Teach-Primary-Issue-19.2

heat from the milk, which in turn makes it freeze and creates ice cream. You will need gloves to handle the bag for this experiment, as the rapid melting can cause cold burns on exposed skin. Get children to work in pairs so they can share the effort of shaking (depending on various factors, this can take around five minutes). Once made, the children can share the ice cream out and enjoy (see slide 57 for a video tutorial). Of all the experiments in this set, this is one you will want an extra adult help with. My class worked in pairs, but trying to monitor and manage 16 concurrent experiments is better with help. Note: You need just the right amount of shaking to form the ice cream. Too little and the ice doesn’t mix with the salt properly. Too much and the milk turns to froth and cannot form ice cream. I used shop bought ice and table salt. You will need a lot of salt to make the reaction work with the ice: keep pouring salt into the ice until it is totally covered in a thick layer. You may want to try this experiment out at home first to ensure success. Or don’t, and lean into the scientific discovery. Some of my pupils were pleased with their very cold milk shake. Assessment Can you explain why the milk turned into ice cream? (See slide 60 for prompts.) Investigation 4 – What is condensation? Time needed: 20-30mins for observing and writing. This short experiment has a good connection with prior learning in geography. Start by revising the water cycle and its different stages ( slides 62-63 ). Next, complete a diagram of the water cycle to revise the vocabulary involved in process ( slide 64, and worksheet I4 ). After the diagram, ask children to write a short summary of the process to further rehearse using the scientific vocabulary ( slide 65 ). Now for the experiment ( slide 66 ). All you need is a mug, cling film and hot water. You could do this with a glass or clear plastic bowl if your school has a stock in its DT cupboard. Pour the boiled water into the container and cover with cling film. Shortly, droplets Matthew Lane is a teacher from Norfolk. His book Wayfinder , on how to lead curriculum change (£17, John Catt), is out now. extend this experiment by trying different types of sponge and noting the difference in bubble size or amount when compared to the sponges’ structures. Ask pupils to summarise their learning in a short writing activity ( slides 72-73 ). Children could do this using the prompt sentences or complete it as a gap fill ( slide 74 ). This is a fun unit of science that has children applying and developing their observational skills and addressing their misconceptions about the world around them. All of these are tried and tested experiments in my own classroom over the last few years, so they will (hopefully) be a big success in yours. Assessment Can you explain where the air comes from to make the bubbles? TP F EATURE S S C I ENC E will form on the inside of the film. Ask children to carefully tap on the film to make it ‘rain’. This experiment works better in a cold classroom to encourage the condensation formation. Make sure to remind children not to touch their hot containers of water! Complete the summary writing activity ( slide 67 ) and then discuss misconceptions about the processes ( slide 68 ) to complete the session. Investigation 5 – Where did the bubbles come from? Time needed: Five mins for observing and 10 mins for writing. You might need more if experimenting with different sponges. Another short observation experiment. This one is good to slot in if other investigations have taken up lots of extra lesson time and you need to balance out your timings over a week. This investigation is a simple one: all you need are sponges and bowls of water. Start the lesson by posing the question “Why do bubbles appear when a sponge is squeezed under water?”( slides 69-71 ). Take ideas and address misconceptions. Then, ask children to try it for themselves, squeezing a dry sponge under water and noting their observations. Then ask them to repeat the experiment with a damp/wet sponge and note the differences. You could @MrMJLane theteachinglane.co.uk the_teaching_lane www.teachwire.net | 25