Learning Intention
Success Criteria
- I will learn to see the states of matter from the molecular level.
Description
Clear an open space in the classroom where students can move freely.
Students will physically model the behaviour of molecules in solids, liquids, and gases through movement and spatial awareness.
Guide students through the following steps:
Solid:
Concept: In a solid, molecules are packed closely together in a fixed arrangement, giving the material a rigid structure.
Activity: Ask students to stand shoulder to shoulder in a tight formation, linking arms or holding hands to mimic the strong bonds in a solid.
Discussion questions: Can you get any closer together? (No, because solids are not compressible.) Can you move freely? (No, because molecules in solids only vibrate in place.)
Liquid:
Concept: In a liquid, molecules are close together but can move around each other, allowing the liquid to flow and take the shape of its container.
Activity: Ask students to loosen their links and move slightly apart while still remaining in contact with those around them. They should be able to slide past one another but not separate completely.
Discussion questions: Can you be pushed closer together? (No, because liquids have a fixed volume and are not easily compressed.) Can you move? (Yes, but only within the space available, just like a liquid in a container.)
Gas:
Concept: In a gas, molecules are far apart and move freely, meaning gases expand to fill their container and can be compressed.
Activity: Ask students to spread out across the room and move randomly, changing direction frequently to represent free-moving gas molecules.
Discussion Questions:Can you be pushed closer together? (Yes, because gases are compressible.) Can you move freely? (Yes, because gas molecules are not restricted in their movement.)
Examples
A visual representation of student formations could look like this:
Extensions
In a solid, molecules vibrate but stay connected. Students should slightly shake in place to represent this movement.
If heat (energy) is added, the molecules vibrate faster until some bonds break, allowing movement—students slowly unlink hands and move more freely to show the transition to a liquid.
With further heat, molecules move even faster and completely separate – students spread out and move randomly to represent a gas.
Cooling down reverses these changes, bringing molecules closer together again.
Source
https://downloads.clickview.com.au/www/Lesson%20Plans/AU-science-lesson-plan-book-year-8.pdf
Image Sourcehttps://downloads.clickview.com.au/www/Lesson%20Plans/AU-science-lesson-plan-book-year-8.pdf