Activity Introduction

Quick summary: A very practical lesson using sugary drinks to explore the relationship between liquids and solids. The lesson contains two experiments. For the first a stove or electric camping stove is needed.

Students begin by watching a video of a person boiling down a soft drink to reveal its sugar content. They then undertake an experiment to find out how a range of five liquids impact substances similar to teeth – eggshells or chalk. This experiment needs to be left overnight. The next day, students record the details of their experiment including their prediction for what would happen and the actual results.

Throughout this lesson students are invited to reflect on the importance of conducting experiments personally. rather than relying on the outcomes of experiments we see in videos.

Learning intentions:

  • Students understand that sugar is a solid that behaves in certain ways with other solids and liquids
  • Students understand the importance of experiments in food research
  • Students understand the importance of recording research outcomes.

21st century skills: 

Problem Finding Problem SolvingInitiativeTeam Work

 

 

 

 

Australian Curriculum Mapping

Content descriptions: 

Year 5 HASS

  • Work in groups to generate responses to issues and challenges (ACHASSI102)
  • Use criteria to make decisions and judgments and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Year 6 HASS

  • Work in groups to generate responses to issues and challenges (ACHASSI130)
  • Use criteria to make decisions and judgments and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

Year 5 Science

  • Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
  • Identify, plan and apply the elements of scientific investigation to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Year 6 Science

  • Changes to materials can be reversible or irreversible (ACSSU095)
  • Identify, plan and apply the elements of scientific investigation to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)

Syllabus outcomes: GE3-4, ST3-12MW, ST3-4WS.

General capabilities: Personal and social capability

Relevant parts of Year 5 and Year 6 achievement standards:

Year 5 HASS
Students locate and collect data from a range of primary sources to answer inquiry questions. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions.

Year 5 Science
Students classify substances according to their observable properties and behaviours.
Students use equipment in ways that are safe and improve the accuracy of their observation.

Year 6 HASS
Students locate and collect useful data and information from primary sources. They interpret data to identify, describe and compare distributions, patterns and trends.sources.

Year 6 Science
Students compare and classify different types of observable change to materials.

Topic: Consumption.

This lesson is part of the wider unit of work SugarByHalf – HASS – Years 5-6. 

Time required: 60 mins.

Level of teacher scaffolding: High – conduct science experiment using stove and hot liquid.

Resources required:

  • Student Worksheets – one copy per student
  • Device capable of presenting a video to the class
  • Experiment Record worksheet
  • Part A experiment – saucepan, soft drink and stove
  • Part B experiment – eggshells or drawing chalk, vinegar, soft drink, lemon juice, orange juice, lime juice, 15 clear glasses or plastic cups, sticker labels, waterproof textas.

Keywords: Solid, liquid, gas, interaction, experiment, record, impact, dissolve, sugar, SugarByHalf.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students understand...

  • … that sugar is a solid that behaves in certain ways with other solids and liquids
  • … the importance of experiments in food research
  • … the importance of recording research outcomes.

Success criteria: Students can…

  • … observe and participate in an experiment 
  • ... explain why original experiments are necessary
  • ... complete a record of the experiment conducted.

Teacher content information: SugarByHalf (https://www.sugarbyhalf.com/) promotes action to reduce sugar-related diseases so that Australians live better, stronger and healthier lives.

Their message is simple: to reduce added sugar consumption by half. Eating too much added sugar is a key driver of serious health problems including obesity, type 2 diabetes, heart disease, tooth decay, dementia and mental health conditions. A poor diet also puts children behind their peers, impacting their brain development, sleep and ability to learn. Poor diet c

...
 
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Student Worksheet

Thought starter: "In the spirit of science, there is really no such thing as a ‘failed experiment’. Any test that yields valid data is a valid test." - Adam Savage, American special effects designer.

In this lesson, you will be helping your teacher to conduct two science experiments. You will be around hot liquids, so pay attention to your teacher's instructions. 

You can write up the second experiment on the Experiment Record worksheet, which will be provided by your teacher. 

Experiment steps: 

  • For this experiment you will need eggshells or drawing chalk, vinegar, soft drink, lemon juice, orange juice, lime juice, 15 clear glasses or plastic cups, sticker labels, and waterproof textas.
  • Your teacher will divide your class into three groups, and allocate 5 clear glass or plastic cups to each group. Fill each cup with one of the five different liquids - vinegar, soft drink, lemon juice, orange juice and lime juice - and write the type of liquid on a sticker label.
  • Draw teeth
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