1. Introduction to

2. Lesson 1
“science is simply the word we use to describe a method to organise our curiosity”
- Tim Minchin

3. Lesson 1 – Introduction to Science
Learning intention:
We will learn what Science is and how it impacts our daily lives

4. What is Science?
On your ‘graffiti board’, write or draw things that you think are related to or are important in Science.
Questions to think about:
What Science things do I know?
What makes something classed as Science?
How does Science affect me?

5. I can name one thing that falls under the category of Science.
Success Criteria
I can name one thing that falls under the category of Science.
I can give one example of how Science has an impact on my daily life.
Homework
Cover your class jotter in a Science theme!

6. Lesson 2 “The science of today is the technology of tomorrow”
-Edward Teller

7. Lesson 2 – Careers in Science
Learning intention:
We will learn about different careers in Science

8. Careers in Science Research task:
Your teacher will give you a job title to research.
Using the myworldofwork website, complete the worksheet.
You will be asked to share your findings with the rest of the class.

9. Success Criteria
I can use the internet to research careers
I can name one career within Science
I can give one example of how that career has an impact on daily life

10. Lesson 3
“Safety is my Prime Concern”
- mR Mcguire

11. Lesson 3 – Science Safety
Learning intention:
We will learn how to keep ourselves safe in the Science classroom

12. Safety Rules
Lets look at the rules we all must follow to keep ourselves safe in Science.

13. Safety Rules
You must not ________ the room until your ______ tells you
Be sure you know where the nearest _______ exit is
Put your coat and bag where they will ____ cause an ______

14. Safety Rules
Before doing an _______ make sure you _____ all the instructions including the _______ precautions.
Carefully examine the apparatus ______ you use it. Glass should have no ______ edges or cracks. Do not use any ________ apparatus but tell your teacher about it.

15. Safety Rules When doing an experiment be careful and take your _______
Report any _______ or accident at once to your teacher.

16. Safety Rules
Never put and chemicals near your mouth. Always make sure you wash your hands after doing an experiment.
Always wear ________ ________ when doing an experiment.

17. Safety Rules After you have finished an experiment:-
_____ away apparatus
b) Take care of any ________ material (ask if you are not sure)
c) _______ and dry the bench.

18. Hazard Symbols
Find out what each of these hazard symbols mean

19. Oxidising Agent
Harmful Substance
Flammable Substance
Corrosive Substance
Toxic Substance
Irritant

20. Hazard Symbols The previous task looked at the old European symbols.
We now use ones which are based on the International symbols.
This is known as the UNITED NATIONS GLOBALLY HARMONISED SYSTEM or GHS

21. Hazard Symbols
There are no single words used to describe these symbols but there will be a hazard statement on the packaging alongside the symbol.

24. Safety in the Laboratory

25. Hazard labels Corrosive chemicals destroy other substances.
What it means
Explosive
Flammable
Corrosive
Toxic
Oxidising
Biohazard
Irritant
Harmful
Flammable chemicals can cause fire if near a naked flame.
Toxic chemicals can cause serious health risk.
Oxidising chemicals give off oxygen thus promoting fire
Biohazard: can cause infection or disease
Irritant chemicals can cause inflammation to skin and eyes.
Explosive chemicals can react violently to their surroundings.
Harmful chemicals can cause limited health risk.

26. I can state 3 things that I can do to keep myself safe in Science
Success Criteria
I can state 3 things that I can do to keep myself safe in Science
I can identify some hazard symbols and state what they mean
Homework
Complete the Spongebob Safety challenge!

27. Lesson 4
Science Apparatus

28. Lesson 4 – Science Apparatus
Learning intention:
We will learn the names of Science apparatus and what they are used for

29. Science Apparatus
Lets look at some of the apparatus we have in the science classroom…
Try and guess what each piece of apparatus is used.

30. Science Apparatus Description-’ary’?
One pupil come out and face the audience – No looking at the apparatus on the board!! Can anyone describe the apparatus well enough so they can identify it??

39. Success Criteria
I can identify and name 3 pieces of apparatus
I can describe how to use 3 pieces of apparatus

40. Lesson 5
Investigating the Bunsen burner

41. Lesson 5 – Bunsen Flame Investigation
Learning intention:
We will learn how to use a Bunsen Burner safely.
We will investigate the different flames on the Bunsen Burner

44. Experiment
Aim : To find out which Bunsen flame is the hottest; the yellow or the blue.

45. What do we need?
How do we keep it fair?

46. Apparatus

47. Method Measure 100ml of water into a beaker
Place the beaker on top of a tripod and place a Bunsen underneath
3.a Ensure the Bunsen is set to a pale yellowish /
blue flame (air hole slightly open)
3b. Ensure the Bunsen is set to a roaring blue
flame (air hole fully open)
4. Light the Bunsen and start the timer
5. Record the time taken for the water to boil
6. Swap times with 3A or 3B group

48. What does boiling water look like?

49. Results
Type of Flame
Time taken to Boil (secs)
Blue
Yellow

50. Results Type of Flame Time taken to Boil (secs) Blue 190sec Yellow

51. Conclusion
The blue flame took less time to boil the water than the yellow flame. This means that the blue flame is hotter than the yellow flame.

52. Success Criteria
I can safely light a Bunsen Burner
I can control the colour of the flame
I can state which flame is the safety flame

53. Lesson 6
Measuring Volume and Mass

54. Lesson 6 – Measuring Volume and Mass
Learning intention:
We will learn how to accurately measure volume and mass

55. Measuring Volumes
Which apparatus can be used to measure volumes of liquids?

56. Measuring Volumes Which one would be best for measuring: 200ml 25ml

57. Results
Object
Volume
(ml)

58. Measuring Mass
To measure the mass (weight) of an object we use a balance. The unit we use for mass is grams (g). Aim: To measure the mass of various objects using a balance

59. Electronic Balance

60. Results
Object
Mass
(g)

61. Success Criteria
I can name and use the apparatus used to accurately measure volume
I can state the units for volume
I can name and use the apparatus used to accurately measure mass
I can state the units for mass

62. Lesson 7
Designing An Experiment

63. Lesson 7 – Designing an Experiment
Learning intention:
We will learn how to plan an experiment

64. Making Science Tea
How do you make a cup of tea at home? Task: Write down a list of short, easy to follow instructions.

65. Making Science Tea
What things do you need that you don’t have in science? What would be a good replacement?

66. Success Criteria
I can apply my knowledge of apparatus when sequencing an experiment
I can synthesise a number of logical steps to arrive at a successful experimental outcome

67. Lesson 8
Making Science Tea

68. Lesson 8 – Making Science Tea
Learning intention:
We will carry out our planned experiment

69. Making Science Tea Method: Add 100ml of water to a beaker. Boil water.
Add tea and stir.
Filter tea using filter funnel and paper.

70. Making Science Tea
Evaluation: Did you experience any difficulties with your experiment? Is there any changes you would suggest to future students?

71. Success Criteria
I can safely carry out an experiment and control all of the variables
I can evaluate an experiment and suggest one way of improving it