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Subject: General Science
Semester: 1
Period: 2
Week: 8
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: States of Matter
Sub-topic: Solids, Liquids, and Gases
Learning Objectives
By the end of the lesson, students should be able to:
• Name the three states of matter
• Give examples of solids, liquids, and gases
• Distinguish between the states of matter
Previous Knowledge
Students already know:
• They have seen water, air, and solid objects around them
• They know water can be drunk, books can be held, and air can be felt when wind blows
Instructional Materials
• Real objects: stone, pencil (solid); cup of water (liquid); balloon filled with air (gas)
• Chart showing solids, liquids, and gases
• Flashcards with pictures (ice, juice, firewood, air, ball)
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher shows a stone, water in a cup, and a balloon with air inside.
• Teacher asks: “What do you see? Can we touch these?”
• Teacher says: “These are different forms of matter called solids, liquids, and gases.”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded & Detailed):
- Students repeat after the teacher slowly: “Solid – Liquid – Gas.” (several times to build memory).
- Teacher explains each state of matter one by one with simple, real-life examples:
- Solids → have their own shape and size. Teacher holds a stone, a book, and a chair: “See, it does not flow, it stays in one shape.”
- Liquids → do not have their own shape, they flow and take the shape of the container. Teacher pours water into a cup, then into a bottle, and asks: “Does it change shape? Yes, water follows the container.” Also shows juice or milk.
- Gases → cannot be seen, spread out, and fill the space around us. Teacher asks children to take a deep breath: “What went into your nose? Air!” Teacher fans them with a piece of paper: “Can you feel the air?” Explains that air, smoke, and cooking gas are gases.
- Students work with given objects or picture cards (stone, ball, cup of water, juice box, candle flame, balloon filled with air). They classify each into solid, liquid, or gas.
- Teacher uses a balloon as a demonstration: “When I blow, what is inside the balloon?” (Air – a gas).
- Teacher invites students to come forward, pick an item from a table (e.g., chalk, pencil, bottle of water, toy ball), and say aloud whether it is solid, liquid, or gas.
Assessment Checks (Oral Q & A):
- “Name the three states of matter.”
- “Is a stone a solid, liquid, or gas?”
- “What happens when water is poured into a cup?”
- “Give one example of a liquid and one example of a gas.”
- “Does a solid have its own shape?”
Notes (Expanded & Detailed for Pupils):
- There are three states of matter: Solid, Liquid, and Gas.
- Solids: have their own shape and size. Examples – stone, book, chair, toy, shoe.
- Liquids: do not have their own shape, they flow and take the shape of the container. Examples – water, milk, juice, oil.
- Gases: cannot be seen, they spread out and fill the space around them. Examples – air, smoke, cooking gas.
- Everything around us is one of these three states of matter.
Practical Activities:
- Teacher places objects on a table (chalk, toy car, cup of water, balloon with air). Students one by one classify them as solid, liquid, or gas.
- Students pour water into different containers (cup, bowl, bottle) to see how liquids change shape.
- Students blow into balloons and observe how the gas (air) fills and stretches the balloon.
Assignment (Homework):
- Draw and color:
1 solid (e.g., stone), 1 liquid (e.g., water in a cup), and 1 gas (e.g., balloon with air). - Write (or trace with help):
- Solids have their own shape.
- Liquids take the shape of their container.
- Gases fill space.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher revises:
– Three states of matter are solid, liquid, and gas
– Examples: stone (solid), water (liquid), air (gas)
Evaluation Method (Expanded):
• Exit slip/quiz: Each child names one solid, one liquid, and one gas.
• Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
• At home, list two solids, two liquids, and two gases you can find.
Follow-up Activity:
• Teacher will prepare a sorting table where pupils place objects under the headings: Solid, Liquid, Gas.
Differentiation / Inclusive Strategies
• Use real-life objects for children who struggle with abstract ideas.
• Use group activities to allow weaker learners to participate.
• Allow oral answers for children who cannot write yet.
Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low