How to teach definition of matter and its states?

OBJECTIVES
     At any point in the discussion, the students should be able to:
1. differentiate matter and energy, and;
2. identify the states of matter.

MATERIALS
flashlight, ball, rock, paper, shirt, tray, beaker, oil, graduated cylinder, dropper, deflated balloon, air pump


LEARNING TASK


Motivation - Flash a beam of light from a flashlight or a laser pen.Ask the students to "touch" the light beam. Let the class describe the light beam. Write the students' responses on the board. Ask: Is the light coming from this flashlight considered matter? Next, show a ball to the class. Pass it around. Let the class describe the ball. Write the students' responses on the board. Ask: Is the ball considered matter?


Lesson Proper
1. Let the pupils compare the characteristics of light beam and ball. (as shown on the board)
2. Ask: Which between the two objects is considered matter? Why?
3. Let the students define matter operationally.
4. Ask: Why can't we consider light as matter? Ask: If light is not matter, then what is it?
5. Say: Things around us can be categorized into two: matter and energy.

Group Work:
6. Divide the class into three groups.
7. Assign each group to the their respective tables.
   First table consists of rock, paper, shirt, tray
   Second table consists of beaker, oil, graduated cylinder, dropper
   Third table consists of deflated balloon, air pump
8. Post the following guide questions on each table.
    Table 1 - What are the the samples on the table?
                - Can you touch the samples? What is their texture?
                - Do the samples change their size when you transfer them from the table to the tray?

     Table 2 - What are the samples on the table?
                 - Can you touch the samples? How do they feel?
                 - Put a drop of water on the table. What is the shape of the droplet shape?
                 - Pour in water to the beaker about half-filled. What is the shape of water?
                 - Transfer the water from the beaker to the graduated cylinder. Did the shape of water change?

    Table 3 - What are the samples on the table?
                -  Pump air into the deflated balloon.
                - Tightly hold the mouth of the balloon so air wouldn't escape.
                - Gently release the air with your palm covering the mouth of balloon. What do you feel?
                - Can you see the air leaving the balloon?
                - Do you feel the air escaping from the balloon?

9. Instruct each group to report their answers to the class. Let the group identify the state of matter they were assigned in.
10. Ask the pupils to make a generalization of the characteristic of solid, liquid and gas.

GENERALIZATION

10. Ask: What is matter? Why energy, like, light can't be considered matter? What are the states of matter? Give their characteristics.

ASSIGNMENT


Instruct the pupils to research on the 4h and 5th state of matter -plasma and Bose-Einstein Condensates.

Sun is a ball of plasma.