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Introduction
In the unit 'Grouping and changing materials' # has learnt how to distinguish between an object and the material from which it is made. ^ has learnt about some of the ways materials can be changed and that heating can cause changes which produce materials which are often useful. ~ experimental and investigative work in this unit focused on * thinking about what ^ expected to happen.^ then make and recorded ~ observations and comparisons.^ was able to decide whether a ~ test was a fair one. This work also offered * opportunities to relate ~ scientific knowledge to different domestic contexts e.g. cooking. ^ was able to recognise the hazards and risks facing * and how ^ could control them.
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Grouping
Section 1: Grouping materials

^ was able to identify ~ own criteria for sorting. In addition, ^ could suggest some of the uses for the materials from which the objects were made.
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Materials
Section 2: Where do materials come from? & Section 3: Making a collage

^ recognises that some materials are naturally occurring and some are not.
^ is able to name some naturally occurring materials.
^ is able to distinguish between the material and the object made from it e.g. between wood and a wooden spoon. 
^ was able to choose between natural or manufactured materials for ~ picture.
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Changes
Section 4: Changing shape

^ has used the appropriate terms eg squash, bend, twist, stretch to describe materials.
^ is able to identify some materials which can be changed by squashing, bending, twisting and stretching, some that do easily change back and some that cannot easily be changed e.g. stone.
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Heating
Section 5: Changing by heating

^ was able to describe the changes that take place when some materials eg clay, bread, potatoes are heated.
^ was able to explain that the new materials made were different and often useful in their own right.
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Cooling
Sections 6 -9: Melting ice

^ was able to make a suggestion of how to use ice to find the warmest place in the classroom.
^ is able to explain why the comparison might not be fair e.g. using different sizes and shapes of ice cube because this might change how long it took to melt. 
^ has recorded ~ observations clearly in a table.
^ was able to draw ~ own conclusions from the work e.g. ice melted first by the radiator. That was the warmest place. 
^ knows that water can be changed into ice by cooling.
^ has described what happens to some materials when they are cooled and ^ was able to say whether it was what ^ had expected.
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Comparing
Section 10: Comparing materials

^ was able to state that common materials e.g. chocolate, butter, fat became harder when they were cooled but softer when they were warmed again. ^ has been able to relate this to what ^ had suggested would happen.
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Water States
Section 11: Water, steam and ice

# knows that when water it heated, it boils and turns into steam, but that steam can be turned back into water by cooling.
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