KS2 Teacher’s notes: Enquiry 4: What is dissolving?
Enquiry synopsis:
Initially, learners use a variety of ways to consider
what they know and understand about different
materials and mixing materials together, and to make
links in their understanding. They consider their level
of confidence in their knowledge and understanding
of dissolving and how they will find answers to their
questions about dissolving. Learners consider what
they know about dissolving and share their ideas,
before they think about how they could make a
material dissolve more quickly. Learners plan and
carry out an enquiry to find out how they might make
a material dissolve more quickly. Beforehand they
write questions they could use to carry out enquiries
about how quickly materials dissolve and consider
the relevant variables.
Curriculum links:
Science FP – Myself and non-living things.
KS2 – Skills – C1-3. EP1-7. ED1-7. ER1-6.
Range – TSE3,4.
KS3 – Skills – C1-3. EP1-7. ED1-7. ER1-4.
Range – TSE1,2,3.
KS4 – Skills – C1-3. EPS1-4. DETE1-3.
Range – CMB1,2,3,4.
Skills framework links:
Dt – Plan – Asking questions; Activating prior skills,
knowledge and understanding; Gathering information;
Determining the process/method and strategy;
Determining success criteria.
Develop – Generating and developing ideas; Valuing
errors and unexpected outcomes; Thinking about cause
and effect and making inferences; Thinking logically and
seeking patterns; Considering evidence, information and
ideas; Forming opinions and making decisions;
Monitoring progress.
Reflect – Reviewing outcomes and success criteria;
Reviewing the process/method; Evaluate own learning
and thinking; Linking and lateral thinking.
Dc – Oracy – Developing information and ideas;
Presenting information and ideas;
Reading – Locating, selecting and using information using
reading strategies; Responding to what has been read.
Wider Communication Skills – Communicating ideas and
emotions; Communicating information.
Dn – Use mathematical information – Measuring,
Gathering information.
Interpret and present findings – Talking about and
explaining work; Comparing data; Recording and
interpreting data and presenting findings.
Screen
1
Screen
2
Using the screen:
This screen provides learners with a video clip that shows the following everyday materials
being mixed:
Washing up liquid and water, ice cream and flavouring sauce, pasta and sauce, etc.
The aim of this task is for learners to activate their prior knowledge and understanding
about what happens when familiar materials are mixed. They are asked to think about and
discuss what they see happening in the video clip. Initially, learners might use think-pairshare* to express their ideas. Rollover questions prompt learners to consider what materials
they see being mixed together and how they know what these materials are. They are also
encouraged to consider what happens when the materials are mixed, how the materials
change and why they think this happens. An important element of this task is that all
learners have the opportunity to think about and share what they know about different
materials and mixing these materials together. This discussion is likely to introduce learners
to key scientific vocabulary and begin the process of them considering what they know, how
they know these things, what they are unsure about and what gaps there might be in their
knowledge and understanding.
Using the screen:
The aim of this task is for learners to continue to activate their prior knowledge and
understanding about materials and what happens when they are mixed. Learners are asked
to discuss what they think happens when different materials are mixed together and to
record their ideas as a concept map. Rollover questions prompt learners to consider how
they know these things about materials being mixed, when and where they have seen these
materials being mixed and how materials can change when they are mixed with something
else. Learners are also encouraged to consider how they know this and why they think it
happens. A concept map is suggested, though some learners might find it less challenging to
Learning opportunity:
Learners consider what they know and understand about
different materials and mixing materials together.
Additional resources:
Link to DfES ‘How’ booklet – think-pair-share.
Useful links:
http://www.museumwales.ac.uk/en/3023/
http://www.sciencemuseum.org.uk/educators/classroomand
homework_resources/resources/blooming_paper.aspx
http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/scie
nce/reversible_irreversible.shtml
Learning opportunity:
Learners continue to consider their prior knowledge and
understanding about materials and what happens when they
are mixed.
Additional resources:
Link to DfES ‘How’ booklet – Concept map, KWHL grid, QuADS
grid.
Useful links:
http://www.museumwales.ac.uk/en/3023/
create a mind map*. Alternatively, a KWHL* or QuADS grid* could be used.
Screen
3
Screen
4
Using the screen:
The aim of this screen is to act as a stimulus for learners to begin exploring what happens
when different materials are mixed together. They should be encouraged to mix these and
other materials practically as well as using the on screen activity. Learners might, for
example, measure volumes of sand and dried peas and then mix them together and
measure their combined volume. These experiences are likely to prompt learners to
consider in more depth, for example, what happens when sugar dissolves in water.
On this screen, learners are provided with access to labelled photographs of the following
fourteen materials: Sand, salt, sugar, juice, coffee, soap, flour, cooking oil, ketchup, soil,
milk, vinegar, rice, butter.
They are able to scroll forwards and backwards through the photographs by clicking on two
arrows (< >).
Learners are asked to share and discuss what they think will happen when each of the
materials is mixed with water. Rollover questions prompt the learners to consider why they
think these things will happen, what other materials they have seen each material mix with,
what happened and why they think it happened. The purpose of this screen is for learners to
further explore their prior experiences of mixing materials, to consider how they know
things about materials mixing and to be encouraged to make links between their
experiences of materials being mixed in different contexts.
Using the screen:
On this screen, learners are asked to share and discuss their ideas about what they know
about dissolving.
The screen provides learners with three recording options entitled – ‘What do I definitely
know?’, ’What do I think I know?’ and ‘What would I like to know?’.
http://www.sciencemuseum.org.uk/educators/classroomand
homework_resources/resources/blooming_paper.aspx
http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/scie
nce/reversible_irreversible.shtml
Learning opportunity:
Learners continue to explore prior experiences about mixing
materials and make links in their understanding.
Learning opportunity:
Learners consider their level of confidence in their knowledge
and understanding of dissolving.
Screen
5
The aim of this is for learners to make explicit their knowledge and understanding about
dissolving and then through discussion and reflection to gauge their confidence about their
ideas. This is likely to help learners identify what they are sure about, be aware of where
there is some degree of uncertainty and to recognise where there are gaps in their
knowledge and understanding.
Using their prior learning learners might be able to consider their ideas in a more focussed
way. The rollover questions prompt learners to consider why they are so sure about the
things they definitely know and how they know these things. Other questions encourage
learners to consider why they are not so confident about some of their knowledge and to
consider what evidence might increase this confidence.
Again, it is suggested that learners are given the practical opportunity to try and dissolve
different solids in water as they share and discuss their ideas.
*Many learners at KS2 will confuse ‘dissolving’ and ‘melting’ often interchanging the words
thinking they more or less mean the same thing. It is important learners explore the
distinction that dissolving requires a material to be mixed with a liquid and can occur
without heat , whereas a material does not need to be mixed with anything but does require
heat in order to melt.
Learners often talk about a material like sugar ‘disappearing’ when it is mixed with water. In
one sense this is correct as it can no longer be seen, however, is false in the sense that it is
still present in the water. It might be worth prompting learners to consider what evidence is
required to prove the material is still present. For example, salt and sugar can be tasted and
learners will, probably have experience of seeing salt left behind after sea water has
evaporated. Mixing similar coloured materials like coffee granules might also help the
learners consider what is happening when a material like this dissolves.
Using the screen:
On this screen, learners are asked to consider how they will find answers to the questions
they wrote about dissolving on screen 4. Learners are required to share and discuss their
ideas before searching for information to help them find answers to their questions.
Learning opportunity:
Learners consider how they will find answers to their
questions about dissolving.
Additional resources:
Screen
They might discuss ideas in pairs or small groups before recording ideas on screen or away
from the computer. The screen is left blank so learners might choose how to record their
ideas, however, a QuADS grid* could be used instead. Away from the computer learners
could use a post-it challenge* to record and then discuss the relevance of their questions.
An information rollover informs the learners that they will need to use the information they
find to present their ideas about dissolving to the class using Just a minute.
Often, learners are asked to undertake some research and then to present what they have
found out. However, it is essential that learners have considered how they will present their
findings before beginning their research as this is likely to impact on the type of information
they search for and how they record what they find.
Rollover questions prompt the learners to consider what information they need to find, how
they will record this information and to explain why they would record it in this way. They
are also probed about how and where they will look for information to answer their
questions about dissolving. An integral part of this activity is for learners to explore in depth
why they would pursue certain sources of information and how they would use them when
they did. For example, learners might suggest ‘asking an expert’. They might then be
encouraged to explain how they would identify a relevant expert, what makes that person
an expert and to list what they would ask this expert and to explain why they would ask
these questions. They are also probed about what search terms they would use in an
internet search and to consider in which section of a library they might look for information.
Finally, learners are encouraged to consider in what ways some of the information they find
might be biased and how they will decide if the information they find is reliable. In each
instance they are encouraged to justify their reasoning.
Some learners might struggle to fully understand ideas like ‘biased’ and ‘reliable’ but could
still be introduced to the words. Discussions based around issues like ‘fairness’ and ‘trust’
might provide a basis to introduce and develop these ideas.
Using the screen:
This task provides an opportunity for learners to consider the ideas of their peers about
Link to DfES ‘How’ booklet – QuADS grid, post-it challenge.
Useful links:
Learning opportunity:
Learners consider what they know about dissolving and share
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Screen
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Screens
8, 9 &
10
dissolving. This type of activity has been shown to be engaging and motivational for
learners.
On this screen, learners are informed that they are to use Just a minute to tell the class what
they have learned about dissolving. Learners are asked to share and discuss their ideas
about what they will tell the class in their minute.
Rollover questions prompt the learners to consider what information they think is important
to include, why they think that, what they will do to remember what they are going to say,
how they will do this and why this will help. They are also encouraged to consider how they
will make sure that what they intend to say lasts about a minute.
The aim of this task is for learners to share and discuss their ideas about how they could
make a material dissolve more quickly. The idea of the Placemat* is for learners to all be
encouraged to express their ideas and to record them in the outside six circles. Then, with
group consensus they can consider the best ideas and place these in the middle. The screen
provides learners with an interactive Placemat* that can be used to record and discuss
ideas. Rollover questions prompt the learners to consider their own ideas, those of other
learners and to consider which ideas they like the most and to explain why.
their ideas with the class in one minute.
Additional resources:
Link to DfES ‘How’ booklet – Just-a-minute.
Using the screens:
This task utilises a ‘plan-develop-reflect’ structure for an enquiry so that it is closely linked to
the Skills section of the KS2 programme of Study for Science. Three linked screens are used
to encourage learners to consider how to plan their enquiry before carrying it out and
reflecting on the enquiry as a whole. Learners should also be encouraged to reflect on their
approach and any emerging outcomes as they plan and develop their enquiry. The
suggestions on the Reflection screen are in addition to the metacognitive processes that
need to be encouraged as an integral part of learning.
The first (Plan) screen requires the learners to plan an enquiry to find out how they might
make a material dissolve more quickly. Learners might record ideas for their plan away from
the computer or on the screen if required. They could be encouraged to devise their own
way of recording or use a graphic organiser like a flow chart, for example. Rollover questions
Learning opportunity:
Learners plan and carry out an enquiry to find out how they
might make a material dissolve more quickly.
Additional resources:
Link to DfES ‘How’ booklet – Success book
Learning opportunity:
Learners consider ideas about how they could make a
material dissolve more quickly.
Additional resources:
Link to DfES ‘How’ booklet – Placemat activity.
prompt the learners to consider what makes a good plan, what their success criteria for a
good plan are and to explain why, what they already know about the enquiry and to predict
what might happen in the enquiry. Learners might be encouraged to keep a Success book*
during this task. This will allow them to record and build on their success criteria, modify
them as the task progresses and share them with other learners. This might lead to more
explicit discussions about success criteria and how they are refined. As this is only a
suggestion the learners are not asked to maintain a Success book* on screen.
Learners are also asked to identify the key variables in the enquiry. They might be asked to
consider what variable they will change as they carry out the enquiry (Independent
variable), what variable they will measure to collect information (Dependent variable) and
what variables they will keep the same (Control variables) to help make the enquiry a fair
test. KS2 learners need to be aware of the terms independent, dependent and control when
applied to variables but teachers might use their professional judgement to decide when
and where the best time is to introduce these terms.
Another rollover prompts the learners to consider what measurements they will need to
make, what equipment they will use in the enquiry, what SI units they will use, what format
they will use to record their results and to explain their reasoning. These questions provide
an opportunity for learners to explore the links between what they need to measure and
how this affects the equipment they will use. They are also asked how they will show their
findings and what type of graph or chart they will draw. Learners should be encouraged to
explain why they think these things need to be thought about at the planning stage.
Not all of these questions will be suitable for all the learners in a group in all probability but
a range is provided so that teachers can decide which are the most relevant for different
groups of learners.
On the second (Develop) screen, learners are asked to carry out their enquiry and to record
their results. Again, a range of rollover questions are provided. Some questions probe
learners thinking about how they will make sure they use equipment correctly and safely
and check observations and measurements and to justify their reasoning. Other rollovers
prompt the learners to describe what they found out in their enquiry and to explain their
findings. They are also encouraged to consider what conclusions they can draw from their
findings, the evidence for these conclusions and how sure they are of the conclusions.
Finally, learners are prompted to consider and explain whether they will still present their
findings in the way they planned.
Screen
11
The third (Reflect) screen requires the learners to consider what worked well and what did
not work so well in their enquiry. They are asked to share, discuss and explain their ideas.
Rollovers prompt the learners to consider how well they met their success criteria, how they
might change them for future use and to explain why they would change them in this way.
If learners have kept a Success book* during this enquiry then their recorded ideas would
form the perfect basis for this discussion. There are likely to be a variety of success criteria
across a group or class and a consideration of which of these is most appropriate or useful
and how learners would use this information when determining success criteria for future
enquiries is likely to prove beneficial.
They are encouraged to consider how successful their plan was, to describe any changes
they made to their plan and to think about how their plan could have been improved.
Learners are probed about the success of the way they showed their findings, what they
think they learned from carrying out this enquiry, what science skills they think they
improved and how they think this will help them in future enquiries. Encourage the learners
to explain their reasoning when asking them any of these open questions.
Finally, to encourage learners to think laterally and make links to other areas of learning
they might be prompted to consider what other variables might speed up or slow down
different processes and to think of other situations they know about when processes are
affected in similar ways.
Using the tab:
On this screen learners are asked to share and discuss their ideas about what enquiries they
might plan about how quickly a material dissolves. Learners are asked to write a question
Learning opportunity:
Learners write questions they could use to carry out an
enquiry about how quickly a material dissolves and highlight
they could investigate and to identify the relevant variables in this enquiry. The tab provides
learners with two grey cards that each contain one variable – temperature and time. There
are also seven blank grey cards onto which learners can write a list of variables they think
might feature in their enquiry and other enquiries about how quickly a material dissolves.
They are required to decide which will be the independent variable (IV), the dependent
variable (DV) and the control variable(s) (CV(s)) in their enquiry.
Learners might be asked to consider what variable they will change as they carry out the
enquiry (Independent variable), what variable they will measure to collect information
(Dependent variable) and what variables they will keep the same (Control variables) to help
make the enquiry a fair test. A rollover prompts learners to consider what variables might
not be easily controlled, why these variables might not be easy to control and how this
might affect the enquiry. KS2 learners need to be aware of the terms independent,
dependent and control when applied to variables but teachers might use their professional
judgement to decide when and where the best time is to introduce these terms.
As an additional task learners might be asked to follow their plan and carry out the enquiry.
the relevant variables in the enquiry.