Topic: Properties and Changes of Matter/ Chemistry and Society Using the context of making edible gifts for

Christmas we want to explore the processes that take place when we combine different elements together. What happens when we combine liquids and solids together? Can we make gas by adding liquids and solids together? Big Understanding: Material can be changed in lots of ways Mixing and melting are two ways of changing materials Dissolving is a special kind of mixing Adding heat energy speeds up many changes THE TYPES OF CHANGES THAT MATERIALS CAN UNDERGO ARE RELATED TO THEIR CHEMICAL COMPOSITION Nature of Science: (US / IS / CS / PC) Participating and contributing Explore and act on issues and questions that link their science learning to their daily living. Communicating in science Build their language and develop their understandings of the many ways the natural world can be represented. Investigating in science Extend their experiences and personal explanation of the natural world through exploration, play, asking questions and discussing simple models. P Key Science Intentions concepts / Learning Success Criteria Identify and categorise our ingredients into solid, liquid or gas Describe and draw what each ingredient looks like Describe what the melted mixture looks like Draw pictures of melted mixture Predict what might happen when bicarbonate of soda is added to hot mixture Explain what happens to the hot mixture when bicarbonate of soda is added Describe and draw what changes we have observed during the experiment Explain what has happened to the gas created when the bicarbonate of soda was added Identify that mixing and melting are two ways of changing materials Adding heat energy speeds up changes Safety in Science Adult supervision will be required for this unit plan as we will be working with boiling sugar. (Parent help will be needed). Fire extinguisher will be on hand. Water bucket will also be on hand.

Year: Level 1/2 Year 1 and 2

Authentic Context : Making Hokey Pokey gives children the chance to find out what they know about solids, liquids and gases. It also gives them the chance to observe changes that happen when we mix liquids and solids together and add heat. Achievement Objectives: (LW / PEB / PW / MW) Material World Properties and changes of matter: Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated or cooled.

Comment [AM1]: For this age range I wanted to choose a learning context that would have meaning to children in year 1 or 2. The focus on learning through play is very important for this age range as is outlined in the NZC (2007). Play provides a meaningful learning experience on which to hinge a number of very important learning outcomes. With Christmas coming up teachers usually turn their mind to the creation of gifts for caregivers. By using science as the basis for this unit plan I am able to show children the relevance of science to everyday life. Comment [AM2]: The Concept Overview came from the BSC book 16: Sand, Salt and Jelly Crystals. I used this particular book as it focused on all the aspects that I wanted to cover in my unit plan. Those being materials can change in lots of ways. Mixing and melting are two ways of changing materials and when materials are mixed, the bits they are made of are still there, even though they may be difficult to see. The book also focused on the added component of heat which is a necessary component for changing the solid matter of baking soda into a gas. Comment [AM3]: This comes from Investigating in Science. Because of the age range I want children to be engaged fully in the process. One way for this to happen for young children is that they are able to engage in play. Through play we can then ask open ended questions to ascertain where their learning and understanding is at. I want children to not be afraid of making mistakes, to understand that mistakes are the stepping stones to success. Comment [AM4]: Throughout the unit I have been getting the children to draw pictures of each stage of the experimentation as a way of gauging their understanding of what they are learning. For this age range it is important to use strategies that support their learning. I have also employed lots of help from parents during this exercise. I would be asking them that they help children to put down on paper what they are doing. Parents may need to help out with spelling and assisting children to shape their ideas onto paper. I will be using lots of modelling of what standard I expect pictures to be like.

Nature of Science (NoS) Build their language and develop understandings Link science learning to everyday living Discussing simple models Extend experiences through play and asking questions Explore and ask questions Making observations Being curious Realising the relevance of science to their everyday life Being prepared to re-evaluate your own ideas Discussing ideas with others

1. Substances can be a liquid, solid or gas 2. When heat is applied to materials a change happens to their structure 3. When bicarbonate of soda is adding to the hot mixture changes occur 4. When the mixture cools the materials have been changed 5. A formative assessment of what children have learnt over the unit Bicultural We will learn the Hokey Pokey Song in te reo and kani kani too.

http://www.youtube.com/watch?v=rcR0b-wNp0 (hokey pokey in te reo)

Essential Resources BSC: Book 16: Sand, Salt and Jelly Crystals Making Better Sense of Material World http://www.youtube.com/watch?v=14L5vJEDnLU&feature=emshare_video_in_list_user&list=PLXfv8Ud0eZKTmUoDBxU3EJElstBZ153Aw (Willy Wonka Fizzy Lifting Drinks scene) http://www.sciencekids.co.nz/experiments/inflatingballoons.html (balloons inflation - liquid/solid to gas) http://www.youtube.com/watch?v=btGu9FWSPtc (they might be giants solid, liquid,

gas)

http://www.youtube.com/watch?v=-rcR0b-wNp0 (hokey pokey in te reo) "Tas and the Hokey Pokey" http://www.biguniverse.com/readkidsbooks/read/2351/tas-and-the-hokey-pokey http://www.yummyscience.co.uk/index.html

What will children learn? Lesson 1 We are learning to: (WALT) use house hold ingredients to identify solids, liquids and gases. Concept: Substances can be a liquid, solid, or gas NoS: Build their language and develop understandings Success Criteria Concept: Identify can categorise our ingredients into solid, liquid or gas Describe and draw what each ingredient looks like NoS: Link science learning to everyday living

5E sequence Engage: What do we already know about solids, liquids and gases? Show children YouTube Clip (They Might Be Giants) to give them visual cues. Show this two times. Put children into groups of 3 give out a range of cut out pictures of solids, liquids and gases and get children to put into correct piles. Get children to talk about the pictures they have and why they think they belong in a particular pile. Or we could make a game where by children are each given a card of either solid, liquid or gas and have to match themselves up with others in that category. Explore: The children will work in the same groups of three. Each group will have a parent help to assist them. Each group will have one balloon, (pre-loaded with baking soda), one bottle, one measure of water and vinegar. Before you begin, pre-stretch out the balloon to make it as easy as possible to inflate. If you dont have balloons you can use clear plastic bags with a hair tie. Before we begin get each child to taste the vinegar and the baking soda by dipping their finger into both. Get them to describe the taste. Write up their answers on sheet of paper. Get children to feel the balloons (at their desks) and think and discuss about what it feels like. Have them predict what they think is inside the balloon. 1. 2. 3. Pour the 40 ml of water into the soft drink bottle. Add the vinegar/ lemon juice to the water. Put the balloon over the rim of the bottle, keeping the baking soda powder at the bottom of the balloon. Pause the activity. At this stage get the children to predict what is going to happen write up their ideas on paper. 4. Once the bottle is sealed with balloon get children to tip up the balloon so that the baking soda mixes with the water and vinegar in the bottle. Expand: If all goes well then your balloon should inflate! Ask children what they observed happening. Begin to model the science language for them to describe the experiment. Get them to draw pictures of the experiment in each stage. Have prepared model pictures ready for them. Show them the YouTube clip from Charlie and the Chocolate Factory and explain that Grandpa and Charlie are like the balloon. They have been filled up with gas Explain: What did the vinegar taste like? Describe how it made your mouth feel. What did the baking soda taste like? Describe how it felt on your tongue. Ask the children to identify which is the solid and which is the liquid and why they think this. What do you predict will happen when we mix the two materials together? What happens to the baking soda? What reaction can we see? Is this what we predicted would happen? Lets check back to the whiteboard. Explain to the children that by adding the baking soda to the vinegar and water solution we have created a chemical reaction. (Write this up on the board for them). Explain that the baking soda is a base, while the vinegar is an acid, (remind them of the sour taste of vinegar) when the two combine they create a gas called carbon dioxide (CO2) (write this term up on the board). Explain that the when the two materials mix a gas is

Resources and Organisation Parent help one for each group of three. Balloon About 40 ml of water (a cup is about 250 ml so you don't need much) Soft drink bottle Juice from a lemon/vinegar 1 teaspoon of baking soda Permission slip to taste vinegar and baking soda. Paper (divided into three segments for each stage), colouring pencils

Comment [AM5]: This links directly with NoS Participating and Contributing as I am wanting children to make the link that science is something that we are surrounded by everyday. I want them to understand and question their daily lives so that they can see the hidden science.

Comment [AM6]: This comes from the strand Material World. I want children to be able to describe and compare the physical properties of common materials. I want children to engage ALL their senses (within reason) so that the activity engages them completely. Comment [AM7]: One of the important models of science investigation is the ability to be able to predict what might happen. This comes from the NoS strand Investigating in Science.

Assessment Opportunity: If we wanted to we could measure the time that it takes for the balloons to deflate. We could do a fair test to see if depending on the ratios of vinegar to baking soda whether it would make a difference to how long the balloons stay inflated for. We could label each bottle showing the quantities of each mixture and then time the results and write up our findings in a graph.

bubbles too and there is only one way to get down! Evaluate: Get each group to share one of their pictures showing one part of the experiment, either 1, 2, 3, 4. Model the appropriate scientific language, by paraphrasing their sentences. Write key comments or language up on whiteboard. Get the children to discuss what worked and if they had any problems with the particular /stage of their experiment that their picture represents (this could be it was hard to pull the balloon over the rim of the bottle. It was hard to keep the baking soda at the bottom of the balloon, our balloon exploded etc.). Warm children up to the idea that in next lesson we are going to see another experiment where gas also gets trapped but this time inside a sticky mixture of sugar and water! Read them the story Tas and the Hokey Pokey http://www.biguniverse.com/readkidsbooks/read/2351/tasand-the-hokey-pokey read this as a further warm up, but also as a cool down from their engaging science activity. Lesson 3 We are learning to: (WALT) Concept: Understand what chemical changes occur when bicarbonate of soda is added to the hot mixture NoS: Explore and ask questions Success Criteria Concept: Explain what happens to the hot mixture when bicarbonate of soda is added NoS: Making observations Assessment: Using drawings will be the indicator of what children have learned from the unit. (see explanation below for reason why this is the best method of assessing these childrens learning at this age. Engage: Play two particular science games on the Ipad. Children will sit in groups of three, same groups as for lesson 1. Each group will have an ipad and access to one of the websites listed in resources. One side of the class will do their webgames with the gases, liquids and solids page. The other side will do the water experiment. After each group has had a turn to go through this they will then pair and share with another person to explain what their group did on their particular webgame. Explore: BSC 16, MW6332 (Sci) p. 8 - 12 Show children our ingredients of golden syrup, baking soda and sugar. Get them to touch and taste each ingredient. Ask them to describe what each ingredient feels like e.g. golden syrup sticky (write this up on the board). Get them to explain how each ingredient felt on their tongue, ie sugar grainy and sweet (write up their descriptions for our word bank). Get children to sort into whether materials are solid/ liquid/ gas and state why. Get them to draw pictures of each ingredient get them to label each item with how it felt in their hands and how it felt on their tongues. Remind them of the word bank for any words they are unsure of. Pair and share their pictures. Get children to predict what we are going to be doing, by using their powers of observation and what tools and objects they can see around the room. Pair and share this discussion. Expand: Have children in groups of three with parent help. Each group will have one pot, one portable stove, one set of each ingredient. Have recipe in picture format (see resources). Get children to follow through each step. Get them to describe each part of the experiment and then draw each phase. Label each part of drawing (using correct scientific terms from the word bank). 1. Ingredients 2. Solid and liquid combined in pot. 3. Pot put on burner. 4. Heat applied to solid and liquid. 5. Solid begins to melt. Solid then becomes a part of the liquid.

created that then rises up and escapes through the soft drink bottle, it doesn't however escape the balloon, pushing it outwards and blowing it up.
Comment [AM8]: It is important to make links across the different curriculum areas. By reading a relatable text to children as part of the science lesson you are reinforcing through a different medium all the learning that is taking place. As Ansberry, K., & Morgan, E. (2007) point out it is not necessary that these books be non-fiction for learning to take place. They do stress the importance of not allowing the use of books to give away all the secrets of the science lesson. For this reason I have put this book at the end of my first lesson. Comment [AM9]: Using multimedia is another way of engaging students interest. I have chosen a variety of games that are designed to enhance their learning about matter, but also to encourage them in the use of ICT. Comment [AM10]: Creating tools and strategies that is going to empower students in their learning is essential. Due to the age of the students, many of them would struggle to meet the demands of writing up what they have learned. I do however want them to be able to learn the language of science that relates to Communicating in Science (NoS) and so as a way to scaffold their learning I would create a wordbank of scientific terms that we would need. I will reinforce this language learning by getting children to use these new terms on their pictures and diagrams of the experiments. Comment [AM11]: For NoS strand Participating and Contributing, and Communicating in Science I have provided lots of opportunities for children to talk with each other about what they are doing and learning. I will be monitoring the conversations to ensure that they stay on task but it is an important aspect of learning the skills of Investigating in Science that they have the chance to talk. Comment [AM12]: Using questions is another way of gauging students comprehension and learning. It is important that in using questions that they are open ended and that they children have time to gather their thoughts before answering. It is also important that the questions are person centered and are about generating a childs ideas and understanding.

Explain: Remind children of the lesson 1 where we captured the gas inside the balloon. Discuss that today we are going to again be capturing gas but this time inside a sticky toffee mixture made up on golden syrup and sugar. Remind children that we will be working with very hot liquids and that they need to keep themselves safe by not touching the melted sugar or the hot pots. What did you notice when we mixed the golden syrup and the sugar in the pot? Did the sugar disappear or could we still see it? What happened to the sugar once we started to apply heat to the mixture? Could we still see it? When we stirred the pot could we still feel the sugar in the mixture? What happened to the

http://www.scien cekids.co.nz/gam esactivities/gases .html http://www.scien cekids.co.nz/gam esactivities/state materials.html

http://arb.nzcer.org.nz/strat egies/drawing.php)

Parent helpers, Ipads for each group of three children Paper and crayons. Golden syrup, baking soda, sugar, pot, portable stove, spoons, aprons, etc.

6. Liquid begins to bubble and we see some gas forming in steam. Pause the experiment at this stage and get them to predict what they think will happen. Write their predictions up on the board. 7. Now get children to add the baking soda to the mixture. (Pause a moment in your busy day enjoy the sounds of awe and wonder!) Pour mixture on baking trays to cool. Get children in their groups to discuss what they saw happen. Bring class together get them to share what they observed (write up their answers on the board for word bank resource). Get children to draw this part of the experiment, labeling their pictures using correct scientific terminology from wordbank. Evaluate: Get children to predict what they think the hokey pokey will be like on the inside. Get them to think back to our balloon experiment and Charlie and the Chocolate Factory. Using our explain conversation get the children to draw a picture predicting what they think hokey pokey will look like on the inside. Explain that we will be able to test out our predictions once the mixture has cooled. Some further things to ponder with the children: Could we make Hokey Pokey if we didnt heat things up? If not, why not? What does the baking soda need to make it change from a solid to a gas?

sugar once the mixture started to bubble and boil? Could we still feel the sugar then? What do we think has happened to the sugar? What did we observe happening to the hot mixture once we added the baking soda to the hot mixture. Check back to our earlier predictions? What do we think happened to all the gas made by the baking soda? Where did it go? Could it be stuck inside the sticky mixture? If it is stuck inside the mixture what do we think it would make the inside look like? How could we test our theory? Did what we think would happen actually happen?

Resources: Lesson 1 sort items into correct categories

1 Tbspn vinegar / baking soda

2 Tbspn vinegar / baking soda

4 Tbspn vinegar / baking soda

This could be part of a fair test experiment whereby we test to see whether the strength of the CO2 mixture results in balloons staying inflated longer.

Guideline for drawing pictures of making Hokey Pokey.

Modelling to the children what components are required in each of their picture diagrams.

Comment [AM13]: This is going to be my basis of my assessment. I will be modelling to the children how to draw their pictures as I have outlined below. One of the connections that I made on placement was that unless you provide an explicit visual guide for how you expect a picture to look (at this age) it is very hard for young children to draw an accurate representation of what they have seen. I have included on my model that I expect items to be labelled. This is to help children to build up their scientific language word bank and fits in with NoS Communicating in Science.

Draw a picture of our three ingredients Label each ingredient either solid, liquid or gas. Be careful and think about your answers Describe what they look /taste like.

Draw a picture of the solid and liquid combined in pot. Label each part of the picture e.g. pot, melting liquid, bubbling, spoon, ingredients. Label how it looks e.g. runny, dark, melted etc.

Draw a picture of experiment once we have added in baking soda. Label what it looks like e.g. foamy, light etc.

Draw a picture predicting what the hokey pokey will look inside. Label what it looks like now, airy, light etc. Label whether it is a solid, liquid or gas.

Solid Sweet/grainy

Liquid Sweet/sticky

Solid powdery/bitter

Picture 1 etc.

Picture 2

Picture 3

Picture 4 etc.

(Images from: http://student.kc.school.nz/ClassWebs/SciWeb/Y9/Y9Units/HokeyPokey/Makinghokeypokey.htm)

Picture recipe for making hokey pokey:

Comment [AM14]: Visual cues are given to children as many of them in year one will not have the necessary skills to be able to read a usual recipe. By providing visual cues along with short text you are able to help children to build up their language bank. It would also be important that as a teacher you read through the pictures and the text to assist children in their literacy.

Put all ingredients and tools on table

Measure out ingredients

Put sugar and golden syrup in pot

Mix sugar and syrup

Boil sugar and syrup

Add baking soda

Stir mixture fast

See what happens

Tip out onto greased tray

(Images from: http://timpany.weebly.com/1/post/2013/05/science-week-hokey-pokey.html)

DRAWING AS ASSESSMENT TOOL Chris Joyce (2006)

Students answer a question by drawing their responses. There are a number of variations. Students may: draw a picture draw and label a picture draw and annotate a picture add to a picture

When to use Drawings can be a useful strategy to use: when writing is likely to be a barrier to students showing what they know; to assess student understanding of concepts; when there is a need to check students familiarity with the selected context; to assess observation skills; to assess students ability to communicate pictorially; before, during, and after teaching; to show progress. Students either do another drawing or add to their first; at all age levels.

The theory Drawing provides an open form of assessment, allowing students to respond in a variety of ways. They may enable students to show evidence of understanding that other assessment strategies mask. Reference: White, R. and Gunstone, R. (1992). Probing understanding. London: Falmer Press. How the strategy works Drawing a picture or diagram provides an alternative to writing. Sometimes it is more efficient to show ideas in a picture than in writing a lengthy explanation. Some students are more motivated to demonstrate their knowledge or understanding through drawing than writing. Students can decide on the balance between drawing and writing according to their strengths and preferences. Comparing before and after drawings or adding to previous drawings assists students to evaluate progress they have made in their learning.

What to do Give a clear instruction that focuses on what you want to find out, for example, Draw a heron showing the features that enable it to catch its food in shallow water. Instructions can be oral or written, or both. State if you want the drawing labelled or annotated. Ensure that there is enough room on the paper to complete the task neatly. Have a list of features you expect to see in the drawing, for example, Draws appropriate beak and feet. Sometimes it is appropriate to share this with students: before they draw, to provide guidelines on components of their drawing; after they have completed their drawing, to encourage self-assessment or to identify areas of uncertainty.

Limitations Students' drawing skills may not allow them to show what they know. The teacher may misinterpret aspects of the drawing. It can be difficult to analyse inferences students may have made in their drawings. The teacher may read more into a response than the student intended, or the teacher may miss relevant knowledge the student has, but cannot express well in drawing. Students may add irrelevant detail because they enjoy the task of drawing, i.e., they lose the focus of the assessment. Adapting the strategy The strategy is enhanced if students have the opportunity to talk about their drawing. The teacher can add annotations dictated by students with limited writing skills.