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Science topics ages 9 - 10
Gases around us
Curriculum relevance | Online lesson plan
Offline lesson plan |
Worksheet |
Activity |
Quiz
Offline lesson plan
Objectives
Identify solids, liquids and gases
Recognise the differences between solids, liquids and gases in terms of shape
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National Curriculum
England: Key Stage 2, Science, Sc3 1e
Wales: Key Stage 2, Materials and their properties 1.5
Northern Ireland: Key Stage 2, Materials, Properties d
Scotland: 5-14 Guidelines, Science, Materials from Earth, Level C
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Resources required
Copies of the Gases around us worksheet printed from the Science Clips website
Examples of solids (e.g. rock, clay) and liquids (e.g. water, oil)
Three different containers
An empty bottle and a bowl of water
Reference books, magazines, newspapers
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Teaching activities
Introduction
Display the examples of solids and liquids. Make a chart on the board, with the headings Solid and Liquid. Which of the examples are solids and which are liquids? Fill in the chart.
Activitives
Take one of the solids (e.g. clay), and put a little into each of the three containers. Each time, ask a different child to draw the shape of the solid on the board. What happens to the shape of the solid when it is put into different containers (it stays the same)? Empty the containers. Take one of the liquids (e.g. water) and put a little into each of the three containers. Once again, ask different children to draw the shape of the liquid on the board. What happens to the shape of the liquid when it is put into different containers (it takes the shape of the bottom of the container)?
Show the children an empty bottle. What is inside it? Prove the bottle is not empty by putting it in the bowl of water and watching the bubbles escape. Explain that the bottle was full of a gas (air), and that gases are hard to see because they are often invisible. Discuss other common examples of gases (e.g. bubbles in fizzy drinks, steam, smoke).
Hand out copies of the worksheet, one per child. Ask children to complete the worksheet, writing the names of the parts each label line is pointing to, and writing whether that part is a solid, liquid, or gas.
Plenary
Extend the chart on the board to include gases. Collect examples from the children to add to this column. What is the shape of a solid or a liquid? What is the shape of a gas? Where do the carbon dioxide bubbles go when the reach the surface of the lemonade? Where does the gas in the balloon go when the balloon is let down?
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Extension
Ask children to find more examples of gases by looking in the reference books, magazines and newspapers.
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Suggested homework
Ask children to draw a picture of a car moving, and to identify two solid parts. Ask them to write why these parts could not be made of liquids or gases. They should then repeat this for two liquids and two gases they can identify in the picture.
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