Heating Materials. Key Stage 1 Science

Source

This lesson builds on looking at ways in which we can change materials, such as bending them or squashing them, you may consider testing materials to see if they are waterproof, then predict independently how different materials would look before and after being heated.

Lesson content

Bring the children into the kitchen/staffroom and get them settled behind a line. Do a big talk on health and safety and ask the children why they are to sit behind the line and which apparatus is dangerous. Why is it dangerous?

Talk about the stove heater

The hot/boiling water

The raw eggs

The food stuffs chocolate, spaghetti etc (hygiene reasons)

Ensure that all the children get an opportunity to look at and in some cases feel the materials before they are put under the heat (Behaviour incentive) the children sitting nicely can come to the front and feel the uncooked spaghetti/chocolate/potato and tell the rest of the class how it feels.

Children are to make predictions about each material at a time, put the spaghetti in early so it changes in the time

Ask the children to comment on the changes they see, if there are no changes, why do the children think that is?

Safety/Risk Assessment

Safety points: Children are to sit behind the line on the carpet and can only come forward when invited to do so.

Children are not to handle the uncooked egg


Key Vocabulary

Hot cold, cool, heating, changing, melted, stayed the same, why? How? Fire, dangerous, explain, smell, touch, feel, materials, egg, spaghetti, wood, ice cube, bread, what other ways we could heat materials.

Key Questions

What doe the material look like before and after we heat it?

What does the material feel like before and after we heat it?

Why do you think the material has changed like that?

Can you think of any other materials that change in the heat?

What do you think would happen to this chocolate if we left it in the fridge?

What about the ice?

What other ways could we heat these materials?

(The bread will probably just get hot with this heating method, but ask the children, what ways do we change our bread at home so we can eat it for breakfast?)

Assessment Opportunities

Do the children understand that the materials have changed or not changed/ can they identify, how the materials looked before the heating and after. (through speech)

Assess children’s answers to questions such as

Did you think that this would happen?

Were these the results you expected?

Were you surprised by the results, why do you think that was?

What other ways could we have heated these materials?

What else would you like to find out?

What other materials do you think might melt like the chocolate?

Do you think it was a fair test?

Expected Learning Outcomes

The children are to understand that heat can affect some materials by significantly changing their properties. I want the higher ability children to recognise that there are many ways of heating materials and begin to consider how we could heat other materials around them the SEN children are to use their senses to explore the changing materials and recognise how they have changed. The HA children are to begin to compare objects on their different reactions to the heat. (The chocolate melts slowly, the wood doesn’t change)

Learning objectives.

Taken from the National Curriculum programme of study for Key stages 1 and 2

Sc1 2f explore using the senses of sight hearing smell touch and taste as appropriate

2h Make simple comparisons and identify simple patterns or associations

2i Compare what happened with what they expected to happen and try to explain it, drawing on their knowledge and understanding

Sc3 1a Use their senses to explore and recognise similarities and differences between materials

1d Find out the about the uses of a variety of materials and how these are chosen for specific uses on the basis of their simple properties.

2b Explore and describe the way some everyday materials change when they are heated or cooled

More by this Author


Comments 1 comment

Carol 24 months ago

Good questions and I bet you get a lot of dienfreft answers depending on who you ask. Both have their advantages and disadvantages. I have my doubts about the increased hook up ratio with the tubes but they do keep the fly, that took you 45 minutes to tie, from getting completely thrashed by the fish. I've retied a lot of shank flies after one fish because their Rhea hackles are broken off or the body hackle is broken ect. Still, I tie my tube flies with two adjoining sections of tubing and I've had them separate and completely destroy the fly. That can be avoided.Some flies just seem better with a shank and others with a tube. I have a couple tricky tricks that I do with shanks that I can't do with tubes and I like that I can get a very slim body profile with a shank (sinks faster). Also, the shanks I use I can buy for around $5 for 100ea. Nice. I could go on for awhile but maybe I'll do a post about it later.

    Sign in or sign up and post using a HubPages Network account.

    0 of 8192 characters used
    Post Comment

    No HTML is allowed in comments, but URLs will be hyperlinked. Comments are not for promoting your articles or other sites.


    Click to Rate This Article
    working