Matter (Part I)

Grade 7 · General Science

Semester 1 | Period 1 | Week 3

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Subject: General Science

Semester: 1

Period: 1

Week: 3

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 7
Date:
Week 3 Lesson Duration: 45 minutes
Week & Period: Week 3, Period 1
Topic: Matter (Part I)
Sub-topic: Non-living Matter, States of Matter

Learning Objectives
By the end of the lesson, students should be able to:

  1. Define matter and describe the characteristics of non-living matter.
  2. Identify and describe the three states of matter: solid, liquid, and gas.
  3. Give examples of each state of matter and explain their properties.

Previous Knowledge
Students already know:
• Objects in their environment can be classified as living or non-living.
• Basic understanding of physical properties like shape, volume, and texture.

Instructional Materials
• Textbook: General science textbooks for Grade 7
• Teaching aids: Charts or models of solids, liquids, and gases; simple experiment materials (e.g., water, ice, balloon)
• Students' notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• What is matter? Can you name some things around you that are not alive?
• How would you describe a solid, a liquid, or a gas?
The teacher will record their responses on the board.
Teacher’s Role: Facilitate brainstorming and correct misconceptions.
Learner’s Role:
• Share ideas about non-living things and their properties.
• Participate actively in discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role

  1. Define Matter Clearly
  • Begin by stating: “Matter is anything that has mass (weight) and occupies space.”
  • Ask learners to look around the classroom: “The chair you sit on, the pen in your hand, and even the air we breathe—these are all matter because they have weight and take up space.”
  • Differentiate matter from things that are not matter (e.g., light, heat, sound—they do not have mass or occupy space).

 

  1. Describe Characteristics of Non-Living Matter
  • Write on the board: Non-living matter does not grow, does not reproduce, does not respond to stimuli, and does not move on its own.
  • Compare with living things:
    • A stone does not grow, but a plant grows.
    • Water does not reproduce, but animals reproduce.
    • Rocks cannot move on their own, but humans and animals can.

 

  1. Explain the Three States of Matter with Examples
  • Solid: Has a definite shape and volume.
    • Examples: stone, table, chalk, rice, iron rod.
    • Local Liberian example: rocks used in construction, chalk used in classrooms.
  • Liquid: Has a definite volume but takes the shape of its container.
    • Examples: water, palm oil, kerosene.
    • Local example: water in buckets, palm oil in gallon containers.
  • Gas: Has no definite shape or volume. Expands to fill any space.
    • Examples: air, steam, cooking gas.
    • Local example: the air we breathe in Monrovia, smoke from firewood, steam rising from boiling rice.
  • Use a table on the board to show the differences in shape and volume across solids, liquids, and gases.

 

  1. Demonstrations (Simple Experiments)
  • Melting Ice (Solid → Liquid): Show a piece of ice melting into water. Learners observe the change of state.
  • Boiling Water (Liquid → Gas): Heat a small amount of water until steam is seen. Learners see liquid turning to gas.
  • Inflating a Balloon (Gas): Blow into a balloon to show that air occupies space and has mass (the balloon becomes heavier).
  • Discuss how these experiments prove that matter can change states when heated or cooled.

 

  1. Discuss Local Examples of Matter in Liberia
  • Solids: Stones for road construction, iron nails, rice grains.
  • Liquids: Water from rivers (St. Paul River, Cavalla River), palm oil, gasoline.
  • Gases: Air in classrooms, carbon dioxide from charcoal fires, steam from cooking.
  • Encourage learners to give personal/local examples to reinforce understanding.

 

Learners’ Activities

  • Watch and observe teacher demonstrations closely.
  • Take notes on the definition, characteristics, and states of matter.
  • Answer questions during guided discussion (e.g., “Is chalk a solid, liquid, or gas? Why?”).
  • Provide local examples:
    • Solid: Rock from a road project.
    • Liquid: Oil from palm fruits.
    • Gas: Smoke from burning bush.
  • Work in pairs/groups to classify 10 items the teacher lists on the board.

 

Assessment Checks

  • Quick oral questions:
    • “Does air occupy space?”
    • “Is palm oil a solid, liquid, or gas?”
  • Group task: Teacher names items (stone, cooking gas, river water, chalk dust, steam), learners classify them into the three states.
  • Individual exercise: Learners complete 3–5 written questions:
    • Define matter.
    • List two properties of solids.
    • Give one Liberian example of each state of matter.

 

Notes (Expanded & Detailed)

  • Emphasize observable properties of matter:
    • Solids: fixed shape, cannot be compressed easily.
    • Liquids: flow easily, cannot be compressed, take the shape of their container.
    • Gases: invisible, easily compressed, expand to fill space.
  • Highlight state changes:
    • Melting (solid → liquid),
    • Evaporation/boiling (liquid → gas),
    • Condensation (gas → liquid),
    • Freezing (liquid → solid).
  • Reinforce with Liberian everyday examples:
    • Palm oil solidifying in cold weather (liquid → solid).
    • Ice cubes melting into drinking water (solid → liquid).
    • Steam from boiling rice (liquid → gas).
  • Stress that matter is everywhere and forms the foundation of science, environment, and technology.

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask students to recall:

  • Definition of matter
  • Characteristics of non-living matter
  • Properties of solids, liquids, and gases
    Evaluation Method (Expanded):
    • Exit slip/quiz: Students will write short answers to:
  1. Define matter.
  2. Give two characteristics of non-living matter.
  3. List one example of a solid, liquid, and gas.
    Teacher will collect and quickly review for understanding.
    • Provide oral feedback before class ends.

Assignment (Expanded): Follow-up Activity:
• Observe and list at least five examples of solids, liquids, and gases at home or in the school environment.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide additional visual aids and simple examples.
• Advanced Learners: Encourage research on states of matter changes, like sublimation or condensation.
• Students with Disabilities: Use peer support or hands-on demonstrations for better understanding.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low