KEY STAGE 2
YEAR GROUP : 5
THEME : COMBINING AND SEPARATING MATERIALS / ROCKS AND SOILS
KEY VOCABULARY : separate, sieving, changing state, reacts, solution, filtering, solids, liquids, gases, dissolving
LEARNING GOALS
ACTIVITIES
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Earth and Space
Phases of the moon
Night and day
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Light
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TERM : Autumn
To know about the position of the planets- recap from year 3.
The phases of the moon
Why we have night and day and these are related to the spin of the Earth on its own
axis.
That the Earth orbirs the Sun once each year and the Moon takes approximately 28
days to orbit the Earth.
That light travels in straight lines and what the speed of light is.
How we see- very basic information (the eye is covered in KS3)
How shadows are formed and how the length of them is effected by the position of the
sun
Light travels from a source and light can be reflected from surfaces – shiny snd
polished metals
Using mirrors
 Using a mirror ask the children to explain what they can see around them. Can they see
behind them?
 can they make a beam of light move around the classroom
 Challenge the children to think of other questions and explore and explain their
observations Use concave, convex mirrors
Light paths
 Demonstrate the path of light, with a torch beam, in a dark area
 Explore with the children what happens to the beam of light when a mirror is placed in
its path
 Trace the beams of light as the torch is held at different angles to the mirror. What
do the children notice is happening?
 They should record their findings and think about how this piece of knowledge might
prove useful (periscopes, snooker players, car mirrors etc)
Different surfaces
Homework – children can collect a range of different surface types
 produce a table of observations showing that shiny surfaces reflect light better than
dull ones
encourage the children to make generalisation about what they have found out
TIME
ALLOCATION
1 ½ hours
1 ½ hours
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Sound
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RECAP ON WHAT IS A SOLID
LIQUID AND GAS AND
MINDMAP WITH CHILDREN
ON THE BOARD WHAT THEY
KNOW.
 That solids can be mixed and
it is often possible to get the
same materials back.
 Select appropriate equipment
for separating solids
 That changes occur when
some solids are added to
water.
 Make careful observations
and record results in tables
 Make comparisons.
 That when a solid dissolves it
doesn’t disappear , it makes a
solution.
 The volume of water affects
how quickly the sugar
dissolves
 The importance of using the
evidence to support your
conclusion
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That stirring a solution can
How we hear
What is vibration
what is pitch? How can they can be affected.
That vibrations from sound sources require a medium (metal, wood, glass, air) through
which to travel to the ear.
Sounds are made when objects (e.g. strings on a musical instrument) vibrate but are not
always directly visible.
1 hour
Separation
 Demonstration how solid particles of different may be mixed then separated. Can children
suggest which equipment to use
 Challenge children to separate mixtures e.g. sand/ rice, dried pea/ paper clips etc.
 Explain which equipment was used – did it work, why?
1 ½ hours
Dissolving
 Ask children to explain what happens when a range of materials are added to water.
Dissolves / Doesn’t dissolve / Reacts
Salt, plaster of paris, instant coffee, beads, sugar, rice, sand, powder paint, baking soda,
flour, pebbles.
 Discuss what has happened in cases where solid has dissolved – this is now a solution.
2 hours
Class investigation : Dissolving Sugar
 Use different amounts of water ( warm – not hot )
 Revision of process , how to record results and write a conclusion.
 Talk about how a fair test would be planned.
1 hr
100 ml
200 ml
300 ml
400ml
Amount of water
Time it takes to dissolve ( secs )
Graph of results
Investigation (Independent / group ) The effect of stirring on the rate of dissolving
2 hours
affect the rate of dissolving.
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Understand importance of
repeating measurements.
That when solids do not
react with water they can be
separated out by filtering.
Recap : some solids dissolve
in water to make solutions.
Predict whether salt/ sugar
can be separated from a
solution by filtering
Decide what would be
appropriate to use
That when water evaporates
from a solution , a solid is
left.
If a solution is heated then
only the water evaporates.
Children are reminded of previous class session about dissolving and challenged to complete
task using model : Prediction,
Fair Test,
Explanation
Table of results
Graph of results
Extension – test different sugars.
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Filtering
 Ask children for their suggestions of how to filter – marbles/ beads, sand, rice - back from
water.
 How can they modify apparatus
 Try out a range of different filter materials. Which ones are the most effective? ( muslin,
paoer towels, gauze bandage, blotting, fabrics
 Describe and explain what they did.
 Can they make muddy water clear by filtering?
Solutions
 Remind children that when salt / sugar added clear solutions are produced.
 Ask children to prdict outcomes
 Discuss what they would need to do , how would they find out ?
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Investigate as a class by leaving 3 dishes of water : distilled, rain water, salt water – to
evaporate. Can they see what happens.
Record results
2 hours
2 hours
1 hour +
evaporation
time
ROCKS AND SOIL
LEARNING GOALS
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Group rocks according to
observable features and
characteristics
That rocks can be used
for a variety of purposes
ACTIVITIES
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Present children with a variety of rocks and group in terms of texture, size, shape,
arrangement of particles and appearance e.g. colour. Justify groupings
Difference between rocks can be identified by testing. E.g. when water is dropped on
does it remain on the rocks surface? How well do different rocks withstand being
ground down?
Review their understanding that rocks are naturally occurring
TIME
ALLOCATION
2½ hours
How might rocks be used for different purposes in the local community?
Identify and name some rocks: marble, slate, granite and explain why they are used for
a particular purpose. Use pictures, books and local environment to support this
 Look at a series of pictures showing: cliffs, quarries, mountains, muddy fields, towns.
Ask the children to point out where the rocks are.
 Why can they see rocks in some places and not in others?
 Compare a variety of soils in the same way they did with the rocks. Different soils will
occur in different places depending on the rock base. Soil types affect the use of the
land.
Use a large mesh to sieve the particles. What did they find out about each sample? Range
the samples in terms of colour and particle size
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That beneath all of the earth
surface is rock
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That different soils
depend on the rocks they
come from
Make observations and
comment upon similarities
and differences
1 hour
2 ½ hours