taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments Learning Objectives Suggested Learning Opportunities To present scientific ideas and thinking about Hook for learning on properties and changing materials- Preparation properties and changing materials. Is it possible to have a scenario for this area of e.g. Harry Potter’s Chamber of Changes, or – To consider what sources of information, the laboratory of a scientist!? including experience and a range of This unit has now been organised in terms of whether or not the change is reversible. The other sources, they will use to answer questions reversible changes are first. The type of processes covered in each session has been shown in orange. The reversible changes should children to learn about the following important processes: melting, evaporating, condensing and freezing/solidifying. Investigate . online To investigate the physical change melting. Physical change - Melting – To be able to name many examples of reversible Show the children the of materials and discuss whether or not they think they will change changes when heated. To be able to show information and results gained within a bar graph. - Although many children will know the term try to reinforce that this is a Drama ‘melting’, To be able to use scientific terms to describe This can be done by drama: all children act out solids by standing in lines, rows behind ‘process’. changes. each other and shuffling on the spot. When the of heating is used, the children have ‘method’ To be able to communicate using scientific more energy and thus move around the room holding hands in a chain. vocabulary. Fair-test Will different materials melt at different temperatures? –
taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments Learning Objectives Suggested Learning Opportunities To present scientific ideas and thinking about properties and changing materials. To consider what sources of information, including experience and a range of other sources, they will use to answer questions Hook for learning on properties and changing materials- Preparation Is it possible to have a scenario for this area of – e.g. Harry Potter’s Chamber of Changes, or the laboratory of a scientist!? This unit has now been organised in terms of whether or not the change is reversible. The reversible changes are first. The type of processes covered in each session has been shown in orange. The reversible changes should children to learn about the following important processes: melting, evaporating, condensing and freezing/solidifying. Investigate online . To investigate the physical change – melting. To be able to name many examples of reversible changes To be able to show information and results gained within a bar graph. To be able to use scientific terms to describe changes. To be able to communicate using scientific vocabulary. Physical change - Melting Show the children the of materials and discuss whether or not they think they will change when heated. Drama - Although many children will know the term ‘melting’, try to reinforce that this is a ‘process’. This can be done by drama: all children act out solids by standing in lines, rows behind each other and shuffling on the spot. When the ‘method’ of heating is used, the children have more energy and thus move around the room holding hands in a chain. Fair-test – Will different materials melt at different temperatures?
Year%204%20Properties%20and%20changing%20materials.docx