Primary Science Grade 4

Unit/Weekly Planning
2020-2021

In this Unit we will… Learning Ladder Rungs (these may be the same for all or some groups)

Unit Duration
 Demonstrate that dissolving, mixing and changes of state are reversible changes.
Unit 2 5 weeks  Explain some changes result in formation of new product.
 Taking measurements with a range of equipments
 Identifying scientific evidence that can be used to support ideas
 reporting and recording findings

Week 6 Lesson 1 Lesson 2 (continuation from lesson 1)

Learning Intention • To investigate the solubility of materials and record observation. • To investigate the solubility of materials and record observation.

Success Criteria I can tell about materials. I can tell about materials.
I can investigate solubility rate. I can investigate solubility rate.
I can predict whether the solute can be recovered from a solution due to evaporation. I can predict whether the solute can be recovered from a solution due to evaporation.

Key Vocabulary Solute, solvent, soluble, dissolve, Evaporation, mixing, solid , liquid, gas, reversible
Solute, solvent, soluble, dissolve, Evaporation, mixing, solid , liquid, gas, reversible changes, irreversible changes
changes, irreversible changes

Lesson Breakdown Teacher created lesson on PowerPoint Teacher created lesson on PowerPoint
Week 6 Week 6
(Detail only applicable if
Independent learning
MozaBook / PPT teaching slides
not prepared)

Key Questions How solubility differ with different material or substance? How solubility differ with different material or substance? What happens to solutions
in a week or after a few days?
Support Children make dictionaries using simple recording devices
Main Activity / Core Record observation table. Find the result- What happens to solutions in a week or after a few days?
Practice: Extend Children estimate and then find out how much water it would take to dissolve Read the statements and look at the observation table on page 18 to find out whether
different amounts of one of the following, e.g. powdered sugar, granulated the statements are true or false.
sugar, sugar cubes etc.
EAL Understand meaning of keywords.
SEN Perform experiment.
Challenge Give reason for your findings.- Why the size of sugar impact solubility.
 Primary Science Grade 4
Unit/Weekly Planning
2020-2021

Week 7 Lesson 3 Lesson 4

Learning Intention
To investigate and understand reversible changes.
To identify and explain irreversible changes.

Success Criteria I can tell what reversible change is. I can identify irreversible changes.
I can give examples for reversible changes. I can explain irreversible changes.
I can demonstrate a reversible change. I can describe the new materials created in irreversible
changes.
Key Vocabulary Solid, liquid, gas, reversible, change Irreversible, solid, liquid, gas, substance

Lesson Breakdown Refer PPT-week-7

Refer PPT week 7
(Detail only applicable if
MozaBook / PPT teaching slides
not prepared)

Key Questions What is a reversible change? Are all changes reversible? Do we get new What is an irreversible change? Do we get new substance in irreversible
substance in reversible changes? change?

Support Pictures to support learning.

Main Activity / Pictures to support the learning.
Practice: Core Explain reversible changes. Identify reversible and irreversible changes.

Extend Give examples from your daily life –Where have you seen an
Give examples from your daily life-reversible changes irreversible change?
EAL

SEN Draw an example of irreversible change.

Draw a picture of any one reversible change.
 Primary Science Grade 4
Unit/Weekly Planning
2020-2021

Challenge Give reasons for reversible/irreversible changes.

Try an experiment to show a reversible change.

Week 8 Lesson 4 Lesson 5

Learning Intention
To make prediction and use scientific evidences to
To identify and explain physical changes.
support prediction.
Success Criteria I can make predictions. I can identify physical changes.
I can support by prediction with scientific evidences. I can explain physical changes.
Key Vocabulary Prediction, observation, melting, boiling, substance Change, physical

Lesson Breakdown See PowerPoint week 8 See PowerPoint week 8

(Detail only applicable if

MozaBook / PPT teaching slides
not prepared)

Key Questions What is a physical change? Do we get new substance in a physical change?
What is melting? What is boiling? Which substances melt at room How physical changes are different from chemical changes?
temperature?

Support Look at the subtances and observe if they can melt at room temperature. Watch the slides to find out physical changes.
Main Activity /
Practice: Core Know about melting and boiling point. Explain physical changes in your own words.

Extend Do you see new substances in physical changes?

Create and observation table with prediction and result.
 Primary Science Grade 4
Unit/Weekly Planning
2020-2021

EAL

SEN Use pictures on the slide to identify physical changes.

Challenge Investigate the melting and boiling of substances. Give reasons for your answers. Sort out the types of changes. How physical changes are different from chemical
changes?

Week 9 Lesson 6 Lesson 7

Learning Intention To be able to identify physical and chemical changes. Revision Kahoot quiz

Success Criteria I can illustrate my observation. Revision Kahoot quiz

I can explain the reason for observation.
I can explain why a change is physical or a chemical change.

Key Vocabulary
Physical, chemical change, observation, heating, burning

Lesson Breakdown See PowerPoint week 9 Revision Kahoot quiz

(Detail only applicable if

MozaBook / PPT teaching
slides not prepared)

Key Questions
What is a physical change? What is a chemical change? How physical and
chemical changes are different from each other.
 Primary Science Grade 4
Unit/Weekly Planning
2020-2021

Support Pictures to help identify the examples

Main Activity /
Core Sort the examples into physical and chemical changes.
Practice:
Extend
Give reason why burning of marshmallow is not a physical change.
EAL

SEN Watch the video on types of changes. What happens when you burn a paper?
Oral questions to support understanding

Challenge
Give reasons how new substances are formed and how physical change is
different from chemical change.

Week 10 Lesson 8 Lesson 9 independent learning

Learning Intention To be able to analyse, observe and record data.

Success Criteria I can analyse a graph.

I can record my observations.
I can explain the reason for prediction.

Key Vocabulary
Observation, record, predict
 Primary Science Grade 4
Unit/Weekly Planning
2020-2021

Lesson Breakdown See PowerPoint week 10

See PowerPoint week 10
(Detail only applicable if
MozaBook / PPT teaching
slides not prepared)

Key Questions
How the weight of candle changes on melting? How burning is useful? How How burning is a chemical change? What happens when you bake cookies?
physical change is different from chemical change? Do you get new substance?

Support Choose examples from real life to tell how burning is useful.
Main Activity / Core Give examples of food items.
Practice: Why do you think burning of candle is a chemical change? How the
candles weight change on melting?
Extend Explain how food items change of heating?

EAL Know the words-burning, heating

SEN
Draw how cookies change on baking.

Challenge Record your prediction on page 15 and explain the reason for it. How biscuit changes if left for an hour in oven? Do you think it will be burnt? Is it a
chemical change? If Yes, why?

Week 6 Lesson 11 Lesson 12

Learning Intention
 Primary Science Grade 4
Unit/Weekly Planning
2020-2021

Success Criteria
Key Vocabulary

Lesson Breakdown

(Detail only applicable if

MozaBook / PPT teaching slides
not prepared)

Key Questions

Support
Main Activity /
Practice: Core
Extend
EAL

SEN

Challenge