Hi everyone.

My name is Ms. Panchal and I'm really excited and glad you decided to join me on our next science lesson.

So in our lesson today, we're going to be comparing and grouping solids, liquids, and gases.

And this is part of our bigger unit of learning on the introduction to states of matter and changing states.

Now you may have looked at comparing and grouping and other science lessons or in other subjects, so you'll be able to use that knowledge to help you in our lesson today.

Let's get started with our learning.

So the outcome for our lesson today is I can compare and group materials according to whether they are in a solid liquid or gas state.

So we are going to talk through some keywords that we're going to use in our lesson today.

So we're going to look at solid, liquid, gas, classify, and Venn diagram.

So what I'd like you to do is pause the video here and with your talk partner.

I'd like you to take turns to read out the definitions of these keywords out aloud.

Once you've had a practise at saying the words and their definitions, click play and we'll continue with the lesson.

Great reading everybody.

Well done.

It's really important that we learn about the definitions of these words, but also in the lesson we're going to apply these to our learning.

So our lesson today is split up into two parts.

So we're first going to be thinking about the properties of solids, liquids, and gases, and then we're going to use that knowledge to help us group solids, liquids and gases.

So let's get started with the first part of our lesson.

So Sofia and Andeep are talking about states of matter, but Sofia is saying, "What is matter?" What do you think matter is? Andeep thinks matter is the stuff that physical things are made from.

Matter can exist in different states and common states of matter are solid, liquid and gas states, and those are the ones we're going to be focusing on in our lesson today.

Can you name any materials in solid, liquid and gas state? What I'd like you to do is pause the video here and on a whiteboard or piece of paper, I'd like you to split it up into three sections and I'd like you to write down any materials that you know that are in a solid state, liquid or gas state.

You can complete this on your own or you can complete this with a partner.

Click play when you're ready to continue and we'll go through some examples.

Excellent work everybody.

Well done.

I can see you've come up with lots of fantastic examples.

So Sofia says, "This rock is in a solid state." Andeep says, "This milk is in liquid state." and Jun says, "Oxygen in the air is in gas state." Do you know any others? So compare your work maybe with another group in your class.

Did you get similar examples or did you get different ones? Well done for having a good go everybody.

So materials have different properties when they're in different states of matter and this means that they can behave in different ways depending on what state they are in.

Andeep says, "Do you know the properties of materials in the solid, liquid or gas state?" So what I'd like you to do is pause the video here on your whiteboard again, can I have three columns please, or three groups, and I'd like you to write down anything you know about the properties of solid, liquid or gas state.

If you'd like to work with a partner or you can work with you on your own and then share your ideas.

Click play when you're ready to continue and we'll move on with the lesson.

Brilliant ideas, everybody.

Well done.

I can see you've really thought hard about the properties of materials in solid, liquid and gas state and I can see that you've worked really hard to use some of your knowledge that you already had.

Brilliant work everyone.

Well done.

Let's do a check of our learning.

True or false, materials in different states behave in different ways.

Do we think that's true or false? What do you think? Brilliant.

The answer is true, but we now need to think about why.

So is it because A, solids, liquids and gases have different properties.

Or is it because B, solids, liquids and gases have the same properties? Which one do we think is correct, A or B? Great job everyone.

Well done.

The answer is A.

So solids, liquids and gases have different properties.

Let's move on.

Sofia says, "Materials in liquid state can flow, have a fixed volume and take the shape of the bottom of their container." Even when materials in liquid state change their shape, they always take up the same amount of space.

So let's have a look at this picture here.

So we've got four different sized, shapes containers, but actually the volume of water in each of them is exactly the same.

So for example, if they were pouring 50 millilitres of water into each of these containers, if you pour them all out, they would all still be 50 millilitres.

They only look slightly different just because the container is a different shape and size.

But actually the volume of liquid in each container is actually the same.

So with this in mind, we say that liquids have a fixed volume.

But Andeep says, "Are all liquids drinks?" What do you think? Pause the video here.

Have a little bit of thinking time on your own.

Do we think that all liquids are drinks? Brilliant ideas, well done.

So Sofia says, actually "No, there are lots of types of liquids including hand sanitizer, cleaning products, engine oil, petrol diesel, and these are not safe to drink." So yes, drinks are liquids, but actually not all liquids are drinks.

So for example, hand sanitizer, cleaning products, engine oils, those are all liquids, but we cannot drink those because they are not safe to do so.

So let's move on.

Andeep says, "Materials in the solid state have a fixed shape and volume, but some solids can change shape when a force is applied." Solids always take up the same amount of space.

They do not flow like liquids.

For example, a brick here, a marble and an iron pan.

So these are all solids.

They always take up the same amount of space and they do not flow like liquids.

Jun says, "I don't think gases have any properties because materials in gas state are often invisible." What do you think about what Jun has just said? Have a little think on your own in your head.

Brilliant thinking everybody well done.

So gases escape from an unsealed container and have no fixed shape or volume.

So a gas will escape from an unsealed container and gases spread out and change their shape and volume to fill up whatever container they are in.

Let's do a check of our learning with what we've done so far.

Materials in which state have no fixed volume and take the shape of the whole container? Do we think that's A, solid state, B, liquid state, or C gas state? So if you need to, pause the video and go back over the last few slides if you need to go over the learning to help you answer the question.

Great job everyone.

Well done.

The answer is C, gas state.

Let's go on to the next question.

Materials in which state can flow, have a fixed volume and take the shape of the bottom of their containers? Is it A, solid state, B, liquid state, or C, gas state? Which one do we think is correct? Brilliant job.

The answer is B, liquid state.

Now let's go on to the next question.

Materials in which state have a fixed volume and shape unless a force is applied to them? Do we think that's A, solid state, B, liquid state, or C, gas state? What do you think? Brilliant job.

The answer is A, solid state.

So we know that materials in a solid state have a fixed volume and shape unless a force is applied to them.

Let's move on.

We can observe and classify materials as being in a solid, liquid or gas state.

Sofia says, "We can observe the properties of different materials and use these to help us group or classify them according to their state." Jun says, "So if material has a fixed shape, it is in the solid state, or if a material flows and takes the shape of the bottom of a container, it's in a liquid state." Sofia says, "We could use three separate sorting circles to classify whether objects and materials are in a solid, liquid or gas state." I've got a solid state, liquid state, and gas state.

So Sofia has come up with this idea in order to classify whether objects and materials are in a solid, liquid or gas state.

Andeep says, "The first item to classify is shampoo.

I have observed that it can be poured and it takes the shape of the bottom of the bottle.

So it must be in liquid state." So we know that shampoo is a liquid and it does take the shape of the bottom of the bottle, so it must be a liquid.

Do you agree with him? Hands up for yes.

Hands up for no.

Fantastic job everyone.

Well done.

So let's do a quick check of our learning.

We can observe and, materials as a solid, liquid or gas state.

So what is the missing word? Is it A, question, B, classify, C, conclude, D, investigate? So what do we think is the missing word? Brilliant job.

The answer is B, classify, so we can observe and classify materials as solid, liquid or gas states.

Let's go on to the next question.

What does it mean to classify objects? Is it A, to change the shape of objects? Does it mean B, to measure objects? C, to sort objects into groups? Or D, to pour liquids into different containers? So what does it mean to classify objects? And maybe you've done classifying in different subjects or in some of your other science lessons.

What do we think is the correct answer, A, B, C, or D? Brilliant job everyone.

Well done.

The answer is C.

So classifying objects is to sort objects into groups.

So let's move on to the first task of our lesson today.

So I would like you to use the properties and your observations to classify whether these objects are in solid, liquid or gas state.

So we've got a wooden ruler, slate roof, apple juice, raindrops, helium in balloon, and I'd also like you to look for other objects around the room too.

So I want you to first start off with the five objects that are on the screen here and then I'd like you to find a few more objects around the room you are in and classify them as to whether the objects are in a solid, liquid or gas state.

So pause the video here, have a go at the task and click play when you're ready to continue.

We'll go through these examples and we can talk about a few other examples that you have found as well.

Off you go.

Fantastic work everybody.

Well done.

I can see you've worked really hard to classify these different objects.

So in a solid state we had a wooden ruler and a slate roof, in a liquid state we had raindrops and apple juice, and in the gas state we had helium in a balloon.

Did you get these answers too? Well done everyone.

What other objects did you find in the room around you? Did you use the same ones as your partner or maybe some different ones? Compare your work with your partner.

Well done for having a good go at this task everybody.

So let's move on to the second part of our lesson today.

So first of all, in the part of the lesson we looked at the properties of solids, liquids and gases and we're going to use that knowledge now to focus on grouping solids, liquids and gases.

So Sofia and Jun talk about sorting objects and materials based on their state of matter.

Sofia says, "It is easy to classify whether an object is in solid, liquid or gas state by observing it and thinking about its physical properties." But Jun says, "I wonder if some objects are made of different materials so it can have properties of more than one state." What do you think? Do you agree with Sofia or do you agree with Jun? Great thinking everybody well done.

So there are some objects where actually they're made of different materials so they can have properties of more than one state.

Sofia says, "This balloon is inflated with helium in gas state.

Helium is invisible and it has taken the shape of the whole container, which is the balloon." But Jun says, "The balloon is made of a material called foil, which is in solid state." So here we've got our helium balloon and there is helium inside which is a gas state, but actually the outside of the balloon, which is made out of foil, is in solid state.

So we'd say that the balloon, overall here, we've got is made up of two different states of matter.

We've got solid for the outside of the balloon with the foil that it's made up from, but actually it's also the helium inside which is in gas state.

Sofia says, "I see, some objects are made of different materials so it can have properties of more than one state." Jun says, "We could overlap the circles to show that the helium balloon has materials in both solid state and gas state." So we can put the helium balloon right in the middle there because we know that it's going to overlap the circles to show the helium balloon has materials in both the solid state, which we said was the foil of the outside of the balloon, but actually has a gas state as well, which is the helium inside the balloon.

Let's do a check of our learning.

True or false, some objects are made of different materials which are in different states.

Do we think that's true or false? Hands up for true.

Hands up for false.

Fantastic job.

The answer is true.

We now need to think a little bit about why.

Do we think that's because A, the outer layer of a football is made of rubber in solid state and is filled with air in gas state? Or do we think it's B, the outer layer of a football is made of rubber in liquid state and is filled with air in solid state? So which one do we think is correct, A or B? Have a little think in your head.

Brilliant job everyone.

Well done.

The answer is A.

So the outer layer of a football is made of rubber in solid state and is filled with air in gas state.

Super job everyone.

So let's move on.

So a Venn diagram can be used to group solid, liquids and gases.

Here is a Venn diagram with a one circle for each state of matter.

So we've got solid state, liquid state and gas state and this is example of a Venn diagram.

The circles are arranged so that they overlap.

The spaces where the circles overlap are used for objects which have properties of more than one state, like in the helium balloon example that we looked at earlier.

This one is for objects which have some properties of solids and some of liquids.

What do you think this one is for? Have a little think.

So it's in between the gas and liquid state, that section there.

So what do you think that part is for? Brilliant.

So this section is for objects which have some properties of gas state and some of liquid.

Jun says, "This ruler is in solid state because it has a fixed shape and volume." So Jun has put the ruler in the solid state section.

Sofia says, "This apple juice is in liquid state but the drinking glass is in solid state." So she's put it in between the solid state and liquid state.

Let's do a check of our learning.

Diagrams can be used to group solids, liquids and gases.

So do you remember the name of the type of diagram that we use that we can use to help us group solids, liquids and gases.

Do you know what it's called? Great job.

It's a Venn diagram.

Let's move on.

So Andeep wants to classify materials according to their state.

He comes to a tricky material to classify.

He's got a bucket of sand here.

So Andeep says, "I know that the properties of a liquid include that they can flow, has a fixed volume and takes the shape of the bottom of its container." But how would you classify sand? So pause the video here and have a think about what Andeep has said.

How would you classify sand? Talk to your partner about it.

Great ideas, everyone.

Well done.

Now classifying sand is quite a tricky one but we're going to talk through it together now.

So some materials like sand are difficult to classify because they appear to have properties of both solids and liquids.

Andeep says, "I have observed that sand flows when I pour it into my bucket then it fills the shape of the bottom of the bucket.

I will use my observations to classify sand as a liquid." Do you agree with Andeep? So pause the video here, have a think about what Andeep has said.

Do you agree with him or do you think something a little bit different? Great ideas everyone well done.

Just keep those in your head for now 'cause we'll use them a little bit later on.

So actually Andeep is incorrect.

So each individual part of sand is a tiny grain in solid state.

If you separate out one grain of sand, you will observe that it has a fixed volume and shape unless a force changes it.

So actually, sand is made up of tiny, tiny little grains and those tiny little grains are in solid state.

But Andeep says, "That solids do not flow like liquids.

How come I'm able to pour sand?" So when there are lots of solid grains together, they can slide over each other and move like a flowing liquid.

And if there is a lot of them, this allows them to take the shape of the bottom of the container they are in and even though they're in a solid state.

So examples like sand where those grains are in a solid state, but there's lots of them put together, they can often take the shape of the bottom of the container they are in if there's lots of them together.

When liquids are poured into a container, they spread out to fill it to the corners, even if there is only a small volume.

When solids like sand are poured into a container, they often form a pile rather than spreading to the corners.

So let's have a look at these two diagrams. So when a liquid is poured into a container, it will spread out to fill the bottom of the container completely and it'll be flat.

Whereas when a solid, for example, like sand is poured into a container, it's more likely to create a kind of mountain where it doesn't spread to the corners.

If there are enough tiny parts of solid, they will take the shape of the bottom of the container.

Can you think of any other solids that behave like this? So pause the video here and have a little think in your head and then share your ideas with your thinking partner.

So are there any other solids that behave like sand? Excellent work, everybody well done.

So these solids all appear to have some properties of liquids because they fill the bottom of a container and can be poured, for example, sugar, salt, and rice.

So these all behave in a similar way to the sand example we've just learned about.

Let's do a check of our learning.

True or false, some solids can appear to have some properties of a liquid.

Do we think that's true or false? Great job.

The answer is true, but let's have a little think about why.

Is it because A, solids which are made up of many small grains can be poured or take the shape of the bottom of the container? Or B, solids which are in the form of a rigid block, can be poured or take the shape of their container? Which one do we think is correct, A or B? Brilliant.

The answer is A, well done everyone.

Let's go onto the next question.

Which two of these materials are in solid state but appear to have some properties of being in liquid state? A, sand, B, a brick, C, oil, D, coffee granules.

So you need to pick two answers here.

Brilliant job everyone.

Well done.

So we've got A, sand, and we went through the sand example in quite a lot of detail, and coffee granules.

Well done everyone.

So let's move on to the next part of our lesson.

So this task, I would like you to use your observations and the properties below to classify a whole digestive biscuit as being in solid state or liquid state.

So for a liquid it can flow or be poured easily, take the shape of the bottom of the container they're in, and always takes up the same amount of space.

In a solid, they do not flow like liquids, they can be cut or shaped, can keep their shape and always takes up the same amount of space.

I would then like you to use the same process to classify a crushed digestive biscuit as a solid or liquid.

Place the biscuit on a small plate and use a spoon to crush it into crumbs.

Transfer those crumbs into a new container, then decide whether the biscuit has the properties of a solid or liquid.

And then step three, I'd like you to use the same process to classify one crumb of the crushed biscuit as solid or liquid.

Observe one single crumb with a hand lens and decide whether the biscuit has the properties of a solid or a liquid.

So, pause the video here and have a go at this task.

I look forward to hearing about all of the things that you found out.

Off you go.

Brilliant work everyone.

Well done.

I'm so impressed with all your work.

So your observations may have been like this.

The whole biscuit has the properties of a solid because it did not flow, could be cut or shaped, kept its shape and always took the same amount of space.

Your observations may have been like this for classifying a crushed biscuit.

The crushed biscuit has some properties of a liquid because the pile of crumbs could be poured between containers.

The crumbs spread out in the bottom of the container they were poured into, but formed a pile like a volcano shape.

They didn't flow to the edges.

In classifying one crumb of the crushed biscuit, your observations may have been like this: One crumb of a crushed biscuit had the properties of a solid because it did not flow, kept its shape and always took the same amount of space.

Did you have these observations as well? Well done by having a good go at this task everyone.

So we've come towards the end of our lesson today on comparing and grouping solids, liquids, and gases.

So solid, liquids and gases have different properties and we can observe and classify materials as solid, liquid or gas state.

Some materials used to make objects can have properties of more than one state, and we've looked at some examples of those.

Some materials are difficult to classify because they appear to have properties of both solids and liquids.

So we've done lots of learning today about solids, liquids, gases, their properties, but we've also looked at lots of different examples.

I'm so impressed with your learning today, everybody.

Well done.

Have a great rest of the day and I'm sure I'll see you really soon in the next science lesson.

Bye-Bye.