SHORT TERM PLAN 54
Year ¾ Changing Materials
Year Group:
Class Name / Number:
Class
Pupil Age:
Date:
size:
Year 3/4
30
7 – 9 years
Subject / Theme of Lesson:
NC References:
Science; Materials and Properties, Changing Materials Ks2 Sc3 2a to describe changes that occur when
materials are mixed
Ks2 Sc3 2d to know about reversible changes,
including dissolving
Ks2 Sc3 3b to know that some solids dissolve in water
to give solutions but some do not
Links with previous session:
Children know the basic properties of solids, liquids
and gases. They know that they can be mixed.
Link to next session:
Ks2 Sc3 2d; looking at evaporation. What has
happened to the solutions they have left on the trays?
Why?
Ks2 Sc3 3d how to recover dissolved solids by
evaporating.
Ks2 Sc3 3e to use knowledge of solids, liquids and
gases to decide how mixtures might be separated.
Prior achievement:
Here I would record how the class has previously worked. Any children who made need additional support and
how. Any focus children that need to be assessed etc.
Links to PSHE, Citizenship or Global Citizenship:
KS1 PHSE+C 2a take part in discussion with one
other and whole class.
KS1 PHSE+C 4b to listen to other people and play
and work co-operatively.
Links to ECM:
Enjoy and Achieve; reaching educational standards.
Stay Safe; Handle materials safely to avoid injury
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Resources
Water and sugar solution in clear bottle
Water and salt solution in clear bottle
Small paper sauce cups x 30
4 trays
Measuring cup/jug x 12
Measuring spoon x 12
Clear plastic cups x 48
Orange juice x 1litre
Water x1litre
Vegetable oil x 1litre
Milk (at room temperature) x 1litre
Salt x 1kg (split between four bowls)
Sugar x 1kg (split between four bowls)
Flour x 1kg (split between four bowls)
Ground rice x 1kg (split between four bowls)
Laminated cards; materials names and quantities
A4 recording sheets x 30
Pencils x 30
Aprons/old t-shirts x 30
Vocabulary:
Materials, solid, liquid, gas
Mixtures
Solutions
Suspensions
Solute
Solvent
Soluble
Insoluble
Solubility
Dissolving
Saturated
Reversible
Irreversible
Dispersed
Additional words that have been used and identified
by the children will be added to the vocabulary sheet
on the working Science wall in the classroom.
Solution song clip from YouTube (downloaded at
home to avoid school web restrictions)
ICT Opportunities:
Could research everyday solutions, e.g. washing up
liquid, unleaded petrol, what materials are used to
make them.
Possible homework:
With parental supervision children could set up their
own dissolving and evaporating experiments using
various materials from the kitchen cupboards, e.g. Oxo
cubes, washing powder, salt etc. They could leave
solutions on a plate in the window. Observe and
discuss findings in class.
Target QTS Standards:
Q4, Q5, Q10,Q14, Q20, Q23, Q25b, Q30, Q33
Focus for personal reflection:
25d have I been able to demonstrate the ability to
manage the learning of individuals, groups and the
whole class.
Learning Objective(s):
To know that changes can occur when materials are
mixed.
Success criteria / Steps to success:
I can mix materials and identify changes.
I know that these changes may be reversible.
To know that these changes can be reversible.
To know that some solids dissolve in water and some
do not.
To measure liquids and solids.
I know that some solids will dissolve in water and
some will not.
I can measure liquids and solids carefully to maintain
a fair investigation.
I can use appropriate vocabulary.
I can work sensible and carefully with liquids.
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How the learning will be assessed:
Teacher and TA questions (would give prompt questions to TA if there was evidence I needed to meet for
assessment criteria). Move around the classroom asking children lots of questions and engaging them in
discussion.
Teacher and TA observations.
Teacher and TA use post-it notes to record use of vocab by target children.
TA feedback immediately after the lesson.
Children’s feedback at the end of the session (children’s responses during plenary).
Timing
Overview of whole class work ( e.g. Mental/oral, lesson Introduction)
CHECK FOR ALLERGIES BEFORE THE LESSON
1.30
Children wash hands.
Remind children of this terms topic ‘Materials’ and ask a few questions to check knowledge (e.g.
what is a liquid? What can gases do?)
Hold up a bottle of clear liquid (sugar and water solution) and ask children what they think it is. Pour
a few drops into mini paper sauce pots (one per child). Instruct children to dab their finger into the
solution and lick it. Does it taste like water? What does it taste like? Has anything else been added
to the water? Why can’t they see what has been added?
Repeat with salted water using new paper pots and a different finger. Ask the same questions.
Children may identify that the solid (solute) has dissolved in the water (solvent). Do all solid powders
dissolve in water? What about flour? What about ground rice?
We know that sugar and salt dissolves in water but will they dissolve in milk? Orange juice?
Explain vocab; solute and solvent, solution and suspension, use these new words alongside existing
words until children are familiar with them (e.g. ‘you now have a solution, the salt has dissolved in
the water’).
We are going to work in four groups to explore how different solids mix with different solutions. Will
they make solutions or suspensions?
1.45
How are we going to make our investigation fair? What are we going to have to keep the same?
(The types of solids we use and the amount of liquid and solid we use each time). Explain that they
will be using measuring jugs to measure 50ml of liquid each time and measuring spoons to measure
1tbsp of solid each time.
1.50
Children sent to tables to await their instructions. Mixed ability groups, choose children that haven’t
worked together for some time.
Learning Objectives for group/individual work (if
different):
As above
Success criteria / Steps to success:
As above
How the learning will be assessed:
As above
Timing
Group activities (including differentiation):
1.50
Explain that each table will be testing a different variable. They all have the same solids and
different liquids. Remind children of their fair test answers. Tell children to take care when
measuring so they have accurate results. Tell them there will be a fun video to watch at the end of
the session if they can work safe and tidy; clean up spillages as they go.
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1.55
Prepared trays placed on children’s tables, to include a laminated prompt card (measurements to be
used, names of solids and liquids). Children to wear apron/old t-shirts (these will be requested at the
start of the school term and be kept on the children’s pegs).
There will be 6 children in each group. Children then split into pairs within each group (each aspect
of the investigation will be carried out three times, but this gives all the children the opportunity to be
hands on. They can discuss their findings with others on their table).
Tell children to label their cups BEFORE adding materials, names and materials used.
STRICTLY NO TASTING! Video will not be watched if children cannot work sensibly.
Group 1; Water Group
3 pairs of children. Each pair will measure out 50ml water into clear plastic cup. Make a prediction
before adding the solid, record prediction (table attached). Measure and mix in one of the four
solutes. Encourage children to mix for some time. What do they notice? What has happened? Do
they think they would be able to separate the two materials? How?
Group 2;Orange Group
3 pairs of children. Each pair will measure out 50ml orange juice into clear plastic cup. Make a
prediction before adding the solid, record prediction (table attached). Measure and mix in one of the
four solutes. Encourage children to mix for some time. What do they notice? What has happened?
Do they think they would be able to separate the two materials? How?
Group 3;Milk Group
3 pairs of children. Each pair will measure out 50ml milk into clear plastic cup. Make a prediction
before adding the solid, record prediction (table attached). Measure and mix in one of the four
solutes. Encourage children to mix for some time. What do they notice? What has happened? Do
they think they would be able to separate the two materials? How?
Group 4;Vegetable oil Group
3 pairs of children. Each pair will measure out 50ml vegetable oil into clear plastic cup. Make a
prediction before adding the solid, record prediction (table attached). Measure and mix in one of the
four solutes. Encourage children to mix for some time. What do they notice? What has happened?
Do they think they would be able to separate the two materials? How?
Teacher and TA to rotate around the groups encourage discussion between the children, ask
questions to promote children’s learning (e.g. Has the solute dissolved? Is that solute soluble or
insoluble? Do you think you could separate the materials again? How could you do this? Do you
think salt will dissolve in all liquids? Why? Encourage use of correct vocabulary). Tell children to
leave the cup for five minutes, what’s happened? Have the materials separated?
2.35
End of practical investigation. Tell children to put all their full cups onto the tray on their table and
check they are all labeled Explain that these are going to be left on the side near the window (keep
one example of each, dispose of the extra ones to create space). Encourage children to check on
them regularly (What’s happening? Are the materials separating? Is one of the materials
evaporating? What does this mean?).
2.40
Children tidy their own tables. Remind children of the fun video if all tables are tidied.
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Timing
2.50
Plenary activities:
Display large results table on the IWB (showing all investigation possibilities (attached)). Ask
children to think about what the other groups have found. Do you think the type of liquid is
important? Ask children to feedback their findings to class and mark their findings on the IWB table.
Have they made solutions or suspensions? Print this off when complete for display.
TA clearing tables and prompting children to contribute the ideas they have shared with her/him.
How and what did we learn? Review main learning objectives
3.00
Did children expect these results? Did they find any unexpected results? What do they think would
happen if we used warm liquids? What new words have they learnt today? What do they mean? Add
them to the list.
3.05
Just for fun…show children the Solutions song from YouTube. If this engages the children then it
could be a fun song to learn in music. (http://www.youtube.com/watch?v=3G472AA3SEs) (BUT only if
children’s behavior and effort during the lesson warrants it, if not a lecture on how to work safe and
tidy during science lessons to make them an enjoyable experience for everybody!)
3.10
End of Science lesson
TA’s role:
 Laminate the vocabulary cards before the lesson.
 Set up equipment on trays before the session.
 Rotate around groups during investigation, encourage discussion.
 Remind children to investigate sensibly. Don’t get it on the floor; slipping hazard.
 Tidy at the end of the session
 Question children, note down use of vocabulary and ideas of target children.
 Observe children
 Feedback to teacher immediately after the session,
NEXT STEPS
The lesson went well. I may follow up with the following activities;
 How can we separate solutions? Investigate.
 Can we separate solids? Melting and resetting solids (e.g. butter)
 Investigate irreversible changes .e.g. baking, boiling eggs.
The lesson went not so well. I would reflect; what went wrong? Was it pitched at the right level? Were
the children engaged? Did the children understand what was expected from them? Were the
groupings a problem? Depending on the answers to these questions I may choose one of the
following options;
 Repeat experiment using a different method. Children to work in closely supervised groups.
 Explore using a different medium, e.g. videos. Internet research, observation of others.
 Talk to other teachers in the school, how have they taught materials. Any problems?
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