Larch Class – Science Medium Term Plan:
Solids and Liquids and how they can be separated (Unit 4d)/ Disaster at Wil y Wonkas Chocolate Factory
Year Group: 4
Moving & Growing
To be able to categorise solids
To know the difference between a
solid and a liquid.
To name some solids and liquids.
Solid, liquid, flow,
liquids and solids,
with some solids
that can be poured
such as sand/salt.
Elicit children existing knowledge of materials by presenting them with a collection of solids and
asking them to group them according to their own criteria, ask children the reasons for these
choices. Revise language for describing properties of materials (e.g. transparent, soft, bendy,
stretchy, metal, wood, opaque).
Next add some liquids (of various viscosity) to the collection, get the children to sort the
materials again. If they do not automatically sort into solids and liquids, suggest this idea to
them. Ask question such as
What happens to liquids when you change the container?
Can you spill the solids?
Draw children’s attention to particular properties.
Introduce the word viscosity as ‘runniness.’
Ask children to record these in their science books.
Get children to write down 5 differences between solids and liquids.
Go through the various properties of solids and liquids.
Extend the activity further by adding ‘difficult’ items, e.g. cotton wool, sand, salt, sponge and
get children to decide whether these items are solids or liquids. Ask children if they can explain
why they have made their choices. Explain that although you can pour sand and salt e.t.c.
they are still solids because they are made up of hundreds of little solid pieces.
1) Sort the materials on your table into solids and liquids.
When you have sorted the materials, draw a line down the
centre of your page, on one side list the solids and on the
other side list the liquids.
2) List 5 differences between solids and liquids.
Ask the children some true or
false questions related to what
they have learnt this lesson.
E.g sand is a liquid.
Liquids take the shape of the
container they are in. e.t.c.
To have sorted materials correctly
into solids or liquids. Including
difficult materials such as sand, salt,
sponge, cotton wool, plastecine.
To be able to make and record
observations and measurements.
To know that liquids do not
change volume when they are
poured into a different container.
To know that liquids will take the
shape of the container they are
To be able to draw conclusions