CHETTINAD VIDYASHRAM

LESSON PLAN 2024-25

Class: 5 Sec: B Subject: EVS1

Month: JANUARY Term (I/II/III): II

Dates (from-to): 17-1-25 to 29-1-25 Teacher’s Name: KEERTHANA

No. of teaching periods: 7

Chapter / Topic: CH 9 SOLIDS, LIQUIDS AND GASES

❖ Learning Objectives:
• To understand the three common states of matter (solid, liquid, and gas).
• To describe and compare the properties of each state.
• To recognize the presence of solute and solvent in solutions.
• To differentiate between physical and chemical changes.
• To understand the characteristics of matter.
❖ Learning outcome:
• At the end of this lesson, the learners will be able to:
• Explain the states of matter.
• Compares between physical and chemical changes.
• Recognizes the solute, solvent and solution.
• Identify solid, liquid and gases
❖ Pre requisite Knowledge/ Motivation:
• Sorting Activity:
• Provide examples of solids, liquids, and gases (e.g., wooden block, water, air).
• Ask students to sort these examples into the correct categories.
• Discuss their choices and reasons.
• Real life examples: Discussion on the states of matter that they use in daily life e.g., food
❖ Teaching Aids/ Resources:
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 • Visual aids (pictures or diagrams)
Examples of solids, liquids, and gases (e.g., ice, water, air)
• Posters or charts to illustrate the molecular arrangement.
• Demonstrating with experiments such as melting of ice.
• Educational videos
• Educational games or puzzles
❖ Methodology/ Strategy:
• Discuss the properties of each state:
Solids: Fixed shape, fixed volume, particles closely packed.
Liquids: Takes the shape of the container, fixed volume, particles more spread out.
Gases: No fixed shape or volume, particles move freely.
• Use visual aids to reinforce understanding.
• Demonstration method
• Show how air (gas) occupies space by inflating a balloon.
• Discuss how water (liquid) takes the shape of its container.
❖ Real life application (to appreciate its usage)
• Cooking and Food Preparation:
• Solid: When you freeze water to make ice cubes or solidify chocolate.
• Liquid: Cooking pasta in boiling water or making soup.
• Gas: Baking bread or cakes—gases expand due to heat, causing the dough to rise.
• Climate Control and Air Conditioning:
• Liquid: Refrigerants (liquids) in air conditioners absorb heat from indoor air and release it
outside.
• Fire Safety:- Solid: Fire extinguishers use solid chemicals (e.g., dry powder) to suppress flames.
❖ Art Integration Activity:
• Experiential Art with solid, liquid and gases using water, stone, spray etc.
• Sensory Stations: Create stations with different textures (solid, liquid, gas) for tactile
exploration.

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 • Collages: Use cut-out images from magazines to create collages that depict the properties
of each state.
• Water color phase transitions to explore changes in the states of matter.
• Movement and Dance:
• Choreography: Have students create movement sequences that represent the different
states of matter. For example:
Solid: Slow, deliberate movements with rigid shapes.
Liquid: Flowing, continuous movements.
Gas: Fast, unpredictable movements with expansion and contraction.
❖ Revisit/ Recapitulation:
• Revisiting the fundamental concepts related to solids, liquids, and gases.
• Remind students of the definitions and properties of each state.
• Engage students in an interactive discussion:
• Ask questions like:
“What are the three states of matter?”
“Give examples of each state.”
“What properties define solids, liquids, and gases?”
• Pictures were shown to identify miscible and immiscible substances.
❖ Assignment / Home work:
• Worksheet on changes in the states of matter.
• Blow up a balloon and observe how it expands (gas).
• Word search puzzle with terms related to states of matter.
• Write the definition and the properties of matter.
• Use different materials like Balloons, straws used to demonstrate concept such as
expansion, compressibility.
❖ Feedback Assessment: (Peer assessment / Team / MCQ)
❖ Assessment as learning:
• Creative Writing: Ask students to write short stories or poems related to states of matter.
• Role-Playing: Assign roles (solid, liquid, gas) to students.

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 • Gallery Walk: Set up stations around the classroom, each representing a different state of
matter.
• Concept Maps: Ask students to create concept maps that connect key terms related to
solids, liquids, and gases.
• Peer Teaching: Assign students to teach a specific concept related to states of matter to
their peers.
❖ Assessment for learning:
• Observational assessment during hands on activities
• Short quiz on the concept.
• Match the terms given
• Think and answer
• Justify the statement on properties of solid, liquid and gases.
❖ Assessment of learning:
• Written assessment on characteristics of solids, liquids and gases.
• Concept mapping on relationship between solid, liquid, gas on condensation, freezing, etc
• Exit test on the types of solutions.
• Analyze and answer on miscible and immiscible liquids.
• Solving puzzles on physical and chemical changes.
❖ 21st Century Skills / values:
• Art Integration: Encourage students to express states of matter through art (paintings,
animations).
• Visual Representations: Creating diagrams or infographics helps them communicate
complex ideas effectively.
• Problem-Solving: Understanding phase changes (e.g., melting, boiling) involves critical
thinking about energy transfer and particle interactions.
• Modeling Atoms: Creative representations (e.g., clay) to demonstrate particle
arrangements.
• Environmental Impact: Discuss how states of matter affect ecosystems and pollution.
❖ Multiple intelligences:

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▪ Logical-Mathematical Intelligence
▪ Graphs and Data: Analyze temperature changes during phase transitions (melting, boiling) using
graphs.
▪ Infographics: Design visual representations of state changes and properties.
▪ Soundscapes: Compose music or soundscapes that represent different states of matter.
▪ Nature Walks: Observe changes in the environment
❖ Assessment: Annual evaluation