Changes in States of Matter

Grade 1 · General Science

Semester 1 | Period 2 | Week 9

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Subject: General Science

Semester: 1

Period: 2

Week: 9

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Changes in States of Matter
Sub-topic: How Matter Changes from One State to Another
Learning Objectives
By the end of the lesson, students should be able to:
• Observe a change in state of matter.
• Explain with examples how matter changes states.

Previous Knowledge
Students already know:
• The three states of matter – solid, liquid, and gas.
• Examples of solids, liquids, and gases.

Instructional Materials
• Ice cubes, kettle, water, transparent cup, illustrations of steam, and chart showing states of matter.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher asks pupils: “What happens when you leave ice outside on a hot day?”
• Pupils share experiences of ice melting or water boiling.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Learners’ Activities (Expanded & Detailed):

  • Teacher begins by showing a block of ice to the class. Pupils touch it gently to feel that it is solid and cold. The teacher places the ice in a bowl and asks: “What do you see happening?” Pupils observe as the ice slowly melts into water (solid → liquid).
  • Teacher explains: “When ice changes to water, we call it melting.” Pupils repeat the word “melting” several times.
  • Teacher then boils water in a safe kettle or pot (at the front table). As steam rises, pupils watch and the teacher asks: “What do you see coming out of the pot?” Pupils respond: “Smoke/steam.” Teacher explains: “This is steam. Steam is water changing into a gas. We call it boiling or evaporation.” Pupils repeat: “boiling – evaporation.”
  • Teacher covers the pot with a cool metal lid. Soon, drops of water appear under the lid. Pupils observe as teacher explains: “The steam cooled down and became water again. That is called condensation.” Pupils repeat: “condensation.”
  • Teacher uses picture cards or drawings to illustrate the three changes:
  1. Solid → Liquid (melting): ice to water.
  2. Liquid → Gas (boiling/evaporation): water to steam.
  3. Gas → Liquid (condensation): steam to water drops.
  • Pupils are asked to describe in their own words: “What happened to the ice? What happened to the water? What happened to the steam?”
  • Pupils give familiar daily life examples:
    • Ice block melting into water in a drink.
    • Water boiling in a kettle to make tea.
    • Drops of water forming on the outside of a cold bottle (condensation).
  • In small groups, pupils sort example cards into categories: melting, boiling/evaporation, condensation.

Assessment Checks (Oral Q & A):

  1. “What happened to the ice when it melted?”
  2. “What do we call water changing to steam?”
  3. “What do we call steam changing to water drops again?”
  4. “Give one example of melting you have seen at home.”
  5. “Give one example of boiling or condensation you have seen before.”

 

Notes (Expanded & Detailed for Pupils):

  • Matter can change from one state to another.
  • Solid to Liquid (Melting): Ice changes to water. Candle wax melts when heated.
  • Liquid to Gas (Boiling/Evaporation): Water boils and turns to steam. Wet clothes dry in the sun because water evaporates.
  • Gas to Liquid (Condensation): Steam cools down and turns back into water. Drops of water appear on a cold bottle.
  • These changes happen around us every day in cooking, cleaning, and nature.

 

Practical Activities:

  1. Pupils observe ice melting in their own hands (teacher gives small cubes).
  2. Teacher shows boiling water from a safe distance. Pupils watch the steam rise.
  3. Teacher places a cold metal spoon over steam to show water drops forming. Pupils describe what they see.
  4. Pupils match flashcards with arrows (ice → water, water → steam, steam → water).

Assignment (Homework):

  • Draw and color three pictures:
  1. Ice melting into water.
  2. Water boiling into steam.
  3. Steam turning back into water drops.
  • Write (or trace with help):
    • Melting: Solid to Liquid
    • Boiling/Evaporation: Liquid to Gas
    • Condensation: Gas to Liquid

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Matter can change states – solid, liquid, gas.
• Pupils recall the three changes they saw in class.

Evaluation Method (Expanded):
• Exit slip/quiz: Draw and label one change of state they saw today.
• Teacher will collect slips and provide oral feedback.

Assignment (Expanded):
• Draw and colour one example of matter changing (ice melting or water boiling).

Follow-up Activity:
• At home, pupils observe what happens to water when it is left in a hot pot and share in the next class.

Differentiation / Inclusive Strategies
• Use real-life demonstrations to support slow learners.
• Ask stronger pupils to explain processes in simple terms to peers.

Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low