Introduction (15 minutes) - Begin the lesson by allowing students to play with a range of solid materials. The teacher will then allow students to play with and explore a range of liquid materials in a container. The teacher will ask the students to compare the materials and discuss with a partner why the first group of materials were different from the second group of materials. The students will be asked to think, pair and share. The children and teacher will then create a word wall on the IWB. Students will be asked to describe the materials given to them, using the headings; materials and solids. Children will be given the opportunity to write words such as; hard, soft, rough, heavy wet, runny etc.
The teacher will then sing the song Solids/ Liquids song (Frere Jacques Tune )- which uses the words listed in the word wall e.g.:
Solids, solids (echo)
Can be hard (echo)
They can be rough (echo)
And can be heavy (echo)
The teacher will then ask a few students to explain the differences between solids and liquids. For example the students may explain that a solid is something that they can pick up without a container, while a liquid can’t be held in our hands without a container.
Once the students are able to identify the properties of a solid and liquid they will be asked to choose a material that will be on the floor and sort them into solids and liquid ‘hoops’. The students will place the liquids in the red hoop and the solids in the green hoop.
Students will revise previous lessons and discuss if their previous materials were solids or liquids.
Body (30 minutes) - The teacher will then allow the students to play with and explore mixing a solid with a liquid and its physical changes.
A range of materials will be placed on a table. These materials include
The students will be given the opportunity to choose a solid material and observe its properties. They will be able to play with and explore the material using a magnifying glass. The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).
The teacher will then ask the students to collect some water or plant resin/sap from the table and complete the second column of the observation table.
Before mixing these materials the students will be asked to predict what the mixture may look, smell and feel like once mixed.
Finally the students will mix the materials together and complete the final column of the observation chart which asks the students to observe the physical changes of the materials.
While the students mix the materials together the teacher will question the students to further their learning.
Possible questions may include:
What has happened to the materials?
What looks different about the materials now?
When would you use this type of mixture in your life?
Are you still able to see the individual materials in your mixture?
Are these materials easily mixed?
Imagine this mixture is made up of small parts called particles. What do you think these particles look like/ are doing?
Are these materials easy or hard to separate? WHY? How?
What happened to the solid when mixed with a liquid?
Did the solid dissolve or not?
Through these questions teacher will used scientific vocabulary and will introduce students to the term ‘solution and suspension’.
When students are discussing if the solids did or didn’t mix with the water the teacher will inform the students that when the solid dissolves the mixture is a solution and when the solid doesn’t dissolve in the water the mixture is a suspension.
Gifted and Talented Extension: these students will also be introduced to the terms ‘Soluble and Insoluble’. The teacher will guide these students in understanding if the solids are soluble (can dissolve) or insoluble (can dissolve). These students will also be challenged to visually represent how the particles in solutions and suspension mixtures may look.
Conclusion (15 minutes) - The teacher will then set up a range of occupation corners including:
Kitchen
Beach
Art studio
The students will be asked to place their mixture in an appropriate corner where that type of mixture may be used for a particular purpose. They will give reasons for placing that mixture in that area. For example:
The ochre and water mixture belongs in an art studio because indigenous painters use this to paint.
In order to contextualise the purpose of making these types of mixtures a guest speaker from the local indigenous community will be asked to explain to the students the purpose of mixing a solid and liquid like water, mud, sap and Ochre’s. They will show the students a range of painting that they or others have created using these paint mixtures and its use in the indigenous community. They will also show the students how natural glues can be used in the indigenous community. An example of a Guest speaker is Jeremy Donovan: http://www.jeremydonovan.com.au/
2 hoops
Solids:
Rocks
Pebbles
Shells
Apricots
Cereals
Liquids in containers:
cordial
coke
milk
water
honey
Materials:
Water
Plant Resin/Sap
honey
Flour
Sand
Ochre
Ground
rocks
Mud
Milo
Sugar
Jelly crystals
Plastic cups x50 (reused throughout the unit)
Magnifying glasses x15
Plastic bowls x25
Paddle pop sticks x15
Introduction (15 minutes) - The educator is to set up a range of solids and liquids; children are given the opportunity to choose as many materials as they like and create a mixture.
Students are to combine their chosen materials by spooning as much as they want into a plastic cup mix it through, using a paddle pop stick to create a mixture.
Body (30 minutes) – Next the children are to select a partner and play the ‘Mixture Race’ game, competing to see whose mixture is quickest or slowest to reach the bottom. They are to scoop 2 spoons of each of their mixtures onto opposite sides of a slanted wooden board, making them race- the fastest/ slowest mixture is the winner.
The children are to give reasons why one mixture is faster/ slower and explore ways of making their own mix faster and slower than their partners by hypothesizing then using trial and error.
The educator is to facilitate children’s learning, ensuring children are exploring the materials, and effectively expressing their reasoning by investigating, discussing textures, consistency, and thickness of their mixtures.
This allows children to develop scientific skills such as reasoning, investigating and problem solving.
Conclusion (15 minutes) -Finally children are to reflect upon their experiences by creating a drawing of how they made a thick/ runny mixture.
Introduction - (10 minutes) - The teacher will revise the difference between solids and liquids and will highlight that the students will be given the opportunity to play with and explore mixing two liquids to make a mixture.
Body (40 minutes) - Mixing two liquids to make a mixture
A range of materials will be placed on a table. These materials include
Water
Food dye
Water
Coke
White Vinegar
Milk
Washing liquid
Oil
The students will be given the opportunity to choose a material and observe its properties. They will be able to play with and explore the material using a magnifying glass.
The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).The teacher will then ask the students to choose another liquid from the table and complete the second column of the observation table.
Before mixing these materials the students will be asked to predict what the mixture may look, smell and feel like once mixed.
Finally the students will mix the materials together and complete the final column of the observation chart which asks the students to observe the physical changes of the materials.
While the students mix the materials together the teacher will question the students to further their learning.
Possible questions may include:
What has happened to the materials?
What looks different about the materials now?
When would you use this type of mixture in your life?
Are you still able to see the individual materials in your mixture?
Are these materials easily mixed?
Are these materials easy or hard to separate? WHY? How?
What do you think is happening to the liquids?
Conclusion (10 minutes) - The students will then label their mixture using a permanent marker and place it on the table in the front of the room. The students will read all of the mixtures and will be given two coloured post-it-notes. On these post-it-notes they will write the purpose of one of the mixtures on each of the post it notes. For example:
Water and liquid detergent is used to wash the dishes
Water and jelly crystals are used in the kitchen when making jelly.
Materials:
-Water
-Food dye
-Water
-Coke
-White Vinegar
-Milk
-Washing liquid
-Oil
Plastic cups x50 (reused throughout the unit)
Magnifying glasses x15
Plastic bowls x25
Paddle pop sticks x15
