TEACHER RESOURCE KIT by hjkuiw354

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									QUEENSLAND ARTS COUNCIL
TEACHER RESOURCE KIT




                           H2Whoa!
                    by Crazy Science
                                         H2Whoa!

    For information on touring          Contact our Education Liaison
    logistics (performance dates,       Officer (our resident teacher and this
    venue requirements and              book’s editor) for information on
    confirmation of booking)            how to maximise your students’ live
    please contact:                     arts experience.




    The Schools Team                    Education Liaison Officer                Queensland Arts Council
    Phone (07) 3846 7477                Johanna Searles                          GPO Box 376
    Fax (07) 3255 2666                  Phone (07) 3004 7542                     Brisbane Qld 4001
    Email inschools@qac.org.au          Fax (07) 3255 2666                       Tel 07 3846 7477
                                        Email johanna.searles@qac.org.au         Fax 07 3255 2666
                                                                                 Email inschools@qac.org.au




2               Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
                                                               H2Whoa!
Welcome to the 2011 Teacher Resource Kit for H2Whoa!
We want to help all Queensland teachers maximise the opportunity of
having live arts in their school. We hope that you find this kit useful in
engaging your students with curriculum activities.
For further curriculum support and advice relating to the program please
contact your Education Liaison Officer on (07) 3004 7542.



Contents
The Introduction
Performance Summary, Key Learning, Curriculum Links.............................4
Close-up on Science.....................................................................................5
Pre-Performance Lesson 1...........................................................................6
Post-Performance Lesson 2..........................................................................7
Post-Performance Lesson 2 - Task...............................................................8
Experiment - Slime is a Polymer!..................................................................9
12 Amazing Facts about Water...................................................................10
Experiment - The Magic of Salt and Water..................................................11
Cool Facts about Bubbles...........................................................................12
Activites with Bubbles.................................................................................13
Air Pressure................................................................................................14
Teacher Resource Kit - Feedback Form..................................................15




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Photocopying for classroom use is permitted by                                                  While all reasonable attempts have been made to confirm
educational institutions.                                                                       that suggested websites are active and appropriate for
                                                                                                classroom
Copyright protects this publication. Except for purposes                                        use, content relevance and quality cannot be guaranteed.
permitted by the Copyright Act, reproduction by whatever means is
prohibited.                                                                                     Teachers are advised to preview any sites used
                                                                                                and provide a list of URLs to students that is tailored
Produced by Queensland Arts Council’s Education Liaison Of-                                     to the individual school curriculum.
ficer, Johanna Searles.
                                                                                                Should you find any links that are broken or unsuitable
This Teacher Resource Kit draws in part on The Magical World                                    please contact the ELO immediately.
of Crazy Sciene TRK developed by Queensland Arts Council’s
Education Liaison Officer 2005 - 2009, David Jackson




                    Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools                                                      3
                                 The Introduction
    Performance Summary
    Crazy Science is back....with water!

    Crazy Scientist Richard and his sidekick DJ Robbie will take you for a wild ride on the science slide
    into the remarkable world of H2O.

    Learn about the chemistry of water, states of matter, the water cycle, water and the environment,
    oceans and salinity, weather, pressure, pH and bubbles!

    H2Whoa! not only includes visual and engaging science demonstrations but also magic, puppetry
    and offbeat comedy, all wapped up with an important environmental message.


    Key Learning
    ƒ   Explore the science behind water
    ƒ   Engage and consolidate science in a dynamic way through performance
    ƒ   Generate self-devised H2Whoa! performances for their class, school or parents

    Target Year Levels
    P - Year 7

    Curriculum Links - Key Learning Areas
    Science (human endeavour, earth and beyond, natural and processed materials), The Arts (drama)
    and SOSE (place and space).

    Performance Content
    ƒ   Scientific experiments
    ƒ   Puppetry
    ƒ   Mime
    ƒ   Magic
    ƒ   Illusion
    ƒ   Mask




4                Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
                   Close-up on Science
Ways of Working

Science
By the end of Year 3       By the end of Year 5                  By the end of Year 7

Students are able to:      Students are able to:                 Students are able to:
ƒ pose questions and       ƒ pose and refine simple              ƒ identify problems and issues,
   make predictions           questions, and make                   and formulate testable scientific
ƒ draw conclusions            predictions to be tested              questions
   and give                ƒ draw conclusions that are           ƒ plan investigations, including
   explanations, using        supported by evidence,                identifying conditions for a fair
   data, information and      reproducible data and                 comparison, variables to be
   evidence                   established scientific concepts       changed and variables to be
ƒ communicate              ƒ communicate scientific ideas,          measured
   scientific ideas,          data and findings, using           ƒ evaluate information and
   data, information          scientific terminology and            evidence and identify and
   and evidence,              formats appropriate to context        analyse errors in data
   using terminology,         and purpose                        ƒ draw conclusions that
   illustrations or        ƒ identify and apply safe                summarise and explain patterns
   representations            practices                             in data and are supported by
ƒ reflect on and           ƒ reflect on and identify different      experimental evidence and
   identify other points      points of view and consider           scientific concepts
   of view relating to        other people’s values relating     ƒ communicate scientific ideas,
   science in everyday        to science                            data and evidence, using
   situations                                                       scientific terminology suited to
                           ƒ reflect on learning to identify
ƒ reflect on learning         new understandings and                the context and purpose
   to identify new            future applications.               ƒ identify, apply and justify safe
   understandings.                                                  practices
                                                                 ƒ reflect on different points of
                                                                    view and recognise and clarify
                                                                    people’s values relating to the
                                                                    applications and impacts of
                                                                    science
                                                                 ƒ reflect on learning, apply new
                                                                    understandings and identify
                                                                    future applications.




          Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools             5
                Pre-Performance Lesson 1
    Aim            To introduce key scientific concepts that will be explored in the presentation of
                   H2Whoa!


    Duration       60 minutes


    Activity                    Mins   Procedures

                                        The Mad Scientist’s Imaginary Beaker
                                        Students sit in a circle.


                                        Teacher pretends to pour a solution into a beaker. Through
                                        mime i.e. looking, sniffing, tasting etc, the teacher indicates
     Warm Up                    10      what the solution might be e.g. dishwashing detergent
                                        (upon tasting, blow a bubble!) The beaker is carefully
                                        passed onto the next person to create and demonstrate a
                                        different liquid through mime.


                                        The beaker is passed in this way around the circle until it
                                        returns to the teacher who carefully puts it away.

                                        What is a Scientist?
                                        Students think of a definition.
     Think/Pair/Share            8
                                        Work with a partner.
                                        Partners share responses with the class.

     Science is                         Students brainstorm a thing that they have used today
                                 2
     Everywhere                         that is in existence as a result of science.

                                        Play this game with students seated in a circle. One student
                                        is standing in the middle of the circle and calls out
                                        “Anyone who...” and then adds a category. If a student who
     Anyone Who...              12      is seated fits into the category then they must leave their
                                        chair and find a new place. The person left standing at the
                                        end must give the new category. (For example, Anyone
                                        who... used a toaster today - or Anyone who... rode their
                                        bike today.)

     Exploring a Science               Teacher to choose one of the concepts, discuss and then do
                                 5
     Concept                           one of the corresponding...

                                       ...experiments from the topics that will be covered in the
     Experiment                 20
                                       presentation, provided in the following pages.

                                       Recap basic principles of concept explored and remind
     Summary                     3
                                       students about good audience etiquette for the presentation.



6              Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
               Post-Performance Lesson 1
Aim                For students to combine the scientific concepts explored in the presentation
                   of H2Whoa! with performance techniques to create their own H2Whoa!
                   presentation.


Duration           60 minutes


Activity                      Mins    Procedures
                                       1.    Milling - Students are instructed to move around an
                                             empty and defined space without touching anyone else.
                                       2.    Students freeze and teacher demonstrates the concept
                                             of levels - High, Medium and Low. Students copy.
 Warm Up Game -
                                10     3.    Teacher puts on a piece of music. Students move in
 Molecules
                                             time to the music. When the music stops they must
                                             freeze in a high, medium or low position (that changes
                                             each time they freeze).


                                       General discussion of the performance. Students share
                                       things about the presentation that they enjoyed and also
 I liked...                            things that they learnt. (Alternating I liked... and I learnt...
                                10     responses around the class.) Teacher writes these on the
 I learnt...
                                       board for later reference.


 Create Your Own
                                       Teacher to distribute Task Sheet to students.
 Crazy Science                  5
                                       Read and discuss.
 Presentation

                                       Students work in groups up to step 9 of the Task Sheet.
 Working Time                   30
                                       Teacher monitors all groups and provides support required.

                                       Students make a list of the props and costumes that they will
 Homework                       5
                                       need for their presentations.




               Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools          7
      Post-Performance Lesson 1 - Task
    Task
    Now that you have seen H2Whoa! you can now create your own presentation for your classmates.
    Your teacher may guide you through steps 1 to 4 by making selections for you. Length 3 - 5
    minutes per group.

    Steps to follow
    1. Form performance groups of 3-4 presenters.

    2. Select a specific water topic for your presentation i.e states of matter

    3. Decide on the experiment that you will perform.

    4. Divide up the experiment assigning steps amongst the presenters.

    5. Devise an exciting introduction.

    6. Write a definition of the scientific concept that you will be presenting.

    7. Decide on a name for your presentation.

    8. Write a script for your group’s presentation. HINT: Sometimes it is easier to have one person
       demonstrating the experiment and one explaining.

    9. Rehearse your scene without using the ‘props’.

    10. Do a dress rehearsal with your props. HINT: Be aware of making a mess in the classroom!

    11. Present to your class, a younger grade or your parents!


    Performance Suggestions

    Richard uses a variety of ways to keep the audience interested
       • Puppetry
       • Bright costumes and props
       • Audience participation
       • Vocal expression
       • Mime
    Also consider the performance skills of the people in your group. Can they
       • Sing?
       • Tell jokes?
       • Dance?
       • Do cartwheels?
       • Make funny sounds?




8              Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
       Experiment - Slime is a Polymer!
Materials
To make one golf ball size batch of slime you will need:
     • Elmer’s glue (most kinds of white craft glue will work)
     • 2 disposable cups
     • Food colouring (you pick the colour)
     • Water
     • Borax (available at most large grocery stores near the laundry detergent)
     • Small plate, dish or plastic wrap
     • A plastic spoon (for stirring)
     • A tablespoon (for measuring)

Procedure
Beforehand mix about a teaspoon of the Borax into a cup of water and stir (it usually doesn’t fully
dissolve).

Slime Time!
1.      Fill the plastic cup with about 1/2 inch of glue
2.      Add 20 ml (three tablespoons) of water to the glue and stir
3.      Add a few drops of food coloring and stir again
4.      Add two tablespoons of the Borax solution and stir well.
5.      Lift out the spoon with the goo and place it on the dish
6.      Let it sit for about 30 seconds and then pull it off the stick and play with it!

How it works

Sir Isaac Newton wouldn’t believe this stuff! According to Newton solids break and liquids flow.
Slime can do both!
This polymer is unique because it has qualities of both a solid and a liquid. It can take the shape
of its containers like a liquid does, yet you can hold it in your hand and pick it up like a solid.
Polymer molecules chain themselves together (they can stretch and bend like chains) and that
makes them special. Rubber bands, plastic soda bottles, sneaker soles, even gum are all forms
of polymers.

Note

The polymer you made should be kept in a sealed plastic bag when you aren’t playing with it.
Also, be sure to keep it away from young audience members or pets who might think it is food.
Have fun!




             Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools        9
              12 Amazing Facts about Water
     1.      The chemical symbol for water is H2O
     2.      Each molecule of water is made from two atoms of hydrogen combined with one atom of
             oxygen
     3.      Your brain is made up of approximately 70% water and your bones are approximately 33%
             water.
     4.      The water you drink has been circling around in the water cycle for millions of years - that
             means the same water exists now as when dinosaurs were on the Earth! In fact some of
             the molecules of water that you drink could have been dinosaur wee!
     5.      Clouds are made from millions of tiny droplets of water, each droplet being so small and
             light that it can float in the air, being lifted by warm air currents rising from the ground.
     6.      The oceans hold 97% of the world’s water while 2% of it is frozen in the polar ice caps.Ths
             leaves only 1% of the world’s water available in all the streams, rivers, reservoirs, lakes,
             aquifers, and our atmosphere.
     7.      When water warms up it turns into a gas called water vapour.
     8.      Water is the only substance that actually gets bigger as it gets colder. As water freezes and
             turns into ice it increases in volume. This is why frozen water in the pipework in your home
             can burst your pipes.
     9.      It is essential that you drink enough water during each day as it has many important jobs to
             do. Some examples include:


          a) It helps the body to regulate its temperature
          b) It helps the body to ensure that food is carried to the organs where it is needed
          c) It helps the body to get rid of excess salt so it doesn’t build up in the body and cause health
              problems
          d) It helps the body to transport waste around the body and to get rid of it
          e) It is a main constituent of blood and so helps the body to transport oxygen from the lungs to
             the organs
          f) It helps the body to remove carbon dioxide by transporting it from the organs back to the
              lungs where it can be breathed out
          g) It helps the body to digest food.


     10.     Approximately two thirds of your body is made of water.
     11.     Plants use water in photosynthesis
     12.     Water is the only naturally occurring substance on Earth to exist in 3 states of matter i.e.
             solid, liquid and gas




10                Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
  Experiment - The Magic of Salt and Water
Ever wondered why people pour salt on icy footpaths to make the snow melt? And why do the
lakes and streams freeze over solid while the ocean always remains flowing? Is there something
magical about salt? Are there other uses for salt other than flavouring our food and raising our
blood pressure?
Let’s try these two experiments and see for ourselves.

Experiment 1

Materials
  • 2 Cups of water
  • Tablespoon
  • Salt
  • Freezer

Procedure
1. Take 2 cups of water.
2. Place about a tablespoon of salt in one of the cups.
3. Place both cups in the freezer.
4. Check each cup about every 10 minutes. Can you guess which one will freeze first?

Experiment 2

Materials
  • Ice cubes
  • Plates
  • Salt

Procedure
1. Take some ice cubes out of the freezer.
2. Place an ice cube on one plate and leave.
3. Place another ice cube on a plate and begin sprinkling salt on the ice cube.
4. Compare what happens to both ice cubes.
5. Now you can understand why people put salt on their icy driveways.




           Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools       11
                  Cool Facts About Bubbles
     1.   Soap bubbles are hollow balls of soapy water filled with air. A thin wall of soap pulls in as
          the air inside pushes out.


     2.   More difficult... A soap bubble is a spherical layer of soap film encapsulating air or gas. The
          film consists of a thin sheet of water sandwiched between two layers of soap molecules.
          One end of each molecule is attracted to water. The other end avoids water. The ends of
          the soap molecules crowd to the surface, trying to avoid the water and they stick out away
          from the water molecules. As a result, water molecules separate from each other, the
          increased distance between water molecules causes a decrease in surface tension and
          bubbles are formed.


     3.   Similar to the way we perceive the colours in a rainbow or an oil slick, we see the colours
          in a bubble through the reflection and the refraction of light waves off the inner and outer
          surfaces of the bubble wall.


     4.   More difficult...When a light wave hits the surface of a bubble, part of the light is reflected
          back to a viewer’s eye from the outer surface and part of the light is reflected from the inner
          surface which is a few millionths of a centimeter further. As the two waves of light travel
          back, they interfere with one another causing what we know as colour. When the waves
          reinforce each other, the colour is more intense. When the wave gets close to cancelling
          each other out, there is almost no colour. All bubbles are round, regardless of the shape of
          the bubble maker. They try to pull themselves into the shape that has the smallest surface
          area, which is a sphere.


     5.   The bubble wall becomes thinner before it pops. Less light is being reflected, so a black
          band forms on top of the bubble right before it pops. There are many reasons why a
          bubble pops. Gravity, evaporation of its water content, air turbulence, and, most commonly,
          dryness - contact with a dry surface or dry air. When you make bubbles in the sun, they
          evaporate quickly. When there is a strong wind, or even a gentle breeze, bubbles are much
          more difficult to create and are popped by the wind’s force. If the air is very dry, as it is in
          the desert, or if a bubble touches a dry finger or a piece of clothing or the ground, it pops
          instantly.


     6.   More difficult...As a bubble wall gets thinner, either from a weak solution or because gravity
          has pulled its chemical content to the bottom, the distance between the inner surface and
          the outer surface of the bubble becomes less and less until the two reflected waves of light
          start to coincide and cancel each other out. The result is that the bubble loses its colour
          and can become nearly invisible.


     7.   Bubbles and balloons have a lot in common! Scientists refer to them as “minimal surface
          structures”. This means that they always hold the gas or liquid inside of them with the least
          possible surface area. The geometric form with the least surface area for any given volume
          is always a sphere, not a pyramid or a cube or any other form.




12             Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
                    Activities with Bubbles
Lung Capacity
To measure your students’ lung capacity, have your audience take a deep breath and slowly blow
through a straw on the surface of a pan of solution, pulling the straw up as they blow (the stronger
their lungs, the larger the bubble will be).

The ‘Unburstable’ Bubble
1. Place some bubble solution into a saucer. Have a glass of water nearby
2. Place the end of a drinking straw into the solution, and blow a big bubble.
3. Now brag to your students that you can stick your straw into the bubble without        popping it!


Magician’s Secret While you are talking, dip your straw in the water, without letting your
friends see!
1. Carefully poke your wet straw into the centre of the bubble. It won’t pop!
2. Now ask for a volunteer to try the magic. Blow another big bubble, but give your volunteer a
   dry straw. The bubble will break immediately!


Behind the magic The straw must be wet. Dry objects pop bubbles!

Crazy Science Hints for Making Better Bubble Solutions
  1. Crazy Science uses Morning Fresh detergent.
  2. Mix up the recipes 2-3 days before use for best results.
  3. Bubbles are best on humid days.
  4. Bubbles are best when the wind is gentle.
  5. Bubbles are best made in shady areas.
  6. Scoop off any froth from your bubble solution before you use it.
  7. Try using corn syrup/caro syrup (available from health food shops) as an additive with your
     detergent and water.
  8. Try using sugar or honey if you can’t get corn syrup.
  9. Water quality varies widely. Try using distilled water from your supermarket.
  10. Make sure your bubble maker and anything your bubble may touch is wet.
  11. Let the bubble maker sit in the bubble solution for a few seconds. Don’t slosh it around the
      solution - this creates suds and foam, which are bubble busters!

Crazy Science Bubble Solution
  1. 2/3 cup Morning Fresh dishwashing soap
  2. 4 litres of distilled water.
  3. 2 to 3 tablespoons of caro syrup (available at the pharmacy or chemical supply house).
  4. Always stir gently and leave for a couple of days preferably with the lid off.
  5. We are always experimenting with different formulas. Check out the Internet for lots of
     different ones. We have also noticed that the same solutions sometimes behave differently
     at different schools even though the conditions appear to be the same.
Got a good bubble formula? Let us know and we will share your recipe with your fellow bubble
blowers!


            Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools           13
                                      Air Pressure
     What is Air Pressure?
     1. There’s air surrounding us everywhere, all at the same pressure of 100,000 newtons per
        square meter or 14.7 psi (pounds per square inch). It’s the same force on your skin whether
        you’re on the ceiling or the floor, under the bed or in the shower.


     2. Did you know that air is pushing against you all the time? You cannot feel air pushing in on
        you because your body pushes outwards with the same force as the air.


     3. In outer space, where there is no air, astronauts have to wear pressurized space suits that
        push against their bodies with the same forces as the air on earth.


     4. Air pressure is created by the weight of the earth’s atmosphere. Although we can’t see air, the
        gas molecules still have mass, and gravity acts upon it. The air pressure changes daily due to
        the heating and cooling of the earth’s surface. When air gets warm, it expands, becoming less
        dense, and therefore pushes with less pressure. We can measure changes in atmospheric
        pressure by using a barometer.


     5. We use air pressure all the time when we breathe. When our diaphragm moves down, air
        is pushed into our lungs from the outside, expanding the volume of the chest cavity. The
        diaphragm doesn’t “pull” air in; it expands the volume of our lungs, and the air pressure fills
        the volume.


     6. An interesting thing happens when you change a pocket of air pressure - things start to
        move. This difference in pressure that causes movement is what creates winds, tornadoes,
        airplanes to fly, and some of the experiments we’re about to do right now.


     7. An important thing to remember is that higher pressure always pushes things around.
        (Meaning lower pressure does not “pull”, but rather that we think of higher pressure as a
        “push”.)




14              Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools
Teacher Resource Kit - Feedback Form
Today’s Date: ______________________________________ Your name: ______________________________________

Name of school: ___________________________________                      Your email address: _______________________________

Performance name: ________________________________

Did you use the Teacher Resource Kit (TRK) in your class? We would appreciate
your feedback! Please circle and complete the responses below. Your information
may be used as part of Education Queensland’s reporting requirements.
In which class/es/year level/s did you utilise the TRK? _________________________________________
What parts of the TRK did you use?
All of it!          One Activity                 Pre-Performance Lesson           Post-Performance Lesson
Script Excerpt      Black-line Masters           Assessment Task                  Other: _______________________
Over what duration did you integrate this TRK?
1 Session           1 Day                        1 week                        1 Term
1 Semester          1 Year                       1 Unit                        Other: _____________________
Did the Ontour inschools performance date align with your planning?                                Yes        No
If you answered no, how did you modify your planning to accommodate the performance?
____________________________________________________________________________________________
Did you use the TRK before the performance, after the performance or both? _____________________
Please make any specific comments or suggestions about the TRK, either positive or negative.

   Page #                                                   Comment or Suggestion




Do you have any suggestions for other activities to compliment the TRK?                                  No        Yes (Indicate below.)
______________________________________________________________________________________________________
Did the performance and TRK relate to any current educational resources or programs?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
The TRKs are currently available as a downloadable PDF file from www.qac.org.au.
In what other formats would you like content delivered?
No changes required                      Audio tracks                   Video Footage
Interactive website (e.g. Learning place)                               Other: _________________________________________
____
Would you be prepared to share your students’ work with other teachers?                                    Yes                No
What benefits do the TRKs provide for your teaching practice? ____________________________________
______________________________________________________________________________________________________
_____________________________________________________________________________________________________
  Thank you for your time and valuable feedback! Please fax this form to the Education Liaison Officer on 3255 2666

Queensland Arts Council is a not-for-profit organisation.
Queensland Arts Council Schools program is funded with assistance from the Queensland Department of Education and Training.



                 Queensland Arts Council - Schools - Teacher Resource Kit - www.qac.org.au/schools                                         15

								
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