Beaconhouse School System
Name of
Teacher
Mahnoor Javed Subject
Science
Topic
States of matter
Date
Oct 1st &
2nd ,2021
Class
VII
Duration
40
min
1
Attainment Target

Show how the particle model of matter can be used to explain the properties of the three states of matter:
solids, liquids and gases
2.
Learning
Outcomes
Content and teacher activity
Student activity
Time
Learning
materials and
resources
5 min
Set of
true/false
statements
Formative
assessment
Elicitation:
Teacher will start the lesson by
eliciting prior knowledge about
matter & its state
Sts will predict true/false of following
statement
Verbal Reponses.

Identified
different states
of matter,
Development
Teacher will create discussion
environment by giving daily life
examples of solid liquid & gas
Does particle theory relate to
matter?
 Matter is anything having mass &
occupies space
 There are 5 states of matter
 Liquids changes into gases
through melting?
Sts feedback will be taken and discussion
will be generated.
Students will involve in discussion &
predict the state of matter & share different
example of states of matter from their side
5 min
Daily life
example
Discussion
Through
discussion
1
Beaconhouse School System
(Solid, liquid &
gas) & their
characteristics
Exposition
Teacher will draw diagrams of
three states on board & explain
their characteristics one by one
After that, students will read C.B pg no 68
& give answer of the questions
15 min
•
Why a solid expands when it is
heated?
• In which state of matter, particles
can move freely?
• Why liquids can’t be compressed?
Feedback will be taken from students
Teacher will comment on their answers &
close this LO.
Class Work
Teacher will monitor the students
& Give one to one support
.
Wrap up:
Written work
Students will complete the following table
Solid
Liquid Gas
Shape
Volume
Movement
Forces of
attraction
Flow

3-4 students will summarize the
whole lesson
10 min
5 min
White board,
markers
Set of
Questions
Verbal responses
Notebooks
Written responses
followed by
discussion
Summary
Homework:
Solve question no 1, 2, 3 & 4 book
page no 68 on notebook
2
Beaconhouse School System
How did you meet the individual learning needs of your students?
True false bank, Question bank, diagrams, individual work (table), one to one support, daily life examples
Lesson Evaluation:
Strengths
Area for improvement
Identify a way forward to improve this lesson
Name of
Teacher
Mahnoor Javed Subject
Science
Topic
States of matter
Date
Oct 3rd &
4th ,2021
Class
VII
Duration
40
min
1
Attainment Target
Explain the changes in state, melting, freezing, evaporation, condensation and sublimation using
the particle model of matter
2.
Learning
Outcomes
Content and teacher activity
Student activity
Time
Learning
materials and
resources
Sts will think about the following questions
 What do you mean by term
evaporation?
5 min
Questions
Formative
assessment
Brainstorming
Teacher will start the lesson by
asking following questions about
how matter changes its state
Verbal Reponses.
3
Beaconhouse School System

Understanding
how states of
matter are
interconverted
into each other
What is interconversion?
Teacher will write answers of
students on white board & point
out the correct answer
Sts feedback will be taken and discussion
will be generated.
Teacher will give exposition of
interconversion of states of matter
into each other through making
flow chart diagram & explaining
the process in detail
Students will revise the flow chart diagram
from Course book pg. no 69 & give
answers of questions
 Which process changed solid into
liquid?
 If there is no condensatin process,
what woud happen?
Ice → water → gas
Gas → water → Ice
Teacher will monitor the students
& Give support to individual
learners
.
Written work
Students will complete the work book pg.
no 42 & 43 & then have through discussion
on it.
15 min
Cambridge
Course book,
Verbal Reponses.
Flow chart,
White board
marker
15 min
Cambridge
science
workbook
Written responses
followed by
discussion
4
Beaconhouse School System
Wrap up:
Teacher will Cut out cards from
worksheet 6.1 and place them face
down on the table.

Random students pick up a card and
describe the term on it, without
using the word itself. The others
must guess the term.
5 min
verbal responses,
explain/guess
Homework:
Solve question no 6,7 & 8 book
page no 69 on notebook
How did you meet the individual learning needs of your students?
Question bank, diagrams, flow chart, individual work (workbook), one to one support, critical thinking through cards activity
Lesson Evaluation:
Strengths
Area for improvement
5