year 5 - properties and changes of materials

1

Kent Scheme of Work for Primary Science, 2014, Edukent

Year 5 - Properties and changes of materials

Reference to the Programme of Study 2014 Pupils should be taught to:

Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

Understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes

associated with burning and the action of acid on bicarbonate of soda. The learning journey – ‘Materials’

Year group Statutory Requirements from the Programme of Study 1 . Distinguish between and object and the material from which it is made.

Identify and name a variety of everyday materials, including wood, plastic, glass, water and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their physical properties.

2 Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. 3 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter.

2


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

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this

happens in degrees Celsius (°C)

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

5 Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

Understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and

evaporating

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals,

wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including

changes associated with burning and the action of acid on bicarbonate of soda.

How the children should learn science at Upper Key Stage 2

The principal focus of science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At Upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

3


Suggestions for Working Scientifically Pupils might work scientifically by: carrying out tests to answer questions, for example, ‘Which materials would be the most effective for making a warm jacket, for wrapping ice cream to stop it melting, or for making blackout curtains?’ They might compare materials in order to make a switch in a circuit. They could observe and compare the changes that take place, for example, when burning different materials or baking bread or cakes. They might research and discuss how chemical changes have an impact on our lives, for example, cooking, and discuss the creative use of new materials such as polymers, super-sticky and super-thin materials. These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study. Planning enquires. Children should plan different types of enquiry to answer questions.

Identifying variables. Children should recognize and control variables where necessary.

Secondary sources. Children should recognize when secondary sources will be most useful to research their ideas and begin to separate opinion from fact.

Using equipment. They should choose the most appropriate equipment. Children should take measurements, using a range of scientific equipment with

increasing accuracy and precision.

Collecting data. They should make their own decisions about what observations to make, what measurements to use, and how long make them for.

Recording. They should choose how to record data. Children should record data and results of increasing complexity using scientific diagrams and labels,

classification keys, tables and bar and line graphs. They should report and present findings from enquires, including conclusions, causal relationships and

explanations of results (in oral and written forms).

Analysing data. Children should use test results to make predictions to set up further comparative and fair test. They should use simple models to describe

scientific ideas. They should identify scientific evidence that has been used to support or refute ideas or arguments.

Making Improvements. They should use their results to identify when further tests and observations might be needed

Preparation for this unit of study Display. Ensure that you create a display board containing the key vocabulary for this topic. Place a table in front of the display on which to place a variety of materials in different states, as well as key questions and information about scientists in this field. It would also be a good idea to put out the different equipment (sieves, funnels, beakers, etc) labelled with their proper names.

4


Resources

A range of equipment used for observing and measuring

A mystery box

Cups made from different materials

Data-loggers

Spoons made from different materials

Butter

Range of fabrics and materials

Beakers

Labels/bibs for drama

Data-loggers with temperature probes

Ice balloons

Range of fabrics

Components for making simple circuits

A range of materials to test for conductivity of electricity (including different metals)

Different sugars

Digital microscope

Beakers

Thermos flasks for safe access to warm water

Thermometers


5


Spoons

Sieves of various sizes

Funnels

Filter paper

A range of different papers

Metal bowls (e.g. dog bowls)

Sand

Nightlights

Nightlight holders

Small metal trays

Mirrors

Clingfilm

Plaster of Paris

Egg white

Vinegar

Bicarbonate of soda

Safe items to burn

Small pots with push down lids (e.g. Benecol yoghurt drink pots)

Syringes

Beakers

Stop watches

Different types of household liquids: e.g. salad cream, vinegar, shower gel, milk shake, coke, etc

6


Key vocabulary

Thermal conductivity – thermal conductor, thermal insulator

Electrical conductivity – electrical conductor, electrical insulator

Dissolving – Solvent, solution, solute, soluble, insoluble, solid, liquid, particles, suspensions

Separating materials – Sieve, filter, evaporate, condense

Key information for teachers

Thermal conductivity

Thermal conductivity is the ability to transfer heat from one object to another. So, wood and metal at the same temperature will feel very different because metal is a good thermal conductor; will conduct heat away from your body and thus feel cold. On the other hand, being a poor conductor, wood will not conduct heat away from the body so well and will thus feel warm.

Some materials do not transfer heat easily, but slow it down; these are poor thermal conductors but good thermal insulators. These materials keep things warm but also prevent cold things from warming up. Thus, children will need to understand that clothes work by keeping the natural body warmth near to from escaping; they don’t provide us with heat.

Electrical conductors

Materials that can be used in a working electrical circuit are known as electrical conductors. All metals can conduct electricity. Electrical insulators do not conduct electricity.

Good thermal conductors are generally good electrical conductors.

Heating and cooling materials

7


Heating and cooling materials can bring about changes in state. If the change is just physical then it can be reversed. However, the change could be chemical and is likely to be permanent.

Mixing and dissolving materials

A mixture is formed when two or more materials have been mixed and are physically not chemically combined, and can be separated by physical means (sieving, filtering, evaporation, etc)

When materials dissolve they form a solution. The solid material is called the solute and the liquid is called the solvent

The particles in a solid are arranged in close-fitting rows, held together by attractive forces. The particles in a liquid are moving about and have a little more energy. When a solid is dissolved in a liquid, some of the liquid particles will knock into the particles on the surface of the solid and knock them off. These soli particles take their place in spaces between the liquid particles. Over time, more and more particles will be brought into solution in this way. When you break up solids into smaller pieces, there will be more surface particles to be bumped into and so the solid will dissolve more quickly. Heating the liquid causes the liquid particles to move about more as they will have more energy. They will therefore bump into solid particles more frequently. There will be a point at which all the spaces have been filled. This is the saturation point.

Insoluble particles are those that are too big to be held between the liquid particles

Some particles form suspensions; i.e. are small enough to be temporarily held in the liquid, but do eventually settle. These look different o solutions because they are cloudy rather than clear.

Irreversible Changes

A chemical change is a change during which new materials are formed. This occurs because there is a rearrangement of the atoms present. Many of these chemical changes are not reversible.

Burning – Many substances burn when heated and are described as flammable. When materials burn they react with oxygen in the air to produce new materials. When a candle is lit one can see that some of the solid wax melts to form liquid wax. This liquid wax then evaporates to form wax vapour. The wax vapour burns and produces carbon dioxide and water (the oxides that are produced from the carbon and hydrogen atoms present in the candle wax).

Key Scientists

Antoine Lavoisier (1743 - 1794)

8


Dmitri Mendeleyev (1834 - 1907)

Sir Humphry Davy (1778 - 1829)

John Dalton (1766 - 1844)

Marie Curie (1967-1934)

Royal Society of Chemistry – ‘The 175 Faces of Chemistry’ provides information on contemporary chemists and chemists of the past - http://www.rsc.org/diversity/175-faces/all-faces

Learning Expectations Possible Tasks Resources

Hook – The Science Laboratory Just like in Key Stage 1, you could set up your classroom as a science laboratory. This might help the children make an association with ‘materials’ and doing particular types of scientific enquiries. A ‘Careful, scientists at work’ sign could be placed on the door. On entering the ‘laboratory’ for the first time the children could be faced with tables on which you have placed a range of scientific equipment. A digital microscope could be showing something interesting on the white board. ‘Lab jackets’ (used white blouses/shirts) could be hung up on the back of each of the children’s chairs.

You could begin this area of science by showing some of the jobs related to chemistry. These can be found on the Royal Society of Chemistry website - http://www.rsc.org/diversity/175-faces/all-faces

You could even share the work of one of the famous scientists of the past.

Game – Mystery equipment

During this unit the children will have opportunities to use many types of different equipment. This game can be used by children to recognise the name of the equipment, as well as understand its purpose.

A range of equipment used for observing and measuring

A mystery box

http://www.rsc.org/diversity/175-faces/all-faces



9



Without the children seeing, place a piece of equipment in a box. The children must then discuss questions that they could ask in order to recognise the piece of equipment. A group at a time could ask a question. When they think they know what it is, they can write in on their own wipe board.

Deep thinking time There are a range of thinking tasks that you can give the children throughout this unit of work:

1. Positive, negative and fascinating – For example, ask the children what is positive, negative and fascinating about a chocolate door handle.

2. Odd one out – For example; glass, paper and wood

To be able to compare and group together everyday materials based on evidence from comparative and fair tests, including their conductivity of heat.

To be able to give

reasons, based on

evidence from

comparative and fair

tests, for the

particular uses of

Comparative test – Which cups let through the most heat?

Allow children to feel cups filled with warm water (no warmer than 60 degrees Celsius). Each of the cups should be made from a different material.

Share with the children the terms thermal conductor and thermal insulator.

Children could use a temperature probe attached to a data-logger to measure the temperature of the water in each of the cups over time.

Recording

The children could either draw their own line graph; a line for each of the cups, or they could print off the line graph produced by the data-logger, stick this in their books and then refer to it in their explanation.

Comparative test – Which material is best at conducting heat?

Cups made from different materials

Thermos flasks for storing hot water safely

Beakers

Data-loggers

Spoons made from different materials

Butter

10



everyday materials,

including metals,

wood and plastic.

To take accurate measurements using a data-logger.

Show children the spoons all made from different materials. Ask them to figure out how they could use these spoons to work out which material is best at conducting heat.

Warm water can be placed in a bowl. Cut holes in a card lid for the bowl large enough for the handles of spoons to poke through. Place spoons made from different materials through each of the holes in the lid and place on the bowl. Place a blob of butter on the end of each of the spoons. The children could time how long it takes the lump of butter to reach the lid.

Recording

The children can draw the spoons in the bowl and label each spoon with an explanation about what happened. Encourage them to use the words ‘thermal conductor’.

Deep thinking time – Why are these objects made from particular materials? Can children relate their findings to the materials that some of the following objects are made from: saucepans, radiators, roof insulation, double gazing, coffee cup holders, hot water bottles, chip paper, etc


To be able to measure accurately using a thermometer.

To be able to record

Fair –test investigation – Which material is best at keeping the tea warm?

http://www.bbc.co.uk/learningzone/clips/heat-and-insulation/2166.html

Hook - The video above shows how thermal insulators work in a range of contexts.

Hook – Beginning with evidence. Use the graph below to introduce the task.

Ask the children to use the graph to work out which cup kept the water the warmest for the longest time. Ask them to explain which type of material they think each of the cups was made from. They can then be asked to design their own investigation in order to find their own set of results

Range of fabrics and materials

Beakers



http://www.bbc.co.uk/learningzone/clips/heat-and-insulation/2166.html

11



data in a line graph.

To be able to use test results to make predictions to set up further comparative and fair tests.

60

38

23 23 23

60

42

31

2523

60

48

28

23 23

15

24

33

42

51

60

0 5 10 15 20

A B

C

Which cup keeps a warm drink the warmest for the longest time?

Time (minutes)

Cups R Us

Te

mp

era

ture

(De

gre

es

Ce

lsiu

s)

Children could fill beakers with same amount of warm ‘tea’, wrap each with a different material and then measure the temperature every 5 minutes or take a final reading only after 20 minutes.

Recording

During this investigation there will be time for children to draw different objects and scenarios and explain how things are being kept warm or being kept cold: hats, chip papers, packed lunch boxes, Thermos flasks, sleeping bags, etc

Children could record their results in both a table and a line graph.

Drama – developing an explanation Some children could act out being the heat inside a cup of tea. Other children act out being the material around the tea. Some of the materials (e.g. wool) make it harder for heat to travel outwards than others (e.g. metal).

12



Children should note down any patterns in their results. They must also explain what happened using the term ‘thermal conductor’ and ‘thermal insulator’.

Problem-solve – How do you keep the tea the warmest for the longest amount of time? Using all their knowledge of thermal insulation, the children can do a range of things to a beaker of hot water in order to try and keep it warm; add a lid and wrap it with several layers of insulating materials. You could find out after every 5 minutes whose design is working the best.


To be able to report and present findings from enquiries, including conclusions, causal relationships and explanations.

Simple test – What affect will a coat have a person and an ice man?

http://www.bbc.co.uk/learningzone/clips/drysuits-wetsuits-and-insulation/2169.html

The video above clearly shows how wetsuits and dry suits work.

Discuss what children think will happen to the heat from the person and the heat from outside of the snowman when they are each covered in a layer of material (i.e. a coat).

Ask children for ideas for what they could use to represent the iceman and the man. They could make an ice balloon (water frozen in a balloon) for the iceman and beaker containing warm water (up to 60 degrees Celsius) for the person.

Allow small groups of children to investigate what happened to the ‘iceman’ and ‘person’ when they are wrapped with an identical piece of fabric. They could further extend this investigation to find out which material makes the best insulator for the ice man (i.e. the material that will be best at slowing down the rate at which it melts).

Recording

The children could draw the iceman and person dressed in the fabric. They could use labels and arrows to show where the heat is moving from and which direction it is travelling. Encourage them to use the term ‘thermal insulator’.

Ice balloons

Beaker

Range of fabrics

Thermos flask for safe access to warm water

http://www.bbc.co.uk/learningzone/clips/drysuits-wetsuits-and-insulation/2169.html

13



To be able to compare and group together everyday materials based on evidence from comparative and fair tests, including their conductivity of electricity.

To be able to plan a scientific enquiry that will answer a question.

Simple test – Which materials allow electricity to pass through them?

Children can devise their own investigation to find out which materials conduct electricity. They will probably choose first to make a working simple series circuit in which they will place a gap to test the different materials.

Simple test 2 - Which metals are the best conductors of electricity?

Children can use strips of different metals or objects made from different metals to find out which are the best at conducting electricity.

Recording

The children could record their results in a chart.

The children could explain their results using the terms ‘electrical conductor’ and ‘electrical insulator’.

Components for making simple circuits

A range of materials to test for conductivity of electricity (including different metals)

To be able to

understand that

some materials will

dissolve in liquid to

form a solution, and

describe how to

recover a substance

from a solution.

Investigative fair-test – What affects how well sugar dissolves?

Introduce the children to dissolving. To ensure that children do not think that sugar disappears in water, allow them to mix sugar in a clean cup of water. Even though they can no longer see the sugar, they should be able to taste it.

Hook - You can then create a context for their investigation – e.g. Teachers whinging in the staffroom that their sugar takes to long to dissolve!

Hook 2 – Allow the children to carefully observe different sugars using a digital microscope. Are there any clues about how long they might take to dissolve?

Evaluating an investigation

Different sugars

Digital microscope

Beakers

Thermos flasks for safe access to warm water

Thermometers


Spoons

14



To be able to recognise control variables when planning a fair-test.

To be able to evaluate an enquiry in terms of the amount of trust one can have in it.

This could be a good opportunity to develop the children’s understanding of why they take repeated measurements/observations.

Show the children the table of results below. You could reveal each column of results one at a time. Each time, ask the children to explain what the results are showing. Do their explanations change as more data is revealed? Can they spot any dodgy data?

How does the temperature of the water affect the time it takes for the sugar cube to dissolve?

Temperature of water (degrees Celsius)

1st try

Time to dissolve (seconds)

1st try


1st try


1st try


Average time to dissolve (seconds)

15 30 31 20 31

25 27 29 29 28

35 24 27 25 25

45 21 27 23 24

The children can then create their own fair-test to find out how a particular factor affects the rate at which sugar will dissolve. The children could use fair-test post-its and posters to help scaffold their planning. Encourage the children to think about the reliability of their findings; i.e. are they repeating their investigations?

Recording

The children should record the variables: that are staying the same, the one being changed, and the one being measured/observed.

15



The children could record their results in a table.

In order to develop their explanation, allow the children to first act out being the water and the sugar. This way they think carefully about what they have done to the sugar or the water to make it easier for the sugar to dissolve in the water. Now ask them to record some key words that will feature in their explanations. Finally, use this thinking and the key words to record a sentence or two.

The children could use this as an opportunity to evaluate their investigation: FAR (Fairness, Accuracy and Reliability). Fair – have they kept all the variables the same apart from the one being changed? Accuracy – how accurate were their measurements? Reliability – were the repeated measurements very similar? Maybe they could then suggest improvements for their investigation.

Problem-solve – What are the best conditions for dissolving sugar in the fastest time?

To extend their understanding, the children could analyse the results of different groups of children who have been investigating different factors, and then decide on the best conditions for dissolving sugar. They can then try out this combination of ideas.

Recording

The children can draw how they set up their investigation. They could show what happened. They could try to explain what happened.

To be able to use

knowledge of solids,

liquids and gases to

decide how mixtures

might be separated,

Simple test – How can we separate mixtures of different solids? Give children an opportunity to separate some mixtures through using sieves with different sizes of mesh: lumps from flour, rice from salt, coffee from coffee beans, stones from soil, different size seeds, sugar from sugar lumps, buttons in a button box, etc

Explore – Separating through filtering

Sieves of various sizes

Funnels

Filter paper

A range of different papers

16



including through

filtering, sieving and

evaporating.

To be able to

demonstrate that

dissolving, mixing

and changes of state

are reversible

changes.

Children can place tea bags into warm water and explain what they think is happening. Demonstrate making coffee with a coffee filter. Model to children how to fold a piece of filter paper so that it will fit within a funnel. The children can then use this equipment to separate soil and water mixtures. Challenge them to try and clean the water as much as possible. They might accomplish this by filtering the mixture several times, or by placing several layers of filter paper in the funnel Fair-test – What is the best material for filtering? A good system for trying out other filters than with a filter funnel is to use a plastic 2L bottle – cut off the top third and put muslin or nylon over the neck and invert this into the base of the bottle. Now you can place your filtering materials in the inverted third. Children could try: washed gravel, washed sand, cotton wool, steel wool, muslin or nylon tights. Children could then go on to investigate using different numbers of layers. Recording The children could draw what they did. They can explain what they found out.

To be able to use



decide how mixtures

might be separated,

including through


Simple test – Separating through evaporation Discuss with children what happens to the water on the playground over time. Drama – In small groups the children could use drama to demonstrate their understanding of changing states. Provide them with following vocabulary: ‘solid, liquid, gas, add heat, reduce heat (cool), melt, evaporate, condense and solidify.’ (They should have learnt much about changes of state in Lower Key Stage 2). Ask the children to think about how there understanding changing states could assist them when

Metal bowls (e.g. dog bowls)

Sand

Nightlights

17



evaporating.

Understand that

some materials will

dissolve in liquid to

form a solution, and

describe how to

recover a substance

from a solution.

To be able to

demonstrate that

dissolving, mixing

and changes of state

are reversible

changes.

To be able to report and present findings from enquiries, including conclusions, causal relationships and

trying to work out how to separate water from salt. The children could try heating a mixture of salt and water in a small metal tray on a night light holder. They can try to condense some of the water vapour onto a mirror. The salt can be views under the digital microscope. Problem-solving – How could you separate water from salt if your only heat source was the Sun? The children could try modelling their ideas by:

Placing a few centimetres of salty water in a mixing bowl.

Place a small beaker in the centre of the beaker.

Stretch some Clingfilm over the opening of the bowl and place a weight in the middle of the Clingfilm (thus making it dip above the small beaker).

They could then either try heating the mixture with a lamp or they could leave this equipment outside on a sunny day.

The water should evaporate, and then condense on the Clingfilm, before dripping into the small beaker below the Clingfilm. Recording The children could draw how they set up their equipment. They can use words and arrows to explain what happened over time.

Nightlight holders

Small metal trays

Mirrors

Clingfilm

18



explanations.

To be able to explain

that some changes

result in the

formation of new

materials, and that

this kind of change is

not usually

reversible, including

changes associated

with burning and the

action of acid on

bicarbonate of soda.

To be able to report and present findings from enquiries, including conclusions, causal

Simple tests – Which changes cannot be easily reversed?

Start by recapping some the changes that they have already experienced; changes of state, dissolving and making mixtures. Ask them whether these changes could be reversed. These examples that they have studied are all changes that can be reversed.

Hook – Show the video below and ask the children to note down the different changes that they see and whether they think these can be reversed:

http://www.bbc.co.uk/learningzone/clips/changes-in-the-state-of-materials-clip-compilation/2286.html

1. Simple test – What happens when we mix water with plaster of Paris? Can you separate them?

Place around 2cm deep of plaster of Paris in the bottom of a plastic cup. Slowly add water. Measure the temperature change with a thermometer or temperature probe attached to a data-logger (wrap in Clingfilm to prevent the plaster of Paris sticking to it). Make sure that you remove the temperature probe before the plaster sets! The children should observe a change in temperature as the heat is released in this reaction. Make sure you test this beforehand to find out how long was required for the reaction to make a significant change to the temperature. 2. Simple test – What happens to egg white when it is heated? Children can use the same equipment as outlined in the test above when trying to evaporate

Plaster of Paris

Egg white

Vinegar

Bicarbonate of soda

Data-logger with temperature probe

Clingfilm



19



relationships and explanations.

water. The egg white can be placed in the metal tray, which in turn will sit on the nightlight holder above a flame. 3. Simple test – What happens when we mix bicarbonate of soda with vinegar? The children can explore adding different amount of vinegar to bicarbonate of soda. Recording For each of these simple tests, the children can draw the before and after stages. They will also need to indicate whether or not they think the change is reversible.


that some changes

result in the

formation of new

materials, and that


not usually


changes associated


action of acid on


Simple test – What happens to a material when it burns? Health and Safety – Begin by demonstrating to the children exactly how they are being expected to burn the materials. Do not use anything that gives off a dark smoke. Allow children to burn small pieces of material on pins attached to corks on the end of metal knitting needles (alternatively wooden pegs attached to metal knitting needles) – stamp out in sand if it begins to burn. These must be held a few centimetres above sand within the metal bowl. They only need to be 2cm squared at most. E.g. cereals, pasta, crackers, dead matches, wool, birthday candle, paper, etc. Recording The children could record the following observations/measurements in a chart: how easy it was to ignite, how it changed, smells, time it burnt for, and what was left.

Deep thinking time – Where does the water come from? How was the flame extinguished?

Place a glass jar over a burning candle and observe. Droplets of water should be seen condensing inside the glass. The candle may be extinguished by another gas (carbon dioxide). Can the children explain where the water came from and why the candle was extinguished?

Drama/modelling – Although we do not often talk about elements with children, this might be an

Metal knitting needles and/or metal tent pegs

Metal trays with sand in

Wooden clothes pegs

Safe items to burn


20



experience that can be enhanced by knowing a little about them. Candles are composed of hydrocarbons (hydrogen and carbon elements). When burning occurs these combine with the oxygen that is in the air – forming water (H2O) and carbon dioxide (CO2). Thus, about a third of the class can wear ‘O’ labels, a third ‘H’ labels and a third ‘C’ labels. When burning occurs the ‘O’ children can combine in the right amounts with the ‘C’ children and the ‘H’ children; i.e. two ‘O’ children with each ‘C’ child, and one ‘O’ children with two ‘H’ children.

Recording

The children can draw their burning candle; using words around their drawings to explain what is happening.


that some changes

result in the

formation of new

materials, and that


not usually


changes associated


action of acid on


To be able to

Investigative fair test – What affects how quickly carbon dioxide is created in the reaction between a vitamin tablet and water? Explore – The children should add a piece of an effervescent vitamin tablet to a beaker of water. Ask them to explain what the bubbles are and where they came from. Now ask the children to part fill with water a small container with a push down lid (e.g. a Benecol yoghurt drink container). The children can then place a whole vitamin tablet into the container, and then quickly push down the lid. After a short while the lid should pop off. To control the mess, do this investigation in a tray. The children can then use fair-test posters and post-its to plan their own fair test. The children could choose to change: the amount of tablet, the temperature of the water (obviously not too warm was this water will spread when the lid launches), the type of liquid, the type of tablet or the amount of water. They should a stop watch to measure how long the reaction takes until there is enough gas to blow the lid off. Recording The children should record their own fair-test question – e.g. ‘Does the type of liquid affect the time that it takes the lid to pop off?’ They could also record their results and their explanation of

Small pots with push down lids (e.g. Benecol yoghurt drink pots)

Syringes

Beakers

Stop watches

Different types of household liquids: e.g. salad cream, vinegar, shower gel, milk shake, coke, etc

21



recognise and

control variables.

any patterns in these results.

22


Year 5 – Properties and changes of materials Assessing children’s knowledge and understanding of the nature, processes and methods of science

Learning expectation Group 1

(lower ability)

Group 2 (average ability)

Group 3 (higher ability)

Comments


To be able to

understand that some

materials will dissolve

in liquid to form a

solution, and describe

how to recover a

substance from a

solution.

To be able to use



23


decide how mixtures

might be separated,

including through


evaporating.

To be able to give

reasons, based on

evidence from

comparative and fair

tests, for the particular

uses of everyday

materials, including

metals, wood and

plastic.

To be able to

demonstrate that

dissolving, mixing and

changes of state are

reversible changes.


that some changes

24


result in the formation

of new materials, and

that this kind of change

is not usually


changes associated


action of acid on


To take accurate measurements using a data-logger.

To be able to measure accurately using a thermometer.

To be able to record data in a line graph.

To be able to use test results to make predictions to set up further comparative and fair tests.

To be able to report and present findings

25


from enquiries, including conclusions, causal relationships and explanations.

To be able to plan a scientific enquiry that will answer a question.

To be able to recognise control variables when planning a fair-test.

To be able to evaluate an enquiry in terms of the amount of trust one can have in it.

Children below the learning expectations

Children above the learning expectations

year 5 - properties and changes of materials

Documents