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States of Matter
Pupils should be taught to:
• compare and group materials together, according to whether they are solids, liquids or gases;
• observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius;
• identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Y4 Processes of the Water Cycle
Resource Details
Pupils learn about the water cycle and the various processes that occur during the water cycle. They also learn the terminology associated while the changing state of water.
View ResourceLearning Objectives:
- PoS - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
- NaG - observe water as a solid, a liquid and a gas and note the changes to water when it is heated or cooled
- WS - pupils could research the temperature at which materials change state
Y4 States of Matter; The Water Cycle
Resource Details
A PowerPoint presentation used to introduce pupils to the water cycle. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourceY4 States of Matter; Reversible and Irreversible Changes
Resource Details
A PowerPoint presentation used to introduce pupils to materials and material changes and that some materials changes, caused by heating and cooling, are reversible and some are not. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourceY4 States of Matter; Air and other Important Gases.
Resource Details
A PowerPoint presentation used to introduce pupils to air and gases. The PowerPoint can be used at the beginning of the topic or during it to stimulate scientific discussions, ideas and theories.
View ResourceY4 Solids Behaving Like Liquids
Resource Details
Pupils learn that some solids e.g. salt and sand grains can be poured and behave like a liquid.
Learning Objectives:
- PoS - compare and group materials together, according to whether they are solids, liquids or gases
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container)
- WS - pupils should group and classify a variety of materials
Y4 Recognising Differences between Solids and Liquids
Resource Details
Pupils compare and group materials together, according to whether they are solids or liquids. They do this by learning about the molecular structures of both solids and liquids.
Learning Objectives:
- PoS - compare and group materials together, according to whether they are solids, liquids or gases
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container)
- WS - pupils should group and classify a variety of materials
Y4 Characteristics of Gases, Liquids and Solids
Resource Details
Pupils learn about the differences between solids, liquids and gases and how to group them together according to whether they are solids, liquids or gases (a cut and paste activity).
View ResourceLearning Objectives:
- PoS - compare and group materials together, according to whether they are solids, liquids or gases
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container)
- WS - pupils should group and classify a variety of materials
Y4 Solids, Liquids and Gases
Resource Details
Pupils learn about the differences between solids, liquids and gases and how the particles that make up each of these behave and provide each one some of their main material properties (a cut and paste activity).
Learning Objectives:
- PoS - compare and group materials together, according to whether they are solids, liquids or gases
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container)
- WS - pupils should group and classify a variety of materials
Y4 Solids and Liquids
Resource Details
Pupils learn that some solids can be hard and strong, while others can be flexible and/or brittle. They also learn that most solids will melt when warmed or heated and will turn into a liquid. The also learn that liquids will flow and spread whereas solids remain rigid and keep their shape. They also learn that liquids can turn into a solid when cooled or frozen.
Learning Objectives:
- PoS - compare and group materials together, according to whether they are solids, liquids or gases
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container)
- WS - pupils should group and classify a variety of materials
Y4 Predicting Reversible And Irreversible Changes (blank)
Resource Details
Pupils learn that some materials will change when they are heated and that some of these changes will be reversible and some will be irreversible. Pupils investigate a range of materials and make predictions relating to what will happen to them when they are heated and then cooled.
Learning Objectives:
- PoS - observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter
- WS - pupils should group and classify a variety of materials
Y4 Predicting Reversible and Irreversible Changes
Resource Details
Pupils learn that some materials will change when they are heated and that some of these changes will be reversible and some will be irreversible
Pupils investigate a range of materials and make predictions relating to what will happen to them when they are heated and then cooled.
Learning Objectives:
- PoS - observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter
- WS - pupils should group and classify a variety of materials
Y4 Changing State – Heating and Cooling
Resource Details
Pupils investigate a range of materials to see if the changes made by heating are reversible.
Learning Objectives:
- PoS - observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter
- WS - pupils should group and classify a variety of materials
Y4 Heating and Cooling
Resource Details
Pupils learn that heating and cooling can cause materials to change and that some of these changes may be reversible and some may not.
Learning Objectives:
- PoS - observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- NaG - pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter
- WS - pupils should group and classify a variety of materials
Y4 Boiling and Evaporation
Resource Details
Pupils learn that water evaporates and evaporation is where water in a liquid form changes into a gas or vapour. Pupils also learn that temperature is linked to evaporation and the longer water is exposed to high temperatures the more evaporation occurs.
Learning Objectives:
- PoS - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
- NaG - pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled
- WS - pupils could research the temperature at which materials change state
Y4 Different States of Water
Resource Details
Pupils learn that water can exist as a solid, liquid or a gas and this is related to temperature. Pupils identify water in different states and the key temperatures that causes water to exist in these states.
Learning Objectives:
- PoS - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
- NaG - pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled
- WS - pupils could research the temperature at which materials change state
Y4 Water as a Liquid, Solid or Gas
Resource Details
Pupils learn about the changing state of water and the process involved that transform it from a solid to a liquid, from a liquid to a gas and vice versa.
Learning Objectives:
- PoS - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
- NaG - pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled
- WS - pupils could research the temperature at which materials change state
Y4 The Water Cycle
Resource Details
Pupils learn about the water cycle and the changing state of water as it progresses round the water cycle.
Learning Objectives:
- PoS - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
- NaG - pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled
- WS - pupils could research the temperature at which materials change state