Classroom Resources

In this lesson, students will be able to plan and carry out an investigation to identify which two of the three ingredients in baking powder react to produce a gas when water is added. Students will be able to explain that mixing substances can cause a chemical reaction that results in the formation of a new substance. Students will also be able to explain that substances react in characteristic ways and that the way a substance reacts can be used to identify the substance. 

In this lesson, students will be able to explain that mixing substances can cause a chemical reaction that results in the formation of a new substance. Students will be able to plan and carry out an investigation to compare the amount of bubbles produced by a solid “soap scum” precipitate with the bubbles produced from soap. Students will also be able to explain that different substances react in a characteristic way that can be used to identify a substance.  

In this lesson, students will be able to explain that the density of a liquid has to do with how heavy it is for the sample size. Students will also be able to explain that if a liquid is denser than water, it will sink when added to water, and if it is less dense than water, it will float. As a demonstration, the teacher will compare the weight of an equal amount or volume of water and corn syrup so students can observe that corn syrup is denser than water and sinks. Students will compare the weight of an equal amount or volume of water and vegetable oil and see that vegetable oil is less dense than water and floats. Students add corn syrup to layered oil and water and see the corn syrup sinks below both the oil and water.

In this lesson, students will be able to explain that if two substances cause to turn a pH indicator different colors, they must be different substances. Students will be able to explain that the color that a substance turns a pH indicator is a characteristic property of that substance. Students will also be able to explain that different substances react in characteristic ways that can be used to identify a substance. 

In this lesson, students will be able to explain that if they mix baking soda with two different substances in separate containers and observe different signs of chemical reactions, it must be because the two substances are different. The substances must be made from different molecules, which react differently with baking soda. Students conduct a reaction with citric acid and baking soda in a universal indicator solution. The resulting chemical reaction produces a gas, causes a color change with an indicator, and results in a decrease in temperature. Students then carry out a second reaction with calcium chloride and baking soda in the universal indicator solution. In this example, students observe the production of both a gas and a solid, a color change with the indicator, and a slight increase in temperature. Students reason that since baking soda was reacted with two different substances, it makes sense that the reactions they observed were different. Finally, students conclude that different substances have characteristic chemical reactions and that these reactions can be used to identify a substance.

Balloon Phonics is a phonics reading game for young children which focuses on three-letter words (consonant-vowel-consonant or CVC). It is aimed at children who are working on the phonemes in Stage 2 of the Letters and Sounds program.

Each of the letter sounds is supported by a sound button so the game provides practice for children to use the sounds they have learned so far and also learn new sounds. It also helps them to practice oral blending of sounds and the segmentation of words into their individual sounds.

There are three different games to choose from initial sounds, middle sounds, and end sounds. Working through the levels helps children to progress through the different stages of blending sounds together.

Can you read the three-letter (CVC) words on these animated word machines? Students can choose between short a, short i, short e, short o, and short u.

A word on a box moves along a belt at the spelling factory. On the right, you see one of the three suffixes -ed, -er, or -ful. At the top of the screen is a rule for adding that suffix. If the rule is used for the word you see, click the tick on the right side of the rule. If it is not correct click the cross on the left. The box will then move along the belt and onto a waiting lorry. If you are wrong the lorry will drop the box. If you are right the lorry will take the box away.

Zara is dreaming of space yet again, she would like to be a space wildebeest! Help her put her capital letters in the right place and make her dreams come true. There are more versions of this capital letter punctuation game on Club Roy.

In this singular and plural game, poor Lucy is still in the zoo! If you help her sort out her singular and plural words you’ll be able to give her some presents to cheer her up. Perfect for supporting the teaching of spelling with your KS1 learners. This game is part of our spelling games KS1 collection.

In this lesson, students will be able to make measurements showing that whether the process is a change of state, dissolving, or a chemical reaction, the total mass of the substances does not change. Students check to see whether the mass of ice and water in a cup changes as the ice melts. Students also test whether the combined mass of sugar and water changes after sugar is dissolved in the water. As a demonstration, students will observe that a precipitate forms in a reaction between solutions of magnesium sulfate and sodium carbonate, and that the mass of the products is the same as the mass of the reactants.

In this lesson, students will design, test, modify, and optimize a device that uses a chemical reaction. This lesson begins with a design challenge: to invent a small device that uses a chemical reaction to prevent a cell phone from sinking if the phone accidentally falls into the water. Rather than using a 5-E format, the lesson is organized according to the steps of the engineering design process.

In this lesson, students discuss the meaning of “chemistry” and “matter.” Students investigate a drop of water hanging from a dropper and drops of water beading up on wax paper. They also look at a molecular animation that models the motion of water molecules. Students are introduced to the idea that matter is made up of extremely tiny particles that are attracted to one another.

In this lesson, students add food coloring to hot and cold water to see whether heating or cooling affects the speed of water molecules. Students watch molecular model animations to see the effect of heating and cooling on the molecules of a liquid. Students will also draw their own molecular model.

In this lesson, students will look closely at the parts of a thermometer. After placing a thermometer in hot and cold water, students will look at molecular model animations of the liquid in a thermometer. Students will then draw a model of the molecules of a thermometer after it has been placed in hot and then cold water.

In this lesson, students will see a demonstration with a metal ball and ring showing that heat causes atoms to spread a little further apart. They will also see that cooling solid causes the atoms to get a little closer together. The same rules they have discovered about liquids also apply to solids. Based on their observations students will describe, on the molecular level, how heating and cooling affect the motion of atoms in a solid.

This lesson focuses on molecular motion in gases. Students compare the mass of a basketball when it is deflated and after it has been inflated. The inflated ball has the greater mass so students can conclude that gas is matter because it has mass and takes up space. Then students consider how heating and cooling affect molecular motion in gases. They dip the mouth of a bottle in detergent solution and observe a bubble growing and shrinking when the bottle is warmed and cooled. Students will learn that the attractions between gas molecules are so minimal that attractions can’t be used to explain the behavior of gases like they can for liquids and solids.

Based on observations of demonstrations and their own experimentation, students will be able to describe gas as matter. Students will also be able to describe, on the molecular level, the effect of heating and cooling on the motion of molecules of a gas.

In this lesson, students will do an activity in which heat is transferred from hot water to metal washers and then from hot metal washers to water. Students will view a molecular animation to better understand the process of conduction at the molecular level. Students will also draw their own model of the process of conduction.

Students will be able to describe and draw a model, on the molecular level, showing how energy is transferred from one substance to another through conduction.

In this lesson, students will help design an experiment to see if adding energy (heating) affects the rate of evaporation. Students will look at molecular animations to help explain why heating water increases the rate of evaporation. Students will be introduced to a more detailed model of the water molecule. Students will create 3-D Styrofoam models of water molecules.

Students will be able to identify and control variables to design a test to see if heating water affects the rate of evaporation. Students will be able to explain, on the molecular level, why adding energy increases the rate of evaporation.

In this lesson, students investigate the condensation of water vapor on the inside of a plastic cup. Then they design an experiment to see if cooling water vapor, even more, affects the rate of condensation. Students also relate evaporation and condensation to the water cycle.

Students will be able to describe on the molecular level how cooling water vapor causes condensation. Students will also describe the roles evaporation and condensation play in the water cycle.

In this lesson, students will mix ice and salt in a metal can to make it very cold. They will then see liquid water and ice form on the outside of the can. Students will watch an animation of water molecules arranged as ice.

Students will be able to explain on the molecular level why a low enough temperature can cause the water vapor in the air to condense to liquid water and then freeze to form ice.

In this lesson, students will see a small piece of ice melt on an aluminum surface. Students will explain the energy transfer and molecular motion which cause the change in state from a solid to a liquid. Students will see and discuss animation of ice melting and compare the state changes of water to the state changes of other substances. They will also investigate the sublimation of dry ice through a teacher demonstration, or video if dry ice is not readily available.

Students will be able to explain on the molecular level the process of heat transfer and molecular motion that causes a solid to melt to form a liquid. Students will also be able to explain how the arrangement of water molecules is different from most other substances when it changes state from a solid to a liquid.

In this lesson, students will observe a copper and an aluminum cube of the same volume placed on a balance. They will see that the copper has a greater mass. Students will try to develop an explanation, on the molecular level, for how this can be. Students are then given cubes of different materials that all have the same volume. Students determine the density of each cube and identify the substance the cube is made from.

Students will be able to calculate the density of different cubes and use these values to identify the substance each cube is made of. Students will be able to explain that the size, mass, and arrangement of the atoms or molecules of a substance determines its density.

In this lesson, students use the water displacement method to find the volume of different rods that all have the same mass. They calculate the density of each rod and use the characteristic density of each material to identify all five rods. Then students consider the relationship between the mass, size, and arrangement of atoms to explain why different rods have different densities. Students will be briefly introduced to the periodic table.

Students will be able to explain that materials have characteristic densities because of the different mass, size, and arrangement of their atoms. Students will be able to use the volume displacement method to find the volume of an object.

In this lesson, students measure the volume and mass of water to determine its density. Then they measure the mass of different volumes of water and discover that the density is always the same. Students make a graph of the relationship between the volume and the mass of water.

Students will be able to measure the volume and mass of water and calculate its density. Students will be able to explain that since any volume of water always has the same density, at a given temperature, that density is a characteristic property of water.

In this lesson, students will investigate a wax candle and a piece of clay to understand why the candle floats and the clay sinks even though the candle is heavier than the piece of clay. Students will discover that it is not the weight of the object, but its density compared to the density of water, that determines whether an object will sink or float in water.

Students will be able to determine whether an object will sink or float by comparing its density to the density of water.

In this lesson, students will observe three household liquids stacked on each other and conclude that their densities must be different. They will predict the relative densities of the liquids and then measure their volume and mass to see if their calculations match their observations and predictions.

Students will be able to determine whether a liquid will sink or float in water by comparing its density to the density of water.

In this lesson, students place hot and cold colored water into room-temperature water. They observe that the hot water floats on the room-temperature water and the cold water sinks. Students will combine the concepts of temperature, molecular motion, and density to learn that hot water is less dense than room-temperature water and that cold water is denser.

Students will be able to explain, on the molecular level, how heating and cooling affect the density of water.

This website contains 5 primary resources students can use to help write an essay on Abraham Lincoln's assassination. 

This material will review what a conditional statement is because it is the foundation of the three related sentences that will be described later in the lesson. This material will help teachers and students to be familiar with the fundamental rules on how to convert or rewrite a conditional statement into its converse, inverse, and contrapositive. 

This informational material will introduce truth tables and give several examples. It will explain statements and logical connectives and give examples of true and false statements. Truth tables of negation, conjunction, and disjunction will be explained.

This material will construct the five common logical connectives or operators. They are considered common logical connectives because they are very popular, useful, and always taught together.

This worksheet requires students to complete four matrix multiplication problems. An answer key is provided.

This worksheet requires students to complete two matrix addition problems and two matrix subtraction problems. An answer key is provided.

Tree diagrams display all the possible outcomes of an event. Each branch in a tree diagram represents a possible outcome. Tree diagrams can be used to find the number of possible outcomes and calculate the probability of possible outcomes.