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  • Curriculum/Syllabus Area:Chemistry
  • Lesson Title: Solids, Liquids, Gases
  • Duration: 60 Minutes


The pupils will:

  • Learn to design and build simple circuits
  • Know components in a circuit and their function
  • Describe the behaviour of particles in solids, liquids & gases

Introduction Activity


Discussion with the class

what do you know about solids, liquids, gases etc.

Assess the previous knowledge of the class using the creative technique
“Move, Move, Move”. Students describe different states of matter e.g. Oxygen, Water, Rock

See Creative Technique 23. Move! Move! Move!


Development Activity


Differences (Teacher)

Go through differences between solids, liquids and gases

Examples (Students)

Students will give examples of solids, liquids and gases


Students will walk around the room and point at different solids, liquids, gases. As they point at the items they will shout out the corresponding state of matter

Power Point

Activity – Solids, Liquids, Gases Categories

Teacher will have a list of different solids, liquids, gases.

Teacher will identify a corner of the room to be each state – one for solid, one liquid, one gas.

Teacher will call out different materials, eg gold, milk, water, chocolate etc.

Students will run to the corner of the room they think corresponds with what the teacher has said.


Teacher will call out non Newtonian fluids eg ketchup, toothpaste, paint,

Airport Security Game

Smaller groups – students role play going through security and they need to know what is a liquid and what is not.

See Creative Technique 32. Role-plays


List of different solids,Liquids and gas

Introduction to Matter 

Matter is made of particles
Teacher will discuss the behaviour of the particles in solids, liquids and gases.

Activity – Students physicalise and “become” Particles

Teacher will instruct students to “become” particles.
Students will be free particles at the beginning, so can move around freely.
Teacher will instruct the students to act as a solid, and arrange themselves
similar to the diagram on the board eg. In straight lines, close to their
neighbour etc.

As students get more comfortable with behaving as a particle, teacher will begin to shout out different states of matter and students will arrange
themselves accordingly


See Creative Technique 1. Stop/ Start/ Jump /Name (Adaptation at end)


Development activity (continued)



Can things change state? What might cause things to change state?

Students will consolidate learning by drawing a table in their copy – solids, liquids, gases. They will write the information that they have retained in their copies, and then teacher can use the PowerPoint for students to correct their words. Students can use a different color pen to write in extra information, to highlight that these are the things they need to spend some more time learning

Power Point

The Atomscope Goggles

Teacher explains that these are a new special invention and that once the student puts on these goggles they will be able to see the particle
arrangements of various items. Students will practice wearing the goggles – imagining that they can see the particles.

They will pair up, and take turns wearing the goggles. They will explain to their partner (who doesn’t have the goggles on what the particles look like) Teacher will ask probing questions (how do you know the particle arrangement eg, it’s a hard surface which means particles must be tightly packed together)

See Creative Technique 32. Role-plays

3D glasses
(can alternatively use
their hands to make
imaginary goggles)

Consolidation of Learning



Students will complete a ‘Who am I?’ task – they will imagine that they are one of the states of matter. They will write 5 clues about themselves (their states of matter) down. Students will present their clues and then other students will guess which state of matter the student is pretending to be.

See Creative Technique 28. Speaking Objects


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