Reconstructing the learning
As in the previous step, providing a concept cartoon or words to write out sentences agreeing with a character’s statement should bring out any misconceptions about solids disappearing into a solution.
Once in the open, any misconceptions may be challenged.
One way of showing children that a dissolved substance is still there is to weigh a drink such as a cup of their teacher’s tea on a balance and record the mass. Then add 10 g sugar and stir until it has dissolved. Reweigh the drink and record the mass.
Ask children if it has changed and by how much?
Are there other examples that could be used to help support learning about dissolved substances?