eduKate · English · Ages 8–10
Choose your next learning step
Start with a picture, connect the word to a meaning, then explain one relationship.
Understand the ideas
Clarify meanings and language choices.2 · Chapters 3–6
Learn the word cards
Read the 20 linked definitions and examples.3 · Chapter 7
Connect through a story
Follow the same story in all four languages.4 · Chapters 8–9
Practise and plan
Explain your reasoning and use a flexible plan.5 · Chapters 10–12
Support and move forward
Choose a helpful next step and check progress.
Chapter contents · Practise and explain the difference · Vocabulary articles
These 20 vocabulary words help children aged about 8–10 explain what happens to water. The lesson connects the three states—solid, liquid and gas—with precise action words such as melt, evaporate and condense. It also separates a change of state from absorption and dissolving, two processes that children may describe with the same everyday word ‘disappear’.
The English, Mandarin, Hindi and Russian editions share the same numbered words and original story. Start in a familiar language, understand the change, then use the language links beside that word. A child can point, draw or explain aloud. The age range guides the choice of examples; it does not require every child to read four scripts or recall all eighty expressions at once.
Pictures alone are enough to use this lesson. Optional observation uses a small amount of water, ice in a stable tray, paper towel and adult-prepared sealed plastic bottles. Keep the area dry enough to prevent slips, and do not taste activity mixtures. No heating, boiling, glass containers or electrical equipment are needed. An adult handles preparation and clean-up where a learner needs help.
Chapter contents
1–4 · Understand water and its changes
5–8 · Droplets, temperature and surfaces: words 11–15
9–12 · A flexible seven-day plan
Begin with the question ‘Where is the water now?’ If ice melts, liquid water collects. If paper absorbs a spill, the water is in the paper. If water evaporates, it enters the air as water vapour. These explanations locate the water instead of simply saying it has gone. Ask the learner to point to the starting place, the destination and the change being described.
Use a clear distinction between substance and state. Water remains water when it becomes ice or vapour. The words solid, liquid and gas describe states; ice names solid water. A child who can name all three states may still need help explaining a transition. Show a before-and-after picture and offer the frame ‘It changed from ___ to ___; the process is ___.’.
The translations follow the meaning used in this lesson. Warm and cool are verbs here, not descriptions of weather or personal style. Solid means a state of matter rather than ‘hard to bend’. Mandarin 凝结 is used for gas becoming liquid; the definition keeps it separate from 结冰, forming ice. Hindi जलवाष्प specifies gaseous water more clearly than the everyday word भाप sometimes does.
Pinyin carries Mandarin tone marks. Hindi and Russian Roman guides are approximate reading prompts. Russian stress marks in the word headings help learners and are usually absent from ordinary text. The examples use natural sentences, so endings and word order change: лёд becomes льда in some phrases, and Hindi verbs agree with the sentence. Compare meanings and full phrases rather than replacing single English words mechanically.
Use the overview to find a concept, then open its card for the definition and example. Cover only one language at a time when practising recall. If the child gives the wrong label but correctly shows liquid becoming gas, clarify the label while keeping the successful explanation. If the direction itself is reversed, work on the before-and-after pictures first.
1. water · 水
English: water
A substance that can be solid, liquid or gas. In everyday speech water often means liquid water, but ice and water vapour are also forms of the same substance.
The ice changed into liquid water.
简体中文·普通话: 水 (shuǐ)
一种可以呈固态、液态或气态的物质。日常说“水”常指液态水，但冰和水蒸气也是同一种物质的不同形态。
冰变成了液态水。
हिन्दी: पानी (pānī)
एक पदार्थ जो ठोस, द्रव या गैस की अवस्था में हो सकता है। रोज़मर्रा में पानी प्रायः द्रव के लिए कहते हैं, लेकिन बर्फ और जलवाष्प भी उसी पदार्थ के रूप हैं।
बर्फ द्रव पानी में बदल गई।
Русский: вода́ (voda)
Вещество, которое бывает твёрдым, жидким или газообразным. В быту водой часто называют жидкость, но лёд и водяной пар — формы того же вещества.
Лёд превратился в жидкую воду.
Find ice, liquid water and water vapour on a labelled diagram. Explain how the same substance can have three different states without becoming three unrelated materials.
2. solid · 固体
English: solid
Matter that keeps its own shape and volume under ordinary conditions. A solid can be soft or flexible: solid does not always mean hard. Ice is our main example.
The ice cube is a solid even as its edges begin to melt.
简体中文·普通话: 固体 (gùtǐ)
在通常条件下有自身形状和体积的物质。固体也可以柔软或有弹性；固体不等于一定坚硬。本课主要例子是冰。
即使边缘开始融化，尚未融化的冰块仍是固体。
हिन्दी: ठोस (ṭhos)
सामान्य परिस्थितियों में अपना आकार और आयतन रखने वाला पदार्थ। ठोस मुलायम या लचीला भी हो सकता है; ठोस का अर्थ हमेशा कठोर नहीं। यहाँ बर्फ मुख्य उदाहरण है।
किनारे पिघलने लगें तब भी बची बर्फ ठोस है।
Русский: твёрдое те́ло (tvyordoye telo)
Вещество, сохраняющее собственные форму и объём в обычных условиях. Твёрдое тело может быть мягким или гибким: это не всегда означает жёсткость. Наш пример — лёд.
Оставшийся лёд — твёрдое тело, даже когда края кубика уже тают.
Compare a flexible eraser with an ice cube in pictures. Both can be solids. Explain why the word solid should not be replaced with the word hard in every sentence.
3. liquid · 液体
English: liquid
Matter that flows and takes the shape of the part of a container it occupies, while keeping roughly the same volume. A small amount of water does not fill an entire tall bottle.
The liquid water took the shape of the bottom of the tray.
简体中文·普通话: 液体 (yètǐ)
可以流动、形状随所占容器部分改变，而体积大致保持不变的物质。少量水不会自动充满整个高瓶。
液态水的形状随托盘底部改变。
हिन्दी: द्रव (drav)
ऐसा पदार्थ जो बहता है और पात्र के जिस भाग में रहता है उसका आकार लेता है, जबकि आयतन लगभग वही रहता है। थोड़ा पानी पूरी ऊँची बोतल नहीं भर देता।
द्रव पानी ने ट्रे के तल का आकार लिया।
Русский: жи́дкость (zhidkost)
Вещество, которое течёт и принимает форму занятой части сосуда, сохраняя примерно тот же объём. Немного воды не заполняет целиком высокую бутылку.
Жидкая вода приняла форму нижней части лотка.
Draw the same small amount of liquid water in two differently shaped containers. Let the occupied shape change without filling every empty part of both containers.
4. gas · 气体
English: gas
Matter that spreads to occupy the available space in a container. Water vapour is a gas. Gas is a state of matter here, not just a fuel used for cooking.
Water vapour mixed with the other gases in the air.
简体中文·普通话: 气体 (qìtǐ)
会扩散并占据容器中可用空间的物质。水蒸气是气体。这里的气体是一种物质状态，不专指做饭用的燃气。
水蒸气与空气中的其他气体混合。
हिन्दी: गैस (gais)
ऐसा पदार्थ जो पात्र में उपलब्ध स्थान में फैलता है। जलवाष्प एक गैस है। यहाँ गैस पदार्थ की अवस्था है, केवल खाना पकाने का ईंधन नहीं।
जलवाष्प हवा की दूसरी गैसों में मिली।
Русский: газ (gaz)
Вещество, распространяющееся по доступному объёму сосуда. Водяной пар — газ. Здесь слово обозначает состояние вещества, а не только топливо.
Водяной пар смешался с другими газами воздуха.
Name water vapour as a gas and contrast it with a visible liquid droplet. Avoid using ‘too small to see’ as the full definition of every gas.
5. ice · 冰
English: ice
Water in the solid state. Ice and liquid water are the same substance in different states. Calling ice a different state is more accurate than saying it has become a different substance.
We drew the ice before any liquid collected around it.
简体中文·普通话: 冰 (bīng)
固态的水。冰和液态水是同一种物质的不同状态。说冰是一种不同状态，比说它变成了另一种物质更准确。
周围还没有积水时，我们先画下了冰的样子。
हिन्दी: बर्फ (barf)
ठोस अवस्था का पानी। बर्फ और द्रव पानी एक ही पदार्थ की अलग अवस्थाएँ हैं। अवस्था बदलना कहना, नया पदार्थ बन जाना कहने से अधिक सही है।
आसपास पानी जमा होने से पहले हमने बर्फ का चित्र बनाया।
Русский: лёд (lyod)
Вода в твёрдом состоянии. Лёд и жидкая вода — одно вещество в разных состояниях. При этом меняется состояние, а не название самого вещества.
Мы нарисовали лёд до появления жидкости вокруг него.
Finish ‘Ice is water in the ___ state.’ Then point to the part of a melting-ice picture that is still solid and the part that has become liquid.
6. water vapour · 水蒸气
English: water vapour
Water in its gaseous state, which is invisible. The visible white mist sometimes called steam contains tiny liquid droplets; it is not a picture of individual water-vapour gas.
We cannot see water vapour itself just by looking at the air.
简体中文·普通话: 水蒸气 (shuǐzhēngqì)
气态的水，本身不可见。日常有时称为蒸汽的白雾含有微小液滴；它不是水蒸气这种气体本身的可见图像。
只看空气，我们不能直接看到水蒸气本身。
हिन्दी: जलवाष्प (jalvāṣp)
गैसीय अवस्था का पानी, जो अदृश्य है। जिसे कभी भाप की सफेद धुंध कहते हैं उसमें छोटी द्रव बूँदें होती हैं; वह अदृश्य जलवाष्प स्वयं नहीं है।
केवल हवा देखकर हम जलवाष्प को सीधे नहीं देख सकते।
Русский: водяно́й пар (vodyanoy par)
Вода в газообразном состоянии, невидимая сама по себе. Видимое белое облачко, которое часто называют паром, содержит мелкие жидкие капли.
Глядя на воздух, мы не видим сам водяной пар.
Compare the words vapour and mist. The gaseous water itself is invisible; a visible white cloud can contain tiny liquid droplets. Explain the difference using the definition.
7. melt · 融化
English: melt
To change from a solid into a liquid. Ice melts when it gains enough energy from its surroundings. Adding another liquid is not required for a solid to melt.
The ice began to melt in the room-temperature tray.
简体中文·普通话: 融化 (rónghuà)
从固态变为液态。冰从周围获得足够能量时会融化。固体融化不一定要加入另一种液体。
托盘中的冰在室温下开始融化。
हिन्दी: पिघलना (pighalnā)
ठोस से द्रव बनना। आसपास से पर्याप्त ऊर्जा मिलने पर बर्फ पिघलती है। पिघलने के लिए किसी दूसरे द्रव को मिलाना आवश्यक नहीं।
कमरे के तापमान पर ट्रे की बर्फ पिघलने लगी।
Русский: та́ять (tayat)
Переходить из твёрдого состояния в жидкое. Получая достаточно энергии от окружающей среды, лёд тает. Для плавления не обязательно добавлять другую жидкость.
Лёд начал таять в лотке при комнатной температуре.
Draw an arrow from solid ice to liquid water. Label the process melt. Explain why this example does not need salt or another liquid to be added.
8. freeze · 结冰
English: freeze
For water, to change from liquid to solid as energy is removed. English freeze is broader than water alone; the Mandarin 结冰 in this lesson specifically means forming ice.
An adult prepared the ice by letting water freeze beforehand.
简体中文·普通话: 结冰 (jiébīng)
本课指水在失去能量时由液态变成固态。英语freeze也可用于其他物质；这里的“结冰”专指形成冰。
成人事先让水结冰，准备好了冰块。
हिन्दी: जमना (jamnā)
पानी के लिए, ऊर्जा निकलने पर द्रव से ठोस बनना। अंग्रेज़ी freeze केवल पानी के लिए नहीं आता; यहाँ अर्थ पानी का बर्फ बनना है।
एक वयस्क ने पहले पानी जमाकर बर्फ तैयार की।
Русский: замерза́ть (zamerzat)
Для воды — переходить из жидкого состояния в твёрдое при отдаче энергии. Английское freeze шире этого примера; здесь изучается образование льда.
Взрослый заранее подготовил лёд, дав воде замёрзнуть.
Reverse the ice-to-water arrow and label it freeze. Describe the start and finish, rather than using freeze merely to mean ‘feel cold’.
9. evaporate · 蒸发
English: evaporate
To change from liquid to gas at a liquid’s surface. Water can evaporate without boiling. When a small puddle dries by evaporation, the water has entered the air rather than stopped existing.
A wet mark can become smaller as some water evaporates.
简体中文·普通话: 蒸发 (zhēngfā)
在液体表面从液态变为气态。水不沸腾也能蒸发。小水洼因蒸发而变干时，水进入了空气，并非不再存在。
部分水蒸发时，湿痕可能变小。
हिन्दी: वाष्पित होना (vāṣpit honā)
द्रव की सतह से गैस में बदलना। बिना उबले भी पानी वाष्पित हो सकता है। सूखते पानी का वाष्प हवा में जाता है; पानी का अस्तित्व खत्म नहीं होता।
कुछ पानी वाष्पित होने पर गीला निशान छोटा हो सकता है।
Русский: испаря́ться (isparyatsya)
Переходить из жидкости в газ с поверхности жидкости. Вода испаряется и без кипения. При высыхании лужицы вода уходит в воздух, а не перестаёт существовать.
Влажное пятно может уменьшаться, когда часть воды испаряется.
Point to the exposed surface of liquid water in a tray. Explain that evaporation sends water into the air as a gas and can occur without boiling.
10. condense · 凝结
English: condense
To change from gas to liquid. Water vapour near a sufficiently cool surface can condense into droplets. This is a change in state, not liquid leaking through an intact bottle wall.
Water vapour in the surrounding air condensed on the cool bottle.
简体中文·普通话: 凝结 (níngjié)
从气态变为液态。靠近足够冷表面的水蒸气可能凝结为液滴。这是状态变化，不是液态水穿过完好瓶壁渗漏。
周围空气中的水蒸气在冷瓶表面凝结。
हिन्दी: संघनित होना (saṅghanit honā)
गैस से द्रव बनना। पर्याप्त ठंडी सतह के पास जलवाष्प बूँदों में संघनित हो सकती है। यह अवस्था परिवर्तन है, साबुत बोतल की दीवार से पानी रिसना नहीं।
आसपास की हवा की जलवाष्प ठंडी बोतल पर संघनित हुई।
Русский: конденси́роваться (kondensirovatsya)
Переходить из газа в жидкость. У достаточно холодной поверхности водяной пар может конденсироваться в капли. Это не протекание воды сквозь целую стенку бутылки.
Водяной пар из окружающего воздуха сконденсировался на холодной бутылке.
Draw an arrow from water vapour to a liquid droplet. Label it condense. Say where the starting water is: in the surrounding air, not necessarily inside the bottle.
CHAPTER 5 OF 12 · Learn the word cards
5. Droplets, temperature and surfaces: words 11–15
11. droplet · 小水滴
English: droplet
A very small drop of liquid. A water droplet is liquid even when it is tiny. Size alone does not turn liquid water into a gas.
We saw droplets on the outside of the bottle.
简体中文·普通话: 小水滴 (xiǎo shuǐdī)
很小的液滴。水滴即使微小也仍是液体。大小本身不会使液态水变成气体。
我们在瓶子外侧看到了小水滴。
हिन्दी: छोटी बूँद (choṭī bū̃d)
द्रव की बहुत छोटी बूँद। छोटी पानी की बूँद भी द्रव है। केवल आकार छोटा होने से द्रव पानी गैस नहीं बनता।
हमें बोतल के बाहर छोटी बूँदें दिखीं।
Русский: ка́пелька (kapelka)
Очень маленькая капля жидкости. Даже крошечная водяная капелька остаётся жидкой. Малый размер сам по себе не превращает воду в газ.
Мы увидели капельки снаружи бутылки.
Choose a tiny droplet in a picture and name its state. Explain why a small liquid drop is still liquid rather than calling every tiny water particle a gas.
12. temperature · 温度
English: temperature
A measure of how hot or cold something is. A temperature needs an appropriate scale and unit when reported as a number. Temperature is not the same as the total energy in an object.
Without a measurement, we recorded ‘cool’ rather than inventing a temperature.
简体中文·普通话: 温度 (wēndù)
衡量冷热程度的量。用数字报告温度时，需要合适的温标和单位。温度与物体的总能量并不是同一个概念。
没有测量时，我们记录“较冷”，没有编造温度数值。
हिन्दी: तापमान (tāpmān)
किसी चीज़ के गर्म या ठंडे होने का माप। संख्या में बताने पर उचित पैमाना और इकाई चाहिए। तापमान वस्तु की कुल ऊर्जा का दूसरा नाम नहीं है।
माप के बिना हमने ‘ठंडा’ लिखा, तापमान की संख्या नहीं गढ़ी।
Русский: температу́ра (temperatura)
Мера того, насколько объект горячий или холодный. Числовое значение указывают с подходящей шкалой и единицей. Температура не равна всей энергии объекта.
Без измерения мы записали «холодная», не придумывая значение температуры.
Compare ‘The bottle is cool’ with ‘The bottle is 8 °C’. Only the second claims a numerical measurement. State what equipment or information that claim would need.
13. warm · 使变暖
English: warm
To raise something’s temperature. Here warm is a verb, not the adjective in a warm day. Warming need not mean making something very hot or causing it to boil.
The cool bottle gradually warmed towards room temperature.
简体中文·普通话: 使变暖 (shǐ biànnuǎn)
使温度升高。本课的英语warm是动词，不是“温暖的一天”中的形容词。使变暖不一定表示变得很烫或沸腾。
较冷的瓶子逐渐变暖，接近室温。
हिन्दी: गर्म करना (garm karnā)
किसी चीज़ का तापमान बढ़ाना। यहाँ warm क्रिया है, गर्म दिन वाला विशेषण नहीं। गर्म करना हमेशा बहुत गर्म करना या उबालना नहीं होता।
ठंडी बोतल धीरे-धीरे कमरे के तापमान के करीब गर्म हुई।
Русский: нагрева́ть (nagrevat)
Повышать температуру. Здесь warm — глагол, а не прилагательное «тёплый». Нагревание не обязательно доводит предмет до высокой температуры или кипения.
Холодная бутылка постепенно нагревалась до комнатной температуры.
Use warm as a verb in a sentence about a cool bottle approaching room temperature. Keep it separate from a claim that every melting object must be rising in temperature.
14. cool · 使冷却
English: cool
To lower something’s temperature. This lesson uses the verb cool, not the informal English meaning stylish. Cooling something does not always make it freeze.
An adult cooled the sealed bottle before the activity.
简体中文·普通话: 使冷却 (shǐ lěngquè)
使温度降低。本课学习英语cool的动词义，不是日常口语中“很酷”的意思。冷却不一定使物体结冰。
活动前，成人把密封瓶冷却好了。
हिन्दी: ठंडा करना (ṭhaṇḍā karnā)
तापमान कम करना। यहाँ cool क्रिया है, अंग्रेज़ी में पसंद आने वाली शैली का अर्थ नहीं। ठंडा करने से हर बार जमना आवश्यक नहीं।
एक वयस्क ने गतिविधि से पहले बंद बोतल ठंडी की।
Русский: охлажда́ть (okhlazhdat)
Понижать температуру. Здесь cool — глагол, а не разговорное «классный». Охлаждение не обязательно приводит к замерзанию.
Взрослый охладил закрытую бутылку перед заданием.
Describe cooling a bottle without saying it must freeze. Find the starting and ending state in a labelled picture; both may still be liquid.
15. surface · 表面
English: surface
The outside or boundary of something. A liquid also has a surface. In evaporation, talk about the exposed water surface rather than only the container’s outer wall.
We kept the bottle’s outside surface separate from the water inside.
简体中文·普通话: 表面 (biǎomiàn)
物体的外侧或边界。液体也有表面。讨论蒸发时，应谈暴露的水面，而不只谈容器外壁。
我们区分了瓶子外表面与瓶内的水。
हिन्दी: सतह (satah)
किसी चीज़ का बाहरी भाग या सीमा। द्रव की भी सतह होती है। वाष्पीकरण में खुली पानी की सतह और पात्र की बाहरी दीवार अलग पहचानें।
हमने बोतल की बाहरी सतह और अंदर के पानी को अलग रखा।
Русский: пове́рхность (poverkhnost)
Внешняя сторона или граница чего-либо. Поверхность есть и у жидкости. При испарении различайте открытую поверхность воды и наружную стенку сосуда.
Мы различали наружную поверхность бутылки и воду внутри.
Point separately to the bottle’s outer surface, its contents and the tray. State exactly which place a record describes before offering an explanation.
16. absorb · 吸收
English: absorb
To take something in. Here a paper towel absorbs liquid water into its structure. Absorption into paper is different from water changing into a gas.
The paper towel absorbed water from the small spill.
简体中文·普通话: 吸收 (xīshōu)
把某物吸入内部。本课指纸巾把液态水吸入其结构。水进入纸巾与水变成气体是不同过程。
纸巾吸收了少量洒出的水。
हिन्दी: सोखना (sokhnā)
किसी चीज़ को अपने भीतर लेना। यहाँ कागज़ का तौलिया द्रव पानी सोखता है। पानी का कागज़ में जाना गैस में बदलने से अलग है।
कागज़ के तौलिए ने थोड़ा गिरा पानी सोख लिया।
Русский: впи́тывать (vpityvat)
Принимать что-либо внутрь. Здесь бумажное полотенце впитывает жидкую воду в свою структуру. Это отличается от превращения воды в газ.
Бумажное полотенце впитало немного пролитой воды.
Follow water from a spill into paper towel in a picture. Label it absorb. Explain that water can move into a material without changing into a gas.
17. dissolve · 溶解
English: dissolve
For a substance such as salt, to become dispersed through a liquid as a solution. The salt remains present even when individual grains cannot be seen. Dissolving salt in water is not melting salt.
The small amount of salt dissolved in the water.
简体中文·普通话: 溶解 (róngjiě)
本课指盐等物质在液体中分散形成溶液。即使看不见单个盐粒，盐仍然存在。盐在水中溶解不是盐融化。
少量盐在水中溶解了。
हिन्दी: घुलना (ghulnā)
नमक जैसे पदार्थ का द्रव में फैलकर विलयन बनाना। दाने न दिखें तब भी नमक मौजूद रहता है। पानी में नमक घुलना नमक का पिघलना नहीं।
थोड़ा नमक पानी में घुल गया।
Русский: растворя́ться (rastvoryatsya)
Для вещества вроде соли — распределяться в жидкости с образованием раствора. Соль остаётся, даже когда зёрна не видны. Растворение соли в воде не является её плавлением.
Небольшое количество соли растворилось в воде.
Use a labelled salt-water sequence. Describe visible grains becoming unrecognisable as separate grains, while the salt remains in the solution. Do not call this melting.
18. mixture · 混合物
English: mixture
Two or more substances physically combined. Salt water is a mixture even when it looks uniform. Not every mixture dissolves, and visible pieces are not required for something to be a mixture.
Salt and water formed a mixture, not a new kind of ice.
简体中文·普通话: 混合物 (hùnhéwù)
两种或更多物质在物理上混合形成的物体。盐水即使外观均匀也仍是混合物。并非所有混合物都会溶解，也不必看见不同颗粒才算混合物。
盐与水形成了混合物，不是一种新冰。
हिन्दी: मिश्रण (miśraṇ)
दो या अधिक पदार्थों का भौतिक रूप से मिलना। नमक वाला पानी एक जैसा दिखे तब भी मिश्रण है। हर मिश्रण में घुलना नहीं होता और अलग टुकड़े दिखना आवश्यक नहीं।
नमक और पानी का मिश्रण बना, कोई नई तरह की बर्फ नहीं।
Русский: смесь (smes)
Физическое соединение двух или более веществ. Солёная вода — смесь, даже если выглядит однородной. Не всякая смесь является раствором; видимые части необязательны.
Соль и вода образовали смесь, а не новый вид льда.
Give one mixture that looks uniform and one with visible parts, using labelled pictures. Explain why visible separate pieces are not required for a mixture.
19. compare · 比较
English: compare
To look for similarities and differences using a stated feature. A useful comparison names what is being compared, such as the outside of two bottles, and keeps other relevant conditions similar.
We compared the outside of a cool bottle with a room-temperature one.
简体中文·普通话: 比较 (bǐjiào)
依据说明的特征寻找相同与不同。有效比较要说清比较对象，例如两个瓶子的外侧，并尽量保持其他相关条件相似。
我们比较了冷瓶与室温瓶的外侧。
हिन्दी: तुलना करना (tulnā karnā)
बताई गई विशेषता के आधार पर समानता और अंतर देखना। उपयोगी तुलना स्पष्ट करती है कि क्या देख रहे हैं, जैसे दो बोतलों का बाहर, और अन्य संबंधित स्थितियाँ समान रखती है।
हमने ठंडी और कमरे के तापमान वाली बोतल के बाहर की तुलना की।
Русский: сра́внивать (sravnivat)
Искать сходства и различия по выбранному признаку. Укажите, что сравниваете, например наружные стороны двух бутылок, и сохраняйте другие важные условия сходными.
Мы сравнили наружные стороны холодной бутылки и бутылки комнатной температуры.
Choose one feature for the bottle comparison: droplets on the outside. Name two conditions to keep similar. Do not switch midway to comparing bottle size or contents.
20. record · 记录
English: record
To preserve an observation in words, drawings or measurements. Here record is a verb. Write what was actually noticed, and keep an explanation or prediction distinct from that observation.
We recorded the droplets before discussing where the water came from.
简体中文·普通话: 记录 (jìlù)
用文字、图画或测量值保存观察。本课的record是动词。写下实际注意到的内容，并把解释、预测与观察区分。
讨论水从哪里来之前，我们先记录了小水滴。
हिन्दी: दर्ज करना (darj karnā)
किसी अवलोकन को शब्दों, चित्रों या माप में सुरक्षित रखना। यहाँ record क्रिया है। वास्तव में जो देखा वही दर्ज करें; कारण और अनुमान अलग रखें।
पानी कहाँ से आया, यह समझाने से पहले हमने बूँदें दर्ज कीं।
Русский: запи́сывать (zapisyvat)
Сохранять наблюдение словами, рисунками или измерениями. Здесь record — глагол. Записывайте замеченное, отделяя объяснение или прогноз от наблюдения.
Мы записали появление капелек, прежде чем обсуждать источник воды.
Write one observation and one possible explanation on separate lines. ‘Droplets appeared outside’ is an observation; a claim about their source needs supporting information.
The following original teaching story supplies its own observations. They are fictional examples for discussion, not results from a test performed for this article. If you repeat an optional observation, record what actually happens in your room. Droplets, drying times and visible changes depend on conditions; you do not need to reproduce the story’s sequence on a timetable.
For a bottle comparison, an adult can prepare two similar intact sealed plastic bottles, one cool and one at room temperature. Begin with their outsides dry and put them on separate dry trays in the same room. Compare only the outside surfaces. A cap left closed helps distinguish condensation from spilled contents, but a wet surface alone does not prove a source: check preparation and possible leaks before explaining.
| Process | Starting point | Ending point or destination |
|---|---|---|
| Melting | Solid ice | Liquid water |
| Freezing | Liquid water | Solid ice |
| Evaporation | Liquid water at a surface | Water vapour in air |
| Condensation | Water vapour in air | Liquid water |
| Absorption by paper | Liquid water outside the paper | Liquid water taken into the paper |
| Salt dissolving | Salt grains and liquid water | Salt dispersed in a water solution |
English · Where did the water go?
Mara and Dev set a small ice cube in a dry tray. An adult had prepared the ice beforehand. They drew its shape, then returned later to compare it with their first drawing. Some liquid water surrounded a smaller piece of ice. ‘Solid to liquid: melting,’ Mara wrote. Dev added that the remaining ice and the liquid were both water.
Next they compared two similar sealed plastic bottles on separate dry trays. An adult had cooled one; the other was at room temperature. Both outsides had been dried at the start. Later, small droplets appeared on the cool bottle’s outside. The other bottle’s outside looked dry. Dev first wrote ‘The bottle leaked’, then stopped. ‘That is an explanation, not just what I saw.’
They checked that the bottles were intact, the caps were closed and no water had been spilled. Their adult explained that water vapour in the surrounding air could condense on the sufficiently cool surface. The droplets were liquid, not visible water-vapour gas. Mara recorded the observation and the explanation on different lines.
A small splash from the ice tray reached the table during clean-up. Paper towel absorbed it. ‘The water is in the paper now,’ said Dev. They did not call that evaporation. A labelled picture in their book showed a little salt dissolving in water. The grains were no longer individually visible, but the salt remained in the mixture; it had not melted into a new liquid.
Their final page had arrows for melting, freezing, evaporation and condensation. Under the page they wrote: ‘Describe the starting state, the ending state and where the water goes. Record what happened before deciding why.’
简体中文·普通话 · 水去哪里了？
玛拉与德夫把一小块冰放进干托盘。冰由成人事先准备。他们先画下形状，过一段时间再回来比较。较小的冰块周围出现了一些液态水。玛拉写道：“固态变液态，叫融化。”德夫补充，剩下的冰与液态水都是水。
接着，他们比较放在不同干托盘上的两个相似密封塑料瓶。成人把一个冷却，另一个保持室温，开始时两者外侧都已擦干。后来，冷瓶外侧出现小水滴，另一个瓶外侧看起来仍干燥。德夫先写“瓶子漏水了”，又停下来：“这是解释，不只是我看到的情况。”
他们核对瓶子完好、瓶盖关闭，也没有洒水。成人解释，周围空气里的水蒸气在足够冷的表面可以凝结。水滴是液体，并不是能看见的水蒸气。玛拉把观察与解释分行记录。
整理时，托盘里的一点水洒到桌上，纸巾吸收了它。德夫说：“水现在进入纸巾了。”他们没有把这叫蒸发。书里另一组标注图展示少量盐在水中溶解。单个盐粒已看不清，但盐仍在混合物中，并不是融化成了一种新液体。
最后，他们在纸上画出融化、结冰、蒸发与凝结的箭头，并写道：“说清开始状态、结束状态及水的去向。先记录发生了什么，再判断为什么。”
हिन्दी · पानी कहाँ गया?
मारा और देव ने सूखी ट्रे में बर्फ का छोटा टुकड़ा रखा। एक वयस्क ने बर्फ पहले तैयार की थी। उन्होंने आकार बनाया और कुछ समय बाद पहले चित्र से तुलना की। छोटा बचा बर्फ का टुकड़ा द्रव पानी से घिरा था। मारा ने लिखा, ‘ठोस से द्रव: पिघलना।’ देव ने जोड़ा कि बची बर्फ और द्रव दोनों पानी हैं।
फिर उन्होंने अलग सूखी ट्रे पर दो समान बंद प्लास्टिक बोतलें रखीं। एक को वयस्क ने ठंडा किया था; दूसरी कमरे के तापमान पर थी। शुरू में दोनों बाहर से सुखाई गई थीं। बाद में ठंडी बोतल के बाहर छोटी बूँदें दिखीं; दूसरी का बाहर सूखा दिखा। देव ने पहले लिखा, ‘बोतल रिसी’, फिर रुक गया। ‘यह कारण है, केवल जो देखा वह नहीं।’
उन्होंने देखा कि बोतलें साबुत हैं, ढक्कन बंद हैं और पानी छलका नहीं है। वयस्क ने समझाया कि आसपास की हवा की जलवाष्प पर्याप्त ठंडी सतह पर संघनित हो सकती है। बूँदें द्रव थीं, दिखने वाली जलवाष्प गैस नहीं। मारा ने अवलोकन और कारण अलग पंक्तियों में दर्ज किए।
सफाई में ट्रे से थोड़ा पानी मेज़ पर छलका। कागज़ के तौलिए ने उसे सोख लिया। देव ने कहा, ‘पानी अब कागज़ में है।’ उन्होंने इसे वाष्पीकरण नहीं कहा। किताब के नाम वाले चित्रों में थोड़ा नमक पानी में घुलता दिखा। अलग दाने नहीं दिखे, लेकिन नमक मिश्रण में था; वह पिघलकर नया द्रव नहीं बना था।
अंतिम पन्ने पर पिघलने, जमने, वाष्पीकरण और संघनन के तीर थे। नीचे उन्होंने लिखा, ‘शुरू की अवस्था, अंत की अवस्था और पानी कहाँ गया, यह बताएँ। क्यों तय करने से पहले क्या हुआ, वह दर्ज करें।’
Русский · Куда делась вода?
Мара и Дев положили небольшой кубик льда в сухой лоток. Взрослый подготовил лёд заранее. Дети нарисовали его форму, а позже сравнили с первым рисунком. Вокруг уменьшившегося льда появилась жидкая вода. «Из твёрдого в жидкое — таяние», — записала Мара. Дев добавил, что оставшийся лёд и жидкость — вода.
Затем дети сравнили две похожие закрытые пластиковые бутылки на отдельных сухих подносах. Взрослый охладил одну, другая была комнатной температуры. Сначала обе снаружи вытерли насухо. Позже на холодной появились мелкие капли, а другая снаружи выглядела сухой. Дев написал: «Бутылка протекла», — но остановился. «Это объяснение, а не просто то, что я увидел».
Они проверили целость бутылок, закрытые крышки и отсутствие пролитой воды. Взрослый объяснил, что водяной пар из окружающего воздуха может конденсироваться на достаточно холодной поверхности. Капельки были жидкостью, а не видимым газообразным паром. Мара записала наблюдение и объяснение на разных строках.
При уборке немного воды из лотка попало на стол. Бумажное полотенце впитало её. «Теперь вода в бумаге», — сказал Дев. Дети не назвали это испарением. На подписанных картинках в книге немного соли растворялось в воде. Отдельные зёрна уже не различались, но соль оставалась в смеси: она не расплавилась в новую жидкость.
На последней странице появились стрелки таяния, замерзания, испарения и конденсации. Под ними дети написали: «Назови начальное и конечное состояния и проследи путь воды. Сначала запиши, что произошло, затем решай почему».
Try the questions before reading the answer guide. Respond in a familiar language, with a sketch or by pointing to a state-change arrow. The important part is to name the starting state, the ending state and the evidence available. Where information is missing, ‘We would need to check’ can be a stronger answer than choosing a process by appearance alone.
1. What changes when ice melts, and what stays the same?
2. Why is salt dissolving in water different from ice melting?
3. Can water evaporate without boiling? Where does it go?
4. Why are the droplets on the story’s cool bottle not water-vapour gas?
5. Which part of Dev’s first bottle note was an explanation rather than an observation?
6. Where did the spilled water go when the paper towel absorbed it?
7. Does cooling liquid water always mean it has frozen?
8. What makes the two-bottle comparison more useful? Name two conditions.
9. Can we infer a precise temperature just because ice is melting?
10. How can the same word numbers help you learn a second language?
Answer guide
- The state changes from solid to liquid. The substance is still water. Some ice and some liquid can be present together while melting is underway.
- Ice changes state into liquid water. Salt dissolving disperses salt through water to form a solution. The absence of visible grains does not mean the salt melted or ceased to exist.
- Yes. It changes from liquid at the surface into gaseous water and mixes into the air. No boiling equipment is needed to discuss or observe ordinary drying.
- Droplets are liquid. Water vapour itself is invisible. In the story, vapour from the surrounding air condensed into visible liquid drops on the sufficiently cool surface.
- ‘The bottle leaked’ claimed a cause. The direct observation was that droplets appeared outside. They needed information about the sealed bottle, spills and possible leaks before discussing the source.
- Into the paper’s structure as liquid water. That step is absorption, not automatically evaporation. Later drying may involve evaporation as well, so specify which step you are describing.
- No. Cooling lowers temperature; freezing is a change from liquid to solid. Water can become cooler while remaining liquid. Check the state rather than using cool and freeze as synonyms.
- Possible answers: similar intact bottles, dry outsides at the start, the same room, separate dry trays, closed caps and comparable observation intervals. State the chosen feature: droplets on outside surfaces.
- No numerical measurement was provided in this activity. Use an appropriate measuring method for a temperature claim. Energy transfer during melting need not produce a temperature rise, and a picture alone does not supply the conditions.
- Choose one understood process, use its matching link, and compare the definition and whole example sentence. Keep the before-and-after pictures the same while changing the language.
A short, focused session can be enough. The seven days below are a possible sequence, not a deadline or a promise of mastery. Repeat a pair of contrasting words when needed. Keep the science idea stable while changing the language; later, keep the language stable while changing the example. This makes it easier to see which part needs support.
| Day | Words or focus | Activity | What to notice |
|---|---|---|---|
| 1 | 1–5 | Sort pictures of water in three states. | State and substance are different ideas. |
| 2 | 6–10 | Draw before-and-after arrows for four state changes. | Name the direction of each change. |
| 3 | 11–15 | Describe droplets, surfaces, warming and cooling. | Separate a state change from a temperature description. |
| 4 | 16–20 | Compare paper absorbing water with salt dissolving. | Name where water goes and what remains. |
| 5 | Story | Retell using separate observation and explanation lines. | Do not turn the fictional record into your own result. |
| 6 | Two contrasting words | Follow matching links in a second language. | Keep the process direction stable. |
| 7 | New pictures | Explain a state change and a different process. | Choose one connection to practise again. |
CHAPTER 10 OF 12 · Support and move forward
10. Support a sticking point; improve a comparison
If all changes are called melting, return to two pictures only: ice becoming liquid water, and salt being added to liquid water. In the first, the water changes state. In the second, the salt disperses through the water as it dissolves. Ask which materials were present at the start. Do not use tasting to decide whether the salt is still there.
If evaporation and absorption are confused, use the destination of the water. A towel taking water into its structure illustrates absorption. Water moving into the air as a gas illustrates evaporation. Both can happen during drying, so a shrinking wet patch by itself does not identify only one process. State what the example shows and what remains uncertain.
For a stronger learner, improve a comparison rather than adding more technical labels. Keep bottle material, starting dryness, room and observation interval similar, while changing the bottle’s initial temperature. Discuss remaining differences. No temperature number should be invented from touch or a picture. Energy transfer during melting also need not produce a temperature rise, so melting alone is not a temperature measurement.
CHAPTER 11 OF 12 · Support and move forward
11. Check understanding with a new example
Use a different set of before-and-after pictures for a progress check. Ask the child to explain one state change, distinguish it from dissolving or absorption, and write one observation without adding an unobserved cause. Record the child’s actual wording. ‘Said the water entered the paper and did not call it a gas’ identifies a useful connection more clearly than a broad score.
When the idea transfers to a new picture, add a second language for just one word pair. If the learner recognises the change but hesitates over a translation, provide the word cue and keep the explanation. If the direction is unclear, return to the arrows. Independent explanation in a new context is a later goal; accurate pointing is already meaningful progress for a beginner.
CHAPTER 12 OF 12 · Support and move forward
12. Questions, sources and next reading
Do children need to learn all four languages together?
No. Begin with a clear meaning in one familiar language. Add a second expression for one process at a time. The linked word numbers make comparison possible without requiring equal fluency in every language.
Is this a fixed age or school standard?
No. Ages 8–10 guide the examples and level of explanation. Adjust the number of words, reading demands and response method. Pointing correctly to a transition can show understanding before independent writing is ready.
Why does the lesson use water vapour rather than only steam?
Water vapour names the invisible gas clearly. Everyday steam language can also refer to a visible white mist containing liquid droplets. The lesson keeps the scientific state separate from that everyday appearance.
Is dissolving another word for melting?
No. Melting changes a solid into a liquid. In the salt-water example, salt disperses through water as a solution. The salt remains present, even though individual grains become hard to see.
Does a wet bottle always prove condensation?
No. The observation alone does not rule out a spill, a wet starting surface or a leak. Check the preparation and conditions. Condensation explains suitable cases where vapour from the surrounding air becomes liquid on a sufficiently cool surface.
Do we need heating equipment or a thermometer?
No heating is used. Pictures can support the full lesson. A thermometer is unnecessary for qualitative comparisons, but a precise numerical temperature claim needs appropriate measurement or supplied data. Do not invent a value from touch.
What if no droplets appear on our cool bottle?
Record that result honestly. Surface temperature, surrounding moisture and observation time affect what is visible. Use the story as a fictional example, then discuss which information would help explain your different observation.
How can we check that the words are understood?
Use a new before-and-after picture. Ask for starting state, ending state and the water’s destination, then contrast with absorption or dissolving. Add a second language only after the idea is clear enough to compare.
Sources for further exploration
- American Chemical Society · Solids, Liquids & Gases
- American Chemical Society · Changing State—Melting
- USGS Water Science School · Evaporation
- USGS Water Science School · Condensation
- American Chemical Society · Dissolving and Back Again