Exploring STEM careers with Oak Academy resources

 We are proud to share a selection of ‘science careers’ lessons created by CIEC as part of the new primary science curriculum recently launched by Oak National Academy. 

The lessons are linked to the National Curriculum for primary science and encourage more children to feel that ‘science is for me.’ 

Children as young as Year 1 (5 and 6-year-olds) will learn about how some people use science every day as part of their job, and how science can be a job for everybody.

An extract from the Y1 unit on developing new materials

The lessons include opportunities for teachers to uncover and discuss any misconceptions children may have about who might work in a science related career. 

The Oak materials encourage children to discuss preconceptions about STEM careers.

They also encourage young children to consider a range of careers in science- related industries, as they begin to think about future aspirations with information such as... 

“If you like asking questions and finding out about the world around you, then you might like to have a career in science.”

For more information about these lessons, please get in touch with CIEC or visit The Oak National Academy primary science page to access the free primary units.

Sustainable materials: which metal?

Full details of the activity can be found in the new CIEC publication 'Sustainable Stories and Solutions for our Planet' which can be downloaded from  http://www.ciec.org.uk/resources/sustainability.html

Sustainable materials – which metal?

In this activity you will investigate how some metals rust when exposed to oxygen in the air and water. You will learn about some metals that do not change, corrode or rust easily and so have special uses, particularly in reducing gas emissions on highly polluted roads.

It would be a wonderful way to teach the ‘Properties and changes of materials’ strand of the science curriculum for Year 5, with a particular focus on how some changes result in the formation of new materials that is not usually reversible.

The Activity: 

·         Carry out a ‘rust hunt’ to observe how some metals change colour and become weaker (corrode) when they react to substances in the environment.

 ·         Investigate which metals rust by placing everyday metal objects in saucers of shallow water. Over several days, observe which objects start to show signs of rust and which do not. Steel wool pads can be used to test for signs of rusting.

·         Begin to form conclusions about which metals rust and what causes this to happen. You could use a magnet to identify metal items that contain iron or steel.

·         Think of your own ‘rusting’ enquiry questions, such as: can iron or steel rust when there is no water? Does salt speed up rusting? Can I prevent rusting? Plan and carry out your investigation; you can ask for extra ‘kit’ if you need it.

Results from rusting activity using a steel wool pad left for two days in different liquids.

·         Research how some metals, such as gold, silver, platinum and palladium, are unique because they do not react easily, change or corrode. These ‘precious metals’ are often used to make jewellery as well as catalysts which are fitted to car exhaust systems to turn harmful gases produced in the engine into safe gases. 

Links to the National Curriculum

Y5 Properties and changes of materials:

• explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Working scientifically:

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs 
• reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations  

Science of Healthy Skin: Investigating what happens when oil is added to water

Full details of the activity can be found in the CIEC resource 'Science of Healthy Skin’ which can be downloaded from: http://www.ciec.org.uk/resources/science-of-healthy-skin.html

Based upon the extraction of lanolin from wool grease, the activities in this resource include testing immiscible liquids using oil and water and investigating the effects of adding detergent to produce emulsions which in turn reduce the efficiency of the separation of oil from water.

The Activity: Fleece to Grease

Resources 

• 300 ml water
• 300 ml sunflower oil
• 50 ml clear water - sample A
• 50ml clear glycerine - sample B
• 50 ml clear detergent - sample C
• 50 ml white vinegar - sample D
• 4 clear plastic mini pop bottles or lidded containers around 30ml per group of 4 children
• Pipette x 1 for each child
• Teaspoon or similar for stirring
• 100 ml measuring cylinder 

Objectives

• To describe changes that occur when materials are mixed
• To make systematic observations and measurements
• To know that that some liquids do not mix, can be separated easily and are termed ‘immiscible’
• To observe that detergent can cause immiscible liquids to mix, producing an emulsion

What happens when oil is added to water?

Each child in the team of 4 to pour 10ml of water and 10ml of oil into one of the containers.

Ask them to wait for 1 minute to see what happens to the oil and water.

Tip the containers upside down four times and ask the children .....

• Did the oil and water mix?
• Did shaking make the liquids mix?
• Why do you think this happened?

The oil and mixture quickly separate when they are on their own.  But will adding any of the other ingredients make a difference?

Investigate whether adding sample A, B, C or D affects the separation of water and oil.

Using the pipette, add 10 drops of sample A to one of the bottles, 10 drops of sample, B to another bottle and 10 drops of samples C and D to the other two bottles.

Ask children to observe how long it takes for the oil and water to separate after 4 shakes.

Ask them to consider how they will record their observations.

Health and Safety

Remind the children not to drink their samples.

Links to the National Curriculum for Science:

Working Scientifically

Learning Objectives

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• Use observations, measurements or other data to draw conclusions

Subject Knowledge

Learning Objectives

• Know that changes occur when materials are mixed and some of these are reversible

Is Anyone Out There: Investigating craters

Full details of the activities can be found in the CIEC resource 'Is There Anyone Out There?' which can be downloaded from http://www.ciec.org.uk/resources/is-there-anyone-out-there.html

The activities in this free resource, written in conjunction with the UK Space Education Agency and ESERO UK, look at the ways that scientists carry out investigations, using data such as photographs and other images, to find out about Mars and other places that are too far away for humans to visit.  Activities include looking for signs of life, comparing samples of Martian soil with soil from earth and finding out about volcanos and lava.  The activity described here invites children to investigate the effect of meteor size, mass and the height from which the meteors have fallen on the resulting craters.

The Activity: Investigating Craters

Resources

• Challenge cards from activity sheet 8 (see image below)
• Tray half filled with sand
•  A variety of ‘meteorites’ (eg. marbles, rubber balls, stones)
• Tube for safely directing/dropping/rolling ‘meteorites’
•  Measuring device (see online resource for instructions to make one of these)
•  Ruler·        
• Meter stick

Instructions

• Children start by investigating the effect of dropping various masses into a tray of sand.  They then discuss which variables effect the size, shape and depth of the resulting craters.

Different groups of children are given one of the challenge cards and invited to design a fair test in response to the challenge posed.

• Groups of children then plan and carry out different investigations depending upon the challenge card that they have been given.·         
• After they have completed the investigation and collated their results children are invited to compare the craters that they have made with photographs of craters on Mars, to comment upon whether or not they are similar in appearance and to discuss how useful they are as a model to find out more about real craters

This table shows the depth of crater produced when dropping meteorites of identical volume but increasing mass.

• They are also asked to think about whether their tests were fair, their results reliable and whether there are any improvements that they could make to their investigations.
• Because this activity provides lots of scope for taking measurements and making tables it could usefully take place in a relevant maths lesson. The ensuing discussion could then take place in a subsequent science lesson.

Tip

• To make meteorites which are the same size but different masses try wrapping objects of different mass in plasticine    

Health and Safety

• To increase the height dropped put the tray on the floor rather than standing on a raised surface.
• Dropping the meteorite through a tube can help to ensure that it lands safely in the tray.

• Links to the National Curriculum for Science:

Working Scientifically:

• Take measurements, using a range of scientific equipment with increasing accuracy and precision, taking repeat readings when appropriate.
• Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results.

Runny Liquids: testing viscosity

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This week's activity can be found in the CIEC resource 'Runny Liquids' which can be downloaded from http://www.ciec.org.uk/resources/runny-liquids.html

In this activity children think about how the viscosity of a liquid affects its properties, and how this can be important for scientists in industry when they are creating different products.  The activities link strongly with the content knowledge for Year 5 'Materials' and there are also ample opportunities for working scientifically.  There are more details of curriculum links at the bottom of this post.

The Activity 'Runny Measuring': 

• Children are given a selection of liquids to explore.  They are encouraged to predict which is the thickest and which is the thinnest.

Sheet for children to record their predictions of the comparative viscosity of various liquids

• After talking about how scientists need to collect data children are invited to devise a way to test their predictions and to measure the relative viscosity of the liquids that they have been given. There are several suggestions for possible tests in the resource.

Children from Greengates School Stockton on Tees measuring the viscosity of a liquid.

• Children are then supported to evaluate their own test, to consider how effective it was, whether it was fair, and whether it was accurate enough.  They are given time to refine their test and then to present their findings as clearly as possible.

Table for children to record their results

Suggested equipment:
 A range of liquids of varying viscosities (e.g. washing up liquid, mouthwash, conditioner), measuring cylinders, funnels, marbles, small beakers or yoghurt pots, paint trays, pipettes, syringes or spoons, lolly sticks, timers

Further Explorations:

• What would happen if we poured the different liquids on top of each other? Would they mix up? Which liquid would sink to the bottom? 
• Children could use their understanding of viscosity to explore if runniness is related to density by making their own density columns.

Links to the National Curriculum:
Y5 Properties and changes of materials

• compare and group together everyday materials on the basis of their properties
• give reasons for the particular use of everyday materials
• find out how chemists create new materials

   

Working scientifically

• Design a fair test 
• Make systematic observations
• Take accurate measurements
• Recording data
• Look for patterns

Salt for my chips

As part of her work with St Thomas More primary school,  Su Mennie recently led a staff meeting to share some CIEC science activities with the teachers.  St Thomas More has a gold Primary Science Quality Mark and they were keen to add to their existing smorgasbord of engaging ways to teach the science curriculum, including 'Salt for my chips' from the free CIEC resource 'A Pinch of Salt'. They particularly appreciated that this activity provided a real life context in which children could apply  learning objectives and practise vocabulary from the science curriculum.

The teachers first compared a sample of pure salt with some rock salt and considered how they could extract salt that was pure enough to use on food from the rock salt.  They started by dissolving the rock salt sample in water before filtering it to remove all of the undissolved solids.  

Then they evaporated the water from the salt solution to leave behind salt. Of course, important discussion should also focus on whether this salt could actually be used on chips, therefore providing an opportunity to discuss microbes.   Teachers also discussed whether it would be safe to use a candle in class; the teachers decided that, with an appropriate risk assessment, they would be happy to do this with upper KS2 children, but other heat sources could be used, such as a radiator.

If you would like to try this, or any other activity, from A Pinch of Salt you will find that it is fully supported with teachers' notes and activity sheets for children.

We would love to hear about your experiences of using this, or any other CIEC resource, and will send a hard copy of our acclaimed 'Working Scientifically' to anyone who shares their experiences with us.

What's in a mince pie?

With Christmas fast approaching would you like an activity that combines exploring mince pies with practising different types of scientific enquiry including identifying, classifying and sorting and using secondary sources?  Wouldn’t it be even better if that activity gave your children the opportunity to apply some tricky scientific vocabulary in a meaningful and engaging way? 

  

  

One of the activities in our free resource, Kitchen Concoctions, “What’s in a mince pie” does just that.  The lesson has been designed to help children understand that some mixtures can be permanently changed into new things whereas others can still be separated into their original ingredients.  It also helps children to understand what a mixture is and that there can be mixtures within mixtures.

Children work in pairs or small groups to break a mince pie in half and to explore what it is made of.  They are asked to consider whether it is just one thing or a mixture of different things.    They discover that although the pastry is made up of more than one ingredient it seems to be one thing, and can no longer be separated back into its separate ingredients. 

They then use a tooth pick and hand lens to carefully examine and separate out the individual ingredients from a spoonful of mincemeat taken from a jar, they initially find that many of the ingredients can be separated out.  However, when they use the ingredients list (from the side of the jar) as a secondary source they realise that not all of the ingredients are still visible and they can no longer be separated from the rest of the mixture. If they then take part in the extension activity to bake their own mince pies they are able to observe change over time as they notice the changes that happen to both the pastry and the mince pie when they are heated.

This activity, alongside the other eight exciting activities in Kitchen Concoctions, can be downloaded for free at http://www.ciec.org.uk/kitchen_concoctions/.  It contains full teacher guidance for all of the activities described, which is particularly useful for hard pressed teachers at this hectic time of year.  To receive a free printed copy of our acclaimed resource ‘Working Scientifically’, let us know how you get on using the mince pie activity with your class.  You can do this by leaving a comment on the blog or by tweeting to @ciecyork.

What’s in a Fire Extinguisher?

This week's activity can be found in the CIEC resource 'Runny Liquids' which can be downloaded from http://www.ciec.org.uk/kitchen_concoctions/

This week we continue to explore CIEC’s popular resource for primary teachers, ‘Kitchen Concoctions’, which has been updated for the new academic year 2017/18. Nine revised, exciting science activities (with teacher guidance) can be downloaded for free at http://www.ciec.org.uk/kitchen_concoctions/

Activity 9: ‘What’s in a fire extinguisher?’ has been significantly revised to begin with a class discussion of extinguishers, buckets and blankets, and their use in putting out fires. Children then enjoy the practical aspect of modelling for themselves how one type of real fire extinguisher works by creating carbon dioxide gas from a solid (bicarbonate of soda) – liquid (vinegar) mixture, to extinguish a candle flame.

This exciting activity links perfectly with the National Curriculum for England statutory requirement for year 5 pupils in science which states that pupils should be taught to: ‘explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of bicarbonate of soda.’

Proving to be a new favourite with Key Stage Two teachers, the activity requires simple equipment (as shown in the diagram) and minimal set up time to provide an almost instant wow factor! Full safety guidance is also provided in this revised version of the resource.

The activity also includes detailed teacher notes with ‘Questions for Thinking’ to probe children’s understanding of the processes taking place. Teachers have commented on the value of having updated cross curricular links to the English curriculum as well as suggestions for progression to outdoor learning and Forest Schools materials.

Nicky Waller       

What’s in a bar of soap?

Last week we announced the relaunch of our popular Kitchen Concoction resource which can be found at http://www.ciec.org.uk/kitchen_concoctions .  This week we are featuring the activity What’s in a bar of soap? In this activity children focus on developing the skills needed to follow and amend recipes, linked to the industrial context of soap manufacture. 

Children in Ashwell School Hertfordshire developing soap bars

Through practical activities children develop their understanding of accuracy, measuring, reading scales, ratio, collaborative working and product development. They also experience irreversible changes through the manufacturing process, as they combine solid and liquid ingredients together.

Children are shown a ‘Strictly Classified recipe’, to stimulate a class discussion about how precise recipes ensure product consistency, and how unnamed ingredients, labelled a-k, can help develop recipe confidentiality in an industrial context.

Using the Strictly Classified recipe encouraged the children to think about how products are made in industry, combining liquids and solids together by following a step by step process. This was useful as it identified some of the skills needed for their own soap activity.                                                                             Year 5 Teacher

While carrying out the activity children are given the opportunity to work in small ‘companies’; each child is assigned a role within the company  such as  Communications Officer or  Resources Manager.  They then work to develop their own soap bars from soap noodles, glycerine and cosmetic ingredients. 

An element of competition is introduced, as the finished bars must be able to be handled, as well as looking and smelling appealing. Although the children are given a recipe and process to follow, an element of product development is also involved, as they decide which colours and fragrances to use.

We loved developing our own soap bar, ours used strawberry and blueberry fragrance and we added blue colouring, so we called it ‘Berry Bliss’                                                    Year 5 girl, Mary Exton School, Hertfordshire

A benefit of the updated resource is that teachers can click on a video link within the notes which demonstrates how the soap noodles and soap bars are made in industry. This enables the class to see how the processes they use in the classroom are also used on an industrial scale. At every stage of the recipe the children are encouraged to make careful observations and discuss how the mixture is changing.

Of course, often the key learning comes when mistakes are made. Failed recipes, that are too wet or crumbly to handle, provide great opportunity for discussion and develop problem solving skills. The children are then given the opportunity to adjust their recipes, using the knowledge gained of the ingredient functions and processes from the activity, to amend and improve their bars of soap.

 An important feature of the resource are the ‘Questions for Thinking’ which support teachers to ask open ended questions which  assist with the discussions that arise.

The key questions allowed some super discussions about how to change the recipe to improve their bars of soap and how to plan an investigation into this in a systematic way. 

                                    Year5/6 Teacher, Foxton School, Cambridgeshire

As soap is made through an extrusion process, the resource also provides a quick and easy link to the Industry – Animated website, opening up online interactive follow up activities, where children can learn about industrial extrusion via interactive animations.

So, if you are looking for a resource to help develop the skills of product development, apply mathematics and create opportunities for working scientifically then don’t delay and explore Kitchen Concoctions today!

Su Menine