Subject: Science

Grade Level: Grade 3

Objective:
1. Ways of sorting materials and describing them as solid, liquid or gas based on
observable properties.
2. Group common objects found at home and in school according to solids, liquids,
and gas.
3. Classify objects and materials as solid, liquid, and gas based on some observable
characteristics.

Learning within the curriculum:

1. The topic of "States of Matter" in Grade 4, where students learn about the
changes in states (e.g., melting, freezing) and how temperature affects these
changes. This connects to the current lesson as students will build on their
understanding of solids, liquids, and gases by exploring how these states can
change.
2. The topic of "Mixtures and Solutions" in Grade 5, where students will investigate
how different materials can combine and whether they remain in their original state
(solid, liquid, gas) or change. This extends the current lesson by allowing students to
apply their classification skills to more complex scenarios involving mixtures.

Learning across the curriculum:

1. In Mathematics, the topic of "Measurement" where students learn to measure
volume and capacity, which can be related to understanding the properties of liquids.
This connects with the objective as students will quantify how much space liquids
occupy compared to solids and gases.
2. In Language Arts, the topic of "Descriptive Writing" where students write about
different materials and their properties. This relates to the objective by allowing
students to practice using specific vocabulary to describe solids, liquids, and gases.
Elicit:
Teaching Strategy: Cooperative Learning
Instructional Materials: None needed
Anecdote 1: "When I was a child, I loved to play with different materials in my
backyard. I would fill a bucket with water (a liquid), gather some rocks (solids), and
blow bubbles (gas). It was fascinating to see how each material behaved differently."
Anecdote 2: "During the rainy season, I would collect rainwater in a container. I
noticed how the water would fill up the container, showing that liquids take the shape
of their container. Meanwhile, the leaves on the ground remained solid and
unchanged."

Engage:
Teaching Strategy: Interactive Learning
Instructional Materials: Water, ice cubes, balloons
Energizer 1: "Feel and Sort" - Students will feel different materials (ice cubes, water,
and inflated balloons) and sort them into solid, liquid, and gas categories based on
their touch and observation.
Energizer 2: "Air Balloon Relay" - In this inclusive activity, students will work in
teams to pass an inflated balloon (gas) without letting it touch the ground. This helps
them understand the concept of gas and how it occupies space.

Explore:

Activities
Activity 1: "Material Sorting"
Teaching Strategy: Inquiry-Based Learning
Materials: Various objects (rock, water bottle, balloon, ice cube)
Significance: This activity allows students to observe and categorize different
materials based on their properties.

Instructions:
1. Provide each group with a set of objects.
2. Ask students to classify the objects into solids, liquids, and gases.
3. Have students present their findings to the class.

Rubrics:
- Correct classification: 10 pts.
- Presentation clarity: 5 pts.
- Group collaboration: 5 pts.

Assessment Questions:
1. What properties helped you classify the materials?
2. Can you describe how a gas differs from a solid?
3. Why do you think liquids take the shape of their container?
Activity 2: "Matter Walk"
Teaching Strategy: Experiential Learning
Materials: None needed (students will explore the environment)
Significance: This activity encourages students to observe and identify different
states of matter in their surroundings.

Instructions:
1. Take students on a walk around the school or playground.
2. Instruct students to identify and categorize materials they see as solids, liquids,
and gases.
3. Upon returning, have students share their findings. Rubrics:
- Number of materials identified: 10 pts.
- Accuracy of classification: 5 pts.
- Participation in sharing: 5 pts.

Assessment Questions:
1. What examples of solids did you find during the walk?
2. Did you encounter any gases, and how did you identify them?
3. What liquids did you observe, and where did you find them?
Explain:
Activity 1 - Students learn that solids have a definite shape and volume, liquids have
a definite volume but take the shape of their container, and gases have neither
definite shape nor volume, filling whatever space is available.
Activity 2 - Understanding the properties of materials helps us classify them, which is
essential in science for conducting experiments and making observations.
Activity 3 - Observing how materials interact can lead to deeper insights into their
characteristics and uses in everyday life.

Elaborate:
Teaching Strategy: Project-Based Learning
1. Task: Students will create a poster that illustrates the three states of matter using
examples from their everyday lives.
2. Task: Students will conduct a simple experiment at home by freezing water to
observe how it changes from liquid to solid and then melting it to see the reverse
process.
Discussion: Students will share their experiments and posters with the class,
discussing their findings and the importance of understanding matter in real life.

Evaluate:
Teaching Strategy: Formative Assessment

Questions:
1. What are the three states of matter?
2. Give an example of a solid and explain its properties.
3. How does temperature affect the state of a material?
For Higher Order Thinking Skills:

Questions:
1. Why is it important to classify materials?
2. How would you explain the difference between a solid and a gas to a younger
student?
3. Can you think of a situation where understanding states of matter would be useful
in daily life?

Answers:
1. Classifying materials helps us understand their properties and behaviors, which is
essential in science and everyday applications.
2. A solid keeps its shape, while a gas spreads out to fill any space available, which
can be illustrated by comparing a rock to air in a balloon.
3. Understanding states of matter is useful when cooking, as knowing how water
changes from liquid to steam can affect how we prepare food.

Extend:
Teaching Strategy: Contextualized Teaching
Instructional Materials: None needed
Usecase 1: Students can apply their knowledge of states of matter by helping in the
kitchen, such as observing how ice melts into water (solid to liquid) or how steam
rises while boiling water (liquid to gas).
Usecase 2: In their community, students can observe how different materials are
used in construction, identifying solids (bricks), liquids (paints), and gases (air in
insulation), and explaining their importance in building structures.

Assignment:
1. Students will find three examples of solids, liquids, and gases at home. They will
take pictures or draw them and write a short description of each, explaining their
properties. This can be done through project-based learning, encouraging creativity
and application of concepts learned in class.