1. - international school of · pdf filearound level container solid, liquid or gas? solid,...

1. PROPERTIES AND CHANGES OF MATERIALS

Solid, Liquid or Gas? Reason

milk

chocolate

sand

leather

bubbles inside a fizzy drink

honey

flour

steel

steam

inside a balloon

Decide whether each item is a solid, liquid or a gas and explain how you decided.

Compare and group together everyday materials on the basis of their properties.

2. Particles

This is a solid. The particles in a solid are

packed together tightly. They do not move

unless they are broken or crushed.

This is a liquid. The particles in liquid are

tightly packed. Liquids are runny and flow

downwards. A liquid will spread out then eventually stop.

This is a gas. The particles in a gas move around freely. They are able to spread out and

fill an empty space. They do not stop

spreading or moving when they are free.

Look at the images below and say whether they are a solid, liquid or gas. Give your reasons for your choice with reference to the particles.

Baby Powder

Vinegar

Helium

Butter

Rubber

Sand

Explain that gases are different from solids and liquids in terms of how they do not maintain their shape and volume and how they flow more easily than liquids and in all directions. Ask children to draw diagrams to show how the partciles determine whether something is a solid, liquid or gas.

3. Solids, Liquids and Gases

Every material is made up of lots of ________________ particles. All materials are either

solid, liquid or a ________________. In a _____________________ the particles are

packed tightly together and can hardly move. A solid stays in its own ________________

unless we cut it our shape it ourselves. Anything you can take hold of is a

_______________.

The ____________________ in a liquid are not so tightly packed. They can

_______________ a little. Liquids are ______________________ and flow downwards.

They take the shape of the ____________________ they are in. The surface of a liquid

stays ____________________.

The particles in ______________________ have lots of room to move around all over the

place all the time. Gases are all _______________________ us, spreading into any empty

spaces they can. Most gases are ____________________________.

gases particles move shape gas

solid runny tiny solid invisible

around level container

Solid, liquid or gas? Solid, liquid or gas? Solid, liquid or gas?

Keeps its shape Spreads out to fill the bottom

of a container Spreads out to fill the

whole space

Cannot flow Can flow Flows easily

Has a fixed volume Has a fixed volume No definite volume

Cannot be compressed Cannot be compressed easily Can be compressed

Cannot move through it Can move through it Easy to move through it

Particles packed close together and can only vibrate

Particles can move or slide over each other

Particles can move freely

Feels hard Feels wet We can’t feel it and it is

usually invisible

Maintains its shape and its volume

Maintains its volume but not its shape

Both its shape and volume can change

4. Using Gases

Find out something about each of these gases. Write your information in the gas cloud.

Hydrogen Oxygen

Nitrous Oxide Natural Gas

Helium Carbon Dioxide

Reintroduce the term ‘gas’. Ask children what other gases they have heard of. Ask children to use secondary sources to find out about a range of gases and how they are used.

5. Absorbency Enquiry

Question:

______________________________ ______________________________ ______________________________

Prediction:

______________________________ ______________________________ ______________________________

What will the variables be?

______________________________ ______________________________ ______________________________

Method:

______________________________ ______________________________ ______________________________

What will we keep the same and how will we make it a fair test?

______________________________ ______________________________ ______________________________

Conclusion:

______________________________ ______________________________ ______________________________

Results:

Material Absorbency (height water reached in mm)

Prepare an experiment to find out about the absorbency of different materials.

6. Solutions

SOLUTION: when a substance is dissolved in a liquid. Not all substances dissolve, we say that those that do are called SOLUBLE, and those that don’t are called INSOLUBLE. The liquid that the substance dissolves in is called the SOLVENT. The soluble substance that dissolves in the liquid is called the SOLUTE. SOLUTE + SOLVENT = SOLUTION e.g. salt + hot water = salty water

What do you think will happen when you mix these materials with water?

Material Prediction

cement

sand

flour

powder paint

salt

sugar

Plaster of Paris

coffee

oil

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

7. Mixing With Water

Material What happened when

mixed with water Explanation

cement

The cement did not dissolve. It became more difficult to stir the mixture as it gradually hardened.

Cement reacted chemically with the water to form a new substance called concrete.

8. Sorting Materials

Material Dissolved

Did not dissolve (formed

sediment)

Reacted with water to form new substance

Can be separated? (explain how)

Cement

9. Mixing and Separating Solids

Make a mixture of sand, rice, dried peas and paper clips. Can you think of ways to separate the materials? Explain how you would separate each material.

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

10. Separating Solids and Water

Make a mixture of sand and water. Try to separate the sand from water by filtering. Make filters from these things:

muslin

paper towels

gauze bandage

blotting paper

tea bags

coffee filters

fabric

Explain what happened in your experiment.

Ask children to suggest and try out how they could get marbles or sand back from the mixture with water. Discuss with the children why marbles can be separated from water by coarse sieves but sand cannot. Ask for suggestions of how to modify the apparatus to get sand back possibly illustrating ideas using tea bags or coffee filters. Children try out apparatus and materials eg muslin, paper towels, gauze bandage, blotting paper, fabrics they have suggested and describe and explain what they did.

11. Keeping Warm Investigation

Question:

_______________________________ _______________________________ _______________________________ _______________________________

Results Table:


_______________________________ _______________________________ _______________________________ _______________________________

What will we keep the same?

_______________________________ _______________________________ _______________________________ _______________________________

Method:

_____________________________ _____________________________ _____________________________ _____________________________

Prediction:

_______________________________ _______________________________ _______________________________ _______________________________

Conclusion:

_____________________________ _____________________________ _____________________________ _____________________________

Help children to plan an investigation to find out what materials will keep a container of water warm for the longest time. Ask children to suggets how to keep the test fair and how often to take the temperature. Help children to record their results in tables and to interpret what they show.

12. Thermal Insulators and Conductors

Place long handled spoons made of metal, plastic, wood in a container of hot water and ask children to feel how warm the handles are after five to ten minutes. Discuss the results and ask children to suggest why saucepans often have wooden or plastic handles. Record explanations in drawing and writing.

13. Rusty Metal Enquiry

Question: _______________________________ _______________________________ _______________________________

_______________________________

Results Table:


_______________________________ _______________________________ _______________________________ _______________________________


_______________________________ _______________________________ _______________________________ _______________________________

Method:

_____________________________ _____________________________ _____________________________ _____________________________

Prediction:

_______________________________ _______________________________ _______________________________ _______________________________

Conclusion:

_____________________________ _____________________________ _____________________________ _____________________________

14. Observations

After 1 hour After 2 hours After 24 hours After 48 hours

Metal in air

Metal partially submerged in water

Metal totally submerged in water


Cold water (kept in fridge)

Water at room temperature

Warm water (kept on or by radiator)


Iron

Copper

Stainless steel

Brass

15. Heating and Cooling

What will happen when these materials are heated? Cooled?

raw egg

water

ice

chocolate

cake mixture

unfired clay

dough

sand

Demonstrate that dissolving and mixing and changes of state are reversible changes. Some changes result in the foirmation of new materials, usually not reversible.

16. Reversible and Irreversible Changes

17. New Materials

18. FORCES

This is what I know about a force:

Magnets:

Springs:

Do you agree? The heavier something is, the bigger the force it takes to start moving? YES / NO

Draw a picture to show someone pulling a 3kg weight along a smooth surface. Is it easier or harder for that person to pull an 8kg weight along a rough surface?

Review children’s understanding by asking questions to elicit ideas about forces they have already encountered. Reinfornce by letting children explore magnets and springs, asking them to identify the directions in which the forces are acting.

19. Gravity?

What is gravity?

Understand that unsupported objects fall towards the earth because of gravity.

20. Measuring Forces using a Newton Meter

We measure forces in Newtons (N) using a Newton meter. A Newton meter is sometimes called a force meter.

Measure the force (N) of different objects in the classroom.

Name of object Force (N)

Is it more or less difficult to get an object moving on a smooth or rough surface? How could we find out?

Show children force meters and talk about how they work. Practise reading the force meter. Ask children to suggest whether it would be more or less difficult to get an object moving on a smooth or rough surface and get suggestions for how to answer this question.

21. Opposing Forces

What did Newton teach us about forces?

22. Friction Investigation

Question:

________________________________ ________________________________ ________________________________ ________________________________

Results:


________________________________ ________________________________ ________________________________ ________________________________


________________________________ ________________________________ ________________________________ ________________________________

Method:

_____________________________ _____________________________ _____________________________ _____________________________

Prediction:

________________________________ ________________________________ ________________________________ ________________________________

Conclusion:

_____________________________ _____________________________ _____________________________ _____________________________

Identify the effects of air and water resitstance and friction. Ask children to investigate on which surfaces objects slide most easily.

23. High Friction and Low Friction

Situations where high friction is helpful:

Situations where low friction is helpful:

Talk with children about surfaces between which there is low or high friction and make a list showing everyday situations where high friction is helpful and everyday situations where low friction is useful.

24. Moving Through Water

You can test how easily different shaped things move through water by doing an experiment. Use the same piece of plasticine, but make it into different shapes. Drop each shape into a cylinder of water and time how long it takes to reach the bottom.

Shape of plasticine Time taken

Cube 2 seconds

Round Ball 2 seconds

Long Sausage 1 second

Flat Square 3 seconds

1a) Which shape took the most time to reach the bottom? 1b) Which shape took the least time to reach the bottom? 1c) Which shape moved through the water fastest? 2) What could you do to ensure that the experiment was a fair test?

Why is it difficult to walk through water? Elicit ideas about why fish and boats can move through water. Think about how a tall cylinder of water and plasticine could be used to demonstrate the effect of shape.

25. Water Resistance

Question:

Does water resistance slow an object moving through water?

Results table:

Object Time taken to sink


________________________________ ________________________________ ________________________________ ________________________________


________________________________ ________________________________ ________________________________ ________________________________

Method

____________________________ ____________________________ ____________________________ ____________________________

Prediction: (From fastest to slowest)

1. 2. 3. 4.

Conclusion

____________________________ ____________________________ ____________________________ ____________________________

26. Air Resistance

Me running outside. Me running outside holding a piece of A4 paper in front.

Me running outside holding a large piece of card in front.

In which picture was it easiest to run?

What is air resistance and what does it do?

In which situation did you feel the most air resistance?

27. Parachutes Investigation

Question:

________________________________ ________________________________ ________________________________ ________________________________

Prediction:

_____________________________ _____________________________ _____________________________ _____________________________


________________________________ ________________________________ ________________________________ ________________________________

Method:

_____________________________ _____________________________ _____________________________ _____________________________


________________________________ ________________________________ ________________________________ ________________________________

Conclusion:

_____________________________ _____________________________ _____________________________ _____________________________

Results Table:

1st Drop Time 2nd Drop Time 3rd Drop Time Overall Drop Time

Average Drop Time

Ask children to investigate parachutes/paper spinners. Ask them what they plan to measure in order to answer the question. Help children to interpret their results and relate this to air resitance.

28. Pulleys

Use the cotton reel, dowel and string to create a pulley to lift the blocks. Draw a diagram of your pulley:

How do pulleys work?

Recognise that some mechanisims, including levers, pulleys and gears allow a smaller force to have a greater effect.

29. Mechanisms

Group the different mechanisms according to their similarities.

30. Levers

31. EARTH AND SPACE

Space Concept Map

Vocabulary

space pole anticlockwise

Moon eclipse orbit

star constellation sunset

sphere telescope year

day Solar System equator

axis Earth phases of Moon

spin/rotate Sun light source

sunrise planet astronomy

season diameter mnemonic

day length night scale

Describe the Sun, Earth and Moon as approximately spherical bodies.

32. Our Solar System

A solar system refers to a star and all the objects that travel in orbit around it. Our solar system consists of the Sun (our star) and eight planets and their natural satellites (such as our moon). Our solar system in located in the Milky Way galaxy.

33. The Sun, Earth and Moon

Draw a diagram and then describe the movement of the Earth and other planets, relative to the Sun in the solar system. Describe the movement of the Moon relative to the Earth. Draw and label a diagram to show the Earth, Sun and Moon and how they orbit, as well as the length of their orbit.

If the Sun was the size of a beach ball, the Earth would be the size of a pea and the Moon a peppercorn.

34. Planets: Key Facts

36. Lunar Phases

From any location on the Earth, the Moon can be seen as a circular disk. Like the Earth, the Moon is a sphere which is always half illuminated by the Sun, but as the Moon orbits the Earth we get to see more or less of the illuminated half. During each lunar orbit (a lunar month), we see the Moon's appearance change from not visibly illuminated through partially illuminated to fully illuminated, then back through partially illuminated to not illuminated again. Although this cycle is a continuous process, it is often shown in stages, called phases.

New Moon - The Moon's illuminated side is facing away from the Earth.

The Moon is not visible (except during a solar eclipse).

Waxing Crescent - The Moon appears to be partly but less than one-half illuminated by direct sunlight.

The fraction of the Moon's disk that is illuminated is increasing.

First Quarter – One half of the Moon appears to be illuminated by direct sunlight. The fraction of the Moon's disk that is

illuminated is increasing.

Waxing Gibbous - The Moon appears to be more than one-half but not fully illuminated by direct sunlight.

The fraction of the Moon's disk that is illuminated is increasing.

Full Moon - The Moon's illuminated side is facing the Earth. The Moon appears to be completely illuminated by direct

sunlight.

Waning Gibbous - The Moon appears to be more than one-half but not fully illuminated by direct sunlight.

The fraction of the Moon's disk that is illuminated is decreasing.

Last Quarter – One half of the Moon appears to be illuminated by direct sunlight.


Waning Crescent - The Moon appears to be partly but less than one-half illuminated by direct sunlight.


37. The Phases of the Moon

38. The Earth’s Axis / Day and Night

The Earth spins or rotates on its axis, anti-clockwise. It does this one time every 24 hours.

It takes 24 hours for the Earth to rotate on its axis. This is called a day. As the Earth spins on its axis the part facing the sun will be in light (day). The part not facing the sun will be in darkness (night). Even though the sun appears to move during the day, it does not move. It is the Earth rotating which makes it seem as if the sun is moving.

Use thew idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

39. Sunrise and Sunset

Month Sunrise Sunset Hours of daylight

Create a table and then draw a graph to show the average number of daylight hours per month.

40. Shadows

How is a shadow formed?

At what time of the day would you expect shadows to be:

a) the longest? b) the shortest?

Where does: a) the sun rise? b) the sun set?

Why, for someone standing on Earth, does the sun appear to be moving?

41. Seasons

42. LIFE CYCLES & PROCESSES

Key vocabulary sepal fertilisation

reproduction anther fertilise

reproduce ovary dispersal

life cycle stigma disperse

stamen germination flower

petal germinate plant

style pollination seed

filament pollinate fruit

Where did the fruit grow from?

What will happen to the fruits?

Why are the fruits or seeds important to the plant?

Remind children that flowering plants produce fruits and seeds from their flowers and that these grow into new plants.

43. The Life Cycle of a Flowering Plant

Review with children their knowledge of flower structure, pollen dispersal, pollination, fertilisation, and seed development and dispersal. Ask children to choose a familiar plant and introduce the term ‘life cycle’, create a display sheet to illustrate the complete life cycle of the plant.

44. Parts of a Flower

Part of Flower FUNCTION – What the part of the flower does

petal

ma

le filament

anther

fem

ale

stigma

style

ovary

sepal

Using examples and drawings of flowers help children to observe flower structure and to learn the names and function of parts. Using pictures and other secondary sources, explain to children the processes of pollination and fertilisation and the distinction between them.

45. Seed Dispersal

Seeds can be dispersed in many different ways. Below are some examples. Look at the shapes of the seeds. Write down your ideas about how the design of the seed might help it to be dispersed the way it is.

Se

ed

de

sig

n t

o h

elp

wit

h d

isp

ers

al

Ad

ap

tati

on

R

eas

on

Ho

w I

th

ink t

he s

ee

d d

es

ign

help

s it

to b

e d

isp

ers

ed

Se

ed

ex

am

ple

dan

de

lio

n

bla

ck

be

rry

bu

rdo

ck

lup

in

co

co

nu

t

Me

tho

d o

f d

isp

ers

al

Win

d

Th

e w

ind

blo

ws th

e s

eed

aw

ay

fro

m th

e p

are

nt

pla

nt

An

imal a

)

Bird

s e

at th

e f

ruit a

nd

se

ed

s

pa

ss o

ut in

th

eir d

rop

pin

gs

An

imal b

) T

he

se

ed

s c

atc

h in

th

e fu

r of

an

ima

ls

Ex

plo

sio

n

Th

e s

eed

s h

ave

an o

ute

r p

od

wh

ich

sp

lits a

nd p

ush

es th

e

se

eds o

ut

Wa

ter

Th

e s

eed

s f

loa

t aw

ay in

th

e

wa

ter

of p

on

ds, rivers

an

d

oce

ans

Talk with the children about seed dispersal and use observation and secondary sources to find out and record how the seeds are dispersed including the role of humans and other animals in the process.

46. Methods of Seed Dispersal

Many seeds are made in a special way to help them travel a long way when they are dispersed. This allows plants of the same type to grow in new areas and not become too crowded near the ‘mother’ plant.

Wind Animal

Explosion Water

Provide children with pictures of different types of seeds. Ask them to decide how the seeds are dispersed and place them in the correct place in the chart.

47. Seed Germination

Remind children that once seeds have been dispersed they need to germinate. Ask children to suggest what seeds need in order to germinate and how they could investigate this.

48. Pollination

Cut out the stages of pollination and arrange them in the correct order. Stick them in your book and draw a picture alongside each statement.

49. Non-Flowering Plants

Choose a non-flowering plant (such as seaweed, moss, fern, conifer) and draw a diagram to show its life cycle.

50. Mammals

Label the life cycle diagram of the dog and explain what happens at each stage. Watch a video to show the birth of a kangaroo (a marsupial) and then complete the life cycle diagram.

51. Amphibians

52. Insects

53. Life Cycles That Include Eggs

Turtle laying eggs Turtle hatching Bird with eggs in nest

54. HUMAN HEALTH & GROWTH

0 100

childhood puberty bith infancy adulthood adolesence old age

55. From Baby to Adult

Babyhood

Childhood

Adolescent

Adult

56. Growth

Body Proportions 1

Name Head size (cm) Body size

(height in cm) Ratio

(Head:Body) Simple ratio

Body Proportions 2

Name Arm span (cm) Body size

(height in cm) Ratio

(Arm span:Body)

57. Puberty: How does your body change?

58. Feelings & Emotional Changes

I felt happy when _______________________________________________ ______________________________________________________________ I felt sad when _________________________________________________ ______________________________________________________________ I was frightened when ___________________________________________ ______________________________________________________________ I felt excited when ______________________________________________ ______________________________________________________________ I was angry when _______________________________________________ ______________________________________________________________ I was kind when ________________________________________________ ______________________________________________________________ I felt ashamed when I ____________________________________________ ______________________________________________________________ I felt jealous when ______________________________________________ ______________________________________________________________ I was worried when _____________________________________________ ______________________________________________________________ I felt embarrassed when __________________________________________ ______________________________________________________________ I felt proud when _______________________________________________ ______________________________________________________________

59. Pregnancy

embryo at 16 weeks

Length and mass of baby during pregnancy

Time (weeks) Length (cm) Mass (g)

8 1.5 1

12 6 14

16 13 100

20 25 300

24 30 600

28 37.5 1005

32 42 1700

36 47 2620

40 51 3460

Up to 20 weeks in utero, babies are measured from the top of their head to their bottom, as their legs are curled up against their bodies and are difficult to measure; from 20 weeks they are measured from the top of their heads to their heels.

Animal Gestation period (days) Average life span (years)

Human 267 75

Dog 63 12

Cat 62 14

Field mouse 25 2

African elephant 640 60

Tiger 100 25

Fox 52 10

Giraffe 450 25

Wolf 69 16

Chimpanzee 237 45

Grey squirrel 44 6

Horse 337 20

Humpback whale 350 50

Dolphin 276 20

Sheep 148 12

Pig 113 13

Hamster 16 3

1. - international school of · pdf filearound level container solid, liquid or gas? solid,...

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