Liquid Wonders Exploration

Overview

Duration: 30 minutes
Class size: 10 students
Unit: Hands-On Learning Adventure (Lesson 2 of 7)
Age group: Year 1 (5–6 years old)
Subject: Other (Science & DT integrated)

National Curriculum Links

This lesson primarily supports learning in the Science programme of study for Key Stage 1 (Year 1) and touches on aspects of Design & Technology through practical activities.

Science

Working scientifically:

Year 1: Pupils use their observations and ideas to suggest answers to questions.
Year 1: Pupils perform simple tests and gather data to help in answering questions.

Plants, animals and everyday materials:

Pupils identify and name a variety of everyday materials, including liquids.
Pupils describe the simple physical properties of a variety of everyday materials.

Key Learning Objectives

By the end of the lesson, pupils will be able to:

Understand that liquids flow and take the shape of the container they are in (NC KS1 Science).
Explore volume by observing different amounts of liquid poured into containers.
Recognise that mixing different liquids and colours can create new effects.
Use simple comparative language (full, empty, half-full) related to volume (Maths link).
Develop their observations and vocabulary through guided discussion and practical activity.

Resources

Transparent plastic containers or beakers (different sizes, 2 per child)
Assorted safe liquids: water, vegetable oil, diluted fruit juice (coloured liquids)
Food colouring (primary colours: red, blue, yellow)
Pipettes or small spoons for mixing
Plastic trays to contain spills
White paper or card for “liquid art” bases
Aprons or protective clothing

Lesson Outline

1. Starter Activity (5 minutes)

Objective: Engage curiosity; activate prior knowledge.

Gather children on the carpet and show three clear containers each filled with a different liquid (water, oil, juice).
Display each container and ask: What do you think these liquids are doing?
Prompt children to notice the colours and clarity. Ask: Do the liquids stay the same shape? Or do they change?
Demonstrate pouring water between two containers of different shapes and ask the children to observe.
Reinforce that liquids flow and always take the shape of their container.

2. Main Activity: Pouring and Mixing Investigation (15 minutes)

Objective: Explore how liquids behave; observe volume and mixing.

Organise children at tables with their own sets of clear containers and liquids.
Instructions: Children will pour liquids from one container to another, noticing how the liquid’s shape changes with the container.
Encourage them to use the vocabulary: "full," "empty," "half full," "pour," "mix," and "flow."
Next, invite children to try mixing small amounts of two liquids—such as water and oil—and observe what happens (e.g., they do not mix).
Use food colouring to add drops to water in containers and mix to create new colours (red + yellow = orange). Encourage children to experiment with different combinations and create “liquid art.”
Teachers and assistants to facilitate, asking guiding questions: What happens when you pour? What do you notice about the colours? Can you describe the shapes the liquid makes?
Encourage children to talk in pairs or small groups about what they observe.

3. Plenary and Reflection (5 minutes)

Objective: Consolidate learning and vocabulary.

Gather children back for a circle discussion.
Ask children to share what they found exciting or surprising about liquids.
Encourage sentences starting with “I saw that…” or “When I mixed…”
Recap the main points: liquids flow, take the shape of their container, can be poured, and that colours mix to make new colours.

Assessment Opportunities

Formative: Observe children’s participation during practical activities and their use of scientific vocabulary. Are they able to describe how liquids behave? Can they explain what happens when liquids are mixed?
Oral responses: Listen for correct use of terms like “flow,” “shape,” “pour,” “mix,” and comparative volume terms.
Creative Output: Assess the children’s ‘liquid art’ for evidence of experimentation with mixing colours and liquids.
Teacher notes: Record any children who need extra support or extension during focused questioning.

Differentiation

Support: Provide one-to-one or small group support for children struggling with vocabulary and motor skills, such as holding containers or understanding mixing.
Extension: Encourage more confident children to predict what will happen before pouring or mixing and to explain their reasoning.

Cross-Curricular Links

Maths: Concepts of volume and capacity; language of measurement (full, half-full).
Art: Colour mixing and creative expression through ‘liquid art’.
Speaking and Listening: Developing scientific language and sharing observations clearly.

Teacher Tips

Use clear, simple language and repeat key vocabulary throughout.
Model safe and careful handling of liquids to prevent spills.
Encourage children to respect each other’s experiments and listen during sharing time.
Have paper towels and wipes handy for quick spill clean-up to maintain a safe learning environment.

This lesson offers a sensory-rich, hands-on science experience that develops foundational scientific understanding while fostering creativity — a perfect blend for Year 1 learners!