Chemistry - B2
Based on Empiribox
Cycle 1: States of Matter
Vocabulary
States of matter
Gas
Liquid
Solid
Classify
Chemical reaction
Physical change
Dependent variable
Independent variable
Consistency
Reversible
Irreversible
Solidify
Boiling point
Melting point,
Pressure
Elastic
Oobleck
Elastic
Viscosity
Fluid
Particle
Evaporation
Condensation
Precipitation
Progression of Skills (Y5)
Planning:
Defining Variables
Designing Questions
Making and justifying predictions
Writing Methods
Presenting and analysing data:
Selecting the type of data to gather
Clearly stating the independent and dependent variables
Completing results tables or other data capture mechanisms
Drawing graphs from the data or using other means of presentations
Spotting trends or patterns in the data
Writing a conclusion
Evaluating:
Stating if results matched a prediction
Commenting on the validity of the data
Spotting anomalies in the data
Explaining anomalies in the data
Suggesting measures to prevent anomalies
Designing another experiment that could produce similar results
Progressive Content
Identifying states of matter and exploring the difference between changes in states of matter (physical changes) and chemical reactions.
Identifying the properties of different states of matter by experimenting with making butter from milk. Focusing on identifying independent and dependent variables and recording these accurately in a table.
Exploring how temperature can impact states of matter, with changes in temperature causing physical changes. Demonstrating the effect of warm water on Gallium and experimenting with using salt to melt ice. Focusing on determining variables correctly and recording data accurately.
Investigating evaporation and diffusion by conducting experiments with perfumed oil, with a focus on recording data in a graph.
Exploring the properties of different states by making Oobleck (a non-Newtonian fluid), focusing on charting data accurately, with increasing independence and identifying patterns or trends in the data.
Measuring viscosity by experimenting with how quickly air travels through different liquids, with a focus on recognising patterns in data and re-ordering data to make these patterns clearer.
Investigating gases by producing different gases, focusing on recording numeric and non-numeric data in a chart. Drawing a conclusion from the data.
Learning about the Water Cycle, creating our own mini water cycle in a bag and bringing together all of our progress to chart data accurately and neatly, summarising our findings and making a conclusion.
For full lessons plans giving details of all 10 weeks, see Empiribox SoW.
Cycle 2: Properties and Changes of Materials
Vocabulary
States of matter
Materials
Properties
Thermal Energy
Conductor
Insulator
Independent variable
Dependent variable
Electricity
Magnetic
Transparent
Opaque
Hardness
Soluble
Insoluble
Dissolve
Solution
Reversible
Irreversible
Evaporation
Sieving
Filtration
Progression of Skills (Y5)
Planning:
Defining Variables
Designing Questions
Making and justifying predictions
Writing Methods
Presenting and analysing data:
Selecting the type of data to gather
Clearly stating the independent and dependent variables
Completing results tables or other data capture mechanisms
Drawing graphs from the data or using other means of presentations
Spotting trends or patterns in the data
Writing a conclusion
Evaluating:
Stating if results matched a prediction
Commenting on the validity of the data
Spotting anomalies in the data
Explaining anomalies in the data
Suggesting measures to prevent anomalies
Designing another experiment that could produce similar results
Progressive Content
Comparing and grouping together everyday materials
To recall, name and define three materials.
To investigate the properties of different materials.
To classify and group the materials.
To apply my precious knowledge to answer challenging scientific questions.
Thermal Conductors
To understand that conductors allow the transfer of thermal energy and that an insulator does not.
To explain why certain materials are chosen for every day uses and understand why thermal energy can cause harm if not treated carefully.
To identify the dependent variable and how to record it.
Electrical Conductors and Magnetism
To understand that conductors allow the transfer of electrical energy and that an insulator does not.
To explain why certain materials are chosen for everyday uses and understand why electrical energy can cause harm if not treated carefully.
To discuss what magnetism is and classify materials based on this property.
To fill in the results table with the independent variable and each record of the dependent variable.
Hardness and Transparency
To discuss what ‘hardness’ means and can classify materials based on this property.
To give examples of the everyday uses of materials of varying degrees of hardness and consider why certain materials have been chosen for purposes.
To explain what transparency and opaqueness are and classify materials based on these properties.
To give examples of the everyday uses of transparent and opaque materials, and consider why certain materials have been chosen for particular purposes.
To reorder a table of results to show a pattern more clearly.
Solubility
To know that some materials will dissolve in liquid to form a solution
To discuss what solubility means and can classify materials based on this property.
To give examples of the everyday uses of soluble and insoluble materials and consider why certain materials have been chosen for purposes.
To begin to explain our findings.
Dissolving and Changes of State
To give examples of reversible changes
To choose appropriate methods to separate solutions, giving reasons for my choices.
To choose appropriate methods to change the state of materials.
Use a table of results to start to draw a graph.
Separating Mixtures
To explain why mixing is a reversible change
To explain the processes of evaporation, filtering and sieving to separate mixtures.
To choose the most appropriate method using my knowledge of states of matter.
To use a table of results to draw a graph.
To understand Irreversible Changes - Burning
To give examples of irreversible changes
To explain why some irreversible changes result in the formation of new materials.
To explain how the properties of materials irreversibly change when they are burned.
To explain the reason for results.
To Understand Irreversible Changes - Bicarbonate of Soda and Acid Reactions
To give examples of irreversible changes
To discuss why some irreversible changes result in the formation of new materials.
To explain how the properties of materials irreversibly change when there is a reaction between bicarbonate of soda and an acid.
To explain the reason for results.
Cycle 3: Rocks, including soils and fossils
Vocabulary
Rock
Crystals
Igneous
Sedimentary
Metamorphic
Observation
Classification
Magma
Mineral
Lava
Porosity
Fossil
Pressure
Temperature
Crystals
Rock cycle
Weathering
Erosion
Acid rain
Alkali
Soils
Vocabulary
Independent variable
Dependent variable
Observation
Classification
Experiment
Fair Test
Graph
Data
Valid data
Explanation
Conclusion
Anomaly
Progression of Skills (Y5)
Planning:
Defining variables
Designing questions
Making and justifying predictions
Writing methods
Presenting and analysing data:
Selecting the type of data to gather
Clearly stating the independent and dependent variables
Completing results tables or other data capture mechanisms
Drawing graphs from the data or using other means of presentations
Spotting trends or patterns in the data
Writing a conclusion
Evaluating:
Stating if results matched a prediction
Commenting on the validity of the data
Spotting anomalies in the data
Explaining anomalies in the data
Suggesting measures to prevent anomalies
Designing another experiment that could produce similar results
Progressive Content
Review prior learning and identify scientific questions to ask about this topic.
Investigate and classify different rock samples, noticing what is similar and different.
Classify rocks into groups based on their similarities and differences, making a key to identify them.
Igneous rocks: research how igneous rocks are formed, naming their properties. Understand how the speed of cooling affects crystal formation by conducting an experiment to cool alum at different speeds. Record data from experiments in a simple table, summarising the data.
Sedimentary rocks: identify what sediments are and explain how sedimentary rocks are formed. Observe different sedimentary rocks, drawing conclusions about their properties. Investigate the porosity of sedimentary rocks. Record results in a table and identify anomalies.
Metamorphic rocks: identify how metamorphic rocks are formed, using prior learning about pressure and temperature. Make observations about different metamorphic rocks. Children to make predictions about how a substance will change when heated or put under pressure and then say if these have been met.
Describe the rock cycle.
Weathering: identify the difference between physical and chemical weathering. Conduct an experiment to replicate physical weathering. Record data accurately in a graph and describe the pattern. Comment on any anomalies in the data.
Chemical weathering: understand what acid rain is and its impact on rocks. Make observations about the experiment and record data accurately in a graph.
Fossils: explore what different types of fossils are, examining different examples using a hand lens. Explain how fossils are formed. Research Mary Anning and her contribution to our understanding of fossils.
Soils: investigate different types of soils and what they are composed of. Conduct an experiment to investigate soil drainage. Plot the findings on a graph and analyse the data. Discuss how the experiment could be modified to ensure valid data is gathered. Link this to the local environment and Wealden clay soils.
Cycle 4: Irreversible Changes
Vocabulary
Chemicals
Energy
Substances
Reaction
Endothermic
Exothermic
Reversible
Irreversible
Solution
Concentration
Diluted
Mass
Electricity
Luminescent
Reactant
Chemical reaction
Physical reaction
pH scale
Acid
Alkali
Neutral
Progression of Skills (Y5)
Planning:
Defining variables
Designing questions
Making and justifying predictions
Writing methods
Presenting and analysing data (focus);
Selecting the type of data to gather
Clearly stating the independent and dependent variables
Completing results tables or other data capture mechanisms
Drawing graphs from the data or using other means of presentations
Spotting trends or patterns in the data
Writing a conclusion
Evaluating:
Stating if results matched a prediction
Commenting on the validity of the data
Spotting anomalies in the data
Explaining anomalies in the data
Suggesting measures to prevent anomalies
Designing another experiment that could produce similar results
Progressive Content
Review prior learning and identify scientific questions to ask about this topic.
Experiment with sodium bicarbonate and citric acid to investigate exothermic and endothermic reactions.
Investigate how the speed at which a reaction takes place can be impacted by surface area using a rusting nail in water and rhubarb and potassium permanganate.
Use hydrochloric acid and calcium carbonate chips to investigate how the amount of reactant or concentration of a solution can alter the rate of a reaction.
Understand how electricity can cause chemical reactions by testing the impact of a battery on a nail in a copper solution.
Exploring luminescence using glow sticks.
Measuring the impact of temperature on chemical reactions by using ice to slow down the rate at which the chemicals inside a glowstick react.
Exploring polymers by creating sodium alginate worms. Research how sodium alginate has been used in wound dressings.
Comparing how different clear liquids look, to understand how the properties of a liquid cannot be determined by appearance alone.
Exploring the difference between acids and alkalis through creating a rainbow tube with universal indicator.
Classify different substances using the pH scale and litmus paper.
