| Objectives | Describe and compare solids, liquids, and gases by particles. |
|---|---|
| Materials | State models, objects, balloon |
| Key vocabulary | matter, solid, liquid, gas, particle |
| Engage (starter) | "How are the particles arranged in each state?" |
| Develop (main) | Interactive: model particles packed, loose, and spread for the three states; sort materials; tap-to-reveal the particle idea. |
| Plenary (close) | How are particles arranged in a solid? |
| Assessment | Compares states by particles. |
| Teacher notes | Introduce a simple particle model. |
| Objectives | Explain melting and freezing with temperature. |
|---|---|
| Materials | Ice, thermometer, bowls |
| Key vocabulary | melt, freeze, melting point, temperature |
| Engage (starter) | "At what temperature does ice melt?" |
| Develop (main) | Interactive: melt ice while measuring temperature; discuss freezing as the reverse; tap-to-reveal melting and freezing points. |
| Plenary (close) | What change happens when a solid is heated enough? |
| Assessment | Explains melting and freezing. |
| Teacher notes | Introduce measuring the change. |
| Objectives | Distinguish evaporation from boiling. |
|---|---|
| Materials | Warm water, kettle picture, thermometer |
| Key vocabulary | evaporate, boil, boiling point, water vapour |
| Engage (starter) | "What is the difference between drying and boiling?" |
| Develop (main) | Interactive: compare slow evaporation with rapid boiling; discuss the boiling point of water; tap-to-reveal the difference. |
| Plenary (close) | Give one difference between evaporation and boiling. |
| Assessment | Distinguishes the two. |
| Teacher notes | The MoEY step-up: boiling is added this year. |
| Objectives | Explain condensation and link changes to the water cycle. |
|---|---|
| Materials | Cold glass, water-cycle diagram |
| Key vocabulary | condense, water vapour, water cycle |
| Engage (starter) | "How do all these changes make rain?" |
| Develop (main) | Interactive: observe condensation on a cold glass; connect melting, evaporation, and condensation to the water cycle; tap-to-reveal. |
| Plenary (close) | What happens when water vapour cools? |
| Assessment | Explains condensation. |
| Teacher notes | Ties changes of state to the water cycle. |
| Objectives | Consolidate states and changes of state. |
|---|---|
| Materials | State cards, review stations |
| Key vocabulary | review, state, change |
| Engage (starter) | "Change of state challenge!" |
| Develop (main) | Interactive: sort states and match changes to their causes at review stations. |
| Plenary (close) | Name the change from liquid to gas by boiling. |
| Assessment | Station accuracy. |
| Teacher notes | Reinforce heating and cooling cause changes. |