Students read particle pictures of solids, liquids and gases, sort nine everyday things by state, and name three changes of state.
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Three particle pictures show how a solid, a liquid and a gas are packed, each with a rule students use for the rest of the page. They label nine things S, L or G. A rock and milk are quick, but honey, steam, the air in a balloon and the bubbles in fizzy water make them apply the rules. Last, they name three changes, such as an ice cube melting on a warm plate. The answer key suggests asking whether heat was added or taken away.
Honey and shampoo are thick, so students often call them solids. Tip the jar or bottle: if it flows and takes the shape of what holds it, it's a liquid.
Students who have seen a kettle's white cloud may call steam a liquid. Use the key's note: steam is water as a gas, and the cloud is tiny drops of water that formed as it cooled.
Ways to adjust the one student page for different learners.
Each one is checked against the official documents. Where the resource covers only part of a standard, the note says so.
Students sort nine everyday materials as solid, liquid or gas using what they can see (keeps its shape, takes the shape of its container, spreads out) and find one of each at home. They do not plan or carry out an investigation, which this standard asks for.
Students name melting, freezing and evaporation in three short scenes, and the teacher tip asks whether heat was added or taken away. Students do not argue with evidence about which changes can be reversed and which cannot.
Students sort nine materials as solid, liquid or gas, find one of each at home, and read that liquids and gases take the shape of their container; they do not demonstrate shape with real samples.
Students name melting, freezing and evaporation from three described scenes; they do not predict or observe a change themselves, and condensation is not included.
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