Lesson 9: Slime – Solid, Liquid, or Gas?

 Preparation

Equipment

• Slime

 Lesson Plan

Tuning In

• Review the tuning in questions from the first lesson of the unit:
  • What is matter?
  • What are we referring to when we speak of a substance’s state of matter?
  • What is a solid/liquid/gas?
  • How can you tell if something is a solid/liquid/gas?
  • Can a solid be turned into a liquid or gas, or vice-versa?
  • How does this knowledge help people in the everyday world?
• Ask the students to independently think of the answers and record their responses. Encourage them to use their notes and worksheets from previous lessons. Once the students have finished, break the class into small groups and have each group discuss their responses.

Teacher Instruction

• Display the Facts of the Matter Teaching Presentation. Work through all of the slides. Have the students check the information against their responses to the tuning in questions, making corrections where necessary.
• Explain to the class that they will be classifying the slime created in Lesson 1 as a solid, a liquid, or a gas. They will need to create a presentation that details the reasoning behind their classification. The presentation needs to include the following elements:
  • a statement regarding the state of matter for the slime e.g. Slime is a solid/liquid/gas
  • an explanation of why slime is a solid/liquid/gas, making reference to its observable characteristics
  • a suggested test or experiment that can help prove the slime’s state of matter, including a list of materials and a method.
• The presentation could be completed by students individually or in small groups. It could be a written report, an oral presentation, a poster, a digital display, a demonstration, or a multi-modal exhibition.

Guided/Independent Learning

• Monitor and support the students as they research and construct their presentation. Encourage the students to make reference to their notes, worksheets, and experiments from previous lessons and to handle and observe their slime (if they still have it). The students may require an additional lesson to complete this task.
• Once the students have finished, gather the class together. Encourage the students to share their presentations with the class. Keep a tally of how many students believe the slime is a solid, a liquid, or a gas.

Wrapping Up

• Introduce the following statement to the class: Not all substances can be easily classified on the basis of their observable properties. Discuss whether this statement is true or false using the classification of slime as an example.
• Explain the ‘answer’ to the class. Slime is a non-Newtonian fluid (which means that it has characteristics of a solid and a liquid). If time permits, watch the Oobleck and Non-Newtonian Fluids video on YouTube to explain the concept further.
• Revisit the States of Matter Word Wall.  Add the term ‘non-Newtonian fluid’ to the display.

 Differentiation

Extending Students

• Students requiring extension could research other non-Newtonian fluids and how to make them.

Supporting Students

• Students that require assistance can work in small groups with more confident peers and/or adult support.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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States of Matter

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