Changing Materials Core Science Year 2

Follow up Directed Tasks Core Science Year 2

Constructivist sequence (Scott 1987) Orientation Elicitation Restructuring, modification and extension of ideas Application of ideas Review and evaluation of ideas Core Science Year 2

Concept mapping Core Science Year 2

Concept Mapping …helps children to explore the structure of their current understanding. Devise list of key words Use lines to join the words Add arrowheads on the lines to show how to read the intended relation between words Annotate the lines with words or phrases to illustrate nature of relationship. DEVISE YOUR OWN CONCEPT MAP FOR MATERIALS Try this yourself before you plan a unit of work for children to identify the key areas and the nature of your understanding Core Science Year 2

Concept Mapping - advantages Not a test situation Children’s ideas cannot be marked ‘wrong’ Child has ownership They are meaningful to the children Variations are extensive Can be used as formative assessment tool Provides a good starting point for discussion Can be reviewed and built upon Can be motivating SEE www.azteachscience.co.uk for Professional Development Unit Core Science Year 2

Concept Mapping software Note CMap Concept Mapping software. This is available on some University PCs and is available as a free download for personal use. http://cmap.ihmc.us/download/ Lots of examples of maps on this site http://cmex.ihmc.us/cmex/table.html Core Science Year 2

Materials - Particles The states of matter - solid / liquid / gas Particles have energy - materials change because of changes in the energy that the particles have. Energy can be transferred in different ways. Consider: Diffusion e.g.? Convection e.g.? Conduction e.g.? Materials change - Change of state and chemical change .These also relate to the amount of particle energy . Core Science Year 2

makes new materials i.e. different stuff with new properties Chemical change makes new materials i.e. different stuff with new properties changes the composition of the molecules can be difficult to reverse results in new materials being formed. Change of state is one kind of physical change does not change the chemical composition of the molecules can usually be reversed easily does not produce new materials. NOTE Conservation of mass Core Science Year 2

Candles Light a candle Observe very carefully what happens Talk through what you think is happening Draw a diagram to show the steps involved in the process. Share with a neighbouring group Try putting a jar over the candle – talk about what you think is happening Try passing a glass jar through the flame - talk about what you think is happening. Core Science Year 2

Science & Literacy … “The partnership between science and literacy is two way: science offers natural contexts for the use and development of literacy skills and understanding whilst literacy helps to offer the individual access to the exciting and challenging world of science ” (iv). Feasey, R. (1999) Primary Science and Literacy, Hatfield: ASE Core Science Year 2

Science & Poetry The Candle The flame is flickering. The wick is getting burnt. The wax is melting. The yellow and orange flame burns the wick. The colours mix together. I feel warm. Suddenly the flame goes out And I go cold. The smoke smells Feasey, R. (1999) Primary Science and Literacy, Hatfield: ASE, p94 Core Science Year 2

Practical ‘Changing Materials’ Rusty nails/ items Chocolate buttons/ ice Balloons, narrow necked small bottles, bicarb and vinegar Salt /sugar / spoons / beakers /water glass mirrors / cans of liquid cold from the fridge dough and bread popcorn and popped corn clay & pottery Plaster of Paris as powder and as set *NOTE SAFETY alcohol hand gel Talk about: What you notice before and after the change? Do you think this change is - physical or chemical? - reversible or irreversible? Can you talk about how energy is involved? Note Sc1 skills Refer to NC documents to trace changing materials. Core Science Year 2

Teacher’s Role We need to help pupils to identify changes by using their senses to observe the beginning, middle and end of interactions, and by teaching and modelling appropriate vocabulary to describe materials, processes and changes. Core Science Year 2

‘Children’s ideas’ – & possible interventions? identify melting in water but do not generalise to others situations use ‘melting’ / ‘dissolving’ / ‘turning into water’ as the same thing KS1 – evaporation – water disappears KS2 – evaporation – water turns into air, rather than vapour in air (Russell et al.1991) Core Science Year 2

Children’s ideas Browse the examples of children’s work on changing materials – RUSTING What can you tell about the children’s understanding? Core Science Year 2

Directed Tasks Read Harlen (2010) Are you convinced of the importance of research? Read Ollerenshaw and Ritchie (1997) in reading pack. Have you tried, observed or experienced any of these approaches? Have you seen other techniques being used in school? Try to work out how you would incorporate the OUTCOMES in your short and medium term planning. Week 9 - prepare for workshop Week 10 - group tutorial for workshop Be fully prepared. Core Science Year 2