Heating and cooling National Strategy Key Stage 3wsassets.s3.amazonaws.com/ws/nso/pdf/1a1ea93bebcdb581cb2...Key Stage 3 National Strategy Science Sample science unit to support pupils

Guidance

Curriculum, Examination & Assessment

Key Stage 3National Strategy

Sample science unit to support pupilswith special educational needs

Heating and cooling

Teachers of scienceworking with pupils with special educational needs

Status: Recommended

Date of issue: 09/02

Ref: DfES 0621/2002

department for

education and skillscreating opportunity, releasing potential, achieving excellence

Department for Education and SkillsSanctuary BuildingsGreat Smith StreetWestminsterLondonSW1P 3BT

© Crown copyright 2002

Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged

www.standards.dfes.gov.uk/keystage3

www.dfes.gov.uk

department for


Cam

bridge University P

ress 09/02


Science


Heating and cooling

Contents

Introduction 5

Activity 1 Comparing living in a tent and a house 6

Activity 2 Will the sleeping bag keep you warm? 18

Activity 3 Which is the best sleeping bag filling? 26

Activity 4 Travelling in the minibus (radiation) 36

Activity 5 Swimming and paddling (evaporation) 46

Activity 6 Cooking a meal outside (conduction) 58

© Crown copyright 20023 | Sample science unit to support pupils with special educational needsHeating and cooling

IntroductionThis unit contains a series of activities which can be used in Key Stage 3classes for pupils with severe and profound and multiple learning difficulties.

Activity 1 is a short activity which puts the unit in the context of a camping trip. Itis intended to act as an introduction which will not extend across more than onelesson.

Activities 2–6 may be delivered in the order they appear in the unit. However,depending on the needs of the pupils and the time available, only three or four ofthe activities may be selected. The ideas from the remaining activities may beincorporated into those being delivered to extend the challenge for some pupils.

ActivitiesEach activity is structured in the same way within the unit.

The first section includes:• possible objectives for the activity;• resources;• information on the recording sheets;• health and safety information where relevant.

The next section provides guidance to deliver the activity in the classroom. Itincludes:• introduction to the activity;• key vocabulary;• main activity (including key questions);• guidance on recording findings;• plenary.

Each activity contains a scene-setting scenario to provide a context for thescientific investigation. This activity consists of a short dialogue betweencharacters which can be acted out in class. The vocabulary and the situation canbe amended to suit the needs of the pupils and it is suggested that, whilst thiscontext building is useful, it should not detract from the development of scientificskills within the main part of the activity.

At the end of each activity there are a selection of differentiated recordingsheets to use as appropriate.

Disclaimer

The Department for Education and Skills wishes to make it clear that the Department,

and its agents, accept no responsibility for the actual content of any of the materials

suggested as information sources within this document, whether these are in the form

of printed publications or on a website.


Comparing living in a tent with livingin a house

Possible objectives

In terms of scientific enquiry pupils may:

P levels 1 to 3•• show emerging awareness of activities and experiences, for example items

being taken out of the camping bag

•• communicate consistent preferences and affective responses, for exampleshowing a consistent dislike for the noise of the fan/hairdryer

•• observe the results of their own actions with interest, for example watching thewater droplets run down the side of waterproof fabric

P levels 4 to 8•• imitate actions using main body parts, for example tapping fingers on solid

objects

•• communicate their awareness of changes in light, sound or movement, forexample when entering the tent and when the fan/hairdryer is agitating thefabric

•• answer simple scientific questions, for example ‘Is it a solid or a liquid?’

•• begin to make generalisations, connections and predictions from regularexperience, for example expecting that adding a liquid to a solid material mayalter the way it looks and feels

•• begin to make their own contributions to planning and evaluation and torecording their findings in different ways

Levels 1 to 3• record results in a simple way

• compare results from an experiment, for example by comparing the similaritiesand differences between the tent and the house

• draw simple conclusions from their results

6 | Sample science unit to support pupils with special educational needsHeating and cooling


1Activity

In terms of materials and their properties and physical processes pupils may:

P levels 1 to 3•• show sudden reflex responses to air being blown on skin or water droplets

falling on feet

•• begin to show an interest in being inside a tent by learning to feel the fabric

•• request events or activities, such as reaching out towards the watering can orreaching to try to switch the fan on

P levels 4 to 8•• explore objects and materials provided, changing some materials by physical

means and observing the outcomes, for example scrunching up tent fabric oradding water to an item of cotton clothing

•• group objects and materials in terms of simple features and properties, forexample solids and liquids

•• understand some simple scientific vocabulary, such as ‘liquid’, ‘solid’ and ‘gas’,and communicate related ideas using simple phrases

•• identify some appliances that use electricity when investigating items to takeon a simple camping trip

Levels 1 to 3• recognise that light can come from a variety of sources, for example

identifying which of the devices shown could be used for light

• know about a range of physical phenomena and recognise similarities anddifferences associated with them, for example comparing conditions inside ahouse to those inside a tent. Comparisons involve the properties of thematerial of the tent compared to that of the house.

• use their knowledge and understanding of physical phenomena to link causeand effect in simple explanations, for example recognising that the soundinside the tent when it is ‘raining’ is caused by water droplets hitting the tentfabric


ResourcesCampsite photographs.Camping equipment to include:tent, pegs and ropes; sleeping mat;sleeping bag; rucksack;camping stove (without fuel); torch;watering can.

Recording sheetsSheets 1.1a–c, copied onto card, cut out and laminated, for pupils who can sortpictures.Sheets 1.2a–b, copied onto card, cut out and laminated, for pupils who can readsingle words.Sheets 1.3a, for pupils who can read and write single words.

IntroductionUse Sheet 1 ‘Setting the Scene’: Having a holiday in a tent to provide thecontext for the first activity.

Show pupils the picture of the campsite and identify some items in the picture.Identify items as solid, liquid and gas wherever appropriate. Look at the real tentand ask pupils to think of words to describe the material. Encourage pupils touse the word ‘solid’. Explain to pupils that even though the tent material can bescrunched up, folded and wrapped around other objects, it is still solid.

Unpack the rucksack and have a look at some of the camping equipment.Encourage pupils to listen to the sound of different items when you tap yourfingers on them, for example fingers on plastic watering can, on metal stove, onfabric of sleeping bag.

Vocabularysolid liquid gasparticles movement material

Main activityShow pupils how to erect the tent, pointing out the use of the ropes and pegs.Emphasise again that these are all solid materials. Model going inside the tentand getting into the sleeping bag. Invite pupils to try out the sleeping bag forthemselves.

Ask:• What does it feel like inside the sleeping bag?

• Is it different from the bed in your house?

• How will you see where you are going if you get up in the night?


Allow pupils to experience particles such as ‘wind’ (gas) and ‘rain’ (liquid) whenin the tent by first agitating the side walls and then sprinkling water over the tent.Tell pupils that the ‘wind’ is the movement of gas particles.

Ask:• Can the ‘wind’ get in the tent?

• What does it sound like?

• What happens to the tent when the ‘wind’ blows?

Tell pupils that the ‘rain’ is particles of liquid.

Ask:• Can the ‘rain’ get in the tent?

• What does it sound like?

• What does it sound like in a house?

Use the terminology ‘particles’, ‘liquid’ and ‘gas’ as appropriate.

Recording findingsEncourage pupils to work with an appropriate level of support to record whatthey have found out during this scene-setting activity.

• Following a real-life sorting exercise, encourage pupils to represent theirfindings using Sheets 1.1a–c. This will allow them to show their understandingof which objects are connected to camping, and which are commonly found ina house. Emphasise that these are all solid materials.

• For pupils with some single-word recognition you can use Sheets 1.2a–b toenable them to match the label to the item. These may then be sorted intothose connected with camping or those found in a house. They can also beused to prompt discussion about what effect gas and liquid particles have ondifferent solids.

• For pupils who are able to write simple sentences, use Sheet 1.3a to describewhat happens when it rains or when it is windy.

Plenary Ensure that by the end of the activity pupils are familiar with the campingenvironment and the items that are commonly found there. Ask them to describesome of these solid materials.

To extend pupils’ understanding ask what effect the movement of particles ofgas and liquid will have on some of the items – for example ‘rain’ on the sleepingbag, torch or rucksack or ‘wind’ on the stove or sleeping mat.

Encourage pupils to give reasons for their answers.


Setting the SceneHaving a holiday in a tent

Dad Here’s the tent Paul. Can you help me to spread it outon the ground?

Paul Will we have to take the same things on holiday as wedid last year when we stayed at Grandma’s house?

Dad (Chuckling to himself) We won’t have any electricity inour tent Paul, so we will have to take a torch for lightand a camping stove to cook on.

Paul What else will be different?

Dad We will probably notice the biggest difference at nightwhen we go to sleep. How do you think it will feel tohave material between us and the sky instead of theroof of our house?

Paul’s dad has decided to take him on holiday to Wales thisyear. Paul said he would like to go camping and so dad hasgone out to buy a tent and camping equipment.

Sheet 1



Sheet 1.1a

a ho

use

a te

nt


Sheet 1.1b


Sheet 1.1c


Sheet 1.2a

Sheet 1.2b


cooker

sleeping bag

torch

camping stove

quilt

sleeping mat

lamp

bed

Sheet 1.3a


Living in a house Living in a tent

Whenit

rains

Whenit

rains

Whenit is

windy

Whenit is

windy

Will the sleeping bag keep you warm?

Possible objectives


P levels 1 to 3•• show emerging awareness of activities and experiences, such as pouring the

water into the bottle or fixing the head on the hot-water bottle

•• explore materials in increasingly complex ways, for example touching thewarm hot-water bottle to their face or lacing fingers in warm water through theopen neck of the bottle

•• observe the results of their own investigation and show that they canrecognise the best way to keep warm at night

P levels 4 to 8•• communicate their awareness of changes in temperature when placing fingers

into warm and cooling water

•• engage in experimentation with a range of equipment in familiar and relevantsituations

•• answer simple scientific questions, for example ‘Which bottle is hottest?’

•• understand simple scientific vocabulary and communicate related ideas andobservations using simple phrases

•• closely observe changes that occur, for example feeling the temperature of thehot-water bottle as it cools


Levels 1 to 3• describe how to carry out a fair test with some help, for example saying that

the experiment must start at the same time for both bottles or, when prompted,saying that there must be the same amount of water in each bottle

• record results in a simple way

• compare results from an experiment

• draw simple conclusions from their results, for example identifying which bottlestayed warm for longest



2Activity


P levels 1 to 3•• show simple reflex responses to the feel of the hot-water bottles

•• begin to respond consistently to familiar events and objects, such as beginningto reach out to feel temperature of hot-water bottle when it is offered

P levels 4 to 8•• begin to make generalisations, connections and predictions from regular

experience, for example that water cools down over time

•• group objects and materials in terms of simple features of properties, forexample placing all hot-water bottles without covers in one pile

•• sort materials using simple criteria and communicate their observations ofmaterials in terms of these properties, for example selecting the coveredsleeping bags, communicating that these will help the water stay warm

Levels 1 to 3• know about a range of physical phenomena and recognise similarities and

differences associated with them, for example comparing the temperature ofthe covered bottle with the uncovered one

• use their knowledge and understanding of physical phenomena to link causeand effect in simple explanations, for example that the sleeping bag is keepingthe heat in so the bottle stays warmer for longer


ResourcesSleeping bag (hot-water bottle cover).Two hot-water bottles containing hot water (no hotter than 60°C) with dolls’

heads to represent ‘bodies’.Stop clock or 2-minute sand timer.

Recording sheetsSheet 2.1 faces to indicate temperature of water.Sheet 2.2 chart to show if sleeping bag retained the temperature of the water.

IntroductionUse Sheet 2 ‘Setting the Scene’: Why do I need a sleeping bag? to providethe context for the second activity.

Show pupils the hot-water bottles and ask if they know what they are. Deal withany misconceptions. Explain to pupils that you are going to use the hot-waterbottle to represent the human body. Clarify this by placing the doll’s head on theneck of the hot-water bottle.

Tell pupils that one of the bottles will be placed inside a sleeping bag and theother bottle will be exposed to the air in the room. Explain that the sleeping bagdoes not make the bottle warm but it might keep it warm. Explain that this meansit acts as an insulator.

Vocabularyhot solid heat warm, warmest liquid energycool, coolest fair test temperaturecold difference insulator


Supervise students handling hot water.

The temperature must not exceed 60°C or therewill be a risk of scalding.

Check local authority health and safetyguidelines.

Main activityExplain to pupils that you are filling two hot-water bottles with water that is 60ºC(maximum). Use the thermometer to show the temperature in each bottle. Inviteone pupil to place one hot-water bottle in the sleeping bag. Invite another pupil toplace the second hot-water bottle on the table, exposed to the air. Tell pupils thatthe temperature of each of the ‘bodies’ needs to be measured by touching every2 minutes. Measurement by using words such as ‘hot’, ‘warm’, ‘cold’ will suffice.Raise issues of fair testing, for example the same pupil making measurements.

Ask pupils questions to ensure that they contribute to planning and carrying outa fair test.

Collect ideas on the board and support with real objects.

• Same size hot-water bottles.

• Temperature of water the same in each bottle to begin with.

• Temperature reading taken at exactly the same time.

Ask: What would happen if the bottles were different sizes?

Recording findingsTell pupils that the smiley faces you have cut out from Sheet 2.2 indicate that thebottle is still warm and therefore they would be warm and comfortable. Explainthat the unhappy face indicates that the bottle is getting cold, which would makethem unhappy because they wouldn’t be able to sleep. Use Sheet 2.2 as a wholegroup to record whether the hot-water bottle is still warm or if it is becoming cold.

PlenaryEnsure that by the end of the activity the pupils are aware that a sleeping bagwill only keep a body warm, it cannot make that same body warm.

Ask: What would happen to the temperature if the sleeping bag could make thehot-water bottle warmer?


Setting the SceneWhy do I need a sleeping bag?

Paul What will happen if I don’t take a sleeping bag on ourcamping trip?

Dad You will get very cold at night sleeping in a tentwithout a sleeping bag.

Paul Is it the sleeping bag that makes me warm?

Dad No, you have to be warm in the first place and thenthe sleeping bag will prevent you from losing that heatgenerated by your body.

Paul Do you think it would take very long to lose your bodyheat without a sleeping bag?

Dad tells Paul that he will not be sleeping in a bed on theircamping trip. He explains that they need a sleeping mat anda sleeping bag.

Sheet 2


Sheet 2.1


Will the sleeping bag keepyou warm?

Which body cooled down first?

How can you keep your body warm?

no sleeping bagsleeping bag

10

8

6

4

2

minutes

Sheet 2.2


Which is the best sleeping bag filling?

Possible objectives


P levels 1 to 3•• have periods where they appear alert and ready to join in and focus their

attention on the activity

•• communicate consistent preferences and affective responses, for exampleshowing a consistent dislike for the feel of certain fabrics or the ice cubes

•• observe the results of their own actions with interest, for example watchingwhile the ice cubes melt in the warm water

P levels 4 to 8•• communicate their awareness of changes in temperature which they have felt

or link to where they have seen ice cubes melting

•• engage in experimentation with a range of equipment in familiar and relevantsituations, for example using stop clocks and sand timers during observation

•• answer simple scientific questions, for example ‘Which ice cube is melting?’


•• closely observe changes that occur, for example watching the ice cube as it melts



the containers must be the same size or, when prompted, saying that thewater must start at the same temperature in each one



• draw simple conclusions from their results, for example identifying whichcontainer stayed warm for longest



3Activity


P levels 1 to 3•• show simple reflex responses when materials are touched against skin

•• accept and engage in coactive exploration with the help of another, for examplefeeling materials in hand-over-hand partnership with a member of staff

•• respond to options and choices with actions or gestures, for example, inresponse to the question ‘Where shall I put the ice cubes?’ eye-pointingtowards selected can

P levels 4 to 8 •• explore objects and materials provided, changing some materials by physical

means and observing the outcomes, for example placing ice cubes into warmwater

•• identify a range of common materials and know about some of theirproperties, for example silk, cotton and waterproof materials

•• group objects and materials in terms of simple features or properties, forexample grouping all fabrics together that they think will help to keep thewater warm

Levels 1 to 3• describe ways in which some materials are changed by heating or cooling, for

example that the heat from the hot water in the can melts the ice cube

• know about a range of physical phenomena and recognise similarities anddifferences associated with them, for example comparing the temperatures ofthe different containers with expectation that the wrapped one will stay warmerfor longer

• use their knowledge and understanding of physical phenomena to link causeand effect in simple explanations, for example that wrapped containers willstay warmer for longer because the covering is keeping the heat in


ResourcesCampsite photograph.BBC Essential Sound Effects CD Garden in springtime.Three calorimeter cans or identical empty food cans (with safe edges).Two jackets of insulating fabric (quilted polyester, feather filled) to cover the cans

(min size 30 cm × 10 cm).Circular lids of each insulating fabric.Two rubber bands.Hot water (no hotter than 60°C).Ice cubes coloured with food colouring.Stop clock or 5-minute sand timer.Sheets 3.1b and 3.1c to support sequencing.

Recording sheetSheet 3.1a to be used for prediction and outcome


Supervise students handling hot water.

The temperature must not exceed 60°C orthere will be a risk of scalding.


IntroductionUse Sheet 3 ‘Setting the Scene’: Choosing a sleeping bag to provide thecontext for the third activity.

Show pupils the different sleeping bag insulating fillings. Encourage them to feelthe softness of the fillings and notice the fact that some contain air.

Ask pupils to predict which of the fillings will keep you warmest whilst you areasleep. Use Sheet 3.1a to support this prediction.

Vocabularyfilling insulator fair testman-made softfeather air pocketsfabric

Main activityShow pupils the cans to be used in the investigation. Explain the importanceof keeping all the containers that will be wrapped in the different materialsthe exact same size. Encourage pupils to check the size of the containers bycomparing them in their hands and by placing them together to compare theirheights and widths.

Place on the table the quilted polyester fabric jacket and the feather-filled fabricjacket. Ask two pupils to select a filling each and then wrap the filling carefullyaround one of the containers. Leave one can uncovered.

Explain how important it is for the two cans to be completely covered. Fill eachcan with warm water and place lid of matching insulating material on the top.Check the pupils’ understanding of a ‘fair test’ by asking:

• How much water shall I pour into each container?

• What temperature should the water be?

• How long should I leave each container before I add the ice cube?

• What size ice cube should I add to each container?

For each of these questions explain to pupils that the amount of water and thetemperature should be the same for each container.

Explain to pupils that they are going to check which fabric will keep the water thewarmest / act as the best insulator. Explain that in a while you will place an icecube into each can and see which ice cube melts the fastest.


Ask:• What makes ice cubes melt?

• Is it important for the ice cubes to be the same size?

• Is it important for us to put the ice cubes into the cans at the same time?

Encourage pupils to feel how cold ice cubes are and to notice how their handsare wet after handling them.

After 20 minutes tell pupils to place a coloured ice cube into each containerat the same time. It is important to watch and/or feel the ice melting in thecontainers as this will happen quickly at this stage (under 2 minutes).

Recording findingsUse Sheets 3.1b–c to sort through and sequence, in text and/or pictures, theinstructions for the activity. Allow pupils to present these cards to summarise thesteps of the investigation. Encourage pupils to participate in this sequencing bypresenting the actual materials at the appropriate time. This will enable them tofurther experience and explore the properties of these objects and materials andto participate in the sequencing activity at an appropriate level.

Use Sheet 3.1a to finally record which of the fabrics would make the bestinsulating material. Stick the smiley face on the chart next to the fabric thatwould make the best thermal insulator.

Ask:• Which fabric would you choose for your sleeping bag?

• Why would you choose this fabric?

PlenaryExplain to pupils that the fabric which is the best insulator will be around the canwith the warmest water, as it has retained the heat. Write on the board usingobjects or symbols to support understanding:

warm water melts ice cubes fastcool water melts ice cubes more slowly.

Therefore the can which melts the ice cube the fastest is the one covered in thebest insulating fabric.

Explain that the uncovered can lost heat the fastest (cooled down more) and sotook longer to melt the ice cube.

Explain to pupils that a good insulating material is one which retains the heat forthe longest period of time.


Setting the SceneChoosing a sleeping bag

Shop assistant This sleeping bag is filled with feathers and this oneis filled with man-made material.

Paul I like the colour of this sleeping bag and it’s cheap.

Alan But which kind of filling will keep us warmest? It canget cold by the sea, even in July!

Shop assistant Er, I’m not sure.

Paul I don’t mind paying more for the warmest sleepingbag.

Alan We need to find out if feathers or man-madematerial is the best filling for keeping us warm.

Paul and Alan need to buy sleeping bags for their campingholiday. There are two kinds of filling to choose from. Theassistant in the shop helps them.

Sheet 3


Which sleeping bag filling is best?

Which of the sleeping bag fillings will keep you warmest?

Put a ring around your guess.

Tell your teacher why you think this.

Which is the best filling for a sleeping bag?

no fillingfeather fillingman-made filling

Sheet 3.1a


Wrap man-made fillingaround one can.

Put feather fillingaround another can.

Leave one can uncovered.

Sheet 3.1b


Fill the cans withthe same amountof warm water.

Put lids on the cans.Leave the cans for

20 minutes.

Take the lids off.Put an ice cubeinto each can.

Sheet 3.1c


Travelling in the minibus

Possible objectives


P levels 1 to 3•• show emerging awareness of activities and experiences, especially when a

lamp is used as a heat source and they can safely feel its warmth

•• accept and engage in coactive exploration with the help of another

•• begin to communicate intentionally, for example indicating a choice of colourfor the ‘minibus’

•• remember learned responses over increasing periods of time and anticipateknown events, for example anticipating that the stick will go into the meltedchocolate

P levels 4 to 8•• communicate their awareness of changes in temperature, for example by

recognising that there is a change in the chocolate

•• engage in experimentation with a range of equipment in familiar and relevantsituations

•• answer simple scientific questions, for example ‘Which chocolate has melted?’

•• closely observe changes that occur, for example watching the chocolate as itmelts

•• begin to make their own contributions to planning and evaluations and torecording their findings in different ways



there must be the same amount of chocolate in each container or, whenprompted, saying that the containers must be the same distance from the lamp



• draw simple conclusions from their results, for example identifying whichcolour container melted the chocolate quickest



4Activity


P levels 1 to 3•• encounter activities and experiences, for example tasting and touching melting

chocolate

•• perform actions, often by trial and error, and remember learned responsesover short periods of time, for example reaching fingers towards meltedchocolate to get a taste

•• request events or activities, for example eye-pointing towards the lamp for it tobe switched on or indicating a desire to hold one of the cans


means and observing the outcomes, for example heating chocolate from asolid to a liquid form

•• group objects and materials in terms of simple features or properties, forexample colour of cans or whether cans are shiny or dull

•• identify some appliances that use electricity, for example helping to make thelink between light and heat

•• recall sources of light and heat, understanding why the lamp is used as a heatsource


example that the heat from the lamp melts the chocolate

• know about a range of physical phenomena and recognise similarities anddifferences associated with them, for example comparing how quickly thechocolate melts in the two containers

• use their knowledge and understanding of physical phenomena to link causeand effect in simple explanations, for example that the chocolate melts moreslowly in the white container because it reflects away the heat from the lamp


ResourcesBiscuits with chocolate covering that has melted.BBC Essential Sound Effects CD Motor traffic.Three 150 ml (small) drinks cans.200 g bar of chocolate.Three desk lamps (60 watt bulbs).Lollipop sticks.Plasticine.30 cm ruler or 5 cm card spacer.Stop clock or 1-minute sand timer.Uniform sized building cubes.

To prepare cansRemove one end of each can and cover the edges in plastic adhesive tape. Rubdown the can surface using emery paper and paint the individual cans white,yellow and purple using enamel paint.

Recording sheetsSheet 4.1a for pupils who can read and write simple words and phrases.Sheet 4.1b for pupils who can interpret information from pictures.Sheet 4.1c for pupils who can colour blocks to record information.

IntroductionUse Sheet 4 ‘Setting the Scene’: Travelling in the minibus to provide thecontext for the fourth activity.

Show pupils the melted chocolate on the biscuit that was in the purple bus andask them how they think it has happened. Explain to all the pupils that this iswhat happened to the chocolate in the minibus on a sunny day.

Show them the biscuits that were in the white bus.

Ask: Why did the biscuits in the purple bus melt when the biscuits in the whitebus didn’t melt?

Use Sheet 4.1 to ask the question:

Will swapping the colour of the minibus to a light colour stop the chocolate onthe biscuits from melting?

Vocabularylamp melt absorbenergy cool conductorheat source reflect

Main activityExplain to pupils that you are going to use the lamp as a heat source for theinvestigation. Allow pupils to ‘feel’ this heat by placing hands close to, but notactually touching, the lamp. Explain that it will provide heat in the same way asthe sun provided heat on the minibus journey.


Invite pupils to select one of the cans at a time from a choice of purple, white oryellow. Show them how to secure the can to the bench using plasticine, with itsopen end facing the pupil.

Position the lamp carefully above the surface of the can by measuring with aruler or a 5 cm spacer.

Ask pupils to place a single piece of chocolate inside the can. Tell them to switchon the lamp and to start the stop clock.

Use Sheet 4.1b to identify aspects of a ‘fair test’.

Ask:• Do the cans have to be the same size?

• Does the heat source have to be the same distance from the cans?

Tell the pupils to prod the chocolate every 2 minutes with the lollipop sticks.

Ask:• Can you see any changes in the chocolate?

• Is the surface of the chocolate shiny or dull?

Model this part of the activity to the pupils and explain that the chocolate isjudged to have melted when, on prodding with pressure, the stick pushesthrough the melted chocolate to touch the metal can side underneath.

Remind pupils to prod the chocolate after exactly 2 minutes and to recordfindings immediately.

Recording findingsFor pupils who are not able to use the recording sheet appropriately to representtheir findings, it is possible to use coloured cubes to represent the meltingchocolate. Show pupils how they can collect a coloured cube, the same colouras the can, for as long as the chocolate is solid. As soon as the chocolate meltsit is important to stop collecting the cubes.

For pupils who are able to colour and complete a recording chart, use Sheet 4.1c.

PlenaryExplain to pupils that the chocolate in the white can took longer to melt thanthe chocolate in the purple can. Draw a comparison with what happened to thechocolate biscuits in the minibus.

Explain that white materials reflect the heat (and therefore do not get so hotthemselves) and that purple materials absorb (‘soak up’) the heat (and thereforeget hot).

Ask pupils which colour bus would be best to carry bars of chocolate – creamor black? Encourage pupils to generalise their findings to dark and light colours.Explain that shiny colours act like light colours and dull colours act like darkcolours.


Setting the SceneTravelling in the minibus

Sarah I want to go in the new minibus.

Tom Why? It’s the same as the old one.

Sarah No it isn’t. The old minibus is white. The new one ispurple.

Tom That is the only difference. I don’t mind going in theold, white minibus. Take your share of the biscuits toeat on the journey.

Sarah Ooh, chocolate biscuits. My favourites! I’ll see youwhen we stop for a break.

Tom Let’s eat our biscuits.

Sarah Oh no! Mine have melted.

Tom Mine are alright. I wonder why yours have melted?

It is a hot day. The buses stop for a break after 2 hours.

The whole class is going camping so two minibuses areneeded. There’s only one seat left in the new minibus.

Sheet 4


The new minibus

Springfield School used a white minibuswith red letters to take the students on trips.

The chocolate on their biscuits did not meltwhen it was hot and sunny.

They were given a purple minibus in timefor their camping trip to the seaside.

The chocolate on their biscuits meltedwhen it was hot and sunny.

The school needs to change the colour oftheir purple minibus.

Will swapping the colour to a light colourstop the chocolate on their biscuits frommelting?

Sheet 4.1a


How did you make your test fair?

Tick the fair tests

Sheet 4.1b



20

18

16

14

12

10

8

6

4

2

minutes purple white

1. Prod the chocolate every 2 minutes.

2. Colour a box if the chocolate is solid.

3. Stop colouring when it melts.

Sheet 4.1c

The best minibus colour fortransporting chocolate

biscuits

Swimming and paddling

Possible objectives


P levels 1 to 3•• show emerging awareness of activities and experiences

•• communicate consistent preferences and affective responses, for exampleshowing a consistent pleasure at the sound of water being poured, aconsistent dislike for the feel of wet fabrics

•• participate in shared activities with less support, for example taking the‘swimsuit’ on and off the ‘body’ to test how dry it feels

P levels 4 to 8•• communicate their awareness of changes in temperature which they have

experienced

•• engage in experimentation with a range of equipment in familiar and relevantsituations, for example using a variety of timers

•• understand some simple scientific vocabulary and communicate related ideasand observations using simple phrases

•• answer simple scientific questions, for example ‘Which swimsuit has dried out?’

•• closely observe changes that occur, for example feeling the fabric as it dries

•• begin to make their own contributions to planning and evaluation and to recordtheir findings in different ways

Levels 1 to 3• describe how to carry out a fair test with some help, for example that there

must be the same amount of water in each container or, when prompted,saying that the water must be at the same temperature in both



• draw simple conclusions from their results, for example identifying whichcontainer cooled down most



5Activity


P levels 1 to 3•• show sudden reflex responses to wet fabric being held next to skin

•• begin to show an interest in water being poured into bottles, different swimsuitfabrics

•• request events or activities, for example leaning forwards to reach for a fabricto feel, pointing to a bottle to indicate that it needs filling with water


means and observing the outcomes, for example changing the way a fabricfeels by adding water to it

•• recognise features of objects, for example the shape of the bottles, the feel ofthe swimsuit fabrics

•• describe the changes to materials when questioned directly

Levels 1 to 3• know about a range of physical phenomena and recognise similarities and

differences associated with them, for example comparing how quickly thewater cools in the two containers

• use their knowledge and understanding of physical phenomena to link causeand effect in simple explanations, for example that the water cools quickest inthe container with the wet ‘swimsuit’ on because the swimsuit takes heat fromthe inside of the bottle to dry it out



Resources and advance preparation BBC Essential Sound Effects CD Seawash on shore.Sheet 5.Two 2-litre transparent, plastic drinks bottles (the ‘body’) with the narrow neck

removed.Two Lycra material bands (the ‘swimsuit’), made from rectangles of fabric

26 cm × 26 cm, to cover bottles.Two ‘me’ thermometers.Five-minute sand timer.Two room thermometers with plastic frames.Stop clock.Thermometer for teacher use only.

Recording sheetsSheet 5.1a to make predictions about the outcome of the investigation.Sheet 5.1b and 5.1c to provide pictorial scale for measurement of temperature.Sheet 5.1d recording sheet for use with sand timer.Sheet 5.2 recording sheet for use with thermometer.

IntroductionUse Sheet 5 ‘Setting the Scene’: Swimming and paddling to provide thecontext for the fifth activity.

Ask pupils if they feel cold when they get out of the swimming pool.

Ask: How do you know if someone is cold?

Discuss things you can see like shivering, teeth chattering, goose pimples.

Explain that you are going to find out why the girl feels cold when she gets out ofthe sea.

Ask: Is it because she is wet?

What other explanation might there be?

Explain to pupils that you are going to investigate the effect of a wet swimsuit onbody temperature. Use Sheet 5.1a to support those pupils who are able to followpictorial instructions to collect certain pieces of equipment. For some pupils it isimportant to introduce the ‘real’ objects at this stage for them to handle andexplore. Ask pupils to predict what will happen. Explain that the bottles are the‘body’ and that you are going to put a wet swimsuit on one body and a dryswimsuit on the other body.

Place two bottles on the table. Take one piece of swimsuit fabric and place itaround the bottle. Immerse the other piece of fabric in water before placing it onto the other bottle.

Vocabularyobserve thermometermeasure sand timerpredict stop clockcompare evaporation

Main activityInvite two pupils to fill the bottles to the same level with warm water at 40°C.Explain that this makes the bottles feel warm like a human body. Remind pupilsthat it is important that the starting temperatures are the same for both bottles.Remind them about fair testing seen in previous activities.

Show pupils how to immerse the ‘me’ thermometer in the water in the bottles.Show pupils how to match the text description on the thermometer scales to thelaminated pictorial temperature scale. See Sheet 5.1b. This will give them theirfirst temperature reading.

Show pupils how to invert the sand timer. Explain that this will be their guide tomeasuring the temperature of the water in the bottles every 5 minutes. They canthen use the pictorial temperature scale to record the changing temperature.

Recording findings Pupils who have been using the ‘me’ thermometers can cut out a picture fromSheet 5.1c to indicate their body temperature on Sheet 5.1d.

Pupils who are able to count to 10 and to read two-digit numbers can immersethe room thermometer in the water and record the temperature as a line on theactual thermometer scale on Sheet 5.2. Encourage the pupils to start the stopclock or invert the sand timer and to measure the temperature of the water inboth bottles every 5 minutes for 25 minutes. On each occasion another line isdrawn on the scale on Sheet 5.2.

In both cases allow the pupils to feel the Lycra bands at the same time toexperience the drying of the wet swimsuit.

Ensure that the temperature scale is counted as units between the top and thebottom lines on each thermometer scale.

PlenaryAsk:• What did you notice about the wet swimsuit during the investigation? Did it

stay wet?

• What do you think happened?

• Why did the temperature of the water change over time?

Explain to pupils that the temperature of the water surrounded by the wetswimsuit dropped more than the temperature of the water surrounded by the dryswimsuit.

Ask:• What do you think happened to the heat energy in the water?

• What effect did this have on the wet swimsuit?

Discuss with pupils what they should do if they get wet if they want tostay warm.


Setting the SceneSwimming and paddling

Sarah It’s hot! Shall we go for a swim?

Tom We have to go soon. I don’t want to get wet becauseI can’t be bothered getting changed afterwards!

Sarah I want to try out my new flippers.

Tom I might as well go fishing for ten minutes while you areswimming.

Sarah I feel cold. Do you?

Tom No, I’m warm. I think you are cold because you arewet.

After 10 minutes Sarah comes back to the shore and walks outof the sea.

It’s 3 o’clock and very hot on the beach.


Sheet 5

Swimming and paddling

Why does Sarah feel cold?

You will need

What do you think will happen to the warm body in the wet swimsuit?

What do you think will happen to the warm body in the dry swimsuit?


Sheet 5.1a

2 plastic bottles withthe tops cut off 2 ‘me’ thermometers 2 ‘swimsuits’ sand timer


Sheet 5.1b


Sheet 5.1c


Sheet 5.1d

dry

swim

suit

wet

sw

imsu

it

time

inm

inut

essta

rt =

05

1015

2025

Swim

min

g a

nd p

addlin

g

Wh

ich

sw

imsu

it c

oo

led

th

e b

od

y m

ost

?


Which swimsuit cooled the body most?

Feel the wet swimsuit. What has happened?

Where does the energy from the water go?

What must you do if you get wet?

Sheet 5.2

temperature change

= °Cdry swimsuit wet swimsuit

temperature change

= °C

Cooking a meal outside

Possible objectives


P levels 1 to 3•• show emerging awareness of activities and experiences using all senses

•• communicate consistent preferences and affective responses, for exampleshowing a dislike for the cold metal spoon compared to the warmer feel ofthe wooden spoon

P levels 4 to 8•• engage in experimentation with a range of equipment in familiar and relevant

situations

•• understand some simple scientific vocabulary and communicate related ideasand observations using simple phrases

•• answer simple scientific questions, for example ‘Which spoon is hottest?’

•• closely observe changes that occur, for example watching the butter as itbegins to melt


Levels 1 to 3• describe how to carry out a fair test with some help, for example that the

butter must be the same distance along each spoon or, when prompted,say that there must be the same amount of butter on each spoon



• draw simple conclusions from their results, for example identifying whichspoon melted the butter quickest



6Activity


P levels 1 to 3•• show reflex responses to the feel of cold metal or warm wooden objects

against skin

•• react to new activities and experiences, for example discarding objects withunfamiliar textures

•• remember learned responses over more extended periods, for exampleanticipating that a metal spoon will get hot when placed in a pan heating onthe cooker

P levels 4 to 8•• know that certain actions produce predictable results, for example that when

you heat a pan of water, metal spoons in the pan will also become warmer

•• group objects in terms of simple features or properties, for example groupingplastic spoons, metal spoons, and wooden spoons

•• identify some appliances that use electricity

•• recall sources of heat


example that heat from the soup travels along the metal spoon

• know about a range of physical phenomena and recognise similarities anddifferences associated with them, for example comparing how quickly the twospoons warm up and associate this with the material they are made from

• use their knowledge and understanding of physical phenomena to link causeand effect in simple explanations, for example that the butter on the metalspoon melts because the heat from the soup has travelled along the spoon


ResourcesCampsite photograph.Packet of tomato soup.Small saucepan.Selection of spoons, e.g. draining spoon, metal serving spoon, ladle, teaspoon,

dessert spoon, mustard spoon, large plastic spoon, large wooden spoon.Shallow metal dish.Plasticene.Boiling water.Butter (not margarine).

Recording sheetSheet 6.1.

IntroductionUse Sheet 6 ‘Setting the Scene’: Cooking a meal outside to provide thecontext for the sixth activity.

Invite a pupil to show the rest of the class how they would make some soup,focusing on the equipment they would use and the sequence of events within theactivity.

Ask the pupil which spoon they would use to make the soup. Present a range ofspoons and invite comments from other pupils about what the spoons are madeof, what they feel like and what they might be used for.

Vocabularylarge wooden insulatorsmall plastic heat flowmetal hot heat energy

cold

Main activityAsk pupils to select two spoons made of different materials but the same size.

Show pupils how to place a knob of butter half way along the handle of each ofthe spoons. Rest the handle of the spoons on the edge of the dish with thebowls of the spoons lying on the bottom of the dish.


Supervise pupils handling hot water.

Teacher to dispense boiling water.


Tell pupils that you are going to pour boiling water into the dish. Ask themto predict which of the spoons will get hottest first. Note down informationon Sheet 6.1.

Carefully pour the boiling water into the dish for the pupils. The water shouldcover the bowls of the spoons completely.

Tell the pupils to watch the butter on the handles of the spoons and see whichknob melts first.

Recording findingsFor pupils who are able to write simple words, Sheet 6.1 can be completed torecord results of the investigation.

For those pupils who do not yet relate real objects to their pictorial/symbolicrepresentations, it may be better to place the actual spoons in order of how fastthe butter melted. This might provoke some further discussion and exploration ofthe materials the spoons are made of and their particular properties.

PlenaryEnsure that pupils are aware that the movement of heat has occurred from thesoup into the spoon as a result of a temperature difference between the soupand the spoon.

Ask pupils to look at different-sized spoons and spoons made of differentmaterials and to predict how fast butter may melt if the investigation wasrepeated.

Remind pupils about the types of spoons they should use in cooking and why.


Setting the SceneCooking a meal outside

Sarah I’m making tomato soup.

Tom So am I!

Sarah The instructions on the packet say we have to stir thesoup all the time. I haven’t got a spoon!

Tom Here, you can borrow this spoon. I’m using a differentspoon.

Sarah I can’t stir mine anymore! The spoon feels too hot tohandle. What about yours?

Tom My spoon doesn’t feel hot and my soup is ready.

They both stir their soup for the same amount of time on thesame type of stove.

It’s 5 o’clock and time for a meal.


Sheet 6

Which is the best spoon for stirringhot soup?

Which is the best spoon? Put a ring round your guess.

Which spoon gets hot first?

Which spoon does not get hot?

Which is the best spoon for stirring the soup?

spoonspoon

Sheet 6.1


Guidance

Curriculum, Examination & Assessment



Heating and cooling

Teachers of scienceworking with pupils with special educational needs

Status: Recommended

Date of issue: 09/02

Ref: DfES 0621/2002

department for


Department for Education and SkillsSanctuary BuildingsGreat Smith StreetWestminsterLondonSW1P 3BT


Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged

www.standards.dfes.gov.uk/keystage3

www.dfes.gov.uk

department for


Cam

bridge University P

ress 09/02

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