Bound for Success Scope and Sequence Statements

SCIENCENatural and Processed MaterialsConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Properties ofmaterialsDifferent materialshave differentproperties and there isa relationship betweentheir properties andwhat they are used for• Recognises that things aremade of different materialssuch as wood, plastic,glass, metal, concrete,fabric and can say whatcommon things are madeof. T• Uses their senses todescribe the ways thingsfeel different (rough,smooth, hard, soft) lookdifferent (shiny, differentcolours) taste different(sweet, bitter, sour), smelldifferent (nice, nasty).• Says what commonmaterials are used for (e.g.says “glass is used forwindows, bricks are usedfor houses and wool isused for jumpers”). T• Knows that differentmaterials can also ‘act’ orbehave differently (e.g.elastic bands stretch,aluminium foil scrunches,paper and wood dent,fabric and paper tear).• Knows that the types ofmaterials things are madefrom and what they areused for are related (e.g.says “sponges soak upwater” and “concrete isused to make footpathsbecause paths are made ofhard stuff”).• Recognises that someobjects look similar but aremade of different materials(e.g. says “this chairs lookthe same but that one ismade of metal and this oneis made of plastic”).• Recognises that an objectcan be made from a rangeof different materials (e.g.says “my bike has someparts that are plastic andsome parts that aremetal”).• Examines and comparesthe observable propertiesof common materials in avariety of everyday objects(e.g. says “fur, wool andhair are soft and concrete,wood and metal arehard”).• Recognises that somematerials come fromthings in nature (e.g.wood, wool, milk) andsome from other sources(e.g. glass).• Understands that air is atype of material (e.g. says“I can breathe in air” or“when I blow up a balloonit fills up with air” [*air isnot a real substance].• Recognises that a varietyof different objects can bemade from the samematerials (e.g. a bike,knife, jug and window -metal; footpath, buildingfence -concrete; cake andcustard - egg, flour, sugarand milk).• Recognises that somematerials are used to makecertain types of things andnot others (e.g. says “youuse wood and concrete tobuild things but can’t makea pillow from concrete”).T• Compares properties of anobject with those of thematerial from which it ismade (e.g. compares eggsand sugar (hard and runny)with meringue (soft andlight) and sand, cementand water (hard, powderyand runny).• Recognises that differentmaterials are used fordifferent purposes and hasan understanding of thereasons in terms ofproperties (e.g. says “thebathroom has tiles on thefloor because it can getwet” and “ you can’t use aplastic spoon to take thelid of the tin because it willbreak).• Understands how theselection of materials for aspecific purpose dependson what it is required foras well as the properties ofthe materials that are beginconsidered (e.g. a bridgerequires hard, strong, longwearingmaterials ratherthan soft, weak materialssuch as plastic, fabric andceramic).• Chooses materials theyconsider would be best forspecific purposes based onthe properties and sayswhy (e.g. says “I woulduse wood to make a boatbecause it floats”). T• Recognises that there canbe different types of onematerial and they havedifferent uses dependingon their properties (e.g.says “paper can be hard orsoft heavy or light, thick orthin and that ‘tissue isused for blowing noses onand thick paper is forwriting on”).• Knows that all glues stickthings together but thatdifferent glues are used fordifferent purposes, anddifferent types of stickytape are stronger, wider,and more transparent andthese determine their use.• Knows there are differenttypes of familiar metalsand can identify somecommon uses for these,making connectionsbetween uses and theirproperties (e.g. says “goldand silver are used formaking jewellery becausethey shine up well are softand easy to shape” and“copper and aluminiumare used for saucepansbecause they heat upquickly”).• Knows that manymaterials are composed ofparts (e.g. grains or fibres)some of which may not bevisible with the naked eyebut may be visible with amagnifying glass.• Explores the relationshipsbetween properties,composition and use ofdifferent materials.• Knows that different typesof one material havedifferent uses but that theyoften share similarproperties because theyhave the same buildingblocks (e.g. says “there arehard plastics such asmelamine, and soft plasticssuch as book covering andyou shouldn’t put softplastics near constantheat” and “some ceramicscan go in the oven butsome will break”).• Knows that whether asubstance dissolvesdepends on the quantityand type of substance (e.g.says “it’s easy to dissolvea teaspoon of sugar in acup of water but a lotharder to dissolve a half acup of sugar in it” and“jelly crystals dissolve bestin boiling water”).• Recognises by using amagnifying glass ormicroscope, that materialsare made up of muchsmaller parts than they firstappear.• Knows the basicdifferences between solids,liquids and gases (shape,volume, compressibility,ability to be poured) andexamples of these.• Knows that matter iscomposed of atoms whichare so small they cannot beseen and that an element isa substance made up ofonly one type of atomrecognising that theseoccur as solids, liquids orgases.• Knows that there are over100 types of atoms andrecognizes fifteen of themost common atoms.• Knows that compounds aremade up of two or moretypes of atoms.• Knows the basic properties(phase, colour, occurrence,use) and symbols of thecommon elements.• Produces and testshydrogen, oxygen andcarbon dioxide.• Knows that molecules aremade up of groups ofatoms in prescribednumbers; explains thisusing models and writesthe formulae of commonsubstances and compoundsincluding water, oxygen,gas, salt, carbon dioxideand sugar.• Uses scientific models andterms to explain theproperties of materials.• Knows the basic structureof the periodic table andrecognizes that elementsare grouped togetheraccording to theirproperties.• Compares the properties ofmetals and non-metals andunderstands how these canbe changed by mixing withother substances toproduce alloys; recognisescommon alloys and theiruses.• Knows that families ofelements and compoundscan have similar structures,properties and uses.Recognises symbols of atleast the first twentyelements and understandsand write the formulae ofcommon compounds.• Knows that atoms have anucleus made up ofprotons and neutrons and acloud of electrons, and theelectric charge of these.• Knows the behaviour ofsolids, liquids and gases interms of the particle modeland describes theproperties of everydaymaterials in terms of themodel including strength,conductivity, hardness,flexibility and solubility.• Groups materials based onsimple criteria (e.g.runny/not/runny, hard/soft,strong/weak• Groups or sorts materialsthat are ‘runny’ and ‘notrunny’ and says which aremore runny than others, orthose that can be poured ornot poured.• Sorts similar materials intogroups based on whatmaterials are used for (e.g.groups as building,sewing, cookingmaterials).• Knows that materials thatare ‘runny’ are calledliquids while materials thatare hard are called solids.• Recognises that somematerials occur in nature(e.g. wood, gold, fruit,eggs) while other are manmade (e.g. plastics) andcan sort things on thisbasis.• Knows that the propertiesof different materials canbe used to group themtogether (e.g. materialsthat will stretch such aselastic, poster putty) ormaterials that aretransparent (clear plastic,glass, some fabrics, water).• Compares the solubilitiesof substances includingwater, milk, vinegar, oil,orange juice, salt water ondifferent liquids (solvents)and groups them accordingto their solubility.• Knows that materials canbe classified as beingsolid, liquid or gas andrecognises some basicsimilarities or differencesbetween these (e.g. says“solids don’t changeshape but liquids andgases do” and “gases andliquids can be poured butsolids can’t”).• Knows the basic propertiesof metals (malleability,ductility, conductivity,shiny, sonorous) andspecifies uses for familiarexamples (e.g. says whichmetal is best suited towhich use in terms of itsproperties such as “gold isused for jewellerybecause…. “ and “copperis used for wiringbecause…”). T• Knows a solution is madeup of a solute and solventand gives commonhousehold examples ofthese. Recognises thatsolutions can be strong orweak, concentrated ordilute. Understands thedifference betweenmixtures and solutions anddescribes these usingexamples.• Explains the effects of heaton particle movement andgives everyday examples(e.g. butter melting,expansion of metal lids inboiling water, gas insideballoons expanding on ahot day) and understandswhy certain materials arechosen for specific usesbased on this information.• Knows that substanceshave different melting andboiling points and thatthese can change underdifferent conditionsincluding levels ofimpurities and atmosphericpressure.• Writes formulae forchemical substances,understanding the meaningof numbers used.• Knows that solutions canbe saturated andBound for Success Scope and Sequence Statements V2 Page 61 Working Document Semester One 2007