using kettles to observe the differences in the time taken to change the states. Chemical changes changing reactants into – Students will products compare the E.g. Making caramel sauce demo, as many chemical difference between reactions, the change is permanent/irreversible reversible and irreversible changes, Other examples can be used to exemplify irreversible linking to examples changes and why we would want to do this for – of both. different uses. E.g wood and paper are both useful but for different purposes. Investigate how rusting can be The Catch: Show the class concept cartoon about Students have the controlled, for example, observe that rusting and have a rusted and unrusted example of opportunity to extract the use of paints and oils (grease) something for students to see and feel. What are the key information using will prevent rusting and protect iron major differences? research in order to inform the focus of Key Vocabulary: Teacher can link to examples of rusting iron being the investigation. Rust, oxidized, corrosion, undesirable and how we can use other materials to grease, water, undesirable, help prevent undesirable effects. This a particularly Students will also be desirable common occurrence on boats, cars, household reminded about and objects etc. Then can ask the students to brainstorm use dependent, about the ways people protect these items from independent and Research corrosion. control variables materials printed. within an Number of iron This is a good opportunity for students to use investigation. nails, test tubes, research to help shape the focus of their water, salt, oil, investigation. In small groups, grease, paint (or students plan, carry pre-painted nails) Inquiry: What conditions cause iron nails to rust the out, measure and fastest? Select materials can be given out to small record, present data on, conclude and
using kettles to observe the differences in the time taken to change the states. Chemical changes – changing reactants into products E.g. Making caramel sauce demo, as many chemical reactions, the change is permanent/irreversible Other examples can be used to exemplify irreversible changes and why we would want to do this – for different uses. E.g wood and paper are both useful but for different purposes. Students will compare the difference between reversible and irreversible changes, linking to examples of both. Investigate how rusting can be controlled, for example, observe that the use of paints and oils (grease) will prevent rusting and protect iron Key Vocabulary: Rust, oxidized, corrosion, grease, water, undesirable, desirable The Catch: Show the class concept cartoon about rusting and have a rusted and unrusted example of something for students to see and feel. What are the major differences? Teacher can link to examples of rusting iron being undesirable and how we can use other materials to help prevent undesirable effects. This a particularly common occurrence on boats, cars, household objects etc. Then can ask the students to brainstorm about the ways people protect these items from corrosion. This is a good opportunity for students to use research to help shape the focus of their investigation. Inquiry: What conditions cause iron nails to rust the fastest? Select materials can be given out to small Research materials printed. Number of iron nails, test tubes, water, salt, oil, grease, paint (or pre-painted nails) Students have the opportunity to extract key information using research in order to inform the focus of the investigation. Students will also be reminded about and use dependent, independent and control variables within an investigation. In small groups, students plan, carry out, measure and record, present data on, conclude and
Year%206%20Draft%20Science%20guidance.docx