1. Changing Materials
Core Science Year 2

2. Follow up Directed Tasks
Core Science Year 2

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

4. Concept mapping
Core Science Year 2

5. 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

6. 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
for Professional Development Unit
Core Science Year 2

7. 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.
Lots of examples of maps on this site
Core Science Year 2

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. ‘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

16. 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

17. 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