Interactive Guidelines - Knowledge & Understanding

Target Menu from G12
Attractive compilation covering Level C, from Kirkcaldy High School (pdf, 24 pages, 4.27 Mb)

describe changes when materials are mixed 

make matchbox bricks from sand, water and cement, noting the effect of varying the proportions

make a short report of the investigation, setting out the key findings

observe what happens when baking soda and vinegar are mixed and when an Alka Seltzer tablet is placed in water 

The product is known as concrete. Cement is the most expensive ingredient so what is the least amount of it that can be used to make a hard brick that does not crumble? This is an example of a chemical change (see Level B). A new material is made and the change is irreversible. Bubbles of gas are given off, so new materials are produced. This means that we are seeing a chemical change occurring.

use a kitchen sieve to separate dried peas and sand and prepare annotated diagrams to explain how this works

investigate ways of separating an undissolved solid, e.g. sand from water

challenge pupils to obtain some clean water from muddy water

visit the local water purification plant 

Larger pieces can be separated into different sizes by sieving. Smaller solids can be allowed to settle out, and the smallest can be removed by a process known as filtering. It might help to observe a piece of paper towel through a low-power microscope to see the holes between the fibres.

Note that dissolved materials are in the form of very tiny particles that cannot be separated out in this way.

investigate what happens when salt, sugar and flour are placed in cold water

use technical terms to predict what happens when a teabag or a spoonful of instant coffee is placed in a cup of hot water

plan investigations to find out what might help a solid dissolve faster, e.g. stirring, size of particles of solid, temperature of water, volume of water

investigate whether or not there is a limit to the amount of solid that will dissolve in water 

It should be stressed that the liquid formed is clear. Technical terms can be introduced. The substance that dissolves is a 'solute', the liquid it dissolves in is the 'solvent' and a 'solution' is made. Allow pupils to taste their solution to establish that the salt/sugar is still present in solution - taking care over aspects of hygiene and safety. Anything that dissolves is 'soluble'. The flour remains in water as small solid particles - it is 'insoluble'. Materials in the dried tea dissolve to make a clear but coloured solution (though solid tea-leaf pieces remain in the bag). The coffee does not really dissolve because the result is not clear. Small solid pieces spread through the water making it murky (though some part of the coffee does dissolve). Hand-hot water from the tap should be used, not boiling water from a kettle. Different pupils can investigate the range of factors and the results can be drawn together.

At this stage pupils do not need to be introduced to the term 'saturated solution'. Different groups of pupils could use different volumes of water, e.g. 10 cm³, 15 cm³, 20 cm³. Once again the results can be drawn together and patterns identified and discussed.

make observations of puddles at intervals as they dry

discuss how to change water into ice and what happens when water is heated

record and explain what is seen when steam from a kettle meets a cool surface and when a drinks can is taken out of the refrigerator

challenge groups of pupils to find ways of keeping snowballs for the longest time without refrigeration

design an investigation, using ice cubes to find the warmest place in the school/classroom.

Pupils will already be familiar with water as liquid and as a solid (ice) and should now be encouraged to speculate where water goes when things dry. This leads to the unfamiliar gas form - water vapour. Try to make links between temperature and the state of water freezing at 0 ºC, boiling at 100 ºC although water slowly gives off water vapour even at room temperatures. The warmer it is the faster is the change to gas. Pupils should be encouraged to use terms such as 'melting' and 'freezing'. The terms 'condensation' and 'evaporation' should be introduced and used to explain a simple diagram of the water cycle. This area links with aspects of the weather in 'people and place'.

Skills

link light to shadow formation

play with shadows on a sunny day, making simple measurements and records of findings

use shadow sticks to investigate shadow direction and length over a period of time

investigate the simple relationship between the height of an object and the length of its shadow

test predictions about shadow formation on a range of materials that are opaque, transparent (plastic bottles, acetate sheets) or translucent (fine net, thin nylon, greaseproof paper)

Some objects let light pass through them - they are 'transparent'. Others do not - they are 'opaque'. These are words that help to understand shadows. If light cannot get through, then on the unlit side there is an area where the light is missing. This shows up as a darkened area - the shadow. Pupils should be encouraged to talk about shadows to establish that they are not separate entities with lives of their own.

discuss and explore the use of reflector strips on bags and clothes

make sounds in a variety of ways including the use of simple musical instruments

observe, and feel a range of vibrations, e.g. a twanging ruler, a plucked elastic band, dried rice dancing on a drumskin when struck with a stick, a humming tuning fork touched to water, a cymbal that has been hit, stereo speaker, their larynx

discuss ways of reducing the level of sound reaching the ear and link this to the idea of noise pollution

investigate a range of materials to find out which is best at muffling sound, e.g. in ear muffs or soundproofing a model house

Establish that all these sources of sound involve vibration and proceed to help make the simple relationship between the two.

construct circuits to operate a lamp, a buzzer, an electric motor

make simple switches and use them in circuits with bulbs and buzzers

investigate the effect of increasing the number of batteries

investigate how they might change the brightness of a bulb in a circuit

make drawings of the circuits

explore ways in which we use insulating materials to allow us to use electricity safely.

give some examples of friction

classify given examples into 'high friction' and 'low friction' and identify situations where they may be useful find out why we oil door hinges, wheels, bicycle chains, etc.

When one surface rubs on another, a force opposes movement. This is called friction and it slows things down or stops movement. Compare running in the gym with trainers and in stockinged feet, look at brakes on a bicycle, a slide in the park, sandpaper on wood, ice cubes on a smooth floor, etc.

make a simple annotated diagram to explain what happens when a trainer and a leather shoe are allowed to slide down a smooth slope

investigate movement on a smooth and rough surface using a force meter

investigate on which surfaces objects slide more easily, e.g. wood, vinyl and carpet

investigate the factors that influence the rate of fall of model parachutes.

A reasonable suggestion at this stage is that when air and the parachute rub together, friction is produced to slow the fall.

Water resistance, experienced when you walk through water, may be a useful starting point.

give some of the more obvious distinguishing features of the five vertebrate groups

talk about bones in their own bodies and feel bones in the hands or feet

look at suitable picture books that draw attention to skeletons and backbones

observe feathers, fish scales, hair and fur. Models of frog and snake could also be used if the outer surfaces are appropriate

examine and make Plasticine and drinking straw models of members of the vertebrate groups

The vertebrate groups are easily distinguished by such features as body covering (scales, moist skin, feathers, hair), limbs (fins, wings, legs) and, for birds, the presence of a beak. The shared characteristic of the existence of a backbone should be emphasised. A modelling activity should include both hard and soft materials and those required to produce some representation of the outer coverings.

use simple keys to identify membership of a group (e.g. reptile, amphibian, bird)

use simple keys to identify shrubs or trees.

name the life processes common to humans and other animals

through guided discussion generate the list of main processes

The processes will have been met very simply when the concept of living things was established.

The processes are:

feeding and digestion (teeth, gullet, stomach, intestine) support and movement (ribs, spine, skull, muscles) breathing (lungs, windpipe) circulation of blood (heart, arteries, veins) reproduction excretion/waste removal (kidney, bladder).

It might be appropriate to combine the three targets and examine each process in turn, looking at the organs that carry out the process and their functions.

examine models of the human body and individual organs and skeleton or pictures from secondary sources

draw round pupils on lengths of lining paper. Play a game of 'Pin the organ on the body'. On the outline of the human body place shapes of the main organs for each body system

make and add name labels and simple descriptions of functions

investigate the range of pulse rates in the class 

observe a variety of different flowering plants looking closely at the external features

identify roots, stem, leaves, buds and flowers

observe the movement of coloured water or food colouring through a cut celery stem

visit an allotment or greengrocer to see the range of plants that are grown for food or show pictures illustrating plants being grown for food

investigate plant growth under different conditions, e.g. dark/light, changing the volume of water, warm/cold.

Pupils should know the functions of the parts of a plant in simple terms without detail of the underlying processes that are dealt with later. The connection between plants being able to make food and the variety of foods that are plant based should be established

Variation in root types, leaf shape and number of flowers could be pointed out in preparation for later work on the causes of variation.

draw pictures of organisms that lived on Earth once but are no longer here

elicit pupils' ideas about possible reasons why these things no longer exist

access websites for information on dinosaurs

provide leaflets, etc., on endangered species and allow pupil groups to use secondary sources to obtain further information and to make their own posters

Pupils may introduce fictional characters or animals or aliens from space as well as dinosaurs, etc. They may also be aware of animals or plants that are at present in danger of extinction and of 'Save the &' campaigns. As a result of seeing films depicting humans and dinosaurs, they may suggest that human activity resulted in dinosaurs dying out. But of course humans appeared long after dinosaurs disappeared.

Extinction of the wolf and bear in Scotland could be investigated. Other species such as the giant panda in China or the corncrake in Scotland that are threatened with local extinction could be a focus of attention.

look at labels on 'environmentally friendly' products such as cleaning materials or look at biodegradable packaging and explore the issues

ask pupils to contribute their ideas and examples of pollution in the local area

explore the reasons behind practices such as returning animals and plants to collection sites

look at local newspapers examples of efforts made to protect the environment

ask pupils to prepare a presentation to an audience or write a letter opposing a change that would alter a habitat, e.g. draining a pond, felling a woodland.

explore personal responsibility for environmental protection and suggest ways in which families and the school can change to lessen their impact on the environment.

This topic can be approached in a variety of ways depending on the local environment and current issues. A wide variety of resources in terms of books, people, video material, places, organisations, etc. can be accessed and curricular links will be many and varied.

Pupils should be able to give their own examples of local issues and living things and in each case present the problem and give possible solutions.