PR-6171IRE Science A STEM Approach - 1st Class

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Lesson 4 Materials IT’S A STRETCH Teacher Notes Science Inquiry Focus: What happens when some materials are cooled? Skills Development/Working Scientifically: • Questioning and predicting • Investigating and experimenting • Estimating and measuring • Analysing • Recording and communicating Science Learning Outcomes: • Pupils observe and describe what happens when various materials are cooled in the freezer. • Pupils observe the difference between the shape that water can make compared to when it is cooled and forms ice shapes. Technology/Engineering/Mathematics Links: • Indirectly calculating how much of each liquid is required to fill an ice cube tray. • Using digital camera to record observations. Background Information • Most liquids when frozen become a solid. Oil behaves differently when cooled because it is a lipid, which means it can stay in the same state regardless of temperature. Oil does not have a specific freezing point. Oil may appear to look somewhat solid when frozen but it behaves differently and feels different to other truly frozen substances like ice. • Water, milk and juice will become solid and freeze in the shape of the container they are in, and stay this shape until they melt to liquids again. Assessment Focus: • Observe the pupil’s understanding of the concept that ice is made from water that has been cooled in the freezer during discussions in Step 2. • Use the experiment worksheet on page 113 as a formative assessment of the pupil’s ability to conduct an investigation and observe how a material changes when cooled. Resources Viewing sample • Copy of page 112 • Sufficient copies of page 113 for pupils • Ice cube trays/shapes – one per group • Water, milk, juice, oil • Access to a freezer • Pre-prepared frozen ice cube trays with water, milk, juice and oil (optional—to speed up the process) 110 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Materials IT’S A STRETCH Lesson 4 Lesson Plan Introduction: 1. Display different-shaped containers at the front of the classroom, filled with water. What shape does water have? How has the shape been changed in these examples of water? What other ways can you change water? What happens when you put water in the freezer? Discuss as a class and write pupil suggestions to the last question on the whiteboard. Development: 2. Show pupils the cartoon on page 112 and discuss what it means. Why does the snowman need ice? What is snow made from? How is ice made? What shape is the snowman? How do you make a snowman? Pupils turn to a partner and discuss possible answers. 3. Is it just water that turns into ice? What about if juice or milk was put in the freezer? What about oil? What would happen? As a class, discuss these ideas before forming small groups to conduct the experiment on page 113 to record their predictions and find out the answers. Pupils print out their before and after photographs and glue them in their science book. Note: To speed up the process, teachers may wish to pre-prepare ice cube trays with water, juice, milk and oil and freeze the night before. This can then be used for pupils to observe, rather than wait for their trays to freeze. Otherwise the lesson can be commenced at the start of the day and finished at the end of the day to allow enough time for the freezing to occur (generally a few hours is required). Differentiation • Pupils requiring additional help to complete the experiment can be supported by an adult and guided through the process and aided with written answers. • Challenge pupils to think about other materials that can be changed by cooling and to draw before and after pictures. More able pupils can compile a list of other materials that can be changed by cooling them, and test it out if appropriate or if time is available. Reflection: 4. Each small group pairs with another small group and shares their observations and results. As a whole class, discuss if there were any differing results and what may have caused this. Discuss pupils’ conclusions and then write a class conclusion on the board, referring to how most materials become hard when cooled, except oil which changes colour and is not as hard as ice. All materials will feel cold to touch. Viewing sample Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 111 CLASS A STEM APPROACH
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PR-6171IRE Science A STEM Approach - 1st Class

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