TOPIC: MATERIALS

CLASS: 6

DATE: 13/05/2024
Learning 5Cm.02 Understand that substances can be gaseous and know the
objectives common gases at room temperature (limited to oxygen, carbon dioxide,
water vapour, nitrogen and hydrogen).

5TWSc.01 Sort, group and classify objects, materials and living things through
testing, observation and using secondary information.
Lesson focus / I can understand that substances can be gaseous and know the common gases
Success criteria at room temperature
Prior knowledge Students will benefit from previous knowledge of an understanding of mater
/ Previous
learning

Plan

Timing Planned activities Notes

Introduction Review of prior knowledge that materials are classified as solids, None
liquids and gases:
Can you give me some examples of common solids, liquids and
gases?

Main activities
Give pairs of learners cards of common substances (a range of
solids and liquids including, but not limited to, oxygen, carbon
dioxide, water (vapour), nitrogen, hydrogen).

They use secondary information sources to support them Set of

finding out about, and then sorting, unknown substances into substance
those that naturally occur as solids, liquids and gases. cards,
secondary
What do all the gases have in common? information
Are there any substances that could be in different groups under sources.
different conditions?

End/Close/ Learners researching the properties and uses of the different None
Reflection/ gases.
Summary
TOPIC: MATERIALS

CLASS: 6

DATE: 15/05/2024
Learning 5Cm.01 Use the particle model to describe solid, liquids (including solutions) and
objectives gases.

5TWSm.02 Use models, including diagrams, to represent and describe scientific

phenomena and ideas.
Lesson focus / I can use particle model to describe solid, liquids and gases
Success criteria I can use models , including diagrams to describe a scientific occurrence and
ideas
Prior knowledge Learner will benefit from the knowledge of the three states of matter,
/ Previous
learning

Plan

Timing Planned activities Notes

Introduction The particle model of a gas None

Recap prior learning that all matter is made of tiny particles: the
particles are always moving (even in a solid they vibrate next to
each other) and the behaviour of these particles determines
which state that matter is in.

Main activities
Present the particle model for a solid and liquid. Explain how
the model helps us describe a solid or liquid and discuss the
differences in the arrangement and difference in movement of
the particles in solids and liquids. Blank particle
What do we think the particle model of a gas will look like? model template,
complete
Learners, in groups, draw what they think on paper and then particle models
present their thinking with their reasoning. for a solid and
liquids
Reveal the particle model of a gas to the learners and show it
alongside the particle models for a solid and liquid.

Discuss the changes that happen and understand there is a

pattern to the change, where liquids have more energy than
solid and gases more energy than liquids which affects the
movement and organisation of the particles.

End/Close/ Discuss the properties of solids, liquids and gases and relate None
Reflection/ these properties to the particle model.
Summary
TOPIC: MATERIALS

CLASS: 6

DATE: 16/05/2024
Learning 5Cp.02 Know the main properties of water (limited to boiling point, melting point,
objectives expands when it solidifies, and its ability to dissolve a range of substances) and
know that water acts differently from many other substances.

5TWSp.03 Make predictions, referring to relevant scientific knowledge and

understanding within familiar and unfamiliar contexts.
Lesson focus / I know the main properties of water
Success criteria I can make predictions by referring to relevant scientific knowledge and
understanding within familiar and unfamiliar contexts
Prior knowledge Knowledge of the properties of different material solids, liquids and gases
/ Previous
learning

Plan

Timing Planned activities Note

s
Introduction Explain that only one substance on Earth exists in all three states naturally, let None
them discuss in pairs what they think it might be:
What substance do you think it is? Why?

Main Informing the learners that water is a unique substance because it exists under
activities the normal conditions on Earth as a solid (ice), liquid (water) and a gas (water
vapour).
Melting point

Explain that water freezes at 0°C and if it is warmer than that the process of Set of
melting begins. subst
? ance
cards
Boiling point ,
Demonstrate that water boils at 100°C by watching a video of heating some seco
water in a saucepan and using a thermometer to show the temperature. ndary
infor
Explain that when water boils steam is produced; steam rises because it is hot. matio
You can use the particle model to explain that particles with more energy move n
around more, leading to more movement of the water. The bubbles are mainly sourc
made of water vapour, with any other gases that are dissolved in the water. es.

Explain that water expands (by about nine per cent) when it freezes; it is the
only substance on Earth that does this. The expansion of water on freezing
means a sealed drinks bottle could burst in a freezer. Show learners a picture
of an iceberg and explain that frozen water (i.e. ice) floats on top of liquid
water.
End/Close/ Discuss with learners how water is different to other substances. Provide None
Reflection/ learners with a range of cards showing the properties of different substances.
Summary They then compare the properties and discuss how water is similar and
different to other substances.
TOPIC: MATERIALS

CLASS: 6

DATE: 20/05/2024
Learning 5Cc.01 Describe the processes of evaporation and condensation, using the
objectives particle model and relating the processes to changes in temperature.
5TWSa.01 Describe the accuracy of predictions, based on results.

5TWSa.02 Describe patterns in results, including identifying any anomalous

results.

5TWSa.05 Present and interpret results, using tables, bar charts, dot plots and
line graphs.

5TWSc.05 Take appropriately accurate measurements.

Lesson focus / I can describe the processes of evaporation and

Success criteria condensation I can describe patterns and anomalous results
in results
I can interpret, present results using various methods
Prior knowledge Learners will benefit from knowledge of the change of the three states of matter.
/ Previous
learning
Plan

Timing Planned activities Notes

Introduction Give learners three bowls (or other containers); they label them None
1, 2 and 3. They accurately measure out 50 ml of water into
each bowl and mark the water line. Tell them to place the three
bowls in different locations (e.g. in the classroom, outside, in a
refrigerator).
What do you think is going to happen to the water?
Do think the same thing will happen to each of the bowls? Why?
How do you think the behaviour of the particles will change in
each of these bowls?

Main activities Give learners three bowls (or other containers); they label them
1, 2 and 3. They accurately measure out 50 ml of water into
each bowl and mark the water line. Tell them to place the three
bowls in different locations (e.g. in the classroom, outside, in a
refrigerator).
What do you think is going to happen to the water? Set of
Do think the same thing will happen to each of the bowls? Why? substance
How do you think the behaviour of the particles will change in cards,
each of these bowls? secondary
information
After 30 minutes see what has happened by comparing the sources.
current water level to the marked water line. Learners accurately
measure the amount of liquid remaining and record their results
in a table.
Was your prediction correct?
What do you think has happened to the water?
TOPIC: MATERIALS

Timing Planned activities Notes

After another 30 minutes learners accurately measure the
amount of water remaining. Containers,
What has happened to the water in the different bowls? marker pens,
How has the location of each bowl affected what has happened? plastic film, ice
Why is each bowl different, or the same?

Explain that evaporation is occurring, i.e. the amount of liquid is

getting less because it is turning into a gas (i.e. water vapor).
What factors have affected the rate of evaporation?

Explain that temperature is the main factor affecting the rate of

evaporation, but that wind and humidity also affect the process.

Ask learners to use their results to assess how accurate their

original predictions were.

Learners draw a line graph of volume of water against time; they

plot the results for the three bowls to show how the results are
different for each location.

Ask learners:
What is the opposite of evaporation?

Listen to learners’ ideas and then explain the opposite of

evaporation is when a gas changes state to a liquid and this is
called condensation. Demonstrate condensation to the class by
placing a bowl of water covered by plastic film under a light and
placing ice (or a cold pack) on the plastic film. Discuss with
learners what they think is happening. Explain that the heat from
the light will increase the rate of evaporation and the ice will cool
down the water vapour on the plastic film causing it to form
droplets.

End/Close/ None
Reflection/
Summary Model to learners how the particle model can be used to help
explain evaporation and condensation by showing particles in a
liquid gaining more energy and entering the gas state and
particles in a gas losing energy and entering the liquid state.

Learners then draw their own particles models for evaporation

and condensation writing a description of what the model shows.
TOPIC: MATERIALS

CLASS: 6

DATE: 20/05/2024
Learning objectives
5Cp.01 Know that the ability of a solid to dissolve and the ability of a liquid to
act as a solvent are properties of the solid and liquid

5TWSp.04 Plan fair test investigations, identifying the independent,

dependent and control variables.

5TWSc.06 Carry out practical work safely.

Lesson focus / I know that the ability of a solid to dissolve and the ability of liquid to act as
Success criteria solvent
I can plan fair test investigation
I can carry out practical work safely
Prior knowledge / Learners will benefit from knowledge of solids and liquids
Previous learning Learners will benefit from common knowledge of solutions and mixtures

Plan

Timing Planned activities Notes

Introduction Give learners six labelled solids (e.g. sand, salt, sugar, flour, None
coffee, rice). Tell them that they are going to set up a fair test to
investigate which of the solids are soluble in water. Ask learners
questions to help them to plan their investigation:
What are the control variables in the investigation?

Main activities
Learners need to keep the amount of water (solvent) and solid
the same; to treat each solid the same (i.e. stir 10 times, or not
stir at all) and to keep the temperature of the water (solvent) the
same.

Remind learners that there should only be one independent

variable in a fair test; in this case it is the solid added.

How are you going to measure the dependent variable? Six solids,
How will you know if the solid has dissolved? containers,
Ask them to suggest different ways they might measure whether stirring rods,
the solid has dissolved. spoons.

Ensure that learners have fully planned their investigation (with

a clear method) before they carry out the practical work. They
record their results in a table alongside their predictions; you
may provide a table or learners can draw a table themselves.

End/Close/ Discuss with the learners that a solid being able to dissolve and None
Reflection/ a liquid being able to act as a solvent are properties. Discuss
Summary with learners other properties of the solids and solvent used and
TOPIC: MATERIALS

Timing Planned activities Notes

ensure they include the ability to dissolve or act as a solvent to
their properties.

CLASS: 6

DATE: 21/05/2024
Learning 5Cp.01 Know that the ability of a solid to dissolve and the ability of a liquid to act
objectives as a solvent are properties of the solid and liquid.

5Cm.01 Use the particle model to describe solid, liquids (including solutions) and gases.

5TWSm.02 Use models, including diagrams, to represent and describe scientific

phenomena and ideas.
Lesson focus / I know the ability of solids to dissolve and the ability of liquids to act as
Success criteria solvents I can use the particle model to describe solids, liquids and gases
I can use models, diagrams to represent and describe scientific phenomenon
Prior knowledge Learners will benefit from knowing the properties of solids, liquids and gases
/ Previous
learning
Plan

Timing Planned activities Notes

Introduction None
TOPIC: MATERIALS

Main activities Soluble and insoluble

Have a bottle of water, ideally in a transparent container, and

some salt. Ask learners:
What will happen when the salt is added to the water?

Learners can discuss in pairs and then share their thoughts.

Explain to learners that one of two things will happen: either the
salt will dissolve (i.e. it is soluble) or not dissolve (i.e. it is
insoluble).

Explain we will demonstrate what we mean by dissolve and not

dissolve. Clear some space. Ask three quarters of learners to
move about in pairs (representing liquid particles). The Bottle of water,
remaining one quarter of learners line up together as solid salt
particles and then move into the ‘liquid’. Say that the solid is in
the water but it has not dissolved; the solid is insoluble.

Then ask the liquid pairs to go and gently pull individual ‘solid’
learners out of the ‘solid rows’ and into the ‘liquid’. Explain how
some solids can break up in a liquid and the particles (or small
groups of particles) move with the liquid particles. This is a type
of mixing, where solids and liquids are mixed. The solid particles
are so small they are not visible (i.e. they look like they are part
of the liquid) but they are still there mixed up with the liquid.

Timing Planned activities Notes

End/Close/ Show the above as diagrammatically using the particle model. None
Reflection/
Summary
TOPIC: MATERIALS

CLASS: 6

DATE: 24/05/2024
Learning 5Cc.03 Investigate and describe the process of dissolving, and relate it to mixing
objectives

5TWSp.01 Ask scientific questions and select appropriate scientific enquiries to

use.

5TWSp.02 Know the features of the five main types of scientific enquiry.
Lesson focus / I can investigate and describe the process of dissolving , and relate it to
Success criteria mixing I can select appropriate scientific enquiries to use
I know the features of five main types of scientific inquiry
Prior knowledge Learners will benefit from the common knowledge that some substances dissolve
/ Previous in liquids and some substances do not dissolve in liquids
learning

Plan

Timing Planned activities Notes

Introduction Explain that the type of scientific enquiry would be ‘observing None
over time’ as they would be adding more and more salt to
the water.

Main activities
Ask learners to put 100 ml of water in a container and mark the
water line with a marker pen. They then add one level teaspoon
of salt.

What happens to the salt?

Why do you think that happens?
What could you do to get the salt to dissolve?
Salt, container,
teaspoons,
Explain that in cold water salt is not very soluble and that they stirring rods
will need to stir the water; stirring increases the surface area to (optional)
allow the solvent to dissolve the solid. Learners mix the
water/salt mixture by stirring until all the salt has dissolved.
How do you know when all the salt has completely dissolved?
How many times did you need to stir the mixture before all
the salt had fully dissolved?

Learners repeat the process, one teaspoon of salt at a time, until

no more salt will dissolve.

How do you know no more salt is going to dissolve?

How many teaspoons of salt have dissolved in the water?
What has happened to the volume of the water?
Why do you think the volume of the water has increased?
TOPIC: MATERIALS

Timing Planned activities Notes

Tell learners that they have made a ‘saturated’ salt solution

which means no more solute will dissolve. Relate this back to
the particle model and explain that the space between water
particles is filled with salt particles but both the salt and water
particles can move freely so it is still a liquid.

This activity could be extended by repeating the investigation

using warm water to see if there is a difference in the amount of
salt that dissolves.

Health and safety: Do not let learners taste the salt solution.

End/Close/ None
Reflection/
Summary