ENGLISH HEALTH AND PE
Elephant Toothpaste Recipe: Children create the
steps and processes for their own elephant
toothpaste. This includes equipment, ingredients,
end image of the product and the steps and
processes.
Chemical/physical word wall: Children begin their
colourful word wall on their desk mat. Children
brainstorm all the words that correspond to these
concepts and write it neatly on their mat word wall.
Chemical/physical change flash cards: Children use
their turn and talk partners and test each other. The
flash cards will have images and words that match
either chemical/physical change. Students
distinguish between them.
THE ARTS
Colour Changing Milk: In a glass bowl
children poor in ¼ carton of milk. They then
they add drops of food colouring liquid into
the milk. They then dip in a q-tip into dish
soap and place it in the middle of the milk
and watch the reaction. When they are
satisfied with patters they place a piece of
white A3 acrylic art paper over the patterned
milk for a print. Children place on drying rack.
Sun Print: Children will explore how solar
energy creates chemical changes (Outdoor
play). Children find 3-5 small outdoor objects.
Place the objects on the photosensitive
paper blue side up. Children leave paper
undisturbed for 7 minutes until the paper is
dark blue. Children then take the objects of
the paper and dunk it in a tub of water for
one minute to wash chemicals off. Wait for it
to dry then children have a silhouette of their
objects from the chemical reaction of the sun
and the paper.
MATHS
Fine motor play dough/ Oobleck: Children
make both of these products and discuss as
a class if they are both chemical changes?
Children then explore with using their fine
motor skills why they are physical/ chemical
changes (play dough is physical, oobleck is
chemical). Children can use their dough in
the investigating/exploring table.
Physical/Chemical Skits: Children get into
groups and act out different chemical and
physical changes (teacher can brainstorm
with the children before of the types of
changes they can choose from). Each
group then performs their skit to the class
and then explains at the end what their
change was.
Concept: Chemical/physical Changes
Year One
HASS
Sustainable materials: Using the same
sustainable materials they have been using in
humanities, in small groups students will
observe changes that occur after bending,
stretching and twisting each material. They
record their results
Antarctica Changes: Students will observe
three different pictures of Antarctica 100
years ago, 50 years ago and now. In small
groups they will discuss what they think has
happened referring to physical changes. As a
class they discuss the physical change of
melting that has occurred over time.
Penny Colour Change: Children are in
groups of six ($2, $1, 50c, 20c, 10c, 5c).
Each group count using addition how
much money they have. Children will
predict how green their money will go
with how much they have (weight).
Children conduct the experiment (adding
baking soda and salt). They observe the
chemical results the next day!
Stretching Snakes: Each child is given a
lollie snake. They will measure (blocks,
ruler) how long it is and record their
findings. Children then stretch their snake
as long as they can without it breaking.
Students record the end length of the
snake and the difference between the
two findings.
What are the Chance? Using three
different materials students describe how
likely it is that the material will break when
bending, stretching and twisting using
“will, won’t, might happen”.
RELIGION/SPIRITUALITY
Changes in our lives: Students discuss
about the changes they have observed
and experimented with in chemical
science. Students then turn and focus on
the good and bad changes they have
faced in their own lives.
LOTE
Word Wall: Words from the science word
wall will be learnt in the preferred
language of the school. Children can also
explore the language of their preference
and share it to the class.