LESSON: Science

YEAR LEVEL: 5/6 DURATION: 45 Min DATE: 09/05/13

LESSON TOPIC: Deep-Sea Diver (submarines)

SUPERVISING TEACHER: Nathan & Sam


OUTCOME STATEMENT: Students will learn how submarines work

LESSON OBJECTIVES/SUCCESS CRITERIA: Students will practice procedural writing
and build their own deep-sea diver in a bottle.


MATERIAL: 10x Bottles, 10x Pen Lids, 60x paperclips, blue-tac, 5 glasses, water and
exercise sheets.

ANTICIPATED PROCEDURE

Call attendance, give out name tags

INTRODUCTION: 5-10 Minutes
Materials will be set up on the desks. Students will gather on
the floor for the intro.

Discuss appropriate behavior (hands up when wanting to
talk, only one person speaks at a time, if teachers clap or put
their hands on their head the room must go silent)

Review last lesson: Clouds in a Jar. Have a student explain
how that worked.

Resume KWL chart. Write up what the kids WANT to learn.

Explain the activity with model.
WRITE OBJECTIVE & SUCCESS CRITERIA ON BOARD

Today we will be making our own deep-sea diver who can
dive for treasure! But before we do that well be practicing
PROCEDURE WRITING. Everybody needs to quickly go to
your seats and well get started. Now you will see that you
each have a sheet of paper to write down the PROCEDURE
for making a deep-sea diver. And what you will do is: as I
demonstrate how to make your deep-sea diver, you will
write down the main steps. You may add drawings if it helps.
Grouping
Students sit on floor
at front of class.

Key Questions
What do we do
when we want to
ask a question?
What do we do
when the teacher or
other people are
talking?
How many people
should be talking at
once?

Who can tell me
what you learned in
the last science
lesson? Water and
where it comes from
& Clouds in a jar.

Who can tell me
what procedure
writing is? Set of
instructions.


We will only show you once. You will need to follow your
own instructions when making the diver, so its important
that you right down everything you will need to know. I will
go through these steps very carefully and when we are done,
you can each collect the materials listed at the top of your
page and begin to make your own diver. Ok?

MAIN ACTIVITY [PART A] 35 minutes
Students will sit quietly, writing out the procedure as Sam
and I demonstrate how to create the diver.

Explicitly state:
STEP ONE: (Write) We make the diver. (The diver in this
case is a pen lid with a hook.) To make the diver we must
block the hole at the top with some blue-tac. Why might we
do this? To seal a bubble of air inside. Then we put a weight
on the diver. To do this we roll a ball of blue-tac up and stick
it to the pen lid. Then we must see if the diver floats. On your
tables there are glasses of water to test this out. If he sinks
then that means that air is escaping and you need to block up
any holes. If the diver tips on its side then it means he needs
more weight.

STEP TWO: (Write) we make the hook and the treasures. To
make a hook, we carefully bend one paperclip so that it looks
like a fish hook, then we stick it into the divers weight. To
make the treasures we bend the paperclip so that it looks a
little bit like the letter T.

STEP THREE: We fill the bottle and add the treasures, diver
and seal the lid CAREFULLY.

STEP FOUR: To make the diver dive, we squeeze the bottle to
make the diver dive to the bottom where he can collect the
treasures, and we release the bottle to make him rise to the
surface. Lets see is we can collect all the treasure before the
lesson is over.

When they complete writing their procedure and show it to
Sam or I, they may begin to construct the diver using their
own instructions.

EXPLANATION
Squeezing the bottle causes the pressure to change, water is
forced into the cap, shrinking the bubble of air. The diver is
now too heavy to float and sinks. When we release the bottle
the water escapes the pen lid and the air bubble expands
once more allowing the diver to rise to the surface.
And what will be the
success criteria?

Does anyone have
any questions?

Grouping
Working alone






What does it mean if
the diver sinks?
How can we stop
that?

What if the diver
tips over? How can
we stop that?




Why would we give
our diver a hook?













Can anyone tell the
class why the diver
sinks when we
squeeze the bottle?

So why would he
rise when we let go?

























REFLECTION 5-10 Min

Class discussion about what happened in the lesson.

What we did today was to show you how submarines work.
The submarine has special chambers, which store air, and
when the submarine wants to dive, it lets the air escape from
these chambers and fills up with water. Then when it wants
to rise again it fills the chambers again using compresses air.
The submarine becomes light and it floats up to the surface.



Whats a
submarine?

A type of water
transport.
Notes:





Assessment: Student to teacher, Student to student, Student to class:


LESSON: Science

YEAR LEVEL: 5/6 DURATION: 45 Min DATE: 16/05/2013

LESSON TOPIC: Fizz Rockets

SUPERVISING TEACHER: Nathan and Sam


OUTCOME STATEMENT: Students will learn about how gases form when bi-carb,
tartaric acid and water are combined

LESSON OBJECTIVES: Students will build and launch rockets.

MATERIAL: Cardboard tube, craft paper, sticky tape, glue, scissors, Prediction sheets.
photographic film canisters, tartaric acid, bi-carb soda, water, funnel, teaspoon, 1lt
bottle, balloons & safety goggles.

ANTICIPATED PROCEDURE

INTRODUCTION: 5-10 Minutes
Materials will be set up on the desks. Students will gather on
the floor for the intro.

Review last lesson: Dissolving

Today, were going to learn about gases and how they form
from liquids. To do this, youre all going to become rocket
scientist and were going to spend a little time making and
launching our own rockets. SHOW MODEL.

You will all need to get into groups of 3. And go to your
workstations.
Youll be given about 25 minutes to design and build your
rockets using the materials. IMPORTANT: Each rocket must
be hollow inside so there is room for its engine, and each
rocket MUST have a cap on the top. Teachers will come
around and give you a hand if you need.

MAIN ACTIVITY [PART A] 25 minutes

Students will work (Director, Manager Speaker) in their
groups.
Students can do whatever they like, get as creative as they
want, but the rockets need to have a cap and they need to be
hollow or they wont launch.
Early finishers can fill out their activity sheets. These sheets
list the different formulas that we will be experimenting
Grouping
Students sit on floor
at front of class.

Key Questions
Who can tell me
what you learned in
the last science
lesson? Dissolving.

What happens when
solids and liquids
dissolve?



Who can tell me
what todays lesson
objective is?

And what will be the
success criteria?

Do you remember
your groups? What
are the roles of
those groups?

Grouping
They will work in
groups of 2-3 to
with. These formulas will produce the gas that will launch
our rockets, some may work & others may not. Try and
predict which of these will work the best. Leave the results
section blank. When were outside we will record the results.

MAIN ACTIVITY [PART B] 20 Minutes

Students will line up at the door with their rockets, activity
sheets and a pen, ready to go to the designated launch site.
Teacher will carry the acid, bi-carb, water, canisters and
goggles.

Get one test rocket (the group that has worked best
together). Now were going to launch our rockets and see
whose goes the highest. Firstly, we need to use a technique
that scientists use called trial & error to test our different
fuels. But instead of using rocket fuel, well be using gas to
launch our rockets. SAFETY: Because the rockets can
explode, only the teachers will be allowed to launch them.
But one at a time, we will bring you over to the launch pad
and fire off your rockets.

Test one formula at a time, explain what is in each. These are
all items you would find in the kitchen. Sodium bicarbonate
(AKA Bi-carb), Tartaric acid and water.

Working formula
6
th
of water
1 quarter teaspoon of acid and bi-carb
RECORD the results.

1
st
rocket (bi-carb + water) WILL fail
2
nd
rocket (acid + water) WILL fail.
3
rd
rocket acid + bi-carb) WILL fail.
4
th
rocket (all three) will WORK.

Explain: When the three ingredients combine a reaction
occurs. That reaction produces a gas. And as this gas is
produced it builds up pressure inside the sealed canister.
Eventually the pressure becomes so great that it needs to
escape the canister or it will explode. Where do you think the
gas is escaping? The lid. Why is that? Because the lid is the
weak spot and when the gas does build up enough pressure
it vents out of the lid of the canister with so much force that
it causes the rocket to launch.

*The same thing occurs when an actual rocket takes off,
except that it uses rocket fuel, which produces a much
greater force when it is turned into a gas. Why would a real
build their rockets.














Who knows what
trial and error
means?



Show of hands: Who
thinks the bi-carb
and water will form
the best solution?

Repeat for the
different solutions.

Who can tell us why
the forth rocket
launched?

Can you tell us what
might be happening
inside the canister
before lift off?

Where is the gas
escape from? Why
does it escape from
the lid?

What does reaction
mean?
What kind of
reaction is taking
place?
Q: As you saw
rocket need rocket fuel?

Launch the rockets off one at a time.

MAIN ACTIVITY [Part C]: 10 Minutes

Students will return to the class where they will sit in a
group at the front of class while same (working) formula will
be elaborated on using a bottle and a balloon.

Add 2 teaspoons of bi-carb and acid into a balloon. Add 1 cup
of water into a bottle.
Stick the balloon on the bottle without letting the chemicals
drop in. TAPE the balloon to the bottle.

Tip the chemicals into the water. The balloon will fill with
gas. Ask Questions

When only 2 of the chemicals are put together, there is no
reaction because only one of the necessary ingredients is
present. It is only when they both the tartaric acid and the bi-
carb soda are dissolved in water carbon-dioxide gas is
formed. A chemical reaction takes place. Bi-carbonate
sodium will react with any acid and produce gas, thats why
there is a similar reaction when its mixed with vinegar.


outside, only one of
the combinations
worked, who can
tell us what and
why that worked?

Who thinks the bi-
carb and acid might
react?
Why not?

Whats going to
happen when we
pour the acid and
bi-cab into the
water?

What else do we
know about carbon
dioxide? Trees
absorb it, we exhale
it etc.

Why does the
reaction stop?
Because the active
chemicals have
dissolved.


REFLECTION 10-15 Min

Think Pair Share as a group. SPEAKER will present their
findings. What did we learn?
Class discussion about what happened in the lesson




Notes:





Assessment: Student to teacher, Student to student, Student to class:


LESSON: Science

YEAR LEVEL: 5/6 DURATION: 45Min DATE: 23/05/2013

LESSON TOPIC: Ice cream In A Bag

SUPERVISING TEACHER: Nathan & Sam


MATERIALS: (Per Serve) Cup of cream, 1 Tablespoon of Sugar, 2 Teaspoons
Vanilla, 2 Tablespoons of Salt, 4 cups of crushed Ice, 2 500ml Zip-lock bags, 1 lt Zip-
lock bag.

Totals: 5 cups of Cream, 10 liters of ice


OUTCOME STATEMENT: Students will learn how to turn a liquid into a solid.


LESSON OBJECTIVES: Students will make ice cream in a bag.



ANTICIPATED PROCEDURE

INTRODUCTION: 10-15 Min

Students will sit as a whole group at the front of the class.

1. Today, were going to learn how to turn a liquid into a
solid.
2. So to do this were going to make our own ice cream..
3. This might sound complicated, or even dangerous, but
its actually very simple..
4. The key to success is following the instructions.
5. Teacher will model how its done.
6. Mix the cream, sugar and vanilla into one of the
smaller bags. Then carefully seal the bag, making sure
that you get as much of the air out as possible. This is
important because you dont want to pop the bag.
7. Then were going to put this bag into the second zip-
lock bag and squeeze out the air and seal it.
8. Once youve done this, you can pop the bag into the
larger bag and add 4 cups of crushed ice.
9. We then sprinkle the salt over the ice, and like the
first 2 bags, carefully squeeze the air out and seal the
bag.
10. Then shake the bag so that the ice surrounds the
smaller bag. Then gently massage the bag. You may
want to cover the bag in a tea towel because it gets
Grouping

Pairs

Key Questions

What are the 3
states of matter?

Can anyone tell me
how a liquid might
change into a solid?

What kinds of
liquids turn into
solids?



Why do we squeeze
the air out before
we seal the bag?






really cold.
11. Now as we massage the bag, the ice will begin to melt.
12. When the salt mixes with the ice it actually lowers its
freezing temperature. Which means that instead of
freezing at 0 degrees centigrade, the water can be
cooled to a much colder degree before it will turn into
a ice.
13. So the water in the ocean wont freeze when it drops
to 0 because its salty. The seawater needs to drop to
about minus 16 degrees before it will freeze.
14. So by adding the salt to our ice, were lowering the
temperature at which ice is frozen, were creating an
environment in which the milk mixture can freeze at a
temperature lower than 0 degrees Celsius. Though the
ice is melting, its mixing with the salt which allows it
to maintain its temperature for longer.
15. After about 8 minutes, the milk will turn solid and
youll have ice cream. But it wont last long, so youll
need to serve it into a couple of bowls and then you
and you partner can sit down at the tables and eat it!





MAIN ACTIVITY: 20 Min

Students will work at their stations, and make their ice
cream. Teachers will work with the groups.

Once done, the students can sit at the table and enjoy their
ice cream.

Once done, theyll need to clean their mess up and sit down
at the front of the class.



Can anyone tell me
at what
temperature does
water turn into ice?

And can anyone tell
me why we might
put ice in with the
ice?

What do you think
the ice might do?

Where might we see
salt water in nature?

So what is our
lesson objective?

And what is our
success criteria?

Any questions.





















REFLECTION 10-15 Min

Congratulate the children on their success.

What did they find difficult?

What did they find easy?

How would they rate their achievement (traffic lights)

So what did we learn?

Does anyone remember what the salt did to the water?


Notes:





Assessment: Student to teacher, Student to student, Student to class:





1/2 cup cream
1/2 teaspoon vanilla
1 tablespoon sugar
4 cups crushed ice
4 tablespoons salt
2 smaller Zip-loc bags
1 Large Zip-loc freezer bag
A hand towel or gloves to keep fingers from freezing as
well!



Method:
Mix the cream, vanilla and sugar together in one of the
quart size bags. Seal tightly, allowing as little air to
remain in the bag as possible. Too much air left inside
may force the bag open during shaking. Place this bag
inside the other quart size bag, again leaving as little air
inside as possible and sealing well. By double-bagging,
the risk of salt and ice leaking into the ice cream is
minimized. Put the two bags inside the gallon size bag and
fill the bag with ice, then sprinkle salt on top. Again let all
the air escape and seal the bag. Wrap the bag in the towel
or put your gloves on, and shake and massage the bag,
making sure the ice surrounds the cream mixture. Five to
eight minutes is adequate time for the mixture to freeze
into ice cream.