Assessment for Learning is an effective way of actively involving students in their learning.  Each session plan comes with suggestions about how to organise activities and worksheets that may be used with students.

If you teach primary science, see the headings below to find out how to use this resource:

Skill development

Children will develop their working scientifically skills by:

  • Asking their own questions about scientific phenomena.
  • Using appropriate scientific language and ideas to explain, evaluate and communicate their methods and findings.

Learning outcomes

Children will:

  • Compare and group materials together, according to whether they are solids, liquids or gases.

Concepts supported

Children will learn:

  • The differences between solids, liquids and gases in terms of particle distribution.

Suggested activity use

The activity can be used as a model for whole class teaching on the differences between solids, liquids and gases and how they behave.

Some of the ideas may be too complex for primary children to work with alone, but the particle cards could provide a simple way of grouping solids, liquids and gases under the guidance of an adult.

Practical considerations

Sourcing equipment for these activities can be difficult, particularly the equipment for the changes of state optional demonstrations and gas samples.

If terminology is not used correctly, children can develop or reinforce the misconception that atoms, molecules and particles are the same.