Teach-Primary-Issue-19.2

WEEK 1 Learning objective l How can we sort materials? This first lesson is about building a foundation of knowledge and dispelling any misconceptions. Depending on the age of your class, they may have covered some of the concepts before. First, watch the BBC Bitesize video ( slide 8 in downloadable PowerPoint – link above) on different states of matter. Pose the question: sand can be poured, so does that make it a liquid? Is it the same as orange juice or honey ( slides 9-10 )? Discuss misconceptions and introduce vocabulary such as M E D I U M T E R M P L A N KS2 SCIENCE Download your FREE accompanying PowerPoint and worksheets at tinyurl.com/tp-StatesMatterMTP DOWNLOAD RESOURCES AT S olid, liquid and gas. The three states of matter provide a host of different investigations for children to get their hands on. The following lessons start with foundational knowledge, before giving you five different investigations for your class to undertake. The investigations do not need to be completed in order, so you can be flexible depending on what staff and equipment you have available. None of these experiments needs specialist or expensive equipment, either, although they canmake a little mess – and cause brain freeze.Whilst I’ve described six ‘lessons’, you could fill 12 hours of teaching time, as many of the experiments take a little while to complete and then have a short recording activity at the end. Essentially, you can structure this plan however works best for your class. particulate and viscosity (more common misconceptions are considered in the What do you think? questions on slide 11 ). Allow time for children to craft their own definitions of solid, liquid and gas ( slides 12-13 ). Next, ask children to plot 14 different materials ( slides 14-15 ) onto a grid to show if they think the material is a solid or a liquid. You could either bring in all the different foods and household items (such as jam and cleaning spray) for children to handle, or have them complete the table from the pictures. After completing the table, discuss jelly and shaving foam ( slides 16-18 ). Are they solids or liquids (remember they can easily change shape and volume)? End the lesson by introducing gas as the third state of matter ( slide 19 ). You could then complete the final assessment activity, where children place the substances explored in the lesson on a spectrum of solid to liquid to gas ( slide 20 ). Assessment Can pupils define a solid and a liquid? Can they articulate irregular materials such as a sand or foam and their state of matter? WEEK 2 Learning objective l What is the structure of a particle? This lesson is about building on and expanding the children’s existing knowledge (background on slides 22-27 ). First, explore what a solid is. Summarise how it keeps its shape, and that being rigid or malleable does not necessarily predetermine whether something is a solid or not. Allow time for children to write down their definitions and copy the diagram ( slide 29 ) or stick in the picture version. Then explore liquids, looking at the associated vocabulary such as compressed and what this means ( slide 31 ). Finally, discuss gas ( slide 32 ), being careful to illustrate the difference between gases and liquids, e.g. one can be compressed and one cannot. You may wish to discuss plasma if your class are interested, especially given the recent advancements in fusion power ( slide 33 ). Children can then apply their summary learning by creating models of solid, liquid and gas states using counters ( slide 34 ). End the lesson with CHANGING STATES MATTHEW LANE 22 | www.teachwire.net