Living Things

Aims

Target Language

Materials to Prepare

Aims

Students will answer the question, “Does the shape of (the solid, liquid or gas) change?” with, “Yes / No.”

Students will identify objects as solids, liquids or gases based on their shapes

Students will create a painting using oobleck.

Target Language

__New language:__

Change

Oobleck

Containers

- Jug, glass, cup

- Does the shape change?
- Does it become ___________ (a shape)?

Materials to Prepare

- 1 x Cornstarch 100g
- 1 x Silicone Baking Mat
- 1 x Measuring Cup
- 1 x Bowl 360ml
- 1 x Spoon
- 1 x Paint Brush
- 5 x Paper A5 Colored
- 1 x Glitter

Duration of Activity | Activities | Interaction Pattern |
---|---|---|

5 min | Welcome Students- Greet students, set up classroom management system
- Introduce classroom rules
- Have students ask and answer each other, “How are you?”
(Activity can be replaced for Circle Time) | S-S |

10 min | Engage- Prepare three hula hoops or divide the whiteboard into three groups and label Solid, Liquid and Gas
- Distribute the State of Matter flashcards to the students.
- Get the students to sort their cards into the correct groups.
For example, Milk, soda flashcards should be placed under the group, “Liquid” - Ask the students the following questions:
“Do solids have a shape? “Do liquids have a shape? “Do gases have a shape?” Ans: (No correct answer) Students may say yes or No, it is ok not to correct at this point.
| T-S |

5 min | Explore- Prepare the following items: books, pencil, plate.
- Ask the students to name the items.
For example: What is this? Is this a solid, liquid or gas? Ans: It’s a book. It's solid.
__Solid:__
- Prepare two containers of different shapes. Place the each of the items books, pencil, plate into one of container (rectangular) one at a time and ask the students:
Does the shape of the _____ (book) change? Explain to the students what change means. For example, The shape of the book is a rectangle. Does it become a triangle? Ans: No.
- Place the each of the items books, pencil, plate) into the other container (circular / oval etc) one at a time and ask the students:
Does the shape of the _____ (book) change? Ans: No.
__Liquid:__ - Prepare a transparent jug of water, a transparent glass and cup.
Ask the students to identify what is in the jug.
For example: What is this inside? Is this a solid, liquid or gas? Ans: It’s water. It's liquid.
- Pour the water in the jug into the glass and ask the students:
Does the shape of the water change? Ans: Yes. (It’s ok if the students did not answer correctly)
- Pour the water in the jug into the cup this time and ask the students:
Does the shape of the water change? Ans: Yes. (It’s ok if the students did not answer correctly)
__Gas:__ - Prepare three different shapes of balloons. Show the students one balloon already filled with air.
- Ask the students to identify what is in the balloon.
For example: What is this inside? Is this a solid, liquid or gas? Ans: It’s air. It's gas.
- Now inflate another balloon of a different shape and ask the students:
Does the shape of air change? Ans: Yes. (It’s ok if the students did not answer correctly)
- Inflate the last balloon and ask the students:
Does the shape of air change? Ans: Yes. (It’s ok if the students did not answer correctly)
| T-S |

10 min | Explain (Reinforce concepts shown in Explore activity)
- Launch learning story (interactive video) to have students identify the three states of matter. Teacher to scaffold the students to lead them to answer the questions.
- Play the video for the students and pause at the screenshot as shown below (Solids).
- Elicit from the students,
“Does the shape of the block change?” Answer: No.
- Explain to students that the shape of solids does not change.
- Continue to play the video for the students and pause at the screenshot as shown below (Liquids).
- Elicit from the students,
“Does the shape of the juice change?” Answer: Yes.
- Explain to students that the shape of liquids change and they take up the shape of the containers (Reinforce this concept which is introduced in the previous session).
- Continue to play the video for the students and pause at the screenshot as shown below (Gases).
- Elicit from the students,
“Does the shape of the air change?” Answer: Yes.
- Explain to students that the shape of gases also changes and they take up the shape of the containers just like liquids(Reinforce this concept which is introduced in the previous session).
| T-S |

10 min | Explain- Introducing “Does the shape change?” flash cards to the students. Each flash card contains real-life examples of objects of the different states of matter.
- Spread the flashcards around the room.
- All students can play at the same time, but can only hold one card at a time.
- When you say begin, all students can run to find and grab a card and line up to give it to you.
- Have students identify what the cards represent and ask them the following questions to reinforce the concept of using shapes to identify the states of matter.
“What is this?” Ans: Book “Does its shape change when put in another container (for liquid / solid) / balloon (air)?” Ans: No “Is this a liquid, solid or gas?” Ans: Solid - When they answer the questions correctly, they may go retrieve another card.
- Play until all cards have been used, and award one star for each card each student has accumulated.
| T-S |

5 min | Break | |

5 min | Recap- Review the states of matter and have the students recap whether the shapes of solids, liquids and gases change their shapes when placed in another container / balloon. Words to be refreshed: Shape change, Takes up shape, Container (jug, glass, cup)
| T-S |

15 min | Elaborate- Introducing the word Oobleck. Ask students to guess what it is.
- Tell the student that they will be making oobleck. Show students how to create their own colorful shapes using the What is Oobleck lab-in-box.
- Ensure that the students have the following materials in their kit.
- Cornstarch
- 1 measuring cup
- 1 bowl
- 1 spoon (for mixing)
- 1 paint brush
- 1 piece of coloured paper
- Materials that the teacher can prepare before the class : sequins, or water beads (already soaked up with water), food colouring, newspapers, paper towels.
- Go through the steps of the activity with the students:
**Step 1:**Put 100g of cornstarch into the bowl.**Step 2:**Add 50ml of water using the measuring cup into the bowl slowly.**Step 3:**(optional) Add a few drops of food colouring / glitter to the bowl of water.**Step 4:**Use the spoon to stir the mixture gently.
- Elicit,
“Is it a solid, liquid, or gas?” (Accept any answers at this point) - Next, elicit,
“What color is it?” “It’s red / blue” (After students have added their food coloring into the mixture.) - Now have the students stir the oobleck with their hands, squeeze it and scoop out a handful. Form the oobleck into a ball and place it on the newspaper. Observe and watch how it behaves and see if the shape changes.
- Elicit,
“Does the shape of the oobleck change?”
| T-S |

15 min | Elaborate II- Have the students create a painting using the oobleck that they have made on the piece of coloured paper using a paint brush provided in the lab-in-box.
- Tell the students that they can even make handprints on the paper.
- Elicit,
“What color is (the painting) it?”, “Does the shape of the oobleck change?” , “Is it a solid, liquid or gas?” “How does it behave?” (It behaves both like a solid and liquid)
- Conclude the activity by telling students some other examples of substances that behave like oobleck are honey and tomato sauce.
| T-S |

5 min | Wrap-up routine. |