Year 4 - States of Matter

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Kent Scheme of Work for Primary Science, 2014, Edukent

Year 4 - States of Matter Reference to the Programme of Study 2014 Pupils should be taught to:

Compare and group materials together, according to whether they are solids, liquids or gases

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in

degrees Celsius (°C)

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. The learning journey – ‘Materials’

Year group Statutory Requirements from the Programme of Study 1 . Distinguish between and object and the material from which it is made.

Identify and name a variety of everyday materials, including wood, plastic, glass, water and rock. Describe the simple physical properties of a variety of everyday materials. Compare and group together a variety of everyday materials on the basis of their physical properties.

2 Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. 3 Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter. 4 Compare and group materials together, according to whether they are solids, liquids or gases

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this

happens in degrees Celsius (°C)

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

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5 Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

Understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and

evaporating

Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals,

wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including

changes associated with burning and the action of acid on bicarbonate of soda.

How the children should learn science at Lower Key Stage 2 The principal focus of science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. Suggestions for Working Scientifically Pupils might work scientifically by: grouping and classifying a variety of different materials; exploring the effect of temperature on substances such as chocolate, butter, cream (for example, to make food such as chocolate crispy cakes and ice-cream for a party). They could research the temperature at which materials change state, for example, when iron melts or when oxygen condenses into a liquid. They might observe and record evaporation over a period of time, for example, a puddle in the playground or washing on a line, and investigate the effect of temperature on washing drying or snowmen melting. Further Guidance The following opportunities for working scientifically should be provided across Years 3 and 4 so that the expectations in the programme of study can be met by the end of Year 4. Pupils are not expected to cover each aspect for every area of study.

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Raising Questions. They should be given a range of scientific experiences to enable them to raise their own questions about the world around

them. Choosing a suitable scientific enquiry. They should start to make their own decisions about the most appropriate type of scientific enquiry they

might use to answer questions Observations. They should help to make decisions about what observations to make, how long to make them for. They should make systematic and

careful observations. Fair testing. Recognise when a simple fair test is necessary. Sorting and classifying. Talk about the criteria for grouping, sorting and classifying and use simple keys. Secondary sources. They should recognise when and how secondary sources might help them to answer questions that cannot be answered

through practical investigations. Choosing equipment. They should help to make decisions about the type of simple equipment that might be used. They should learn how to use

new equipment, such as a data loggers and thermometers, appropriately. Collecting data. They should collect data from their own observations and measurements. Measuring. They should use standard units. Recording. They should make decisions as to how to record. They should record in notes, drawings, labelled diagrams, bar charts and simple tables.

Pupils should use relevant scientific language to discuss their ideas and communicate their findings in ways that are appropriate for different audiences.

Analysing data. They should make decisions as to how to analyse the data. They should begin to look for patterns and decide what data to collect to identify them. With help, pupils should look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions. With support, they should identify new questions arising from the data, making predictions for new values within or beyond the data they have collected.

Making improvements. They should find ways of improving what they have already done.

Preparation for this unit of study Display. Ensure that you create a display board containing the key vocabulary for this topic. Place a table in front of the display on which to place a variety of materials in different states, as well as key questions and information about scientists in this field. Resources

Balloons (some filled with water and then frozen, some with liquid water, and others with air.

Bibs to wear: solid, liquid and gas

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Many objects made from a variety of materials

Various household liquids: milk, vinegar, juice, etc

Balloons

Light lengths of dowelling

String

Small plastic bottles

Elastic bands

Bowls

Warm water

Vitamin C effervescent tablets

A variety of solid materials that will melt at different temperatures.

Washing-up bowls

Thermos flasks (for adults to have easy and safe access to warm water)

Data-loggers and temperature probes

Thermometers (Health and safety - check that they have been designed to measure to above 60 degrees Celsius)

Transparent bags

Chunks of candle wax

Nightlights

Nightlight holders

Metal bowls (like dog bowls)

Wooden pegs attached with elastic band to the end of metal tent pegs

Small metal trays (e.g. the ones that nightlight are in)

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Metal teaspoons

Plastic washing-up liquid bottles (cut down)

Candles

Ice cubes (broken)

Ice balloons made from water frozen inside of balloons

Food colouring

Selection of liquids

Ice cube holders

Graph paper acetate

Chalk

Jar with lid containing ice

Can of drink from fridge

Plasticene

Clear bowl

Clingfilm

Ice wrapped in cotton wool

Small mirrors (from fridge)

Plant

Key vocabulary

States of matter - Solid, liquid and gas

Examples of gases (at room temperature and pressure) – Oxygen, hydrogen, helium, carbon dioxide, methane

Examples of liquids (at room temperature and pressure) – Water, milk, juice, petrol, oil

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Examples of solids (at room temperature and pressure) –Wood, rocks, metal, plastic, glass, wool, leather, etc

Processes – Melting, condensation, evaporation, solidifying, freezing

Water cycle

Water vapour

Steam

Heating

Cooling

Key information for teachers

Solid – A solid has a definite shape that remains the same unless a force is acting upon it.

The particles in a solid are rotating, vibrating or moving about a fixed point, close to each other

Liquid – A liquid has no fixed shape but a volume and takes on the shape of its container.

The molecules in a liquid move more and have more energy than particles in a solid but remain in close contact with each other

Gas – A gas no fixed shape or volume and will always spread out to fill the container that it is in.

The particles have a lot of energy, moving around in a random way, hitting other particles and the walls of the container.

Heating

All matter is made up of particles which have energy and move. The more energy they have the more movement there is.

When a solid is heated it gains energy, the particles move more and it changes to a liquid state.

When more energy (heat) is applied to a liquid more movement occurs and it changes into a gaseous state. If a gas is heated it gains more energy and takes up more space (expands).

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Processes

Melting – When heat is applied to a solid the particles vibrate more, reducing the forces holding them together. This causes them to move apart, breaking the solid structure and becoming a liquid.

Evaporation – When heat is applied to a liquid the particles move around even faster, breaking away from each other and forming a gas or vapour.

When this happens to all the particles it is called boiling

Condensation – When a gas has heat removed from it the particles in the vapour slow down, come together and loosely bond, returning to the liquid state.

Solidify – This is when cooling of a liquid slows the movement of the particles and they become solid at or near room temperature.

Freezing – As above, but it happens at cold temperatures.

Steam - Steam is the name given to the gaseous state of water at or above 100 degrees Celsius and is not visible.

Water vapour - Water vapour is the gaseous state of water below 1oo degrees Celsius and is visible as tiny water droplets.

Water Cycle – The water cycle depends upon the processes of evaporation, condensation and precipitation. Precipitation is water falling from the air as rain, snow, sleet or hail. Evaporation occurs on the oceans, land, lakes and rivers. Some of the cooled water vapour condenses on small particles of dust or soot present in the atmosphere and clouds containing water droplets or ice are formed. The water droplets need to reach a certain size before they begin to fall.

Key Scientists

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Alfred Barnhard Nobel (1833-1896) - http://www.nobelprize.org/alfred_nobel/

Royal Society of Chemistry – ‘The 175 Faces of Chemistry’ provides information on contemporary chemists and chemists of the past - http://www.rsc.org/diversity/175-faces/all-faces

Learning Expectations Possible Tasks Resources

To be able to compare and group materials together, according to whether they are solids, liquids or gases.

Hook – The Science Laboratory Just like in Key Stage 1, you could set up your classroom as a science laboratory. This might help the children make an association with ‘materials’ and doing particular types of scientific enquiries. A ‘Careful, scientists at work’ sign could be placed on the door. On entering the ‘laboratory’ for the first time the children could be faced with tables on which you have placed a range of scientific equipment. A digital microscope could be showing something interesting on the white board. ‘Lab jackets’ (used white blouses/shirts) could be hung up on the back of each of the children’s chairs. You could begin this area of science by showing some of the jobs related to chemistry. These can be found on the Royal Society of Chemistry website - http://www.rsc.org/diversity/175-faces/all-faces

Identifying and classifying – Solid, liquid and gas balloon

Before the lesson make sure you have prepared plenty of balloons. In some of the balloons make sure you have frozen water. In other balloons fill with liquid water. Just fill the remaining balloons with gas by blowing into them.

Ask the children to feel each of the balloons and decide what a solid is, a liquid and a gas is.

http://www.bbc.co.uk/learningzone/clips/properties-of-solids-liquids-and-gases/10587.html

The video above shows some clear models of solids, liquids and gases.

Balloons (some filled with water and then frozen, some with liquid water, and others with air.

Bibs to wear: solid, liquid and gas

Many objects made from a variety of materials

Various household liquids: milk, vinegar, juice, etc

http://www.nobelprize.org/alfred_nobel/

http://www.rsc.org/diversity/175-faces/all-faces



http://www.bbc.co.uk/learningzone/clips/properties-of-solids-liquids-and-gases/10587.html

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http://www.brainpop.com/science/matterandchemistry/statesofmatter/

The video above shows an animation explaining the three states of matter.

Drama – Being a solid, liquid and a gas.

Children can wear one of three bibs; solid, liquid or gas. Demonstrate how solid particles are all close together and moving slowly. As they become liquids, they remain in close contact but move around more. Finally, as gases, they move around quicker and in a random fashion.

Recording

The children could record their definitions of what a solid, liquid and gas are. These could include drawings.

Comparing and sorting solids, liquids and gases – Which state of matter are you materials?

Provide all the small groups of children with access to a variety of materials in different states. They must decide whether they are solid, liquid or a gas. They must explain to each other the decisions that they have made.

Recording

The children could draw three overlapping circles (Venn diagram). They can draw some of the objects in the correct place within the diagram. For instance, a bottle of salad cream might go in the part where the ‘solids’ and ‘liquids’ overlap.

http://www.brainpop.com/science/matterandchemistry/statesofmatter/

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.

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To be able to set up a fair test. To be able to use results to draw simple conclusions.

Fair-test - Which liquid moves the fastest?

Hook – Do it badly!

Show the children that they are about to do in their small groups, but show it badly! You are trying to demonstrate how NOT to do a fair-test. So, for example, place a tray at a particular gradient and use syringe to place 5ml of honey at the top. Measure how far it has travelled after 30 seconds. Now, place the tray at a higher gradient, and place 10ml salad cream at the top. Ask the children whether a fair comparison is being made between the two liquids. If not, how could it be made fair?

The children can now carry out the investigation in their own groups.

Recording

Children could record their results in a table

The children could communicate the answer to the question using just one sentence.

A range of different liquids; ensure that they each take a little time to run down a tray set at a gradient


What can we find out about gases?

Simple test - Does gas have weight?

Ask the children to devise a test to find out whether gas has weight. They might choose simply to measure a balloon before inflating and then compare it to an inflated balloon. They could tie a deflated balloon on one end of a stick and an inflated balloon on the other. By holding the stick

Balloons

Light lengths of dowelling

String

Small plastic bottles

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To be able to use results to draw simple conclusions.

horizontally by a piece of string tied to the middle they can see which end is heaviest.

Simple test - What happens to gas when it is heated?

Give each group a balloon, a small plastic bottle and a bowl of warm water. Ask them to find out what happens to gas when it is heated. They should place the balloon over the neck of the bottle and then place the bottle into the warm water. They could investigate this further by changing the size of the bottle, or changing the temperature of the water.

Simple test - Can gas be made from a solid and a liquid?

Provide children with a small plastic bottle, water, an effervescent tablet and a balloon. The children should place the water and tablet in the bottle. The balloon can be fitted over the neck of the bottle in order to capture the gas (carbon dioxide) created.

Recording

For each of these tests, the children can draw what they did and draw what happened.

To help the children in developing an explanation, break it down into three stages. Firstly, allow them to do something active; they could act out, draw or discuss what they thought was going on. Secondly, identify the correct scientific vocabulary. Finally uses this thinking and vocabulary to construct a sentence or two.

Elastic bands

Bowls

Warm water

Vitamin C effervescent tablets

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To be able to

observe that some

materials change

state when they are

heated or cooled,

and measure or

research the

temperature at

which this happens

in degrees Celsius

(°C).

To be able to use a data logger to take accurate measurements.

To be able to use a thermometer to take accurate measurements.

Simple test – What happens to solids when they are heated?

Discuss with the children the different ways they could find the answers to this question.

Discuss with children the unit of measurement for measuring temperature. Allow the children some time to explore using thermometers and temperature probes attached to data-loggers.

Show children the equipment that they are going to use and ask them to work out how they could use this equipment to answer the question. They can then place different materials (e.g. soft and hard fats, chocolate and wax) in separate transparent bags or in small metal trays and place them in warm water (up to 60 degrees Celsius) inside of a bowl.

Health and Safety – discuss with children how they should be handling warm water.

Simple test – At what temperature will a solid begin to melt?

Then ask the children how they would find out at which temperature each material would begin to melt. Each group of children can have a bowl of water into which they can add more hot water can be added (children should not be handling water warmer than 60 degrees Celsius). They will need to monitor the temperature of the water. This is a great opportunity to use data-loggers. Just like above, they will place bags containing the solids or small metal trays holding the solids into the water.

Recording

A table and a bar graph could be made of the results. The children could refer back to the drama that they have previously done to help to develop an explanation about melting.

Research

The children could use secondary sources to find out more about the melting point of a range of

A variety of solid materials that will melt at different temperatures.

Washing-up bowls

Thermos flasks (for adults to have easy and safe access to warm water)

Data-loggers and temperature probes

Thermometers (Health and safety - check that they have been designed to measure to above 60 degrees Celsius)

Transparent bags

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materials.

To be able to

observe that some

materials change

state when they are

heated or cooled,

and measure or

research the

temperature at

which this happens

in degrees Celsius

(°C).

To be able to provide a written explanation.

Simple test - Can we change the state of wax?

Provide children with a nightlight standing in a nightlight holder on some sand in a metal bowl (like a dog bowl). Place a small metal tray containing candle wax on the top of the nightlight holder. A metal teaspoon can be leant inside the bowl. Light the candle. Once the wax in the metal tray has melted carefully pick it up with the wooden peg attached to the metal tent peg. Carefully pour the liquid wax down the back of the spoon. Ask the children to explain what is happening to the wax.

Recording

The children could draw the wax in its different stages and explain what happened. Again, break this explanation down into three stages. They can act out being a solid and liquid – other children in the groups can call out ‘add heat’ and ‘take away heat’. Help children to identify the key process words: ‘melt’ and ‘solidify’, and the means by which the changes occurred: ‘heating’ and ‘taking away heat ‘(‘cooling’). Finally, the children can construct a sentence or two.

Problem-solving – Using the processes of melting and solidifying, can you make a candle of wax with holes in it?

Inform the children that they have been employed by a candle making factory. Challenge the children to develop method for making a candle with holes in it, but only by using melting and

Chunks of candle wax

Nightlights

Nightlight holders

Metal bowls (like dog bowls)

Wooden pegs attached with elastic band to the end of metal tent pegs

Small metal trays (e.g. the ones that nightlight are in)

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solidifying.

1. The children will need to make a mould for their candle using foil.

2. They can then remove a nightlight from its case and place it in the centre of their mould.

3. They must then pack the space between the nightlight and mould with broken but not crushed ice cubes.

4. They can then pour more molten wax over the ice, to fill the mould.

5. It can be left to stand for around 10 minutes. When it has solidified, run under a warm tap to loosen the wax and push firmly out of the mould.

Health and Safety - Once again this will require close supervision.

Metal teaspoons

Plastic washing-up liquid bottles (cut down)

Candles

Ice cubes (broken)

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To be able to

observe that some

materials change

state when they are

heated or cooled,

and measure or

research the

temperature at

which this happens

in degrees Celsius

(°C).

To be able to set up a simple test.

Observation - Freezing and melting

Give each group of children a balloon that has had water frozen inside it. They can peal off the balloon and explore the ice balloon. Ask them to work out how the ice balloon was made. They can try placing a few drops of food colouring on the ice and observe what happens over time

Drama/modelling – Being a solid and liquid

Act out being a solid: children line up in line to form a large square. Each of the children can represent a particle of solid. Ask the children to wriggle a little on the spot. Apply more energy to this model by calling out ‘heat energy’. The children can now begin to form a long line and move around the room. To initiate solidification/freezing, call out ‘remove heat energy’. The children should now begin to move more slowly until they are back wriggling in their square.

Simple test – Do all liquids freeze?

Children can plan and carry out their own investigation to find out whether all liquids will freeze.

Recording

They can draw their liquids at different stages; before going in the freezer, immediately when removed, and one hour later.

Ice balloons made from water frozen inside of balloons

Food colouring

Selection of liquids

Ice cube holders

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To be able to

observe that some

materials change

state when they are

heated or cooled,

and measure or

research the

temperature at

which this happens

in degrees Celsius

(°C).

To be able to set up a fair test.

Simple test – What happens to water when it is heated? The children can heat a set amount of water in small metal trays on night light holders (all placed within metal bowls). Recording The children could draw the water before heating and after. They could explain what happened to the water that is no longer in the tray.

Illustrative fair test investigation– ‘Will the location of a puddle affect how well it evaporates?’ Discuss with the children:

1. What is being changed in this investigation? (The location of the puddle) 2. What is being measured/observed? (How much of the water evaporates in a

particular time) 3. How they will perform this investigation: how much water, where they will place it,

and how long they will leave it for. 4. How they will record their results

This investigation could be carried out in a couple of ways. Firstly, you could go outside on a sunny day and choose 3 or 4 locations on the playground to place the same amount of water. You could draw around the puddles made with chalk. Alternatively, you could create small puddles in trays and place them in different places inside. You would need to measure how much water there is in the tray each time, or make sure the water is on graph paper acetate and count the number of squares covered by the puddle.

(Heating equipment as mentioned above)

Graph paper acetate

Chalk

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To be able to identify

the part played by

evaporation and

condensation in the

water cycle and

associate the rate of

evaporation with

temperature.

To be able to use straightforward scientific evidence to answer questions or to support their findings.

Deep thinking time – Evaporation and condensation Challenges children’s thinking by getting them to explain:

1. The water on the outside of a glass jar (with a lid) containing ice. 2. The water on the outside of a can of drink taken from the fridge.

Model – What is the water cycle? http://www.bbc.co.uk/learningzone/clips/the-water-cycle/11070.html The website above shows a video of the water cycle. 1. Children observe the features of the water cycle by placing some plasticene mountains and warm water in a clear bowl. Cover the top of the bowl with cling film. Onto the cling film place ice wrapped in cotton wool (clouds). The children can record the various processes in a range of ways. They must use scientific terms to explain what is happening at each stage.

2. The children could also heat up water in small trays on top of night light holders. They could try condensing some of the water vapour by using a mirror. This works best if the mirrors have been placed in the fridge beforehand.

3. Demonstrate how water evaporates from plants and condenses. Seal the stems into the narrow neck vase and cover with a polythene bag. Fix with rubber bands. Leave overnight – observe droplets on inside surface of the bag

Jar with lid containing ice

Can of drink from fridge

Plasticene

Clear bowl

Clingfilm

Ice wrapped in cotton wool

Small mirrors (from fridge)

Plant

Transparent bag

http://www.bbc.co.uk/learningzone/clips/the-water-cycle/11070.html

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Year 4 – States of matter

Assessing children’s knowledge and understanding of the nature, processes and methods of science

Learning expectation Group 1 (lower ability)

Group 2 (average ability)

Group 3 (higher ability)

Comments


To be able to observe

that some materials

change state when

they are heated or

cooled, and measure

or research the

temperature at which

this happens in

degrees Celsius (°C).

To be able to identify

the part played by

evaporation and

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condensation in the

water cycle and

associate the rate of

evaporation with

temperature.

To be able to set up a fair test.

To be able to set up a simple test.

To be able to use results to draw simple conclusions.

To be able to use a data logger to take accurate measurements.

To be able to use a thermometer to take accurate measurements.

To be able to provide a written explanation.

To be able to use straightforward scientific evidence to answer questions or to support their findings.

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Children below the learning expectations

Children above the learning expectations

Documents

Year 4 - States of Matter