2012 Alston Publishing House Pte Ltd Science SMART Teacher S Guide Grade 4 Chapter 4 Lesson

Lesson Plans Chapter 4: Solids, Liquids and Gases Total number of periods: 14 periods

Overview of lesson plans

What Is Matter? (6 periods) Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of Skills Periods 4.1 Pupils should: Collect evidence in a variety of contexts Observing Use systems thinking 6 - know that matter is anything that has mass and to answer questions or test ideas. (Ep1) Classifying Solve problems occupies space Communicating Make judgements and - be able to classify matter and non-matter Suggest questions that can be tested Inferring decisions and make predictions to communicate Reason effectively these questions. (Ep3)

What Is Matter Made of? (2 periods) Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of Skills Periods 4.2 Pupils should: Collect evidence in a variety of contexts Inferring Think creatively 2 - know that all matter are made up of particles to answer questions or test ideas. (Ep1) Use systems thinking

What Are Solids, Liquids and Gases? (6 periods) Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of Skills Periods 4.3 Pupils should: Collect evidence in a variety of contexts Observing Reason effectively 6 - know that matter can be solid, liquid or gas to answer questions or test ideas. (Ep1) Organising Use systems thinking - understand the properties of the different states of Analysing Collaborate with others matter Suggest questions that can be tested Inferring Make judgements and and make predictions to communicate Classifying decisions these questions. (Ep3)

Main Lesson Plans

Lesson 4.1 BSCS 5E Lesson Notes Resources Background: Matter is everywhere and is anything that has mass and takes up space. Matter can exist in various states — solids, liquids and gases. Each state of matter has its own properties. All matter is made up of tiny particles. The arrangement © 2012 Alston Publishing Houseof these Pte Ltd particles determines the state and properties Science SMART of matter. Teacher’s Pupils Guide will Grade also 4 Chapter learn how 4 Lesson matter Plans is different from non- matter. Observational skills are important for this chapter as pupils will analyse as well as compare and contrast the various properties and characteristics that all matter have as compared to non-matter. Pupils will also develop their measuring and inferring skills. Pupils will make use of these important skills to examine the properties of matter through various activities.

Chapter opener Textbook page 59 Engage: Have pupils read through the opening scene and ask them: Pupils are given  What are Ari and Min arguing about? (Answer: They are arguing about the space taken up in the room.) questions to  What are each of them saying? (Answer: Ari is saying that all the space in the room has been taken up by his musical stimulate thinking instruments and the music he is playing. Min is saying that music cannot take up space and she can therefore enter the and generate room.) interest in the new  Do you agree with Min? Why? (Answer: Yes. The musical instruments (and other objects such as the table and the vase) do topic take up some space in the room. However, music cannot take up space. This is why Min can still enter the room while Ari is playing music.)

Explore: Explain that: Pupils will  Not all things take up space. Anything that takes up space is called matter. understand how  Pupils will learn what matter is in this chapter. this new concept is related to everyday What’s In This Chapter?, What Will I Learn? Textbook page 60 life Emphasise to pupils what their learning journey will be like for this chapter.  We will know what matter is and that matter can be a solid, liquid or gas.  Matter is made up of particles.  We will understand the properties of solids, liquids and gases.

Teaching Tip: Trace the path of the mind map by reading out loud.

What Is Matter? Textbook page 61 Activity: Ask pupils to take turns to point out matter in the classroom. Explain that: Explain:  Matter is almost everything around us. New concept is  Matter include both living and non-living things. explained with a demonstration Process Skill: Observing

21st Century Skill: Use systems thinking

Matter has mass Teaching Tip: Bring to class a simple mass balance and a digital mass balance to demonstrate how these equipments are used. Textbook page 62 Ask pupils to place any object on the balance to measure its mass. Pupils should understand how a simple mass balance works. When using the simple mass balance, pupils should be able to use the standard masses to balance out the object in order to calculate the mass. For the digital mass balance, the mass will be shown on the digital screen. Pupils should also understand the common units of mass are grams (g) and kilograms (kg), and that 1,000 g = 1 kg.

Common Misconception: Pupils may think that air is not matter because they cannot see and touch it. However, air has mass and takes up space. © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 4 Lesson Plans © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 4 Lesson Plans

Lesson 4.2 BSCS 5E Lesson Notes Resources What Is Matter Made of? Textbook page 69 Engage: Begin the lesson by showing pupils a wooden table or any other wooden object. Ask pupils: Pupils are given  What is it made of? (Answer: It is made of wood.) questions to  What is the wood made of? (Answer: You can explain that it is made of hard substances called cellulose and lignin found in stimulate thinking plant cells. However, that answer is not the main focus. You can ask pupils to further discuss what the aforementioned and interest substances are made of. You can ask similar questions on other objects in the classroom.)

Finally, have pupils discuss:  What is matter ultimately made of? (Answer: Matter is made up of very tiny particles.)

Explore: After the discussion, explain that: Pupils learn new  All matter are made up of particles. They are too tiny and cannot be seen with the naked eye or even with a microscope. ideas through Particles join together in different ways to form different kinds of matter. discussion Teaching Tip: You can use sand to explain the concept of particles. Drop a tiny grain of sand on the floor of the classroom. Pupils may not find the sand grain as it is too small. However, this sand grain still exists and takes up space in the classroom. Next, you can drop a pile of sand on the classroom floor. The pile of sand will now be easy to see. The sand can be used to build models of sand castles or any other matter. Matter is made from particles in a similar way.

Explain: Activity: Bring building blocks to class and ask pupils to make any object they can think of. Explain that: New concept is  Particles are the building block of all matter. explained and made clear with Process Skill: Inferring relevant demonstrations 21st Century Skills: Think creatively; Use systems thinking

Evaluate: Common Misconception: There are many different kinds of particles. Matter may not necessarily be made up of one type of Pupils demonstrate particle. an understanding of the concept taught

Elaborate: Background: Particles can mean atoms or molecules. An atom is the smallest unit of matter. Two or more atoms can come Consolidation Supplementary together to form molecule. For example, oxygen is made up of oxygen molecules, while an oxygen molecule is made of two Worksheet 2 information is oxygen atoms held together. provided © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 4 Lesson Plans © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 4 Lesson Plans

Lesson 4.3 BSCS 5E Lesson Notes Resources What Are Solids, Liquids and Gases? Textbook page 70 Engage: Activity: Ask pupils to discuss the similarities and differences between a table, water and air (any other kind of solid, liquid or Pupils© 2012 areAlston given Publishing Housegas will Pte Ltddo). Ask pupils: Science SMART Teacher’s Guide Grade 4 Chapter 4 Lesson Plans inquiring questions  Can you describe the properties of each item? (Answer: Accept all possible answers.) to consider  Are there any similarities between them? If so, what are they? (Answer: They are all matter. They all have mass and occupy space.)  What are the differences between them? (Answer: Accept all possible answers, e.g. the shape, volume, ability to flow, etc.)  Can you name any other matter that shares the same properties of each of the item mentioned? (Answer: Accept all possible answers.)

Explain that:  Matter can exist in three states: solid, liquid and gas. Although they are all matter, they behave differently from one another because the particles are packed differently in different states.  The main differences of their properties are the shape, volume and ability to be compressed. Their properties will be introduced below.

Pupils can then play a general game and quiz on states of matter online. URL 4.1

Process Skills: Observing, Organising, Analysing

21st Century Skill: Reason effectively

Explain: Common Misconception: Not all matter must follow a specific process to change states. For example, pupils may think that a Pupils learn the solid has to melt first before being able to evaporate into a gas, such as ice (solid) melting into water (liquid) before correct concept evaporating into water vapour. This is not true. Dry ice can change from the solid state straight to the gaseous state through and clear any sublimation. misconceptions

Solids Textbook page 70 Explore: Activity: The properties of an object (or matter) are closely related to the packing pattern of the particles. Therefore, always Pupils develop explain the properties of any object in terms of particles. Have nine pupils come out and arrange themselves in a 3 x 3 pattern understanding of to demonstrate the packing pattern of particles in a solid. They should stand closely to one another. Then, ask the pupil in the new concept middle to try and move out while the other pupils stay still. The pupil in the middle should feel difficult to move out. taught through demonstration and Explain that: group work  The particles in a solid are closely packed. They are fixed in their position and cannot move about freely. This fixed particle pattern gives a solid its characteristic properties: has a definite shape and volume and cannot be compressed.

Process Skill: Inferring

21st Century Skill: Use systems thinking

Common Misconception: A solid may have a definite shape, but it does not mean it cannot change its shape. The particles can slide past one another to change shape if enough force or energy is applied.

Liquids Teaching Tip: Make comparisons between solids and liquids to highlight the properties of liquids. Bring to class three Textbook page 71 © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 4 Chapter 4 Lesson Plans

Internet links for Lesson 4.3

URL 4.1: General game and quiz of states of matter http://www.bbc.co.uk/schools/ks2bitesize/science/materials/solids_liquids_gases/read1.shtml

URL 4.2: Particles in different states of matter http://www.youtube.com/watch?v=s-KvoVzukHo

URL 4.3: How hovercrafts work (corresponds with Internet Link 4.1 in Textbook) http://videos.howstuffworks.com/science-channel/34262-how-do-they-do-it-hovercraft-video.htm