Science at key stages 1 and 2    (Year 5)

• identify the process that takes place when water changes to a gas as evaporation
• identify a range of contexts eg water left in an open dish, washing/drying, hair drying, wet hand prints disappearing in which water evaporates

• describe some contexts in which other liquids evaporate
• explain that they smell things when they evaporate and gases reach their noses

• identify factors that could affect how fast water evaporates
• make a reasonable prediction and with some help suggest a fair test to test the prediction eg I think water will evaporate faster in containers with larger openings. I'll use the same volume of water, put them in the same place in the room and cover the containers with card with different sized holes. I'll measure the depth (or volume) left each day

• with help in choosing what to do, present results in a graph eg showing volume of water against number of days for each container
• compare results to draw conclusions eg this one went down faster than that one. This means the water in the container with the large opening evaporated faster than in the other ones. This is what I expected, the larger the opening the faster it evaporated

• explain how to make things 'dry' more quickly using ideas about factors affecting evaporation eg the hairdryer warms the hair and blows the evaporated water away

• identify the process which takes place when water vapour turns to a liquid as condensation
• explain why condensation occurs in a number of situations eg on kitchen windows on a cold day, on cold taps in the bathroom
• explain why condensation isn't so frequently seen eg on taps and windows on a warm day

• describe that droplets of water are formed on the cold surface
• explain that air contains water vapour which cannot be seen but may condense when it hits a cold surface eg the can was very cold so water in the air condensed on it

• identify the pattern in data and use this to make predictions
• recognise that simply heating water at its boiling point will not result in it getting hotter
• state that the boiling temperature of water is 100°C

• state that the freezing temperature of water is 0°C
• recognise that the temperature in the classroom is usually around 18°C - 22°C
• with help/discussion, suggest data, showing the ice warms up more quickly and finishes at the new temperature of the room

• recognise that melting, freezing, evaporation and condensing are all changes which can be reversed and all changes which involve a change of state
• identify correctly examples of the above changes

• describe the water cycle, naming processes correctly eg by telling the story of a drop of water from when it left the sea until it returned to the sea
• recognise that evaporation and condensation are processes that can be reversed