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=How to use this resource= | =How to use this resource= | ||
This resource can be used as a pre cursor to an investigation in to how materials are affected by heat and cold or it could link to a wider topic on changing materials. Resources needed– large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’. | |||
=Teacher's Notes= | |||
Teacher's Notes | |||
Duration – 15 to 20 minutes | Duration – 15 to 20 minutes | ||
Differentiation – through differentiated questions and support with answers. | Differentiation – through differentiated questions and support with answers. | ||
Follow up/extension – conduct investigative work in to changes in materials through heating and cooling | Follow up/extension – conduct investigative work in to changes in materials through heating and cooling | ||
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Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states. | Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states. | ||
Main Activity | Main Activity | ||
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End | End | ||
Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding. | Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding. | ||
Notes and tips | |||
You need a large area for this particularly if the group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as the activity involves some running around. | |||
