| 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
- Introduce the State of Matter flashcards.
- Students will each have pictures of different examples of solids, liquids, and gasses. Ask the students to name the pictures (if the students do not know what it is, the teacher can either prompt or give them the answer after going through all the pictures).
- Ask the students to describe the shape and color of the object if they know. It’s ok if the students do not know the answers as some objects do not have a regular shape.
For example, ask the students: “What shape is this? “What color is this?”
Ans: “It’s a rectangle” “It’s blue”
- After drilling, elicit from the students which of the realia items are solids, liquids, or gasses.
For example, touch a chair and ask, “Is this solid, liquid, or gas?”
Answer: It's solid.
- Do the same for other classroom objects and realia, such as other classroom objects, prepared liquids in bottles, and the air in the room (show yourself breathing and being satisfied) or balloons filled with air (gas). Prepare the balloons and put them in the classroom. Ask the students the following questions:
“Does the liquid have a shape?"
“Does the gas 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
| T-S |
| 10 min | Explain I
Go through the States of Matter Presentation, which includes real-life examples of solids, liquids, and gasses.
- Show students slides of photos of solids in real-life examples (eg.table, chair). Reinforce the concept by showing a chair, table in the classroom.
- Show students slides of liquids in real-life examples (plastic container with water, colourful juices). Reinforce the concept by showing the bottles / containers with coloured water. Emphasize that the coloured water is liquid and not the bottles / containers and ask the students this question
“Is the bottle a liquid, solid, gas?”
Ans: solid
- Show students slides of gases in real-life examples (air in hot-air balloon, boy exhaling air into the balloon, inflating a water float.). Reinforce the concept by giving students balloons of different shapes. Get them to try blowing air into the balloon. Emphasize that the air they blow into the balloons is gas and not the balloons.
- If only time permits, launch learning story (interactive video) (OPTIONAL) to have students identify the three states of matter. Teacher to scaffold the students to lead them to answer the questions.
- Elicit from the students in each picture, “Is this a solid, liquid, or gas?”
Answer: It's liquid
- Elicit from the students from the video,
“Does solid (television)have a shape?”
Ans; Yes
“Does the liquid (milk, coffee) have a shape?
Ans: Yes
“Does the gas have a shape?”
Ans: Yes
- Explain to the students that the television has a shape and it is rectangular.
- Explain to the students that the milk and coffee in the video takes the shape of the cup / glass so they are liquid.
- Explain to the students that the air in the video takes the shape of the balloon and ball so they are gas.
| T-S |
| 10 min | Explain II
| T-S |
| 5 min | Break |
| 5 min | Recap
- Review the colors, shapes, and states of matter flashcards and play a quick game so the words are fresh in the students’ heads.
| T-S |
| 10 min | Elaborate
- Introduce the food coloring water bottles (not yet shaken).
- Each water bottle has a little food coloring or paint stuck on the underside of the cap. Pointing at the first bottle, ask, “What color is it?” When there is no answer, have one student shake that bottle, which will turn the water one of those colors.
- Do the same for the other bottles. Using the different shape containers, illustrate how you can make different colors and shapes with the colorful water.
- Elicit, “What is it?” (It’s a (color) (shape).)
- Next, elicit, “Is it a solid, liquid, or gas?” (It’s a liquid.)
- Do this multiple times. (Only use a little water each time so you don’t run out). If time allows students to make some of their own as “little teachers.”
| T-S |
| 20 min | Evaluate
- Show students your pre-made Sand Art and elicit if it is solid, liquid, or gas. Elicit if the glue is solid, liquid, or gas.
Note to teachers
Suggested Questions to ask students during the activity:
How does the sand / glue behave?
Does it behave like solid / liquid / gas?
- Show students how to create their own colorful shapes using the Sand Art Magic Lab-in-box, which they can receive in the next class after they’ve dried.
- Have the students think of what shapes they would like to make.
- Go through the steps of the activity with the students with this instructional video.
Note to teachers - remind your students
Wait 24–48 hours and check if your shape has hardened by poking it gently with your finger. If it still feels squishy, you need to wait longer. It will break if you try to remove it before the glue is completely dry.
Pour the sand back into the bag so your shape falls out. Pick your shape up and remove it from the bag.
- Make sure to elicit if they are solid, liquid, or gas in the next class.
Note to teachers
Suggested Questions to ask students during or after the activity:
Is there anything that is both solid and liquid?
Can you give an example?
| T-S |
| 5 min | Wrap-up routine.
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