Explore The children can heat water in small metal trays on night light holders. Can they – explain what happens to the water? Will all liquids evaporate? Will some evaporate quicker than others? Will the amount of liquid affect the rate of evaporation? What other factors could affect these liquids? What risks and hazards could there be? Drama Build upon the drama in previous sessions. Thus, when children are moving around in – a chain (i.e. a liquid) and they receive more heat, then they change into a gas (water vapour) and move individually around the room at a quicker pace. Fair test investigation– affects how well a liquid will evaporate?’ What makes water ‘What evaporate faster? Reference Stars pages 36-37 –Rising Variables that could be changed - amount of liquid, place where it is placed, type of liquid. Variable to measure - place the liquid on a piece of acetate with graph squares photocopied upon it. Children can measure the size of the puddle and the time it takes to evaporate (honey will not). The children can also try heating up different liquids (e.g. water, vinegar, lemon juice and ketchup in the small metal dishes on tea light holders. To explore and explain what condensation is. Physical changes Condensation – To explore and explain condensation using everyday examples. Thinking challenges make a series of observations. •To To communicate using appropriate scientific Challenges children’s thinking by getting them to explain: vocabulary. The water on the outside of a glass jar (with a lid) containing ice.
Explore – The children can heat water in small metal trays on night light holders. Can they explain what happens to the water? Will all liquids evaporate? Will some evaporate quicker than others? Will the amount of liquid affect the rate of evaporation? What other factors could affect these liquids? What risks and hazards could there be? Drama – Build upon the drama in previous sessions. Thus, when children are moving around in a chain (i.e. a liquid) and they receive more heat, then they change into a gas (water vapour) and move individually around the room at a quicker pace. Fair test investigation– ‘What affects how well a liquid will evaporate?’ What makes water evaporate faster? Reference –Rising Stars pages 36-37 Variables that could be changed - amount of liquid, place where it is placed, type of liquid. Variable to measure - place the liquid on a piece of acetate with graph squares photocopied upon it. Children can measure the size of the puddle and the time it takes to evaporate (honey will not). The children can also try heating up different liquids (e.g. water, vinegar, lemon juice and ketchup in the small metal dishes on tea light holders. To explore and explain what condensation is. To explore and explain condensation using everyday examples. •To make a series of observations. To communicate using appropriate scientific vocabulary. Physical changes – Condensation Thinking challenges Challenges children’s thinking by getting them to explain: The water on the outside of a glass jar (with a lid) containing ice.