Squish, Splash & Strength

Vicky Jaime

Tier 1

Lesson Plan

Solids vs Liquids Lesson

Students will create oobleck to observe its solid-like and liquid-like behavior, then record their findings on a worksheet to demonstrate understanding of solids versus liquids.

Hands-on experimentation makes matter concepts concrete for young learners. Exploring oobleck’s dual properties builds foundational science skills and engages diverse learners through sensory-rich activity.

Audience

Kindergarten to 3rd Grade

Time

30 minutes

Approach

Hands-on oobleck creation and guided discussion to classify matter.

Materials

Cornstarch, - Water, - Mixing Bowls, - Spoons for Stirring, - Table Cover or Tray, - Paper Towels, and - Solids vs Liquids Observation Worksheet

Prep

Prepare Oobleck Materials

10 minutes

Measure ~1 cup of cornstarch and ½ cup of water per group
Label separate cups for cornstarch and water
Cover tables with trays or a reusable table cover
Print one copy of Solids vs Liquids Observation Worksheet per student
Review solids vs liquids definitions and worksheet prompts

Step 1

Introduction to Solids and Liquids

5 minutes

Show a solid object (e.g., block) and a liquid (e.g., water in a clear cup)
Ask students to describe how each looks and holds its shape
Define “solid” (definite shape) and “liquid” (takes container shape)
Record responses on chart paper for reference

Step 2

Oobleck Demonstration

5 minutes

Present pre-made oobleck sample to class
Invite students to touch and squeeze it quickly vs. let it drip slowly
Guide students to notice when it acts solid or liquid
Relate observations to the terms “solid” and “liquid”

Step 3

Hands-On Oobleck Activity

10 minutes

Divide students into small groups with materials
Instruct them to add water slowly to cornstarch while stirring until oobleck forms
Circulate, prompting tests (roll into ball, let it drip)
Provide hand-over-hand support for students with fine motor challenges

Step 4

Observation and Worksheet Completion

10 minutes

Distribute Solids vs Liquids Observation Worksheet
Ask students to draw and describe their oobleck observations
Offer sentence frames (“Oobleck feels ___ when I ___.”) for ELLs and early writers
Collect worksheets for formative assessment and provide one-on-one support as needed

0 educators
use Lenny to create lessons.

No credit card needed

Slide Deck

Solids vs. Liquids

Have you ever wondered why a block stays its shape but water flows? Today we will learn the difference between solids and liquids through fun experiments!

Welcome students! Today we will explore two types of matter: solids and liquids. Use this slide to introduce the topic and spark curiosity.

What Is a Solid?

• A solid has its own definite shape.
• It does not flow like a liquid.
• Examples: a toy block, a rock, a book.

Display examples of everyday solids. Ask volunteers to describe how each object looks and feels. Record key words.

What Is a Liquid?

• A liquid takes the shape of its container.
• It can flow and be poured.
• Examples: water, juice, milk.

Show examples of liquids. Encourage students to pour a little water from a cup. Ask how the liquid changed shape.

Meet Oobleck!

Oobleck is made from corn-starch and water.
• Squeeze it quickly: it feels solid.
• Let it drip slowly: it feels liquid.

Introduce oobleck as a material that acts like both a solid and a liquid. Pass around a small sample for students to gently tap.

Make Your Own Oobleck

Scoop 1 cup of cornstarch into your bowl.
Add ½ cup of water slowly while stirring.
Mix until you can roll it into a ball, then let it drip.
Test by tapping, squeezing, and letting it flow.

Guide students step by step as they mix cornstarch and water. Model stirring slowly at first, then quickly.

Observe and Explain

On your worksheet, draw how your oobleck looked and felt.
Answer these questions:
• When I squeezed it, oobleck was ___ .
• When I let it drip, oobleck was ___ .

Distribute the observation worksheet. Encourage drawings and simple sentences. Support ELL and early writers with sentence frames.

Lesson Plan

Push vs Pull Lesson

Students will identify and demonstrate pushes and pulls as types of forces by participating in a tug-of-war challenge and completing a sorting activity to reinforce understanding.

Physical engagement with push and pull during tug-of-war makes abstract force concepts tangible. Sorting activities and reflection support vocabulary development and comprehension for diverse learners.

Audience

Kindergarten to 3rd Grade

Time

30 minutes

Approach

Kinesthetic challenge and hands-on sorting game

Materials

Rope for Tug-of-War, - Cones or Floor Markers to Define Boundaries, - Picture Cards Showing Push vs. Pull Actions, - Push vs Pull Sorting Worksheet, and - Chart Paper and Markers

Prep

Prepare Tug-of-War and Sorting Materials

10 minutes

Clear an open, safe area for tug-of-war and place cones to mark team lines
Cut and laminate picture cards showing push/pull examples
Print one copy of Push vs Pull Sorting Worksheet per student
Create a chart on paper with two columns labeled “Push” and “Pull”
Review push vs pull definitions and sort a few examples yourself

Step 1

Introduction to Push and Pull

5 minutes

Gather students and show two picture cards: one of a child pushing a cart and one pulling a wagon
Ask: “What is a push? What is a pull?” Define “push” (force that moves an object away) and “pull” (force that brings an object closer)
Record student ideas and definitions on the chart paper under the correct column

Step 2

Sorting Activity

10 minutes

Distribute picture cards and Push vs Pull Sorting Worksheet
In pairs, have students decide if each card shows a push or a pull and glue/draw it in the correct column on their worksheet
Circulate to support ELLs with sentence frames: “This is a push because ___.”
Highlight and discuss a few student examples on the chart

Step 3

Tug-of-War Challenge

10 minutes

Divide class into two equal teams and have them hold opposite ends of the rope
Remind students: “Pull the rope toward you—that’s a pull!”
Conduct a safe, supervised tug-of-war; switch teams so everyone practices pulling
For variation, have one team push a lightweight wheeled cart toward a cone while the other team pulls it back

Step 4

Reflection and Assessment

5 minutes

Have students sit in a circle and discuss: “Was tug-of-war a push or a pull? How do you know?”
Ask volunteers to share one thing they learned about push or pull
Collect worksheets for informal assessment and provide one-on-one support as needed

Slide Deck

Push vs. Pull

What makes things move? Today we'll learn about two types of forces:
• Pushes (which move things away)
• Pulls (which bring things closer)

Welcome students! Today we will explore two types of forces: pushes and pulls. Use this slide to introduce the topic and spark curiosity.

What Is a Push?

• A push is a force that moves an object away from you.
• Examples: pushing a door, pushing a cart, pushing a swing.

Act out a pushing action (e.g., pushing a toy car). Ask students to name other examples of pushes.

What Is a Pull?

• A pull is a force that moves an object toward you.
• Examples: pulling a wagon, pulling a rope, pulling a backpack.

Demonstrate a pulling action (e.g., pulling a chair closer). Invite students to share pull examples from their experiences.

Sorting Activity Instructions

Take a picture card showing an action.
Decide: Is this a push or a pull?
Glue or draw it in the correct column on your worksheet.
Use sentence frames: “This is a push because ___.”

Explain the sorting activity step by step. Model one card sorting on the chart before students begin.

Tug-of-War Challenge

Line up in two teams and hold each end of the rope.
When I say “Go!”, pull the rope toward you.
Notice the direction of your force—that’s a pull!
Switch teams so everyone practices pulling.

Introduce the tug-of-war game. Emphasize safety rules and remind students that pulling the rope is a pull.

Reflect and Share

• Was tug-of-war a push or a pull? How do you know?
• Share one thing you learned about pushes or pulls.
• Draw your favorite example and label it “Push” or “Pull.”

Lead a class discussion. Encourage use of key vocabulary and draw connections to the activities.

Worksheet

Solids vs Liquids Observation Worksheet

1. Squeeze the Oobleck (Solid‐like)

Draw what the oobleck looks like and how it holds its shape when you squeeze it:

Write a sentence to describe how it felt:

When I squeezed the oobleck, it felt _________________.

2. Let the Oobleck Drip (Liquid‐like)

Draw what the oobleck looks like and how it flows when you let it drip:

Write a sentence to describe how it felt:

When I let the oobleck drip, it felt _________________.

3. Solid or Liquid?

Circle one: Solid Liquid

Why did you choose that? Write or draw your explanation below:

Worksheet

Push vs Pull Sorting Worksheet

1. Sort the Cards

Cut out each picture card. Decide if it shows a push or a pull. Paste or draw it in the correct column below:

Push	Pull

2. Describe the Actions

Write a sentence about one push:

This is a push because _____________________________________________________.

Write a sentence about one pull:

This is a pull because _____________________________________________________.