Location: Classroom/Interior

No. of participants:  All the students in a class.

Organisation: Students work in pairs.

Materials: Container with ice cubes; dry paper towels.

The students organise themselves into pairs. Each pair is given an ice cube which they try to melt using only their hands as quickly as possible. The pair that manages to completely break up the ice cube wins.

Location: Classroom/ Indoor - Large space

No. of participants:  All students in a class

Organisation: Students arranged in a circle.

Materials: White A4 sheets of paper, one per student and one biros per student (each student has their own), quiet music.

Description: With the students sitting in a circle, the teacher starts by handing out three sentences to each student:

One thing they can do

Something they like

One thing they own

Once the students have written down what they have been asked to do, the teacher tells a student to start: They say who they are (their name), read out what they have written and roll up their sheet to make a small ball. The other students, after identifying themselves, also read out what they have written, add up their rolled-up sheet to the one done by their previous classmates and the size of the paper ball increases. The game continues until everyone has finished reading what they've written and rolled up their sheet with the others.

Once this part of the exercise is over, the teacher starts to play some relaxing music and the ball of paper is passed calmly from hand to hand, until the teacher stops to the music and at that point the student who has the ball, unrolls the first (last) sheet of the ball and reads what is written and tries to identify to whom it belongs to. The teacher turns the music back on and the ball passes from hand to hand again. When the teacher stops the music again, the same thing is repeated, i.e. the student unrolls another sheet of paper, reads what is written on it and tries to guess to whom it belongs to.  In a calm atmosphere, the game continues until the teacher stops it, or until all the sheets have been unrolled and all the students have played. When the students can't identify who the sheet belongs to, the teacher identifies him/her.

In the end of the lesson students will be able to:

• distinguish the differences between solids, liquids and gases by manipulating and/or carrying out experiments.

• Identify the existence of reversible transformations (condensation, evaporation, solidification, dissolution, fusion), by manipulating and/or carrying out experiments.

Resources:

Scratching material (charcoal pencils, coloured pencils, black acetate pens...)

Glue, tape

Computer with speakers

Individual computers

Internet access/Forms

A4 size transparent plastic bag

A4 sheets of drawing paper

paraffin, candle and dessert plate

Matches

Bowl

2 balloons

0.5 litre water bottle (clear plastic)

A packet of school milk (single dose)

A transparent glass

Fridge (with freezer) if available at the school.

Soup plate

Salt

Record sheet

Pre-preparation:

Ensure that the classroom or another space that is easy for the students to access and observe has a window with transparent glass that receives sunlight for most of the day.

The teacher should make sure that the students have prior knowledge from previous years: everything around us belongs to a state: solid, liquid or gas.

Preparation:

(a week before the plan is implemented.)

1^st Individually, in Arts /Visual Arts, students draw a picture of a natural landscape that includes spaces with water. (Appendix 1)

2^nd In a large group, they select one of the drawings.

• The author of the drawing places it inside a transparent bag, so that the part representing the sky is positioned towards the open end of the bag. With a black acetate pen, they trace the outline on the bag of everything they have drawn: trees, lake/river/sea, mountains, clouds, sun...

The drawing is removed from the bag. A little water is poured into the bag and the bag is taped shut on one of the windows in the room. (Appendix 1)

• One of the students fills a transparent bottle (about three thirds full) with liquid water. Another student puts the bottle of water in the freezer of the fridge. 
• Some students dissolve a generous amount of salt in water in a soup bowl, the water must cover the salt.

During the lesson, emphasise the importance of taking part in simple activities to demonstrate scientific thinking: questioning, hypothesising, predicting answers, experimenting, organising and analysing the information in order to reach conclusions and communicate them.

Students should use observation, direct experience, or watch videos, photos/images..., that provide a variety of activities and dynamics that should allow them to notice the differences between the characteristics of solids, liquids and gases.

The teacher should involve students in carrying out experimental activities that lead them to discover the existence of reversible transformations of some materials in various states (condensation, evaporation, solidification, dissolution, fusion).

• To raise awareness of what is being learnt, encourage learning based on concrete situations/issues that are close to the students;
• Active/experiential learning that allows students to develop important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way;
• Learning strategies that take into account students' diverse starting points and learning rhythms, their interests and needs and the characteristics of the environment;
• Learning strategies that value themes and/or generate questions arising from observation of the reality that is close to the students and that enables them to problematise and investigate;
• Co-operative and collaborative learning strategies - Work carried out in co-operation and collaboration in groups and pairs;
• New technologies as a way of learning/consolidating content.

Mother Tongue - Select relevant information according to the listening objectives and record it using different techniques. Speak clearly and articulate words appropriately.

Arts - Demonstrate expressive and creative skills in their artisticexpressive and creative skills in their artwork, demonstrating the knowledge they have acquired.

Citizenship and Development - Sustainable Development, Environmental Education.

All the steps of the topic are explored in a way for students with specific needs with cognitive abilities can understand them. The lesson does not include long written explanations. The role of the support or special education teacher is to help the students in the target group if they can't or are unable to carry out any of the tasks or steps, or feel disorientated in understanding something that may be asked to them.

Identifying and manipulating and handling materials, taking part in games, exploring contents by visualising images, etc., are usually well accepted and meet the interests and needs of most students.

Condensation; evaporation; solidification; dissolution; fusion; reversible transformations; temperature.

1^st step - Large group

The teacher asks the students to look at some of the materials she has placed on the table: balloons, a glycerine candle, a bottle of liquid water, a glass of milk, school materials/scratch pads...

On the teacher's instructions, the students gather the available materials according to their state: solid, liquid and... The group realises that none of the materials presented fall into the gaseous state.

2^nd step - Large group

To encourage discussion about how the gaseous state can be represented. A student fills a balloon. The balloon is tied so that the air doesn't escape and placed next to the empty balloon. The two balloons are placed side by side. One of the students unties the balloon and lets the air out.

Through oral questioning of the students and their spontaneous interventions or those provoked by the teacher, students are led to conclude that the air contained in the balloon has come out and mixed with the surrounding air and this is an example of a gaseous material.

3^rd step - Large group

Each student is given a sheet of paper (appendix 2) on which they will record what they see and conclude from observing/doing the experiments, which will lead them to an understanding of reversible transformations. 

- Fusion/Solidification - Light the candle on the dessert plate and watch the glycerine melting - fusion: going from a solid to a liquid state.  The paraffin that has melted with the heat of the flame, in contact with the cold plate solidifies - solidification.

- Solidification/Fusion- Collect the bottle of water that has been placed in the freezer and see how the water changes from a liquid to a solid state - solidification. Observe the bottle after an hour and see that the ice begins to melt, changing from a solid to a liquid - fusion.

- Evaporation/Condensation - Observe that the level of water in the bag stuck to the glass has decreased - evaporation. At the same time, watch small droplets formed on the top of the bag - condensation.

- Dissolution - Observe that the salt dissolved in the water reappears in solid particles after the water has evaporated.

During the experiments, the teacher encourages students to participate orally, so that they can conclude the names of the phenomena observed: condensation; evaporation; solidification; dissolution; fusion and that there are states of matter that are reversible. Temperature influences this reversibility.

Guided discussion:

Ask students to do an interactive activity for evaluation, through Forms. (Appendix 3)

 https://forms.office.com/Pages/ShareFormPage.aspx?id=Agm9ovOYw0GG5zuIxAak6zW78WLGtGJEpX2pDXTkTmJUNEVINUc1TUYxU1pHMFM4QlU3NVdXVzFYNS4u&sharetoken=vFVNkx6nFkZCZ3kZyYFA

What do you think you learnt that was important today?

What activity did you enjoy the most?

- The experiences;

- Relaxation activity;

- Group dynamics - Game;

- The large group activities.

Appendix 1:https://sen-power.eu/atividades1/pdf/881_Appendix 1.pdf

Appendix 2: https://sen-power.eu/atividades1/pdf/881_Appendix 2.pdf

Appendix 3: 

https://forms.office.com/Pages/ShareFormPage.aspx?id=Agm9ovOYw0GG5zuIxAak6zW78WLGtGJEpX2pDXTkTmJUNEVINUc1TUYxU1pHMFM4QlU3NVdXVzFYNS4u&sharetoken=vFVNkx6nFkZCZ3kZyYFA