5C Gases around us

Short unit to follow on from Changing State Resources needed: Interactive whiteboard, united streaming.com videos and CGP Science books
Week QCA Learning Objective Children should learn To recognise differences between solids and liquids that air has weight and is all around us use phenomena related to moving air eg on kites, parachutes, drying washing to make careful observations of materials and to explain these using scientific knowledge and understanding Teaching and Learning Activities Introduction Recap on the properties of solids, liquids and gases from the Changing State unit. Page 2 Ginn and animations http://www.footprints-science.co.uk/states.htm Look at the key points from http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/gases.shtml Identify the gases in a picture and discuss Ginn P.5 Try the BBC quiz on gases http://www.bbc.co.uk/schools/scienceclips/ages/9_10/gases.shtml Air around gas Ask children to say what they know and understand about air. Discuss how they could show that air is a real material, the effect on kites, sails, umbrellas etc Can we feel the effect of air? Discuss and draw on whiteboards. Read P.6 Ginn and undertake the five different activities sponge, sheet of card, scrunched up paper, weighing balloons and water on marbles Discuss what is happening in each of the activities and write down an explanation of the phenomena Homework Watch and make notes on materials and their properties http://www.teachers.tv/video/12098

that soils have air trapped within them to measure volumes of water carefully to use their results to compare the air trapped in different soils repeat measurements to check results

Solid materials have air in their gaps Discuss why it is helpful for soil to have air in it. Identify types of animals living in soil. Discuss how we could compare the amount of air in different soils eg. pouring water on the soils and measuring the volume. Decide on a method eg. by pouring water on to equal quantities of different soils and measuring the volume which sinks into the soil by subtracting the volume left in the measuring jug or cylinder from that at the start. During the exploration discuss whether they think the measurements are accurate and ask children what they could do to find out. Talk with children about their results and help them to interpret them. Different gases Discuss with the children what other gases they have heard of. Stimulate ideas by showing children examples eg a helium balloon, shaking a bottle of fizzy drink containing carbon dioxide, a picture of a gas cooker using natural gas. Page 12 Ginn calculate the percentage of the four main gases in air and draw a pie-chart of their results. Homework Ask children to use secondary sources to find out about a range of gases and how they are used eg natural gas as a fuel to heat, helium in balloons, oxygen in hospitals, gas as anaesthetics, carbon dioxide in fizzy drinks. Ask children to present findings on the class Wiki End of unit assessment

that there are many gases and many of these are important to us name several gases and identify one way in which each is useful to us

http://www.primaryresources.co.uk/science/science3a.htm