What Is Matter?

Overview

In this first lesson of the Matter in Motion unit, students reveal and discuss their existing ideas about familiar materials. They classify examples as solids, liquids or gases using observable properties, then begin a shared concept map. Particle explanations are deliberately reserved for later lessons.

Learning intentions

Students will:

• identify matter as materials that take up space and have observable properties
• classify familiar examples as solids, liquids or gases
• use observations and evidence to explain a classification
• ask questions when an example is difficult to classify or can change state

Success criteria

• I can explain that matter is made of materials around us.
• I can describe at least one observable property of a solid, liquid and gas.
• I can classify an example and explain my decision using evidence.
• I can ask a useful question about a material that changes state or does not fit neatly into one category.

Curriculum links

• Science — observable properties of solids, liquids and gases.
• Science — posing investigable questions and making reasoned predictions.
• Science — comparing findings, recognising possible sources of error and selecting evidence for conclusions.
• Science — communicating scientific ideas using appropriate vocabulary and sentence structures.

Lesson structure (60 minutes)

1. 0–7 min · Individual entrance sort. Open with the hook and entrance-sort slides and display pictures or names of familiar examples such as a rock, juice, balloon air, pencil, honey and ice; students independently sort them into “solid”, “liquid”, “gas” or “not sure” on the individual entrance sort and evidence sheet, without discussing answers. Teacher collects or photographs responses to identify prior conceptions; remind students that “not sure” is a useful scientific response.

2. 7–15 min · Establish key words. Use the matter vocabulary slides to introduce matter, solid, liquid, gas, property and observe, linking each word to familiar classroom examples. Students help build oral definitions: matter is material around us that takes up space; a property is a feature we can observe or describe, such as shape, flow or whether a material spreads out.

3. 15–32 min · Group sorting investigation. Arrange students in five groups of five and provide each group with a tray of clean, non-toxic examples or picture cards: blocks, a pencil, water in a sealed container, juice in a sealed container, an inflated balloon, an empty cup and ice in a sealed bag. Groups classify the examples and record the item, category and observable evidence on the group sorting and evidence table. Teacher circulates and asks, “What did you observe?”, “What evidence supports that choice?” and “Would another group agree?” Students use the frame, “I think ___ is a ___ because ___,” and may move an item if their evidence changes.

4. 32–43 min · Compare findings. Return to the group discussion and comparison slides and invite groups to report one agreed classification and one uncertainty. Record different findings on the board, distinguishing observations (“the water flows”) from claims (“it is a liquid”). Students compare their method and findings with another group, identify any possible source of error—such as an unclear picture, a leaking container or assuming an invisible gas is absent—and suggest one question for further investigation.

5. 43–53 min · Three-column concept map. Draw three labelled columns: Solids, Liquids and Gases, with a central heading Matter. Model adding an example and a property, then co-construct the map using the concept-map prompt slides. Do not introduce particles or explain properties through particle motion in this lesson. Students add agreed examples and observable properties to the three-column concept map, using sentence starters such as “A solid usually…”, “A liquid can…” and “A gas can…”. Discuss ice, water and water vapour as examples that can change state, while emphasising that today’s focus is classification from observations.

6. 53–60 min · Exit reflection. Display the exit-slip prompt slide and ask students to complete the exit slip on the exit slip section: name one solid, one liquid and one gas, and state one observable property of each. Students also write one question about a material that changes state or is difficult to classify. Teacher quickly scans responses before students leave, noting who can classify independently, who gives a property rather than an example, and which questions can inform the next lesson.

Resources

• the Matter in Motion Lesson 1 slide deck
• the entrance sort, group evidence table, concept map and exit slip
• Five group trays with familiar classroom materials or clear photographs
• Sealed, labelled containers for water, juice and ice
• Inflated balloons and empty cups or containers
• Board or large paper for the class concept map
• Pencils, markers and group recording materials
• Optional timer and document camera

Assessment

• Review the individual entrance sort to identify prior conceptions, including confusion between an object and the material it is made from.
• During group work, listen for evidence-based explanations and use questioning to assess correct use of observe, property, solid, liquid and gas.
• Use the exit slip to check whether students can name and describe one example of each state and pose a relevant further question.

Differentiation

• Provide picture-supported examples, a word bank and the sentence frame “I think ___ is a ___ because ___” for students who need language or writing support.
• Allow students to explain evidence orally to a partner or teacher before recording; pair EAL learners with supportive peers and model pronunciation of key vocabulary.
• Use larger print, reduced writing demands and pre-drawn concept-map headings for students requiring fine-motor, attention or processing support.
• Challenge confident students to classify a material such as jelly, toothpaste or mist, explain why classification is difficult, and propose how it could be investigated safely.
• Reinforce safety: use only clean, non-toxic materials; do not taste materials or smell them directly; keep liquids sealed and wipe spills promptly.