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Introduction
In the unit 'Solids, liquids and how they can be separated' # learnt about the differences between solids and liquids and recognised that the same material can exist as both a solid and a liquid. ^ has identified changes that occur when solids and liquids are mixed and how to separate undissolved solids from a liquid. ^ has learnt that melting and dissolving are different and recognised that when a solid dissolves it is still there. ~ experimental and investigative work focused on * deciding what apparatus ^ should use, making and recording ~ observations and measurements and drawing ~ own conclusions. The work in this unit also offered * opportunities to explain everyday observations about different processes such as dissolving and filtering using ~ scientific knowledge.
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Sorting
Section 2: Sorting liquids from solids

^ has correctly classified materials as liquid or solid and explained the reasons for ~ choices.
^ was able to describe the similarities between solids e.g. they don't change shape when you move them and between liquids e.g. they move when you tilt the bottle and differences between solids and liquids e.g. you can pour the liquids but not the solids
^ successfully classified 'tricky items' such as rice and sponges as solids.
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Volumes
Section 3: Measuring volume

^ was able to measure accurately volumes of liquids and record these and observations of shape in a table.
^ has used ~ results to conclude that although liquids change shape when they are poured into a different container they do not change volume.
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Fine Solids
Section 4: Pouring solids
Children:

^ has described the similarities between powders and liquids e.g. they both can be sieved through gauze, you can use a stream of salt or sand to turn a wheel like a water wheel.
^ is able to explain that the powders flow like liquids because they have very fine particles. 


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Melting
Section 5: Freezing and melting & Section 6: Melting temperatures

^ was able to explain how to turn water to ice and ice to water.
# has described that ice melts when it is left in a room but that some other things have to be warmed to make them melt. 
^ was able to describe what has to be done to turn a metal or lava into a liquid and to turn it back to a solid and ^ could suggest ~ own reasons for why people need to melt metals. 


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Sorting Solids
Sections 7-9: Mixing solids

^ is able to separate a mixture.
^ can explain that mixtures can often be separated by sieving because the large grains won't go through the holes but the small ones will.
^ could describe the different types of behaviour when solids are mixed with water e.g. sand and glass beads settle on the bottom, you can't see salt and sugar any more, the plaster of Paris makes a hard solid with the water.
^ was able to explain that the sieves will separate marbles from water but not sand eg the marbles are too big to go through the holes but the sand is small enough.
^ can explain that filters are like sieves with very small holes which the small pieces of sand and chalk cannot go through.
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Solutions
Section 10: Making solutions

^ was able to suggest how to test ~ predictions about separating salt and water.
^ can explain that sugar or salt can't be seen but are still present when it is dissolved in water.
^ can explain why filtering cannot separate dissolved sugars or salt from a solution.
# could explain why it was safe to taste the solution e.g. we used clean water and clean beakers and we knew we'd only put salt in.
"