Properties of Liquids and Solids
Solid ice on the far cave wall and liquid water in the pool in front of it (StockSnap, Pixabay)
Solid ice on the far cave wall and liquid water in the pool in front of it (StockSnap, Pixabay)
How does this align with my curriculum?
Curriculum Alignment
NU
2
K-6 Science and Technology Curriculum (NWT, 2004)
Matter and Materials: Properties of Liquids and Solids
ON
2
Science and Technology, Grades 2 (2022)
Strand C. Matter and Energy; Properties of Liquids and Solids
NT
2
K-6 Science and Technology Curriculum (NWT, 2004)
Matter and Materials: Properties of Liquids and Solids
BC
2
Science Grade 2 (June 2016)
Big Idea: Materials can be changed through physical and chemical processes.
BC
K
Science K (June 2016)
Big Idea: Humans interact with matter every day through familiar materials.
NU
1
K-6 Science and Technology Curriculum (NWT, 2004)
Matter and Materials: Characteristics of Objects and Properties of Materials
NU
5
K-6 Science and Technology Curriculum (NWT, 2004)
Matter and Materials: Properties of and Changes in Matter
ON
K
The Kindergarten Program (2016)
13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)
PE
K
Science K (June 2016)
Big Idea: Humans interact with matter every day through familiar materials.
YT
2
Science Grade 2 (British Columbia, June 2016)
Big Idea: Materials can be changed through physical and chemical processes.
NT
1
K-6 Science and Technology Curriculum (NWT, 2004)
Matter and Materials: Characteristics of Objects and Properties of Materials
NT
5
K-6 Science and Technology Curriculum (NWT, 2004)
Matter and Materials: Properties of and Changes in Matter
PE
5
Integrated Curriculum Grade 5: Science (Draft 2023)
DK 1.3: Physical and chemical changes can assist us in daily life and improve the world around us.
NU
2
K-6 Science and Technology Curriculum (NWT, 2004)
Earth and Space Systems: Air and Water in the Environment
ON
2
Science and Technology, Grades 2 (2022)
Strand E. Earth and Space Systems; Air and Water in the Environment
NT
2
K-6 Science and Technology Curriculum (NWT, 2004)
Earth and Space Systems: Air and Water in the Environment
AB
3
Science 3 (2023)
Matter: Understandings of the physical world are deepened by investigating matter and energy.
BC
4
Science Grade 4 (June 2016)
Big Idea: All living things sense and respond to their environment.
YT
4
Science Grade 4 (British Columbia, June 2016)
Big Idea: All living things sense and respond to their environment.
Students develop and apply observing, comparing & contrasting and predicting skills as they explore the properties of common liquids and solids.
Overview
Students observe, compare and contrast familiar liquids and solids, then predict what will happen when liquids and solids are mixed together.
Timing
45-60 minutes
Setting the Stage
When students explore the world around them, they become aware of the many materials and substances in it. They become aware of the similarities and differences in the properties of these materials and substances including how they look, feel, and change. The categories of ‘liquid’ and ‘solid’ provide one way for students to start organizing their understanding of everyday materials and substances.
In this inquiry, students will have opportunities to deepen their understanding of the properties of materials as they observe and compare and contrast familiar liquids and solids. Their observations will help them to predict what will happen when liquids and solids are mixed together. Students will also have opportunities to investigate how safe handling of liquids and solids helps to maintain a healthy environment for all living things.
When working with liquids and solids, it is important that students ensure their personal safety and the safety of others. This includes understanding why they should never put any materials in their mouths unless instructed to do so by the educator and why they should wash their hands after handling any materials.
This inquiry could begin from:
- Reading a book such as Cloudy With a Chance of Meatballs by Judy Barrett. Discuss using questions such as:
- "What are some ways that Chewandswallow is the same as where we live? How is it different?”
- "What are some problems that we encounter because of our weather?” (e.g., snow can become frozen solid into ruts and make walking and driving dangerous; when snow and ice melt it can cause flooding)
- "What were some good things that came out of the weather in Chewandswallow that we would not get with our weather?" (e.g., they used leftovers to feed the cats, dogs and animals in the oceans; they put it back into the Earth to make the soil richer for growing flowers)
- "What are some problems Chewandswallow residents encountered because of the change in their weather?” (e.g. all of the solid foods were piling up and not being eaten or composted; the liquid syrup nearly flooded the town)
- Questions and wonderings that arise from a neighbourhood walk to look for examples of everyday liquids and solids. Discuss using questions such as:
- "What are some things you saw on our walk that you would classify as ‘solid’? How do you know that they are solid and not something else?” (e.g., a solid maintains its shape and cannot be poured)
- "What are some things you saw that you would classify as ‘liquid? How do you know that they are liquid and not something else?” (e.g., a liquid takes the shape of the container it is in and can be poured)
- "Are there some things that you were not sure of? Which would you predict they might be – liquid or solid? Why do you think that?”
- Reading books such as Water Can Be… and A Rock Can Be... by Laura Purdie Salas. Discuss using questions such as:
- "What are some characteristics of water that are illustrated in the book?” (e.g., water takes the form of the container it is in; water can change from a solid to a liquid and back again)
- "Why do you think water can be so many different things?”
- "Look closely at the pictures. What hints do they give about how water turns into a solid and even into a gas/vapour?” (e.g., temperature change to below zero turns liquid water to ice; heat changes ice to liquid water and then to water vapour)
- "When water changes, is it still a liquid? Why or why not?”
- "What are some things that we learn about the properties of solids from the book?” (e.g., solids can be used for a lot of things because they maintain their shape; not all solids are hard)
- "Water changes when temperatures change. How do solids change?”
- "When a solid changes, is it still a solid? Why or why not?” (e.g., when a candle melts it becomes a liquid; when a glass breaks into pieces, the pieces are still solid)
Details
- paper plates, divided into sections, for exploring solids
- small containers for exploring liquids and for mixing liquids and solids
- a variety of common liquids such as water, milk, vinegar, honey, corn syrup, molasses, oil, liquid dish soap, hand/body lotion, soda water, etc.
- Note: be aware of any student sensitivities to scents from dish soap, body lotion, etc.
- a variety of common solids such as sugar, sugar cubes, icing sugar, flour, cornmeal, cornstarch, dry cereals, baking powder, baking soda, etc.
- plastic or wooden sticks for mixing
- measuring spoons
- a large bowl for exploring buoyancy
- materials such as corks, coins, wood, small rocks or pebbles, a crayon, a plastic cube or building block, a spoon, etc.
- hand lenses
- newspapers and paper towels or cloths for cleaning up spills.
- set up areas in the room where students can:
- use their senses to explore various aspects of familiar solids and liquids. For example, students may wish to explore how different liquids move at different rates or examine household solids using a hand lens.
- explore what happens when liquids are mixed with other liquids, solids with other solids, and a specific liquid with a variety of different solids.
- compare the buoyancy of different liquids.
- pre-measure liquids and solids for mixing.
- mark off sections on paper plates for exploring a variety of solids at one time.
Students develop and apply the skills of observing, comparing & contrasting and predicting as they explore the properties of common liquids and solids.
Students:
- Observe and compare and contrast a variety of common liquids using their senses.
- Educator reminds students not to put anything in their mouths unless told it is safe to do so.
- Educator facilitates discussion about the liquids, encouraging the use of descriptive words for how liquids feel, look, smell, and move.
- Educator walks through the process of exploring the buoyancy of liquids by placing 125 ml of a liquid in a clear plastic container, then gently placing an object on top of the liquid and asking students to observe what happens.
- Compare and contrast the buoyancy of solid objects in a variety of common liquids
- Educator facilitates observations and discussion about the buoyancy of the liquids tested, encouraging the use of comparative words to describe what was observed.
- Predict what will happen when two liquids are mixed together.
- Check predictions and describe and record observations about changes in the characteristics of the liquids.
- Educator facilitates discussion about the ways in which students can keep track of which liquids were mixed together and what was observed
- Explore, compare and contrast a variety of common solids using their senses.
- Educator facilitates discussion about the solids, encouraging the use of descriptive words for how they feel, smell, and how they look when observed with and without the use of a hand lens.
- Predict what will happen when two solids are mixed together.
- Check predictions and describe and record observations about changes in the characteristics of the solids.
- Educator facilitates discussion about the ways in which students can keep track of which solids were mixed together and what was observed.
- Predict what will happen when a liquid and a solid are mixed together.
- Check predictions and describe and record observations about changes in the characteristics of the liquids and/or solids.
- Educator facilitates discussion about the ways in which students can keep track of which solid was mixed with which liquid and what was observed.
- Discuss what was learned and describe some ways in which solids and liquids can be combined to make useful substances (e.g., flour and water paste; milk and chocolate powder make chocolate milk).
Observe and document, using anecdotal comments, photos and/or video recordings, students’ ability to:
- Observe – students observe changes in characteristics of liquids and solids when they are mixed together (e.g., when various liquids are mixed with each other, when various solids are mixed with each other and when certain liquids and solids are mixed with each other)
- Compare & Contrast – students use their senses to compare and contrast the characteristics of various liquids and solids (e.g., view salt with and without a hand lens and observe how it changes when it is mixed with a variety of liquids)
- Predict – students predict what will happen when various liquids and solids are mixed together (e.g., predict what will happen to dry cereal when it is mixed with liquids such as water and honey)
| Students: Saying, Doing, Representing |
Educator Interactions: Responding, Challenging |
|---|---|
| Students use their senses to explore, compare and contrast a variety of common liquids. |
|
| Students explore, compare and contrast a variety of common solids using their senses. |
|
| Compare and contrast the buoyancy of solid objects in a variety of common liquids |
|
| Students predict what will happen when various liquids are mixed together, check their predictions and describe and record observations about changes in the characteristics of the liquids. |
|
| Students predict what will happen when various solids are mixed together, check their predictions and describe and record observations about changes in the characteristics of the solids. |
|
| Students predict what will happen when various liquids and solids are mixed together, check their predictions and describe and record observations about changes in the characteristics of the liquids and/or solids. |
|
Literacy
- Extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience (e.g., after a discussion of the results of their exploration of mixing of solids and liquids, students describe examples of experiences they have had such as making a salad dressing with oil, vinegar and herbs, mixing yeast with other solids and liquids to make bread, etc.)
Mathematical Thinking
- Measure using standard and non-standard units (e.g., measure the amount of liquids and solids used when exploring changes in their characteristics)
If your students are interested in learning more, the following may provoke their curiosity:
- Students may wish to explore how changes in solids and liquids impact them, their families, the community and the environment. For example, they could consider weather-related situations such as when rain turns to sleet or freezing rain.
- Prepare a batch of oobleck. Provide opportunities for students to explore the oobleck. Discuss using questions such as:
- “Is oobleck a solid or a liquid? Why do you think that?”
- “When we want to change a solid into a liquid, what do we do? (e.g., we might apply heat.) When we want to change a liquid to a solid what do we do?" (We take the heat away.)
- “What do you predict might happen if you squeeze the oobleck very tightly? Why do you think that?”
- “What do you predict will happen when you loosen the pressure on the oobleck? What makes you think that?”
- “How did the oobleck surprise us?” (Oobleck requires pressure to change from a solid to liquid.)
- “What do you predict might happen if we froze the oobleck? How can we find out? What do you predict the oobleck will be like when it thaws – will it feel the same, and behave the same? Or will it feel and behave differently? How can we test our predictions?”
- Some liquids and solids used in our homes, garages and workshops in labs may be hazardous unless we take the proper safety measures when using them. Organizations have developed a series of pictograms (e.g., WHMIS or Workplace Hazardous Materials Information System) that help to identify the hazards of products that are being used. These pictograms represent the potential hazard of a product (e.g., fire, corrosive, health hazard). While these symbols may be presented in different ways e.g., inside a red triangle, a red diamond or a yellow triangle), the symbol remains the same.
- Students may wish to explore the meaning of these international symbols that give us information on the safety of substances. Educators may wish to bring in empty containers bearing these symbols and discuss with students what they think the symbols might mean and why they are placed on these products. Assure students that the symbols help us know how to safely use and dispose of the products so there is no harm to us or to the environment.
Cloudy with a Chance of Meatballs
by Judi Barrett
What would it be like if food dropped like rain from the sky? What if you didn't like what fell? And what if too much came? What a mess!
ISBN: 9780689707490
A Rock Can Be...
by Laura Purdie Salas
Rocks may seem like boring, static objects―until you discover that a rock can spark a fire, glow in the dark, and provide shelters of all shapes and sizes.
ISBN: 978-1467721103
Water Can Be...
by Laura Purdie Salas
Water can be a thirst quencher, a kid drencher, a cloud fluffer, a fire snuffer. Find out about the many roles water plays in this poetic exploration of water throughout the year.
ISBN: 978-1467705912
Is it a liquid or a solid? (Hands-on Activities)
Make some goop that has the properties of a liquid and a solid.
What happens when we mix liquids? (Hands-on Activities)
Mix it up! What happens when you mix different liquids? Learn about the properties of liquids as you get mixing.
Mystery Powders (Lessons)
Students investigate the properties of a variety of everyday solids (powders) and liquids to determine the composition of an unknown solid (mystery powder).
Materials
- paper plates, divided into sections, for exploring solids
- small containers for exploring liquids and for mixing liquids and solids
- a variety of common liquids such as water, milk, vinegar, honey, corn syrup, molasses, oil, liquid dish soap, hand/body lotion, soda water, etc.
- Note: be aware of any student sensitivities to scents from dish soap, body lotion, etc.
- a variety of common solids such as sugar, sugar cubes, icing sugar, flour, cornmeal, cornstarch, dry cereals, baking powder, baking soda, etc.
- plastic or wooden sticks for mixing
- measuring spoons
- a large bowl for exploring buoyancy
- materials such as corks, coins, wood, small rocks or pebbles, a crayon, a plastic cube or building block, a spoon, etc.
- hand lenses
- newspapers and paper towels or cloths for cleaning up spills.
Preparation
- set up areas in the room where students can:
- use their senses to explore various aspects of familiar solids and liquids. For example, students may wish to explore how different liquids move at different rates or examine household solids using a hand lens.
- explore what happens when liquids are mixed with other liquids, solids with other solids, and a specific liquid with a variety of different solids.
- compare the buoyancy of different liquids.
- pre-measure liquids and solids for mixing.
- mark off sections on paper plates for exploring a variety of solids at one time.
What to Do
Students develop and apply the skills of observing, comparing & contrasting and predicting as they explore the properties of common liquids and solids.
Students:
- Observe and compare and contrast a variety of common liquids using their senses.
- Educator reminds students not to put anything in their mouths unless told it is safe to do so.
- Educator facilitates discussion about the liquids, encouraging the use of descriptive words for how liquids feel, look, smell, and move.
- Educator walks through the process of exploring the buoyancy of liquids by placing 125 ml of a liquid in a clear plastic container, then gently placing an object on top of the liquid and asking students to observe what happens.
- Compare and contrast the buoyancy of solid objects in a variety of common liquids
- Educator facilitates observations and discussion about the buoyancy of the liquids tested, encouraging the use of comparative words to describe what was observed.
- Predict what will happen when two liquids are mixed together.
- Check predictions and describe and record observations about changes in the characteristics of the liquids.
- Educator facilitates discussion about the ways in which students can keep track of which liquids were mixed together and what was observed
- Explore, compare and contrast a variety of common solids using their senses.
- Educator facilitates discussion about the solids, encouraging the use of descriptive words for how they feel, smell, and how they look when observed with and without the use of a hand lens.
- Predict what will happen when two solids are mixed together.
- Check predictions and describe and record observations about changes in the characteristics of the solids.
- Educator facilitates discussion about the ways in which students can keep track of which solids were mixed together and what was observed.
- Predict what will happen when a liquid and a solid are mixed together.
- Check predictions and describe and record observations about changes in the characteristics of the liquids and/or solids.
- Educator facilitates discussion about the ways in which students can keep track of which solid was mixed with which liquid and what was observed.
- Discuss what was learned and describe some ways in which solids and liquids can be combined to make useful substances (e.g., flour and water paste; milk and chocolate powder make chocolate milk).
Assessment
Observe and document, using anecdotal comments, photos and/or video recordings, students’ ability to:
- Observe – students observe changes in characteristics of liquids and solids when they are mixed together (e.g., when various liquids are mixed with each other, when various solids are mixed with each other and when certain liquids and solids are mixed with each other)
- Compare & Contrast – students use their senses to compare and contrast the characteristics of various liquids and solids (e.g., view salt with and without a hand lens and observe how it changes when it is mixed with a variety of liquids)
- Predict – students predict what will happen when various liquids and solids are mixed together (e.g., predict what will happen to dry cereal when it is mixed with liquids such as water and honey)
Co-constructed Learning
| Students: Saying, Doing, Representing |
Educator Interactions: Responding, Challenging |
|---|---|
| Students use their senses to explore, compare and contrast a variety of common liquids. |
|
| Students explore, compare and contrast a variety of common solids using their senses. |
|
| Compare and contrast the buoyancy of solid objects in a variety of common liquids |
|
| Students predict what will happen when various liquids are mixed together, check their predictions and describe and record observations about changes in the characteristics of the liquids. |
|
| Students predict what will happen when various solids are mixed together, check their predictions and describe and record observations about changes in the characteristics of the solids. |
|
| Students predict what will happen when various liquids and solids are mixed together, check their predictions and describe and record observations about changes in the characteristics of the liquids and/or solids. |
|
Cross-curricular Connections
Literacy
- Extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience (e.g., after a discussion of the results of their exploration of mixing of solids and liquids, students describe examples of experiences they have had such as making a salad dressing with oil, vinegar and herbs, mixing yeast with other solids and liquids to make bread, etc.)
Mathematical Thinking
- Measure using standard and non-standard units (e.g., measure the amount of liquids and solids used when exploring changes in their characteristics)
Extending the Learning
If your students are interested in learning more, the following may provoke their curiosity:
- Students may wish to explore how changes in solids and liquids impact them, their families, the community and the environment. For example, they could consider weather-related situations such as when rain turns to sleet or freezing rain.
- Prepare a batch of oobleck. Provide opportunities for students to explore the oobleck. Discuss using questions such as:
- “Is oobleck a solid or a liquid? Why do you think that?”
- “When we want to change a solid into a liquid, what do we do? (e.g., we might apply heat.) When we want to change a liquid to a solid what do we do?" (We take the heat away.)
- “What do you predict might happen if you squeeze the oobleck very tightly? Why do you think that?”
- “What do you predict will happen when you loosen the pressure on the oobleck? What makes you think that?”
- “How did the oobleck surprise us?” (Oobleck requires pressure to change from a solid to liquid.)
- “What do you predict might happen if we froze the oobleck? How can we find out? What do you predict the oobleck will be like when it thaws – will it feel the same, and behave the same? Or will it feel and behave differently? How can we test our predictions?”
- Some liquids and solids used in our homes, garages and workshops in labs may be hazardous unless we take the proper safety measures when using them. Organizations have developed a series of pictograms (e.g., WHMIS or Workplace Hazardous Materials Information System) that help to identify the hazards of products that are being used. These pictograms represent the potential hazard of a product (e.g., fire, corrosive, health hazard). While these symbols may be presented in different ways e.g., inside a red triangle, a red diamond or a yellow triangle), the symbol remains the same.
- Students may wish to explore the meaning of these international symbols that give us information on the safety of substances. Educators may wish to bring in empty containers bearing these symbols and discuss with students what they think the symbols might mean and why they are placed on these products. Assure students that the symbols help us know how to safely use and dispose of the products so there is no harm to us or to the environment.
Supporting Media
Cloudy with a Chance of Meatballs
by Judi Barrett
What would it be like if food dropped like rain from the sky? What if you didn't like what fell? And what if too much came? What a mess!
ISBN: 9780689707490
A Rock Can Be...
by Laura Purdie Salas
Rocks may seem like boring, static objects―until you discover that a rock can spark a fire, glow in the dark, and provide shelters of all shapes and sizes.
ISBN: 978-1467721103
Water Can Be...
by Laura Purdie Salas
Water can be a thirst quencher, a kid drencher, a cloud fluffer, a fire snuffer. Find out about the many roles water plays in this poetic exploration of water throughout the year.
ISBN: 978-1467705912
Learn More
Is it a liquid or a solid? (Hands-on Activities)
Make some goop that has the properties of a liquid and a solid.
What happens when we mix liquids? (Hands-on Activities)
Mix it up! What happens when you mix different liquids? Learn about the properties of liquids as you get mixing.
Mystery Powders (Lessons)
Students investigate the properties of a variety of everyday solids (powders) and liquids to determine the composition of an unknown solid (mystery powder).