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?
3.Exploration – Plaster of Paris and water 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). Children can make moulds from plasticene and fill with the mixture (consistency of ketchup works well). 4. Pattern-seeking – At what temperature will egg white change? Drop egg using a dropper into different temperatures of water to see at what temperature it changes. • To be able to identify patterns in date shown in a range of formats. • To be able to name a number of examples of irreversible changes. • To be able to use scientific terms to describe changes. • To be able to identify a range of contexts in which changes take place. Joseph Priestley – the discovery of ‘An investigation to compare how 4 fabrics burn’ Use this as an opportunity to discuss with children the application of science and the jobs that scientists do. Explore/pattern-seeking -Do all candles burn at the same rate? As this activity might take a little bit of time, set it up at the start of the session and record when the pins drop out or a mark has been reached. Children could put pins into candles at regular intervals. They can then time how long it takes before each of the pins drops out. They could let the candles burn for a set period and then weigh what is left. Children could then produce line graphs and explain what has happened. Exploration – Burning different materials Health and safety – Begin my demonstrating to the children exactly how they are being expected to burn the materials. 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