A 60-minute lesson in which students will recognize that substances exist in different states depending on the temperature.
Prior to conducting the lesson, review the procedure and equipment required for the activity. Consider whether the task will be conducted by the students or as a teacher demonstration.
1 cup of ice
Heat source e.g. hot plate/gas burner/Bunsen burner
Review the previous lesson by asking the students to recall how a substance’s state of matter can be changed. Record their responses on the board.
Display the States of Matter Poster. Discuss and review the terms for the changes of state. Have the students record notes if required.
Ask the students if they can think of a substance that can easily change its state of matter. Encourage the students to share their ideas. Suggest and discuss water as an example if assistance is required.
Introduce the statement to be investigated in the lesson: Water will exist in different states at different temperatures.
Explain to the students that they will be working in small groups/watching a demonstration to investigate how water changes state when its temperature is changed.
Distribute the Going, Going, Gone! Worksheet. Read through the activity step-by-step and answer any questions the students may have about the task.
Students perform/watch the activity, recording the temperatures on their worksheets as changes to the water’s state of matter are observed.
When the task is completed, ask the students to answer the questions on the worksheet.
Gather the class back together and review the activity. Discuss the worksheet questions and encourage the students to share their answers. Ensure that all students have the correct responses recorded.
Refer back to the slime created in Lesson 1. Ask the students if they think they would observe similar changes if the slime was used instead of water. Encourage them to share their ideas and give reasons for their position.
Students that require extension can suggest other substances to test and hypothesize the results.
Students requiring assistance could work in small groups with more confident peers and/or adult support.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities