Unit 5 Changing materials

Review of prior learning

Learning objectives from Stages 1–3 LB pages WB pages TG pages

3Cp.01 Describe differences in the properties of solids and liquids. 67 87–89
3Cp.04 Describe how to separate a mixture of an insoluble solid and 67 87–89
a liquid.

Learning objectives overview

Chemistry Online resources LB pages WB pages TG pages
Materials and their structure Flashcards/Audio
4Cm.02 Understand the difference between materials, 74, 75 92–99
substances and particles.
Changes to materials
4Cc.01 Describe solidification/freezing and melting, using 69–71 40–45 89–92
the particle model to describe the change of state.
4Cc.02 Understand that the change of state of a Unit 5 Slide 1 68, 70, 72 42, 44, 46 87–96
substance is a physical process. Worksheet 6–7
4Cc.03 Know that some substances will react with another Worksheet 6 73–76 46 92–99
substance to produce one or more new substances and this Unit 5 Video
is called a chemical reaction.

Thinking and Working Scientifically LB pages WB pages TG pages

Models and representations
4TWSm.01 Know that models are not fully representative of a 71, Let’s talk 89–92
real world situation and/or scientific idea.
4TWSm.02 Use models to show relationships, quantities or scale. 71, Activity 1 43 89–92
4TWSm.03 Draw a diagram to represent a real world situation 71, Activity 2 89–92
and/or scientific idea.
Purpose and planning
4TWSp.02 Know that there are five main types of scientific 73, Activity 1 42 92–96
enquiry (research, fair testing, observing over time, identifying
and classifying, and pattern seeking).
4TWSp.03 Make a prediction describing some possible outcomes 70, Activity 1 42, 46 89–96
of an enquiry. 72, Activity 1
73, Activity 1
4TWSp.04 Identify variables that need to be taken into account 44 96
when doing a fair test.
4TWSp.05 Identify risks and explain how to stay safe during 73, Activity 1 46 92–99
practical work. 75, Let’s talk
Carrying out scientific enquiry
4TWSc.01 Use observations and tests to sort, group and classify 73, Activity 1 92–96
objects.
4TWSc.05 Take measurements in standard units, describing the 69, Activity 1 89–92
advantage of standard units over non-standard units.
4TWSc.06 Carry out practical work safely. 73, Activity 1 46 92–99
74, Activity 1
75, Activity 1

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Carrying out scientific enquiry

4TWSc.07 Use secondary information sources to research an 76, Challenge 46 97–99
answer to a question. yourself!
4TWSc.08 Collect and record observations and/or measurements 72, Activity 1 42, 44, 46 92–96
in tables and diagrams. 73, Activity 1
Analysis, evaluation and conclusions
4TWSa.01 Identify whether results support, or do not support, a 72, Activity 1 42 92–96
prediction. 73, Activity 1
4TWSa.02 Describe simple patterns in results. 70, Let’s talk 89–92
4TWSa.03 Make a conclusion from results and relate it to the 69, Activity 1 89–99
scientific question being investigated. 70, Activity 1
74, Activity 1
75, Activity 1–2

Science in Context LB pages WB pages TG pages

4SIC.05 Discuss how the use of science and technology can have 76, Science in 97–99
positive and negative environmental effects on their local area. context
These learning objectives are reproduced from the Cambridge Primary Science curriculum framework (0097) from 2020. This Cambridge International
copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.
Cross-curricular links LB pages WB pages TG pages
Mathematics 67, Activity 2 88
69, Activity 1 90
English 76, Science in 98
context
Global Perspectives® Challenge: My chocolate bar 68, Activity 1 88

Focus on changing states

Learner’s Book Learning objectives
pages 67–68
Revision of:
Workbook pages 40–41
• 3Cp.01 Describe differences in the properties of solids and
liquids.
Unit 5 Flashcards • 3Cp.04 Describe how to separate a mixture of an
insoluble solid and a liquid.
Unit 5 Audio • 4Cc.01 Describe solidification/freezing and melting, using
the particle model to describe the change of state.
• 4Cc.02 Understand that the change of state of a substance
is a physical process.

Background information
This unit builds on the learning about all matter and materials being made of particles, to consider what
happens when a material changes state. Pages 67 and 68 of the Learner’s Book focus on recall of the
particle model and properties of solids and liquids, then move on to recall what happens when a solid melts.
Chocolate is used as it both engages learners and melts quite quickly at human body temperature and so
does not require any external heat. Encourage learners to describe all they observe, including listening to
the chocolate as they squeeze it! Different types of chocolate melt at slightly different temperatures due to
the amount of cocoa in them.

Starter activity suggestions

• Read the description from Learner’s Book page 68 (Think like a scientist!) aloud.
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Unit 5 Changing materials

• Ask learners to draw their ideas to describe what happens to ice cream on a hot day.
• Divide learners into small groups. Ask them to model what a solid looks like, using themselves as the
particles. Ask groups to assess each other’s models. They should check how neatly and tightly the
particles (learners) are arranged and if they are showing vibration, for example by shaking or jumping
on the spot.
• Use the Flashcards and Audio (boost-learning.com) of new words and concepts to support learners
throughout the unit.

Activity notes and answers

Page 67 Review solids and liquids

What do you remember about solids and liquids? Ask learners to draw their ideas to recall the particle
model for a solid and a liquid. Ask learners to share their images in pairs and to discuss any improvements
to be made. Look for an indication that all particles are moving; that solids are tightly packed and neatly
arranged in rows; that particles in a liquid are all touching still but moving more.
Activity 1
Property Solid Liquid
Keeps its volume? ü ü
Keeps its shape? ü û Takes shape of container
Can be poured? Only if made of small pieces (grains) ü
Keeps its mass? ü ü
Activity 2 Using a Venn diagram provides an opportunity to make cross-curricular links with Mathematics.
Flour, sand and rice are in the middle of the Venn diagram because they are solids that behave like liquids.
Learners should draw an indication of which one of these solids looks like under a magnifier to illustrate
that it is made of very small pieces of solid.
Let’s talk Listen to learners’ recall of ways to separate an insoluble solid from a liquid. Ask them how they
could separate two solids, such as peas and rice (sieving), or iron filings and sand (use of a magnet).
Answer: Separate the sand from the water by decanting or filtering it.
Pages 68 Changing state
Activity 1 Results can be presented in tables, diagrams or Global Perspectives® Challenge
photographs that show what happens.
What do we know about chocolate?
a The chocolate begins to melt and becomes runny. It is turning
into a liquid. Look for answers that show an understanding of Activity 1 Start a class discussion on
changing from one state of matter to another but that the ‘What do we know about chocolate?’
material of the chocolate is still the same. Ask learners to consider the following
questions: Where is it made? Who
b When the chocolate pieces are warmed they begin to soften
makes chocolate? Do you know how
and melt. They will change shape if you touch them.
it is made?
c They have melted.
Challenge yourself! Human body temperature is usually 37˚C.

Further activities
• Provide learners with other solids to melt and weigh to reinforce this idea of mass remaining the same,
such as books, pencil cases, staplers and other classroom equipment.
• Ask learners to complete Workbook pages 40 and 41.
• Set up a display table with a Venn diagram on it and sticky notes for learners to write down new objects.
They should place notes in the correct places in the Venn diagram to show if they are solids, liquids or
gases, or in between if they cannot decide.

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Workbook answers
Page 40 You are the teacher!
1 a melts   b  harden, solid   c liquid   d freeze   e irreversible
Page 41 Changing states
1 The ice is frozen but begins to melt. It changes from a solid to a liquid and becomes a puddle of
water.
2 Water as a liquid is poured into an ice cube tray. It is placed in a freezer and left to freeze. The liquid
water changes into a solid. The solid ice is put into a glass. It will melt and change back to water in
liquid state.
3 water – freezes, chocolate – hardens, bread dough – changes chemically, orange juice – freezes,
milk – freezes

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
4Cc.01 Describe solidification/freezing and Learners can apply the particle model to explain why
melting, using the particle model to describe some solids behave like liquids.
the change of state.
4Cc.02 Understand that the change of state Learners can describe how a solid changes when
of a substance is a physical process. heated, but know that the material is still the same
and has not changed.

Focus on reviewing solids and liquids

Learner’s Book Learning objectives
pages 69–71
• 4Cc.01 Describe solidification/freezing and melting, using
Workbook pages 42–43 the particle model to describe the change of state.
• 4Cc.02 Understand that the change of state of a substance
is a physical process.
• 4TWSm.01 Know that models are not fully representative
of a real world situation and/or scientific idea.
• 4TWSm.02 Use models to show relationships, quantities or
scale.
• 4TWSm.03 Draw a diagram to represent a real world
situation and/or scientific idea.
• 4TWSp.03 Make a prediction describing some possible
outcomes of an enquiry.
• 4TWSc.05 Take measurements in standard units, describing
the advantage of standard units over non-standard units.
• 4TWSa.02 Describe simple patterns in results.

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Unit 5 Changing materials

Background information
Pages 69–71 of the Learner’s Book build on the learning about all matter and materials being made of
particles. Learners find out what happens to particles when a material changes state.
Particles in solids do not have much energy, so are fixed in position and are vibrating. Providing heat
(energy – learners may not refer to energy during their explanations, which is acceptable) to particles
makes them move faster so they can break free of their fixed positions to move around each other, which
is how the particles are arranged in a liquid. This process is called ‘melting’. Transferring energy to the
particles means the particles can move very fast and can escape from one another. They become a gas
in a process called ‘boiling’. No particles are added or removed during these processes so the mass of the
material will remain the same, which is explored on page 69 of the Learner’s Book. It is important that
learners recognise that the material remains the same and that it is only that it has changed state.
Boiling and evaporation will be covered in later stages of the Cambridge Primary Science curriculum framework.
During this unit, the principle idea of a substance being made of only one thing is drawn with the talk on
water and then of burning. Try not to use the terms interchangeably as this will confuse learners. Everything
is a material. Some materials are made of only one thing, so are called substances.
The concept of energy will be covered in a later unit. At this stage, we will refer to energy in relation to heating
and cooling. Some care is needed with terminology when talking about energy. Read the teacher’s notes for
the unit on energy to familiarise yourself with how scientists think and talk about the transfer of energy. In
short, energy is transferred from one place to another. We observe the change the energy makes (gets warmer
for example, or a lamp lights up). Energy does not make things happen. Energy has to be available in a store in
order to be transferred. A candle is an energy store and when lit, the energy is transferred to the particles in a
solid (for example) which makes them move faster and behave more like the particles in a liquid.

Starter activity suggestions

• Review the particle model with learners, by asking them to quickly draw a solid and share it with a
partner. Ask: Are your drawings the same?
• To launch a discussion on the particle model, write true or false statements on the board, such as:
Particles are always moving. (T) Particles are always neatly in rows. (F) There are pushing forces between
particles. (T) Liquid particles are bigger than solid particles. (F) Matter is made of particles. (T)
• Write up a range of materials on the board, such as water, iron, copper, plastic, wood, cola, chocolate and
ask learners what these all are (materials). Discuss which ones could be substances (iron, copper, water).
Ask if orange juice is a material (yes). Ask if it is a pure substance (no). Discuss why not. This may help to
clarify language of substances being made of one thing only. This could be modelled with a small tray
and a series of coloured cubes. If only one colour and size of cubes is in the tray, it is a material called a
substance. If there are different coloured or different sized cubes then it is not a substance.

Activity notes and answers

Page 69 How does mass change with melting?

Let’s talk Learners should try to justify why they agree with each of the learners. Encourage learners to
express their own ideas without fear that they may be incorrect. Accept any ideas but look for some link
back to the idea that mass does not change because the number of particles remain the same.
Activity 1 This activity provides an opportunity for cross-curricular links to Mathematics.
a The values in the table will depend on the pieces of ice provided.
b It will melt.
c The mass has not changed/has stayed the same. The particles have not left the solid when it melted to
become a liquid. All the particles are still in the bag when the ice became water.
Challenge yourself! Using a scale/balance gives us a scientific answer; is more accurate; we can trust the
answer; we can share the answer with others. It is a good way to check for agreement.

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Page 70 Properties when freezing

Activity 1
a Learners should notice that the frozen water is now the shape of the plastic glove. It does not behave like
a liquid anymore. Encourage learners to use all their senses to describe the ice, such as that ice is cold
to the touch. It is a solid. It melts and changes state from a solid to a liquid. The ice is slippery, smooth,
hard, does not smell or have a taste, other than of water.
b The little finger will melt first because it is smallest. Learners can make a prediction with an explanation
and then observe the hand to find the answer.
c The water was runny, could be poured and took the shape of the container it was poured from and into.
In the frozen ice, the particles are in fixed positions and are only vibrating. The particles are no longer
able to move around each other.
d Ice is transparent, the same as water. (If there is a lot of air in the ice, it may appear translucent.) Water
and ice are the same substance in different states.
Let’s talk Listen to learners’ ideas about which parts of the hand take longer to melt. Encourage them to
look at the differences in the hand and to make a conclusion based on a pattern, such as the thicker the ice,
the slower it will melt.
Page 71 Particles and changing state
Activity 1 Example answers: (the key words are underlined)
a Particles in the solid are vibrating. By heating the solid, the particles in the solid start vibrating faster. The
particles can move from their fixed position and start to flow around each other. The solid melts. Adding
more heat makes the particles move more so that the particle arrangement is more like a liquid.
b No particles have been lost or taken away from the solid as it melts.
c The mass stays the same as the solid melts.
Let’s talk The flow chart is a good enough model, but learners may recognise that it is only in two
dimensions, and solids and liquids are three dimensional, as they have volume (as does all matter).
Activity 2 Listen to learners for indications that they realise they need to cool the liquid and that the
particle model flow chart will be a reverse of the one in the Learner’s Book page 71.

cooling cooling

Further activities
• Provide learners with other solids to melt, such as butter, ice, ice cream, and weigh them to reinforce the
idea that the mass remains the same.
• Provide some liquids for learners to freeze, such as water, juice, milk, yoghurt, and weigh them before
freezing, and then weigh them afterwards.
• Ask learners to complete Workbook pages 42 and 43.
Workbook answers
Page 42 What happens to ice?
Learners’ pictures and sentences should reflect the following:
1 a and b B ox 1 Shows the ice cube; 10 g, solid
Box 2 Shows the ice cube starting to melt; 10 g, solid/liquid
Box 3 Shows a puddle of water around a much smaller ice cube, 10 g, solid/liquid
Box 4 Shows a puddle of water, 10 g, liquid
c  Physical, because the ice has only melted. It is still water, just changing state.
d  observe over time

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Page 43 Changing particles

1 A The particles in the solid are tightly packed together, in a fixed position and are vibrating.
B Heating the solid gives the particles energy and makes the particles move faster. They start
vibrating faster and start to flow around each other.
C All the particles can now flow around each other. The solid has melted to a liquid.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
4Cc.01 Describe solidification/freezing and Learners can apply the particle model and
melting, using the particle model to describe the recognise the state of matter being represented.
change of state. They can describe how the particles are moving
in each state and how this changes with heating.
4Cc.02 Understand that the change of state of a Learners can state that the material is the
substance is a physical process. same before and after melting and freezing, for
example water/ice is the same substance.
4TWSm.01 Know that models are not fully Learners can recognise that the particle model is
representative of a real world situation and/or used by scientists to explain what is happening,
scientific idea. but that particles cannot be seen.
4TWSm.02 Use models to show relationships, Learners can draw their own particle models to
quantities or scale. show freezing as a physical process.
4TWSm.03 Draw a diagram to represent a real Learners can use the particle model to illustrate
world situation and/or scientific idea. melting and freezing and draw this process.
4TWSp.03 Make a prediction describing some Learners can make a prediction about which
possible outcomes of an enquiry. parts of an ice hand (glove) will melt fastest/first.
4TWSc.05 Take measurements in standard units, Learners can measure mass using a balance/scale
describing the advantage of standard units over and give reasons for using one, such as ‘share the
non-standard units. results’ or ‘trust the results more’.
4TWSa.02 Describe simple patterns in results. Learners can state a pattern between thickness
of ice and time to melt.

Focus on reversible and irreversible or chemical changes

Learner’s Book Learning objectives
pages 72–74
• 4Cc.02 Understand that the change of state of a substance
Workbook pages 44–45 is a physical process.
• 4Cc.03 Know that some substances will react with another
Worksheets 6–7 substance to produce one or more new substances and this
is called a chemical reaction.
Unit 5 Slide 1 • 4TWSp.02 Know that there are five main types of scientific
Unit 5 Video enquiry (research, fair testing, observing over time,
identifying and classifying, and pattern seeking).

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• 4TWSp.03 Make a prediction describing some possible

outcomes of an enquiry.
• 4TWSp.05 Identify risks and explain how to stay safe
during practical work.
• 4TWSc.01 Use observations and tests to sort, group and
classify objects.
• 4TWSc.06 Carry out practical work safely.
• 4TWSc.08 Collect and record observations and/or
measurements in tables and diagrams.
• 4TWSa.01 Identify whether results support, or do not
support, a prediction.
• 4TWSa.03 Make a conclusion from results and relate it to
the scientific question being investigated.

Background information
The purpose of the activity on pages 72–74 of the Learner’s Book is to provide an opportunity for learners
to consolidate and apply their knowledge to new contexts and to move on from reversible (physical)
changes to consider irreversible or chemical changes. If learners can do this, teachers can be sure their
knowledge is secure and that they have mastered the ideas taught.
Change of state is a reversible process. The material does not change. Water is still a pure substance called
water, whether it is ice, liquid water or steam/vapour/gas. By transferring energy to the material (heating),
we change a solid into a liquid. By removing energy (cooling), we change a liquid into a solid. It is only how
much the particles are moving and how they are arranged that is changing in the material. Many materials
will freeze and melt reversibly. Nearly all pure substances will do so.
Irreversible or chemical changes make new materials. Sometimes these materials will be substances, for
example, when burning wood, carbon dioxide and water are produced. Both of these are substances.
Smoke may also be produced, which is a material as it is a mixture and mixes with the air (also a material
rather than a substance). There are several signs that a reaction is happening rather than a physical
change, such as a change in colour or temperature, or gas/bubbles being given off.
Candles provide light and heat. The wick of the candle is lit and the heat melts the wax. Wax, like chocolate,
has a low melting point, so melts into liquid wax very quickly. As the liquid wax cools, some of the wax
returns to a solid state. It is a reversible change.

Starter activity suggestions

• Recap learners’ understanding of liquid to solid to liquid and the language and meaning of reversible
and irreversible changes.
• Heat (to melt) some chocolate or butter (although butter will change in texture slightly, but focus on
the return to solid state from a liquid), over a tea light. Ask learners to use words such as ‘solid’, ‘liquid’,
‘change’, ‘heat’, ‘solidified’, ‘reversible’ to describe what is happening as it heats and cools.
• Ask learners to explain what the words ‘reversible’ and ‘irreversible’ mean and to give examples from
daily life (such as cooking processes, making concrete, burning wood).
• Watch Unit 5 Video: Frying an egg (boost-learning.com) to show what happens when an egg is fried. Talk
about the changes taking place and whether these are irreversible or reversible.
• Ask learners to complete Worksheet 6 (boost-learning.com) to make predictions. This could be revisited at
the end of the session for review.
• Display the Unit 5 Slide 1 (boost-learning.com). Reinforce understanding with the questions on solids,
liquids and gases.

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Unit 5 Changing materials

Unit 5 Slide 1 answers

a Picture 1: liquid   Picture 2: solid   Picture 3: solid and liquid   Picture 4: solid
b It is melting. This is a reversible change.
c The strawberry is a solid. It keeps its shape.
d In a cool place.
e First make the chocolate liquid by melting it. Dip the solid strawberry into the liquid chocolate.
Leave the strawberries in a cool place so the chocolate can solidify. The chocolate is a reversible
change. You can reheat it to make it liquid again.

Worksheet 6 answers
1 Example: egg being dropped into pan – liquid; egg shell – solid; egg in pan – solid; pan – solid.
2 When eggs are cooked they change from a liquid to a solid. This is an irreversible change.
3 a Liquid b It will go hard, and solidify.
c solid d No, because the solid concrete cannot be changed back to a liquid.

Activity notes and answers

Page 72 Backwards and forwards

Activity 1 This activity offers learners the chance to test if liquids freeze and observe the reversible melting
and freezing process and the change in the material properties with change in state. Use for example, fruit
juices, milk, fizzy drinks, oils, honey, tomato ketchup, salad dressing. Other liquids that should not be tasted
to test, but are still the same, are shampoo, liquid soap, mouthwash and bubble bath.
b Frozen, same shape as the container. Yes, all the liquids freeze. Some liquids will not solidify as hard as
others though.
c The table will have learners’ observations related to the liquids they froze.
d They will melt. They will become liquids again.
Ask learners to complete Worksheet 7 (boost-learning.com) to reinforce that melting and freezing is a
reversible process.

Worksheet 7 answers

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Page 73 Is all heating reversible?

Activity 1 Ask learners to decide how they will record their predictions Work safely !
and results, for example by putting a range of ideas on the board, or Learners should recognise
gathering ideas and learners discussing and deciding which is most that each of the safety rules
appropriate, such as photographs, tables, drawings, sentences or a is to protect them from
combination. getting hurt.
a Predictions will depend on the materials being tested, but look for
recall/application of materials that have already been tested, as ‘melting’.
b and c Learners should identify risks, similar to those in the Work safely! on page 73 of the Learner’s
Book. They will observe what happens to the material. There is no need to repeat the test unless the
observation was unclear.
d and e A flame will be needed rather than hot water. Check learners’ plans for safety. You need to
demonstrate a safe method to the class, such as holding the material in metal tongs over the tea light
flame.
f observe over time

Work safely !
Using a tea light is safe as long as learners follow a set of safety rules. At this stage, learners are
capable of making a set of rules themselves, so ask them to think about what they will do to keep safe.
They must write their rules on a ‘safety card’, and follow these.
Simple rules include:
• Do not touch the flame. • Use tongs or tweezers.
• Tie back long hair. • Make sure loose clothes do not hang over the flame.

Page 74 Reversible and irreversible changes

Let’s talk Learners should notice the egg white changes from transparent to white.
Show Unit 5 Video: Frying an egg (boost-learning.com).
Activity 1 Learners might observe that as the candle burns, the wax Work safely !
changes from a solid to a liquid, and smoke is produced. However, make The safest way to burn
sure learners understand that smoke is not only a gas, but solid particles a tea light or any kind of
of very fine ash in the air. Learners should be able to observe that candle is to place it in a tray
different candles produce different scents. They might be able to hear of sand.
crackling sounds and see different colours in the candles.
b The wax is melting.
c The mirror becomes black with soot. Learners may notice ‘mist’ or condensation.
d Chemical or irreversible change.
e Learners might write, for example:
The wax is a solid. When it is heated it changes into a liquid. This is a reversible or physical change.
The wax does not change immediately to a liquid. First it begins to soften. Then it turns into a liquid.
Then it changes state again and some of it solidifies back to a solid showing it is reversible.
The wick of the candle burns to make new materials. We can see soot. This is a chemical change. It is
irreversible.
Challenge yourself! Learners might suggest that fried eggs, toast and baking a cake cannot be changed
back after heating and cooling.

Further activities
Ask learners to complete Workbook pages 44 and 45.

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Unit 5 Changing materials

Workbook answers
Page 44 Freezing different liquids
1 a  the type of liquid
b  how fast it freezes
c  observe over time
2 a  the amount of liquid; time in the freezer
b  freezer; different liquids; pots to put the liquid in; measuring cylinder/jug
c Liquid Time to freeze in minutes

Page 45 Reversible processes

1 a and b Look for indications that learners can apply the particle models used in the Learner’s Book
and prior learning to show their learning.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
4Cc.02 Understand that the change of state of a Learners can confidently describe when a
substance is a physical process. physical change has taken place (melting or
freezing).
4Cc.03 Know that some substances will react Learners can recognise when a new substance
with another substance to produce one or more has been made during burning, stating, for
new substances and this is called a chemical example, that they can see smoke.
reaction.
4TWSm.02 Use models to show relationships, Learners can use a model to illustrate the
quantities or scale. physical change between solids and liquids,
including recognising the particle model.
4TWSp.02 Know that there are five main types Learners can state the type of enquiry they are
of scientific enquiry (research, fair testing, using when looking at heating materials and
observing over time, identifying and classifying, observing the changes (observe over time).
and pattern seeking).
4TWSp.03 Make a prediction describing some Learners can make predictions about whether a
possible outcomes of an enquiry. material will change irreversibly and make a new
substance.
4TWSp.05 Identify risks and explain how to stay Learners can give at least two safety aspects of
safe during practical work. their work they need to consider, for example,
tying back long hair and not touching a flame.
4TWSc.01 Use observations and tests to sort, Learners can recognise the groups of materials
group and classify objects. they have tested as those that change physically
and those that change chemically or irreversibly.
4TWSc.06 Carry out practical work safely. Learners can safely carry out a practical to burn
small pieces of a material.
4TWSc.08 Collect and record observations and/ Learners can record their observations of burning
or measurements in tables and diagrams. in tables and/or photographs.

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Learning objectives Success criteria

4TWSa.01 Identify whether results support, or Learners can use results from heating and
do not support, a prediction. burning to compare to their predictions about
materials.
4TWSa.03 Make a conclusion from results Learners can explain how the properties of a
and relate it to the scientific question being liquid change as it is cooled. They can explain
investigated. what happens to a candle as it burns.

Focus on chemical reactions

Learner’s Book Learning objectives
pages 75–79
• 4Cc.03 Know that some substances will react with another
Workbook pages 46–47 substance to produce one or more new substances and this
is called a chemical reaction.
Unit 5 Flashcards • 4TWSp.05 Identify risks and explain how to stay safe
during practical work.
Unit 5 Audio • 4TWSc.06 Carry out practical work safely.
• 4TWSc.07 Use secondary information sources to research
an answer to a question.
• 4TWSa.03 Make a conclusion from results and relate it to
the scientific question being investigated.
• 4SIC.05 Discuss how the use of science and technology can
have positive and negative environmental effects on their
local area.

Background information
By now, learners should be familiar with the idea that everything is made of matter. All materials, and the
particles they are made up of, are matter. Learners have also encountered the idea that, when exposed to
heat, some materials react or change chemically while others only change physically. Do not allow learners
to say that only substances melt as this is not correct: milk is a material (and not a substance) however, it
will freeze and melt. It is also not correct to say that a substance will not react: oxygen is a substance in
the air that will react with other materials and substances to form a product. For example, fuels react with
oxygen to produce carbon dioxide and water. Focus on the idea that a substance is made from a single
thing or is pure.
Both reversible and irreversible changes take place all around us every day. Helping learners to recognise
that science is very much a part of everyday life is the focus of pages 75 and 76 of the Learner’s Book.

Starter activity suggestions

• Use a large space, such as a hall or outside area. Set up a ‘station’ on both sides of the space: one for
chemical changes and the other for physical changes. Call out some changes or substances that are
mixed together and ask learners to move to the side of the room that explains the change, for example:
melting; burning; mixing; sand and water; frying an egg; freezing; burning a candle.
• Play the same game but use the words ‘irreversible’ and ‘reversible’ for the two stations.

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• A variation is to have four stations. This will challenge learners, as they will need to have connected that
an irreversible change is a chemical change.

Activity notes and answers

Page 75 Chemical reactions

Let’s talk Listen to learners’ ideas about safety. Gather these on the board for everyone to see and discuss.
Ideas: clear up spills; tie back long hair; keep clothes tucked in; wash hands after the activity; only use the
stated amount of material; do not drink/eat the materials.
Activity 1
a–c There is a lot of fizzing and foam or froth is made. The foam is a gas being made, which is one way of
telling that a chemical change is happening. We cannot get the original materials back.
Activity 2
The coin will become very shiny/is cleaned. Small bubbles are given off from the coin. (The coin turns green
if it is left in the vinegar-soaked towel for a long time.) The vinegar changes colour. Both of these changes
indicate there is a chemical change.
Page 76 Science in context: Our chemical lives
Make cross-curricular links with the reading learning objectives in English and ESL.
Let’s talk Changes mentioned: making soap, burning wood, making cakes and biscuits, extract metal from
rocks, burning coal, making acid rain.
Challenge yourself! Learners can present their research as a slide, image or storyboard (series of images).
Key points are: Burning coal and oil, and erupting volcanoes, produce chemical substances (such as sulphur
dioxide) along with other substances that are released as a mixture of materials into the air. These gases
that are released dissolve in the rainwater in clouds and then fall to the Earth as acid rain. Learners should
recognise that human activity, such as driving cars and running power stations to produce energy, causes
more acid rain than occurs naturally.
Page 77 What have you learnt about changing materials?
Activity 1 Points in the note: Melting and freezing are physical changes. A physical change is reversible.
New substances and/or materials are made in a chemical change. If there is a change in colour or if a gas
is made, it is a chemical change. A chemical change is not reversible (irreversible).
Activity 2

Activity 3 Chemical reaction: colour changes; feels warmer (energy transferred by heating); bubbles/gas
is given off, light is given out.

Further activities
Ask learners to complete Workbook page 46.

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Workbook answers
Page 46 Irreversible processes
1 There will be a change of colour, bubbles, or gas given off or fizzing, a change in temperature, or
light given out. The properties of the new material will be different. We cannot get back the original
material by cooling.
2 a and b  All chemical changes, except mixing vinegar and water and heating ice.
c Safety rules: tie back/up long hair, do not touch the flame when it is burning, wipe up spills that
happen when you pour liquids, wait for things to cool before you touch them.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
4Cc.03 Know that some substances will react Learners can describe how to recognise a chemical
with another substance to produce one or change/reaction that occurs when some substances
more new substances and this is called a are mixed, lit or heated, such as a colour or
chemical reaction. temperature change.
4TWSp.05 Identify risks and explain how to Learners can name at least two ways to stay safe
stay safe during practical work. when carrying out the simple chemical change
activities, such as tying back long hair and washing
hands afterwards.
4TWSc.06 Carry out practical work safely. Learners can use the ideas they have about safety
to carry out the chemical change activities safely.
4TWSc.07 Use secondary information sources Learners can use secondary sources to find out
to research an answer to a question. about acid rain and what causes it.
4TWSa.03 Make a conclusion from results Learners can conclude whether the changes were
and relate it to the scientific question being chemical or physical using information on how to
investigated. identify a chemical change, such as colour change
or gas produced.
4SIC.05 Discuss how the use of science and Learners can conduct research on acid rain and
technology can have positive and negative share what they have learnt.
environmental effects on their local area.

Assessment ideas
• Learner’s Book page 77 provides opportunities for self and peer-assessment through assessment-
based activities and discussions.
• Use the Flashcards and Audio recordings (boost-learning.com) to assess that learners know and
understand the new words and concepts covered in this unit.
• Ask learners to self-assess using the checklist on Learner’s Book page 77, as well as the self-check
table on Workbook page 47.
• Ask learners to complete Quiz 2: Chemistry on pages 78–79 in the Learner’s Book. It provides an
opportunity to revisit and assess key ideas from this section.

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