PR-0552UK Primary Science - Book 2

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Mixing Objective • begin to investigate how materials may be changed by mixing Working scientifically • Questioning • Observing • Predicting • Investigating and experimenting • Recording and communicating Designing and making • Exploring • Making Background information Mixing is the combination of two substances. Red, yellow and blue are called primary colours and form the basis of all other colours. Every other colour can be produced by mixing different combinations of these colours. For example; red + yellow = orange; red + blue = purple; yellow + blue = green. Dissolving occurs when two substances, like salt and water, combine completely. Substances generally dissolve faster and more effectively in hot water compared to cooler water. Before the lesson Materials needed • White cartridge paper, primary colour tempera paints, palettes for mixing colours, paintbrushes, water (in containers), paint shirts for pupils. • Salt, coffee, flour, custard powder, glass jars, cold water, hot water, kettle for heating water, spoons, teaspoons, oven mitts. Preparation • Set up suitable areas and stations for pupils to work in small groups to experiment with paints. • Set up the mixing of substances with hot and cold water as a demonstration at the front of the class. Note: This lesson on mixing can be conducted over two lessons. The lesson Stimulus • Allow the pupils to observe the colour of objects inside and outside the classroom. List the objects and colours on the whiteboard. Discuss. What to do • Give pupils a sheet of cartridge paper with their name on the back. Fold it in half. Place small ‘blobs’ of red, blue and yellow paint along the centre fold (not too far apart). Have pupils gently rub the sides of their hands from the fold outwards to the paper edges. This should move the paint into patterns. (Be careful not to let it ooze out the edges.) When finished, carefully open the paper to reveal a symmetrical pattern. What colours can they see? How are they different from the three primary colours they started with? How do they think the new colours were made? Put patterns aside to dry. • Using another sheet of paper, allow pupils to experiment using blue, yellow and red paints to make new colours. Mix blue and yellow, blue and red and yellow and red. Discuss results. • To observe safety precautions, organise the Question 2 experiment so it is a demonstration at the front of the classroom. • Pupils can help spooning the four different substances into two jars each. • Pupils can come to the front of the class to help pour the cold water into the first set of jars. Pupils can help to stir. Pupils decide if the substance mixes easily or not easily. • The teacher pours hot water into the jars. Ask pupils to come and help mix, while the teacher is still holding the jar with an oven mitt. Decide once again if the substances mix easily or not. • Pupils complete the table and decided if substances mix more easily (dissolve) when mixed with hot water than with cold. Viewing Sample Materials and change ~ Activity 3 After the lesson Answers 1. (a) Teacher check (b) blue + yellow = green blue + red = purple red + yellow = orange 2. Answers will vary 3. Hot water Additional activities • Try mixing other substances in hot and cold water. The pupils predict what will happen for each and test their ideas. 94 <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com
Materials and change ~ Activity 3 Mixing Which colours did you find the most? (a) The colours below are called ‘primary’ colours. Colour them. blue yellow red (b) What colours did you make when you mixed these colours? Colour and label each box. Mix the following foods with hot and cold water. What happens? salt coffee flour custard powder Viewing Sample Food Cold water Hot water Do things mix better in hot or cold water? www.prim-ed.com ~ <strong>PR</strong>IMARY SCIENCE ~ Prim-Ed Publishing 95
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OUTCOME LINKED PRIMARY Book 2 Mysel
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Teacher information................
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Teacher information The pupil pages
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Differentiating activities Meeting
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Essential science resources Below i
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Assessment proforma Name Class Term
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Assessment proforma - Designing and
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About me We are all different Chang
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Myself ~ Activity 1 About me (a) Dr
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Myself ~ Activity 2 We are all diff
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Myself - Activity 3 Changes As we g
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Myself ~ Activity 4 A need or a wan
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What are insects? Parts of an insec
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Plants and animals ~ Activity 9 Wha
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Making shadows Measuring shadows Sh
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Light ~ Activity 1 Draw a picture t
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Light ~ Activity 2 Measuring shadow
Page 55 and 56: Light ~ Activity 3 Shadow clock Fol
Page 57 and 58: Light ~ Activity 4 The torch experi
Page 59 and 60: Light ~ Activity 5 Sun facts Read t
Page 61 and 62: Sound Making sounds banging blowing
Page 63 and 64: Sound ~ Activity 1 Sound Sound Circ
Page 65 and 66: Sound ~ Activity 2 Use different ma
Page 67 and 68: Heat Measuring temperature applianc
Page 69 and 70: Heat ~ Activity 1 Describe how you
Page 71 and 72: Heat ~ Activity 2 Measuring tempera
Page 73 and 74: Magnetic attraction Magnetic proble
Page 75 and 76: Magnetism and electricity ~ Activit
Page 83 and 84: Push or pull? Down the ramp! Float
Page 85 and 86: Forces ~ Activity 1 Push or pull? A
Page 87 and 88: Forces ~ Activity 2 Down the ramp!
Page 89 and 90: Forces - Activity 3 Float or sink?
Page 91 and 92: Materials in the classroom Sorting
Page 93 and 94: Properties and characteristics of m
Page 101 and 102: Changing by heating Maintaining tem
Page 103 and 104: Materials and change ~ Activity 1 C
Page 105: Materials and change ~ Activity 2 M
Page 109 and 110: Materials and change ~ Activity 4 W
Page 111 and 112: Natural or built? Minibeast hunt Lo
Page 113 and 114: Caring for my locality ~ Activity 1
Page 129: Caring for my locality ~ Activity 9
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PR-0552UK Primary Science - Book 2

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