Teaching ideas

Background knowledge
The main idea for this unit is that matter exists either as a solid, a liquid or a gas. To explain these
different states of matter, we use the particle model. At this stage you do not have to go into a lot of detail
about the particle model. However, you may find that learners ask you questions such as ‘Why can’t
solids move?’. If this happens, it would be helpful if you could explain a little more about the particle
model and talk about the forces of attraction between particles, which is not required at this level. This
section gives background information about the particle model.

The three main points of the particle model can be summarised as follows:
1 All matter is made up of particles.
2 The particles are in constant motion.
3 The particles are attracted towards one another.

Temperature is a measure of the average kinetic energy of the particles. The faster the particles are
moving, the higher the temperature. The slower the particles are moving, the lower the temperature. At
absolute zero, which is −273 °C or 0 K (Kelvin), all particles have stopped moving. There is no energy
and this is the coldest temperature in the universe.
The particle model can be used to help explain the properties of solids, liquids and gases.

Physical Properties Particle model

state
solid constant volume and the particles are close together and vibrate (move from side
fixed shape to side) in fixed positions
liquid constant volume and variable the particles are close together and are moving over one
shape another
gas variable volume and variable the particles are far apart and are rapidly moving past one
shape another

Solids and liquids are very difficult to compress (squash) as the particles are close together. Gases,
however, can be easily compressed because there is plenty of space between the particles. This is why
you can compress the air in a bicycle pump even if your finger blocks the escaping air.
Some of your learners may ask you what the particles in matter are made of. Tell them that in a block of
gold, and the particles are gold, in water, the particles are water. Each substance is made up of very small
particles that we can’t see even under a microscope – these are atoms and molecules that they will learn
about later in their education.

64 Cambridge Primary Science 4

© Cambridge University Press 2014
 Teaching ideas Unit 3

Unit overview
Topic Number of Outline Resources in Resources in Resources
lessons of Learner’s Book Activity Book in Teacher’s
lesson Resource
Everything
3.1 Matter 1 Activity 3.1 Exercise 3.1
is formed of
matter and can Su
be solid, liquid Questions 1, 2
or gas.
3.2 2 Matter is made Activity 3.2 Exercise 3.2 Worksheet 3.2
up of particles
Matter is Questions 1, 2, 3
that behave
made up
differently in
of
solids, liquids
particles
and gases
3.3 How 2 Most solids do Activity 3.3a Exercise 3.3 Worksheet
do solids, not change
liquids shape but Activity 3.3b
liquids and 3.3a Worksheet
and Questions 1, 2, 3
gases gases can
behave? change shape. Su Ex 3.3b
Heat causes
3.4 2 Activity 3.4a Exercise 3.4 Worksheet 3.4
solids to melt
Melting,
into liquids
freezing Activity 3.4b
and liquids to
and boiling boil and
Questions 1, 2, 3
change into
gas. Cooling
causes liquid
to change into
solid.

3.5 1 Some solids Exercise 3.5 Worksheet 3.5

Activity 3.5
Note: some
Melting in take longer
preparation time Questions 1, 2,
different to melt than 3, 4
is needed for
solids others.
Activity 3.5
We can
3.6 1 Activity 3.6 Exercise 3.6 Worksheet 3.6
measure the
Melting Questions 1, 2,
temperature
and 3, 4
at which a
boiling
substance
points melts and boils.
Check 1 Questions 1, 2, 3 Language activity
your Su , 4, 5 Ex L
progress

E Extension L Language Scientific enquiry Su Support

x

Cambridge Primary Science 4 65

© Cambridge University Press 2014
Unit 3 Teaching ideas

Resources • three pans and three hot plates (the pans

should be made of the same material and the
• vinegar (ordinary household type) hot plates or stoves should give out the same
quarter of a teaspoonful of bicarbonate of
• heat)
soda (one packet-full will be enough for the
• a stop watch or digital watch.
whole class) • half a cup of water
• surgical or rubber glove
• a pan
• elastic band • a hot plate or stove
• a drinking glass or empty glass jar (a plastic
cup would also work)
• a thermometer
tongs
• a teaspoon •
• a rectangular box such as a shoe box
• a piece of cardboard that fits the width of
Topic 3.1 Matter
the box to divide it into sections (you can
use the lid of the box for this) This topic forms an introduction to the unit. It
• about six marbles or small balls such as
squash or golf balls (tennis balls need a
introduces the fact that everything around us is
formed of ‘matter’ and that matter can be solid,
bigger box) liquid or gas.
• some water in a bottle or jug to pour from and
containers of different shapes such as a
drinking glass and a rectangular container or Learning objectives
saucer
• soapy water and rings for blowing bubbles • Know that matter can be solid, liquid
or gas.
• a crystal of salt that is large enough to tie a
piece of cotton to (buy some kitchen or
cooking salt or dishwasher salt as these have
• Make relevant observations and
comparisons.
large crystals)
• a piece of cotton thread about 16 cm long
• a drinking glass or jam jar Curriculum links
• some table salt or cooking salt
• The material about gases in the air links
• a pencil
some warm water with Unit 1, when you talk about animals
• and humans needing oxygen and plants
• a syringe without the needle
needing carbon dioxide.
• some water in a cup or beaker
• about 16 ice cubes
a pot or pan
• an electric stove, hot plate, gas stove or
Ideas for the lesson
• paraffin stove • Begin the lesson by asking learners to look
• steam from boiling water – an electric kettle around them and name all the things that they
will work fine can see. Make a list on the board. Most things
• a board with a shiny surface such as a mirror will be solids (chairs, tables, etc.).
or a board covered with aluminium foil, a Encourage learners to find some liquids, for
shiny plastic tray example, water in water bottles. Make sure
• a pair of protective gloves or long tongs to that you introduce air by asking learners what
hold the board with is everywhere that we breathe in. You can
• a plastic container or ice tray then explain that air is a mixture of gases. In
• access to a freezer
a candle in a holder (use a short piece of
this way you can introduce the idea that
everything is made of matter, and can be
• candle so that it burns down quickly) solid, liquid or gas.
• matches
• Activity 3.1 in the Learner’s Book and
• an ice cube, a square of chocolate and a cube
of butter (these should all be as near the same Exercise 3.1 in the Activity Book both offer
size as possible and you should prepare these consolidation for identifying solids, liquids
in advance and keep them all in the freezer so and gases and making relevant observations
that they don’t melt before you start) and comparisons between solids, liquids and
gases.

66 Cambridge Primary Science 4

© Cambridge University Press 2014

• You could also play the ‘solid /liquid /gas
traffic light game’. Learners will enjoy this
and increase their knowledge at the same
time. Each learner should have three cards: a
red one for solids, a yellow one for liquids
and a green one for gases. Call out some
common objects, such as wood, ruler, milk,
air, etc. and get the learners to hold up the
card with the state of the object (solid, liquid
or gas). Increase the difficulty of the task as
time progresses. You could use cola, cake,
toothpaste, etc.
Notes on practical activities
Activity 3.1
Each pair or group will need:
• vinegar (ordinary household type)
• quarter of a teaspoonful of bicarbonate of
soda (one packet-full will be enough for the
whole class)
• empty glass jar or drinking glass (a plastic
cup would also work)
• a surgical or rubber glove
• an elastic band
• a teaspoon.
Put some bicarbonate of soda in a surgical or
rubber glove. Then, fill the glass bottle halfway
with vinegar. Attach the glove carefully to the
bottle using an elastic band. Ensure that you do
not mix the bicarbonate of soda and the vinegar
whilst attaching the glove. Once attached,
shake the bicarbonate of soda into the vinegar.
Observe what happens.
Learners should note that once the vinegar and
bicarbonate of soda is mixed the glove will start to
expand and begin to wave at them. Explain that the
bubbles contain the gas called carbon dioxide. The
gas has formed as a result of the two ingredients
combining.
If you don’t have enough materials to supply the
whole class, you can do this activity as a teacher
demonstration. Make sure that all the learners can
see the bubbles.
Internet and ICT
• Further details of the traffic light game for
solids, liquids and gases can be found at:
www.sycd.co.uk
Cambridge Primary Science 4
© Cambridge University Press 2014
Teaching ideas Unit 3
Differentiation
• Lower achieving learners may require help
and more practice with their written
English. Give them sentences with missing
words to complete. They may also benefit
from the language review section of the
Activity Book.
• Higher achieving learners can be challenged
by the ‘Talk about it!’ question.
Talk about it!
At this stage you want the learners to come up
with observations like ‘I know it’s a solid if
it’s hard’ or ‘I know it’s a liquid if it’s wet’ or ‘I
know it’s a gas if I can’t see it’.
Learners have not found out about the particle
theory yet. At this stage they may suggest things
such as: how it looks, how it feels or maybe how it
behaves. This could lead on to solids not changing
shape but liquids can be poured and gases can be
any shape. You should point out that not all gases
are invisible. Some gases have colour, for example,
chlorine is yellow/green and sulfur is yellow. You
could also mention that it is not safe to touch all
liquids, for example, acids that can burn you.
Common misunderstandings and
misconceptions
• A common misconception that learners may
have is about what ‘air’ is. They may not think
of air as a gas, or a mixture of gases. Air is
just ‘there’ and because learners can’t see it or
smell it, they tend to think of it as nothing.
Homework ideas
• Exercise 3.1 in the Activity Book.
• You could give learners a writing task. This
could be a paragraph in which they describe
everything in a room of their home and
classify each thing as a solid, a liquid or a gas.
67
Unit 3 Teaching ideas

Answers to Learner’s Book
questions
1 a liquid b solid c gas
2 Picture must show a liquid in a glass or
container with bubbles of gas popping out at
the surface. Label the bubbles ‘gas’.
Answers to Activity Book exercise
Exercise 3.1
Picture Solid Liquid Gas
A 3.2, learners can make their own particle
B
C
D Notes on practical activities
E Activity 3.2
F You will need to have a big empty space to do this
Topic Matter is made of
3.2
This topic introduces learners to the idea of
particles
using a model to explain things in science.
Learning objectives
• Know that matter can be solid, liquid or
gas.
• Make relevant observations and
comparisons.
• Collect evidence.
• Present results in drawings.
• Identify simple trends and patterns and
suggest explanations for some of these.
Ideas for the lesson
• Begin the lesson by asking the class what the
three types of matter are. Then ask them if
water and ice are the same type of matter.
Then ask them how they think ice can change
into water.
• In Topic 3.1, learners identified the three
types of matter. To understand why these
three types of matter exist, we must look at
a model. This concept may be difficult for
some learners, since we are looking at,
and drawing, matter as little balls, which we
cannot see. However, you should find that at
this age, learners are quite happy to accept
something they can’t see if the model helps to
explain things.
Learners should find Activity 3.2 fun to do.
• Learners will hopefully remember the key
points because they have acted out the states
of matter.
• Get the learners to answer the three questions
after Activity 3.2 verbally in class.
• In Exercise 3.2 in the Activity Book, learners
draw particles of matter and, in Worksheet
model using marbles and a box.
activity (outside in the school yard or a netball or
basketball court would be good).
If you have to do the activity indoors, use the
school hall or gym. It will be noisy though, so
outside is much better. If you cannot find a
suitable space for this Activity, you can do
Worksheet 3.2 instead.
Divide the class into groups of 10 to 15 learners.
Tell the learners that each person represents a
particle, and that they are going to pretend to be
solid particles, then liquid particles and then gas
particles.
Learners should pretend to be solid particles.
They should stand close together in rows. They
link arms tightly with their neighbours. The
learners at the ends of each row should hold
tightly to the shoulders of the person in front of
them. Note that you need to be aware of cultural
sensitivities here because touching other learners
may not be appropriate in some cultures.
Stop them to get their attention and ask Questions
1 to 3 from the Learner’s Book. Only then move
on to being ‘liquids’ and ‘gases’.
Learners should pretend to be liquid particles by
unlinking their arms. They should spread out until
they are just holding hands. They should move
around as much as they can without letting go of
each other’s hands.

68 Cambridge Primary Science 4

© Cambridge University Press 2014

To pretend to be gas particles, learners should not
hold hands, but run around as much as they can.
Then move on to being ‘liquids’ and ‘gases’.
Worksheet 3.2
Each pair or group will need:
• a rectangular box (shoe box)
• a piece of cardboard that fits the width of
the box to divide it into sections (you can
use the lid of the box for this)
• about six marbles (or squash or golf balls;
tennis balls will require a larger box).
Learners should place the box on a table. They
should not put the divider into the box. They
should put the marbles in the box, then shake the
box in all directions, but without lifting the box
from the table.
They should observe the movement of the marbles
and the spaces between the marbles.
Learners should put the divider about half way
along the base of the box to make the space for
the marbles smaller. They should put the marbles
in one section only, then shake the box
in all directions, but without lifting the box from
the table.
They should observe the movement of the
marbles and note how it is different to the
movement of the marbles in step 1.
They should also observe the spaces between the
marbles and how the spaces are different to the
spaces between the marbles in step 1.
Learners should put the divider close to one end of
the box to make the space for the marbles even
smaller. This time the marbles must be
as closely packed as possible. Learners should
shake the box in all directions, but without lifting
the box from the table.
They should observe the movement of the
marbles and note how it is different to the
movement of the marbles in steps 1 and 2.
They should also observe the spaces between the
marbles and how the spaces are different to the
spaces between the marbles in steps 1 and 2.
Assessment
• Activity 3.2 is a good example for getting
learners to follow instructions. Keep a look
out for learners that can do this well and
others who need to be more focussed.
Cambridge Primary Science 4
© Cambridge University Press 2014
Teaching ideas Unit 3
Differentiation
• Lower achieving learners may benefit from
doing Question 1 of Exercise 3.2 in the
Activity Book as they have to draw rather
than write their answer. The written part is
filling in a table rather than writing
sentences.
• Higher achieving learners will find the ‘Talk
about it!’ question challenging.
Talk about it!
Learners should be able to tell you that each
person represented a particle.
They should also be able to tell you that when
they were a ‘solid’ their movement was very
restricted. They could shake a little but not
change places. This is representing the particles in
a solid that vibrate but do not change the shape of
the whole.
When they were a ‘liquid’ they could move in
lines but were still linked together. This is
representing the particles in a liquid that slide
over each other.
When they were a ‘gas’, they could move
wherever they liked. This is representing the
particles in a gas that can move far apart in any
direction.
Common misunderstandings and
misconceptions
• Learners may have misconceptions about the
idea of a model. They may think that a model
has to look like the real thing, as does a model
car or aeroplane. It is important
to point out that in a scientific model we are
more interested in how the parts of the
model behave.
Homework ideas
• Exercise 3.2 in the Activity Book.
Answers to Learner’s Book
questions
1 We could shake our bodies as ‘solids’ but
not our arms because they were linked
tightly with people next to us. We could
shake more easily as ‘liquids’, and very
easily as ‘gases’.
69
Unit 3 Teaching ideas

2 We could not move closer together or further 3 The arrangement where there is no divider in
apart as ‘solids’, we could as ‘liquids’ but our the box and the marbles can move around a
arms remained linked so we stayed in lines. As lot. This is how a gas behaves in the particle
‘gases’ we could easily move closer together model.
or further apart. 4 Balls, dried peas, beans (or anything round
3 We could not change the shape of our group that can roll around in the box).
as ‘solids’, as ‘liquids’ we could change shape
in some ways but we remained in lines and as
‘gases’ we could easily change the shape of Topic 3.3 How do solids,
our group.
liquids and gases behave?
In this topic you get learners to observe and
Answers to Activity Book exercise investigate how solids, liquids and gases behave,
using everyday materials.
Exercise 3.2
1 Learning objectives
• Know that matter can be solid, liquid or
solid gas.
• Make relevant observations and
comparisons.
liquid • Choose apparatus and decide what to
measure.
•
Collect evidence.
gas
• Explain what the evidence shows and
whether it supports predictions.
2 Communicate this clearly to others.
•
State Do the particles Do particles Present results in drawings and tables.
of move a lot, quite move apart, far • Identify simple trends and patterns and
matte a lot or hardly apart or shake in suggest explanations.
r at all? one place? • Link evidence to scientific knowledge and
solid hardly move at all shake in one
place
understanding.

liquid move quite a lot move apart

gas move a lot
move far apart
Answers to Worksheets
Worksheet 3.2
The arrangement where the marbles are
1
closely packed next to each other.
In this arrangement, when we shook the box
the marbles could not move apart, they could
only move on the spot. This is how a solid
behaves in the particle model.
2 The arrangement where the divider is half
way across the box and the marbles can move
around a bit. This is how a liquid behaves in
the particle model.
Curriculum links
• There is a link with Geography, for example,
the weather. When there is a lot of water
vapour in the air, we get clouds and rain.
You could also mention all the liquid water
on the Earth (the oceans, fresh water in rivers,
and ice).
Ideas for the lesson
• Begin the lesson by asking the class to tell
you the three different types of matter
(solids, liquids and gases). Then ask them if
they can change the shape of a solid, a
liquid and a gas. Ask them how.
• Get the learners to do Activity 3.3a in pairs
or small groups. This activity gives learners
the opportunity to plan their own

70 Cambridge Primary Science 4

© Cambridge University Press 2014

investigation to prove an idea. They can
decide on what equipment to use, do the
investigation and then communicate their
findings and conclusion to the class.
• Let as many learners as possible participate in
Activity 3.3b. Learners need to see how gases
behave and this is a simple way to show this.
• After each activity, help the learners to
relate what they have observed to the
particle model to explain what has
happened.
• Worksheet 3.3a gives a very good comparison
between the compression of liquids and gases
in a confined space.
• Worksheet 3.3b is optional. Learners can do
this activity on their own but it can take a
couple of weeks to complete.
Notes on practical activities
Activity 3.3a
Give the learners ten minutes to discuss what
they are going to do.
Walk around the class and find out what they
have decided.
Choose a few groups to demonstrate their plan to
the rest of the class.
Ask the learners to find some different shaped
containers such as cups and plastic boxes.
They should be able to demonstrate that the water
takes on the shape of the container when they
pour the water into the different shaped
containers.
Activity 3.3b
Each pair or group will need:
• soapy water
• rings for blowing bubbles.
Make some soapy water with a strong solution of
washing up liquid and water. Make the rings from
wire bent into a circle with a straight piece so that
learners can hold it.
If possible, you could get the learners to do
this in pairs or small groups. They will enjoy
blowing bubbles.
Learners should dip the ring into the soapy water.
They should then blow air through the ring of
soapy water to make bubbles.
Cambridge Primary Science 4
© Cambridge University Press 2014
Teaching ideas Unit 3
The gas bubbles contain air. When the bubbles
burst the air spreads out.
Worksheet 3.3a
Each pair or group will need:
• a syringe without the needle
• some water in a cup or beaker.
• access to a freezer.
Remember to remove the
needles from the syringes.
You can get plastic syringes from a pharmacy or
your local clinic or hospital. Alternatively, you
could get them from a vet.
This activity shows clearly that gases are much
easier to compress/squash than liquids and solids
are impossible to compress. It is also provides
good practice of reading measurements on a
syringe. Learners should pull the plunger back to
the 10 ml mark. The syringe now contains 10 ml
air.
Learners should cover the open end of the syringe
with their free thumb, and then push the plunger
in as hard as they can. They should see if they
can push the plunger below the 10 ml mark to
squash the air.
Now learners should push the plunger into the
syringe as far as it will go. They should place the
open end of the syringe in the water. Then they
should slowly pull the plunger out to let in about
12 ml water. They will see that they have sucked
up some air with the water.
They should hold the syringe with the plunger
downwards, and gently push the plunger up to the
10 ml mark. The air should be pushed out now.
Learners should press the open end of the syringe
against the thumb of their other hand and push the
plunger into the syringe as hard as they can. They
should try and push the plunger below the 10 ml
mark and say whether it is easier or more difficult
than squashing air
Learners should fill the syringe with water and
freeze the water in the syringe. When it is frozen,
they should try to compress the ice by pushing
down the plunger.
71
Unit 3 Teaching ideas
Worksheet 3.3b
Each pair or group will need:
• a crystal of salt that is large enough to tie a
piece of cotton to (buy some kitchen or
cooking salt or dishwasher salt as these have
large crystals)
• a piece of cotton thread about 10 cm long
• a drinking glass or jam jar
• some table salt or cooking salt
• a pencil
some warm water.
• skills. The ‘Challenge’ question on page 43 in
Do not allow learners to eat the
salt crystals.
This Worksheet shows how a solid keeps the
same shape as it grows. It will take a couple of
weeks for a reasonably sized crystal to grow, so
you need to have a safe place to leave the
growing crystals. Ask some learners to be
responsible for their jar and crystal, and to top
up the liquid and make sure the crystal is still in
the liquid. You can help them set up their crystal
experiment during break time or
after school.
Learners should observe and draw the shape of
their crystal before they start. Then, at the end of
their experiment, they should be able to see that
the bigger crystal is the same shape.
Learners should tie the cotton thread round their
large crystal. They should fill the drinking glass
about one third full of warm water, then add salt
slowly, and use the pencil to stir the mixture.
They should stop adding salt when no more will
dissolve in the water. They should allow the
mixture to cool and then carefully hang their
large crystal in the mixture in the glass so that it
is just covered by the mixture.
They should keep it in place by winding the other
end of the cotton thread round the pencil and
balancing the pencil across the top of the
drinking glass. They should leave the drinking
glass in a safe place for several days. They should
make sure each day that the crystal is still in the
mixture.
Internet and ICT
• Try the website: www.sciencekids.co.nz for
some interactive games on the behaviour of
matter.
72
© Cambridge University Press 2014
Differentiation
• Lower achieving learners should be able to
answer Question 1 at the end of the topic
because they are asked to draw rather than
write their answer. You can also get them to
draw their answers to Questions 2 and 3 if
they prefer.
• Higher achieving learners will find that
Question 1b in Exercise 3.3 of the Activity
Book requires a higher level of language
the Learner’s Book is particularly suitable for
this group of learners.
Talk about it!
Learners may need an example, such as
modelling clay, to begin the discussion. Then
they might think of Plasticine®, Play-Doh® and
Prestik®, etc. All of these substances
are composites (a combination of solids and
liquids) so they behave like both.
Learners may also suggest a pillow or a cushion,
which you can make into different shapes. These
are made from solid materials mixed with air, so
this is why they can change shape.
Homework ideas
• Exercise 3.3 in the Activity Book.
Answers to Learner’s Book
questions
1 a and b
particles of air particles of air when
in bubble bubble bursts
2 The brick contains particles closely packed
together, which cannot move enough to
change shape.
3 The rain water falls to the ground and spreads
out sideways to form a puddle.
The best diagram would be a cross section
showing the hollow in the ground filled with
water. But learners could also draw a plan
view of a puddle surrounded by earth. Label
water in puddle and earth.
Cambridge Primary Science 4

Challenge
The gas must be sealed in metal containers
because otherwise it would escape and mix with
the air. The gas is highly flammable (catches fire
easily) so this would be very dangerous because it
could explode.
Answers to Activity Book exercise
Exercise 3.3
1 a Syringe A contains water and syringe B
contains air.
b In syringe A there are many particles
close together but not touching as in a
solid. In syringe B there are fewer
particles and they are far apart as they are
in a gas.
2
Answers to Worksheets
Worksheet 3.3a
1 A gas.
2 The particles in a gas are far apart with lots
of empty space between the particles.
When you squash a gas the particles can
easily move closer together into these empty
spaces.
Worksheet 3.3b
When learners draw their crystal they should
see that it has a regular shape. Salt crystals are
cubic in shape. If you could then grow the
crystal, you would find that the crystal will still be
the same shape, just larger. The reason for this
will only become clear later in learners’ science
career when they learn about atoms and
molecules.
Topic 3.4 Melting, freezing and
boiling
In this topic, you will introduce the concept of
phases of matter. Learners will investigate what
happens when you heat a substance or cool it
down. You should introduce the terms melting,
freezing and boiling to describe what happens
during these phase changes. Learners should
make observations and you should help them
Cambridge Primary Science 4
© Cambridge University Press 2014
Teaching ideas Unit 3
to explain what they observe using the particle
model.
Learning objectives
• Know that matter can be solid, liquid or gas.
• Investigate how materials change when they
are heated and cooled.
• Know that melting is when a solid changes
into a liquid and is the reverse of freezing.
• Observe how water changes into steam when
it is heated but on cooling, the steam turns
back into water.
• Collect evidence.
• Make relevant observations and comparisons.
• Present results in drawings.
• Identify simple trends and patterns and
suggest explanations.
• Link evidence to scientific knowledge and
understanding.
Curriculum links
• If learners do Cookery or Home Economics,
there is a link between this topic and cooking.
Ideas for the lesson
• In the Learner’s Book, this topic begins by
considering an ice cream that has melted
quickly because the Sun is shining on it.
You could think of other examples like this
that fit your home environment in order to
engage learners with the topic. For example, if
you have extremely cold weather, you could
introduce the idea of freezing by talking about
ice and frost on windows, which will be more
relevant to your learners than eating ice cream
on a hot day.
• Show how water can change from the solid to
the liquid phase, from the liquid to the gas
phase, and back again, using Activities 3.4a
and 3.4b in the Learner’s Book.
Worksheet 3.4a supports Activity 3.4a.
• In Exercise 3.4 of the Activity Book,
learners can apply what they have learnt in
the topic and practise observation,
73
Unit 3 Teaching ideas
comparing and linking evidence to scientific
knowledge and understanding.
• Worksheet 3.4b demonstrates some of these
phase changes using a lit candle.
Notes on practical activities
Activity 3.4a
Each pair or group will need:
• about ten ice cubes a
• pot or pan
• an electric stove, hot plate, gas stove or
paraffin stove.
Warn learners not to get too close to
the boiling water.
Unless you have a very small class or a bigger
class but enough stoves, it would be better to do
this activity as a demonstration.
Make sure learners can all see what is happening
in the pot.
After you have heated the ice cubes, take the pot
off the stove. Ask learners to tell you what they
observed. Write the conclusion on the board.
heat
solid phase (ice) liquid phase (water)
Now heat the water until it boils. Tell the
learners to observe how the water changes.
Turn off the stove. Ask the learners to answer
the questions on Worksheet 3.4a.
Activity 3.4b
You will need:
• steam from boiling water – an electric kettle
will work fine
• a board with a shiny surface such as a mirror
or a board covered with aluminium foil, a
shiny plastic tray
• a pair of protective gloves or long tongs to
hold the board with
• a plastic container or ice tray access
• to a freezer.
Make sure that learners are aware
that steam can scald them and they
should keep clear of the steam. Use
gloves or tongs when holding the
board.
74
© Cambridge University Press 2014
Do this activity as a demonstration. Steam can
easily scald, so it is better that you are in
control.
Make sure that the learners can see the steam
landing on the shiny surface.
Hold the board over the plastic container to
catch the drops of water.
Worksheet 3.4b
Each pair or group will need:
• a candle in a holder (use a short piece of
candle so that it burns down quickly)
• a match.
Do not touch the candle while it is
burning. It can also remain hot for a
while after the flame has been
extinguished.
If your school does not allow naked flames in the
classroom, you will have to do this activity
outside. Alternatively, you could ask the learners
to try it at home, with supervision.
This is a very good activity to do with your
learners because it demonstrates melting in a
substance other than water.
Light the candle. Tell your learners to observe
what happens. Let the candle burn down
completely. This may take a while, so the learners
can complete the first part of their worksheet
while they wait.
Call them back when the candle starts smoking.
Internet and ICT
• The website: www.sciencekids.co.nz/
gamesactivities has an interactive game
about melting.
Differentiation
• Lower achieving learners may require extra
practice with some of the new words used in
this topic.
• Higher achieving learners will be challenged
by the ‘Talk about it!’ question.
Talk about it!
To answer this, learners need to think through the
particle model. They should be able to tell you
that for something to melt, it has to change
Cambridge Primary Science 4
 Teaching ideas Unit 3

from having its particles closely packed and only identify the liquid solid liquid solid
able to vibrate on the spot to particles being able to phase to to to gas to
slide over each other. change
solid liquid liquid
that has
Then you could ask them how the particles get
taken
extra energy to move more. Ask them to think
place to
what you did to the ice cube to melt it. The extra
make this
energy was supplied in the form of heat.
phase of
The opposite happens when something freezes. matter (for
Energy is given out, so the particles move closer example,
together and just move a little. liquid to
gas)
say cooled heated heated heated
Common misunderstandings and whether
the matter
misconceptions
was
• Because of a focus on water when doing
most of the activities as it is safe to use,
heated
or cooled
learners sometimes assume that it is just to cause
water that has these phase changes. It is the phase
therefore important for learners to do change
Worksheet 3.4b, which uses a candle.

Answers to Worksheets
Homework ideas
Worksheet 3.4a
• Exercise 3.4 in the Activity Book.
1 bubbles
2 steam
Answers to Learner’s Book heat
questions 3 water steam
(liquid phase) (gas phase)
4 change back to water drops
1 steam cool down water
(gas phase) (liquid phase)
2 It changes into ice/it freezes.
Worksheet
cool down 1 The candle melts.
3 water ice heat
(liquid phase) (solid phase) 2 candle wax candle wax
(solid phase) (liquid phase)
3 a Black smoke came off it.
Answers to Activity Book exercise
heat
Exercise 3.4 b candle wax smoke
(liquid phase) (gas phase)
A B C D 4 a It becomes a solid again.
name the Liquid to solid.
water gold water butter b
type of
matter (for
example,
Topic 3.5 Melting in different
water) solids
identify This topic builds on what learners learnt about
solid liquid gas liquid
the phase melting in topic 3.4. In this topic, learners find
of the out that different types of matter take different
matter as lengths of time to melt. Learners will learn about
it is now melting points in topic 3.6.
in the
picture

Cambridge Primary Science 4 75

© Cambridge University Press 2014
Unit 3 Teaching ideas
Learning objectives
• Know that matter can be solid, liquid or gas.
• Investigate how materials change when they
are heated and cooled.
• Know that melting is when a solid changes
into a liquid and is the reverse of freezing.
• Collect evidence.
• Make relevant observations and comparisons.
• Measure time.
• Begin to think about the need for repeated
measurements.
• Present results in bar charts.
• Identify simple trends and patterns and suggest
explanations.
• Link evidence to scientific knowledge and
understanding.
Curriculum links
• If learners do Cookery or Home Economics,
there is a link between this topic and cooking.
You melt butter or fat to fry things in. You
melt sugar to make caramel.
There is a link with Geography. Lava erupts
• from volcanoes, which is melted rock from
the mantle deep beneath the Earth’s crust.
When the lava reaches the surface of the Earth,
it cools down and becomes solid rock.
Ideas for the lesson
• In previous topics, learners have seen ice and
candle wax melt. Ask learners to think of
other solids that melt that they see at home.
They should come up with butter, margarine,
ice cream and sugar.
• Discuss the idea of metals melting. Look at the Tell yourthem.
photographs on page 47 in the Learner’s Book. note down the exact time it takes for each material
Explain that all metals that are dug out of the
ground are mixed with the rock they are found
in (ore). This rock, with the metal in it, has to Learners can draw their bar chart during lesson
be heated up so that the metal can melt and
separate from the rock.
• Learners collect evidence, make relevant
observations and comparisons, measure time in
Activity 3.5 and think about the need for
repeated measurements. They then practise
drawing bar charts when they present their
76
© Cambridge University Press 2014
results in a bar chart provided in Worksheet
3.5. Learners should make observations,
which you can help them with in order to
explain their ideas using the particle model.
• Exercise 3.5 in the Activity Book gives
learners the opportunity to practise
comparing, identifying simple trends and
thinking of reasons for this, as well as
explaining data by using their scientific
knowledge.
Notes on practical activities
Activity 3.5
Each pair or group will need:
• an ice cube, a square of chocolate and a cube
of butter (same size)
• three pans and three hot plates a
• stop-watch or digital watch.
Prepare your items to melt in advance and keep
them all in the freezer so that they don’t melt before
you start. Ensure that the pans you use are made of
the same material and the hot plates or stoves
should give out the same heat.
If possible, allow your learners to do this activity in
groups. However, if you have a very big class and
cannot get enough materials, especially hot
plates/stoves, do this activity as a demonstration.
Learners should place an ice cube in a pan, and do
the same with the chocolate and the butter.
They should predict which substance they think
will melt first it is heated.
They should start heating each substance at the
same time, and set the stop-watch or digital
watch. They should record the start time.
Tell learners to be careful of the
hot plate, because it can burn
learners to observe the pans carefully, and
to melt.
time and finish it for homework. The framework
for the bar chart is shown on Worksheet 3.5. Get
the learners to peer assess their charts.
Internet and ICT
•If you have a television and DVD player
available, you could show your class a movie
Cambridge Primary Science 4

about an erupting volcano. The lava coming
out of the volcano is melted rock.
• There are activities such as ‘How to make a
Slushie’ and ‘How to make ice cream’ on the
website: www.imcpl.org/kids/blog/?p=9844.
Assessment
• You could assess learners’ bar charts using
peer assessment. Learners can swap books
with a partner and mark each others’ charts as
follows.
Mark
Is the length of each bar 3 (1 mark per bar)
accurately drawn?
Is each bar labelled neatly? 3 (1 mark per bar)
Is each bar the same width? 1 questions
Has the bar chart got a 2 1 Solid to liquid phase.
suitable heading?
Total: 9 marks
Differentiation
• Lower achieving learners may need prompting
during the activities. Ask them to tell you
what they need to do. This checks that they
have understood the instructions.
Ask higher achieving learners to design a fair
• test to compare the length of time butter and
margarine take to melt. Points to look for
include: (i) The butter and margarine should
both be the same volume/size. (ii)
The butter and margarine should both be
the same temperature when you start, for
example, both just out of the freezer.
(iii) The same hot plate or stove should be
used to heat both the butter and then the
margarine. (iv) The pan should be the same
but must start cold for each substance. (v) Use
the same watch to measure the time for each
one.
Talk about it!
This question extends the learners beyond what
they have discovered so far. However, it will be a
natural progression for many of them and
it should encourage lateral thinking. Learners know
that matter consists of particles. You could ask
them whether all matter is made of the same
particles. If they accept that different matter is
Cambridge Primary Science 4
© Cambridge University Press 2014
Teaching ideas Unit 3
made of different types of particles, then it is not
such a big jump to realise that different particles
respond to heating differently and, therefore, the
substances take different times to melt.
Common misunderstandings and
misconceptions
• A common misconception held by some
learners is that very hard substances such as
metals do not melt.
Homework ideas
• Exercise 3.5 in the Activity Book.
Answers to Learner’s Book
2 We used three identical pans and three
identical hot plates. We started to heat each
substance at exactly the same time.
3 It was not possible to have exactly the same
amount of each substance. It is possible that
not all the hot plates gave off the same
amount of heat.
4 If you continue to heat the water it will turn
into steam.
Answers to Activity Book exercise
Exercise 3.5
1 A substance changes from a solid to a liquid
phase.
2 salt
3 ice
4 salt
5 ice
Answers to Worksheets
Worksheet 3.5
1 and 2
Chart will depend on the times recorded.
Check that learners enter data accurately.
3 Suitable headings:
Chart to show melting times of different solids.
Chart to show melting times of ice, chocolate
and butter.
Bar chart to show melting times of different
solids.
77
Unit 3 Teaching ideas
Bar chart to show melting times of ice,
chocolate and butter.
Suitable axes headings:
vertical - Time taken to melt in seconds
horizontal - substances
Topic 3.6 Melting points
and boiling points
This topic builds on the previous two topics. In
this topic, learners will realise that temperature is
the key indicator for melting points and boiling
points.
Learning objectives
• Know that matter can be solid, liquid or gas.
• Investigate how materials change when they
are heated and cooled.
• Know that melting is when a solid changes
into a liquid and is the reverse of freezing.
• Observe how water changes into steam when
it is heated but on cooling, the steam turns
back into water.
• Collect evidence.
Make relevant observations and comparisons.
• This gives learners the opportunity to
• Measure temperature.
• Begin to think about the need for repeated
measurements.
• Present results in drawings, bar charts and
tables.
• Identify simple trends and patterns and
suggests explanations.
• Link evidence to scientific knowledge and
understanding.
Curriculum links
• There is a link with Geography if learners
have learnt anything about mining. When an
ore is mined and then smelted to remove the
metal, the ore has to be heated to the melting
point of the metal so that the metal can be
poured off. Refer to the photos of gold being
poured into moulds and then the solid gold
ingots when the gold is cold again.
78
© Cambridge University Press 2014
Ideas for the lesson
• Begin the lesson by looking back to the
photo of the melted gold on page 47 of
the Learner’s Book. Tell learners that all
metals have to be melted before they can be
used. It is important that metal producers
know to what temperature they have to heat
the metal before it melts. Look at the data in
Exercise 3.6 on page 31 of the Activity Book
to see that the temperatures are different for
different metals.
• Before you ask learners to do Activity 3.6
you should go through the notes on how to
read temperature in the Reference section on
page 93 of the Learner’s Book.
• Learners will use a range of scientific
enquiry skills in Activity 3.6, such as
collecting evidence, making relevant
observations and comparisons, measuring
temperature, thinking about the need for
repeated measurement (Question 3), and also
practise drawing bar charts when they present
their results as bar charts.
• Exercise 3.6 in the Activity Book involves
reading data about melting points of
different metals and drawing a bar chart.
practise comparing, identifying simple
trends and thinking of reasons for this, as
well as explaining data by using their
scientific knowledge.
Notes on practical activities
Activity 3.6
Each pair or group will need:
• half a cup of water
• about six ice cubes
• a pan
•• a hot plate or stove
a thermometer
• tongs.
Stand well away from the steam as
it can burn you. Use tongs to hold
the thermometer in the boiling
water.
Try to organise this as a group activity since it
is important that learners experience, and
practise, reading a thermometer. However, be
very careful to make sure that learners take the
necessary safety precautions.
Cambridge Primary Science 4
 Teaching ideas Unit 3

Learners should place an ice cube in a pan, and do Answers to Learner’s Book
the same with the chocolate and the butter.
questions
They should predict which substance they think 1 Learners should have recorded the
will melt first it is heated. following.
They should start heating each substance at the a 0 °C b 100 c around 18 °C
same time, and set the stop-watch or digital 2 Learners produce
°C a bar chart using their own
watch. They should record the start time. data.
3 The temperatures at which water melts and
boils are:
Tell learners to be careful of the
melting point 0 °C; boiling
hot plate, because it can burn point 100 °C.
them. Your measurements were probably slightly
Tell each group to appoint a recorder who notes different to these temperatures. This is
down the temperature measured for room probably because it is difficult to measure the
temperature, the melting point and the boiling temperature at the precise time that ice melts
point. and water boils.
4 Never put your hand into steam as it will
Learners should draw their chart to show the three scald you.
temperatures they recorded in class time and
finish this for homework if necessary.
Worksheet 3.6 provides the framework for the Answers to Activity Book exercise
chart.
Exercise 3.6
1 Melting point is the temperature at which a
Differentiation solid changes into a liquid.
• Lower achieving learners may not have used a
thermometer before. Encourage these learners
2 copper, gold, silver, aluminium
3 gold heat gold
to practise reading the temperature off a (solid phase) 1064 °C (liquid phase)
thermometer accurately.
Higher achieving learners should be expected
• to give more detail in their explanations. This
Answers to Worksheets
group may remember how to measure Worksheet 3.6
temperature from Stage 3.
1 and 2
Bar chart will depend on the temperatures
recorded.
Talk about it! Check that learners have entered the data
Learners know that matter is made of particles. accurately.
They also know that, when you heat a 3 A suitable heading:
substance, the particles gain more energy and Bar chart to show the melting point, freezing
can move more. In this topic, they have point and room temperature of water.
measured the temperature at a precise point
when the water changed from solid to liquid.
This is the point when the particles of water Topic 3.7 Check your progress
have enough extra energy to break away from
each other and start to behave like a liquid. Learning objectives
• Review the learning for this unit.
Homework ideas
Ideas for the lesson
• Exercise 3.6 in the Activity Book.
• Ask the learners to answer the questions
on the ‘Check your progress’ pages of the
Learner’s Book (pages 50−51) and the
‘Language review’ on page 32 of the
Activity Book.

Cambridge Primary Science 4 79

© Cambridge University Press 2014
Unit 2 Teaching ideas

Answers to Learner’s Book

questions
1 Oil and vinegar are liquids, plastic and paper
are solids, carbon dioxide and oxygen are
gases.
2 A: Takes on the shape of the container it is
in – liquid.
B: Spreads out in all directions – gas. Does
C: not change shape easily – solid. Is often
D: colourless – gas.
E: Cannot be squashed – solid.
3 a ice, water and steam (water vapour)
100 °C
b 0 °C
4 c A gas.
a The particles are spaced far apart.
5 C and E
b
a

Answers to Activity Book exercise

Language review
Everything consists of matter. All matter consists
of particles. If the particles are closely packed so
that they can only move a little bit, the substance
is a solid.
If the particles are more loosely packed so that
they can slide over each other, the substance is a
liquid.
If the particles are far apart and move a lot, the
substance is a gas.
Heating causes a solid to melt and change phase
from solid to liquid. For example, when you heat a
piece of butter, it changes from the solid phase to
the liquid phase.
Cooling causes a liquid to freeze. For example,
water changes into ice. Freezing makes a
substance change from the liquid phase to the
solid phase.
We can measure the temperature at which a
substance melts with a thermometer. This is
called the melting point.
We can measure the temperature at which a
substance freezes. This is called the freezing
point.

80 Cambridge Primary Science 4

© Cambridge University Press 2014