Solids, Liquids and Changing State: a full term of science

Ten ready-to-teach lessons for Year 3 Chemical sciences. Print this pack and the term is prepared: every lesson comes with a step-by-step plan, the questions to ask, student worksheets, cut-out cards, an assessment kit and every answer.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need. Each lesson is three A4 sheets: plan, worksheet, cards or tickets.
3. Gather the few everyday items under “You need” on the plan. Nothing needs a science cupboard.
4. Open the free interactive unit on your board or projector. Every plan tells you which picture to show and when.
5. Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.

No science background needed

This pack is written for the busy generalist teacher. Each plan explains the science idea in plain words, lists the misconceptions children bring, and gives model answers, so you can walk in and teach it even if chemistry was never your subject.

Two ways to run each lesson

Every lesson works as one 60-minute block, or as two 30-minute sessions. The split point is marked in every plan. Ten lessons fill a weekly science slot for a whole term, or up to twenty shorter sessions if your timetable runs small blocks.

Safety in one look

No open flames, hotplates or boiling water in this pack. Heat means warm water from a kettle poured by an adult, a sunny windowsill, or a warm hand. Cold means a fridge or freezer. Steam is talked about as hot water vapour you observe from a safe distance, never as something children heat themselves.

The term at a glance

One lesson a week for a term. Each lesson stands on the ones before it, so run them in order where you can.

How the sequence builds

Lessons 1 and 2 name the two states by what you can see and do: a solid keeps its shape, a liquid changes shape and pours. Lesson 3 sorts everyday things into those groups. Lessons 4 and 5 show that adding heat melts a solid and removing heat freezes a liquid. Lesson 6 proves the change can go both ways with the same sample. Lessons 7 to 9 take the idea into daily life, a fair test, and people’s work. Lesson 10 is the making task and final check.

Curriculum links (Australian Curriculum V9)

The whole term teaches the Science Understanding descriptor AC9S3U04 quoted on the cover. The lessons also work these Science Inquiry and Human Endeavour descriptors:

Assessment in this pack

• Every plan ends with “Answers and look-fors”: what meeting the idea sounds like in a Year 3 voice.
• The assessment sheet near the front has a class observation checklist and a three-level rubric.
• Lesson 10 is the summative pair: a model-and-explain task plus the “Show what we know” check sheet.

Materials for the whole term

One gathering session covers all ten lessons. Everything on this page is an everyday item; nothing needs a science cupboard. Heat is always warm water, sun or fridge, never open flame.

The one-trip list

• From the classroom: cups, bowls, trays, paper towels, a clock or timer, markers, scissors.
• From the shops: ice-cube trays, chocolate chips, optional honey in a small jar, paper plates.
• From the staffroom: freezer space, warm water poured by an adult, ice bricks if no freezer in the room.
• From home donations: clear plastic bottles with lids, wooden blocks, clean ice-cream tubs (empty and rinsed).

Safety in one look

• No open flames, hotplates, candles or boiling water.
• Adult pours warm water; children do not handle kettles.
• Steam and hot water vapour are for talk and safe distance only, never a student heat source.
• Food allergy check before chocolate or butter stations.
• Ice cubes stay on trays; wipe spills so floors stay safe.
• Nothing goes in mouths unless it is a planned food taste you have cleared with families.

Assessment without extra work

The term assesses itself. Every lesson plan ends with answers and look-fors, and Lesson 10 is the summative pair: the model-and-explain task plus the check sheet. This sheet is the place to jot down what you notice along the way.

The three levels

Class observation checklist

A tick a lesson is plenty; the Lesson 10 check sheet fills the gaps.

Word wall cards

Cut out the cards and build the wall as the words arrive. Lesson 1 starts the wall with solid and shape; add liquid, melt, freeze and heat as the lessons land.

Dear families

This term in science, Year 3 investigates solids and liquids. We look at what we can see and feel: a solid keeps its own shape, and a liquid changes shape and pours. Then we find out how adding or removing heat can change one into the other.

Every investigation points to one big idea: the same material can be solid or liquid when heat is added or taken away. Ice melts into water when it warms up; water freezes into ice when it cools down. Your child will practise saying this in their own words all term.

Try this at home

• Watch an ice cube on a plate. Ask: what is happening to the ice? What is making it change?
• Put a little water in an ice-cube tray overnight. Ask: what changed when heat was taken away?
• On a cold morning, look for ice or frost outside. Talk about heat leaving the water or the air near the ground.
• When cooking (adults only for heat), notice butter or chocolate going soft. Name melt without any open flame talk from the child’s side.

What to ask your scientist

• Is that a solid or a liquid? How can you tell?
• What happens when we add heat?
• What happens when we take heat away?
• Can the change go both ways?

A small safety note: at school we never use open flames or boiling water. Heat means warm water, sun or a fridge. At home, an adult handles anything hot.

Warm regards,

The Year 3 team

Printed from the free seegongsik Solids, Liquids and Changing State teaching pack · seegongsik.com/au/y3/chemical/AC9S3U04/pack

A solid keeps its shape

Children handle everyday solids and notice that each one keeps its own shape wherever you put it. This lesson opens the term: before the class can talk about melting, they need a clear picture of what a solid is like when nothing is heating or cooling it.

We are learning to

• say that a solid keeps its own shape,
• describe solids by what we can see and feel (firm, holds a shape, can be held),
• move a solid from place to place and check that the shape stays the same.

Success criteria

• I can name something that is a solid and say why.
• I can show that a solid keeps its shape when I move it.

You need

• a tray of solids: wooden block or peg, ice cube in a dish, metal spoon, plastic counter, pencil, soft ball,
• a cup and a flat plate so children can move solids into different places,
• the worksheet (next sheet), one per child,
• the solid cards (third sheet), one set per table, cut out ahead or by fast finishers.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Solid tour. Start Session B by pressing the three buttons on the board picture again, then go on to Card talk.

Watch for these ideas

• “Soft things are not solids.” The soft ball keeps a ball shape when you put it down. Soft and solid can both be true.
• “Ice is water so it is a liquid.” Right now this ice is solid: it holds a cube shape. Liquid water comes later in the term.
• “Solids are always hard.” Hard is one property. The big idea for today is shape: a solid keeps its own.

Make it easier, make it bigger

• Easier: work with just the wooden block and the ice cube, and say the sentence together each time: “It keeps its shape.”
• Bigger: hunt the room for three more solids and list a property for each (smooth, rough, heavy, light).

Answers and look-fors

• Worksheet: every listed item should be yes for same shape. Meeting the idea sounds like “a solid keeps its shape wherever you put it”.
• Drawings show the solid looking the same in two places. The finish sentence uses keep or shape in the child’s own words.
• Soft ball is a good stretch: still a solid because it keeps a shape, even though it is squashy when you press it.

Solid check

Move each solid to a new place. Does it keep the same shape? Circle yes or no. Then draw one solid in two places.

Is it a solid?

Cut out the cards. For each one, say how you know it is a solid. Look at shape first.

Teacher note: ice will start to melt if it sits out. Use it early, or swap in a wooden cube and talk about ice as the board picture instead.

A liquid changes shape and pours

Children pour the same water into different containers and watch its shape change every time. Yesterday a solid kept its shape; today a liquid takes the shape of whatever holds it and pours when you tip it. Together the two lessons give the class the pair of states the rest of the term will heat and cool.

We are learning to

• say that a liquid changes shape to fit its container,
• show that a liquid pours and flows,
• compare a liquid with a solid using shape and pour.

Success criteria

• I can pour a liquid and say how its shape changed.
• I can say that a liquid does not keep a shape of its own.

You need

• a clear jug of water (adult filled), one tall glass, one wide bowl, one shallow tray, one small bottle per table or demo table,
• paper towels for spills,
• one solid from Lesson 1 (block or spoon) for a quick contrast,
• the worksheet (next sheet), one per child,
• the pour station cards (third sheet), one set per table or for the demo table.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Pour tour (drawings done). Start Session B with one quick pour on the board picture, then Compare.

Watch for these ideas

• “The water in the tall glass is more water.” Same pour, different shape. Mark the jug before and after if you need a visual proof.
• “Liquids only live in cups.” A spill on the tray is still liquid: it spreads to fit the surface it is on.
• “You can hold a liquid like a solid.” Try a gentle scoop with dry hands: it runs away. Liquids need a container.

Make it easier, make it bigger

• Easier: teacher pours only; children watch and draw. Two containers are enough (tall and wide).
• Bigger: try a sealed bottle of oil or honey (look only, lid on) and predict how it will pour compared with water.

Answers and look-fors

• Drawings show tall-and-narrow vs wide-and-shallow. Pour column is yes for water.
• Meeting the idea sounds like “a liquid changes shape and pours” or “it takes the shape of the cup”.
• The contrast line should name solid keeps shape and liquid pours, in any fair wording.

Pour and watch

Pour the same water into different containers. Draw the shape of the water. Circle whether it poured.

Pour tour

Cut out the cards and follow them in order. Keep the same water for every pour.

Teacher note: if tables pour for themselves, put only a small amount of water in each jug and park paper towels under every pour. Demo style works just as well for this lesson.

Sorting solids and liquids

Children sort everyday things into solid or liquid using the two tests from Lessons 1 and 2: does it keep its shape, or does it change shape and pour? A few tricky cards (honey, sand, cold butter) spark rich talk without needing a final one-word answer every time. Sorting locks the vocabulary before heat arrives next week.

We are learning to

• sort things into solid or liquid using observable properties,
• use the words solid, liquid, shape and pour with reasons,
• talk about tricky cases without guessing wild answers.

Success criteria

• I can sort most cards into solid or liquid and say why.
• I can use shape or pour as my reason.

You need

• two sorting mats labelled solid and liquid (paper and marker is fine),
• the sorting cards (third sheet), one set per table,
• optional sealed bottles of water, oil or honey for look-and-tip only,
• the worksheet (next sheet), one per child.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Sort the cards (photo the mats if you need to pack up). Start Session B by re-sorting three cards from memory, then Record.

Watch for these ideas

• “Sand is a liquid because it pours.” Each grain is a tiny solid. Pouring sand is many solids moving together. Park it as tricky and celebrate the thinking.
• “Honey is a solid because it is thick.” Thick liquids still take the shape of the jar and pour, just slowly.
• “Cold butter is always solid.” Cold butter keeps a shape (solid-like). Warm butter softens toward liquid later in the term. For today, cold butter on the solid mat with a note is fine.

Make it easier, make it bigger

• Easier: sort only the eight clear cards first; add the three tricky cards as a class.
• Bigger: invent two new cards from the classroom and challenge another table to sort them.

Answers and look-fors

• Clear solids: ice cube, wooden block, metal spoon, pencil, rock. Clear liquids: water, juice, oil, milk.
• Tricky: honey (slow liquid), sand (many solid grains), cold butter (solid that can soften with heat later). Any reasoned placement meets the goal.
• Meeting the idea sounds like “I put it with solids because it keeps its shape” or “it pours so it is a liquid”.

Solid or liquid?

Sort your cards. Write four solids and four liquids. Give one reason for each group.

Sort us

Cut out the cards. Sort them onto solid and liquid mats. Three cards are tricky on purpose.

Teacher note: honey, sand and cold butter are the stretch cards. Value the reason more than a single correct mat. Sand is a favourite talk point (grains are solid).

Adding heat melts a solid

Children watch ice (and optionally chocolate chips) turn from solid to liquid when heat is added. Heat means warm water poured by an adult or a sunny windowsill, never a flame. Melting is the first change of state in the term: same material, new state, heat energy is the key.

We are learning to

• say that adding heat can melt a solid into a liquid,
• observe and record a melt over time,
• use the words heat, melt and change of state.

Success criteria

• I can describe what happened when heat was added to the ice.
• I can say that melting changes a solid into a liquid.

You need

• ice cubes, small dishes, a larger bowl for a warm-water bath,
• warm (not boiling) water poured only by an adult,
• optional: chocolate chips on a sunny sill or in a teacher-set warm bath (allergy check),
• paper towels, a clock or timer,
• the worksheet (next sheet), one per child,
• the melt step cards (third sheet), one set per table or demo table.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after the before drawing and starting the warm bath. Start Session B when melting is underway, then finish the after drawing and Word wall.

Watch for these ideas

• “The ice disappeared.” Point to the liquid in the dish: it is still water, just liquid now.
• “Heat means fire.” Today heat is warm water and sun. Fire is not part of this investigation.
• “Melting makes a new material.” Ice and water are the same material in two states. The word is change of state.

Make it easier, make it bigger

• Easier: one class demo dish only; everyone draws the shared ice.
• Bigger: compare melt speed on the sill vs the warm bath and guess which has more heat energy reaching the ice.

Answers and look-fors

• Before drawing is a cube or block; after is a pool of water. Melted is yes.
• Sentence ends with liquid (or water). Heat was added is the cause.
• Meeting the idea sounds like “adding heat melts a solid” or “the ice melted into water when it got warm”.

Melt watch

Watch a solid when heat is added. Draw before and after. Finish the science sentences.

How we melt safely

Cut out the cards and follow them in order. An adult handles the warm water.

Teacher note: warm means comfortably warm to an adult finger, never boiling. If you use chocolate chips, keep them as a look-only station and check allergies first.

Removing heat freezes a liquid

Children plan and start a freeze: liquid water goes into the cold so heat is removed, and solid ice comes back. Freezing is the partner of melting. If your freeze needs overnight, start this lesson late in the day or split across two short sessions so children see both liquid start and solid finish.

We are learning to

• say that removing heat can freeze a liquid into a solid,
• plan a safe freeze using a fridge, freezer or ice brick,
• use the words freeze, cold and remove heat.

Success criteria

• I can explain how we took heat away from the water.
• I can say that freezing changes a liquid into a solid.

You need

• ice-cube trays, water, access to a freezer or a cooler bag with ice bricks,
• optional: a little melted chocolate cooled in the fridge (allergy check),
• the worksheet (next sheet), one per child,
• the freeze plan cards (third sheet),
• yesterday’s melted water dish if you still have it, as a story link.

Lesson flow (about 60 minutes)

Running two half-sessions instead? Session A: plan, pour, place in freezer. Session B (same day later or next day): check the ice, draw after, circle up. The wait is part of the science.

Watch for these ideas

• “The freezer adds cold.” Useful classroom talk: cold is less heat. The freezer takes heat away from the water.
• “Frozen means a new material.” Ice is still water, solid state. Same material.
• “Only water freezes.” Many liquids set hard when heat is removed (chocolate, some oils). Water is our clear class example.

Make it easier, make it bigger

• Easier: teacher freezes one tray overnight before the lesson so the class sees liquid photo vs solid ice side by side.
• Bigger: freeze water with a drop of food colouring and talk about the colour still being in the ice (same mixture, new state of the water).

Answers and look-fors

• Before is liquid water in tray shapes; after is solid ice that keeps those shapes.
• We removed heat / put it in the freezer is the cause. Frozen is yes.
• Meeting the idea sounds like “removing heat freezes a liquid” or “the water froze into ice when it got cold”.

Freeze plan

Plan how to freeze liquid water. Draw before and after. Finish the science sentences.

How we freeze safely

Cut out the cards and follow them in order. An adult handles the freezer or ice bricks.

Teacher note: if you cannot access a freezer mid-lesson, pre-freeze a tray and run the board picture live while children complete predictions from the liquid tray you show at the start.

The change can go both ways

Children run a melt-then-freeze (or freeze-then-melt) loop with the same water sample so the reversible idea becomes something they have done, not only heard. Melting and freezing are partners: add heat one way, remove heat the other way, same material throughout.

We are learning to

• show that the same material can melt and freeze,
• say that the change of state can go both ways,
• link add heat to melt and remove heat to freeze in one story.

Success criteria

• I can describe a melt-and-freeze loop for water.
• I can say the change can go both ways without making new stuff.

You need

• ice cubes, dishes, warm water (adult-poured), freezer or ice brick access,
• paper towels,
• the worksheet (next sheet), one per child,
• the loop station cards (third sheet),
• interactive unit open for the reversible picture.

Lesson flow (about 60 minutes)

Running two half-sessions instead? Session A: melt half of the loop and draw. Session B: freeze half, draw, both-ways talk. Keep the same labelled dish so the sample story stays clear.

Watch for these ideas

• “Once it melts it is gone.” Point at the liquid: still there, still water.
• “Freezing makes different ice from different water.” Same dish, same sample, new state only.
• “Both ways means solid and liquid at the same time.” Both ways means you can reverse the change over time, not that it is both at once.

Make it easier, make it bigger

• Easier: board picture only for the full loop; hands-on just the melt half with ice you already have.
• Bigger: tell the loop as a comic strip of four boxes (solid, add heat, liquid, remove heat).

Answers and look-fors

• Drawings cycle solid to liquid to solid. Yes for both ways.
• Add heat melts; remove heat freezes. Same water / same stuff throughout.
• Meeting the idea sounds like “the change can go both ways” or “we can melt it and freeze it again”.

Both ways

Show a melt-and-freeze loop. Draw the three stages. Finish the sentences.

Melt and freeze loop

Cut out the cards and follow them in order with one sample of water.

Teacher note: the freeze half may need a fridge break. Label the dish with the table name so the same water story continues after the wait.

Everyday state changes

Children match everyday scenes to melt, freeze or water vapour talk. Butter, chocolate, ice and freezer water keep the solid-liquid focus. Steam is named carefully as hot water vapour seen from a safe distance: no student boiling, no open flames, no kettle work for children. The point is that state changes are already part of daily life.

We are learning to

• spot melting and freezing in everyday places,
• say whether heat is being added or removed,
• talk carefully about steam as hot water vapour (look only, adult heat sources).

Success criteria

• I can name melt or freeze in a real-life scene.
• I can say if heat is added or removed in that scene.

You need

• the everyday picture cards (third sheet), one set per table,
• optional look-only stations: cold butter, chocolate, ice in a cup (allergy check for foods),
• the worksheet (next sheet), one per child,
• word wall cards for melt, freeze, heat.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Scene sort. Start Session B with two cards as a recap, then Record and Steam talk.

Watch for these ideas

• “Steam is smoke.” Smoke is different. Steam here means hot water vapour from water that was heated by an adult.
• “The puddle vanished forever.” For Year 3, say the water went into the air as water vapour; full evaporate science can stay light.
• “Butter melts only in a pan on a flame.” A warm plate or sunny bench can soften butter without any flame.

Make it easier, make it bigger

• Easier: sort only the four solid-liquid cards; hold steam and puddle for whole-class talk.
• Bigger: write a caption for a photo from home (printed or drawn) that shows melt or freeze.

Answers and look-fors

• Butter, chocolate, ice in a drink: heat added, melt (solid to liquid). Freezer water: heat removed, freeze.
• Puddle and steam: water vapour talk; keep safety front and centre for steam.
• Meeting the idea sounds like “the ice in my drink melted because heat was added”.

State changes around us

For each scene, write melt, freeze, or water vapour. Say if heat is added or removed.

Everyday state changes

Cut out the cards. Sort or discuss each one: melt, freeze, or water vapour talk.

Teacher note: kettle and steam are discussion only. Never ask children to boil water or stand over steam. Allergy check before any real butter or chocolate look-stations.

Where does ice melt fastest?

Children plan a fair test: the same size ice cubes melt in three safe places, and the class times which finishes first. Only one thing changes (the place, which changes how much heat reaches the ice). Everything else stays the same. This is the inquiry heart of the term, still with no flames and no boiling water.

We are learning to

• plan a fair test with one thing changed and the rest kept the same,
• predict, time and compare where ice melts fastest,
• link faster melting to more heat reaching the ice.

Success criteria

• I can say what we kept the same and what we changed.
• I can use our results to say where ice melted fastest and why.

You need

• identical ice cubes (same tray batch), three dishes or plates the same size,
• three safe places: room desk, sunny sill, near fridge door or on an ice brick,
• a clock or timer, paper towels,
• the worksheet (next sheet), one per child,
• the exit tickets (third sheet), cut out ahead.

Lesson flow (about 60 minutes)

Running two half-sessions instead? Session A: fair-test talk, predict, start the test. Session B: finish timing, record, conclude, exit tickets.

Watch for these ideas

• “The sunny one melted first because sun is magic.” Link to heat energy reaching the ice more quickly.
• “We should have used bigger ice on the desk.” That would break fairness. Same size every time.
• “Near the fridge is cheating.” It is a planned place with less heat; it belongs in the test.

Make it easier, make it bigger

• Easier: two places only (desk and sill). Same fair-test talk.
• Bigger: draw a simple column graph of finish order or minutes to melt on the back of the sheet.

Answers and look-fors

• Typical pattern: sunny sill fastest, room desk middle, near fridge or ice brick slowest. Local weather can change this; honour the class data.
• Fair test box: same ice size, same start time, same dishes; changed the place.
• Meeting the idea sounds like “ice melted fastest where more heat reached it” and names what stayed the same.

Ice melt fair test

Same ice cubes, three places. Guess first, then test. Write what happened.

Exit tickets

Cut along the dashed lines to make four tickets. Each child answers one on the way out.

Teacher note: question 1 is add heat. Sort tickets into two piles at the door for a quick class check.

People who use state changes

Children match real jobs to melting and freezing. Cooks, ice-cream makers, road workers and chocolate makers use the same science the class has been investigating. This is the Human Endeavour thread: people use scientific ideas to meet needs and solve problems.

We are learning to

• name people whose work uses melting or freezing,
• match each job to add heat or remove heat,
• say how state-change science helps solve a real problem.

Success criteria

• I can say whether a worker adds heat or removes heat.
• I can name the state change that worker relies on.

You need

• the job cards (third sheet), one set per table,
• word wall cards on display,
• the worksheet (next sheet), one per child,
• optional: empty ice-cream tub or chocolate wrapper for talk only.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Mime theatre. Start Session B with one job mime, then the worksheet.

Watch for these ideas

• “Only factories use science.” Every job card is a person using heat or cold on purpose.
• “Road salt heats the road with fire.” Keep it simple: salt helps stop ice staying solid on roads; workers deal with freezing water safely.
• “Cooks always use flames.” Many melts use gentle heat; our class rule still avoids open flames in investigations.

Make it easier, make it bigger

• Easier: match only the four worksheet jobs as a class first.
• Bigger: invent a seventh job card for a grown-up students know.

Answers and look-fors

• Worksheet matches: cook to melts butter or chocolate; ice-cream maker to freezes a mixture; chocolate maker to melts and sets chocolate; road worker to water that freezes on roads.
• Drawing shows a person, a material and heat added or removed.
• Meeting the idea sounds like “the ice-cream maker removes heat so the liquid freezes”.

Who uses state changes?

People use melting and freezing at work. Draw a line from each person to the work they do.

People at work

Cut out the cards. Read each one and decide: mostly melt, mostly freeze, or both. Keep the set for the mime game.

Teacher note: nurse and weather reporter are stretch cards not on the match lines. Chocolate maker uses both melt and set (freeze-like hardening as heat leaves).

Show what we know

The summative lesson, run as a celebration. Children plan a simple model or labelled diagram that teaches one big idea from the term (solid, liquid, melt, freeze, or both ways), gallery-walk each other’s work, sit the final check alone, and close with the on-screen quiz as a class game.

We are learning to

• teach one big idea from the term with a model or labelled drawing,
• use the term’s words: solid, liquid, heat, melt, freeze, change of state,
• show what we know on our own on the final check.

Success criteria

• I can explain one state-change idea clearly to a partner.
• I can show on the check sheet that solids and liquids are different, and that heat changes state both ways.

You need

• leftovers: ice cubes, water, dishes, paper, cards from the term,
• the model-plan worksheet (next sheet), one per child,
• the final check sheet (third sheet), one per child,
• the interactive unit open for the closing quiz.

Lesson flow (about 60 minutes)

Running two half-sessions instead? End Session A after Making time and keep models safe. Start Session B with the gallery walk, then final check and class quiz.

Watch for these ideas

• “New stuff” language under check-sheet pressure. Quietly say: picture the ice that became water. Was it still water? Then step back.
• Models that only decorate. Ask: which of our five ideas does this teach?
• Children who freeze on “choose any idea”. Offer: draw ice melting in a warm drink and label add heat.

Make it easier, make it bigger

• Easier: give a ready frame, such as a before-and-after melt strip, and the child adds labels.
• Bigger: teach two linked ideas (melt and freeze) as one both-ways comic strip.

Answers and look-fors

• Final check marking guide: 1 solid keeps shape (any fair wording). 2 liquid pours / changes shape. 3 heat energy / add heat. 4 remove heat / make it cold. 5 both ways / reversible. 6 and 7 any sensible melt and freeze examples. 8 same material / same stuff / water still water.
• A score of 6 or more out of 8, plus a model that teaches one named idea, meets the descriptor. Use the rubric sheet near the front of the pack for levels.
• Meeting the idea at the gallery sounds like “adding heat melts a solid, and it is still the same stuff”.

My teaching model

Today you teach one big idea from our term. Plan first, then make a drawing or a small model. Be ready to explain it.

Show what we know

Show what you know about solids, liquids and changing state. Read each one, then write, circle or draw. Take your time.

Teacher note: read the items aloud one at a time. The marking guide is on this lesson’s plan page; the rubric sheet near the front of the pack turns the score into a level.