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.

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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

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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.

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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.

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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.

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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.

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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.

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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!