Science
Sorting and classification mat
Sort example cards into two science classifications, explain the reasoning and check each placement before fixing it to the mat. The three pages cover physical and chemical changes, then elements, compounds and mixtures for discussion.
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Sort example cards into two science classifications, explain the reasoning and check each placement before fixing it to the mat. The three pages cover physical and chemical changes, then elements, compounds and mixtures for discussion.
Complete resource. Use the preview for diagrams and layout.
Page 1
SCIENCE AGES 11 TO 14 CHANGES OF MAT TER Sorting mat A: changes NAME CLASS DATE E N T R Y 1 Sort the ten A cards into the right zone Physical change Chemical change NOTES TO SELF Cut out the cards on page 2, sort them and stick them down only when your teacher agrees. KEY IDEA A chemical change makes a new substance and is usually hard to reverse. A physical change does not make a new substance. GOAL I can sort changes into physical and chemical, and give a reason. How I decided Sorting and classification mat Page 1 of 3
Page 2
SCIENCE AGES 11 TO 14 CARD SET Cards to cut out SET A physical or chemical? SET B element, compound or mixture? Cut along the dashed lines. Card B10 is blank: write your own example. Print this page single-sided, so cutting it out does not cut into mat A. A1 ice melting A2 salt dissolving in water A3 water boiling A4 cutting paper A5 breaking glass A6 wood burning A7 iron rusting A8 baking a cake A9 milk going sour A10 frying an egg B1 oxygen B2 iron B3 helium B4 water B5 carbon dioxide B6 sodium chloride (table salt) B7 air B8 seawater B9 orange squash B10 Make your own Sorting and classification mat Page 2 of 3
Page 3
SCIENCE AGES 11 TO 14 TYPES OF SUBSTANCE Sorting mat B: substances NAME CLASS DATE E N T R Y 2 Sort cards B1 to B9 into the right zone. Stick your own card, B10, in the margin. Element An element has only one kind of atom. Compound A compound has different kinds of atom joined together. Mixture A mixture has substances that are not joined together. MY OWN CARD Stick card B10 here My card B10 is an element a compound a mixture How I decided I read the definitions. I wrote my reasons. My teacher agreed. Sorting and classification mat Page 3 of 3
A teaching sequence
Classify changes and types of substance using the definitions on the mats, then give a reason for each classification.
Prepare and sort the change cards
Cut out the ten A cards on the middle sheet and sort examples such as melting ice, dissolving salt, burning wood and rusting iron into physical or chemical change.
Does this example make a new substance under the printed definition?
Explain before sticking on Mat A
Give a reason for each placement and ask the teacher to check before sticking cards onto Mat A.
What reason will you show the teacher for this placement?
Classify the substance cards
Use the B cards to sort examples such as oxygen, water, air and seawater into element, compound or mixture on Mat B.
Which definition distinguishes an element, compound or mixture here?
Create and justify card B10
Write an example on the blank B10 card, place it in the margin and select the substance type. Explain the choice using the printed definitions.
How does your chosen example fit its substance type?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Ask pupils to explain whether a new substance is formed for an A-card choice, and whether a B-card is one element, chemically joined elements or a mixture. Check reasoning before cards are glued down. Ask which definition supports the chosen category.
Give a little support
Work through one example from each set and keep the definitions visible. Offer two possible zones at a time, use cards with fewer examples and let pupils explain by pointing or speaking before writing.
Take the idea further
Ask pupils to find another example of each category and justify it. They can compare a familiar mixture with a compound and explain why the substances are not classified in the same way.
Things to keep in mind
The definitions are simplified classroom explanations. Some examples, especially mixtures such as orange squash, depend on the product composition; check the actual example and accept reasoned classifications. Follow school safety procedures if pupils extend the discussion to practical demonstrations.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Little Lightbulbs
The three-page science mat for ages 11 to 14 asks pupils to sort ten cards into physical or chemical changes, wait for teacher approval before sticking them down and explain their choices using the supplied definitions.
One More Question
The key idea distinguishes a new substance from a change that does not make one, and the self-notes ask pupils to record how they decided. The teacher check allows classification to be discussed before answers are fixed.
Coffee Before Copies
Sort one example aloud, name whether a new substance forms and then ask the pupil to justify the next card. Leave the cards movable until the explanation is checked.
Storytime Sidekick
The reversibility wording is a general clue, not the sole definition of a chemical change. Check each example against the lesson's science and avoid asking pupils to perform reactions as part of this sorting task.