Teaching ideas

Background knowledge
In this unit, learners will observe how different materials respond to simple forces
such as pulling and bending. They will learn how materials respond to changes of
temperature and that some substances dissolve in water.
Most materials will change shape if sufficient force is applied. In this unit, learners
will consider the forces applied when people push and pull on materials. Some
materials, such as steel, will change shape and not return to their original shape
after the force is removed. Others, such as a rubber band, will return to their
original shape after the force is removed. These materials are known
as elastic materials. Most elastic materials will break if too much force is applied.
This could be dangerous if, for example, a weight being suspended on elastic
material falls on a person’s foot when the elastic material breaks. You should
emphasise that care should be taken when stretching elastic material, as it could
break or fly through the air. (Learners should always keep their eyes away from
these materials.) As long as learners are supervised, and take care when using

Elastic bands can snap

unexpectedly. Protect your eyes.

Elastic can be used to power toys. Energy is stored in stretched elastic and, when
the elastic is released, the stored energy can be used to power toys such as cars.
Instructions for building such cars are readily available on the internet using the
search term ‘using elastic to power toys’.
All materials will change if enough heat is applied to them. In this unit, heating is
limited to applying just enough heat to have an effect. Most of these changes are
reversible. For example, solid water (ice) turns into liquid water when it is heated; if
liquid water is cooled it can turn into solid ice. Some examples might be mentioned
where the changes are irreversible, for example, burning wood. Ensure learners only
heat small samples of each material so that the change is seen more quickly and
there is less chance of danger.
Most of the activities in the unit refer to heating because it is easier to heat
materials than to cool them in a classroom. Also, the changes are more obvious.
Make sure, however, that you do refer to cooling. Learners will be familiar with ice
and foodstuffs such as ice lollies and ice cream. You can use these examples to
illustrate cooling.
You will be familiar with dissolving, for example, sugar in hot drinks. Take care not
to confuse this with melting. Confusing dissolving and melting is a common error or
misconception. Ice melts
to become water, solid butter melts to become liquid butter. The basic material
is the same, but it is in a different state. This is quite different to solid jelly
dissolving in water and other examples of dissolving, such as salt and sugar in
water. When materials dissolve they seem to disappear.
The substances mix on a particle level; the molecules of the material that
dissolves mix with the molecules of the solvent. You can no longer see the

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 Teaching ideas Unit 3

Unit overview
Topic Number of Outline of Resources Resources Resources
lessons lesson content in Learner’s in Activity in Teacher’s
Book Book Resource
3.1 1 Learners look at how Activity 3.1 Exercise 3.1 Worksheet 3.1a
Materials materials can change Squashing Su L
changing shape by bending, L
shape twisting, stretching L Su
and squashing. They Su Worksheet 3.1b
investigate the effect L Su
of squashing. Resource sheet 3.1
L Su
3.2 1 Learners look at Activity 3.2 Exercise 3.2 Exercise 3.2
Bending Note: you how bending and Bending and Su Su
and may need to twisting affects the twisting dough
twisting make dough shape of materials. L L
Su
in advance of Worksheet 3.2a
this lesson, Su
if you do Worksheet 3.2b
not have
any stored. Ex

3.3 1 Learners explore Activity 3.3 Exercise 3.3 Worksheet 3.3a

Fantastic Note: you will elastic materials. Looking at Su L
elastic need to tie They investigate elastic bands
handles on elastic and the effect L Su
L
to the pots of stretching different Worksheet 3.3b
or bags in materials. Su Ex L
Activity 3.3
before the
Ex
lesson. Worksheet 3.3c
Ex
Worksheet 3.3d
Ex
Resource sheet
3.3
L Su
3.4 1–2 Learners observe, Activity 3.4 Exercise 3.4 Worksheet 3.4a
Heating think about and Warming foods Su Su
and investigate the ways Su
L Worksheet 3.4b
cooling that materials are
changed by heating Ex Ex
and cooling. Worksheet 3.4c
Su
Resource sheet
3.4
L Su
3.5 1 Learners observe Activity 3.5 Exercise 3.5 Worksheet 3.5a
Why is and investigate how Dissolving Su Su
the some materials materials
Worksheet 3.5b
sea dissolve in water in water
salty? and others do not. Ex
L
Worksheet 3.5c
Su Ex Ex
Worksheet 3.5d
Ex
Worksheet 3.5e
Su
Resource sheet
3.5
L Su
Cambridge Primary Science 2 73
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Unit 3 Teaching ideas

3.6 Questions
Check
1 Su , 2, 3,
your
progress 4,
5 Ex

E Extension L Language Enquiry S Support

x u
Resource list • metal spoons
• • wooden pegs or lolly sticks
modelling clay • candles or night lights
• a collection of materials to squash,
like foam, plastic, wood, modelling • small samples of different foods for
heating with a candle flame such as
clay, soap, chocolate, butter, chalk such as apple, biscuit, chocolate,
• cameras (optional) butter, cheese, pasta, carrot, sand,
• audio recorders (optional) • salt, chalk
• different types of dough (or
dough • cloths, tissues or water (to clean
spoons)
ingredients: varying amounts of
water, salt, cooking oil, flour; • a small plastic tray with different
compartments
• sawdust and other additives are different liquids for freezing such as
• optional) • water, cooking oil, fruit cordial diluted
• different-sized elastic with cooking oil, fruit cordial diluted
• bands • with water, milk
• poles
• salt, sugar and other materials to
• pots or small bags • dissolve such as jelly cubes, flour, rice,
• marbles or small
• sand, talcum powder
• stones string • water
• paperclips
sticky tape
identical beakers
container (wide and flat
• small interlocking bricks (to measure
length) various resources to make
• simple elastic- powered toys (see Topic 3.1 Materials changing
• Internet and ICT section) thin strips shape
• of plastic (for example cut from
• carrier bags), paper, metal foil and In this topic learners observe familiar
• fabric materials and they are affected by
• thin elastic bands forces that we can safely create with
• thick elastic bands our hands. They learn about bending,
• springs (for example from ballpoint twisting, stretching and squashing.
• pens) blocks of wood They investigate what happens to
a bar of chocolate materials when they are squashed.
• a bowl for melting chocolate Learning objectives
in container or pan of hot
• water • Know how the shapes of some
cling film or metal foil materials can be changed by
• different food samples for holding • squashing.
(some that will melt and some that Use first-hand experience.
• will not) stopwatches (or access to • Predict what will happen before
• a clock with a second hand)
• access to an oven and cake-baking • deciding what to do.
• materials (optional) • Make and record observations.
• a good-sized candle (for a
• Make comparisons.
demonstration of burning)
matches or a Collect evidence by making
lighter

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 Teaching ideas Unit 3

Curriculum links Notes on practical activities

• This topic links to science topics
such as forces (covered as push and
Activity 3.1 Squashing
pull in Stage 1) and the study of Each pair or group will need:
other characteristics of materials
• (covered in Unit 4 of Stage 1). • a collection of materials like foam
plastic, wood, modelling clay,
The topic links to design and soap, chocolate, butter, chalk.
technology where learners study
and make use of the characteristics Make sure you have examples of
of materials, such as rigidity and materials that squash easily, materials
that are harder to squash, and materials
Ideas for the lesson that cannot be squashed by hand. You
• Use the pictures on page 26 of the
Learner’s Book to start the lesson.
might also include one or two materials
that will break or crumple rather than
These pictures show modelling clay squash.
being bent, twisted, stretched and
squashed. You could give each Ask learners to follow the instructions in
learner a small lump of modelling the Learner’s Book. Remind them that
clay so that they can carry out these in science we need a question and we
• actions for themselves. need to make predictions. A suitable
question might be, ‘How do materials
In Activity 3.1, learners are first asked
change when we squash them?’
to predict the effect of squashing a
Learners should predict what will
range of materials. They then squash
happen to each material, before trying
them and describe the effects of
to squash them.
squashing. (See Notes on practical
Ask learners to draw what the materials
activities section.) Worksheet 3.1a
• will support this activity; learners can look like before they squash them.
Learners can then collect evidence by
draw or write their observations
attempting to squash each material
depending on their ability.
using a finger.
Picture 3.1 on the CD-ROM shows
some objects that have been Learners should talk about how the
changed by the actions covered in shape of each material changes. Does
this topic. There are both objects the material return to its original shape
that were created using the actions, when learners remove their fingers?
and objects damaged by them. Ask Ask learners also to make comparisons
• learners to identify where instances between the materials. This is a
of squashing, bending, twisting and scientific enquiry skill which should be
stretching might developed at this stage. They should
have created the shapes they see. say what happened and whether their
You could supplement this with other predictions were correct.
images.
Exercise 3.1 in the Activity Book Internet and ICT
asks learners to compare pictures
• of squashed balloons and to predict
• Learners
photographs
might
to
take
record
digital
the
what a balloon will look like when squashing tests on the materials in
squashed harder than the others. Activity 3.1.
Encourage learners to talk about • Learners might make audio
the association between the shape
• of the balloon and how hard it is
recordings to describe their tests,
their predictions and conclusions
being squashed and to say why • in Activity 3.1.
they look different.
other changes to materials:
Worksheet 3.1b will consolidate the www.bbc.co.uk/learningzone/clips/ the-
learning from this topic. It asks use-of-force-to-change-shape/2489.html.
learners to use the vocabulary from
this topic to describe the ways in
which the shapes of various objects
have been changed.
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Unit 3 Teaching ideas

Assessment 2 Learners should say that the

balloons look different because the
• Can learners describe how the
shapes of some materials can
size of the push on them is
different.
be changed
by squashing, bending, twisting Answers to Worksheets
and/ or stretching? Worksheet
3.1a is an opportunity to assess Worksheet 3.1a
• this. Learners record their predictions,
Ask learners to self-assess their observations and comparisons using
work in Activity 3.1. What did they drawings.
Differentiation Worksheet 3.1b
• Support lower achieving learners by
providing very clear examples of
A – stretching
B – twisting
materials changing shape by being C – bending
bent, twisted, stretched and D – squashing
squashed. Give examples of materials
that can easily and clearly be
squashed and ones that do not Topic 3.2 Bending and
squash so easily. Assist them in
comparing their prediction in Activity
twisting
3.1 with what occurred in the test. In this topic, learners explore bending
Resource sheet and twisting as different ways to
3.1 provides the vocabulary for this
unit and can be used to support this Learning objectives
• group of learners. Worksheets 3.1a
• Know how the shapes of some
and 3.1b are particularly suitable for
materials can be changed by
this group.
Higher achieving learners would
• bending and twisting.

benefit from being given a wide • Use first-hand experience.

Use simple information
range of examples and being
expected to use the appropriate
•
sources. Make and record
language in respect of materials
and the investigation in Activity 3.1.
Curriculum links
Common misunderstandings and • This topic links to science topics
such as forces (covered as push and
misconceptions pull in Stage 1) and the study of
other characteristics of materials
• The word ‘material’ can cause
difficulty if mistakenly used for • (covered in Unit 4 of Stage 1).
fabric. Clarify the The topic links to design and
different terms for learners and technology where learners study
correct them if they use the terms and make use of the characteristics
Homework ideas of materials, such as rigidity and
Ideas for the lesson
• Learners could be asked to look
around at home and record
materials which change shape
• Use the pictures on pages 28 and 29
of the Learner’s Book to start a
when squashed. discussion on how the shape of
Answers to Activity Book exercise materials can be changed by
bending and twisting. Ask learners
Exercise 3.1 whether they think it is easy or hard
to bend and twist metal or glass. Ask
1 The drawing should show a balloon
the same question about balloons.
being squashed more than the one Metals and glass generally need
balloon. (If drawn accurately it to be heated before they can be
would be shown to look wider, as bent and twisted; balloons can be
well as flatter. But, this is more
than can be expected of learners at
76 Cambridge Primary Science 2
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 Teaching ideas Unit 3

• You could give each learner a small

lump of modelling clay so that they
Worksheet 3.2b offers extension to
Activity 3.2 suitable for higher achieving
can carry out learners (see below).
• bending and twisting actions for Worksheet 3.2b Fun with
themselves. dough
In Activity 3.2, learners are asked
to take a lump of dough and bend • four different
and twist it doughs
This worksheet gives an extension
into different shapes (see Notes on activity to Activity 3.2. Instructions
practical activities section). are given on the
Worksheets 3.2a and 3.2b support worksheet. Learners will need four
this activity. Worksheet 3.2a asks different types of dough, with different
learners to copy shapes with their characteristics. Label them A, B, C and D.
dough and is suitable for lower
• achieving learners. Worksheet 3.2b To make the different doughs for this
offers extension to this activity by activity, use the ingredients specified for
using different types of dough with the basic dough recipe in the Activity 3.2
different characteristics. practical notes above. Vary
the amount of water and flour added to
Exercise 3.2 in the Activity Book
• asks learners to study pictures of
the four mixes to make a very stiff mix,
a quite stiff mix, a normal mix and a
materials that have been bent or
very soft mix. Adding flour to a dough
twisted and decide how their
mix makes it drier and it becomes less
shape has been changed. It will
flexible. It will break more easily when
consolidate the learning from this
learners try to bend and twist it. Adding
topic.
water makes the dough more sticky.
Notes on practical activities Learners will find that it is harder to
bend and twist as it will simply stick
Activity 3.2 Bending and to their fingers. If enough water is added
twisting dough the mixture will become unworkable.
• dough (or dough ingredients: half a
cup of salt, one cup of flour, half a
You can even use additives such as
sawdust. Sawdust makes the dough
cup of warm water, a little cooking drier and learners will discover that,
oil) when they try to bend or twist it, bits of
You can make the dough for this activity
sawdust will stick out from the main part
yourself, but it will need to be done in
of the dough.
advance of the lesson.
Make sure you tell the learners what is
Basic dough recipe: Add half a cup of
different about the doughs you give
salt to one cup of flour in a bowl and
them. Encourage them to compare the
stir in half a cup of warm water (you
may not need all the water). Add about Internet and ICT
a tablespoonful of cooking oil.
Knead the mix on a floured surface until • Learners might take digital
photographs to record the shapes
it takes on the look and consistency of they made with the dough and clay
play dough. in this topic.
The dough can be stored in a plastic bag • As for Topic 3.1, you might use this
Do not allow learners to eat short video which shows materials
the dough. being shaped and other changes to
materials: www.bbc.
co.uk/learningzone/clips/the-use-of-
Learners should bend and twist dough
to make interesting shapes. Worksheet Assessment
3.2a gives some shapes that learners
can try and copy – it is suitable for
• Can learners describe how the
shapes of some materials can be
lower achieving learners. However, do changed by bending and twisting?
encourage learners to be creative and
make their own shapes as well.
Learners can draw the shapes they
make using this worksheet. 77
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Unit 3 Teaching ideas

• Ask learners to self-assess their

work in Activity 3.2. What did they
Topic 3.3 Fantastic elastic
do well? What would they like to In this topic learners will consider
improve? applications for elastic materials. They
Differentiation will investigate the elasticity of different-
sized elastic bands and carry out simple
• Support lower achieving learners by
providing very clear examples of
stretching tests on various materials.

materials being bent and twisted.

Learning objectives
Give examples of materials that
clearly bend or twist, and ones that
• Know how the shapes of some
materials can be changed by
do not bend or twist so easily. stretching.
•
• Worksheet 3.2a is particularly suitable
for this group.
Collect evidence by making

Support higher achieving learners by

• observations when trying to answer
a science question.
giving a range of examples and • Use first-hand experience.
expecting them to use the
appropriate language in respect of • Ask questions and suggest ways to
answer them.
materials and the investigations. • Talk about risks and how to avoid
Challenge them by increasing their
• danger.
Common misunderstandings and
misconceptions • Take simple measurements.
Recognise that a test or
• The word ‘material’ can cause
difficulty if mistakenly used for Curriculum links
fabric. Clarify the
different terms for learners and • This topic links to other science
topics on forces (for example,
correct them if they use the terms covered as push and pull in Stage
Homework ideas 1) and the study of other
characteristics of materials
• Exercise 3.2 in the Activity Book
(covered in Unit 4 of Stage 1).
would make a suitable
homework activity.
• The topic links to design and
Answers to Activity Book exercise technology where learners design
and make things using the
Exercise 3.2 characteristics of materials, such as
1 This towel has been
Ideas for the lesson
2 twisted. This pipe has
been bent.
• Learners might look at pictures of
applications which use elastic
3
4 This rope has been materials. The Learner’s Book gives
twisted. the example of a bungee jumper on
page 30. Picture 3.3 on the CD- ROM
Answers to Worksheets gives further examples.
Worksheet 3.2a • Make a collection of elastic
materials in class. Learners could
Learners draw the shapes they made out
also contribute to this, for example,
of dough.
with elasticated clothing,
Worksheet 3.2b wristbands, hairbands, shock cord,
Learners record which dough was the shirring
easiest and hardest to work with. The • elastic, tights (perhaps not in every
answer will depend on the exact nature country/ culture) and balloons.
of the doughs used. In Activity 3.3, learners are asked to
Learners draw the shapes they made investigate different elastic bands. (See
out of dough. Notes on practical activities section.)
Worksheets 3.3a (for lower achieving
learners) and 3.3b (for higher
achieving learners) support this
activity.
78 Learners can record their science
question,
© Cambridge University Press 2014 their prediction, and their
 Teaching ideas Unit 3

• Extend Activity 3.3 by encouraging

learners to ask science questions
Then attach a ‘weight’ to the elastic
band, also using a paperclip. To make
about elastic bands. For example, the ‘weight’, you can use a yogurt pot,
‘Are wide elastic bands or a small plastic bag, with a handle
stronger?’ ‘What other materials are made of string. You will need to make
elastic?’ If you have time, learners small holes in the sides of the yogurt
could design a simple test.
• Exercise 3.3 in the Activity
pots in order to attach the string. You
should do this
Book and Worksheet 3.3c in advance of the lesson. Add marbles or
reinforce the learning in small stones to the pot or bag, to create
Activity 3.3. Learners compare the ‘weight’ that learners will use.
and
• interpret the results from Talk to learners about the pictures in
investigations into stretching elastic the Learner’s Book, the risks of the
bands. investigation and how to avoid being
hurt. For example: learners should be
Learners can use elastic bands to aware that they must stand so that if
flick or push objects across the the ‘weight’ falls it does not land on
floor or a table top. They can test their feet; learners should take care not
• different elastic bands, or one
elastic band pushing an object Elastic bands can snap unexpectedly.
across different surfaces. They Protect your eyes.
could ask the question, ‘Do thicker
elastic bands provide more pushing
The Learner’s Book asks learners to
force?’ and investigate it. collect evidence to try and answer the
Elastic bands can be used to power question, ‘Which elastic band stretches
simple toys such as elastic-powered
• planes and cotton-reel rollers.
the most?’ Learners should try attaching
bands of different widths and lengths
Learners could try different elastic and comparing them to see how much
bands and different designs of toys. each elastic band stretches. The mass
You will find resources for these on attached to the elastic bands should be
the internet, including how to make sufficient to make the thickest band
‘roller tanks’ to power the toys (see stretch a little. Check before the lesson
Internet and ICT section). so that you know the number of marbles
Worksheet 3.3d allows learners to or stones that will achieve this. Check
investigate the effects of stretching also that this mass is not sufficient to
break the thinnest band. Guide learners
different materials. Instructions are
with respect to the number of marbles
given on the worksheet and there is
or stones they should use.
a table to record the results. Learners
Notes on practical activities Learners should measure the length of
each band using a non-standard unit
Activity 3.3 Looking at such as small interlocking bricks. They
elastic bands should then add a ‘weight’ to each
band. Remind learners that the same
• different-sized elastic
mass should be added to each band to
• bands
make sure the test is fair. The learners
• a pole
should measure the length of the band
• a pot or small bag
now. They could do this by building a
• marbles or small
tower of bricks
• stones string
on the ground up to the top of the
• paperclips
sticky tape band and measuring the number of
• something to measure length such bricks down to the bottom of the band.
as small interlocking bricks The difference between the length of
Help learners to set up the investigation the band now and the original length is
as in the picture in the Learner’s Book. the extension caused by the ‘weight’.
Attach an elastic band to a pole using Learners should find that the thinner
paperclips hooked over the pole. the band, the greater the extension.
Balance the pole across two chairs and
secure it in place using sticky tape. 79
Cambridge Primary Science 2 © Cambridge University Press 2014
Unit 3 Teaching ideas

Worksheet 3.3a gives support for You could ask learners whether they
recording the results for one band, think their test is fair. If the strips of
which you may use if you have little material are not all the same width it
time or for learners who may not will not be fair. Also, if
complete the activity very quickly. learners are pulling on the materials
Worksheet 3.3b provides a table to themselves, they should think about
record results for multiple bands. It whether they pulled the same in each
also introduces the question of what case – they might have tried harder
happens to the width of an elastic Internet and ICT
band when it stretches, as well as the
length. • Learners might take digital
photographs to record the
Learners should use a very thick band
investigations on the materials.
for this question as it will be easier to • Learners might make audio
see the difference. This worksheet is
suitable for higher achieving learners. recordings to describe their tests,
their predictions and conclusions.
To extend this activity, you could ask • The following websites show how to
learners to think of other science make an elastic-powered car:
questions they might www.ehow.com/ how_6387502_make-
ask about elastic and how they might fast-rubber-band-car. html;
investigate them. You could also ask
learners to see what happens if you use • www.ehow.co.uk/how_6571110_build-
self-propelled-model-car.html.
Worksheet 3.3d Stretching This website shows how to make a
materials power ‘tank’ for elastic-powered
• equally thin strips of sheet materials
such as plastic (for example cut
toys: www.sycd.
Assessment
from carrier bags), paper, metal foil
• and fabric • Ask learners to work in groups to
• a thin elastic produce some ‘can-do’ statements
• band for this topic. For example, ‘I can
• a thick elastic describe how some materials behave
band when they are stretched.’ They
Make sure that learners establish a should then decide how much they
good science question for this activity. agree with the statements: agree,
For example, ‘What happens to not sure, disagree. This will give you
materials when they are stretched?’ or a picture of how confident the
‘Which material is strongest when we
pull it?’ Learners should make
Differentiation
predictions. They can draw these on the
worksheet.
• Support lower achieving learners by
making examples very clear and by
modelling the scientific language
Learners should then design and carry that they are expected to use. You
out simple stretching investigations on might demonstrate aspects of the
various materials to collect evidence. investigations. But, ensure that these
Ensure that learners avoid pulling too learners have some decisions to
hard on the materials. Learners could make when planning and carrying
simply pull on the materials individually out investigations. Challenge them
or in pairs. Alternatively, the by asking them to say what they
Take care when pulling elastic and found and whether it agreed with
springs. Elastic bands can snap any predictions. Worksheet 3.3a is
unexpectedly. Protect your eyes. suitable for this group of learners.
This group of learners will also
• find Worksheet 3.3c particularly
Learners should record the results in useful consolidation material.
the table and compare them against Cater for higher achieving learners
their predictions. Give them the by expecting them to describe what
opportunity to talk about what they they observe in detail. Worksheet
found so they can practise the enquiry 3.3b is suitable for this group of
skill of reviewing and explaining what learners. They should make
happened. predictions and use these in their
© Cambridge University Press 2014
 Teaching ideas Unit 3

This worksheet is particularly Some materials change shape because

suitable for this group of learners they have elastic properties. Some
because it involves using a materials do not change because they
method that they have learnt in a do not have any elastic properties.
different context.
Common misunderstandings and Topic 3.4 Heating and cooling
misconceptions In this topic, learners will test a range of
• Learners will often assume that
elastic bands are the only elastic
familiar materials, including foodstuffs.
Materials will
materials. They may not understand be exposed to different levels of
that very many materials have heating and the learners will observe
elastic properties, for example, the effects of the heat on the material.
foodstuffs, fabrics, even their own Learners also explore the effects of
Homework ideas Learning objectives
• Ask the learners to find one thing
that an elastic band could be used
• Explore and describe the way some
everyday materials change when
to do at home.
• they are heated
Exercise 3.3 in the Activity Book
would make a suitable homework
• or cooled.
Use first-hand experience.
Answers to Activity Book exercise •
• Make comparisons.
Exercise 3.3 • Identify simple patterns and
associations. Review and explain
1 D, thick elastic band
2 A and C. (It is not possible to tell
• what happened.
from these results which band was
3 weaker.) • Collect evidence by making
observations when trying to answer
A (very thin) or C (thin) elastic bands • a science question.
Answers to Worksheets • Use simple information
Worksheet 3.3a Curriculum links
Learners’ measurements of the
length of an elastic band before • This topic links to Stage 1 when
learners looked at the properties
stretching and after of materials. You can make links to
stretching. Answers will depend on the Unit 2 as some rocks are formed
thickness of the band and the amount from other rocks by the action of
Worksheet 3.3b heat.
Learners’ measurements of the lengths
• This topic links to food technology
of various elastic bands before where learners would study food
stretching and after stretching. Answers preparation including foods that
will depend on the thickness of the • are heated.
bands and the amount of weight added. If you use the story Charlie and the
Worksheet 3.3c Chocolate Factory then you can
1 C Ideas for the lesson
2 B
3 Thinner elastic bands stretch more • Ask learners if they can find ten
different materials in the picture on
because they are thin and weak. page 32 of the Learner’s Book. How
many materials can they find that are
Worksheet 3.3d being changed by heat? Can they
Learners draw their predictions and suggest ideas about the ways in
observations in the investigation to which some of the things are
stretch various materials. Drawings will changing? Some things are melting;
depend on the length, width and type but the egg, for example, is changing
in a different way. Learners might
of materials stretched and the amount
also spot that some things, such as
of force (pull) applied.
Cambridge Primary Science 2 81
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Unit 3 Teaching ideas

• You could tell them that these things

actually will change if you make Observe school regulations about
them much hotter. having naked flames in classrooms.
• Picture 3.4 on the CD-ROM Candles should be burnt in trays or
buckets of sand with a bucket of sand
summarises four ways in which
on hand to put them out if necessary.
materials can change through
heat: melting, burning, boiling and
changes to the nature of the • You might place food and other
materials in foil trays in warm
material.
places around school, such as a
(Burning also involves changes to the
windowsill. Make sure you seal food
nature of the material, but it is not
in strong, plastic, see-through bags
necessary to – learners should not be exposed to
go into the detail here.) This the bacteria or spores from micro-
provides the opportunity for organisms on spoiling food. Learners
extended discussion with the might predict and then observe any
introduction of heating a liquid • changes.
until it boils and changes to a
Worksheet 3.4b is an investigation
vapour or gas.
• Here water is boiling and changing to
into heating small samples of
foodstuffs (or other materials) over
water vapour or steam. Ask learners
a candle. This will produce rapid
if they have noticed the steam from
changes. Learners can make
a kettle when it boils. Tell learners
predictions about what will happen
that if the steam is cooled, it will
and
change back to water.
record observations, which they can
Demonstrate melting chocolate in • compare and communicate to others.
a bowl immersed in hot water. Instructions
Learners can talk about their are given on the sheet, along with a
ideas. What language do we use to table for learners to record their
describe the solid chocolate? What observations in.
language do we use to describe
In addition to heating materials,
the liquid chocolate? How would
learners should observe materials
we describe the
which cool down after being
change? (For example, it melted, it
• softened. it turned liquid.) Ask
warmed, for example, liquid
chocolate or liquid candle wax
learners whether
returning to a solid state. If you are
they can think of questions that
able to freeze liquids, learners might
they could investigate. Warn
observe materials before
•
learners that liquids
like this can get very hot, so they can
• and after freezing. Learners might
observe ice from the freezer and the
be dangerous. Exercise 3.4 in the
melting of the ice in their hands.
Activity Book could be used at this
This is another good opportunity for
• point. Learners must sort pictures to
observation and discussion about
show whether materials are being
what is happening. Worksheet 3.4c
changed by heating or cooling.
Activity 3.4 in the Learner’s Book
• will assist with this activity –
instructions are given on the
asks learners to investigate worksheet.
warming different foods in their
You might play video extracts of
hands. (See Notes on practical
activities section.) Worksheet 3.4a Notes on practical activities
can be used to record learners’
observations. Activity 3.4 Warming
You could follow up Activity 3.4 by foods
baking cakes with the learners and • cling film or metal
• foil different food
samples

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 Teaching ideas Unit 3

• a stopwatch (or access to a clock

with a second hand)
You should have on hand a bucket of
sand or water on hand to extinguish any
flames. This activity has very little risk
Make sure you have some examples
of foods that will change in response attached to it, but it is a good
to body heat and some that will not. opportunity to model cautious
Observe school regulations about
Ask learners to follow the instructions having naked flames in classrooms.
in the Learner’s Book. Learners Candles should be burnt in trays or
should wrap foods in foil or film, and buckets of sand with a bucket of sand
hold them tightly for a set amount of on hand to put them out if necessary.
time. The Learner’s Book suggests Make sure learners keep their faces
two minutes, but the exact time should away from hot materials or materials
be agreed with the learners before they being heated. Do not heat plastics
start. If timing is too difficult for some, or paint as these will produce
you can take control and call out hazardous fumes.
Follow local regulations about handling
and preparing food. Make sure that This work should be closely supervised
learners wash their hands after the and learners told never to play with
activity. flames. You may prefer to do this
activity as a demonstration, but do
Some foods should soften so that the allow learners to do it themselves if
change will be observed. Some possible. Discuss the risks of the
materials, for example, rice, will not investigation with learners, particularly
change at this low temperature. This those associated with naked flames.
point can be discussed because many Tape a wooden peg or lolly stick to each
learners will have seen rice and other
spoon. Learners should hold the wood
foods cooked at higher temperatures in
rather than the spoon to avoid their
boiling water. Learners could record
fingers getting to hot. Ask learners to
their observations in Worksheet 3.4a.
Ask learners to use their results to make predictions about what will happen
make comparisons between the to the foods when heated. They should
materials and to try and identify then observe the materials at room
patterns in them. Encourage them to temperature prior to heating, and the
review and explain what happened. changes they see during heating. Wipe
the spoon clean after heating each
You could extend this activity by asking material. After heating, learners can
learners to try holding the materials for observe the appearance of the materials
longer. Do as they start to cool again. Learners can
Worksheet 3.4b Heating use the table in the worksheet to record
their observations. Encourage learners to
materials
Worksheet 3.4c Cooling
• a metal spoon
materials
• wooden peg or lolly stick
• sticky tape • a small plastic tray with different
• a candle or night light • sections access to a freezer
• small samples of different foods
such as apple, biscuit, chocolate,
• a variety of liquids such as water,
cooking oil, fruit cordial diluted
butter, cheese, pasta, carrot with cooking oil, fruit cordial
• cloth, tissue or water to clean the diluted with water, milk
Learners should put the different liquid
• spoon
samples in different compartments in
a tray or bucket of sand
The selection of foods suggested the plastic tray.
includes those that that melt, burn, They should put the tray in the freezer
otherwise change and do not change. and leave it for three hours. At the end
Whatever range of samples you use, try of the three hours, they should
to ensure that all of these types of examine the samples and see what has
changes can be represented. happened. Learners can use the table
in the worksheet to record and compare
their observations before and after the
Cambridge Primary Science 2 liquids are frozen.
© Cambridge University Press 2014
Unit 3 Teaching ideas

Internet and ICT Common misunderstandings and

misconceptions
• Learners might take digital
photographs to record the tests on
foods and other materials in this
• Melting is often confused with
dissolving.
topic. •
• Learners might make audio
Familiarity with water may mean
that learners see melting as
recordings to describe their tests, something that only happens to
their predictions and conclusions.
• solid water (ice). The heating
This website shows a video of activities in this topic should help
molten rock flowing from Homework ideas
volcanoes: video.
nationalgeographic.co.uk/video/ • Exercise 3.4 in the Activity Book
could be completed at home.
• environment/ environment-natural-
disasters/volcanoes/ volcano-lava/.
other ways in which freezing
Answers to Activity Book exercise
liquids can be investigated here: Exercise 3.4
www.ehow.com/
list_6022472_science-projects-liquids- heating: wood, paper, rice
cooling: water, food
Assessment
• Can learners describe the way some
everyday materials change when
Answers to Worksheets
they are heated or cooled? Ask them Worksheet 3.4a
to talk about times they have seen
food change in the kitchen, for Learners draw their observations of
example a raw egg fried in a pan or each food before they held it and after
boiled in water. How does the egg they held it.
• change? Worksheet 3.4b
Ask learners to self-assess the work Learners draw their observations of
they did in Activity 3.4. What did different foods before, during and after
Differentiation heating. Very good responses will show
detail, for example, about how a liquid
• Support lower achieving learners by
prompting them with science
has solidified after heating (with a
smooth surface or with a rough surface).
vocabulary and using questions to
focus their attention. For example,
Worksheet 3.4c
‘Can you see...?’ ‘Look at the…’
Liquid Before After
‘What do you observe?’ ‘What have freezing freezing
the changes been?’ Ask them to
model behaviours, such as careful water liquid solid
observation, cooking oil liquid solid/liquid
to one another. Challenge them by (depending
• asking for suggestions and enabling on the oil
used and the
them to do elements themselves.
temperature)
Cater for higher achieving
learners by challenging them fruit cordial diluted liquid solid/liquid
to make detailed with cooking oil (depending
observations and to explain what on the oil
they observe. Can they use the used and the
temperature)
terms ‘solid’ and ‘liquid’? They
should be able to consider any fruit cordial diluted liquid solid
aspects of risk and suggest how with water
milk liquid solid

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 Teaching ideas Unit 3

Topic 3.5 Why is the sea salty? • In Activity 3.5, learners investigate
making solutions in water. (See
This topic explains why the sea is salty. Notes on practical activities section.)
It goes on to provide opportunities for Point out that we can drink fresh
learners to observe materials going into water, but salt water would make us
solution. very ill. Worksheet 3.5a supports the
Learning objectives simple activity of dissolving salt in
water, and carefully observing what
• Recognise that some materials can
dissolve in water. happens. It may be more suitable for
lower achieving learners. Worksheet
• Use first-hand experience.
3.5b supports the more extended
• Predict what will happen before
deciding what to do.
activity, which involves trying to
dissolve different materials. Higher
•
• Recognise that a test or
comparison may be unfair.
achieving learners may use it to
record their results.
• Make and record Picture 3.5 on the CD-ROM has
• observations. pictures of some everyday
solutions. You can use this to
• Take simple measurements. • show that solutions – liquids with
Use a variety of ways to tell others substances dissolved in them – are
• what happened. common, and a big part of our lives.
In Exercise 3.5 in the Activity Book,
Curriculum links learners interpret the results of an
• The story about why the sea is
salty (Resource sheet 3.5) links to
investigation into whether salt
dissolves faster in warm and hot
literacy. You may also find local
myths about why the sea is salty.
• water. It might be a starting point
for another investigation for higher
achieving learners, if this has not
• There is a link to Unit 2 when
considering the source of sea salt already been carried out as part of
being rocks. an extension activity to Activity
Ideas for the lesson 3.5.
Worksheet 3.5c is an activity
• Read the myth about the giant who
ground salt and made the sea salty
involving evaporating the water
from brine to recover the salt.
from Resource sheet 3.5. Explain
that this is a myth – an old story – Evaporation is not part of this unit.
However, the activity offers useful
and that scientists know that the salt • observation and discussion if you
has come from salty rocks under the
sea, rivers and lakes. This is a good have a little extra time. The
opportunity to talk about a myth observation powerfully supports the
which is untrue. What do the learners idea that the salt does not
‘disappear’ when it dissolves. Higher
• think? They can talk about different
ideas and think about the evidence. achieving learners could be given
Learners might be interested to know more independence in this activity.
more about where our salt comes If you have extra time, you can
from. Some extend the content of this unit with
the investigation in Worksheet 3.5d.
is evaporated from sea water, some
comes from salty water
• This involves attempting to dissolve
• underground. The pictures at the sugar in different liquids. This is
start of this topic on page 34 of the beyond the requirements of the
Learner’s Book will assist you here. curriculum. However, it can be used
to extend learners and develop
From this, you can introduce the idea
that the salt is dissolved in sea
• scientific enquiry skills, as well as to
lay the foundations for
understanding of dissolving as a
common process that is not limited

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Unit 3 Teaching ideas

Notes on practical activities Worksheet 3.5c Getting

the salt back from salty
Activity 3.5 Dissolving water
materials in water
Each pair or group will need:
• water
• salt
• salt
• a
• wat • container
• er
• a spoon
• a a warm place, such as a windowsill
• beaker
a spoon
that gets
Learners should make the solution
other materials to test like sugar, themselves and then place it in a warm
First, give learners some salt and some place. Make sure you guide learners to
water. Emphasise that salt and water use enough salt and water to make a
are quite different. What do they solution where all the salt dissolves.
observe about these two materials? Evaporation will be quicker if the
Ask them to think about what will solution is placed in a wide, flat
happen when they mix the materials. container. Learners should predict what
Next, they think will happen. After a few
allow them to pour some salt into the hours, learners can observe the beaker
water and stir the mixture with a spoon. again.
What do they observe during the They should record their predictions and
mixing? The salt appears the results on the worksheet.
to disappear. Explain that it does not
actually disappear; it is still there but it The main point of this activity is to
is no longer visible. It has dissolved. observe that the salt can be reclaimed
Learners can record their observations from the solution. In other words, it did
on Worksheet 3.5a, which supports this not disappear when it dissolved. Talk
aspect of the activity. about this with learners. Can they
explain what happened? Learners can
Now, you can repeat this exercise with write their explanations on the
other substances, as suggested in the worksheet.
Learner’s Book, some of which will
dissolve and some will You could extend this activity to answer
not. Make sure fresh water is used for Worksheet 3.5d Which
each substance. Learners can use
Worksheet 3.5b to tell others what
liquid will allow most
happened using drawings. sugar to dissolve?
You can use this activity to develop
• sugar
different skills. For example, you can • liquids such as vinegar, salty
water, cola, fruit juice, detergent
introduce ideas of fair testing by
• a
discussing whether learners might use • stopwatch
the same amount of water and the
same amount of substance for each
• a spoon
identical beakers
test. This will also give the opportunity Learners should be asked to think of a
to develop measuring skills science question to answer. For
– the substance can be measured in example, ‘How much sugar will
number of spoonfuls, and the water by dissolve in different liquids?’ Or, ‘How
filling the beaker to a certain level each quickly will a spoonful of sugar
time. dissolve in different liquids?’ The table
in the worksheet is set up for the
You can further extend the activity by former question, but you can adjust
asking questions which encourage this if needed.
learners to look at patterns and
Learners should predict what they think
associations. For example, ‘Will a
will happen, then make suggestions
substance dissolve better if you heat
about how to investigate their question.
For example, they might start with equal

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 Teaching ideas Unit 3

stirring well after each addition. They

could keep adding sugar until some solid
• Challenge higher achieving
learners by asking them to design
sugar is visible after stirring well. Ask if and carry out the investigations
the test is fair if they stir the solutions themselves. Can they devise a
for different lengths of time. question, make a prediction and
plan the test? Challenge them with
Learners should collect results and then
investigating another science
compare the liquids to see which allowed
question such as ‘Does the warmth
most and least sugar to dissolve. They
of the water affect how much salt
should think about how they will
will dissolve?’ (See Internet and ICT
Internet and ICT section.) Worksheet 3.5b is
particularly suitable for this group of
• Learners might take digital
photographs to record the tests in learners. Worksheets 3.5c and 3.5d
this topic. Common misunderstandings and
• Learners might make audio misconceptions
recordings to describe their tests,
their predictions and conclusions.
• Many learners confuse
• There is an alternative investigation,
melting and dissolving.

which involves comparing how much Homework ideas

sugar will dissolve in water at
different heats, at this website: • Learners can ask friends and family
at home if they know about salt
www.sciencekids.co.nz/experiments/
• dissolvingsugar.html.
dissolving into water and what the
salt water can be used for.
www.turtlediary.com/kids- science- • Exercise 3.5 in the Activity Book
experiments/dissolving-experiment.
could be completed at home.
Assessment Answers to Activity Book exercise
• Do learners recognise that some
materials can dissolve in water? Ask Exercise 3.5
learners to describe what happened 1 hot
in Activity 3.5 above. Can learners 2 very
talk about materials which will 3 cold
dissolve and ones which will not?
• Ask learners to work with others to
The salt would take more than 50
seconds to dissolve in iced water.
come up with some simple ‘can-do’
statements for this topic. For
Answers to Worksheets
example, ‘I can recognise that some Worksheet 3.5a
materials can dissolve in water,’ ‘I
can take simple measurements,’ ‘I Learners draw their prediction and the
can use a result of their investigation.
variety of ways to tell others what
happened.’ Learners should then Worksheet 3.5b
assess how well they think they meet Learners draw their predictions and the
these statements: not at all, not results of their investigation.
Differentiation
Worksheet 3.5c
• Support lower achieving learners by
enabling them to describe what is Learners draw their prediction and
happening, particularly when the result of their investigation.
materials seem to have disappeared. They also write an explanation.
They may be very capable at
conducting the investigation. Most or all of the water will have
However, they may require evaporated.
support, for example, by being
reminded what the question is, or
in using their observation to
formulate a prediction. Worksheet
3.5a is particularly suitable for this
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Unit 3 Teaching ideas

Worksheet 3.5d Answers to Learner’s Book questions

Learners make a prediction and 1 a The balloon has been bent and
record the results of their twisted. Some plates are now in
investigation. b small pieces.
c There are many shapes.
The liquid that allows most sugar to Mark correct any words that
dissolve will depend on particular describe the damage to the car.
Worksheet 3.5e 2 a For example, it has a dent, it is
Learners make reasonable predictions bashed, it is bent.
pictures. b thick elastic
Salt – this will dissolve. 3 c very thin
Sugar – this will elastic
dissolve. a String is not elastic so it would not
Lots of salt – some salt will dissolve work. Chocolate would melt into a
but not all of it. 4 a liquid.
Sand – this will not dissolve. Butter would melt into a liquid.
b Ice would melt into a liquid. It
would become water.
Topic 3.6 Check your Water would freeze into a solid and
progress c go hard. It would become ice.
Some types of cooking oil will cool
• Review the learning for this into a solid and go hard in a
5 Sand would not dissolve in the
unit.
water.
Ideas for the lesson
• Learners can be asked to answer
the questions on the ‘Check your
progress’ pages of the Learner’s
Book. These questions cover topics
from the whole unit. Some answers
are ambiguous, which will lead to
discussion that will help to assess
learners’ understanding of this unit.

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