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Nickywin

NameSolids, liquids and separating them
Ownernickywin
Level4
TopicScience
UnitSolids and Liquids
DescriptionYear 4/5 planning
File 155_Science med plan -Solids, Liquids and separating them.doc
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Unit 6B Micro-organisms (short unit)

SUBJECT : Science 4D QCA - Materials

BROADHEATHPRIMARYSCHOOL MEDIUM TERMPLAN Solids, Liquidsand separating them

CLASS: 4

TERM: Autumn2007

TEACHER: MrsWinstanley


LEARNINGOBJECTIVES

P.O.S

GROUP/WHOLE CLASSWORK

ICT &RESOURCES

VOCAB

SUCCESSCRITERIA (Remember to)

Children will learnto: identify solids & liquids that there are liquids other thanwater

 

KeyQuestions

How could you describethis material without giving its name? Can you put these intogroups? How have you chosen these groups? Can you group thesematerials in two groups? How have you grouped the items? What is aliquid? Can you name some? What does it mean if we call a materiala solid?

1a, b, 2b, c,

Input

Use Concept map programme.Elicit childrens existing knowledgeof materials: presenting them with collection ofsolids & ask to group them according to their own criteria,recording reasons for their choices Revise language for describingproperties. Present children with additionalitems (include liquids of differing viscosity) and ask them todivide them into two groups only. Discuss groupings. Introduceterms solid & liquid.

Activity

MA - Group a set of materialsidentifying & know properties for each group. Record results.(Children might use Venn diagrame)

A - Group a set of materialsnaming criteria / properties and record using a suggestedformat

LA - Discuss what each of asmall set of materials is like. Work with some support to groupusing prepared sheet.

Plenary

From group

Activity : Ask one or twogroups to show how they grouped the items. Pool / share vocabularyused to differentiate between/ group the solids Use http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtmlto ensure understanding. Vocabulary extension: - Ask for other words todescribe the various properties of the solids. Show two liquids andtwo solids: - Ask children to describe them andthen suggest two groupings. Reinforce notion of solid & liquid. Askfor a definition of - a liquid; - a solid Extend with moredifficult examples e.g. a sponge

Homework: List of some liquidsand some solids that you find in your kitchen at home.

Concept Mapprogramme IWB file showing different materials BBC science clipwebsite Different materials Sheet for support gp

 

 

Other adult - SupportLA: .develop vocabulary,.reinforce understanding via guidedquestioning

 

Sort, group,similar, similarities, different, difference, solid, liquid, hard,rigid, runny, wet, pour

- name some solids andsome liquids - describe the differences betweensolids and liquids - name a variety of solids and describesome of their

To make careful observationsand measurements of volume recording them in tables and usingthem to draw conclusions. Knowing that: - liquids do not change in volumewhen they are poured into a different container.

 

Key Questions

How can I find out how muchliquid is in this jug? What standard unit of measure could weuse?

When group Activitycompleted see Plenary

Questions e.g.Is theremore, the same or less water in here now? What can we say about aliquid when it is poured into different containers?

1a, b, 2b, c,

Input

IWB file Science_4dRevise howvolumes of liquids are measured. Ask children to find out andrecord in a table what happens to shape and volume when liquids arepoured from one container into a different shapedcontainer. Talk with children about theirresults and ask them to use them to make a generalisedstatement

Activity

MA Complete task unaided.Measure capacity of containers and record as per screen A Completetask with teacher. Measure capacity of containers and record as perscreen. LA Complete task sheet, practical experience and support.Measure capacity

Plenary

Review results and assessgeneral levels of understanding. Recorded work forformative/individual assessments.

  Measuringcylinders (volume) Variety of different shaped containers forliquids. Water, paper towels TA Assist children withdrawing anduse of table. Reinforce, with LA, notion of conservationof volume.

liquid, measure, volume,millilitres, scale, centimetres, shape, container, size, amount,height, width, constant

to appreciate that volume ismaintained but shape can alter depending upon the containerused. To measure accurately

That solids consisting of verysmall pieces behave like liquids in some ways.

Key Questions

What is a liquid? What is asolid? Is sand liquid or a solid? What happens when:a potcontaining sand/salt/sugar is tilted? You empty salt onto a flatlevel surface? You empty the same amount of waterand then salt out of a pots? How many spoonfuls needed?Can youexplain results?

1a, b, 2b, c,

Input

We are going to see how verysmall solids can behave like liquids.

Activity(in mixed ability Groups TA supportLA Ask children to explore and describe how powders and solidsconsisting of many pieces e.g. rice, salt, are different to liquidse.g. by tilting jars containing these, by trying to use sand to awater wheel, by sieving through gauze or fine mesh sieve. - Tryemptying the same volume of water and a powdered solid onto atea-spoon. How many spoonfuls does it take to empty same volume?Working in small groups: Investigate:

what happens to solidsconsisting of very small pieces when the container they are in istilted sharply. emptying the same volume of water andsmall particle solids using a tea-spoon. (try sand, salt orsugar) what happens when small particlesolids are emptied from their container

MA - Sketch results & write ownnotes.

A - Sketch and completenotes

LA - complete sheet

Plenary

Emphasise that powders consistof very small solid particles. Particle=very small piece. Reviewfindings from group activities.. Discuss results Review recorded workTogether with class: write a definition of apowder write statement about similarities &differences to liquids Homework: Make a list of solids in the homethat have small particles.

A range of powders & solidsconsisting or small particles salt, rice, sand, cocoa Containers.Volume measures. Plastic tea-spoons.

Solid, particle, pieces,powder, flow, pile, heap, shape, settle, similar

All children to knowthat:

1. Powders are made up of verysmall solid particles

2. Other very small solids alsobehave in a similar way to liquids. All children to know some ofthe ways in which solids with small particles behave:

They can flow

They can pour

They will take up the spacethey are poured into

Together they will settle andform heaps when poured on to a flat surface.

Week 2 Lesson 2That thesame material can exist both as a liquid and a solid. That liquidscan be changed to a solid by cooling and this is freezing orsolidifying. That a solid can be changed to a liquid by heating andthat this is melting.

KeyQuestions

What makes water turn solid?When and where would you see ice? What would make ice melt? Whatother solids will melt? How could we prevent some of these solidsfrom melting?

1a, b, 2b, c,

Input

Ask children to suggest whenthey have seen water freezing, and what conditions are necessaryfor this to happen. Ask them to suggest how to make ice melt.Elicit other familiar examples of substances melting or solidifyinge.g. wax running down the side of a candle, chocolate melting etc.Let them explore what happens to wax if it is held in the hand orput in a warm place ( No naked flames)Ask childrenhow to keep familiar materials e.g. ice, chocolate, butter frommelting & help them to appreciate relative temperature.

Activity

- All groups: Holdchocolate/wax/butter in hand say what happens. MA - Complete ownwritten notes and drawings explaining changes in state of everydaysolids & liquids. A - Complete support sheet with own notes andsketches. Hold chocolate / wax in hand say what happens. LA -Complete: drawings to show changes in state ofcommon solids.

Plenary

To read completed Solids &Liquids task sheet ~ agree correct responses. Share ideas anddiscuss changes that occur through cooling and heating. Discuss howsolids can be prevented from turning into liquids. Possiblehomework activities: Make a list of solids in the home that havesmall particles.

an ice-cream, ice-cube,candles, wax, pre-melted and misshaped chocolate bar, thermometers Link with Numeracy ~ reading scales

Solid, liquid, change, heat,melt, cool, freeze, solidify Could, might, if

Be aware that at certaintemperatures some everyday solids will melt or turn to asolid.

Week 3 Lesson 1& 2Differentsolids melt at different temperatures That melting and solidifyingor freezing are changes that can be reversed and are the reverse ofeach other

Key Questions

1. What makes some solidsmelt? 2. At what temperature does ice begin to melt? 3. Is this thesame temperature at which chocolate melts? 4. Can you find themelting point of other solids? 5. Once something has melted canit be changed back again? 6. How?

1a, b, 2b, c,

Learn Premium website, Scienceclips video, http://www.youtube.com/watch?v=W-BokGGxDBoUsesecondary sources e.g. video, CD-ROM pictures to illustrate moltenmetals or lava and emphasise that many materials have to be heatedbefore they melt. Ask children to use secondary sources to find outmore about melting metals and to record information about why thisis important.

1. Complete tasks sheets

2. Watch PowerPointPresentation

3. Use variety of referencebooks for additional information about uses of melting &solidifying.

4. Write a recipe for making anice-lolly.

5. Find out which foods need tobe defrosted before they are cooked.

MA & A - Record own informationabout uses of melting & solidifying solids.

LA - Use grid / table to recordinformation as above but with use of drawings & words.

Plenary

Ask groups to presentinformation that they have gathered. Review ice-lolly recipesTogetherdiscuss / explore info about common solids that are melted andreformed e.g. chocolate in cooking, solid, cooking fats, jelly,metals for casting, plastics in manufacturing

 

HOMEWORK - Design Ice-lolly athome and create recipe. Create advertising poster to sell newlolly,.

Use secondary sources e.g.video about volcanoes, Library reference materials CD-ROM pictures,PowerPoint resentation Task Sheet: Everyday temperatures &Changing Water http://www.youtube.com/watch?v=W-BokGGxDBoLearn Premium website Science clips video

terms relating to states ofmatter e.g. solid, liquid, melt, freeze, solidify,

Be aware of the range oftemperatures at which water freezes, melts & boils. Know that rockwill melt if the temperature is extremely high. Know that itreforms when it cools. Know that many other solids will melt ratherthan burn when heated. Know that we use melting and solidifying ofsolids to change

That solids can be mixed and itis often possible to get the original materials back To chooseappropriate apparatus for separating a mixture of solids.

 

Key Questions

How could I separate thismixture of different sized solids? Can you think of some solidswith tiny particles that are mixed when someone cooks? Imaginethere had been a mistake in the recipe and I needed to separate thesolids. How might I do this? What have you found works to separatethe mixture of solids that you were given?

1a, b, 2b, c,

Input

Demonstrate to children howsolid particles of different sizes can be separated by sieving.(Link with earlier work on soils KS1) Challenge children toseparate a mixture of e.g. sand, rice, dried peas and paper clipsusing their own techniques and to explain why these worked.

Activity

MA Show intentions. Separatemixture of sand, rice and paper-clips. Explain how this was done.Draw & label equipment used.

A Use planning sheet to showintentions. Separate mixture of marbles, sand and rice. Draw &label equipment used. Write briefly what was used for whichsolid.

LA Choose equipment. Separatemixture of cm cubes and sand. Use sketches to show what happened &write simple statement.

Plenary

MA - Group to explain theirchoice of equipment giving reasons for selection. A - Explainseparation technique and degree of success. LA - How was mixtureseparated paying particular attention to paper-clips & choice ofequipment. If time available: Give children examples of how sievingis used to separate other materials Homework: Find examplesof when sieving is used at home. Say why it is useful.

A range of sieves in differentsizes. A range of solid materials: rice, dried-peas, dry sand,marbles.

Mixture, separate, sieve,Particle size,

MA - Children have chosenappropriate equipment to separate given mixture. Notes and diagramsused to show understanding of process.

A - Planning sheet showschoice of equipment. Mixture separated efficiently. Statementsreflect understanding of process.

LA - Sensible choice ofequipment made. Mixture separated. Sketches show understanding ofprocess.

That change occurs when somesolids are added to water. To make careful observations, recordingresults in tables & make comparisons.

 

Key Questions

What happens when solids aremixed with water? How could we investigate this question? How couldwe record the results? What do you expect to find? What conclusionscan we draw for each solid? Can we make any generalobservations?

1a, b, 2b, c,

Input

Ask children to explore whathappens when a range of materials e.g. salt, instant coffee,sugar, flour, powder paint, chalk, sand, glass beads or marbles,plaster of Paris, are mixed with water and to group the solidsaccording to what happens, recording their results in atable.

Activity

Working in groups: Providechildren with plastic cups or beakers and a range of small particlesolids (powders), teaspoons

MA record intentions andexpectations Complete investigation recordingresults Discuss conclusions with teacher &write statements

A As above but with increasedguidance at planning stage

LA Carry out investigationas Directed Record results & discuss conclusionwith adult.

 

Plenary

A - All pupils to know:

Some powders/solids willdissolve in water and some will not.

Solution becomes saturatedand will not allow any more powder to dissolve in it

During Plenary

:Ask children to discuss theirinvestigations. What did they think would happen? Is this whatactually happened? What conclusions can be drawn?

Range of powders (solids);teaspoons; beakers; water. Timer or access to clock with secondshand, Paper-towels

Liquid, solid, small particles,powder, dissolve, saturate/d If, when, because, Prediction,conclusion Soluble, insoluble

MA - Improve ability to planand carry out independent investigations. Know some powders aresoluble in water and some are not. Refer to collected data whenconsidering conclusions.

A - Carry out an investigationsystematically, measure and record data accurately. With guidance:Draw conclusions and form written statements explainingfindings.

LA - Follow instructions &carry out investigation. Measure and record resultsaccurately

That when solids do notdissolve or react with the water they can be separated by filteringto choose apparatus to separate an undissolved solid from aliquid

 

 

Key Questions

How can I remove the (largesolids) stones from this water? How could I remove the (smallsolids) sand? Can you decide what apparatus would you use? Does thewater look clean? If there is anything left in it what might it be?(If children mention germs use opportunity to emphasisesafety)

1a, b, 2b, c,

Input

Ask children to suggest and tryout how they could clean the River Nile Water of stones & sand.Discuss why stone can be separated from water by coarse sieves butsand cannot. Ask for suggestions of how to modify the apparatus toget sand back possibly illustrating ideas using tea bags or coffeefilters. Children try out apparatus and materials e.g. muslin,paper towels, gauze bandage, blotting paper, fabrics they havesuggested and describe and explain what they did.

Activity

Present sample of DirtyRiver Severn Water and ask children to consider, individually, howthey would remove: a) the stones then b) the sand Children to usedrawings and simple notes to explain ideas. Next show range ofequipment and allow them to choose which they would use. Work ingroups/pairs to remove the undissolved solids.

Plenary

Discuss what happened and whatchildren discovered. Why were coarse sieves not able to removesmall particles of sand? Of those children who successfully removedsand particles, who managed to remove very fine particles and how?Show children filter papers designed for the job. Ask: When isfiltering needed?

 

 

Tank of dirty River Severnwater Washing up bowls to stand apparatus in, range of sieves,jugs, beakers, e.g. muslin, paper towels, gauze bandage,blotting paper, fabrics, ( filters papers for later)

separate, mixture, undissolvedsolids, filter, sieve, Soluble, insoluble, solution

Children to have consideredproblem and recorded suggested methods & equipment. After choosingequipment carry out task. Record results / conclusions.

MA & A - Use diagrams andwritten explanations.

LA - Use drawings and receiveassistance with writing statements.

That when solids do notdissolve or react with the water they can be separated by filteringto choose apparatus to separate an undissolved solid from aliquid

 

Key Questions

What is in this water to makeit dirty? What methods & materials could we clean it with? Canyou use the equipment provided and select filter medium to make asimple water filter. How efficient will it be? Is it safe to drinknow? What is left in the water?

1a, b, 2b, c,

Input

Look atwater & tell children they are going to build a simple waterfilter. Ask them questions. Children follow set up instructions butchoose filtering materials and order. Ask them to predict what will/ will not be removed from the dirty water. Refer to undissolvedsolids

Activity

Working in pairs or threes: Setup equipment as shown (see additional sheet) Use support sheet/s:Record layers of filtering medium diagrammatically.

MA - predict results indiagram and notes

A - predict results and labeldiagram

LA - draw predicted results &label Complete filtering Draw conclusions either

Plenary

Look at results of filteringand ask children to discuss:

Water clarity What wasremoved? ..not removed? Is water safe to drink? Do they seethat undissolved solids are mainly removed?

Encourage use of scientificvocabulary: Filtering, filtration, solids, undissolved, dissolved,filtering medium,

Note: If chn comment thatdissolved solids are not removed by filtering.

 

HOMEWORK

Find out a) uses of filteringin the home b) where our water comes from c) how it istreated

 

 

Filtering, filtration, solids,dissolved, undissolved, filtering, (soluble, insoluble)

Children to: Know thatundissolved solids (non soluble) can be removed by filtering have identified the most appropriate materials for filtering mixedsize undissolved solids. Safety,,,,,,,,, That water that looksclean is not necessarily clean enough to drink but may containunseen chemicals or bacteria.

 

1a, b, 2b, c,

ASSESSMENT OF UNIT

 

 

 

 


BROADHEATHC.E. PRIMARYSCHOOL

 

NAME. DATE

 

SUBJECT Science AREA 4D Solids, Liquids and Separating them.

LEVEL -INDEPENDENT / ASSISTED / SUPPORTED

 

TASK

In this unitchildren learn about the differences between solids and liquids andrecognise that the same material can exist as both solid andliquid. They identify changes that occur when solids and liquidsare mixed and how to separate undissolved solids from a liquid.They learn that melting and dissolving are different and recognisethat when a solid dissolves it is still there.

Children buildon their ideas about temperature as a measure of how hot or coldobjects are and learn about thermal insulators as materials whichcan help to keep things warm or cool.

 

ASSESSMENTNOTES

 

 

-      state that somematerials eg metalshave to be heated to a very high temperature before they melt andexplain that when solids dissolve they break up so small they passthrough the holes in the filter paper

-      describe thedifferences between solids and liquids; describe melting anddissolving and give everyday examples of each; name some materialsthat will and some that will not dissolve in water; explain whyundissolved solids can be separated from a solution by filteringand show how to do this; recognise that although it is not possibleto see a dissolved solid it remains in the solution

-      name some solids andliquids; describe that when ice melts it turns to a liquid, thatsalt or sugar dissolves inwater but sand wont and separate an undissolved solid from aliquid by filtering

 

TARGETS / WAYFORWARD

 

SIGNED.

BROADHEATHC.E. PRIMARYSCHOOL

 

NAME. DATE

 

SUBJECT Science AREA 4D Solids, Liquids and Separating them.

LEVEL -INDEPENDENT / ASSISTED / SUPPORTED

 

TASK

In this unitchildren learn about the differences between solids and liquids andrecognise that the same material can exist as both solid andliquid. They identify changes that occur when solids and liquidsare mixed and how to separate undissolved solids from a liquid.They learn that melting and dissolving are different and recognisethat when a solid dissolves it is still there.

Children buildon their ideas about temperature as a measure of how hot or coldobjects are and learn about thermal insulators as materials whichcan help to keep things warm or cool.

 

ASSESSMENTNOTES

 

 

-      state that somematerials eg metalshave to be heated to a very high temperature before they melt andexplain that when solids dissolve they break up so small they passthrough the holes in the filter paper

-      describe thedifferences between solids and liquids; describe melting anddissolving and give everyday examples of each; name some materialsthat will and some that will not dissolve in water; explain whyundissolved solids can be separated from a solution by filteringand show how to do this; recognise that although it is not possibleto see a dissolved solid it remains in the solution

-      name some solids andliquids; describe that when ice melts it turns to a liquid, thatsalt or sugar dissolves inwater but sand wont and separate an undissolved solid from aliquid by filtering

 

TARGETS / WAYFORWARD

 

SIGNED.