Can you understand that even though the containers are different shapes, the volume has not changed because the liquid takes the shape of its container. (Helps children to understand the properties of liquids)
Can you understand that even though the containers are different shapes, the volume has not changed because the liquid takes the shape of its container. (Helps children to understand the properties of liquids)\n\nYear 4
Inquiry: Does the volume (amount) of a liquid change if it is placed in a different container?
Liquids can take the shape of their container, but have a definite/fixed/certain volume
1. For this inquiry experiment, set up as many stations with two measuring cups/beakers as you have available. I had 7 stations (14 measuring cups)
I tried to place a small measuring cup with a bigger measuring cup.
A small beaker with a big beaker
a tall skinny beaker with a short, wide measuring cup (they all must have 1 cup labeled)
2. Once, all stations are set up with two measuring cups/beakers, place 1 cup of water in only one of the cups. Students will take turns pouring water into the empty measuring cup to see if the volume of a liquid changes when it is placed in a different container.
Studens will get the most conceptual understanding that Volume (amount) of liquid stays the same even if the shape of the container changes if they are able to see this work with different shapes and sizes of measuring cups that all can measure 1 cup. 1 cup in a small measuing cup is the same as 1 cup in a measuring cup that can hold 2 cups. The amount/volume of the liquid stays the same. However, if you only have one kind of measure cup available, you could still make this activity work in small groups or a whole class observation while you do the pouring. You may use this inquiry recording sheet however you see fit! :)
I had my students buddy up and SCOOT to each station. (2014/15) When it was their turn at a station, the first partner would look at 1 cup of water in the container it was in and then pour it into the empty container. Then the second partner would check to see the amount in the new container. Then the second partner would have a turn pouring it back into the original measuring cup/beaker.
(2015/16) This year, I had students work in 4 groups. On each table set, I put a cup, pint, quart, and gallon. Students took turns pouring the cup into the other containers and discussing if it was still the same amount of space/1 cup.
**This resource has been recommended by the TES Resource Team**
Resource UPDATED June 2016. Thank you for all the positive comments and ratings.
This highly visual presentation contains 67 slides that will get your learners thinking about electricity and electric circuits. Scaffolded note-taking worksheets for pupils, homework assignments and a quiz are also provided. Appropriate for your Year 7 or Year 8 pupils. Learning objectives covered in this resources are listed below.
• By the end of this lesson, pupils should know:
1. that electricity is a form of energy.
2. that current electricity can be produced from cells, batteries or the mains
3. that there are a range of appliances in the home, which use electricity.
4. that we can represent components by symbols.
5. that current electricity flows in conductors but not in insulators.
6. that a complete path is needed from one side of the battery to the other for electricity to flow.
7. how a switch works.
8. that there are two types of circuit, series and parallel.
9. that current is measured in Amps.
10. that current is measured using an ammeter.
11. how to connect and use an ammeter.
12. that in a series circuit, the current is the same all the way round the circuit.
13. that in a parallel circuit, the current is shared but not lost or used up.
14. that the current in a series circuit depends upon the number and type of components used.
15. that a battery is a store of electrical energy.
16. that voltage is a measure of the amount of energy or push given to the current.
17. that more cells in series equals more voltage.
18. that the effect of voltage upon current and bulb brightness.
19. that an electric current causes a wire to become hot. .
20. that the bigger the current, the higher the temperature of the wire.
21. that if too much current flows, the wire will melt.
Hope you find it useful. Please rate and comment.
A fun experiment using eggs to test what material will do the best job at protecting them from breaking. It is linked to a topic on Space. The children loved trying to protect their egg astronauts (Eggonauts).
Need: eggs, variety of materials, metre ruler and a tray. (for egg to land in)
Check out my other resources at - https://www.tes.com/teaching-resources/shop/jreadshaw
**This resource has been recommended by the TES Resource Team**
**UPDATED June 2016** Thank you for all the positive comments and ratings.
This resource pack includes a highly visual and engaging 33-slide PowerPoint presentation that teaches magnetism to year 7 or year 8 pupils. Scaffolded note-taking worksheets for learners have been customized to go along with these PowerPoint presentations. Two additional worksheets and a quiz are also included. The learning objectives are listed below.
By the end of this series of lessons, pupils will:
1) be introduced to the discovery and history of magnets
2) know the elements that have magnetic properties
3) observe how magnets attract or repel each other and attract some materials and not others
4) compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
5) describe magnets as having 2 poles
6) predict whether 2 magnets will attract or repel each other, depending on which poles are facing
7) know that materials contain groups of spinning electrons called domains
8) know that the domains are aligned in magnetic materials
9) know that the domains of a non-magnetic material are not aligned
10) learn about magnetic fields by plotting with compass, representation by field lines
11) learn about Earth’s magnetism, compass and navigation
12) explore the magnetic fields of permanent and induced magnets, and the Earth’s magnetic field
Please rate and comment. Cheers.
An A4 page in black and white, that students of any age can colour in for fun, or as part of a lesson or topic. Can be photocopied once downloaded.
- Seaside, Oceans, Coast
- Rocks and Geology
- Patterns, Shading, Depth
- Geography: How does the ocean shape the rocks, what are pebbles?