Activities for year 7 Science
Activity 1: Representation of States
Description:
This task aims to help students build a model of how particles interact in solids, liquids and gasses.
Students will move about the room under guidance in groups representing the different states.
Learning Intention:
Students should be able to distinguish properties of solids, liquids and gasses and be able to explain
how this relates to objects passing through different substances.
Curriculum Link:
Victorian Curriculum: 7-8
The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (VCSSU096)
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modelling the arrangement of particles in solids, liquids and gases
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using the particle model to distinguish between the properties of liquid water, ice and steam
Directions:
The activity is designed with multiple stages in mind. A worksheet serves as both an entry and exit task, giving
students a chance to reflect on their learning and a chance for you to assess their progress. Students should complete
the left side of this worksheet after watching a short introductory video before the group activity, and the right side after completing the class role play for comparison.
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Students can access the worksheet and video online if you provide them a link to the 'student resources' version of this task. Otherwise, you can access them here.
Role Play Task:
1. Organize class into 3 teams (solid, liquid, gas)
2. Get team solid to form a shape with their arms linked, packed as tightly as possible
3. Test which objects can be passed through team solid (tennis ball, basketball, school bag, student), gradually increasing in size
4. See if team solid can navigate through the room between tables or doorways
If students must break contact to do so, this can be instructive for solid objects breaking and crumbling
5. Get team liquid to form together remaining within touching distance at all times
6. Repeat tests 3-4 with team liquid
7. Instruct team gas to move about around the room, staying as evenly spread as possible.
8. Confine team gas to a smaller section of the room and get students to comment on their observations
9. Reform team liquid and have them move about the room with team gas
10. Reform team solid and add them to the mix
11. Lead discussion about how different groups interacted with each other