1. The learner will know about a range of properties of materials and communicate their observations in terms of these properties. |
1.1 I can identify materials by colour [1] |
1.2 I can identfy materials by their feel [2] |
1.3 I can identify materials by their shape and size [3] |
1. The learner will identify a range of common materials and describe some of their properties. |
1.1 I can describe similarities and differences between materials [5] |
1.2 I can sort materials into groups [6] |
1.3 I can identify the basis for my groupings [7] |
1.4 I can describe ways in which materials are changed by heating or cooling [8] |
1.5 I can describe the ways materials change by processes such as bending or stretching [9] |
1. The learner will classify materials based on their properties and uses explaining why specific materials are used for specific purposes. |
1.1 I can classify materials based on their physical properties [11] |
1.2 I can identify advantages and disadvantages of specific materials for specific purposes [12] |
1.3 I can distunguish between reversible and non-reversible processes related to materials [13] |
1. The learner will compare a range of materials based on their physical and chemical properties. |
1.1 I can describe differences between the properties of different materials [15] |
1.2 I can explain how these differences are used to classify substances [16] |
1.3 I can describe methods that are used to separate simple mixtures [17] |
1.4 I can use scientific words to describe physical changes [18] |
1.5 I can make simple predictions about whether changes are reversible or not [19] |
1. The learner will classify materials, sorting them and separating mixtures of them. |
1.1 I can describe properties of metals [21] |
1.2 I can identify the difference between properties of metals and non-metals [22] |
1.3 I can identify the conditions for change of state [23] |
1.4 I can separate mixtures using properties such as solubility and magnetism [24] |
1. The learner will understand chemical and physical change in terms of particles in elements, compounds and mixtures. |
1.1 I can describe chemical and physical changes [26] |
1.2 I can describe how matter is made up of particles [27] |
1.3 I can describe differences between the arrangement and movement of particles in solids, liquids and gases [28] |
1.4 I can identify similarities between some types of chemical reactions [29] |
1.5 I can summarise simple reactions using word equations [30] |
1.6 I can relate changes of state to energy transfers in a range of contexts [31] |
1. The learner will relate the nature and behaviour of materials to the particles from which they are made up. |
1.1 I can explain physical and chemical phenomena in terms of the particle model of matter [33] |
1.2 I can explain the differences between elements, compounds and mixtures in terms of their constituent particles [34] |
1.3 I can recognise that elements and compounds can be represented by symbols and formulae [35] |
1.4 I can explain the behaviour of materials in a variety of contexts [36] |
1.5 I can make predictions about chemical reactions between a range of substances based on patterns of reactivity [37] |
Links
[1] https://theingots.org/community/ncl1u3scmx#1.1
[2] https://theingots.org/community/ncl1u3scmx#1.2
[3] https://theingots.org/community/ncl1u3scmx#1.3
[4] https://theingots.org/community/ncl1u3scmi
[5] https://theingots.org/community/ncl2u3scmx#1.1
[6] https://theingots.org/community/ncl2u3scmx#1.2
[7] https://theingots.org/community/ncl2u3scmx#1.3
[8] https://theingots.org/community/ncl2u3scmx#1.4
[9] https://theingots.org/community/ncl2u3scmx#1.5
[10] https://theingots.org/community/ncl2u3scmi
[11] https://theingots.org/community/ncl3u3scmx#1.1
[12] https://theingots.org/community/ncl3u3scmx#1.2
[13] https://theingots.org/community/ncl3u3scmx#1.3
[14] https://theingots.org/community/ncl3u3scmi
[15] https://theingots.org/community/ncl4u3scmx#1.1
[16] https://theingots.org/community/ncl4u3scmx#1.2
[17] https://theingots.org/community/ncl4u3scmx#1.3
[18] https://theingots.org/community/ncl4u3scmx#1.4
[19] https://theingots.org/community/ncl4u3scmx#1.5
[20] https://theingots.org/community/ncl4u3scmi
[21] https://theingots.org/community/ncl5u3scmx#1.1
[22] https://theingots.org/community/ncl5u3scmx#1.2
[23] https://theingots.org/community/ncl5u3scmx#1.3
[24] https://theingots.org/community/ncl5u3scmx#1.4
[25] https://theingots.org/community/ncl5u3scmi
[26] https://theingots.org/community/ncl6u3scmx#1.1
[27] https://theingots.org/community/ncl6u3scmx#1.2
[28] https://theingots.org/community/ncl6u3scmx#1.3
[29] https://theingots.org/community/ncl6u3scmx#1.4
[30] https://theingots.org/community/ncl6u3scmx#1.5
[31] https://theingots.org/community/ncl6u3scmx#1.6
[32] https://theingots.org/community/ncl6u3scmi
[33] https://theingots.org/community/ncl7u3scmx#1.1
[34] https://theingots.org/community/ncl7u3scmx#1.2
[35] https://theingots.org/community/ncl7u3scmx#1.3
[36] https://theingots.org/community/ncl7u3scmx#1.4
[37] https://theingots.org/community/ncl7u3scmx#1.5
[38] https://theingots.org/community/ncl7u3scmi
[39] https://theingots.org/community/ncl8u3scmx#1.1
[40] https://theingots.org/community/ncl8u3scmx#1.2
[41] https://theingots.org/community/ncl8u3scmx#1.3
[42] https://theingots.org/community/ncl8u3scmx#1.4
[43] https://theingots.org/community/ncl8u3scmx#1.5
[44] https://theingots.org/community/ncl8u3scmx#1.6
[45] https://theingots.org/community/ncl8u3scmx#1.7
[46] https://theingots.org/community/ncl8u3scmx#1.8
[47] https://theingots.org/community/ncl8u3scmx#1.9
[48] https://theingots.org/community/ncl8u3scmi
[49] https://theingots.org/community/ncl9u3scmx#1.1
[50] https://theingots.org/community/ncl9u3scmx#1.2
[51] https://theingots.org/community/ncl9u3scmx#1.3
[52] https://theingots.org/community/ncl9u3scmx#1.4
[53] https://theingots.org/community/ncl9u3scmx#1.5
[54] https://theingots.org/community/ncl9u3scmx#1.6
[55] https://theingots.org/community/ncl9u3scmx#1.7
[56] https://theingots.org/community/ncl9u3scmx#1.8
[57] https://theingots.org/community/ncl9u3scmi