To understand the different states of matter (solid, liquid, gas) and how matter can change from one state to another.

Topic: State of matter

Materials

Ice cubes

Water

Ice cream

Milk

Peppers

Tomatoes

Potatoes

Vegetable oil

Salt

Flour

Cornstarch

Granulated sugar

Eggs

Vinegar

Liquid dish soap

Concentrated lemon juice

White vinegar

Corn syrup

Corn chips

Vanilla ice cream

Whole milk

Plastic containers or jar with lids

Knives and forks

Mugs or cups

Spoons

Napkins

Materials and Procedure

First, show the students the different materials and ask them to observe how each material behaves. For example, pour some liquid soap into a bowl and ask the students to observe how it behaves. Then, add some water to the soap and ask the students to observe again. Ask the students if they notice any difference.

Then, use the materials to demonstrate how matter can change from one state to another. For example, put some ice cubes in a bowl and add some salt to it. Ask the students to observe what happens. Then, pour some hot water into the bowl and ask the students to observe again. Ask the students if they notice any change.

Direct Instruction

Next, explain to the students that there are different states of matter, and that matter can change from one state to another when certain conditions are met. For example, when ice melts, it becomes liquid. When liquid heats up, it becomes gas.

Explain that when water cycles, it goes through these three states. For example, when water evaporates, it becomes gas. When water condenses, it becomes liquid. When water freezes, it becomes ice.

Ask the students to name some places where they can see water cycle. For example, they can mention the clouds in the sky, or the water in the toilet when it is flushed.

Guided Practice

Divide the students into small groups and give each group a set of cotton swabs and a glass of water.

Ask the students to use the cotton swabs to transfer some water from the glass to a clear container.

Have the students carefully observe the transferred water and discuss if it has changed state (e.g. from liquid to gas). If so, ask them to explain how they know.

If the transferred water still appears to be in a liquid state, ask the students to wait for a few minutes and observe again.

After waiting, have the students carefully observe the transferred water again and discuss if it has changed state. If so, ask them to explain how they know.

If the transferred water still appears to be in a liquid state, ask the students to transfer some more water from the glass to the clear container and repeat the process.

Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to observe the properties of the liquid detergent (e.g. color, consistency, smell).

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto a clean glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state (e.g. from liquid to solid). If so, ask them to explain how they know.

If the liquid detergent appears to remain in a liquid state, ask the students to wait for a few minutes and observe again.

After waiting, ask the students to rub the soapy solution onto the clean glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Guided Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Ask the students to dip the cloth into the liquid detergent and squeeze it to create a soapy solution.

Ask the students to rub the soapy solution onto the glass and rinse it off with water.

Ask the students to observe the cleansing process and discuss if the liquid detergent has changed state. If so, ask them to explain how they know.Independent Practice

Give each student a clear glass, a piece of cotton cloth, and a bottle of liquid detergent.

Observation

The students will observe that the liquid detergent has changed from a solid to a liquid state when it was heated by the candle. The students should also observe that the liquid detergent changed state from liquid to a gas when it was heated further by the Bunsen burner.Performance Assessment

Observe the students during the guided practice and independent practice activities to assess their understanding of the concept of state of matter.

Collect the glasses and the cloths used during the independent practice activity.

Use the results of the guided practice and independent practice activities to informally assess the students' understanding of the concept of state of matter.

Use the results of the formal assessment to provide feedback to students.

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