My Lesson Plan

Theme:	Matter In Nature
Learning Area:	1. Matter
Learning Objective:	1.2 Understanding the three states of matter
Learning Outcome:	A student is able to : • state that matter is made up of particles. • state the three states of matter. • state the arrangement of particles in the three states of matter. • state the differences in the movement of particles in the three states of matter.
Materials:	Sugar cubes, writing chalk, pestle and mortar, magnifying glass , mahjong paper, Instruction cards / pictures, microscope, Activity Sheets and LCD projector.
Teacher:	Good morning boys and girls. How are you today? Teacher waits and listens to students’ responses. Since the weather today is bright and sunny, it will be good for us to go outside and carry out a Treasure Hunt to start off today’s science lesson. Would you like to do that? Before you go out, I am going to divide the class into five groups. Teacher divides the class into groups. Now, please pay attention. This is what I would like you to do. In your own group, I would like you to go outside and collect two things that you think are examples of matter. Okay, now you can go out. Students carry out their tasks. All right, students. Please sit down. Now, I would like you to show your friends what you have collected. Teacher calls out on groups randomly. Tell me, why did you choose these things as examples of matter? Student: 1. Has mass 2. Occupies space Good. It will be easier to understand and remember if we write a summary chart for matter. Teacher writes on the board. The next activity is a group activity. On each table I have put a few cubes of sugar. There are apparatus such as magnifying glass, pestle/mortar and a microscope. Do you have any idea what we are going to do? Teacher waits for responses. First, you have to observe the shape of sugar cubes. What can you say about their shapes? Student: They have fixed shapes. Very good. We can see that things have certain shapes. Who can give me other examples? Student: A ball is round, A brick is rectangular. You can pound the sugar using pestle and mortar. What do you see? Compare the size of the pounded sugar with the original cube of sugar. Teacher walks round the laboratory to make sure students are doing their work. All right, everybody put the sugar on a piece of paper. Use your magnifying glass to check the samples. Students are given time to observe. What can you say about the size of the pieces of sugar? What will happen if you pick up pieces of sugar and keep pounding? Student: The pieces become smaller and smaller What can you say about sugar? Sugar is made up of … Student: very small pieces of matter. Good! Now scoop a little bit of powder (sugar) and put it on a slide with the tip of your pencil. Put the slide on a microscope and look closely. Write what you can see in your science report book. Teacher makes sure that the students are doing it correctly. Do you notice that the powder is magnified under a microscope? Student : Yes. Actually matter is made up of particles much smaller than what you see under the microscope. Matter is made up of discrete particles. Teacher can say discrete particles are very small pieces of matter.. I am going to show you three pictures. Take a good look at these pictures. Teacher shows pictures to the students using the LCD projector. Picture 1: a cup of coffee Picture 2: a glass of water and ice cubes Picture 3: a teapot with steam coming out of it What do you see in Picture 1 ? Student : A cup of coffee What is the state of matter of coffee in the cup ? Student: LIQUID Teacher writes on the board – LIQUID What do you see in Picture 2? Student: A glass of water with ice cubes in it. What is the state of matter of ice cubes ? Student: Solid. Teacher writes on the board – SOLID What do you see in Picture 3 ? Student : A teapot with steam coming out of it. What is the state of matter of steam ? Student : Gas Teacher writes on the board – GAS. Teacher draws a chart to connect the 3 items. All matter can be classified into 3 groups according to their states that is solid, liquid and gas. Teacher tells the students to quickly draw the chart in their science books. Now, we are going to the badminton court to do our next activity. Line up outside the laboratory. I will give each of you a copy of Activity Sheet 1, and you are going to complete the tables. Teacher distributes the activity sheets and takes them to the badminton court. At the badminton court. All right, boys and girl, for the next activity, you are going to do a role-play in which you are going to be the particles of the three states of matter. This activity is to help you understand how paticles are arranged and the movement of the particles in the three states. Teacher selects an appropriate area and marks a square which measures 2m x 2m. Teacher uses a chalk to mark the outline of the square. Now, I need 30 of you to go into the square and the rest of you have to observe. Teacher gets 30 students into the square. Teacher gives instruction to the 30 students. I am going to give some of you cards which have instructions on it. Please share the cards with others. Teacher distributes “Instruction Cards -A” to several students to follow the instructions. Each one of you is going to act as a particle in the solid state. Read Instruction 1 and follow it. I want the others to observe. Students do as instructed with the help of the teacher. Teacher asks the following question. How are the particles in the solid state arranged? Students : very near/close to each other Teacher rephrases the students’ answers. In other words, the particles are arranged closely together. We call this arrangement “compact”. Write the word “compact” in the space given in Activity Sheet 1. Teacher gives students time to write in the Activity Sheet 1. Students, your friends are going to show you how the particles move in a solid state. After this activity is carried out, the teacher asks the students. What can you say about the movement of the particles? Student: cannot move freely / jumping up and down in their position. Teacher rephrases the statement. Your friends jumping up and down represent the particles vibrating in their own positions. Write the word “vibrate” in the space given. Teacher gives students time to write in Activity Sheet 1. Can anyone tell me why the particles in the solid state are not able to move freely ? Students: because they are arranged very closely/near each other/compactly Good. Teacher then takes 15 students out of the square, leaving only 15 students in it. Now I am going to give you “Instruction Card B”. Teacher distributes “Instruction Card – B” Read Instruction 1 and do as instructed. All right, how are the particles in the liquid state arranged ? Students: not as compact as the solid , Teacher rephrases the students’ answers. In other words, the particles are arranged loosely. Write down the word “loose” in the space given. Teacher gives students time to write in Activity Sheet 1. Teachers tells the 15 students in the square to read on. Now we are going to see how the particles in a liquid state move. Teacher gives instructions to the students standing in the square. Read Instruction 2 and do as instructed. The others please observe. Read Instruction 2 carefully . If you are not sure about the instruction, raise your hands. If everyone of you understands the instruction, do as told. Teacher waits for students to respond and helps students who have difficulty. Teacher waits for students to respond to Instruction 2 and asks the following questions. Did you see what happened just now? How did the particles in the liquid state move? Students: move freely / jumping up and down / vibrate Teacher rephrases the statement. The particles vibrate and move freely. Write the word “vibrate and move freely ” in the space given. Teacher gives students time to write in Activity Sheet 1. Now we are going to see the particles in the gaseous state. Teacher now takes 10 students out of the square leaving only 5 students in it. Now, each of you are going to act as particles in the gaseous state. Teacher distributes the “ Instruction Cards – C”. Read Instruction 1. If you are not sure about the instructions, raise your hands. Teacher waits for students to respond and helps students who are in difficulty. Follow instruction 1. The others please keep quiet and pay attention to what your friends are doing. Teacher waits for student to respond to the instruction. How are the particles in the gaseous state arranged? Students: very far/ unevenly distributed/ scattered. Teacher rephrases the statement. In other words, the particles are very arranged very far apart. Now write it in your Activity Sheet 1. Teacher gives students time to write in Activity Sheet 1. Now the particles in the gaseous state will show us how the particles move. Please read Instruction 2 carefully. If you are not sure about the instruction, raise your hands. Teacher waits for students to respond and helps students who have difficulty. After the 5 students have responded to the instruction, teacher asks the other students. Did you see what happened just now? How did the particles in the gaseous state move? Students: move very freely. Teacher rephrases the students’ answers. The particles move very freely. Write the word “move very freely ” in the space given. Bumping can also mean “collision”. I want you to write the word “collision” in the same space. Teacher gives students some time to write in Activity Sheet 1and answer the questions. All right students. What you have learnt today is the arrangement and the movement of particles in three different states of matter. Are there any questions? Teacher waits for students’ questions. By the end of this lesson you should have completed your table in Activity Sheet 1. Now let’s go back to the lab and complete your work. Paste your activity sheets in your science report book. (Back in the laboratory) I have prepared another activity for you to try at home. Please collect it before you leave the lab and paste it in your book after you have completed it. Thank you.