5D Changing State

Week 1
QCA Learning Objective

Teaching and Learning Activities Concept map Review the class understanding of solids, liquids and gases by brainstorming ideas Each child will draw a concept map using terms and linking relevant words (solids, liquid, gas, melt, freeze, water, ice, change, cool, warm, flow, change shape, volume, powder, evaporate). Watch Solids, Liquids, and Gases: A First Look. (17:00) Properties Look at the animations and write down some properties about solids, liquids and gases http://www.abpischools.org.uk/page/modules/solids-liquids-gases/slg2.cfm?age=Age %20Range%207%2D11&subject=Science Children answer the ten questions in the quiz http://www.teachingandlearningresources.co.uk/solidsliquids.shtml Evaporation Discuss what evaporation is and what factors can speed up evaporation Show some examples of evaporation occurring; puddles in the playground, clothes drying on a clothes horse, wet hair drying after swimming, water boiling in the kettle Discuss what the difference between evaporation and boiling is Children will write and draw explaining what evaporation is and real life examples Investigating evaporation 1 Discuss with the children what liquids they think will evaporate Have ready; water, salty water, orange juice, nail varnish, perfume, coke, milk, tea, cooking oil etc. Discuss what fair testing is and why they can smell some of the liquids from a distance

To discuss what the properties of solids, liquids and gases are To draw a concept map showing ideas

To explain what evaporation is and what factors could speed up evaporation To investigate which liquids other than water will evaporate To discuss the importance of fair

tests and accurate measurements To set up an investigation to compare water evaporation rates To draw conclusions from their findings To draw a line graph showing the speed of evaporation

Children draw a results table and predict which liquids will evaporate Pour the same amount of different liquids into petri dishes and observe for evaporation over time Record results and draw conclusions

Investigating evaporation 2 Discuss how we could investigate What makes a difference to how quickly washing dries? What affects how fast a puddle dries up and how can we turn it into a form that could be tested? Discuss possible relevant factors eg temperature, wind, amount (volume) of water surface area and how these might be investigated. Help children to plan a fair test to investigate their question Compare container shapes and sizes, different locations etc. Discuss what evidence we will need to get Children write up the experiment in a scientific style; aim, equipment, method, diagrams, results and conclusions Plot the results onto a line graph Homework: Show pictures of appliances like hairdryers, tumble dryers, rotary clothes line and ask the children to explain how these help to make things dry more quickly. Design a poster advertising an appliance which dries and use persuasive language to sell it Condensation Review work on evaporation and changing states, drag and drop to review http://www.crickweb.co.uk/assets/resources/flash.php?&file=changingstate Discuss what is meant by condensation and children give examples Demonstrate what happens when steam from a kettle hits a cold surface Discuss with the children what happens to water vapour when it cools down. Discuss with children where in their homes they see water collecting on surfaces eg in the kitchen, bathroom

To give a definition and examples of condensation To predict what will happen to the ice and water in the experiment To explain why condensation occurs

in a number of situations To make careful observations and draw conclusions To describe that droplets of water are formed on the cold surface To explain that air contains water vapour which cannot be seen but may condense when it hits a cold surface To know that the boiling and freezing points of pure water To conduct an experiment safely To make accurate measurements on their thermometers To predict what will happen to the ice in the beaker and the

Complete the cloze procedure on condensation on http://www.nwnet.org.uk/pages/ict_curric/science/downloads/science_unit5d.ppt#262,7, Slide 7 Discuss what the children think will happen when ice cubes are placed in the centre of cling film covering a container of hot/warm water. The children set up their own experiment and find out Ask the children to feel the cling film to see how warm it is in different places and to observe the size of the droplets. Ask children to illustrate in diagrams and annotate to explain what happens. Show the children examples of condensation where there is no obvious source of water vapour eg breathing on a cold window pane, droplets of water collecting on a metal glass containing mixture of ice and water, droplets of water collecting on a can of soft drink from the freezer. Discuss with the children where they think the water came from and to record in a drawing with annotation.

Boiling Discuss that when a liquid boils it cannot get any hotter and changes into a gas Recap on the boiling and freezing points of pure water The children will be put with a partner and each will receive a Bunsen burner etc and conduct an experiment to find out what happens when water boils, how long this will take and then how long the water will take to return to room temperature The children will take measurements every two minutes and record their data When the experiment is completed the children will write up their findings and draw conclusions. Melting Measure the temperature of a mixture of ice and water at five minute intervals over a period of two or three hours. Discuss what the data shows about the melting temperatures of ice and the temperature of the

temperature of the water

room Complete the questions on boiling http://www.nwnet.org.uk/pages/ict_curric/science/downloads/science_unit5d.ppt#265,10, Slide 10 Homework: Watch Matter and Its Properties: Exploring Phases of Matter. (18:58) and write a paragraph about what has been understood .Changes of state To know that melting, Watch Solids, Liquids, and Gases. (21:00) freezing, condensing Discuss what reversible and irreversible changes are and evaporating are Children make a poster which explains the six changes of state in terms of changing state and all changes of state then specific examples of each one which can be Good assessment of children learning reversed. Answer the SATS type questions and quiz http://www.woodlands-junior.kent.sch.uk/revision/Science/materials.html http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_state.shtml To know that water evaporates from The water cycle oceans, seas and Discuss what the water cycle is lakes, condenses as Look at the diagram and get the children to explain the processes involved clouds and falls as http://www.nwnet.org.uk/pages/ict_curric/science/downloads/science_unit5d.ppt#278,23, rain. Slide 23 To interpret the water cycle in terms of all the processes involved. Children will write about the water cycle; either from the point of view of a drop of water or an explanation

End of unit assessment