cover
and describe what might the
book be about
Ask students how they figured
out that answer
Ice / solids
Water / liquids
I saw it on the cover
I read the word
Turn to the table of contents
and ask students what
information the table of
contents tells us
Ask students where they might
find information about liquids
It tells us where to find things
Suggest page number
Find the suggested page
number in the book
Read aloud from that page and
discuss information in the print
and the pictures with students
Read the page that shows the
liquids and ask students to
predict what this page will be
about
Liquids can be different colors,
move slowly or be viscous,
transparent, translucent, foamy
or bubbly
Solids and liquids (soup)
Focus on the page with both
solids and liquids
Ask students what the pictures
are showing on this page
Explain
II
Ask students to read the
question they were
investigating
Explain that we have all the
words needed to describe the
liquids
How can liquids be described?
Liquid #1 is transparent and
slow moving (viscous).
Liquid #2 is translucent and
white.
Etc
Have students pick the most
interesting liquid and write a
description about the it
Students should describe the
liquid using the words from the
word wall that the class
developed or words placed on
your desk
Viscous, Transparent,
Translucent, color
Students review the vocabulary
by “talking to their feet:’’
Explore
III
Explain that everyone has feet.
Tell your feet three words that
you could use to describe
liquids.
Ask students what they
remember about liquids?
Slow moving, viscous
Bubbly
Foamy
Transparent, you can see
through it
Chant this reading and allow
students to answer each stanza
in a chant with an example
liquid:
Fabric Softener or ?
I know some bubbly liquids,
Some very bubbly liquids,
Some very bubbly liquids,
Can you name just a few?
Syrup, or a ?
I know some viscous liquids,
Some very viscous liquids,
Some very viscous liquids,
Try to name a few!
I know some transparent
liquids,
Some very transparent liquids,
Some very transparent liquids,
Can you name just a few?
I know some translucent
liquids,
Some very translucent liquids,
Some very translucent liquids,
Try to name a few!
I know some colorful liquids,
Some very colorful liquids,
Some very colorful liquids,
Clear juice or a ?
Fabric Softener, milk or ?
Dish soap or a ?
Water
Can you name just a few?
I know some colorless liquids,
Some very colorless liquids,
Some very colorless liquids,
Try to name a few!
Explain
III
Play “Go Fish”
1. Distribute 4 set of cards
(viscous and picture,
transparent and picture,
translucent and picture,
bubbly and picture, foamy
and color) to each group
of four students.
2. Model for students how to
play “Go Fish” using the
words from the cards
3. Ask and answer the
question, “Do you have?”
using the vocabulary
words to describe a liquid

Do you have a
transparent liquid?

Do you have a viscous
liquid?
4. If a student has the card
asked for by a partner,
the student has to give
the card up to the partner
as in the traditional game
of “Go Fish."
5. Allow students to deal the
cards and play “Go Fish.”
Explain to students that
the pictures and words on
the cards are the same as
the words/pictures added
to our charts previously in
“Explore/Explain I”.
6. Observe the ability students
demonstrate to ask for a card
and play the card needed.
Science Talk
Write the beginning of several
sentences on sentence strips:




I
I
I
I
observed…
agree…
disagree…
wonder…
Ask students to get into a circle
and use the following sentence
beginnings to talk about what
they observed in the liquids:




Students practice science talk in
a collaborative session.
I observed liquid #1 was…
I agree liquid #1 was…
I disagree that liquid #1
I observed liquid #1 was clear
was…
and viscous
I wonder if liquid #1
was…
I agree it was viscous
Continue pattern of science talk
using new sentence frames with
new sentence beginnings
I disagree it was clear because
a better word is transparent
I wonder what it is used for
Explain
IV
Developing a Data Table
Distribute 6 liquids and
ask students to use their
notebooks to write down their
descriptions of the liquids
Explain to the students that
their descriptions are called
“data” and define “data” for the
students.
Transparent, viscous,
Explain to the students how to
organize a data table once
they’ve finished writing their
descriptions of the liquids in
their notebook
Now, ask students to look at
the first liquid
Which descriptions should be
checked?
Expand
Have students continue
checking descriptions in each
column, encouraging
independence for students in
completing the data table
Looking at Liquids
1. Hold up three liquids for
students to observe:
apple juice, apple sauce, and
chocolate milk. Explain all three
liquids might be in your lunch.
2. Distribute pictures of the
three liquids and ask
students to look at the
pictures and use words to
describe each liquid
3. Add at least two words to
describe your liquid from
our words in the “Go Fish”
game.
Complete a drawing of the
liquid using the partial pictures.
Add two words to each picture
to describe the liquid
Add words and details to your
drawing to show differences
among liquids
Example of high-levelresponse:
 Apple juice: transparent,
foamy
 Chocolate milk: color,
cannot see through,
foamy
 Applesauce: viscous,
cannot see through, has
color
High quality work:
Liquids have many words to
describe their properties.
Explore
VENN diagram
5
Draw a VENN diagram on the
whiteboard and explain to
students what the VENN
diagram is designed to show.
Hold up two liquids and have
students record draw a VENN
diagram in their notebooks and
on the left side. identify the
properties of liquid #1
Liquid #1 is transparent,
yellow, viscous and it flows.
Liquid #2 is translucent, red,
bubbly and it flows.
Flows
Have students do the same
process with liquid #2 on the
right side of the diagram
Have students take note of the
properties that the two liquids
have in common and write
these into the intersecting
center of the diagram
Ask students if they can think of
any liquids that do not flow
Explain
Distribute sets of bottles and
Sort objects into two sets
5
solid objects and ask students
placed on paper plates.
to sort the objects into two
categories.
Share with a partner the
explanation of how they sorted
Ask students to explain how
the objects.
they sorted the objects.
 All solids are hard.
 What is alike about all the
solids?
 All liquids move and take
the shape of a container.
 What is alike about all the
liquids?
Evaluate Ask students to explain how
they know an object is a liquid
It moves in the container
How did they figure out that an
object is a liquid?
I learned this information by
trying to make it change by
shaking the bottle, etc.