Practical Science: Natural and Processed Materials, 10-12 year olds by Ready-Ed Publications

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Practical Science

Natural and Processed Materials for 10-12 year olds ! Practical hands-on science activities ! Contains comprehensive teachersâ&#x20AC;&#x2122; notes and lesson ideas

By Kevin Rigg

Contents

Natural & PProcessed rocessed Materials

Teachers’ Notes Presentation Ideas Curriculum Links Title Page

........... page 4 ........... page 5 ........... page 6 ........... page 7

Lesson 1: Changing Materials Teachers’ Notes Activity 1a Activity 1b

........... page 8 ........... page 9 ......... page 10

Lesson 2: My Lamp Teachers’ Notes Activity

......... page 11 ......... page 12

Lesson 3: Component Parts Teachers’ Notes Activity 3a Activity 3b

......... page 13 ......... page 14 ......... page 15

Lesson 4: Flow Charts Teachers’ Notes Activity 4a Activity 4b

......... page 16 ......... page 17 ......... page 18

Lesson 5: Food Labelling Teachers’ Notes Activity

......... page 19 ......... page 20

Lesson 6: Food Additives Report Teachers’ Notes Activity 6a Activity 6b

......... page 21 ......... page 22 ......... page 23

Lesson 7: Home Hazardous Chemical Survey Teachers’ Notes Activity

......... page 24 ......... page 25

Lesson 8: Hazardous Chemical Report Teachers’ Notes Activity

......... page 26 ......... page 27

Answers

......... page 28

This is a Ready-Ed Publications' book preview.

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Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Natural and Processed Materials” with 10-12 year old students. At this level the students should be able to identify the factors which enable the choice of a particular material for a specific purpose. They should also understand how the properties of materials can be changed using various processes. The students will be involved in predicting, testing, analysing, assessing, illustrating and researching information to write up reports. The lesson activities include changing the properties of materials, an analysis of the component parts of common objects, examining how the properties of some foods change with processing and additives and completing a home survey and report on hazardous chemicals.

Natural & PProcessed rocessed Materials

Lesson Sheets Layout

This is a Ready-Ed Publications' book preview.

STUDENT LESSON SHEET Lesson title Student learning activities

Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.

Science Materials and Equipment The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired. All lesson sheets are outcome linked to the various curriculum documents (see page 6). Answers are provided where necessary (see page 28).

Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;

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Other books in the Practical Science series:

• • • •

TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON)

Earth and Beyond Life and Living Energy and Change Working Scientifically

Cross-curricular/integration ideas.

Presentation Ideas

Natural & PProcessed rocessed Materials

This is a Ready-Ed Publications' book preview. • Make a display using items used in the lesson and worksheets. Children could make labels for the items. • Make a frieze of drawings, cut outs and worksheets used in the lesson. Have different children label the pictures. • Take digital photos of the activity and print them for a language activity.

• Children could produce labels for the photos which can be used in a class book or display in the library. • Take photos in the classroom or the playground during the activity. Children create labels to put under the photos. • Display record pages alongside the data collection pages in a class display. • Collect photos from the children of activities, pets, homes, etc. • Cut the worksheets up into parts and display together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets. • Children could give talks to another class using the worksheets as a guide. • Hang models used to demonstrate from wire in the room and have children provide labels. • Hang posters and projects together / use posters, models and worksheets in a display. • Present the whole activity as a class talk at assembly using posters, graphs and data collected. • Display posters around the school, library or community.

Internet Use All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication.

Go to www.readyed.net www.readyed.com.au/urls/science Bookmark this site for ease of use:

Curriculum Links

Natural & PProcessed rocessed Materials

This is a Ready-Ed Publications' book preview. The activities in Practical Science: Natural and Processed Materials can be linked to the following Science strands and learning outcomes for each state/ territory.

State/Territory

NT, ACT and Tas. (National Curriculum)

Subject Area

Science

Strands

Outcomes

· Natural and Processed

Materials - Materials and Their Uses 3.10 - Structure and Properties 3.11 - Reactions and Change 3.12

New South Wales

Science and Technology

· Products and Services · Built Environments

Victoria (VELS)

Science

Queensland

Science

· Science, Knowledge

and Understanding · Science at Work Chemical Science: Substances Reaction and Change · Natural and Processed

Materials

PS S2.5 PS S3.5 BE S3.1 CSF 3.1 3.2

2.1, 2.2, 2.3 3.1, 3.2, 3.3 D2.4 D3.4

South Australia

Science

· Matter

3.7, 3.8

Western Australia

Science

· Natural and Processed Materials

NPM 2 NPM 3

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Natural and Processed Materials

This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Changing Materials •My Lamp •Component Parts •Flow Charts •Food Labelling •Food Additives Report •Home Hazardous Chemical Survey •Hazardous Chemical Report

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Lesson 1

Teachers’ Notes

Natural & PProcessed rocessed Materials

Changing Materials

This is a Ready-Ed Publications' book preview. Materials: Learning Outcome:

• Demonstrates how the performance of common materials is altered by combining them with other materials.

Each group will need:

• a tablespoon of each of the following substances: plain flour; self-raising flour; baking powder; bi-carb soda • 4 teaspoons • small jug or jar of cold water • access to hot water (an electric kettle would do) • jars/small cups for mixing the substances (at least 4 per group) • newspaper to lay on desks

Lesson Ideas: • Set up each group with the materials except the hot water. Spoon the ingredients onto a suitable tray, such as an ice-cream container lid or foam tray. Hand out the first worksheet to the students: Changing Materials (Lesson 1a). • Children can study the ingredients and then describe each material on their worksheet. • At this time, students should write down their predictions as to what will happen to the substances if mixed with water. Children then add half a teaspoon of each ingredient to some cold water in separate jars/containers. Students make their observations and record these on their sheet. • Have one child from each group collect some hot water. Students mix the four powders with hot water (separately) and record their observations. • In groups, students discuss what happened and what properties the materials may have to achieve those results. • Class Discussion: Discuss the role of hot water as a “catalyst” for change. • Hand out the second worksheet and discuss what is required. Children decide which substances to mix for the next tests. Again, they should make predictions first. Students then conduct the tests and record the results on their sheet. • Discussion Questions: What was surprising about the results? What measures were taken to make sure this test was fair? What are bi-carb soda and baking powder normally used for? Students can also use the Internet to find out more about baking powder: www.joyofbaking.com/bakingsoda.html

Integration Ideas: Society and Environment / HSIE / SOSE: Students research the uses of these substances in a report, relating uses to the materials’ physical properties. Health: Cooking activity: Search for a basic cake recipe at www.cooks.com Prepare one cake using baking powder and then prepare another cake using the exact same ingredients but substituting bi-carb soda instead of baking powder. Students can conduct a taste test to compare the two cakes.

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Lesson 1a

Changing Materials

Natural & PProcessed rocessed Materials

What happens when cooking ingredients are mixed with water?

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Predictions:

Hot water mix

Cold water mix

Self-raising flour Plain flour Bi-carb soda Baking powder

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The tests. Use half a teaspoon of dry material and 100ml of water in each test. the first column, draw and describe how these materials feel in their dry state. Dry

Self-raising flour

•Mixed with 100ml cold water •Mixed with 100ml hot water Draw

Draw

Draw material in dry state

Plain flour Draw material in dry state

Bi-carb soda Draw material in dry state

Baking powder

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Draw material in dry state

Lesson 1b

Changing Materials

Natural & PProcessed rocessed Materials

These activities follow on from Changing Materials (1a). You should use the same ingredients: •self-raising flour •plain flour •bi-carb soda •baking powder

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Mixtures. Mix two of the ingredients together and test them again. List the two powders (mixes) that you combined.

Mixes:

_______________________

Predictions

_______________________

cold water test

hot water test

When mixed with cold water

When mixed with hot water

Mixes:

_______________________

When mixed with cold water

When mixed with hot water

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Analysing the Results:

What surprised you with these tests? _____________________________________________________________________________ _____________________________________________________________________________ What did you have to do to make sure the tests were fair? _____________________________________________________________________________ _____________________________________________________________________________

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For what reason are baking powder and bi-carb soda used in cooking?

_____________________________________________________________________________ _____________________________________________________________________________ 10

Lesson 2

Teachers’ Notes

Natural & PProcessed rocessed Materials

My Lamp

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Makes connections between the structure of common materials and their properties. • Identifies factors that determine the choice of materials for particular purposes.

Materials: • desk lamp for each child/group (try to arrange for a variety of lamps for a good comparison)

Lesson Ideas: As a whole class: Children will draw the lamp and analyse some of the materials that were used in its manufacture. • Discuss the structure of the lamp and why it is built that way. • Make a list of the materials the lamps are made from. Some lamps may differ to the lamps of other groups. Discuss the origins of the materials used (e.g. rubber) and familiarise students with the properties of these materials. If children have some problems with naming materials then a near match will do. However, students should be encouraged to be as specific as possible, e.g. use tin, copper, iron instead of just “metal”. • The lamp drawing needs to be detailed and should include all the component parts of the lamp including the various small parts. Drawings should be done in pencil and be clearly labelled. • Children select three parts to analyse in more detail. They draw each part, note the materials they are made from, list the materials and their properties and think about why this material was used to make it. • Discuss which materials may not be suitable for certain parts of a lamp (e.g. metal gets hot, plastic can become brittle, etc.). Children write about one such material. • When finished, make a display of lamps with labels of the materials hanging off each lamp along with the properties.

Integration Ideas: The Arts: Students draw contour drawings of a selection of lamps. Children colour the gaps. Students could also design their own lava lamp. Society and Environment / SOSE / HSIE: Children research lamp manufacturing and styles: inventors.about.com/od/lstartinventions/a/lighting.htm

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English (Spelling): Brainstorm and compile a list of materials and their properties for a spelling activity or word research.

Lesson 2

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My Lamp

Natural & PProcessed rocessed Materials

Draw and label the parts of your desk lamp (e.g. globe) as well as the smaller parts (e.g. screws). Study and label the properties of these materials. (For example: flexibility, transparency, elasticity and so on.)

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Complete an analysis of three different lamp parts.

Part 1:

Part 2:

Part 3:

Detailed drawing:

Material used:

______________________

What are the properties of this material?

______________________

Why was this material chosen to make this part?

______________________

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Name a material that was used to make the lamp which might not be very suitable. Why?

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_______________________________________________________________________________ _______________________________________________________________________________ 12

Lesson 3

Teachers’ Notes

Natural & PProcessed rocessed Materials

Component Parts

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Makes connections between the structure of common materials and their properties. • Identifies factors that determine the choice of materials for particular purposes.

Materials: Each of the materials below should be made of at least two different materials.

• selection of common household tools, e.g. hammer, tape measure, garden hose, screw driver, pliers, trowel, watering can and so on • selection of kitchen utensils, e.g. potato peeler, can opener, ladle, tongs, spatula, sieve, egg beater and so on

Lesson Ideas: (Students can work in groups.) • Ensure each group has at least three tools/utensils to work with. Of these three, there should be a range of materials represented (i.e. avoid giving one group three items that are each made of plastic). A variation would be to allow students to bring in toys, e.g. skateboard. • As a whole class discuss the various items and their uses. Listen to group members report on what their group will be analysing. Children should be familiar with the structure and purpose of all tools and utensils presented to them. • Discuss the materials that the tools and utensils are made from and list these on the board. • In groups, students discuss their items and what they are made from. The material’s exact name is not important and if no-one knows, a generalisation will do. • Students complete the tables for each tool. • Discuss the usefulness of the materials the items are made from. They can now complete the analysis of the items on the second worksheet, Component Parts (3b), by listing the good and poor materials they found.

Integration Ideas: Society and Environment / SOSE / HSIE: Students conduct research on the materials used to make the items or on the history of the actual items themselves. This website is a good starting point: inventors.about.com/library/inventors/bltools.htm The Arts: Create a large class mural with children drawing the tools and utensils in use. Spelling: Make a list of the items and materials for word study. Students could also use a computer program to create a crossword puzzle where they write in clues for each tool. Check out this crossword creator:

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www.crosswordpuzzlegames.com/create.html

Lesson 3a

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Component Parts

Natural & PProcessed rocessed Materials

Study your three items. Draw the item in the box and then complete the tasks below.

This is a Ready-Ed Publications' book preview. List the main materials below that the item is made from. Label your diagram to show where each material is found on the item.

Name of item Draw here

MAIN MATERIALS

• _____________________ • _____________________ • _____________________ • _____________________ • _____________________

Name of item Draw here

MAIN MATERIALS

• ____________________ • ____________________ • ____________________ • ____________________ • ____________________

Name of item Draw here

MAIN MATERIALS

• ____________________ • ____________________ • ____________________

RATE THE CHOICE OF MATERIAL

Poor

Excellent

Poor

Excellent

Poor

Excellent

Poor

Excellent

Poor

Excellent

RATE THE CHOICE OF MATERIAL Poor

Excellent

Poor

Excellent

Poor

Excellent

Poor

Excellent

Poor

Excellent

RATE THE CHOICE OF MATERIAL Poor

Excellent

Poor

Excellent

Poor

Excellent

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Poor

Excellent

Poor

Excellent

Lesson 3b

Component Parts

Natural & PProcessed rocessed Materials

Think about the materials used on each of your three items and complete the following tables.

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In your opinion, which materials were the best choice for their purpose? In the table below, list all of the materials that you think fit into this category and also name the tool or utensil. Discuss the properties that made each of these materials a wise choice for that particular item.

Material

Properties

Tool

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In your opinion, which materials were a poor choice for their purpose?

In the table below, list all of the materials that you think fit into this category and also name the tool or utensil. Discuss why you consider these materials a poor choice for that particular item. List what your think could have been used instead.

Material

Tool

Reasons

Suggestion

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Teachers' Notes

Lesson 4

Natural & PProcessed rocessed Materials

Flow Charts

This is a Ready-Ed Publications' book preview. Learning Outcome :

• Illustrates ways natural materials are processed and the consequences for humans and the environment.

Materials: • pictures of eggs, bacon and chips (optional) • tin can • access to Internet (optional) • library books with flow chart diagrams

Lesson Ideas: • Explain the concept of flow charts. Provide some examples and demonstrate a basic flow chart on the board. Have a look at this website for ideas: www.enchantedlearning.com/graphicorganizers/flowchart/ • Children could also create some flow charts in groups before tackling the worksheet activity. • Discuss the first worksheet with the students (Flow Charts 4a) and talk about how our food usually originates from plants. Students draw in the missing components of the flow chart to show how a glass of milk and a plate of bacon, eggs and chips make it to the kitchen table. • Hand out the second worksheet and discuss how steel cans are made. There may be some appropriate posters about this process in your resources area, otherwise check out these websites: www.uksteel.org.uk/diag1.htm – Flow diagram www.ltvsteel.com/htmfiles/diagram2.htm – In more detail • Show and discuss how the students should fit the process into only the main steps (see worksheet). Also show how recycled steel cans fit into the manufacturing process. • Children can draw the steps of production and show how recycling can reduce the amount of mining needed.

Integration Ideas: Society and Environment / SOSE / HSIE: Students can work together on group research projects focusing on an aspect of recycling. Encourage the use of the Internet as a starting point for research, e.g. www.epa.gov/recyclecity/

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Lesson 4a

Flow Charts

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Natural & PProcessed rocessed Materials

(by drawing pictures) to show plants. The egg has been

This is a Ready-Ed Publications' book preview. done for you.

BACON, EGG & CHIPS

hen lays egg

hen eats plants

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Lesson 4b

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Flow Charts

Natural & PProcessed rocessed Materials

Use a circle flow chart to show how a steel can is made and recycled.

This is a Ready-Ed Publications' book preview. When a steel can is recycled the process does not start from the beginning (iron ore) but part of the way in. Some steps are done for you. Draw all the processes and label those that have not already been labelled.

iron ore is mined

steel cans are cleaned and melted

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How does the flow chart show that recycling helps our environment.

_______________________________________________________________________________ _______________________________________________________________________________ 18

Lesson 5

Teachers' Notes

Natural & PProcessed rocessed Materials

Food Labelling

This is a Ready-Ed Publications' book preview. Learning Outcome:

• Illustrates ways natural materials are processed and the consequences for humans and the environment.

Materials (for each group): • A product package for each child/pair, e.g. yoghurt, baked beans, packet of chips. (Arrange for students to bring in an empty tin/jar/packet from home the day before the lesson.)

Lesson Ideas: • Discuss the labels that have been brought in and have selected students read out parts from their labels. On the board, list the things that students find in common on the labels (e.g. product name, ingredients listing, bar code, etc.). • Discuss why these things are included on the labels and also discuss food labelling laws. • Students can write their own answers on the worksheet (part A). • ANALYSIS: By studying the labels on their products, children carefully complete the table checklist and list the information provided on their labels. • Using the knowledge they have gained, students design their own labels on a blank sheet of paper. They will need to include all of the information from the checklist of items. One idea is to have students measure up a “template” for the label using a tin or a jar as a guide. Students then create their label, cut it out and paste it onto their container.

Integration Ideas: Maths: Set up a shop in the classroom using the items with their new labels. Ask students to set a realistic price for their item and then carry out addition and money activities with purchases. The Arts: • Using art paper and stencils, students can cut out pictures and printed computer information to make a giant food label for display with special labels pointing to the important information. • Craft: Open up a milk carton and use the net to make new milk cartons with children each designing a new milk label. These would look great hanging around the room. Society and Environment / HSIE / SOSE: Students can find out more about the legal requirements of food labelling: www.foodstandards.gov.au – Food Standards for Australia and New Zealand. Health: Children examine the labelling on medicinal packages.

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Lesson 5

Food Labelling

Natural & PProcessed rocessed Materials

In Australia, food labelling is standard throughout. There are regulations which state the sort of information food labels should contain. 12345678901

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Why are there laws for food labelling? Discuss what might happen if

there were no food labelling laws and companies were free to write whatever they wanted on the labels of their packages.

_________________________________________________________ _________________________________________________________ _________________________________________________________

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Study the label on your food container carefully. You will need a ruler to measure print size. Fill in the boxes below.

LABEL ITEM

CHECK PRINT SIZE mm

INFORMATION PROVIDED

Name of food: Brand name: Manufacturer name & address: Lot identification no.: “Use by” date: Country of origin: Ingredients listing: Additives: Storage information: Bar code: 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Laws state that the name of the food must be not less than 3mm high. Manufacturers’ name and address must include the street number, suburb, state or territory and country and be no smaller than 1.5mm.

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Using a blank sheet of paper, design your own label for any product. Make sure you include all of the information mentioned above.

Design your label so that it can wrap around an old tin or jar. Remember to measure the container first! 20

Lesson 6

Teachers' Notes

Natural & PProcessed rocessed Materials

Food Additives Report

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Demonstrates how the performance of common materials is altered by combining them with other materials. • Illustrates ways natural materials are processed and the consequences for humans and the environment.

Materials: • a collection of food packages for analysis • Internet access • relevant library books

Lesson Ideas: • Children will write a report about food additives by working through the worksheets and researching the information. This report is probably best done as an independent task or as a homework activity so that students have time to share resources and access the Internet. Some good starting points: tiki.oneworld.net/food/additives.html – Kid’s Guide to Food Additives

www.cspinet.org/reports/chemcuisine.htm – Food Additives Safety library.thinkquest.org/C001722/dessert.html – Click on “Food Additives” • Students will need to use their research skills to retrieve the relevant information. They should also summarise and clarify their notes before adding them to the report sheets. • Once completed, the report could be presented orally or extended into a larger project on a piece of art paper.

Integration Ideas: Society and Environment / HSIE / SOSE: Students can follow-up with research into food manufacturing. Encourage students to send off formal requests for further information from food manufacturing companies. English (Writing): Conduct a lesson writing an official letter requesting information. Students can send their letters off to the actual manufacturers to gather further project materials.

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Lesson 6a

Food Additives Report

Natural & PProcessed rocessed Materials

Prepare a report about food additives by completing the following information.

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Introduction:

What is a food additive?

_______________________________________________________ _______________________________________________________

Why are they used? (E.g. What do they actually do to the food?) _______________________________________________________ _______________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Explain how these types of additives help in the food industry:

•colourings:

__________________________________________________________ __________________________________________________________

•food acids:

__________________________________________________________ __________________________________________________________

•flavourings:

__________________________________________________________ __________________________________________________________

•preservatives:

__________________________________________________________ __________________________________________________________

•humectants:

__________________________________________________________ __________________________________________________________

•mineral salts:

__________________________________________________________ __________________________________________________________

•artificial sweeteners: __________________________________________________________ __________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

What are the ADVANTAGES of using food additives in our processing of food?

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Lesson 6b

Food Additives Report

Natural & PProcessed rocessed Materials

Continue your report about food additives by completing the following information. 12345678901

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What disadvantages are there to using these additives?

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List examples of five common additives and explain what they do. Include examples of the types of food they are used in.

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Make a list of additives from the labels of food in the pantry at home.

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Choose one of the additives that you looked at in part E (above). Research using the Internet or library resources to find out how it is made and if too much can cause harmful side effects.

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____________________________________________________ ____________________________________________________ ____________________________________________________

Lesson 7

Teachers' Notes

Natural & PProcessed rocessed Materials

Home Hazardous Chemical Survey

This is a Ready-Ed Publications' book preview. Learning Outcome:

• Recognises and describes conditions that influence reaction and change in materials.

Materials: • a collection of hazardous chemicals from home or school (e.g. flyspray, medications, cleaning fluid, bleach, etc.)

Lesson Ideas: This activity is best done as a homework activity. • Define what a chemical is. Brainstorm some suggestions on the board and allow students to write their own definitions. Examples include: o A chemical is an element or a compound produced by chemical reactions for use or for reaction with other chemicals. • Define what a hazardous chemical is and again children can write definitions. Discuss and identify the examples on display in the classroom. Point out that not all chemicals are hazardous. o A hazardous chemical is any chemical that is a health hazard or presents a physical danger. • Explain about the home survey of hazardous chemicals. Note that while foodstuffs are not considered hazardous, medications (drugs) should be taken into account in the survey. Students survey the kitchen, laundry and shed or garage. • Discuss the survey instructions with the children making sure they are familiar with the procedure for the survey. If the totals are too large the children could make an estimation. • Follow-up: Students write a report about the survey data (Lesson 8).

Integration Ideas: Maths: Graph the results of the surveys for the whole class. Set it out using separate columns for each room on butcher paper. Health: Children can design a safety poster on the safe storage of chemicals at home.

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Lesson 7 Home Hazardous Chemical Survey

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What is a chemical? What is meant by a hazardous chemical?

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Home Survey: You will be collecting data from your home.

• • • • • • •

List three main hazardous chemicals from each room. Do not include food chemicals. State what each chemical is used for. Tick if instructions are included on the label. State how the chemical is stored Give it a safe storage rating out of 5 (1=very poor, 5=very safe) Tick if first aid instructions are included on the label. Tick if it has a warning clearly shown on the label (ie: "CAUTION" or "WARNING") Make a tally of the number of hazardous chemicals from each room (including medications).

List three hazardous chemicals from the KITCHEN:

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

Total number of hazardous chemicals found in the kitchen=

List three hazardous chemicals from the LAUNDRY:

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

Total number of hazardous chemicals found in the laundry=

List three hazardous chemicals from the SHED/GARAGE: USED FOR HOW IS IT STORED

RATING

Instructions included First aid instruction Warning on the label

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction

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Warning on the label

USED FOR HOW IS IT STORED

Instructions included

RATING

First aid instruction Warning on the label

Total number of hazardous chemicals found in the shed/garage=

Lesson 8

Teachers' Notes

Natural & PProcessed rocessed Materials

Hazardous Chemical Report This is a Ready-Ed Publications'

book preview.

Learning Outcomes:

• Identifies factors that determine the choice of materials for particular purposes. • Recognises and describes conditions that influence reaction and change in materials.

Materials: • art paper/loose paper for each child • research materials from the library • Internet access

Lesson Ideas: This activity is best done as a homework activity. • Children are to use the home survey to complete a report. The report can be produced on a large piece of art paper or on several loose pages. • Children are to use the lesson sheet as a planning guide for taking notes, writing resources and ideas. • For part B the students could take photos of the product. They are to copy the sections from the labels (e.g. first aid instructions). • Students can commence the final draft, once their planning is checked by the teacher. • There are many websites that provide information on hazardous chemicals: o About Hazardous Chemicals: www.metrokc.gov/dnr/kidsweb/hhw/hhwsafety.htm o About Personal Care products: www.purehealthsystems.com/chemicals.html o Poisons Information: www.rch.org.au/poisons o Household Products Database: householdproducts.nlm.nih.gov/

Integration Ideas: The Arts/Health: Students could design posters highlighting the safe storage/ disposal of chemicals. English (Speaking & Listening): Reports can be presented as a talk.

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Lesson 8 Hazardous Chemical Report

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Design a cover/title.

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your name

date

class details

Introduction: Explain what a hazardous chemical is.

Use pictures to help explain. Tell about the home survey and when it took place.

Include graphs of the results.

Include totals for each room surveyed.

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Problems/Solutions: What hazardous chemical problems did you find at home? (E.g. storage, number found, labelling.)

What solutions can you suggest? Set your findings out in table form as below.

PROBLEM

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SOLUTION

Select one hazardous chemical found at home to study and find out the following information.

Product name

First aid instructions

Product uses

Product warnings on the label

Product ingredients (what is it made from?)

Storage instructions

Product photo/drawing 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Hazardous Chemical Substitutions. What safe products could your family use instead of hazardous chemicals? Research and suggest three. List them below and jot notes about where to find the information.

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Safe Storage/Disposal. Write some rules for the safe storage and disposal of hazardous chemicals.

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Answers

Natural & PProcessed rocessed Materials

Lesson 7 – Home Hazardous Chemical Survey:

This is a Ready-Ed Publications' book preview. A) Answers will vary but may include: A substance that has a molecular structure (e.g. water); A substance made for, or used in, chemistry.

Answers will vary but may include: A material that can cause harm to living things; It can be flammable, explosive, irritating or damaging the skin or lungs.

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