Water
Early Level Learning Journey
Theme: Changing states
Introduction
This learning journey develops young learners understanding of the concept of the changing states of water. Melting, freezing, boiling, evaporation and condensation are
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addressed through a variety of contextualised, active learning experiences. Investigation and analysis is conducted through play and findings are presented orally and /or
pictorially. Through such activities young learners continue to develop their curiosity and understanding of the world around them.
Prior learning
Learners should:
 have experienced a variety and range of
activities which will encourage exploration and
the development of knowledge of the
properties of water and its importance in our
everyday lives,
 understand the effect of seasonal change on
water,
 be familiar with the vocabulary of comparison,
 have experience of working with a range of
materials and tools in a variety of contexts.
For further support with planning see National Assessment
Resource flowchart:
http://www.educationscotland.gov.uk/Images/NAR-Flowchart_tcm4-671023.pdf
Experiences and outcomes
Sciences
 By investigating how water can change from one form to another, I can relate my findings to everyday
experiences. SCN 0-05a / SCN 1-05a
 I can talk about science stories and have contributed to discussions of current scientific news items to
develop my understanding of science and the world around me. SCN 0-20a / SCN 1-20a
Technologies
 Within real and imaginary settings, I am developing my practical skills as I select and work with a range of
materials, tools and software. TCH 0-12a
 Through discovery, natural curiosity and imagination, I explore ways to construct models or solve problems.
TCH 0-14a
Numeracy & mathematics
 I have experimented with everyday items as units of measure to investigate and compare sizes and amounts
in my environment, sharing my findings with others. MNU 0-11a
 I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of
activities using a variety of timers. MNU 1-10c
Interdisciplinary learning
Further opportunities for interdisciplinary learning, involving other curriculum areas and responsibilities of all,
can be planned for as appropriate to your learners and context.
www.educationscotland.gov.uk/stemcentral
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Water
Stimulus
Read and share a variety of stories and
poems relating to weather and water (e.g.
Noah’s Ark by Lucy Cousins) and share
learners own experiences.
C
Discuss where learners have seen water
and identify how it is used locally and in
the wider environment.
Skills
Through research activities and practical
investigations learners will develop skills in:
 inquiry and investigation,
 observation and making predictions,
 analytical thinking when making
sense of results,
 interpretation and evaluation of
information,
 presentation and justification of their
opinions,
 planning and organising through the
challenges.
For more info on skills visit: Building the Curriculum 4
and Sciences Principles and Practice at
http://www.educationscotland.gov.uk/sciences
Early Level Learning Journey
Learning activities
Suggested key learning
Learning intentions and success criteria should be
established through dialogue with learners.
Learners can:
 articulate their understanding of what
keeps them warm/cool/dry and why this is
important,
 explain what insulation means and show
an understanding of it in everyday
contexts,
 explain what changing temperature
means,
 have knowledge of the different states of
water – solid, liquid, gas,
 explain evaporation in their own words
(liquid turning to gas),
 explain condensation in their own words
(gas turning back to liquid),
 discuss the concept of time and select and
use appropriate measuring tools,
 explain floating & sinking in their own
words,
 select appropriate tools from a selection
provided to complete a design challenge
to solve problems,
 use and understand mathematical
vocabulary relating to size.
www.educationscotland.gov.uk/stemcentral
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 through play corner, select appropriate clothing for warmth –
explain and justify choice,
 use thermometers to record temperature in different contexts
and appreciate what the figures mean – relate to senses,
 read Jordan’s New Jaiket (http://bit.ly/1irE2RB) to introduce
concept of insulation – conduct an insulation experiment,
 investigate water in liquid form (http://bit.ly/1eWhTFE) –
soaking sponges /drop food colouring into swirling water.
 discuss what happens when water turns to ice – use terms
liquid & solid. Relate change of water to ice with everyday
experiences (http://bit.ly/1mMKmDv) - SSERC log-in required,
 make ice balls with balloons) / hands with rubber gloves
(http://bit.ly/19YOTxk) – explore sensation. What happens to
the ice when you hold it/why?
 investigate speed of melting (http://bit.ly/1cydWY6) – SSERC
log-in required. Introduce concept of fair testing,
 investigate floating and sinking (various materials) then use ice
– predict if it will float or sink,
 read Mr Archemides Bath by Pamela Allen to explain force of
buoyancy and floating in very basic terms. Act out the Eureka!
moment,
 evaporation/condensation (http://bit.ly/1aE5Cmk) and water
clock activity (http://bit.ly/1jGbZvp),
Topical science issues should be included as appropriate.
Read about Archimedes’ Principle: http://bit.ly/1c9FBjm
Water
Reflecting on learning
Dialogue with learners will establish how the design principles were
addressed. Relate the prompts below to your own context.
Breadth – What other curricular areas were covered during this
topic? Can you relate learning to areas of real life and /or
school learning?
http://www.jou rneytoexcellence.org.uk /videos /netherlees cience.as p
Personalisation and choice – Were you given the opportunity
to choose your own methods of investigation or recording?
Depth – Were you given the opportunity to show what you
have learned and explain your learning to others? Have you led
learning in any way?
Coherence – Can you discuss some of the knowledge,
understanding and skills you have developed? How have you
used these? Can you relate them to real life or other areas of
learning?
Progression – Have you used the skills and knowledge and
understanding you already had of the subject and have you
built on these?
Relevance – Can you identify an everyday context where you
would use your knowledge, understanding and skills?
Challenge & enjoyment – Did you enjoy the learning? Why/why
not? Was it challenging enough? Can you suggest how to take
learning further?
Visit Education Scotland’s early years pages: http://bit.ly/1aN4uBK
www.educationscotland.gov.uk/stemcentral
Early Level Learning Journey
Evidence of learning
Possible methods of assessment are listed below. Select as appropriate or devise your own.
Say: Explain what a thermometer is used for and how it can be used to record changes in
temperature (freezing and melting).
Write: Re-tell a water-related story through drawings to demonstrate understanding of the
processes involved or an experience of their own.
Make: Make a water clock.
Do: Using stimulus of the Snowman’s Coat (Concept Cartoon 3.2) create an outfit for different
weather conditions and justify choices e.g. to prevent snowman melting.
For more information see Assessing progress and achievement resource at
http://www.educationscotland.gov.uk/sciences
Taking learning further
Find ways to deepen and extend learning through dialogue with learners.
Suggestions to challenge learners:
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Investigate water cycle YouTube clip (http://bit.ly/1cW0w9t) and PPt (http://bit.ly/1aE5Cmk),
Recognise that ice floats and explain why in terms of forces,
Help learners and the wider community understand that conserving water is vital to our
future and establish the link between clean water and good health, especially in a global
context. For more information visit Eco–Schools Scotland at http://bit.ly/LP1WIA
See the Sciences Concept Development Paper for more guidance: http://www.educationscotland.gov.uk/sciences
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