Lesson Plan of Comparing Properties of Solids, Liquids & Gases
General Science Grade IV
Students’ Learning Outcomes
· Compare solids, liquids & gases on the solid soil of shape as well as volume.
Information for Teachers
· Matter exists inwards iii forms; solid, liquid as well as gas. · Solids stimulate got fixed shape as well as fixed volume; liquids don’t stimulate got fixed shape simply stimulate got fixed volume, piece the gases don’t stimulate got a fixed shape as well as fixed volume.
· The iii states of affair tin dismiss last explained amongst reference to water. Solid (ice) liquid (water) as well as gas (water vapors or steam).
Material / Resources
Book, chair, pencil, jug containing water, cup, register, rubber, spectacles of unlike sizes, balloons having unlike shapes, textbook
Worm upward Activity
· Show the students the next things:
(Books, Chair, Pencil, Copy, Table, Tree, Plate, School handbag etc.
· Ask students create these objects stimulate got a fixed shape.
(Students’ response: Yes they stimulate got fixed shape).
· Can nosotros position a enterprise through its fixed shape?
(Students’ response: Yes a enterprise tin dismiss last identified past times its fixed shape)
· Can nosotros position a enterprise alter its shape on its own?
(Students’ response: No, solids don’t alter their shape on their own)
v Does H2O has a fixed shape similar a glass?
(Students’ response: No)
v Does H2O teach the shape of the container inwards which it is poured?
(Students’ response: Yes)
· Tell the students that nosotros can’t run into air, simply nosotros tin dismiss experience its presence peculiarly nether a fan.
· We tin dismiss likewise experience the presence of some gases past times their odour as well as color.
· Ask students what type of odour they experience piece passing along a sewage pond.
(Students’ response: bad smell). This indicates bad smelling gases are coming out of the sewage pond.
Development
Activity 1
· Place a mass on a tabular array as well as describe a draw of piece of occupation around the book,
· Shift the mass on some other place.
· Ask the next enquiry from students.
· What does the infinite inwards betwixt the lines tell us?
(Students’ response: The infinite betwixt the lines is the infinite covered past times the book)
· Ask the students to accept unlike objects similar a register, a rubber, a pencil as well as a drinking glass on a newspaper as well as describe lines around these objects. Ask the students the next questions.
v Do all these objects encompass the same space?
(Students’ response: No, all these objects encompass unlike infinite according to their size)
Activity 2
· Take nearly 250cm H2O inwards a jug. Ask students to pour this H2O into iv unlike vessels, every bit shown inwards the next diagram)
· Ask students what does this action show?
(Students’ response: This action shows that a liquid doesn’t stimulate got a fixed shape. It acquires the shape of the vessel inwards which it is kept)
Activity 3
· Take 2 glasses, of unlike sizes. Fill the smaller drinking glass amongst water. Now pour H2O from the smaller drinking glass into the bigger glass.
· Did H2O completely fill upward the bigger glass?
· Water occupies all the infinite of the smaller glass. It doesn’t fill upward all the infinite of the bigger glass. Ask students why the bigger drinking glass has non been filled? (Tell them that liquids stimulate got fixed volume, they don’t occupy all the available space).
· The amount of infinite that a liquid takes upward inwards an empty vessel depends upon the quantity of liquid poured into that vessel. H5N1 fixed amount of liquid occupies a fixed volume.
Activity 4
· Take iii balloons of unlike shapes as well as fill upward them amongst air. · The air within a balloon has taken the shape of that balloon.
· Ask students, does the air stimulate got fixed shape similar enterprise things?
(Students’ response: No).
· Spray a piddling perfume on i side of the room as well as await for some time.
· Ask students sitting at the other destination of the room if they tin dismiss odour the perfume.
· Ask the students, create the vapors of the perfume stay at a sure enough place.
(Students’ response: No, the vapors stimulate got occupied all the available space)
Sum upward / Conclusion
· All the enterprise objects stimulate got a fixed shape. They likewise encompass a fixed space.
· Liquids occupy definite mass simply they don’t stimulate got fixed shape. They accept the shape of the container inwards which they are kept.
· Gases don’t stimulate got fixed shape. Like liquids they teach the shape of the vessel inwards which they are kept. H5N1 drinking glass acquires all the infinite introduce inwards a vessel.
Assessment
· Ask the students next questions:
v What volition occur if you lot unloosen air introduce I a bicycle subway within a room?
(Students’ response: Air volition spread throughout the room)
v Transfer tea prepared inwards a tea pot to a cup, saucer as well as a glass. From this experiment what create you lot conclude nearly the shape of the liquid tea?
(Students’ response: Being a liquid, tea doesn’t stimulate got a fixed shape)
v Show students some coins as well as ask: What is the shape of coins? Can they alter their shape piece moving from i manus to another?
(Students’ response: No, existence solids, coins don’t alter their shape piece moving from i manus to another)
v Which state of affair occupies all the available space?
(Students’ response: H5N1 gas occupies all the available space).
Follow up
· Make a tabular array given on side past times side page on the board as well as inquire the students to re-create on their banker's complaint books.
· Ask them to consummate the table.
· Ask the next questions:
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