DANCING SULTANAS Elyse Dean Outcomes: Board of Studies - PP S1.

.4 Identifies and describes different ways some forms of energy are used in the community. Australian Curriculum ST1-4WS Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know Indicators: Indicators: - Students observe and hypothesize how the bubbles in soft drink react with its surroundings. - Students see a visual representation of the gas in soft drink - Children understand that bubbles in soft drink are formed from carbon dioxide Links to other KLAS: English: TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively. Resources and Equipment: (per Scientific Prior Knowledge: group) Children are aware that there are 1 liter of soda water bubbles in soft drink, and these 1 stretched balloon bubbles are not made from soap. 1 empty clear vase 10 sultanas Experience Outline: Introduce the lesson by asking the children what they know about soda water, using a bottle as an example. Ask questions and demonstrate. For instance: -Are the bubbles in this drink made of soap? -What causes the bubbles in this drink? -Can you hear the gas when I open the bottle? -What do you think might happen to the sultanas when I pour this drink into the container? -Why wouldnt this work with still water? 1. After this class discussion, demonstrate to the children the carbon dioxide which is inside the bottle of soda water, by opening a bottle and having the children listen to the carbo dioxide escape from the bottle. The children will then have the opportunity to see this gas escaping when the teacher places a balloon over the top of the bottle, then shakes the bottle to let the case rise up, which will then blow up the balloon. To then demonstrate the dancing sultanas experiment, using an empty clear vase, pours a liter of soda water. Then carefully add sultanas, one at a time into the vase. The children can then watch the sultanas dance as they as they float up and drop down.

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After discussion and explanation about what the children are observing, the children can draw a diagram and a sentence explanation of what happened in either the balloon or sultana experiment. KSK Refer to table Dancing Sultanas Soda water and carbon dioxide Modifications: Simplification: Extension: Draw a diagram with the class, so they To further challenge the students, the understand the movement of the gas children can test out different objects, and how it affects its surroundings. to see if they also dance in the soda water. Why/why not?

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