Topic: Materials & States of Matter
Recap of prior knowledge of materials, previously learnt topic in Y4 - assessing what the children can remember and consolidating what they have already learnt
Key vocabulary - conductor, solid, liquid, gas, force, melts, evaporates, particles, dissolve, substance, transparent, soluble and insoluble
Getting the children to repeat the correct vocabulary and key terms to engrave them in their memories; more encouraged to use the correct terminology later on
Teacher uses praise to encourage children, using targeted questions to specific children, also using open questions to the whole class. Children have an opportunity to share their own independent knowledge that they have, and the teacher can address any misconceptions. Allowing children to engage in short discussion to share their ideas, using resources from the classroom and everyday objects
Resources - using a video to explain different states of matter, showing key information with illustrations. Explaining solids, liquids, gases and how particles differ in these materials - videos give concrete representations to abstract ideas
Starting discussions with key questions - 'I wonder why...?' / 'What would happen if...?'
Explaining the learning objectives - identify and classify materials, referring to the different types of enquiry and asking the pupils what these are and what they mean, why we use them
Observation over time
Identifying, classifying and grouping
Comparative and fair testing
Research using secondary sources
Pattern seeking
Working scientifically: using physical objects for concrete learning - children can be scientists and physically / practically learn using materials in front of them. Vygotsky: pupils learn best through first-hand experiences and must be engaged in the learning processes
Teacher allows the pupils to allocate their own roles, e.g. 'stirrer' - gives the children responsibility and independence in their own learning. By dividing responsibilities, it ensures everyone feels involved in the experiment and important. This avoids low level disruption and off-task behaviour, however can cause fall-outs. Children also allowed to decide how they record their data; table or drawings - taking responsibility of their own learning and making them aware of their own-decision making; cross-curricular link to maths (results, measuring, weighing, counting)
Learning key science: using test results to make predictions, recording data and results, using hypotheses, using their scientific enquiry skills. Before creating the experiments and finding out the results, children are asked their opinions of what they think will happen - helping to develop their confidence in making predictions
Seeing lots of teaching approaches being used - create an engaging and exciting lesson - ensuring children are challenged
explanation
discussion
questioning
demonstration
facilitation
Teacher using Dojos and rewards - reinforcing positive behaviour. Encourages effective teamwork through rewards and exploration, but emphasises quality of work
Children working as an independent team to complete the investigation, having fun and making a mess
Teachers can formatively assess whilst children are engaged in work. Also a good opportunity for scaffolding if children are struggling, helping the children to increase their skills
Children observing and investigating the physical features of the mixtures - describing what changes they can see, prompted by teacher and TA - and sharing ideas of why these changes have occurred
Through the practical activity, the pupils made predictions and recorded their data. The children are no representing their findings from their enquiries to find a conclusion (as a class), whilst using their scientific evidence to support their explanations. this reflects points 1, 2, 3, 4, 5 and 6 of working scientifically in NC
Introducing new key terms (solvent, soluble and insoluble) and applying this to the experience the children have just had. Introducing the concept of a solution and asking the children questions in relation to their observations
Reinforcing knowledge children have learnt by another video combining all of the key information and key terms - discussion afterwards, relating to real-life situations
Using their writing skills, the pupils are creating a conclusion, involving the words soluble, insoluble and solution - shows children have an understanding of what the have learnt and can be used as a way to assess if they have met the lesson's learning objectives