Communicating matters
View Sequence overviewStudents will:
- investigate to identify and name the properties that help us describe a liquid.
- apply this to determine if something is a liquid or not.
Students will represent their understanding as they:
- record observations about the behaviour of liquids in a data table.
- make and discuss claims about the properties of liquids.
In this lesson, assessment is formative.
Feedback might focus on:
- the claims students make about which samples are liquids.
- Are they being consistent in their claims? What features are they focusing on to support their ideas?
- Do students’ final claims about the sample match the identified properties of a liquid?
Whole class
Class science journal (digital or hard-copy)
A large quantity of a pourable solid such as laundry powder, flour, sugar etc.
A volume of water for demonstration purposes. The volume of water needs to be large enough that all students will be able to see the behaviour of the water clearly
4 large clear plastic containers of the same size, preferably marked with standard measurements
Demonstration copy of Liquid observations Resource sheet (or create your own)
Each group
Samples of various liquids in small, sealed transparent containers. For example: water, soft drink, cordial, honey, cooking oil, laundry liquid etc.
Sample of at least one pourable solid in a small, sealed transparent container. For example: laundry powder, flour, sugar etc.
Container/s to pour samples into for observation (one container is sufficient, provided it is rinsed and dried between uses)
Each student
Individual science journal (digital or hard-copy)
Liquid observations Resource sheet (or create their own)
Lesson
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkRe-orient
Recall the previous lesson, focusing on the samples that students thought might be liquids. Revisit the vocabulary they used to describe liquids and how they decided what made something a liquid.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkIdentifying and constructing questions is the creative driver of the inquiry process. It allows students to explore what they know and how they know it. During the Inquire phase of the LIA Framework, the Question routine allows for past activities to be reviewed and to set the scene for the investigation that students will undertake. The use of effective questioning techniques can influence students’ view and interpretation of upcoming content, open them to exploration and link to their current interests and science capital.
When designing a teaching sequence, it is important to spend some time considering the mindset of students at the start of each Inquire phase. What do you want students to be thinking about, what do they already know and what is the best way for them to approach the task? What might tap into their curiosity?
Read more about using the LIA FrameworkWhat makes something a liquid?
With students brainstorm the names of different liquids, recapping and adding to the list created in the Launch phase.
Display the samples students will be examining during the lesson.
Pose the questions: Which ones are liquids? And what makes something a liquid?
Properties of a liquid
What are the properties of a liquid?
When coupled with the previous investigations, these demonstrations have been designed to support students to articulate the properties of a liquid using accurate descriptions and terminology. Determining the properties of liquid in this specific way will enable students to repeat the process more independently when they explore solids and gases, and will also help them to compare solids, liquids and gases later in the sequence.
Liquids typically have the following properties:
- They have a constant volume, and are often referred to as incompressible. They can be compressed slightly, but this requires a great deal of pressure and is usually not possible in day-to-day situations.
- Liquids flow.
- Liquids do not hold their shape and will spread out to fill the space available.
- Liquids will level out naturally and independently immediately after flowing.
When coupled with the previous investigations, these demonstrations have been designed to support students to articulate the properties of a liquid using accurate descriptions and terminology. Determining the properties of liquid in this specific way will enable students to repeat the process more independently when they explore solids and gases, and will also help them to compare solids, liquids and gases later in the sequence.
Liquids typically have the following properties:
- They have a constant volume, and are often referred to as incompressible. They can be compressed slightly, but this requires a great deal of pressure and is usually not possible in day-to-day situations.
- Liquids flow.
- Liquids do not hold their shape and will spread out to fill the space available.
- Liquids will level out naturally and independently immediately after flowing.
Liquids v pourable solids
Both pourable solids and liquids appear to flow when poured into a cup.
Students might find it difficult to distinguish between a pourable solid and a liquid, because both will appear to flow when poured into a cup.
A liquid does not hold its shape, and will take the shape of the container it is poured into. The surface of the liquid levels on its own after pouring is complete.
A pourable solid is made up of many small solid ‘grains’. Whilst these small grains will pour and flow in much the same way as a liquid, they will typically ‘mound’, and will not level unless manipulated.
Students might find it difficult to distinguish between a pourable solid and a liquid, because both will appear to flow when poured into a cup.
A liquid does not hold its shape, and will take the shape of the container it is poured into. The surface of the liquid levels on its own after pouring is complete.
A pourable solid is made up of many small solid ‘grains’. Whilst these small grains will pour and flow in much the same way as a liquid, they will typically ‘mound’, and will not level unless manipulated.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkTesting samples
Discuss what students might do to help them make observations about the samples. For example, they might:
- turn the container upside down.
- shake it.
- use a magnifying glass to look closely at the contents.
- pour the contents into another container and note how long it takes to flow and what happens when it settles.
Discuss:
- how students might record the results of their investigation.
- the purpose of a data table: it allows them to record each action and its results.
- what needs to be included in the data table: what they did, what they observed during/after each action, and their claim identifying the sample as a liquid or other. You might use the Liquid observations Resource sheet or create your own.
If required, discuss what a scientific claim is, and discuss with students how they might reach one. Read Facilitating evidence-based discussions for further information.
Allow students time to carry out the investigation in collaborative teams and record results individually. Students may have different ideas about what each sample is and whether it is a solid or liquid. Recording their findings individually provides an opportunity to discuss and share ideas with others, whilst allowing for individual expression. This also supports formative assessment.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkDiscussing claims
Share and discuss students’ results.
- What claim do you make about each substance?
- Is it a liquid? What evidence do you have to support that?
- Did you have any difficulties deciding if any of the substances where liquids? Which ones and why?
Encourage students to ask questions. Refer to the science question starters.
The Inquire phase allows students to cycle progressively and with increasing complexity through the key science ideas related to the core concepts. Each Inquire cycle is divided into three teaching and learning routines that allow students to systematically build their knowledge and skills in science and incorporate this into their current understanding of the world.
When designing a teaching sequence, it is important to consider the knowledge and skills that students will need in the final Act phase. Consider what the students already know and identify the steps that need to be taken to reach the level required. How could you facilitate students’ understanding at each step? What investigations could be designed to build the skills at each step?
Read more about using the LIA FrameworkThe Investigate routine provides students with an opportunity to explore the key ideas of science, to plan and conduct an investigation, and to gather and record data. The investigations are designed to systematically develop content knowledge and skills through increasingly complex processes of structured inquiry, guided inquiry and open inquiry approaches. Students are encouraged to process data to identify trends and patterns and link them to the real-world context of the teaching sequence.
When designing a teaching sequence, consider the diagnostic assessment (Launch phase) that identified the alternative conceptions that students held. Are there activities that challenge these ideas and provide openings for discussion? What content knowledge and skills do students need to be able to complete the final (Act phase) task? How could you systematically build these through the investigation routines? Are there opportunities to build students’ understanding and skills in the science inquiry processes through the successive investigations?
Read more about using the LIA FrameworkFollowing an investigation, the Integrate routine provides time and space for data to be evaluated and insights to be synthesized. It reveals new insights, consolidates and refines representations, generalises context and broadens students’ perspectives. It allows student thinking to become visible and opens formative feedback opportunities. It may also lead to further questions being asked, allowing the Inquire phase to start again.
When designing a teaching sequence, consider the diagnostic assessment that was undertaken during the Launch phase. Consider if alternative conceptions could be used as a jumping off point to discussions. How could students represent their learning in a way that would support formative feedback opportunities? Could small summative assessment occur at different stages in the teaching sequence?
Read more about using the LIA FrameworkMore observations
Set up four large clear containers of the same size:
- one containing liquid
- one containing a pourable solid
- one empty container next to each sample (so the samples might be poured between containers)
Set up a T-chart in the class science journal to record observations about samples A and B.
Record students’ initial observations about the samples, including the shape and the amount in the containers. Ask students to make a claim identifying samples A and B as liquids or solids, and how certain they are of this.
During the following discussion you will pour the two samples back and forth between their original container and an empty one, first focusing on the amount of the sample and then the shape of the sample.
Amount of the sample
Pour the samples back and forth between containers, asking the students to take note if the two samples are still taking up the same amount of space (yes), and if there is any way to get them to take up more space or less space without changing them somehow (no).
NOTE: Students might offer suggestions of ways to change the amount of space the sample take up that require them to be physically or chemically changed in order to increase or decrease their volume. For example, mixing them together or with other substances, or removing part of the sample. If necessary, remind students that the question specifically focused on not changing the samples in any way.
Allow them time to discuss and share ideas and observations as you demonstrate.
- What do you observe about the amount of space the samples take up?
- They take up the same amount of space in each container, you can’t get them to take up more/less space.
- Does the amount/size of the sample stay the same as I pour them back and forth?
- Could you say the same about both samples?
Introduce the terms:
- volume: a measurement of the amount of space something takes up.
- constant: something that stays the same.
- compressed: to reduce in size, quantity or volume via pressure.
Students discuss with a partner how they would use these terms to describe the samples. Share ideas as a class.
Present the claim that, for each sample: The volume remains constant, and cannot be compressed.
Ask students if they agree and why/why not, referring to evidence from the demonstration. Discuss until the class reaches consensus that the claim appears to be true. Record it in the class science journal, along with the supporting evidence.
Shape of the sample
Now focusing on the shape of each sample as it is poured back and forth between containers, ask students to take note of how the samples level out each time they are poured between containers. They should notice that the liquid levels out independently, but the pourable solid will mound, and needs to be manipulated by shaking the container in order to level out.
Allow them time to discuss and share ideas and observations as you demonstrate.
- What do you observe about the shape of the sample as I pour it between containers?
- Does the shape stay the same?
- Could you say the same about both samples?
- What do I have to do to the container to make the shapes of each sample the same?
- You have to shake sample B’s container to make it level out.
- What might this tell us about which of the samples is a liquid?
- Would you now change the claim you made earlier about the samples being solid or liquid? Or feel more confident about your claim?
Present the claim: Liquids take the shape of the container they’re in, they level out independently, and they have a flat featureless surface when still.
Ask students if they agree and why/why not, referring to evidence from the demonstration. Discuss until the class reaches consensus that the claims appears to be true. Record it in the class science journal, along with the supporting evidence.
Determine which sample is and is not a liquid, what is similar and different when comparing the two, and what students think the sample that is not a liquid might be.
Revisit the samples examined earlier in the lesson and students’ claims about each sample, to determine if they correctly identified the liquids. Discuss if they changed any of their responses, and why they did so.
Reflect on the lesson
You might:
- add to the class word wall of vocabulary related to liquids and their properties.
- refer to the list created in the Launch phase, or substances students confidently categorised as liquid, and substances they weren’t sure about. Would they reclassify any based on what they have learned?
- add to the class TWLH, completing the H and L sections with what they have learned about liquids.
- ask students for further questions about liquids to add to the class science journal or TWLH chart. Discuss how you might investigate to find the answers to these questions. Provide students with opportunities to undertake such investigation.
- revisit the drawings and words students used in the Launch phase to describe liquids and make any additions using a different coloured pen/pencil.
- discuss how they might use science communication techniques to help other understand what they have learned. Add it to the list created in Launch phase.
- consider what questions a 'non-expert' might ask them about liquids.
- discuss how students were thinking and working like scientists during the lesson. Focus on how they made their observations and made claims supported by evidence.
TWLH chart
At this stage, students can now contribute to the L and H sections of the TWLH chart.
Students have now had some shared experience, where they have made claims about the properties of liquids, supported by the evidence they collected during the investigation.
At this phase, students can now contribute to the L and H sections, linking something they have specifically learned to the supporting evidence. For example, they might say that liquids level out independently, and that they know this because each of the sample they would confidently identify as liquids did so.
Students have now had some shared experience, where they have made claims about the properties of liquids, supported by the evidence they collected during the investigation.
At this phase, students can now contribute to the L and H sections, linking something they have specifically learned to the supporting evidence. For example, they might say that liquids level out independently, and that they know this because each of the sample they would confidently identify as liquids did so.