Teacher: For a learner who did not get there with <code>worksheet.html</code>. This is not a shorter version — it starts with pouring and only reaches the three words in task 3. Four tasks, big boxes, and a worked example above each so a stuck learner can copy the <b>method</b> and never the answer.
1 Pour it and watch — no writing about states yet
Worked example:Water, from a cup into a bowl. What shape was it in the cup? Cup-shaped. What shape in the bowl? Bowl-shaped. <b>Did it change shape?</b> Yes.
What you poured
Shape in the first container
Shape in the second
Changed shape?
Water
Sand
A stone
2 Now the amount — same three things
Worked example:Water. One cup poured into the bowl. Pour it back. <b>Is it still one cup?</b> Yes. So the amount did not change.
What you poured
Did the amount change?
Water
Sand
A stone
3 Now the words — use your answers from tasks 1 and 2
Worked example: Shape stayed the same and amount stayed the same → solid. Shape changed and amount stayed the same → liquid. Shape changed and amount changed → gas.
From tasks 1 and 2
Solid, liquid or gas
Water
Sand
A stone
Sand is the interesting one. Look at a <b>single grain</b>, not the pile, and ask the two questions again.
4 Something you cannot see — a blown-up plastic bag
Worked example:A bag of air, squeezed. Does the air keep its shape? No — it goes wherever the bag goes. Does it keep its amount? No — squeezing makes it take up less space. So it is a gas.
What I did to the bag
What that tells me about air
This is where <code>worksheet.html</code> Section B begins. When a learner can do task 4 unaided, the bridge is finished.
Answer key — screen only, not printed.
<b>1</b> · Water: cup-shaped → bowl-shaped → yes. Sand: takes each container's shape → yes. Stone: same shape → no. | <b>2</b> · no · no · no. | <b>3</b> · liquid · <b>solid</b> (each grain) · solid. | <b>4</b> · varies; accept anything showing that the air took the bag's shape and could be squeezed smaller.