A 60-minute lesson designed to activate students’ prior knowledge of solids, liquids, and gases.
Prior to the lesson, review the procedure and equipment/ingredients required for making slime.
1/2 cup of PVA glue
1/2 teaspoon of baking soda
1 tablespoon of contact lens solution
2 drops of food coloring
Ask the students the following questions:
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?
Encourage the students to brainstorm and share their responses. Record their answers on the board.
Introduce the topic of the unit i.e. matter and states of matter. Inform the class that the unit will aim to answer all of the questions that were just discussed in the tuning in activity.
Display and read through the instructions for making slime. Ensure that the students understand the process and allow them to ask questions if needed.
Assist the students as they gather the materials required. This activity could be completed as a pair, small group, or whole class activity (depending on the availability of resources).
Monitor and support the students as they make their slime. When they have completed the activity, encourage the students to take turns handling and manipulating the slime.
Gather the class together. Ask the students whether they believe the slime is a solid, a liquid, or a gas. Have them use their prior knowledge of solids, liquids, and gases to make a decision.
Direct all the students who think the slime is a solid to stand in one designated area inside the classroom. Ask those who think it is a liquid to stand in another area and those who think it is a gas to stand in a third area. Select individual students to give justifications for their choice, referencing the physical characteristics of the slime.
Make a record of which students believe the slime is a solid, which students believe it is a liquid, and which students believe it is a gas. Inform the class that they will be investigating the question of the slime’s state of matter throughout the unit.
Students requiring extension could research other methods for making slime.
Students requiring assistance can work in small groups with more confident peers.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities