Meg Trotter - 42103746

Lesson 7: Can we see gas? Length: 45-60 minutes Objective: for students to identify gas as a clue of a chemical reaction, and use their observation skills to compare the visible changes when a gas is formed. Key scientific knowledge: - Gas is a clue of a chemical reaction because it can be given off when chemicals become gases. - Gas is usually difficult to see, but there are ways of capturing and observing it. Science outcomes and indicators: ST2-12MW identifies the physical properties of natural and processed materials, and how these properties influence their use ST2-3VA develops informed attitudes about the current and future use and influence of science technology based on reason ST2-4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken Other KLA links: HSIE ENS2.6: Describes peoples interactions with environments and identifies responsible ways of interacting with environments. identifies issues about the care of places in the community or places of importance to them Resources: - Berocca tablets - clear plastic bottle - lemonade - vinegar - currants - baking soda - Interactive carbon cycle diagram: - balloon http://www.sciencelearn.org.nz/Contexts/The- zip lock bags Ocean-in-Action/Sci-Media/Animations-and- water Interactives/Carbon-cycle Lesson outline: INTRODUCTION Gather the class and show them this simple experiment. Add baking soda to vinegar in a clear plastic bottle, then quickly put a balloon over the opening and hold securely. Watch the balloon inflate. As you sketch the experiment on the board and label it, question the class: Why do you think this happens? What makes the balloon inflate? What did the chemicals look like when they reacted? Facilitate a discussion about gas being a product of chemical reactions, and ensure to clearly explain the difference between a solid being changed into gas form. Explain that this is known as an acid-base reaction, because vinegar is an acid (a substance which when added to water produces hydrogen ions), and baking soda is a base (when added to water produces hydroxide ions). EXPERIMENT Split the class into groups of three to explore three gas producing reactions: 1 = vinegar + baking soda 2 = water + Berocca tablet 3 = lemonade + currants Record hypothesis: What do you think each reaction will look like? Ask them to add small amounts of the liquid, and small amounts of the solid into a zip lock bag and observe the reactions. During experiment, record all the visual characteristics of each reaction: e.g. bubbles appear in liquid, bag expands, bubbles pop quickly/slowly, colour change, substance sinks/floats/moves, substance dissolves, duration of visible reaction.

Meg Trotter - 42103746 CONSOLIDATION Students will then record in a checklist style table, which reactions displayed each characteristic individually. Draw each reaction and label the parts use scientific words! REAL-WORLD CHEMICAL REACTIONS As a whole class, we will use our detective skills and scientific knowledge to spot the chemical reactions taking place within the carbon cycle using the interactive diagram from the Science Learn website (see resources).

Support: Visual representation Mixed ability groups

Extension: Find out the names of the gases being produced

Indigenous perspective: Symbols and images