Hamilton Trust Science Year 4 Chemistry Strand Separating Solids ...

Hamilton Trust 2007 Y4 - Science 

Hamilton Trust 

Science Year 4 

Chemistry Strand 

Separating Solids 

& Liquids

Science Year 4 Chemistry Strand: Separating solids & liquids 

Chn reinforce their understanding of solids & liquids & states of matter. They 

find out how solids & liquids can be separated when they become mixed & 

explore reversible changes. They create their own sorting machines & learn 

how to filter a solution. 

Session A 

Sorting material 

Session B 

Properties of solids and 

liquids 

Session C 

Solid or liquid? 

Session D 

Mixtures of solids 

Session E 

Adding solids to liquids 

Session F 

Filtering 


Descriptions of Sessions 

Chn look at a range of solids & liquids and group them in 

Venn diagrams. Investigate some materials that are 

difficult to classify and create a list of the properties of 

solids and liquids as different states of matter. 

Practise using a measuring cylinder to measure the 

volume of liquids accurately. Discover that the volume of 

a liquid remains constant when poured into different 

shaped containers. Understand that some solids can 

appear to act like liquids. 

Explore how liquids & solids solidify and melt at 

different temperatures using some everyday examples. 

Investigate how the size of particles in a liquid (or a 

solid acting like a liquid) can affect its viscosity. 

Chn face the challenge of explaining how to separate 

some materials that have become mixed up in the 

kitchen. They then make their own graded sieve &/or 

sorting machine. Vote for the best! 

The challenge becomes harder – liquid has also been spilt! 

Chn then decide how these solids can be separated from 

the liquid? Sieving again! They then investigate which 

material is the best to use for mopping up the liquid. 

Discuss which solids can be separated from liquid using a 

sieve & which need the finer filter paper. Explain that 

some solids dissolve in liquids & cannot then be separated 

by sieving or filtering. Chn investigate materials to use as 

filters.

Knowledge, skills & understanding 

Breadth 

of study 

Science Coverage – LKS2 Y4 Strands 

Programme of Study/ Strand 

Sc1 

Scientific 

Enquiry: 

Sc2 Life 

processes & 

living things 

Sc3 

Materials & 

their 

properties 

Sc4 Physical 

processes 

Breadth 

Ideas & 

evidence in 

science 

Investigative 

skills 


Friction & 

Resistance 

On the Move Hot & Cold 

Separating Solids & 

Liquids 

Life in Habitats 

1a 1a, 1b 1a, 1b 1a, 1b 1a, 1b 

2a, 2c, 2d, 2e, 2g, 

2h, 2i, 2j, 2k, 2l 

2b, 2f, 2g, 2h, 2i, 

2l 

2a, 2b, 2c, 2d, 2e, 

2f, 2h, 2i, 2l 

2a, 2c, 2d, 2e, 2f, 

2l 

2a, 2e, 2f, 2h, 2i, 

2j, 2k, 2l, 2m 

Life processes 1a, 1b 1a, 1b, 1c 

Humans & other 

animals 

Green plants 

Variation & 

classification 

Living things in 

their 

environment 

Grouping & 

classifying 

materials 

Changing 

materials 

Separating 

mixtures of 

materials 

Electricity 

Forces & 

motion 

Light & sound 

The Earth & 

beyond 

2a, 2b, 2c, 2d, 2e 

2b, 2c, 2d, 2e, 2f, 

2h 

4b, 4c 

5a, 5b, 5c, 5d, 5e 

1a, 1b 1a, 1e 1c 

2b, 2c 2a, 2b, 2d 

3a, 3b, 3c 

Circuits & 

Conductors 

2a, 2c, 2d, 2e, 2h, 

2j, 2l 

1a, 1b, 1c 

1a, 1b, 1d, 2a 1c, 1d, 2a 1a, 1c, 2a, 2b 1a, 1b, 1d, 2a 1a, 1c, 1d, 2a, 2b 1a, 1b, 1d, 2a, 2b


Science Strands LKS2 

(with equivalent QCA units) 

Year 3 Year 4 

Eating Biology (3A) On the Move Biology (4A) 

Growth of Plants Biology (3B) Life in Habitats Biology (4B) 

Material Properties Chemistry (3C) Hot & Cold Chemistry (4C) 

Rocks & Soils Chemistry (3D) Separating Solids & Liquids Chemistry 

(4D) 

Attracting & Stretching Physics (3E) Friction & Resistance Physics (4E) 

Sun & Shadows Physics (3F) Circuits & Conductors Physics (4F) 

Science Strand suggested links to current LKS2 Topics 

Topic Science Strand(s) 

Adventure in Space Space (Y5 Strand)/ Rocks & Soils/ Sun & Shadows/ Attracting 

& Stretching/ Separating Solids & Liquids/ Balanced Forces 

(Y6 Strand) 

Romans Attracting & Stretching/Material Properties/ Hot & Cold/ 

Water (Y5 Strand)/ Reversible & Irreversible Changes (Y6 

Strand) 

Once Upon a Time Growth of Plants/ Friction & Resistance/ Attracting & 

Stretching/ Life in Habitats 

Healthy Me Circulation (Y5 Strand)/ On the Move/ Eating 

Mighty Mountains Separating Solids & Liquids/ Hot & Cold/ Life in Habitats/ 

Rocks & Soils/ Separating Materials (Y6 Strand) 

Rise of the Robots Circuits & Conductors/ Attracting & Stretching/ Gases (Y5 

Strand) 

Rainforests Life in Habitats/ Water (Y5 Strand)/ Growth of Plants/ Chains 

& Webs (Y6 Strand) 

Talking of Tudors Drugs & Bugs (Y6 Strand)/ Human Reproduction & 

Relationships (Y6 Strand) 

Incredible Egyptians Material Properties/ Friction & Resistance 

Minibeasts & More Life in Habitats 

Settlements Material Properties 

Countries & Cultures: N/A 

France 

Olympics LKS2 On the Move/ Friction & Resistance/ Eating/Drugs & Bugs (Y6 

Strand)

You will need: 

Topic Y4 Science Strand Chemistry: Separating Solids & Liquids 

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter 

collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the best of Hamilton Trust’s knowledge, 

are correct and accurate at the time of publication. Notwithstanding the foregoing of any other terms and conditions on 

the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of 

such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is 

your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and 

liability for any loss or damage arising from the use of any Links. 

S You will need to collect… We will provide… 

A 

B 

C 

D 

E 

F 

Range of solids & liquids, including difficult to classify examples, such as 

cotton wool, sand, treacle. 

Access to the internet: 

http://www.abpischools.org.uk/page/modules/solids-liquids-gases/slg2.cfm 

Measuring Cylinder ITP from: 

http://www.standards.dfes.gov.uk/primaryframeworks/library/Mathematics/ 

ICTResources/itps 

A range of differently shaped and sized measuring cylinders (depending on 

how able the chn are, this could also include a range of differently graduated 

scales e.g. scales marked in 1s, 2s, 5s, 10s). A bowl of water and waterproof 

coverings for the tables. 

Access to internet: 

http://video.nationalgeographic.com/video/player/environment/environmentnatural-disasters/volcanoes/volcano-eruptions.html 

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/solids_liquids.s 

html 

http://www.seed.slb.com/labcontent.aspx?id=11660 

http://en.wikipedia.org/wiki/Iron_Age 

Long, thin modelling balloons; a range of solids e.g. lentils, sugar, flour, 

hundreds & thousands, etc and range of liquids of different viscosities e.g. 

water, washing up liquid, shampoo, hair gel, custard; string and acrylic paints 

to decorate the balloons. 

Graded sieve set for separating soil particles; a local soil; a range of sieving 

equipment e.g. tea strainers, colanders, kitchen sieves etc; a range of 

materials for making a sieve: some materials with holes e.g. fabric, netting, 

chicken wire and some without e.g. paper, card, etc. 

Discussion Drawing from session 4, selection of materials for the paper towel 

investigation e.g. cotton, man-made cloth, kitchen roll, a range of papers 

(newspaper, tissue paper, sugar paper) wood, cellophane, silver foil; measuring 

jugs and access to water; mixing tray to lay the material in; a selection of 

small pots containing sand and water and pebbles and water (enough for each 

pair of chn to have one); a selection of differently sized sieves. 

Coffee filter papers and funnel, filter paper & funnel (scientific). Magnifying 

glasses or Digital Blue microscope. A selection of materials for the filter 

investigation e.g. cotton, man-made cloth, kitchen roll, a range of papers 

(newspaper, tissue paper, sugar paper) wood, cellophane, silver foil; funnels 

and mixtures of sand/coffee ground and water; measuring jugs to catch 

liquid. 


Vocabulary 

Sort it out! 

KWL Grid 

Properties of solids & 

liquids 

NONE 

What do these 

materials have in 

common? 

Discussion Drawing 

Which material absorbs 

the most water? 

What is going on? 

Which material makes 

the best filter?

Science Year 4 Chemistry Strand: Separating Solids & Liquids 

Session A 

Sorting 

materials 

Scientific 

Enquiry 

Resources 

Objectives: To know the properties of solids and liquids. Explore different materials and 

categorize them. 

Sc3 1e Recognise the difference between solids and liquids. 

Breadth of study: 1a Look at a range of domestic and environmental context that are familiar 

and of interest to the chn. 

2a Use appropriate scientific language and terms to communicate ideas. 

Sc1 2a Ask questions that can be investigated. 

2l Use their scientific knowledge and understanding to explain observations. 

Range of solids & liquids, including difficult to classify examples, such as cotton 

wool, sand, treacle. Access to internet. 

Whole class teaching: (links to Session 2, Mountain Protection Theme, Mighty Mountains Topic) 

Recap on the learning that the chn will have covered in KS1, and also in Year 3 (Rocks and Soils) by asking them to 

complete the KWL [which stands for: What do I Know? What do I Want to know? And What have I Learnt?] grid 

(see session resources). Use this as a starter activity, to gather-up what the chn already know about the topic. At 

the end of this activity give each chd a slip of paper, on which they write down a question that they would most 

like to find the answer to by the end of the topic. Keep the chn’s questions and KWL grids for use in the plenary 

of session 6. 

Group activities: 

Independent activity: 

1. Show the chn a range of different solids, with labels: e.g. sand, sawdust, stones, metal pipe, etc (see session 

resources). The chn work in mixed ability pairs to groups these materials using the labels in a Venn diagram. 

The chn should not stick the labels down, but place them, so that they can re-use the activity later in the 

lesson. Talk through with the chn how they have grouped the solids: What headings have they used? Were 

there any solids that were difficult to place? Can you give another example of a solid that could be placed in 

that heading? Why did you place that solid under that heading? 

2. Show the chn additional materials, this time liquids. Give the chn additional labels and ask them to resort the 

objects into two groups. Although most chn will divide up the objects in to solids and liquids, you may need to 

support some of those chn who will not be able to make this distinction between the states of matter for the 

objects you have given them. Pull this activity together and talk about the headings that the chn have used: 

accept most answers, but direct the conversation to solid and liquid. Any groups who have not sorted based 

on these criteria should then do so. 

3. In their pairs the chn try to define the properties of a solid and liquid (see session resources). Display a 

range of questions that will prompt discussion between pairs e.g. Are all liquids colourless? Can you spill a 

solid? What happens if a liquid is placed into a different container? What happens if you tilt the container 

that a liquid is in? 

4. Using their definition the chn then try to name the state of matter for: sand, cotton wool, rice, sponge. 

Extension: Using the vocabulary for the Strand chn use a dictionary to find definitions of the words, which they 

type out/write out for inclusion on a display of the key words for the Strand. 

Plenary: Collect up the chn’s definitions for a solid and liquid on to a class chart (see session resources for a 

completed example). This will be used throughout the unit so should be placed on display for the chn to have 

access too. Use: http://www.abpischools.org.uk/page/modules/solids-liquids-gases/slg2.cfm to see if any 

properties have been omitted (if so add them to the resource). Highlight that in the next lesson you will be 

testing to see if the volume of a liquid remains constant when poured into a differently shaped container, take a 

vote from the chn. Will it? Won’t it? 

I can: 

1. Sort materials into solid or liquid. 

2. Define the properties of a solid and a liquid. 

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users 

Y4 Chemistry Separating Solids & Liquids – 6 Sessions With thanks to The Oxford Trust for funding 

support

Separating solids and liquids 

What do I know? What do I want to know? What have I learnt? 

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y4 – Sc - Separating Solids & Liquids – Session A

Labels for solids 

for Venn diagram 

sand saw-dust stone dried peas metal pipe 

fabric wood plastic ceramic tile glass 

paper card rubber graphite leather 

carrot cotton thread terracotta 

Labels for liquids 

for Venn diagram 

treacle washing-up liquid water orange juice tea 

milk lemon juice coffee lemonade mouth-wash 

hot-chocolate squash apple juice golden syrup honey 


Sort if out! 

What headings will you use? 


Keep their shape unless they are broken 

Do not flow 

The properties of solids and liquids 

Solids Liquids 

Cannot be compressed (keep the same volume) 

Do not keep their shape, they take the shape of 

the container they are in 

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y4 – Sc - Separating Solids & Liquids – Session A 

Flow 

Cannot be compressed (keep the same volume)

Vocabulary 

solid liquid freeze solidify dissolve 

solution filter dissolved un-dissolved sieve 

absorb magnetic properties volume filtering 

sieving dissolving melting solidifying freezing 

matter 

state of 

matter 

man-made material process 



Session B 

Properties 

of solids & 

liquids 

Scientific 

Enquiry 

Objectives: To use a measuring cylinder to measure the volume of liquids accurately. To know 

that the volume of a liquid remains constant when poured into different shaped containers. 

Sc3 1e Recognise that liquids flow and maintain their volume. 

Breadth of study: 2a Use appropriate scientific language and terms, including SI units of 

measurement to communicate ideas. 

Sc1 2f Make systematic observations and measurements. 

2e Use simple equipment and materials appropriately and take action to control risks. 

Measuring Cylinder ITP from: 

http://www.standards.dfes.gov.uk/primaryframeworks/library/Mathematics/ICTResources/itps. 

Resources A range of differently shaped and sized measuring cylinders (depending on how able the 

chn are, this could also include a range of differently graduated scales e.g. scales 

marked in 1s, 2s, 5s, 10s). A bowl of water and waterproof coverings for the tables. 

Whole class teaching: 

Remind chn on the vote taken in last session. Remind them that in this lesson they will be investigating if the 

volume of a liquid remains constant when poured into a differently shaped container. Explain to the chn that being 

aware of how to measure liquids is the basis for this lesson, as this will allow them to test the idea that a liquid 

maintains its volume, even when it is poured into a differently shaped container. 

Revise how to measure the volumes of liquids with the chn using the measuring cylinder ITP from: 

http://www.standards.dfes.gov.uk/primaryframeworks/library/Mathematics/ICTResources/itps and scroll down 

to Measuring Cylinder. You should use a range of intervals on the scale and allow the chn to let liquid into and out 

of the measuring cylinder. This is always a fun activity! 

Remind the chn of one of the key properties of a liquid: that its volume will remain constant even when poured into 

a differently shaped container. Pour some coloured liquid (white is a good colour to dye the water as it stands out 

well) into a range of differently shaped containers and talk to the chn about what happens: the shape of the liquid 

is changing, but from measuring the volume we can see that it remains constant. 

Group activities: the chn will complete both activities. It is advisable for the lower ability to start with the 

adult-led activity and then move to the independent activity. 

Adult-led activity: 

Repeat the main teaching activity to ensure that the chn are able to read the scale on a measuring cylinder, focus 

on measuring in integers of 1, 2, 5 and 10. If they are able to read successfully, then invite them to measure given 

volumes using water and measuring equipment. The chn then pour their given volume into a differently shaped 

container and re-read the volume to see if it has been maintained. 

Independent activity: for this activity it is advisable for the chn to work in mixed ability pairs, with those chn 

from the middle and upper ability group. 

Set up an activity for the chn to pour water into different shaped containers that are calibrated so that the chn 

can see that although the shape may change the volume remains the same. Emphasise that the chn need to start 

with a known volume, in order to see if its volume is maintained in the new container. If you label each of the 

containers with a letter, then this allows the chd to record the volume of a liquid in at least two containers by 

drawing it. Note: If you know the letter of the containers that they have used, then you can check to see if they 

are accurate. 

Extension: Give the chn access to rice and/or sand. Use the solids/liquids definition (see Session A resources) to 

decide if they are solids or liquids. Note: What happens when you tilt a container of rice/sand, that both can be 

poured, that the total volume remains the same when poured into a differently shaped container. Ask chn to look 

at particles with magnifying glass – can they identify the properties of solids that are shown? 

Plenary: Return to the vote and the initial focus; that in this lesson they will be investigating if the volume of a 

liquid remains constant when poured into a differently shaped container. Ask the chn: Who was right? Has anyone 

had to change their mind? 

I can: 

1. Measure the volume of a liquid. 

2. Recall that the volume of a liquid remains constant, but that its shape can change. 

3. Explain that some solids act like liquids – can be poured, total volume remains the same. 



support


Session C 

Solid or 

liquid? 

Scientific 

Enquiry 

Resources 

Objectives: To explore how solids and liquids can melt and solidify. To know that when objects 

melt a rise in their temperature is needed and when they solidify the converse is true. To know 

that the particle size of a solid or liquid can affect the way they move. 

Sc3 1a Compare everyday materials and objects on the basis of their material properties. 

2b Describe changes that occur when materials are heated or cooled. 

2d Find out about reversible changes, including melting & freezing. 

Breadth of study: 2a Use appropriate scientific language and terms, including SI units of 

measurement to communicate ideas. 



Long, thin modelling balloons; a range of solids e.g. lentils, sugar, flour, hundreds 

& thousands, etc. and range of liquids of different viscosities e.g. water, 

washing up liquid, shampoo, hair gel, custard; string and acrylic paints to 

decorate the balloons. 

Whole class teaching: (links to Session 2, Mountain Protection Theme, Mighty Mountains Topic) 

Show chn a selection of pictures (see session resources) and ask them to think of as many things as possible that 

all of the pictures have in common. You will have to highlight the material e.g. water, and then the state of matter 

e.g. solid or liquid. Collect up the answers, but focus the chn to elicit that all of the materials can exist as both a 

solid and a liquid. Use the pictures as cues for the following discussion. Ask the chn to focus on the ice-cube and 

when it is a solid and when it is a liquid. What conditions are necessary for this to happen? Ask how you melt ice 

or how you freeze water. Ask the chn to work with a partner to think of other materials that can exist as both a 

solid and a liquid, and when they melt or solidify. 

Show the chn: http://video.nationalgeographic.com/video/player/environment/environment-naturaldisasters/volcanoes/volcano-eruptions.html 

explaining that some materials have to reach very high temperatures, 

compared to others, in order to melt. Rock needs to reach in excess of 1500°C to turn into magma, whilst water 

only needs to reach 1°C. 



Explain to the chn that the size of the particles in a solid (that acts like a liquid) and a liquid can affect the way 

they move. To explore this further make Balloon Snakes: this will compare how solids & liquids move and how 

particle size and viscosity can affect this. Use long thin modelling balloons with a range of solids e.g. lentils, sugar, 

flour, hundreds & thousands, etc. and range of liquids of different viscosities e.g. water, washing up liquid, 

shampoo, hair gel, custard. Ask pairs of chn to fill their balloon with their chosen material. Tie a knot in end and 

add string. The chn could decorate as ‘snakes’. The chn then try moving the snakes through their fingers by pulling 

on the string. Allow the chn to compare theirs with other chn’s snakes. Ask questions: Which move most 

smoothly? Which flow better – larger or small particles, liquids or solids? What size particles have found in 

less runny (more viscous) liquids? 

Independent activity: two activities for the chd to engage with 

1. Chn undertake the activity: 

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/solids_liquids.shtml. They investigate the 

temperature at which materials melt or solidify. 

2. Chn undertake this activity: http://www.seed.slb.com/labcontent.aspx?id=11660 to explore the rate at 

which objects fall through liquids of different viscosity. 

Extension: Chn use http://en.wikipedia.org/wiki/Iron_Age to reach and collate information about the Bronze and 

Iron ages, when man first discovered he could melt metals and transform their shape into useful objects. 

Plenary: http://www.bbc.co.uk/wales/celts/factfile/art.shtml. Investigate together how the Celts heated ores 

to make molten or more malleable metal that could be worked into different designs. 

I can: 

1. Explain that different materials melt and solidify at different temperatures. 

2. Explain how the particle size in a liquid affects the way it moves. 



support

Solids and Liquids 

What do these pairs of materials have in common? 


Y4 – Sc - Separating Solids & Liquids – Session C


Session D 

Mixtures 

of solids 

Scientific 

Enquiry 

Resources 

Objectives: To know that solids can be separated in a variety of ways. To develop the idea that 

solids can be separated using a graded sieve. 

Sc3 3a Know how to separate solid particles of different sizes by sieving. 

Breadth of study: 1d Use first-hand data to carry out a range of scientific investigations, 

including complete investigations. 



Graded sieve set for separating soil particles; a local soil; a range of sieving 

equipment e.g. tea strainers, colanders, kitchen sieves etc; a range of materials 

for making a sieve: some materials with holes e.g. fabric, netting, chicken wire 

and some without e.g. paper, card etc. 

Whole class teaching: (could do soil separation as in Session 9a, Our Planet Theme, Adventure in Space Topic) 

Remind chn of the earlier learning they will have covered in Year 3, with Rocks and Soils. In that Strand, there was 

an emphasis on knowing that differently sized solid objects can be separated, for example stones can be separated 

from soil. In this example the separation is reversible – the stones can be added back to the soil to produce the 

original mixture of solids. The separation was achieved by using a graded sieve: where the soil was sieved through a 

number of differently sized holes in a number of sieves with each sieve separating differently sized particles in 

the soil. If it is possible it would be useful to show the chn a sieve sorting differently sized particles found within 

a local soil. 

Show the chn the Discussion Drawing. Explain to them that there has been an accident in the kitchen! Set the 

scenario by explaining that the babysitter let the young toddler into the kitchen cupboards to find the biscuit tins. 

Because they couldn’t find the biscuit tin the toddler looked in all of the tins, boxes and drawers in the cupboards. 

As such lots of different solids have become mixed together. Ask the chn to name the things that they can see: 

e.g. flour, salt, rice, dried peas, lentils and paper clips. In pairs the chn think of how they could separate the solids 

that have become mixed together. Remind them once again of the example you started with at the beginning of the 

lesson (the graded sieve) and why this was effective. 

Collect up the chn’s suggestions on the f/c, as a bank of ideas. Focus the chn towards making their own graded 

sieves, or sorting machine that has large, medium and small holes in succession. 


Adult-led activity: with those chn who will find the independent teaching activity difficult. 

Using a range of sieving equipment e.g. tea strainers, colanders, kitchen sieves etc. chn order the size of the holes 

in each piece of equipment from the smallest to the largest. 

Independent activity: The aim of this task is to make a graded sieve with three layers: large holes at the top, 

medium in the middle and then small holes at the bottom. Chn should have access to a range of materials with 

differently sized holes e.g. netting, fabric, chicken wire etc. but also materials e.g. paper, card etc. where holes 

can easily be made. 

Extension: Chn devise a sorting machine for different sized coins e.g. £1 and 1p coins collected during the school 

fete. Note that the diameter and the thickness of the coins differ. 

Plenary: A show and tell time: invite the chn to bring their sorting machines to the carpet and to explain how they 

created it. Ask the chn to justify the choices they made in materials and techniques, and how successful they think 

their machine is at sorting. Compare machines and vote for a Designers Award! Note that a magnet can be used to 

separate the paper clips!! 

I can: 

1. Separate differently sized solids by sieving. 

2. Make a sieving machine to sort particles of different sizes. 



support


Session E 

Adding 

solids to 

liquids 

Scientific 

Enquiry 

Resources 

Objectives: To know solids can be separated in a variety of ways. To develop the idea that solids 

can be separated from liquids by sieving. To investigate absorbed materials. 

Sc3 3c Know how to separate insoluble solids from liquids by filtering. 

Breadth of study: 1b Look at the part science plays in the development of many useful things. 

Sc1 2c Think about what might happen or try things out when deciding what to do, and what 

equipment to use. 

2d Make a fair test or comparison by changing one factor and observing or measuring the effect 

while keeping other factors the same. 

2f Make systematic observations and measurements. 

Discussion Drawing from session 4, selection of materials for the paper towel 

investigation e.g. cotton, man-made cloth, kitchen roll, a range of papers (newspaper, 

tissue paper, sugar paper) wood, cellophane, silver foil; measuring jugs and access to 

water; mixing tray to lay the material in; a selection of small pots containing sand and 

water and pebbles and water (enough for each pair of chn to have one); a selection of 

differently sized sieves. 

Whole class teaching: 

Remind chn of the Discussion Drawing used in the previous session (see resources). Remind chn of the scenario: 

the babysitter let the young toddler into the kitchen cupboards to find the biscuit tin. Because they couldn’t find 

the biscuit tin the toddler looked in all of the tins, boxes and drawers in the cupboards. As such lots of different 

solids have become mixed together. Remind chn that in the previous session all of the items that had become 

mixed up, were dry. In this lesson we are going to imagine what would happen if the toddler had also knocked over 

a jug of water and some of the items had become mixed with water. 

Explain to the chn that you will be investigating two issues that have arisen from this disaster: 

• How can solids be separated from liquids? 

• What material will make the best towel to absorb the spilt liquid? 

Chn will complete both activities, so split the group into half. 

Adult-led activity: This is a longer task; if the chn finish the independent activity they can complete the 

extension task until you are ready to swap groups. 

Show chn a paper towel and how you can use it to mop up water. What material will make the best replacement 

towel to absorb the spilt liquid? We will decide by finding out which material absorbs the most water. 

The chn will work in pairs for this investigation, using two different materials. Allow the chn access to a range of 

different materials e.g. cotton, man-made cloth, kitchen roll, a range of papers (newspaper, tissue paper, sugar 

paper) wood, cellophane, silver foil. To ensure that this is a fair test make sure that the materials are the same 

size, and they should be of approximately equal weight. Using a tray (mixing palette from art resources. You 

should make sure that the material can lay flat in the container) pour in 100ml of water, and record how much 

water is left in the tray after 30 seconds, when the material will be removed. Allow the chn an opportunity to 

directly compare their materials. Which one absorbed the most water? How do we know? Record the different 

materials that chn used and the amounts of water they absorbed, for use in the plenary (see session resources). 

Remember: the water left in the tray needs to be measured, and that value taken away from 100ml, to find the 

amount of water that has been absorbed! 


Working in pairs for this activity. Provide chn with mixtures of sand & water and pebbles & water in small pots. 

The pairs take one pot and using sieves of different types (tea strainers, colanders, kitchen sieves etc.) they 

separate the solid from the liquid. When the groups swap over, the separated materials will need to be 

recombined. 

Extension: http://www.bbc.co.uk/schools/ks2bitesize/science/activities/materials.shtml. Initially you may like to 

focus the chn at testing the waterproof quality of each material, but it may also help them to explore the other 

qualities of materials and help them to make judgements about their suitability for replacing a paper-towel. 

Plenary: Return to the table of data made in the adult-led activity. Ask the chn to talk to a partner and decide 

which material would make the best substitute for a paper towel. Initially the chn will focus on how much water 

will be absorbed, but you may like to extend their thinking by asking them to consider: how much the material 

would cost to produce, could it be recycled, is it strong enough to wipe a surface, could it be used to reach into 

corners, are there materials that absorb the same amount of water? And so on. 


Y4 Chemistry Separating solids and liquids – 6 Sessions With thanks to The Oxford Trust for funding 

support


I can: 

1. Separate solids and liquids using sieves. 

2. Investigate which material would be most suitable to replace a paper towel. 


Y4 Chemistry Separating solids and liquids – 6 Sessions With thanks to The Oxford Trust for funding 

support

Which material absorbs the most water? 

Material Amount of water absorbed (ml)


Session F 

Filtering 

Scientific 

Enquiry 

Resources 

Objectives: To know that solids can be separated in a variety of ways. To develop the idea that solids 

can be separated from liquids by filtering. To understand the term solution. 

Sc3 2a Describe changes that occur when materials are mixed. 2d Know about reversible changes, 

including dissolving. 3b Understand that some solids dissolve in water to give solutions but some do not. 

3c Know how to separate insoluble solids from liquids by filtering. 

Breadth of study: 1d Use first-hand data to carry out a range of scientific investigations, including 

complete investigations. 

Sc1 2c Think about what might happen or try things out when deciding what to do, and what equipment 

to use. 2d Make a fair test or comparison by changing one factor and observing or measuring the effect 

while keeping other factors the same. 2f Make systematic observations and measurements. 

Coffee filter papers and funnel, filter paper & funnel (scientific). Magnifying glasses or 

Digital Blue microscope. A selection of materials for the filter paper investigation e.g. cotton, 

man-made cloth, kitchen roll, a range of papers (newspaper, tissue paper, sugar paper) wood, 

cellophane, silver foil; funnels and mixtures of sand/coffee ground and water; measuring jugs 

to catch liquid. 

Whole class teaching: (links to Sessions 9 & 9a, Mountain Ranges Theme, Mighty Mountains Topic) 

Show chn the range of sieves that you have used throughout this unit e.g. tea strainers, colanders, kitchen sieves etc. 

Talk about the sorts of objects that can be sorted by each of the graded sieves. Highlight that each sieve is of a 

different size/grade and that objects get trapped in the sieve that are bigger than the size of the hole (smaller 

objects fall through). Focus on the smallest grade of sieve and ask: Would this sieve be able to sieve flour when it 

had been mixed with water? Vote for either Yes or No, and ask chn to provide reasons for their decision. Using a 

solution of flour and water, model that it is no good. 

Ask chn to ‘Thought Shower’ what else could be used as a very fine sieve. The chn will suggest many items, but suitable 

suggestions could include: muslin, blotting paper, fabrics, gauze bandage, and paper towels. The chn may need to be 

shown examples of these materials and given time to handle and observe them if they are not able to suggest many 

suitable materials themselves. 

Show chn a coffee percolator or a cafetiere explaining that the very fine material stops the coffee grounds from being 

poured into a cup of coffee. Show chn an example of a coffee filter paper and a coffee filter funnel and demonstrate 

pouring a solution of ground coffee and water through the filter paper – to separate the liquid and solid. Show chn some 

filter paper circles (scientific) and a filter funnel (scientific) and explain that scientists use similar apparatus as a very 

fine sieve. Chn could look at filter paper through a magnifying glass (or Digital Blue microscope) to see the small holes. 

Explain that sometimes we can dissolve a solid into a liquid and that these cannot be separated by filtering. These 

liquids are called solutions, and the solid cannot be seen, though the liquid may become coloured. 


Model the process of mixing sugar/salt with water to produce a solution. In this example the solution is the name given 

to dissolved sugar/salt in water. Highlight that we can no longer see the sugar/salt in the liquid. Pour the solution 

through a filter paper. Notice that there are no solids left on the filter paper, but tasting the solution indicates that 

the sugar/salt is still present in the liquid. Emphasise that this solution can be tasted because we know what has been 

put into it, but that other solutions in science investigations may be dangerous and should not be tasted. 


Using a selection of materials, including filter paper, and an amount of sand/coffee grounds in water, the chn 

investigate which materials make the best filters. You may like to scaffold this investigation for the chn, or you may 

like to give them more opportunities to structure their own investigation. In the session resources there is an adaptable 

resource to help the chn plan and carry out their investigation. This may offer a summative assessment opportunity of 

their skills of scientific investigation. 

Extension: What is going on? This activity represents a final assessment of the learning that has been covered in this 

strand. The chn match the everyday activity/process to the scientific word that describes that activity/process. See 

resources. 

Plenary: 

Emphasise to the chn that when a solid has dissolved in water it is still there, but the particles are small enough to go 

through the holes in the sieve (the filter). Return to the KWL grids begun in session 1 and add information to the last 

section – What have you learnt? Can the chn answer any of their questions that you collected in session 1? 

I can: 

1. Separate solids and liquids using filters. 


Y4 Chemistry Separating Solids & Liquids – 6 Sessions With thanks to The Oxford Trust for funding support


2. Explain what a solution is. 


Y4 Chemistry Separating Solids & Liquids – 6 Sessions With thanks to The Oxford Trust for funding support

Match these processes or activities to the right scientific word to describe them! 

Cut out the words in bold and match them to the process or activity! 

Dipping a teabag in hot water 

Adding salt to a pan of potatoes 

Making ice-cubes 

Getting lumps out of flour 

Warming fat in a frying pan 

Warming a frosted windscreen 

Adding sugar to a cup of tea 

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y4 – Sc - Separating Solids & Liquids – Session F

solidifying 

solidifying 

solidifying 

dissolving 

dissolving 

dissolving 

Scientific words 

freezing 

freezing 

filtering 

melting 

freezing melting 

filtering 

filtering 

melting 

sieving 

sieving 

sieving 

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y4 – Sc - Separating Solids & Liquids – Session F

This is what we want to find out: 

We will need this apparatus: 

This is how we will set it up: 

We are testing this variable (so it will 

change): 

v 

These variables will stay the same (to 

make it a fair test): 

v 

v 

v 

v 

v 

v 

This is how to carry out the investigation: 

This is what we found out: 

The material that made the best filter is: 

Because… 


Y4 – Sc - Separating Solids & Liquids – Session F

Hamilton Trust Science Year 4 Chemistry Strand Separating Solids ...

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