Categorize states of matter
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Data sheet 1
Materials: Notebook, hammer, water, cooking oil, carrot, air, bromine vapor, bread, and paraffin.
There are lots of substances laid out around the room. Each of them as a number. Go to each one
of them, write down the number of the substance and its name (if you know it). Also write down
which group of substance you think each one of them belong to (solids, liquids, gases).
When you have finished, join a discussion group of three or four students. The group must
discuss answers to the following questions:
i.
What is similar about all solids?
ii.
What is similar about all liquids?
What is similar about all gases?
Datasheet ends here.
From the data sheet use it to answer the following questions.
i.
Suggest two success criteria that could be achieved with your learners using this
activity. The success criteria should be in different levels of bloom’s taxonomy
ii.
What instructions would you give to your learners before undertaking this activity?
iii.
What pre-requisite knowledge and skills would you expect your learners to have in
order to successfully undertake this activity?
Iv . How much time would you allocate this activity in your lesson plan and explain why?
i.
Two success criteria that could be achieved with learners using this activity, aligned
with different levels of Bloom’s Taxonomy, are as follows:
Knowledge/Remembering Level: Students will be able to correctly identify and categorize the
substances into their respective groups (solids, liquids, or gases).
Analysis/Applying Level: Students will be able to explain the similarities and differences
between solids, liquids, and gases based on their observations and understanding of the
properties of these states of matter.
ii.
Instructions for learners before undertaking this activity:
Carefully observe and examine each substance provided in the room.
Write down the number and name of the substance (if known) on a piece of paper.
Determine whether each substance belongs to the group of solids, liquids, or gases.
Join a discussion group of three or four students to share your findings and answers to the
questions.
iii.
Prerequisite knowledge and skills expected from learners to successfully undertake
this activity:
Basic understanding of the three states of matter: solids, liquids, and gases.
Familiarity with the properties and characteristics of each state of matter.
Ability to identify and differentiate between different substances.
Basic scientific observation and recording skills.
iv.
The time allocated for this activity in a lesson plan would depend on various factors
such as the age and prior knowledge of the students, the depth of discussion, and the
level of engagement desired. However, a suitable allocation would be around 30-45
minutes. This allows enough time for students to explore and examine the substances,
engage in meaningful discussions within their groups, and share their findings with
the class. Additionally, it provides an opportunity for the teacher to address any
misconceptions and facilitate a comprehensive understanding of the topic.