YEAR 5 TOPIC 2 MATERIAL WORLD 21 WHY MATERIALS

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Year 5

Topic 2, Material world

2.1 Why materials matter



Curriculum statement:

Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.



Learning objectives within this unit (which cover the above):

To identify the properties of a range of materials and explain their uses.



Working scientifically skill focus:

To plan comparative or fair tests and then take accurate measurements and make accurate observations.



Success criteria:

I can compare the properties of a range of materials.

I can plan comparative and fair tests, collecting accurate results.

I can draw on the results of my tests to explain why some materials are used.



Scientific language:

Hard: resistant to scratching or pressure.

Tough: resists cracking: opposite to brittle.

Strong: resistant to tearing.

Rigid: hard and fixed; not flexible.

Elastic: returns to original shape when force removed.

Plastic: retains new shape when force removed.

Flexible: easily bends; opposite of rigid and stiff.

Electrical conductor: material that allow electricity to flow through it.

Thermal conductor: material that allows heat to pass through it.



Let’s think like scientists questions:

What is the lightest material there is?

Do we use the same materials the Tudors (or any other age) did?



2.2 Solutions



Curriculum statement:

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



Learning objectives within this unit (which cover the above):

To explore making and separating mixtures.



Working scientifically skill focus:

To use relevant scientific language to explain their ideas.



Success criteria:

I can identify some factors that affect dissolving.

I can describe different ways to separate mixtures.

I can use scientific language and ideas to explain dissolving and separation.



Scientific language:

Solution: mixture of solid and liquid (you might not be able to see the solid).

Solute: the stuff that dissolves.

Solvent: usually (liquid) that does the dissolving.

Dissolve: when a solid mixes with liquid to make solution.

Evaporate: heat liquid until it turns into gas.

Mixture: two or more substances that can be separated.

Soluble: when something can dissolve.

Insoluble: when something can’t dissolve.

Filter: use porous material to separate solid and liquid.



Let’s think like scientists questions:

Is there a universal solvent?

Does everything dissolve?



Unit 2.3 Making changes



Curriculum statement:

Demonstrate that dissolving, mixing and changes of state are reversible changes.



Learning objectives within this unit (which cover the above):

To classify changes as reversible or irreversible.



Working scientifically skill focus:

To report and present findings from enquiries.



Success criteria:

I can explore reversible and irreversible changes.

I can explain the difference between changes in materials.

I can decide the best way to present my findings and evidence.



Scientific language:

Reversible/physical change: one that can be undone.

Irreversible/chemical change: one that cannot be undone.

Burning: a special type of chemical change, particularly in fuels.



Assess the topic

Some children can…

Research the discovery of new materials and order them in a timeline.

Explain the differences between boiling and evaporation.

Identify scientific processes and changes in some everyday situations.

Most children can…

Describe different ways to separate mixtures.

Use their ideas to explain dissolving and separation.

Explore reversible and irreversible changes.

Explain the difference between changes in materials.

Decide the best way to present their findings and evidence.

Plan comparative and fair tests, and collect accurate results.

All children can…

Compare the properties of a range of materials.

Explore reversible and irreversible changes from above.

Draw on the results of their tests to explain why some materials are used.

Identify some factors that affect dissolving.


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