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Cool Chemistry
Generative Topic: Fizz, Burn, Smell States Reacting to Each Other,
Reactions
Year Level: 3/4
Focus Essential: World Futures: Investigating the Natural and
Constructed World
Understand how to scientifically investigate the natural and constructed
world, appreciating the tentative nature of knowledge and the value of
creative, imaginative and speculative thinking.
Standard 3: Understands how to pose questions, actively investigates
them, and evaluates the findings against the explanations and
observations of others.
Inquiry – Scientific Inquiry
Understands the process of inquiry and uses appropriate techniques for
posing questions, defining problems, processing and evaluating data,
drawing conclusions and flexibly applying findings to further learning and
to creating new solutions.
Supporting Essentials:
Communicating –Being information literate
Standard 3: Understands how to effectively access, interpret, transform,
create, communicate, evaluate and manage information in ethical ways,
using a range of resources.
-Being literate
Standard 3: Understands how to select and use communications for
different audiences, purposes and contexts. – Procedural Text
-Being Numerate
Standard 3:
Concepts: Change, reaction, scientific solutions, observation, controlling
variables
Skills: Investigating and recording
Thinking - Reflective thinking
Throughlines: Understands how to design investigations, describe and
record observations and evaluate results to draw justifiable conclusions.
Understanding Goals:
1. Students will understand the difference between chemical change
and physical change.
What are the differences between physical and chemical change?
2. Students will understand that there are different chemical
reactions.
What kind of reactions do chemicals make?
3. Students will understand how to follow a series of instructions to
collect data in an unbiased manner.
How do we collect data?
4. Students will begin to understand how to interpret and evaluate
data.
How do we know our data is reasonable?
How can we work out what our data means?
How do we draw conclusions from our data?
5. Students will understand that locating, organising and analysing
information is essential in order to effectively communicate or
document their understanding.
Why is locating, organising and analysing information important?
Skills


Uses logic and problem solving skills
Uses critical thinking skills
Integrates the seven science processes
o Observing
o Questioning
o Hypothesizing
o Predicting
o Investigating
o Interpreting
o Communicating
Learning through co-operative skills
Uses higher level thinking skills (Bloom’s Taxonomy)
Inquiry Cycle
 Question to be investigated
 Predicting possible solutions
 Testing / experimenting
 Carrying out the plan
 Collecting evidence
 Drawing conclusions
 Sharing and communicating results
 Any modifications (only if applicable)
Introductory performances
Performances of Understanding
Ongoing Assessment for Learning
Discuss the states of matter e.g.
Brainstorm what is a chemical?
solid, liquid, gas
Chemical reaction for comparison at
the end of the unit.
Everything in the world is made of
chemicals, seen/unseen(air)
Students are using the scientific
Chemistry is the composition,
vocabulary- eg observing not looking
properties and reactions of
substances.
Ice blocks
Students investigate the three
states of matter and begin to
question reversibility of changes
Apple Colour Change
Students investigate changes and
reversibility. What effect does
adding chemicals (citric acid) have
on food? E.g. stops oxidation
Red Cabbage
Students will focus on collecting
How detailed observation skills are?
Ability to record those
observations.
How well did students collect data?
data. Students will make
conclusions about the samples that
are the same colour.
Initial discussions on the ph scale.
Bi-carbonate of soda/vinegar
(mixing an acid and a base- develop
the language from the last
experiment)
Students will discover another kind
of reaction when two chemicals are
mixed e.g. bubbles, gas, CO2
(greenhouse gas)
Add sultanas. Students observe
what happens.
(make two new chemicals- sodium
acetate (solution) and CO2
Vinegar is stuff (acetic acid
HC2H3O2) dissolved in water (is a
solution)
Acetic acid (liquid) + bicarb (solid)
CO2 (gas) + sodium acetate
Water helps reactions occur (them
react)
Use 7 process- focus on
observation, then prediction What
would happen if..? Add a solid.
Hypothesising Why did..? Why
didn't all the bicarb disappear?
Not enough vinegar to create the
reaction and use the solid. )
Chocolate
Students will show their knowledge
and develop further knowledge on
the reversibility of change in
chocolate.
Drawing it together so far.
Give students two list of the
experiments completed so far.
Can students organise the data?
Can students make suggestions
about the ph of samples?
Students will hypothesis why the
sultanas floated up and down.
Accuracy of diagrams
Students hypothesis why the
sultanas didn't move a lot.
Students predict what would
happen if…?
Students will show using text or
diagrams that they proved their
goal that changing chocolate from a
solid to a liquid is reversible.
Why are they put together that
way?
Ice blocks, chocolate
Apple/citric acid, red cabbage,
bicarb soda/vinegar
Students will make hypothesis that
one group is chemical change and
the other is physical change
(reversible).
Set up commercial crystal growing
garden.
Students make a prediction on the
kind of change it is and give
reasons.
4 chemical changesColour change
Gas (production of)
Heat
Precipitate (two liquids make a solid
e.g. soap scum)
Students try and predict them
based on the knowledge they have.
Revisit 7 scientific processObserving
Questioning-Who what when- give
key ideas and facts
-why-considers
relationships and requires
explanations
-how- procedure and
processes
Hypothesising
Predicting
Investigating
Interpreting
Communicating
Students carry out an investigation.
Blow up a balloon using a solid, an
acid (vinegar) and a bottle. Not
done in this unit.
Plaster of Paris Marshmallows Not
done in this unit
Students record information and
share with the class. How can you
measure how much gas is produced
with differing amounts of the solid
and acid? Not done in this unit.
Crystals
Using copper sulphate grow own
crystals. ½ cup of water to four
tablespoons. Students needed to
stir and stir to get mixture
saturated.
Copper sulphate purchased from
Roberts in town by the kg. $5.50
per kilo.
Teacher demo- steel paper clip in
copper sulphate, pink plastic
covered paper clip in copper
sulphate, steel wool in copper
sulphate. Students made
predictions. Observed and then
discussed their predictions.
Evaluation as to whether they could
say it was a chemical change and
why? (colour change and not
reversible)
Make glue from vinegar, milk and
bicarb soda. Test which measure of
milk or vinegar makes the strongest
glue.
Students stuck paper on paper and
made an evaluation u sing how easy
it was to get if off. Similar groups
got together to make a general
statement- ¾ cup vinegar is
stronger than ½ cup vinegar. Not
all groups agreed and many chose
this to test in own investigation to
prove themselves correct because
the group couldn't agree.
Culminating Performances
Students to identify question
relevant to them and plan and carry
out an investigation, with a focus on
a chemical reaction
Visit to Claremont College science
lab led by David Reeve, science
Using the experiments already
carried out students modified an
investigation. Evaluation on group
participation and organisation,
scientific goal, quality of method
recording, detail of results and if
the conclusion supported the
results and answered the goal.
Evaluation based on the discussion
teacher. Students completed three back in the classroom with the
experiments, one precipitate
students.
Also had a tour of the college.
Science Fair- students set up two
experiments in the classroom
(other 3 classes do the same) and
then take parents round each
station and carry out the
experiment and explain the Science
behind it. Students without a
parent will be given an interested
adult to take around.
RACI chemist didn't get into the
classroom before the unit was
completed at the end of the term.
Evaluation completed by the adult.
Cool Chemistry with Lenah Valley Grade 5 Fletcher
1. Students answer the question What is a scientist? Text and
illustration
2. What is a scientist is shared in the webct shell.
3. Students share Chemistry is… in the discussion area of webct.
4. Students discuss red cabbage indicator experiment in discussion area
of webct.
5. Students complete a powerpoint on how to make glue and put it up in
webct shell for the other class to comment on.
6. Students comment on photostory presentation completed by Lenah
Valley.
Sharing Information in Webct
Goal: To share information with Lenah Valley students via webct.
Method:
 Students make a powerpoint presentation of their glue making
process so others can access the procedure.
 Powerpoint is uploaded into webct for Lenah Valley students to
access.
 Students view comments made by Lenah Valley students and reply.
 View photo story made by Lenah Valley students. Brainstorm our
questions in groups to ask Lenah Valley students. Group leader
uploads questions to webct. All students access webct to see
responses.
 Students discuss the responses.
 Student asks for the recipe to make Borax slime with a view to
making it in class.
Reflection:
 Students showed they had a solid understanding of the basics of
powerpoint. Students were able to insert photos easily.
 Students wanted more comments from Lenah Valley students.
 The visual of photo story captured the students attention. They
wanted to watch it over and over. They were excited to see a new
student to CPS in the photo story.
 Many students had the same questions so they were grouped to
asked as many different questions as possible.
 Students eagerly waited for the Borax recipe to make their own.
Sharing Our Cool Chemistry With the Community
Goal: To share Cool Chemistry knowledge and experiments with a wider
audience.
Method: To hold an open day for parents/adults to be informed by their
child.
 Students invite their parents or significant adult into the
classroom.
 Students support parents to read instructions and carry out four
experiments.
 While waiting for a spot at a Cool Chemistry learning centre,
students complete written activities e.g. word search, periodic
table quiz and evaluation survey (completed by adult)
 Students show copper sulphate crystals and bouncy eggs.
 Powerpoint on glue making procedure made by students is looped on
two classroom computers.
Reflection:
 All students had a significant adult. Those not able to have a
relative had an adult from school staff.
 From the survey completed by the adults, students ably shared the
science behind the experiments and successfully completed the
experiments.
 Written activities were successful in keeping students focused
while waiting for a learning centre position.
 Students proudly showed the results of their other experiments.
 Students and parents watched and read the Powerpoints showing in
the classroom and they assisted with prior knowledge to ensure
success when they got to the glue making learning centre.