Science through Story

Transcription

1 Science through Story

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3 Science Vocabulary diet enamel healthy calcium unhealthy estimate food groups bacteria float plaque affect reaction 1

4 Science Vocabulary Developing Children s Communication Skills through Science and Technology In this resource pupils may be introduced to a range of new scientific vocabulary. Pupils could: consider the words, and find definitions for them; draw pictures to illustrate the words; use the definition and illustrations to build a science vocabulary display; or use the vocabulary in their talking and in their writing. 2

5 Science Through Story Display an image of the Eatwell Guide, available at to show the different types of food that we should have in our diet. Opportunities to develop skills in Using Mathematics, Communication and Using ICT have been signposted throughout. Healthy Diets Learning Intention We are learning that: there are certain conditions for healthy growth, including a healthy diet. Ideas for Learning Identify the farm animals in the story. Outline the animals predicament. Tell the pupils about how all living things need to eat for energy, to grow, and to stay healthy. Refer to the story: The turkey needs to find and eat fresh worms. The sheep needs to eat turnips so it can grow a strong woolly coat. The chicken needs to peck from the ground to make strong shells for her eggs. The cow needs to eat fresh grass to make good milk. The pig needs to eat juicy roots and vegetables to grow big and strong. Talk about what the farm animals in the story give humans, such as eggs, milk, wool, leather and meat. Invite pupils to share what they know about healthy diets for humans. Explain that all the food we eat can be sorted into five main groups: fruit and vegetables; bread, rice, potatoes, pasta; milk and dairy; meat, fish, eggs, beans; and foods and drinks high in fat and/or sugar. Ask pupils to name foods that they know and sort them into the different groups. You can download a set of food cards at the website and use them to extend this activity. Explain that the farmer is worried about his/her diet and needs help to pack a healthy lunch which he can bring with him while working on the farm. Organise the class into groups of three or four pupils and ask them to use what they have learned about the different food groups to design this healthy packed lunch. Give pupils a price list for a variety of healthy and unhealthy foods. Encourage them to ensure that the lunch is part of a healthy balanced diet and to calculate the cost of the lunch. Invite each group to share their menu with the class and to explain their choices. Prepare some healthy recipes for the farmer. You can find these at Use the Comic Life app to create a recipe book with text, images and clear instructions. Healthy Teeth Learning Intentions We are learning that: objects float more easily in some liquids than in others; there are conditions for healthy growth, including dental hygiene; changes in materials can be either desirable or undesirable; and decay is a process of change in some materials. Ideas for Learning Recap on how the chicken wanted to have a healthy diet to develop strong shells for her eggs. Carry out some science enquiries on eggs: How Can We Make an Egg Float? (Resource 1) What Happens to an Egg in Vinegar? (Resource 2) Explain that the shell on the egg is similar to the enamel coating on our teeth and, like the chicken, it is important for us to eat a healthy diet rich in calcium. An unhealthy diet can harm our teeth. 3

6 Carry out a scientific enquiry: How Do Drinks Affect Our Teeth? (Resource 3) Organise the class into pairs or small groups. Ask each group to use the Sugar Smart app on an ipad/tablet. Give each group a selection of drinks packaging barcodes and the Sugar Data Collection sheet (Resource 4). Ask them to estimate the amount of sugar (cubes) in each product and record it. Ask pupils to find out the actual amount of sugar from the barcode, record it for each product, and order them from the least to the most sugary foods/drinks. Share the findings with the class and discuss if they were as they expected. Create a class graph on the whiteboard and find out which food had the most and least sugar. Were the results surprising? Create a visual display Think Before you Drink to show which drinks are healthy and unhealthy. 4

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9 Resource 1 Exploring How Can We Make an Egg Float? Equipment five cups five raw eggs water ingredients to test: cooking salt, sugar, oil, coffee. Method 1. Half fill each cup with water and label them A, B, C, D and E. 2. Leave cup A as the control and place an egg in it, observing whether it sinks or floats. 3. Stir in six tablespoons of salt to cup B and then predict what will happen when an egg is placed in the solution. 4. Place an egg in cup B to observe what happens. 5. Stir in the same quantity of sugar to cup C, oil to cup D and coffee to cup E. 6. Based on predictions and observations of cup A and B, predict what will happen when an egg is placed in each of the other cups. 7. Place an egg in each of the other cups, observing what happens. 8. Make conclusions about why the egg floats in some solutions, and sinks in water and other solutions. For the teacher: The egg will sink in water because the density* of the egg is more than the density of the water. When some ingredients such as salt are added to water, the density of the solution* increases. The egg will float because the density of the egg is less than the density of the salt water. * Density: the compactness of the molecules of a substance * Solution: a liquid mixture Safety Note: Always carry out a risk assessment and follow the school policy on health and safety. 7

10 Resource 2 Exploring What Happens to an Egg in Vinegar? Equipment two eggs two plastic cups measuring jug water vinegar food colouring (optional) sugar syrup. Method 1. Place one egg in each of the plastic cups. 2. Cover each egg with equal amounts of either water or vinegar. 3. Observe the eggs over a 24 hour period. 4. Carefully remove the eggs from the cup. 5. Compare the egg in water with the egg in vinegar and make conclusions. 6. Place the fragile egg (that was in vinegar) back into a fresh cup of vinegar mixed with food colouring. 7. Observe after 24 hours. Make conclusions about what has happened. 8. Next, place the egg into a cup of sugar syrup or treacle and observe what happens over a hour period. Make conclusions about what has happened. What do you think will happen to the egg if you put it back into a cup of water? Why? For the teacher: The egg in water will have remained the same. Bubbles will appear in the cup with the egg in vinegar. This proves that a chemical reaction has taken place between the calcium in the eggshell and the acid in vinegar. After 24 hours the egg in vinegar will have had most of its shell dissolved it is easy to gently rub away the remaining powdered shell. The egg will be very fragile but still intact, held together by a thin membrane. After the second day in vinegar the egg will appear bigger than when the investigation first started. This is because some of the water in the vinegar has moved into the egg. This process is called osmosis and occurs because the membrane is semi-permeable, allowing water to move through it. Osmosis makes the water concentration the same on both sides of the egg membrane. The food colouring in the vinegar will show this movement more clearly. Similarly, sugar syrup has very little water content so water inside the egg will move across the egg s membrane to make the water concentration the same on both sides. The result is a shrunken egg. Putting the egg back in water will reverse the process and the water will move across and fill the egg with water. Safety Note: Always carry out a risk assessment and follow the school policy on health and safety. 8

11 Resource 3 Exploring and Fair Testing How Do Drinks Affect Our Teeth? Equipment four boiled eggs drinks to test: fizzy drink, pure orange, milk, water four plastic cups. Method 1. Place one egg in each of the plastic cups. 2. Cover each egg with equal amounts of a different drink. 3. Leave for hours. 4. Observe what has happened to the eggs. 5. Use a toothbrush and toothpaste to brush the eggs. 6. Make conclusions about how drinks affect our teeth, and the effect of brushing our teeth For the teacher: When we eat and drink things that are high in sugar, it stains our teeth. Bacteria in our mouth react with the sugar causing plaque, which has the same effect as vinegar on the eggshell. Safety Note: Always carry out a risk assessment and follow the school policy on health and safety. 9

12 Resource 4 Exploring Sugar Data Collection Food name Estimated sugar (cubes) Actual sugar (cubes) 10

13 Anything s Possible! illustrations Janette Louden All other illustrations thinkstock.com 11

14 CCEA 2018 COUNCIL FOR THE CURRICULUM, EXAMINATIONS AND ASSESSMENT 29 Clarendon Road, Clarendon Dock, Belfast BT1 3BG Tel: +44(0) Fax: +44(0) Web: 14