Slime is made up of
Glue
Activator
Shaving cream
I think a chemical reaction will happen when
One sign of a chemical reaction I expect to see is…
If I add too much ___, I think the slime will…
The glue will react with the activator by…
I think the shaving foam will make the slime…
Explain how a chemical reaction happens when baking soda and vinegar mix and describe the new substance that is formed.
✓ I can write a hypothesis about what I think will happen during the reaction.
✓ I can describe the observable changes when the two substances mix.
✓ I can explain why this is a chemical reaction, not a physical change.
✓ I can identify the new substance made in the reaction.
“What does new substance mean?”
“What signs show that a chemical reaction is happening?”
Chemical Reaction: Baking Soda and Vinegar
Sentence starters:
“I predict that when baking soda and vinegar mix…”
“I think a chemical reaction will happen because…”
“I think this reaction will create…”
“I think I will see signs of a chemical reaction such as…”
Sentence starters:
“A chemical reaction happened when…”
“The baking soda and vinegar changed into…”
“The bubbles show that…”
“The substances changed permanently because…”
“One sign of the chemical reaction was…”
“This reaction produced a new substance called…”
Expected student example:
“A chemical reaction happened when the baking soda and vinegar mixed. I saw fizzing and bubbles, which showed that carbon dioxide gas was being made. The liquid also changed, which shows a new substance formed. This means the change cannot be undone easily.”
WALT:
We are learning how heat can start or speed up chemical changes.
Success Criteria:
✅ I can describe how heat causes materials to change.
✅ I can identify clues that heat caused a chemical reaction.
✅ I can explain my thinking using scientific vocabulary.
Warm up?
What might the word chemical mean?”
Can we change something back after it burns or cooks?
Lesson 1: What is a Chemical Change?
WALT: We are learning to explain what happens when a chemical change takes place.
Success Criteria:
✅ I can describe what a chemical change is.
✅ I can identify signs that a chemical change has happened.
✅ I can make predictions and use evidence to explain my thinking.
Definition: A chemical change is when two or more things mix or react and make something new that cannot easily change back.
Baking soda and vinegar reacting – they combine and make a new gas called carbon dioxide, which causes fizzing and bubbles.
Cooking an egg – heat changes the proteins inside the egg and turns them into a solid. This new form cannot go back to raw egg.
Rusting metal – iron reacts with oxygen and water in the air to form rust, which is a new substance.
Burning a candle – the wax reacts with oxygen to make new substances like carbon dioxide, water vapour, heat and light.
Bread rising with yeast – yeast eats sugar and produces carbon dioxide gas, which makes the bread puff up.
Milk turning sour – tiny bacteria cause a chemical reaction that changes the milk into something new with a different smell and taste.
Toasting bread – heat causes a reaction on the surface of the bread, making it brown and crunchy.
Glow sticks glowing – when you bend a glow stick, two liquids mix and react to make light.
Silver tarnishing – silver reacts with chemicals in the air and turns black, creating a new substance called silver sulphide.
Wood burning in a fire – wood reacts with oxygen and turns into ash, smoke and gases. This cannot change back to wood.
“I think this is / is not a chemical change because…”
Signs of a chemical change
Gas or Bubbles:
Fizzing, popping, or bubbling as a gas is made.
Colour Change:
The material changes colour in a way that can’t be reversed.
Temperature Change:
The mixture gets hot or cold without heating or cooling from outside
New smell or Odour:
A new or stronger smell appears.
Light:
A glow, flash occurs
sound:
A solid forms from liquids: Two clear liquids make a cloudy solid
Irreversible change:
You can’t get the starting materials back
Includes a title and the whole is in the group
Example: Magic Milk Experiment: Exploring Surface Tension
List on screen:
A shallow dish
Full-cream milk
Food colouring
Dish soap
Add a picture of all of the items to the film.
Visuals / Shot:
Close-up of milk being poured into the dish until it just covers the bottom.
The student adds drops of food colouring spaced around the milk.
Voice-over example:
“First, pour milk into your dish so it covers the bottom. Then, carefully add a few drops of food colouring. Try to space them out so they don’t touch.”
Visuals / Shot:
Use a slide to explain what surface tension is.
Example:
Voice-over:
“The surface of milk is held together by something called surface tension. The milk molecules pull tightly together, just like a thin stretchy skin on top.”
Visuals / Shot:
Video of the student dropping soap into the middle of the milk.
Colours explode outward in swirling patterns.
Voice-over example:
“Now dip your cotton bud into the dish soap and touch it to the milk. The soap breaks the surface tension and spreads quickly. The food colouring moves away from the soap, showing how the molecules are pushing and pulling.”
Visuals / Shot:
Diagram showing milk molecules (fat and water) and soap molecules linking to them.
Arrows showing soap molecules attaching to fat and spreading out.
Voice-over:
“The soap molecules grab onto the fat molecules in the milk. When that happens, they break the surface tension and spread out. This movement makes the colours swirl and mix — it’s like watching chemistry in motion!”
Visuals / Shot:
Quick clips replaying the experiment in fast motion.
Text on screen:
Surface tension holds milk together
Soap breaks the surface tension
Colours move because of molecule movement
Voice-over:
“So, the magic milk experiment helps us see what happens when surface tension changes. Soap breaks the milk’s surface, and the colours move as the molecules spread and mix.”
Why Does the Lava Lamp Bubble?
(An Explanation of Density and Chemical Reactions)
Text:
We wanted to find out what happens when we mix oil, vinegar, food colouring and a Berocca tablet.
We noticed bubbles moving up and down, just like a lava lamp!
Voice-over Prompt:
“In this video, we’ll explain why the bubbles move the way they do.”
Visuals:
Show the materials lined up and students setting up the experiment.
Text:
Oil and vinegar don’t mix because they have different densities.
Density means how heavy something is for its size.
Oil is less dense, so it floats on top.
Vinegar is more dense, so it sinks to the bottom.
Visuals:
Labelled diagram showing oil layer on top and vinegar layer underneath.
Voice-over Prompt:
“Oil floats because it’s lighter for its size.”
Text:
Food colouring mixes with the vinegar, not the oil.
This shows that vinegar and water-based liquids are alike.
Visuals:
Coloured drops sinking into vinegar layer.
Voice-over Prompt:
“The colour helps us see how the dense liquid stays at the bottom.”
Text:
When we drop in the Berocca tablet, it starts to dissolve in the vinegar.
A chemical reaction happens between the tablet and the acid in the vinegar.
This makes bubbles of carbon dioxide gas.
Visuals:
Close-up of bubbles forming at the bottom.
Voice-over Prompt:
“The reaction creates tiny gas bubbles that start to move.”
Text:
The gas bubbles are less dense than the liquids, so they rise through the oil.
They carry small amounts of vinegar and food colouring to the top.
When the bubbles pop, the vinegar drops back down because it’s more dense.
Visuals:
Slow-motion clip of bubbles travelling upward and popping.
Voice-over Prompt:
“This is how the up-and-down motion of our lava lamp happens!”
Text:
We learned that:
Oil and vinegar have different densities
The Berocca and vinegar react to make gas
Gas is less dense and rises
The cycle continues as bubbles pop and the liquid sinks again
Visuals:
Time-lapse of the whole experiment, with key words like density, reaction, gas, float, sink.
Voice-over Prompt:
“Density and gas make the magic happen in our homemade lava lamp!”
WALT: To investigate why oil and water do not mix and how gas moves through them.
Success Criteria
I can describe what happens when oil and water are mixed.
I can explain that water is denser than oil.
I can use science words like density, liquid, and immiscible.
Questions:
What do you predict will happen when you add more sugar to one cup of water compared to another
How do you think the coloured sugar-water layers will arrange themselves when poured carefully into the same container?
What might happen if you pour the layers too quickly or stir them together?
How does the amount of dissolved sugar affect whether the liquid sinks or floats when mixed with others?
We are learning to write a hypothesis — a smart guess about what might happen in a science experiment.
Questions:
What do you predict will happen when you pour vinegar into the oil?
Word Definition
Density: How heavy something is for its size.
e.g. Rock sinking vs. leaf floating
Liquid: A substance that flows and takes the shape of its container.
e.g.Water in a cup
Immiscible; Liquids that do not mix together.
e.g.Oil and water layers
Gas: Air-like substance that spreads and fills space.
e.g.Bubbles in fizzy drink
WALT: We are learning to explore different types of forces and how they act on objects.
Success Criteria:
I can name examples of forces (push, pull, gravity, friction, surface tension).
I can describe how a force changes how something moves.
I can share an example from my own life or culture where forces are seen (e.g., paddling a waka, kites flying, bubbles rising).
WALT: We are learning to write a clear and detailed procedure that explains how to carry out a science experiment.
Purpose: Scientists use procedure writing to record their steps so others can repeat the experiment and test their results. Today we’ll write our own procedure for the Magic Milk experiment.
✅ Write the title of my experiment
✅ List all materials and equipment needed
✅ Use clear numbered steps in the correct order
✅ Start each step with an action verb (e.g. pour, add, dip)
✅ Use scientific words like surface tension and detergent
✅ Write in the present tense (e.g. “Add” not “Added”)
WALT:
We are learning to observe and explain what happens when soap changes the surface tension of milk.
Step 1: Watch the video
Think, Pair, Share: What do we think is going to happen.
Do the Experiment
Pour milk into a shallow dish.
Add a few drops of food colouring.
Gently touch the surface with a cotton bud dipped in dish soap
Reflect and Discuss
What did you notice when the soap touched the milk?
How did the colours move?
Why do you think that happened?
What did you notice when the soap touched the milk?
Think about what you could see straight away.
Sentence Starters:
When the soap touched the milk, I noticed that…
The colours started to…
The milk and food colouring seemed to…
Science Vocabulary to use:
move, swirl, spread, react, push, pull, motion, particles, surface tension
🌳 Solid – A solid has a fixed shape and volume. The particles are tightly packed and can only vibrate in place.
💧 Liquid – A liquid has a fixed volume but takes the shape of its container. The particles are close together but can move past each other.
🌬 Gas – A gas has no fixed shape or volume. The particles are far apart and move quickly in all directions.
We are learning to describe the three states of matter and give examples of each.
✅ I can define what a solid, liquid, and gas are.
✅ I can give at least three examples of each state of matter.
✅ I can work with my group to create a clear and creative poster.
We are learning to write a hypothesis — a smart guess about what might happen in a science experiment.
Questions:
What do you think Oobleck does when you squeeze or hit it?
What do you think Oobleck does when you leave it alone?
Structure Suggested for your Explanation
Introduction / What it is
– Define oobleck, mention it is cornflour + water
– Introduce non-Newtonian fluid
How it behaves (observations / examples)
– What happens when you squeeze, hit, or let it drip
– Include the table or similar examples
Why it behaves that way (scientific explanation)
– Explain what happens inside (particles, jamming, sliding)
– Use vocabulary (solid, liquid, viscosity, non-Newtonian)
Conclusion / Summary
– Reiterate that oobleck is both “like a liquid and like a solid”
WALT:
We are learning to write an introduction that clearly explains what oobleck is and why it is interesting.
Success Criteria:
✅ I can hook the reader with an interesting opening sentence.
✅ I can describe what oobleck is made of and how it behaves like both a solid and a liquid.
✅ I can use at least one science word (like non-Newtonian fluid, solid, liquid, or viscosity) correctly in my writing.
