1. States of Matter Year 4 Chaya
PLAN Primary Science – Supporting Assessment
States of Matter Year 4 Chaya
© Pan London Assessment Network (PLAN) Se[tember 2018
This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science Education.

2. PLAN Primary Science - Supporting Assessment
PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).
It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.
The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.
Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

3. Structure of the resources
Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.
Key Learning
Possible Evidence
Secure
Show understanding of a concept by using scientific vocabulary correctly
Overview paragraph describing curriculum
Key vocabulary – list of words
Possible ways to demonstrate key learning, particularly correct usage of vocabulary
Apply knowledge in familiar related contexts across a range of enquiry types
Suggestions of contexts to use.
Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

4. Contents of the materials
Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.
The prior NC statements relevant to the topic area are also stated and use to determine pupils’ knowledge at the start of the unit.
Each slide has been annotated with coloured text. Please see key below:
Red Commentary to explain how evidence meets/does not meet NC statements
Blue Commentary to highlight features of working scientifically
Green   Pupil Speak
Grey Other relevant information eg. vocabulary used

5. Prior Learning Year 1 statements
Pupils should be taught to:
distinguish between an object and the material from which it is made
identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock
describe the simple physical properties of a variety of everyday materials
compare and group together a variety of everyday materials on the basis of their simple physical properties

6. Prior Learning Year 2 statements
Pupils should be taught to:
identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

7. Year 4 statements Pupils should be taught to:
compare and group materials together, according to whether they are solids, liquids or gases
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

8. Later Statements
Pupils do not need to be taught content they will learn in later year groups. They can be challenged by applying the content for their year group in broader contexts.
Pupils in Year 5 will be taught to:
compare and group together everyday materials based on evidence from comparative and fair tests, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
understand that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
demonstrate that dissolving, mixing and changes of state are reversible changes.
explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

9. Update with final version
Assessment guidance
Key learning
Possible Evidence
SECURE
Shows understanding of a concept using scientific vocabulary correctly
A solid keeps its shape and has a fixed volume. A liquid has a fixed volume but changes in shape to fit the container. A liquid can be poured and keeps a level, horizontal surface. A gas fills all available space; it has no fixed shape or volume. Granular and powdery solids like sand can be confused with liquids because they can be poured, but when poured they form a heap and they do not keep a level surface when tipped. Each individual grain demonstrates the properties of a solid.
Melting is a state change from solid to liquid. Freezing is a state change from liquid to solid. The freezing point of water is 0oC. Boiling is a change of state from liquid to gas that happens when a liquid is heated to a specific temperature and bubbles of the gas can be seen in the liquid. Water boils when it is heated to 100oC. Evaporation is the same state change as boiling (liquid to gas) but it happens slowly at lower temperatures and only at the surface of the liquid. Evaporation happens more quickly if the temperature is higher, the liquid is spread out or it is windy. Condensation is the change back from a gas to a liquid caused by cooling.
Water at the surface of seas, rivers etc. evaporates into water vapour (a gas). This rises, cools and condenses back into a liquid forming clouds. When too much water has condensed the water droplets in the cloud get too heavy and fall back down as rain, snow, sleet etc. and drain back into rivers etc. This is known as precipitation. This is the water cycle.
Key vocabulary
Solid, liquid, gas, state change, melting, freezing, melting point, boiling point, evaporation, temperature, water cycle
Can create a concept map, including arrows linking the key vocabulary
Can name properties of solids, liquids and gases
Can give everyday examples of melting and freezing
Can give everyday examples of evaporation and condensation
Can describe the water cycle
Applying knowledge in familiar related contexts, including a range of enquiries
Observe closely and classify a range of solids
Observe closely and classify a range of liquids
Explore making gases visible e.g. squeezing sponges under water to see bubbles, and showing their effect e.g. using straws to blow objects, trees moving in the wind
Classify materials according to whether they are solids, liquids and gases
Observe a range of materials melting e.g. ice, chocolate, butter
Investigate how to melt ice more quickly
Observe the changes when making rocky road cakes or ice-cream
Investigating melting point of different materials e.g. ice, margarine, butter and chocolate
Explore freezing different liquids e.g. tomato ketchup, oil, shampoo
Use a thermometer to measure temperatures e.g. icy water (melting), tap water, hot water, boiling water (demonstration)
Observe water evaporating and condensing e.g. on cups of icy water and hot water
Set up investigations to explore changing the rate of evaporation e.g. washing, puddles, handprints on paper towels, liquids in containers
Use secondary sources to find out about the water cycle
Can give reasons to justify why something is a solid liquid or gas
Can give examples of things that melt/freeze and how their melting points vary
From their observations, can give the melting points of some materials
Using their data, can explain what affects how quickly a solid melts
Can measure temperatures using a thermometer
Can explain why there is condensation on the inside the hot water cup but on the outside of the icy water cup
From their data, can explain how to speed up or slow down evaporation
Can present their learning about the water cycle in a range of ways e.g. diagrams, explanation text, story of a water droplet
Update with final version

10. Big question
compare and group materials together, according to whether they are solids, liquids or gases
The children were asked to discuss in small groups the question - What would life be like without solids?
We wouldn’t have tables to do our writing on or pencils to do our work.
We would be standing up all the time as we wouldn’t have chairs.
We wouldn’t be able to eat things so we wouldn’t survive very long.
Chaya names objects that are made of solids. The last statement links back to previous learning about the digestive system and nutrients from food. Although the images shown included natural solids Chaya did not discuss these with her group.

11. Exploring solids, liquids and gases
compare and group materials together, according to whether they are solids, liquids or gases
The children were given time to observe what happens when currants are added to lemonade.
The currants go up and down. The bubbles make the currant lighter so it floats to the top, then the bubbles burst so it sinks.
At this point Chaya is not using the words solids, liquids and gases.
The children were given three cards with the words solid, liquid and gas written on them and asked to explain their observations to their partner using these three words.
The bubbles, which are made of gas, stick to the surface of the solid currants. They float up through the liquid lemonade to the surface. The gas bubbles burst and the solid currants sink to the bottom of the liquid again.
Chaya now confidently uses the words solid, liquid and gas.

12. Exploring solids, liquids and gases
compare and group materials together, according to whether they are solids, liquids or gases
The children were asked to think about what they already knew about solids, liquids and gases. After a quick discussions with their partner, the teacher collated their ideas on the whiteboard.
Nobody in the class discussed coloured gases that you can see or that you can see the effect of gases
Nobody in the class contradicted this statement by talking about how the shape of an object can change or that it an be melted
At this point all the children are finding it hard to explain the differences between solids, liquids and gases.

13. Card sort
compare and group materials together, according to whether they are solids, liquids or gases
The children were given a set of cards with some properties of the three states. In small groups they discussed each statement and decided whether it applied to a solid, liquid or gas or more than one of these.
When you pour water into a cup it fills the bottom of it.
You cannot make a brick any smaller. It cannot change volume.
You cannot cut air or water.
Chaya sorted the cards using examples to back up her ideas. Through this activity Chaya learnt some key properties of the three states of matter.

14. Exploring solids made of smaller particles
compare and group materials together, according to whether they are solids, liquids or gases
The teacher wanted to clarify that some solids made of small particles can be poured but this does not make them a liquid. The children were given some rice to handle. They were asked to count how many grains of rice they had. They then poured the grains of rice from one person’s hand to another. They then each held one grain and realised that they could not pour this.
You can pour a bowl of rice like a liquid, as it is made up of lots of grains. You cannot pour one grain. Each grain of rice is a solid.
Chaya is now aware that some solids that are made up of small particles can be poured like a liquid but that each particle is in fact a solid.

15. Exploring solids, liquids and gases
compare and group materials together, according to whether they are solids, liquids or gases
The children were then given images and where possible the actual materials to consider and explore. These examples were chosen as the state is harder to define. The children were asked to discuss and justify their ideas.
Toothpaste is a little bit like a solid as it keeps its shape but also like a liquid as you can squeeze it out of the tube..
You can pour the sand, flour and talcum powder, but they are not liquids.
The air freshener is liquid but the smell then fills the room like a gas.
Chaya is using the properties of the three states to justify her opinions.

16. Consolidating understanding in writing
compare and group materials together, according to whether they are solids, liquids or gases
The children were asked to write what they now understood about solids, liquids and gases.
This statement about gases is not very scientific
This shows awareness of changing state which is the next area of learning
This writing in conjunction with the teacher’s observations in the previous card sort activity show that Chaya is secure in identifying solids, liquids and gases and can give some properties of each.

17. Exploring an unusual material
compare and group materials together, according to whether they are solids, liquids or gases
The children were given some foam burst shower gel in a small container to observe.
You can squash it in to fill the bottom of the cup.
It isn’t rigid and it doesn’t keep it’s shape so it not like a solid
But you can’t pour it so it’s a bit like a solid
I can now see bubbles which are a gas.
Initially
After a few minutes
In this activity Chaya uses properties of all three states when talking about her observations.

18. Thinking activity – positive, minus, interesting
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
The children were asked to share their ideas about chocolate chairs.
Plus - You can eat it.
Minus - It would melt because our bodies are hot.
Interesting - It could be made into any shape I want.
Chaya understands that chocolate melts if it gets warm and that this can be used to change the shape of the chocolate.
What happens when chocolate melts?
When the chocolate gets warm it turns from a solid into a liquid. This is the same as when an ice cube melts.
Chaya confidently explains the process of melting.

19. Exploring chocolate melting
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
The children were given two chocolate buttons to look at and consider how they were the same and different.
Both are milk chocolate. They are both round. They both have a flat bottom with writing on them.
One is bigger than the other. The small one is thicker than the big one.
They were asked to predict which chocolate button they thought would melt the quickest and given equipment to test this out. Everyone thought the small button would melt the quickest.

20. Exploring chocolate melting
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
Good use of the key vocabulary throughout – solid, liquid, heat, melt
This conclusions shows that the results did not match Chaya’s prediction but she has thought about this and come up with a new reason – the thickness is more important than the size.
Chaya is secure with explaining the process of melting.
Chaya’s group decided the test would be better if they melted both buttons at the same time as the temperature of the water may have changed.

21. Exploring freezing
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
The children were given small amounts of seven liquids to explore.
Before freezing
They are all liquids because they fill the bottom on the pot and the surface is flat. Some of them are thicker and are not as easy to pour.
The teacher had previously put these liquids in an ice cube tray and placed in them in the freezer. The children were given the frozen cubes to explore.
You can push your finger in the honey cube. It hasn’t really changed. It is still a thick liquid. The salt water cube is white and doesn’t feel as smooth. The oil melted back into a liquid quickly.
After freezing
Chaya describes how things change as they are heated and cooled.

22. Exploring freezing
observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
For homework the children were asked to research the temperature at which different materials melt.
The rubber had the lowest melting point and the leather the highest. You would have to heat the leather much more for it to melt.
The melting points of the metals were fairly similar.
Chaya interpreted her research and could explain the significance of the numbers.

23. Exploring evaporation
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Before they went out for lunch the children were asked to make a handprint on a paper towel using water. They immediately started to see that the print was changing
It’s getting smaller. It’s fading away.
When they came back the prints had disappeared. The children did not use the word evaporate at this point so this key word was introduced and explained. The class talked about evaporation being the process by which washing dries and puddles dry up.

24. Setting up a comparative test to explore evaporation
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
The children were presented with the scenario that the teacher had noticed that her socks had not dried properly and were now rather smelly. She is wondering what she could do to ensure this does not happen again.
Groups came up with a number of suggestions – putting them on the radiator, seeing if they dried differently if they were scrunched up or not, hanging them up by an open window and squeezing more water out.- and then chose what idea to investigate.
Each group were given three socks to test with.

25. Drawing conclusions from the comparative test
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Chaya’s group did not set up a fair test as they have changed more than one variable, however she is still learning about evaporation .
She shows a good understanding of the process of evaporation as she recognises that heat will make the process quicker and that if the sock is scrunched up it is harder for the water to evaporate.

26. Drawing conclusions from the comparative test (contd.)
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Chaya links the rate of evaporation to the temperature.

27. Drawing conclusions about evaporation
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Using a word bank the children were asked to explain what they understood by the word evaporation.
The particles do not actually expand but they get further apart. This was a common misconception across the class which the teacher then clarified.
Chaya can explain the process of evaporation but at this stage is relying on a word bank being provided.

28. Exploring condensation
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
The children were shown an image to talk about.
The drink must be hot as there is steam coming out of the mug
There is water on the window. Is it raining outside?
Sometimes you get water on the inside of the window. At home we get that in the bathroom when you shower.
At these point Chaya does not use the words water vapour or condensation.
The teacher then taught these words explicitly and also showed them a kettle boiling and highlighted that boiling and evaporating are the same state change but they happen at different temperatures. She also held a mirror over the spout of the kettle to show the formation of condensation.

29. Discussing a concept cartoon
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
The children were shown the concept cartoon to dicuss.
The water can’t leak out of the glass because it’s waterproof and otherwise it would leak all the time.
The ice can’t melt onto the outside.
I am not sure about the last one.
Chaya is not confident with water vapour in the air condensing on the cold surface of the glass.

30. Creating condensation
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
The children place hot water in a cup, covered it with cling film and place ice cubes on top, to observe what happened.
Chaya is beginning to use appropriate scientific vocabulary to describe her observations.

31. Creating condensation
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
The children learnt about the water cycle as part of their English work. They watched a video about the water cycle and identified some key scientific words for which they then created calligrams to help them remember them.

32. Labelling a diagram of the water cycle
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
They then role played the water cycle and used this to label a diagram.
Chaya uses her knowledge to label the diagram of the water cycle.

33. Writing factual sentences
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
The first piece of writing they were asked to create was factual sentences about the key scientific words.
Chaya explains clearly the meanings of the key vocabulary for the water cycle. The writing shows she can explain the processes of evaporation and condensation.

34. Writing a chronological report
identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
In this writing Chaya explains the water cycle clearly using the appropriate scientific vocabulary.

35. Overall Summary
Secure
Chaya has been given the opportunity to explore a range of materials to discuss their state. She can justify the state of a material based on its properties. She understands that melting and freezing are a state change between solids and liquids. She understands that boiling and evaporation are the same state change from liquid to gas but that they occur at different temperatures. She knows that the speed of evaporation depends on a number of variables including the temperatures. She describes the water cycle clearly.

36. Acknowledgements
Slide 28 - Concept cartoon from Hamilton Trust