Lauren Anzini

SCIENCE
Planning
Document
Primary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)
Learning to read procedures for
data collection and instructions. Religious Education / Spiritual Education
Measuring materials and
Read texts that contain substances using millilitres and
elements of chemical science in litres and/ or grams and
them, e.g. A Monster Calls and kilograms.
Bartholomew and the Oobleck.

Concept: Term: 1 Weeks: 1-5

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Investigate reversible and irreversible reactions. Discuss safety concerning touching and consuming certain
Look at different kinds of substances to evaluate results. substances.

Geography History The Arts

Students research different Tie-dye shirts. Students can create their own
Learn about famous chemists colourful shirts using Tie-dye.
methods/ styles of cooking from
other cultures around the world. throughout history and their
impact on scientific discovery. Using oil-based paints to create colourful
Cook different foods inspired by images. Take a tray or bowl of water, add
different cultures. droplets of oil-paints, wait till the paint surfaces.
Then lay the paper on top briefly till colours form
patterns.
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Biological  The growth and survival of living things are affected by the physical conditions of their By the end of Year 6, students
sciences environment (ACSSU094) compare and classify different
Science understanding

types of observable changes to

Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, materials. They analyse
sciences such as burning and rusting (ACSSU095) requirements for the transfer of
electricity and describe how
Earth and space  Sudden geological changes or extreme weather conditions can affect Earth’s surface energy can be transformed from
sciences (ACSSU096) one form to another to generate
electricity. They explain how
Physical  Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) natural events cause rapid change
sciences  Energy from a variety of sources can be used to generate electricity (ACSSU219) to the Earth’s surface. They
describe and predict the effect of
Nature and  Science involves testing predictions by gathering data and using evidence to develop environmental changes on
development of explanations of events and phenomena (ACSHE098) individual living things. Students

endeavour (Year 5-6)

Important contributions to the advancement of science have been made by people from a range explain how scientific knowledge
Science as a human

science
of cultures (ACSHE099) is used in decision making and
identify contributions to the
 Scientific understandings, discoveries and inventions are used to solve problems that directly development of science by people
Use and from a range of cultures.
influence of affect peoples’ lives (ACSHE100)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220)
Students follow procedures to
develop investigable questions
and design investigations into
simple cause-and-effect
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific relationships. They identify
Science inquiry skills (Year

predicting investigation, and predict what the findings of an investigation might be (ACSIS232) variables to be changed and
measured and describe potential
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems safety risks when planning
conducting (ACSIS103) methods. They collect, organise

5-6)

Decide which variable should be changed and measured in fair tests and accurately observe, and interpret their data,
measure and record data, using digital technologies as appropriate (ACSIS104) identifying where improvements
 Use equipment and materials safely, identifying potential risks (ACSIS105) to their methods or research
Processing and  Construct and use a range of representations, including tables and graphs, to represent and could improve the data. They
analysing data describe observations, patterns or relationships in data using digital technologies as describe and analyse
and information appropriate (ACSIS107) relationships in data using
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
 Compare data with predictions and use as evidence in developing explanations (ACSIS221) graphic representations and
construct multi-modal texts to
communicate ideas, methods and
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem findings.
(ACSIS108)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal
texts (ACSIS110)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, YEAR LEVEL: 6 LEARNING AREA/TOPIC: Chemical Science

Weeks 1-5
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about XXXXX

 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science Inquiry
Understanding a Human Skills
Endeavour
Changes to With Students will share Introduction: What is chemical 3 A3 Sheets for
Week
materials guidance, and discuss their DIAGNOSTIC
1– Graffiti Wall  Introduce question: ‘what is chemical science?’ science? – Graffiti Wall
can be pose knowledge of Graffiti Wall activity.
lesson reversible clarifying chemical science Activity: Students with Graffiti Wall activity to elicit prior
1 or questions answer the knowledge. During the Experiment Time!
irreversible and make Students will make question: What is  Have one student from each group share one experiments: Worksheet
(ACSSU095) predictions observations of chemical science? To idea they like with the rest of the class and -Do you think
about experiments elicit prior
discuss. this reaction can Procedures sheet
scientific knowledge.
Body: change back?
investigatio Students will
-What is causing
ns (ACSIS232 correctly observe Experiment Time!  Explain to students that, in groups of four and Materials: Water,
) and apply proper this reaction?
Worksheet – each with an assigned role, they will get to -What’s filling up
9 plastic cups,
safety behaviours Students will record salt, measuring
conduct and observe three chemical reaction the balloon?
their observations experiments. (bicarb soda and spoons, regular
and answer spoons, vinegar,
additional questions.
 Go through procedures. Model one with the vinegar)
-Is this a solid or bicarb soda, corn
students to make sure the process is clear. starch, 3 empty
liquid? (oobleck)
Question for the  Go through safety rules. -Where do you plastic water
future: students  Students will then discuss and clarify answers think the salt bottles, balloons,
come up with a on their ‘Experiment Time!’ worksheets. Each went? Why is plastic gloves (3
question to explore this salt not
group will also need to come up with a pairs for each
concepts in future dissolving?
‘question for the future’. table), 3 large
lessons depending -Is there
Conclusion: bowls, measuring
on what they have anything we can cups, 3 small
observed.  Each group will present their observations do to the water funnels.
about one experiment to the class.
  Each group will share their ‘question for the to dissolve more
future’ to the class. salt?
(Assist Cody and Dianne with measuring materials/
substances during experiments – teacher, and possibly
with the help of students’ peers, will assist these
students during experiments).
Leave safety procedures on a PowerPoint or pdf on
projector so students are aware of them throughout
the experiments.
Students need to make sure they keep a safe distance
between each other so as to not knock over materials.
Use paper towels and extra bowls in case liquid pours
over from cups or bottles.
 Experiment Time!
Once you have arrived at your designated station, you will need to complete these tasks
and questions:
1. Draw and label what you have observed.

Experiment 1

Experiment 2

Experiment 3
 Questions:

2. Describe the changes that occurred.

3. Time to come up with your own exciting question!

Think about what you would like to know for the future.
 Procedures

Oobleck:

Materials:
 Half a cup of water
 1 cup of corn-starch
 Gloves

 Spoon

Steps:

 Add the cup of corn-starch to the bowl.

 Slowly add the water a few spoons at a time and stir.
 Keep stirring until it has a gooey consistency. You may want to use your
hands (with gloves on, of course!).
 Try and squeeze the Oobleck, try and hit it, let it run through your
fingers and report your findings.

Bicarbonate Soda and Vinegar Experiment:

Materials:

 1 balloon
 Small bottle
 Small funnel
 Baking soda
 Vinegar

Steps:

1. Using the funnel, add the baking soda to each balloon (two people may be
needed for this; one person to hold the balloon open and the other
person to put the baking soda inside of the balloon).
2. Pour the vinegar into the bottle.
3. Carefully fit the balloon over the bottle opening (be careful not to drop
the baking soda into the vinegar yet).
4. Once the balloon is fitted snugly on the nozzle, hold up the balloon and
allow the baking soda to fall into the vinegar.
5. Observe the chemical reaction and effect on the balloon.
Salt and Water Experiment:

Materials:
 2 cups of water
 Salt
 2 Teaspoons

Steps:

1. Fill one cup up to the first line.

2. Add two teaspoons of salt and stir in with the spoon
3. Observe any changes to the materials
4. Fill the second cup to the first line, however this time place 6 teaspoons
of salt and stir
5. Observe any changes to the materials and record observation
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science Inquiry
Understandi as a Skills
ng Human
Endeavou
r
Week Changes With Make Introduction: Before Procedures
to guidance, FORMATIVE
2, observations  Quickly review the experiments from the experiments: sheet
materials pose Observation
Lesson can be clarifying about states of previous lesson to elicit prior knowledge. What changes
sheets – check
2 reversible questions change changes.  Introduce last lesson’s chosen question – help do you think Experiment
or and make for their contextualise the process. will happen? time!
irreversibl predictions Conduct a understanding Body: Why do you worksheet.
e (ACSSU0 about during the task.
95) scientific
chemical and  Read through the ‘Procedures’ sheet, make think they will
investigation physical change sure students are aware of the process and occur? Portable oven
s (ACSIS232) experiment. Discussion materials they need.
questions – see  Stay in the groups of four from the previous During Ingredients for
Record what they did lesson. experiments: biscuits (for each
observations on  Assign members their roles. Did we get a group):
observe during
the worksheets.  Get students to answer first 2 questions on the new Recipe -
the results; was
experiment time sheet. substance/ https://bakersc
each group hoice.nestle.co
 Go through safety procedures regarding oven product after
similar in their the changes m.au/recipe/mi
understanding? and use of plastic knife (Teacher will handle the
portable oven not the students, but still need occurred? lk-choc-chip-
to go through safety precautions) crunchy-cookies
Did these 1 bag of
 Students will conduct both experiments and
experiments chocolate chips,
observe and record their results.
have the same 125g of soft
 After experiments, students will answer the
result? Why/ butter
final two questions before the lesson is
why not? 165g of brown
concluded.
sugar
Conclusion
1 Egg
 Each group will be asked to pick ONE
255g of self-
observation they found which relates to the raising flour
change of states.
 Write a few keywords on the board. Fruit Salad (for
each group):
(Assist Cody and Dianne with measuring materials/ 1 Apples
substances during experiments) 4 Strawberries
1 banana
1 Cup of grapes
Safety precautions:
1 Plastic knife for
The teacher will leave ‘Safety rules’ PowerPoint or pdf each group.
on the projector/ electronic whiteboard.
Students need to keep clear of the portable oven and
be aware of the use of plastic knives. The teacher will
provide plastic knives to students to cut up the fruit for
the salad.
 Procedures!
Biscuits Recipe:
Ingredients:
125g of soft butter
165g of brown sugar
1 Egg
255g of self-raising flour
Instructions:
1. Pre-heat the oven 170 degrees and line baking tray with baking paper.
2. Using a wooden spoon, mix butter, brown sugar until pale and creamy, add egg
and mix until just combined.
Then mix in the self-raising flour until well combined.
3. Roll mixture into small balls and place them on the tray, leave at least 4-5 cm
between each ball. Slightly fatten them. Then place the tray in the oven.
Bake for 15 minutes or until golden brown.
Cool biscuits on tray for 5 minutes.

And

Fruit Salad Recipe:

Ingredients:
1 Apple
4 Strawberries
1 banana
1 Cup of grapes
Instructions:
1. Cut the apple into small pieces.
2. Cut the strawberries in half.
3. Cut the bananas into 4s
Place these ingredients in a bowl, along with the cup of grapes and you’re ready to
serve!
 Experiment Time!

Consider these questions first:

What do you think will result from these experiments?

Why do you think this result will occur?

Students will record their observations at three different stages of the

experimentation process: Before, During and After.

Before means describing the ingredients before any changes occur, During means
describing the observations during the changes as they occur and After means
recording observations after changes have occurred.

Describe 4 different elements about each of the three stages of the experiment; the
temperature (hot or cold), the texture (smooth, squishy, tough), the smell (buttery,
sour, sweet) and the colour (pink, green, yellow) – be creative!

Biscuits Experiment:
Before
The temperature

The texture

The smell

The colour
 Biscuits Experiment (Continued)

During
The temperature

The texture

The smell

The colour

After
The temperature

The texture

The smell

The colour
 Fruit Salad Experiment:

Before
The temperature

The texture

The smell

The colour

During
The temperature

The texture

The smell

The colour
After
The temperature

The texture

The smell

The colour

Discussion questions:

Did we get a new ingredient/element/ material/ substance after we mixed our

ingredients together? Why?

Did these experiments have the same results at the end? Why/ why not?
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science Science Inquiry
Understanding as a Skills
Human
Endeav
our
Changes to Communicate Describe the Introduction: ‘Chemical
Week
materials ideas, FORMATIVE Last Lesson:
3, difference
KWL chart – to be  Review the discussion questions from the last Did we get a Changes: Crash
can be explanations
Lesson reversible and processes between a lesson. new course Kids’
used at the
3 or using chemical and
beginning and  Pin-up a KWL chart on the board and ask substance/ video (watch up
irreversible scientific physical students to share their knowledge of chemical element after to 1:47, if
(ACSSU095) representatio
end of the lesson
change. and physical changes so far. we mixed our constrained on
ns in a variety to see what they
of ways, learned  Explain to students that the sheets they used to ingredients time):
including Work record the observations are to help them together? https://www.y
throughout.
multi-modal collaboratively describe different changes in state (physical) outube.com/wa
texts (ACSIS11 and what happens when materials/ substances What is the tch?v=37pir0ej_
0)
in groups.
are mixed together. difference SE
Body: between a
 Show students the: ‘Chemical Changes: Crash chemical and Time to Explain
course Kids’ video – related to their physical worksheets
experiments from previous lesson. change?
 Clarify chemical and physical changes KWL chart – pin
explanation. to whiteboard.
-Introduce topic of reversible and irreversible
changes. ‘Changes Card
 Students will individually work on their Time to Sort’ activity
Explain worksheets about physical and from Primary
chemical changes. Connections:
(-Think pair share may be used) Change
 In pairs, get students to do the ‘Changes Card detectives.
Sort’ activity, by sorting the changes in a Venn A4 sheet for
Diagram. Venn Diagram
-Changes need to be glued on the Venn between pairs
diagram.
 Conclusion
 Revisit the KWL chart and add to ‘what they
have learned’ column.

(Assist Cody and Dianne documenting their work. In the

pairs – if possible – partner them with a group member
from the experiments or someone who they have
worked collaboratively with)
 Time to Explain!

1. What is the difference between a physical and chemical change?

2. Do you think some changes are both physical and chemical? Explain why.

3. Describe in detail any physical and/ or chemical changes from past experiments, or ones
you have seen at home.

4. Do you think these changes reversible or irreversible? Explain why

Changes Card Sort - Activity

Melting ice Dissolving sodium

bicarbonate
Burning Freezing milk
chocolate
Melting wax Burning candle
Dissolving salt Evaporating
perfume
Fizzing sodium Melting
bicarbonate and chocolate
tartaric acid in
solution
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science Inquiry
Understanding as a Skills
Human
Endeav
our
Week Changes to Identify, plan In groups, Introduction: Are chemical Solids into
materials and apply the SUMMATIVE-
4, students  Open a discussion with a ‘Pair and share’ about changes Water:
Lesson
can be elements of
conduct Science Inquiry reversible or 15-20 Plastic
reversible scientific physical and chemical changes.
4 experiment of Skills irreversible? Cups, water,
or investigations  Ask students to reflect on a question from the
irreversible to answer dissolving solids Checklist: Are physical salt, pepper,
(ACSSU095) questions and Students come up previous lesson: ‘From any of the past
in water. changes sugar, flour,
solve with their own experiments in the last two weeks, were there reversible or instant coffee.
problems investigation
using Students create any reversible or irreversible changes?’ irreversible?
question:
equipment their own  Review term activities so far and ask key Investigation
and materials
E.g. If these solids
investigation questions. Question for variable
safely and are dissolving,
question. Body: the materials:
identifying does that mean
investigation: vinegar, soft
potential we are witnessing  Introduce dissolving materials/ solids in water
risks (ACSIS10 In groups, What solids or drink, juice,
a chemical  Conduct the experiment to dissolve solids in
3) students liquids from milk, detergent.
change? water: salt, sugar, pepper, flour and instant
conduct their home do you Milo, gelatine
What would
own coffee. know could be (Jelly powder),
Decide happen if we
variables to be investigation  Students will work into their groups from the useful in your sand.
changed the
changed and using variables. previous lesson for this activity. investigation? Gloves for
liquid from water
measured in safety.
fair tests, and to vinegar or -Assign students their roles.
What needs to
observe juice, would that  After the experiment, student will need to change? Procedures
measure and change the come up with an investigation question for the
record data wi Temperature, sheet
results?
th accuracy next part of the lesson. container etc?
using digital
 In their groups, students then must investigate Solids into
technologies a
to see what happens when they introduce Would you like water
s
your worksheet.
appropriate (A variables with this experiment i.e. amount of
investigation
CSIS104)
that results in
 liquid or solid. They may change the type of the Dissolving Solids
liquid or the types of solids. exploration of into Liquids
chemical or worksheet – A3
physical copy for sheet 1
 Students record observations. changes? to allow for
Conclusion: more space on
 Class discussion: leader of the group gives a page if needed.
rough summary of what the students Conclusion:
With the
conducted.
changes/ or
Question: did the experiment turn out as
variables did
planned? the
 Question to take home: Can you think of other experiment
variables to use? turn out as
you had
-Encourage them to consider other liquids or
planned?
solids they use at home e.g. toothpaste, oil.

(Assist Cody and Dianne with measuring materials/

substances during experiments and documenting
anything on paper)

Safety precautions:
The teacher will leave ‘Safety rules’ PowerPoint or pdf
on the projector/ electronic whiteboard.
Students need to be careful when handling the
materials; because of the liquids, they need to make
sure nothing is kept near the edge of a surface.
Use gloves if necessary when handling materials.
 Experiment Time!
Dissolving Solids into Water!

Materials/ Ingredients:
You will need:
 5 Plastic Cups
 Measuring spoons
 A measuring cup
 1 tea spoon of salt
 1 tea spoon of sugar
 1 tea spoon of pepper
 1 tea spoon of flour
 1 tea spoon of instant coffee

Procedure:
Pour half a cup of water into each plastic cup, add a tea spoon salt in
cup A, a tea spoon of sugar in cup B, add a tea spoon of pepper into cup
C, add a tea spoon of flour into cup D and add a tea spoon of instant
coffee into cup E. Finally, just stir and see the results for yourself!!
 Dissolving Solids into Water
Describe what you observe, and most importantly, write down if the solid
dissolved or not.

Salt:

Sugar:

Pepper:

Flour:

Instant Coffee:

Did we witness a chemical or physical change with any of these substances? Please
explain.
 Dissolving solids in Liquids – Sheet 1
It is time to conduct your own experiment!

What are you going to investigate?

Investigation question:

Write down your observations: Be specific! Measure and document the amount
of solids and materials you use.
SOLID (mL) LIQUID (mL)
Name and amount: Name and amount:

Name and amount: Name and amount:

Name and amount: Name and amount:

Name and amount: Name and amount:

Name and amount: Name and amount:

 Dissolving solids in liquids (continued) – Sheet 2
Explaining the results

Why did you choose these materials for this experiment?

What did you predict was going to happen?

Did the results match what you had predicted? Why?

Would you do anything differently next time?

Are these changes chemical or physical? Please explain.

 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Understanding as a Inquiry Skills
Human
Endeav
our
Week Changes to Identify, Write and reflect Introduction: KWL Chart
materials plan and SUMMATIVE- Introduction:
5, on previous  Begin a TWLH chart to review the last 5 weeks’ Can you think (from week 3) –
Lesson
can be apply the
experiments based Science to be used at
reversible elements content and include: of other
5 or of on their results. Understanding -Questions and concerns from the previous variables to the beginning of
irreversible scientific Checklist: investigation lesson. use? the lesson and
(ACSSU095) investigati Did students -Refer to concluding question to elicit prior at the end.
ons to Plan any changes or
write a plan or a knowledge. Plan:
answer variables from
series of Add extension of sheet if in need of more Would you like Week 1:
questions previous
and solve explanations for room. your Procedures and
experiments.
problems their choices? Body: investigation Experiment
using
 Review with students the first ‘engage’ activity to be based on Time!
equipment Discuss and ask
and done in the unit. results from Worksheet
appropriate
materials -The 3 experiments: oobleck, bicarb and soda chemical or
questions to add to
safely and balloon and salt in water. physical Review of
identifying the KWL chart.
 Now that students have had the chance to changes? experiment one
potential
risks (ACSI explore and investigate variables, they need to worksheet.
S103) consider their skills and knowledge they
acquired and plan for anything they might try
differently next time – similar to the
investigation from the previous lesson.
 Once again, they will work in their groups.
-Use the worksheets and procedures from that
first lesson.
 Answer the questions and fill in the spaces in
the box.
Conclusion:
 Whole class will now review the KWL chart to
see if there is one more query or fact to add.
(Assist Cody and Dianne with documenting their ideas
on to paper. Help clarify and ask questions. Make sure
they work closely with their group members to see that
their work is aligned with theirs)
 Procedures

Oobleck:

Materials:
 Half a cup of water
 1 cup of corn-starch
 Gloves

 Spoon

Steps:

 Add the cup of corn-starch to the bowl.

 Slowly add the water a few spoons at a time and stir.
 Keep stirring until it has a gooey consistency. You may want to use your
hands (with gloves on, of course!).
 Try and squeeze the Oobleck, try and hit it, let it run through your
fingers and report your findings.

Bicarbonate Soda and Vinegar Experiment:

Materials:

 1 balloon
 Small bottle
 Small funnel
 Baking soda
 Vinegar

Steps:

6. Using the funnel, add the baking soda to each balloon (two people may be
needed for this; one person to hold the balloon open and the other person
to put the baking soda inside of the balloon).
7. Pour the vinegar into the bottle.
8. Carefully fit the balloon over the bottle opening (be careful not to drop
the baking soda into the vinegar yet).
9. Once the balloon is fitted snugly on the nozzle, hold up the balloon and
allow the baking soda to fall into the vinegar.
10. Observe the chemical reaction and effect on the balloon.
Salt and Water Experiment:

Materials:
 2 cups of water
 Salt
 2 Teaspoons

Steps:

6. Fill one cup up to the first line.

7. Add two teaspoons of salt and stir in with the spoon
8. Observe any changes to the materials
9. Fill the second cup to the first line, however this time place 6 teaspoons of
salt and stir
10. Observe any changes to the materials and record observations
 Experiment Time!
Once you have arrived at your designated station, you will need to complete
these tasks and questions:
1. Draw and label what you have observed.

Experiment 1

Experiment 2

Experiment 3
 Questions:

2. Why do you think these changes happened?

3. Time to come up with your own exciting question!

Think about what you would like to know for the future.
 Review of Experiment One

What information is missing or is useful needs repeating this time?

Think about WHAT you could test this time. Think about the content we
have covered the last four weeks.

Experiment: What could change? Why change it? How can we change
it?

Oobleck

Bicarb Soda and

Vinegar

Salt in Water
 References

Crash Course Kids. (2015, July 16) Chemical Changes: Crash Course Kids #19.2
[Video File]. Retrieved from: https://www.youtube.com/watch?v=37pir0ej_SE

Milk Choc Chip Crunchy Cookies. (n.d.) Retrieved from:

https://bakerschoice.nestle.com.au/recipe/milk-choc-chip-crunchy-cookies

Primary Connections (2012). Change Detectives- Year 6: Chemical Sciences.

Canberra, Australia: Australian Academy of Science.

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