2,003
edits
Heating and Cooling Materials/Lesson: Difference between revisions
From OER in Education
Heating and Cooling Materials/Lesson (view source)
Revision as of 13:06, 11 October 2012
, 13 years agono edit summary
No edit summary |
|||
| Line 1: | Line 1: | ||
Pupil age: Year 2 <br /> | Pupil age: Year 2 <br /> | ||
mode of teaching: small groups of 6<br /> | mode of teaching: small groups of 6<br /> | ||
| Line 32: | Line 31: | ||
Continue talking about the everyday materials that have been used through this term. Recap on each material and what children know about it from previous activities. But now ask, | Continue talking about the everyday materials that have been used through this term. Recap on each material and what children know about it from previous activities. But now ask, | ||
* Can we change the shape or texture of these materials by making them hot? | |||
* How could we make them hot and see what happens? | |||
* Where could we put them? Encourage the children to suggest ways of heating them. Discuss the safety aspects of using a heat source. | |||
Place under heat and see what happens. When all have been heated, discuss the changes taking place – did they melt, go hard or soft? Could we say that heating changes the texture and shape of materials? Use the same format but concentrate on cooling everyday materials. | Work out how long each material will be on/under the heat source for a fair test to be planned. Get the children to predict what will happen to the material under the heat. <br /> | ||
Place under heat and see what happens. When all have been heated, discuss the changes taking place – did they melt, go hard or soft? Could we say that heating changes the texture and shape of materials? Use the same format but concentrate on cooling everyday materials.<br /> | |||
== Assessment == | |||
Observe the children at the planning stage to see if they understand the idea of planning a fair test. After the investigation, listen to the children to hear whether they understand the idea that heating and cooling affect the shape and texture of materials. | Observe the children at the planning stage to see if they understand the idea of planning a fair test. After the investigation, listen to the children to hear whether they understand the idea that heating and cooling affect the shape and texture of materials. | ||
Lesson – what the pupils do | == Lesson – what the pupils do == | ||
Recap what the children know about the materials used for the investigation. | |||
* Produce ideas of how we could change the materials’ shape or texture. | |||
* Put forward ideas on how to heat the material. With help, children suggest ideas for the fair test. | |||
* Predict what will happen and observe to see if they were right. Get together to discuss what happened and whether the things seen were what was expected. | |||
* Answer the questions: how does heating (cooling) change materials? | |||
Vocabulary for describing change | '''Vocabulary for describing change''' | ||
Science has its own words doesn’t it? List here the words that you think would equip your pupils with the language to describe change. Examples: | Science has its own words doesn’t it? List here the words that you think would equip your pupils with the language to describe change. Examples: | ||
• It melted; it turned liquid; it softened | • It melted; it turned liquid; it softened | ||
