Science, Year 6, Reay Primary School

Reay Primary School, Hackford Road, Brixton, London SW9 0EN

Using a Visualiser in Year 6 Science: Reversible & Irreversible Changes Learning objectives: Learn that mixing materials can cause them to change Make careful observations, record and explain these using scientific knowledge and understanding Lesson plan: WHOLE CLASS INTRODUCTION: Introduce the lesson by demonstrating what happens when lemon juice and biological washing powder are mixed together. Place cup of lemon juice under the visualiser and add washing powder – zoom in to maximum magnification to observe results. Discuss: What is happening to the liquid? What is happening to the solid? What might be being released into the air in bubbles? Is the solid dissolved? How can you tell? What other things do you observe? GROUP PLANNING: Then, present the children with a range of materials (sand, flour, baking powder, powder paint, salt, plaster of Paris) ask them to mix each with water or vinegar, describe and try to explain what has happened. Children to plan investigation as a fair test. How will you observe results closely? How will you record your results? (think about appearance, temperature etc) GROUP PRACTICAL WORK: Practical investigation using planning frames. Differentiate by adding factors info to lower ability group and provide large frame for statemented child. TA to support new EAL child as much as possible during intro by practically explaining dissolving using water and salt/sugar. . PLENARY: Ask children to group materials into categories and be ready to explain their observations under the visualiser, eg those which dissolve in water, those which don’t dissolve and those where there appears to be a different sort of change. Talk with children about their groupings and introduce the idea of changes which are different from dissolving. Extend more able group by asking them to feedback findings for their groups, especially in relation to lessons learned re planning and observation. Demonstrate on visualiser. RESOURCES: SOLIDS: Each group needs a small quantity of sand, flour, baking powder, powder paint, salt, plaster of Paris in a cup (about a tablespoon is plenty.) LIQUIDS: a paint pot of water for each group, half a cup of vinegar (or however much will go around). SUBJECT KNOWLEDGE: Plaster of Paris and cement react chemically with water to make new substances: plaster and concrete. When vinegar is added to bicarbonate of soda, lemon juice to washing soda, and Andrews salts to water, the bubbles of gas produced are carbon dioxide. How did the visualiser support and extend the learning in the lesson? The visualiser was a key component of this lesson. The opportunity to observe the introductory

Reay Primary School, Hackford Road, Brixton, London SW9 0EN

experiment clearly on the whiteboard engaged all the children immediately. The teacher was able to model good observational skills and language using an example that all the children had observed. The children’s resulting discussion was extended by their ability to see the experiment magnified. They were able to use the modelled language and their own experience of observing the experiment to talk precisely about the changes occurring in the mixture. When they were doing their own investigation, they did not have microscopes. It was therefore useful to be able to see the gas release close up so that each child knew the sort of detail they might need to be looking for. Part way through the planning, it became clear that a number of children had not retained a clear understanding of dissolving from the previous term’s work. It was easy for the teacher to demonstrate a practical example underneath the visualiser with salt and water. The children’s understanding was instantly clarified and they were able to move on with their planning for the lesson’s investigation. The use of the visualiser during the plenary was also important. Groups had discussed their conclusions and a small number of children were given the opportunity to come and use the visualiser to explain their observations and results. The uncomplicated equipment meant that these children used the magnifier and light for themselves. They were able to demonstrate exactly what they had seen by repeating 2 experiments. This prompted further discussion around possible scientific explanations of their observations. Although it would have been possible to teach the lesson without the visualiser, there is no doubt that its use enhanced the pace of the lesson, as well as the quality of the children’s observations. It contributed significantly to their progress by the end of the session.

Magnified image allowed the whole class to observe the carbon dioxide escaping from the mixture of lemon juice and washing powder – much excitement ensued!

Reay Primary School, Hackford Road, Brixton, London SW9 0EN

Using black paper underneath the cup made it easier for the children to see

Other examples of lessons planned with the visualiser: • • • • •

Literacy – useful for modelling improving and editing children’s work. It saved time on scanning for the whiteboard. Literacy – showed examples of a variety of text types quickly, saved time on planning and scanning. Numeracy – I was able to display handwritten success criteria and other work to demonstrate parts of independent work. History – useful for artefacts, especially the magnification feature Topic/art work – able to zoom in on illustrations from a book which we were using as inspiration for class work.

Children’s comments Year 6 children explained why they would like to keep the visualiser in their classroom all the time: • • •

It’s good when you can see your work on the visualiser. The teacher can explain something on the visualiser to save telling everyone individually (referring to modelling editing and improving writing). We definitely should keep it, it makes work easier.

Benefits of the visualiser:

Reay Primary School, Hackford Road, Brixton, London SW9 0EN

• • • • •

Clear, immediate modelling is possible when needed in a lesson Planning time is reduced, with less scanning of books and other resources for display on the whiteboard. The children have loved sharing their work in a variety of subjects on the visualiser – it has been a good incentive for improved presentation across the curriculum. Teaching staff have enjoyed using the visualiser to celebrate good work each lesson. The zoom feature is endlessly useful, particularly in science. The visualiser has become a classroom must-have in a matter of weeks, and we are still learning how to benefit from the range of features.

Report author: Kirsty Kingsbury ICT Co-ordinator Year 6 Teacher