Name | Changing State |
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Owner | blagartist |
Level | 5 |
Topic | Science |
Unit | Changing State |
Description | Science unit Changing State |
File 1 | 585_Changing State Plan Final.doc |
File 2 |
☝️ Download Planning |
Unit Title: ChangingState
Date | Learning Intentions and Success Criteria | Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
Thurs 6/12/07
1 and 2 | LearningIntentions Understandthe water cycle that waterevaporates from oceans, seas and lakes, condenses as clouds andeventually falls as rain that watercollects in streams and rivers and eventually finds its way to thesea thatevaporation and condensation are processes that can bereversed SuccessCriteria
recognisethat melting, freezing, evaporation and condensing are all changeswhich can be reversed Findexamples of the above changes be able todescribe the water cycle. understandwhere the processes of evaporation and condensation are involved inthe water cycle. | Intro: Play them the Evaporationsong. Ask them to pick out key words. Act out evaporation anddiscuss what is meant. Check children understand the processes ofevaporation and condensation and brainstorm everyday examples ofboth, eg. puddles drying up, washing drying, mirror. Establish thatthese 2 processes are opposite, one is reversed by the process ofthe other. Main: Explain that today you aregoing to demonstrate to the children how these 2 processes ensurethere is always water. Show children the Virtual Book of The WaterCycle, the adventures of a droplet of water (Dropletta). Introducethe children to the character of a water droplet. Go through thepresentation discussing what is happening in each picture andasking the children the process occurring. Hold the mouse over thepicture for a scientific explanation to appear, or read it writtenbelow the picture. As you view the last picture, ensure childrenunderstand that Dropletta is back in the sea again, ready for theprocess to repeat. Lead discussion onto an explanation of why it iscalled the water CYCLE. (TA to read through with Isra andMohammed) Allow children to view theVirtual Book again in Talk Partners, taking it in turns to explainwhat is happening to the water and using the terms evaporation andcondensation. Children could read the explanation underneath tocheck they are right. LA: With Alex, make a big thought board ofthe water cycle. MA/HA:Draw a diagram in your book to demonstrate thewater cycle. Ext:Children could invent their own water dropletcharacter and invent their own story for it. Perhaps it could startlife in the bath and end up as condensation on the mirror.
Homework: LA- coloura picture book of the Water Cycle MA/HA fill in the cloze water cycle, if you want youcould also write a story of a water droplet.
Plenary:End the lesson with a class discussion on whatthe children have found out and how important the Water Cycle is tous. | http://www.schoolsnet.com/img/schoolsnet/primary/resources/science/5d_book/dropletta2.htm
| Evaporation Condensation Water cycle precipitation |
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Date | Learning Intentions and Success Criteria | Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
Mon 10/12/07
3 | Childrenlearn: That water evaporatesunder certain conditions; That when materialsdry up it is called evaporation; Water remains in airas water vapour; Liquids besides waterevaporate.
To observe whathappens; To predict andhypothesise; | Introduction:Heat a frying pan andthen add a small amount of water into it. Doing it again but thistime saying now you see it now you dont. Key question:Where has the water gone? Establish through questioning that thewater is still present in the air. Ask ch to explain theirobservation. Activity1: Write vapour andevaporate on the board and the words verb and noun; the four wordsforming a square. Ask the a child to come up and draw lnes to linkthe words and then ask them why they have done this. Establishafter discussion that vapour is a noun for the gas that a liquidsuch as water turns into when it evaporates and that evaporate isthe verb that describes the change water into vapour. Add the words solid,liquid, melt, freeze, water and ice around the words and now askthe ch to connect the lines together (establish they can have morethen one connection), Key question: Which are the verbswhich are the nouns? Tell the ch what weare looking for a concept map. A concept map is where we makelinks between words and show this by drawing lines between them.What other words could we add to the concept map that we have sofar? Then give them changeand state and ask them where they think these fit into the conceptmap. Key questions: Where can we link these words? What dothey mean?
Activity2:Key question: What isboiling? Refer back to the start and then explain using youtubevideo of water bnoiling that when we boil water bubbles of vapourare formed, when they get really hot and energetic (boiling point)they pop the vapour is released. Key question: What willhappen if we simply left the water to boil with open lid?Establish it would all disappear into the air.
Activity3: Tell the ch that inthe playground when the water evaporates the water is not boiled.So why is it that the water disappears? Establish that it will dryup and drying means evaporating. This happens for the same reasonbut because it is not hot enough it will take some time to dry.Tell them to think back to our Gas topic and what they can rememberabout smell evaporating. Keyquestion: Does this work thesame way? Establish it does.
Plenary: Place a beaker of water in the classroom near the heater and over the next few days observe thereduction as evaporation. Fill in sheet 1.2 (LCP) and discuss athe start of each session.
| Pan Water Perfume Beaker Heater
| Evaporation Water vapour Liquid Solid Melt Freeze Ice Noun Verb State Change
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Date | Learning Intentionsand Success Criteria | Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| Key Vocab | Evaluation |
Tuesday 11/12/07
4 | LearningIntentions
That liquidsevaporate at different rates; Temperature affectsthe rate of evaporation; Understand theplanning process of an investigation i.e. predictions, method, fairtesting;
SuccessCriteria Plan anexperiment Discuss what is needed tomake it a fair test Decide what I will changeand what I will keep the same | Introduction:Show them pictures3.1 and discuss what is happening. Explain why each one would begood or bad for the evaporation process.Ask the ch tothink about wet clothes, what happens when we put them to dryconclude that the same cycle happens here also. What factorsassist with evaporation? What conditions would prevent or reduceevaporation?MainGive the ch thestatement: The hotter it is the quicker water disappears as watervapour.Ch given a rangeof materials and asked to test the above idea. They will need toset up at least two activities to ensure that they are testing thestatement.Before they go askthe ch how we are going to keep it a fair test. Discuss the levelsof water the temperature check. Ask ch to first plan theirexperiment and then set it up. They will need to check results inthe next lesson to establish the truth of thestatement.Mohammed: SHow him the equipment andask him what he would do with it.LA: basic planningsheet MA: medium planningsheet HA: higher level planningsheet for some to be written into books.
Plenary:Discuss theirplans and set up the experiment.Teacherfocus:HAscientists | Beakers Cloth Water Heat Differentrooms Investigation sheet(2.1) Differentiatedplanning cheets | Evaporation Water vapour Investigate Predict
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Date | Learning Intentions and Success Criteria | Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
5 Tues 8/1/08
Condensation
| Learning Intentions That condensation isthe changing of gas or vapour into a liquid;
That condensation canoccur when vapour comes into contact with a cooler surface ormaterial;
Condensation occursin enclosed spaces which contain a lot of vapour;
Success Criteria -use my imagination to visualisescientific processes
- investigate condensation and useequipment safely | Introduction:Recap on previousexperiments and ask ch to complete tables of results. Childrenshould discuss experiments in groups referring to theirpredictions. Ask them to come back as a class and discuss thestatements we know as true:
Activity1: Drama: Mime outgetting into the bath on a cold day. It is a hot steamy bath andthey do not want to get out. Key question: What can you seearound you? Have you got a bathroom mirror? How does itlook? Ask the ch to discuss in pairs andfeedback steamy air, steamed up mirrors window and coldtaps.
Point out that thereis heat present, there is a large surface area of water, and thereis steam rising so evaporation is happening, however unless thereis ventilation the steam remains in the bathroom so what happensnext? Condensation. Water turns into steam and then backinto water again and this is called a reversible change. Draw thiscycle on the board. Activity2: Show the ch heatrising from a kettle and rising onto a piece of metal soon it willbegin to drip again. Establish by the end that steam is differentto water vapour since we cannot see it in the air as it iscolorless. Activity3: Give each group amirror, a balloon and a magnify glass. Ask them to blow theballoon and tie it. Then ask them to breathe onto the mirror andobserve what happens. Key questions: Why does the mirror clearup? Why does this not happen in the balloon. We can see thecondensation on the mirror which gradually clears (it re-evaporatesin to the air). This cannot happen in the balloon because of thesmall closed space where it becomes full of water vapour. Link thisto the bathroom scenario. Teacherfocus: LAscientists
Plenary: Show them thecondensation picture and discuss the childrens speech bubbles who is correct, who is wrong? Why? | Spoon Boiling water Mirrors Balloons Magnify glass Resource 1.3 | Evaporation Condensation Reversiblechange |
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Date | Learning Intentions and Success Criteria | Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
6 Wednesday
9/1/08 | Learning Intentions
To find out whattemperature water boils at and record our data
To transfer data ontoa graph;
To find out thatwater boils at 100c;
To understand thatfreezing point stands at 0c;
Success Criteria Create a table
Record temperature
Transfer my findings onto agraph
| Intro: Activity2:Key question: What isboiling? Explain using diagrams that when we boil water, bubblesof vapour are formed, when they get really hot and energetic(boiling point) they pop and the vapour is released. Keyquestion: What will happen if we simply left the water to boilwith open lid? Establish it would all disappear into theair.
Fill a pan with waterand heat it at a moderate level so that the ch can measure thetemperature at particular points and record the temperatures atgiven times.
Activity1: Ch to create a tableto record the temperature and given intervals. Ch recordtemperature.
Come back as agroup: Establish at whatpoint water has its boiling point. Here the water temperature willnot rise anymore. Let the ch measure temp once twice more after ithas reached this point. Ch transfer the findings onto agraph.
Plenary: Discuss what willhappen to the water as time goes on. What will happen to the waterlevel? Where will it go? Establish that it will evaporate aswater vapour into the air (change of state).
Differentiation: Laswork as a group with TA Maswork on pre-drawn table and graph
Teacher focus: MA
| Pan WarmWater Recordingsheets Thermometers Timer
| Boiling point
Temperature
Evaporation
Graph
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Date | Learning Intentions and Success Criteria | Tasksincluding, differentiation, adult focus/independent activities,inclusion (including EAL, SEN, G&T), assessmentopportunities. | Resources
| KeyVocab | Evaluation |
7 Thursday
10/1/08 | Learning Intentions
That melting,freezing, evaporation and condensation are reversiblechanges;
That there are somechanges that are not reversible;
That evaporation andcondensation are the main processes in the water cycle.
Success Criteria
Give examples of reversible andirreversible changes
Identify the scientific processhappening | Intro: Introduction:Give one child two50p coins. Show the class my one pound coin and say that I want tochange it into smaller coins. Exchange for the volunteers twocoins and say I have changed the 1 coin into these coins but Ihave not lost anything. This is because it is a reversible changeand anytime I want to reverse it I can. Write reverse andreversible on the board and ask the ch to tell me when they thinkthese happen e.g. a car goes forward and then reversesback.
Are all changesreversible? Establish that they are not. Tell them to think abouttoast. When we toast it can we change it back to its originalstate? The answer is no.
Main: In groups, childrenbrainstorm lists of reversible and irreversible changes EXT: Draw out thewater cycle again, from memory using scientific vocab.
Plenary: Ch feedback to theclass. Talk about the water cycle as a reversible change whereevaporation and condensation are important. Ingroups of four, children write one word each on their whiteboards:Evaporation/ condensation/ melting/ freezing Give them a quiz by giving the following examples(showing photos where possible) and asking them to nominate a teammember to hold up whiteboard:
Holding a piece of chocolate inyour warm hand, breathing on a mirror, a kettle boiling, cloudsforming, wax running down the side of a lighted candle, molten lavafrom a volcano solidifying, leaving an ice cube in a warmroom
Final challenge:Show them a can of coke from the freezer and ask them to observewhat happens to the outside. Who can explain why?
| Can ofcoke from freezer
Picturesof quiz items on IWB | Condensation
Melting
Solidify
Reversible
Irreversible
Changing
state |
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