Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/texture change and heat given out/taken in. Gives examples of everyday substances (chocolate, bread, candles and glass) and their changes of state. Uses the terms soluble, insoluble, dissolve, solution, and solvent correctly. I have participated in Demonstrates through practical activity that a mixture of solids of different sizes practical activities to can be separated using a sieve or magnet, for example, sand and peas, salt and separate simple mixtures of iron filings. substances and can relate Explains that insoluble solids of different sizes can be separated by filtering (or my findings to my everyday sieving). experience. Explains that dissolved materials (soluble solids) cannot be separated by filtering SCN 2-16a but can be separated by evaporation. Relates findings of practical investigations about dissolving to everyday experiences. Explains that the quantity of substance that dissolves is affected by a range of By investigating common conditions temperature, time, amount of substance and amount of solvent. – conditions that increase the States that that stirring can speed up dissolving. amount of substance that will Explains that powder will dissolve faster than big dissolve or the speed of Explains that the quantity of substance that can be dissolved can be increased up dissolving, I can relate my to a point by heating. findings to the world around Relates learning about the quantity and rate of dissolving to everyday examples me. such as dissolving sugar in tea or salt in water (granules or big crystals, hot or SCN 2-16b cold liquid, stirred or not stirred). Earth’s States that the Earth’s structure comprises of the core, mantle and the crust. Having explored the materials substances that make up States that the three main types of rocks are sedimentary, igneous and Earth’s surface, I can metamorphic and describes how they are formed and their different properties compare some of their and uses. characteristics and uses. Describes that soil is a mixture of tiny pieces of rock and organic material SCN 2-17a (humus), living organisms, airspaces and water. Explains that the composition of soil depends on the type of rock materials and the of organisms present.
I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience. SCN 2-16a By investigating common conditions that increase the amount of substance that will dissolve or the speed of dissolving, I can relate my findings to the world around me. SCN 2-16b Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/texture change and heat given out/taken in. Gives examples of everyday substances (chocolate, bread, candles and glass) and their changes of state. Uses the terms soluble, insoluble, dissolve, solution, and solvent correctly. Demonstrates through practical activity that a mixture of solids of different sizes can be separated using a sieve or magnet, for example, sand and peas, salt and iron filings. Explains that insoluble solids of different sizes can be separated by filtering (or sieving). Explains that dissolved materials (soluble solids) cannot be separated by filtering but can be separated by evaporation. Relates findings of practical investigations about dissolving to everyday experiences. Explains that the quantity of substance that dissolves is affected by a range of conditions – temperature, time, amount of substance and amount of solvent. States that that stirring can speed up dissolving. Explains that powder will dissolve faster than big Explains that the quantity of substance that can be dissolved can be increased up to a point by heating. Relates learning about the quantity and rate of dissolving to everyday examples such as dissolving sugar in tea or salt in water (granules or big crystals, hot or cold liquid, stirred or not stirred). Earth’s materials Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses. SCN 2-17a States that the Earth’s structure comprises of the core, mantle and the crust. States that the three main types of rocks are sedimentary, igneous and metamorphic and describes how they are formed and their different properties and uses. Describes that soil is a mixture of tiny pieces of rock and organic material (humus), living organisms, airspaces and water. Explains that the composition of soil depends on the type of rock materials and the of organisms present.
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