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 / 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-pair-share*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. / 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:



Screen
2 / 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 create a mind map*. Alternatively, a KWHL* or QuADS grid* could be used. / 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:



Screen
3 / 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. / Learning opportunity:
Learners continue to explore prior experiences about mixing materials and make links in their understanding.
Screen
4 / 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?’.
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. / Learning opportunity:
Learners consider their level of confidence in their knowledge and understanding of dissolving.
Screen
5 / 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.
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. / Learning opportunity:
Learners consider how they will find answers to their questions about dissolving.
Additional resources:
Link to DfES ‘How’ booklet – QuADS grid, post-it challenge.
Useful links:
Screen
6 / Using the screen:
This task provides an opportunity for learners to consider the ideas of their peers about 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. / Learning opportunity:
Learners consider what they know about dissolving and share their ideas with the class in one minute.
Additional resources:
Link to DfES ‘How’ booklet – Just-a-minute.
Screen
7 / 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. / Learning opportunity:
Learners consider ideas about how they could make a material dissolve more quickly.
Additional resources:
Link to DfES ‘How’ booklet – Placemat activity.
Screens 8, 9 & 10 / 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 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.
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. / 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
Screen
11 / 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 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. / Learning opportunity:
Learners write questions they could use to carry out an enquiry about how quickly a material dissolves and highlight the relevant variables in the enquiry.