LESSON 9: Bubbles, gas and growth OUTCOMES: Old Board of Studies syllabus: PPS1.

4 Identifies and describes different ways some forms of energy are used in the community. - Discusses the energy provided by gases and works as a class to make bubbles and discuss how theyre made - Proposes ways of how bubbles are formed e.g. our breath, gas - Develops ideas, plans and makes bubbles using materials provided Learning processes: INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations UTS1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task. New NSW syllabus for the Australian Curriculum: ST1-4WS Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know - Sharing what they did and what they could do differently throughout the investigating process - Displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital technologies as appropriate - Identifying the purpose of the investigation LINKS TO OTHER KLAs: English: TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts Creative Arts: DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice. Mathematics: MS1.3 Estimates, measures, compares and records volumes and capacities using informal units. RESOURCES: PRIOR SCIENCE KNOWLEDGE: Balloon As this is the conclusion to the unit, Soft drink bottle students have learnt about bubbles and Container how gas has played a role in forming Snaplock bags them. This lesson gives children a fun, Bicarbonate of Soda hands-on experience to put what they Water have learnt into practice. They will also Measuring cup use trivia to show the teacher and the Paper towel class what they have learnt. Vinegar SMARTnotebook SMARTboard

Funnel Tablespoon KSK The snap lock bag is full of carbon dioxide once the bicarbonate of soda and vinegar is added. As the bag is sealed, the gas has nowhere to escape, making the bag inflate. When there is no more room for the gas to form, its only release is to explode (Exploratorium, 1998). LESSON: 1. Recap the previous lesson and discuss how the Mentos and diet coke reacted. Discuss the role that gas played in this experiment, causing it to blow up. 2. Explain the activities for today and explain that as a class, you will experiment ways on how to blow up a balloon without using your mouth. Ask for ideas on how they might do this. Show the class the ingredients that you have (vinegar and bicarbonate of soda) and listen to what the children have learnt throughout the unit to find out how the balloon can be blown up. 3. Give the children instructions for the experiment on the SMARTboard. Proceed with the experiment as a whole class. 4. Pour in each ingredient through the funnel, ensuring the ingredients do not spill onto the table. It doesnt matter how much of each you put into the bottle. As soon as the vinegar hits the bicarbonate of soda, a reaction will occur regardless. 5. Ask a child to come to the front to hold the bottle for you. Put a balloon onto the opening of the bottle and watch the balloon grow. Have a guessing competition on how long the balloon will stay inflated and record this onto the SMARTboard. 6. Move onto the next experiment. Ask the class to move outside and move onto the bubble bomb. 7. Have the instructions with you and ask a child to tell the class what you need and the measurements of ingredients. Help children with measurements as they are still using informal units. 8. Ask another student to come up to the front and pour 1 tablespoons of bicarbonate of soda in the middle of a paper towel and fold it up. 9. Ask another student to help hold the zip lock bag and pour in cup of vinegar and cup of warm water. Zip it half way. 10. Whilst a student holds the zip lock bag, explain that we need to close the bag as fast as possible once our activator is in the bag. Place the activator into the zip lock bag, place it on the ground and watch it grow. 11. Watch it inflate and ask your class to step back. The bomb will explode because the carbon dioxide is forming within the bag due to the acid/base reaction, similar to the previous experiment with the balloon. 12. Ask the class to go back to the classroom and sit at their desks. On the SMARTboard, share a quiz about everything that your class has learnt throughout the 9 weeks in this unit. Questions will be shown on the board and the answer will be covered. As a class, they must guess the answer and when a box is clicked, the answer is revealed. SIMPLIFICATION: EXTENSION: Separate lesson and elongate the unit Do the experiment in pairs or small

so that students can spend more time on one experiment.

groups, rather than as a whole class.

Steve Spangler Science. (n.d.). Bouncing bubbles Bubble solution. Retrieved October 15, 2013, from http://www.stevespanglerscience.com/lab/experiments/bouncingbubbles