How can chemistry affect our world? - Integrated Education · How can chemistry affect our world? Interact Teacher Manual Science Years 5-8 By Helen Pearson and Allana Hiha

How can chemistry affect our world?

Interact Teacher Manual ScienceYears 5-8

By Helen Pearson and Allana Hiha

© 2011 Interact Curriculum Press

No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher.

Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION ®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved.

Cover photography © Popa Sorin | Dreamstime.com

Interact Curriculum PressP.O. Box 757Whangaparaoa, 0943New Zealand

www.interactcurriculum.comPrinted and bound by CM Digital, Albany, New Zealand

ISBN 978-1-877532-91-7

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ContentsOverview for this Term

Introduction

Pre-planner Guide

Background Information

Cultural Perspectives

Key Competencies, Habit of Character, Habit of Mind

Big Idea, Key Understanding, Focus Question

New Zealand Curriculum Requirements

Key Areas of Investigation

Firing Up

Finding Out Further

Focusing Forward

Scriptures Relevant to this Unit

Understanding Interact

The Interact Resources

Options for Using this Interact Teacher Manual

Planning With Interact

The Interact Learning Process

Key Learning Intentions

Acknowledgements

Bibliography

Year 1-4

2

overview for tHis termThis Teacher Manual is for one subject of an integrated unit based around the theme of God is calling us. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from www.interactcurriculum.com

Year 5-8

Health

What choices make our community safer?

How do my choices affect the world we live in?

Science

What are some mysteries about mixtures?


Social Science

Why do we have rules and laws?

How are decisions made for our nation?

Art

People in Contemporary Art

Devotions

Why do people choose to obey God?

How can people walk with God in the world?

How can I lead a group well?

What makes a good speaker?

Language

© 2011 Interact Curriculum

© 2011 Interact Curriculum 3

introDUCtionWelcome to our study of chemicals in the environment.This investigation forms part of the theme, God is calling us to walk with him.

People often consider God’s call to be a spiritual call that does not relate to the physical, academic, social, practical or creative aspects of our lives. However, this term we will realise that God’s call to people has always been to work with and manage God’s creation with care. It is our responsibility before God to look after more than just our ‘spiritual’ lives, as everything we do is spiritual - including interacting with the physical aspects of the world God created.

God’s creation is governed by laws. This is one reason that learning about the world is so interesting, and discovering new things so exciting. The more we learn, the more we can predict what will happen with an increasing degree of certainty, and the more we can manage aspects of God’s creation effectively. In this investigation, we will be challenged to consider the way that God has created chemicals: to identify where they are, what happens when they are combined, and to understand the value of chemicals to people and other parts of creation.

The huge importance of salt is an example of the valuable purifying and preserving possibilities of some natural chemicals. Learning about the properties of salt will help us to gain a greater insight into what Jesus might have meant when he said that Christians should be ‘salt’ in the world. We will also learn that chemicals, when used wrongly, or when out of natural balance, negatively impact God’s creation. The human tendency to seek a life of comfort and ease and to focus on one’s self rather then the consequences of our actions for the world around us, has resulted in generations of choices that have polluted and poisoned God’s world. God cares about this, and so should we.

It is our belief as Christians that a significant part of God’s call is to choose to walk in the world with respect for what God has made, with intent to make our environment more healthy and more beautiful. During this study, we will investigate the impact of chemical mixtures, and experiment to find ways of combining chemicals in environmentally friendly ways that will not harm either our health, or the health of God’s world - but rather, will restore, preserve and purify. As we learn, we will be reflective about how to better respond to God’s call to walk with care in creation.

if you are new to interact resources we invite you to turn to Appendix i-- to learn about the interact Learning Path on which this

teacher manual is based, and to gain additional planning help.

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HOW CAN CHEMISTRY AFFECT OUR WORLD?

4 © 2011 Interact Curriculum

Pre-PLAnner GUiDeResource People

•Peoplewhomakehomemadecleaningproducts,skincareorhaircareproducts

•Medicalhealthworkers

•Chemists,scientistsorqualifiedhealthprofessionals

•OccupationalHealthandSafetyOfficers

Special Features could include:

•Avisittolocalcouncil

•Avisittoalocalwaterway

•Avisittoalocaleco-friendlycompany(e.g.naturallymadesoaps)



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BACKGroUnD informAtionGod is calling us to walk with him in the world. As we do this, we remember the initial instruction given to the first people, which was to manage and care for the world God had made (Genesis 1:26-31, 2:15).

Although everything God provided in the beginning ‘was good’ (Genesis 1), we have always tried to improve our way of life. As a result of our sinful nature, instead of managing and caring for the world God made, our focus is on caring for ourselves. This attitude is particularly noticeable in how we work with the chemical world.

The science of chemistry allows us to explore the order and design of the fundamental units of creation and, as a result, we can join with all of creation to offer praise to the Creator of the universe (Ps 103: 20-22, Ps 111: 2-4, Ps 148: 2-13, Ps 150: 6, Is 45: 12-13, 18-19, Rev 4:11).

Chemicals are a part of everyday life. We use them to preserve foods, as cleaning agents and as beauty treatments, among other things. Before the modern era, people could only use those naturally occurring chemicals that were present and freely available. For example, in biblical times people used salt as a purifier (2 Ki 2: 19-21) and a preservative (Lev 2:13), and myrrh and olive oil as cosmetics (Es 2:12).

Nowadays preservatives, cosmetics and cleaners can all contain chemical compounds created in research laboratories. Such products are usually the result of systematic, thorough testing to find out about their properties and whether or not they are beneficial for people’s use. Unfortunately, some of the side effects of the chemicals are unknown before the products are put on the market. It is important to compare the properties of natural and artificial chemical products and research how they affect our world.

How can we describe the physical properties of chemicals?

Chemical substances can be described according to their physical properties or their chemical properties. The physical properties include descriptors such as solid, liquid and gas, texture, smell, colour, appearance and solubility.



Background Information continued

How can we find out about the chemical properties of different substances?

The chemical properties of a substance describe how it might react or change when mixed with another. One way to classify chemicals is whether they are acidic, alkaline (orabase)orneutral.

Matterismadeupofmolecules(e.g.water–H2O),andmoleculesaremadeupofatoms(e.g.water–2hydrogenatomsjoinedwith1oxygenatom).Inchemicalreactions,twoormore substances reactwhenmixed together.Asa result, positive ions (e.g.H+) ornegativeions(e.g.OH-)maybereleased.AcidsreleasemoreH+, alkalis release more OH- and neutral solutions have equal amounts of both. For further explanation, see:http://education.jlab.org/ index.php

The measurement used is the pH scale from pH 0 to pH 14, which tells us how much hydrogenion(H+)isinasolution.ApHmeasurebelow7isacidicandapHabove7isalkaline; pH 7 is neutral.

Purewaterissaidtobeneutral,whilehumanbloodisveryneartoneutral(approximatelypH7.4).Humanskinisalittlemoreacidictopreventbacterialgrowth(approximatelypH6.0).Chemicalsusedincosmeticcreamsaimtorestoretheskin’snaturalpHlevelafterthe effects of the environment and the natural process of our skin ‘breathing’.

Salt is neither an acid nor a base. It is neutral. It acts as a preservative by ‘absorbing’ water content of a product, thus restricting the bacterial action. Jesus told his followers that they should be ‘salt’ in the world. By this we consider that we should be bringing flavour and preservation qualities that make the world a better place.

When a physical change is made, the only thing to change is its physical appearance. Often these changes can be reversed, e.g. salt mixed with hot water dissolves into a salty solution, but can be made salt again by heating the solution and evaporating the water. All chemicals are made up of molecules and when change happens at a molecular level, we call it chemical change.

Some of the chemicals that we will observe may be heard of in ‘old wives’ tales’ or remedies. The experiments may give us the knowledge and understanding of whether those products work for their given function, and why. Other chemicals may have been advertised as ‘new and improved’ at some time and we can find out why they continually need to be made better, and whether the ‘improvements’ are better or not. We can also see whether the products are as good for the environment as natural products appear to be.



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Background Information continued

How can chemicals endanger people and our environment?

Thebuildingblocksofmatter(thesubstancesthatmakeuptheuniverse)aremolecules.People can even be described in terms of their chemical and molecular parts. Although such a description does not account for the life and breath of a human being, nor the working of the Holy Spirit in a life, we can study the effects of chemicals on our bodies and on the environment.

To be able to consider the effects of chemicals on, and in, our bodies and on the environment, we need to look closely at how chemicals are made and how they react with one another. A measure of the degree of danger is the toxicity of the product, or how poisonous it is. There have been poisonous plants and animal venom present since the ‘Fall’, but the increased production of artificial chemicals appears to be polluting creation at an alarming rate. See the following website for more details:http://www.lesstoxicguide.ca/index.asp?fetch=household

Some research scientists study what goes into the food we eat and drink, the soaps and creams we use on our bodies and the cleaning products used in our homes, to see whether or not they are toxic to humans. The result of their research may shift their focus to improving the quality of the products we use, by using only naturally occurring chemicals or by creating ‘green’ products that do not pollute the environment.

Rightly or wrongly, toxic chemicals are blamed for illnesses including asthma, skin rashes and some cancers in individual cases. When toxins enter our waterways, more people suffer because of the pollution. In extreme cases such as the BP oil spill in June 2010, the impact is universal and the clean-up process is massive.

What eco-friendly substances can be used when preserving or cleaning?

One key to being a good investigator is to know what to look for: how to recognise the potential dangers in modern chemicals and which chemicals are the most toxic. Sometimes we recognise the dangers by what we see or experience around us. At other times, our investigation leads us to the results of controlled experiments to reveal levels of toxicity and long-term effects. This study gives opportunity for both. (See Ps 103: 20-22, Ps 111: 2-4, Ps 148: 2-13, Ps 150: 6, Is 45: 12-13, 18-19, Rev 4:11.)



CULtUrAL PersPeCtives Maori

In pre-settler days karakia (prayer)wasconductedprior toall activities. The spiritualrealm was seen as the first bastion of defence, so karakia was regarded as a form of preservative and protection.

PreservativesFood was preserved when in season; kumara was stored raw in cool underground pits orwasfermentedinrunningwater,fishwasdried(sometimessalted)andbirdswerecooked and preserved in their fat or kept submerged in a salt brine. Shellfish were also left under fresh water to flush out the saltiness of the sea.

CosmeticsMany plants were used for medicinal and cosmetic purposes. For example, hangehange, horokaka and pokaka were specifically used for treating different skin disorders and raukawa, rimu and tarata for various beauty treatments.

CleansersThe puriri tree had a reputation as a useful cleaning agent due to the strong germicide contained in an infusion of the leaves. The shiny upper surface of the karaka was applied to heal wounds. Likewise, burning the leaves of the kawakawa was a well-known Maori deterrent for insects.

To prepare the plant in most cases, the leaves or bark were stripped and burned or steeped in water. These physical actions caused changes in the properties of the plant –eitherphysicalorchemical–andtheresultantsubstanceswerefoundtobehelpful.Todaytheart(orscience)ofrongoa(Maorimedicines)isundergoingaresurgence,andmedical practitioners are becoming more aware of the range of uses for the native plants of Aotearoa New Zealand.

British

When the British first came to Aotearoa New Zealand, they brought with them some resources from Britain which they used to make preservatives, cleansers and cosmetics, and they also began to learn from the Maori about the God-given native resources. Some of the missionaries were concerned not only for the spiritual wellbeing, but also for the physical health of the Maori.

PreservativesVegetables, nuts and eggs were preserved by pickling them with vinegar. Stone fruit were preserved by placing them in sugar and leaving them in the sun. Sauces were made from fruit like plums and tomatoes to which vinegar, sugar and salt were added.


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Cultural Perspectives continued

Meat could be preserved by rubbing it with salt, cooking it, and then soaking it in a mixtureofbrownsugar,saltpetre(potassiumnitrate),saltandboilingwater,andturningit every few days for three weeks, then drying it in the sun.

CleansersSoaps were often made from recipes that included mutton fat, caustic soda, oil of lavender, borax, glycerine, water and ammonia. Furniture cleaners were often made from linseedoil,orfromamixtureofgratedsoap,saltpetre(potassiumnitrate),ammoniaandboiling water. Glass was cleaned with a mixture of ammonia and water.



KEY COMPETENCIES | HABIT OF CHARACTER | HABIT OF MIND

Kthe key competencies are:

managing selfUnderstanding language, symbols and text

Mthe habit of mind focus is:

managing impulsivity

Cthe habit of character focus is:

obedience


BIG IDEA | KEY UNDERSTANDING | FOCUS QUESTION

IQthe focus question is:


Uthe key understanding is:

People can choose to use chemicals for the

benefit or harm of our environment

Plan

ningthe big idea is:

God is calling us to walk with him


New Zealand Curriculum requirements

students will:Vision: Be confident in living and learning

Principles: Show high expectations of self and a future focus

Appreciate community engagement

Values: Interact with integrity and respect

Value equity and excellence, community and participation

Key Competencies: Develop skills in managing self

Demonstrate an understanding of language, symbols and text

Science

Level 3-4

Nature of ScienceInvestigating in scienceBuild on prior experiences, working together to share and examine their own and others’ knowledgeAsk questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations

Material WorldProperties and changes of matterGroup materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.Compare chemical and physical changes.




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For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix

Kkey areas of investigation

we are investigating:How can we describe the physical properties of chemicals?




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Interact Learning Path | Phase 1

firing UpFire Up imaginations and learning desires and gain knowledge in the following ways:

relateBe connected, in engaging ways, with the topic to get ‘hooked’ into learningThe exclamation mark reminds us to get enthused

recallRecall prior knowledge of this topic The arrows remind us to consider all we have experienced, learnt and felt about this topic

raise questions and recognise problemsConsider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unitThe question mark reminds us to question

research (initial)Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall

Review and record Rejoice!

Research

Respond

Reason

Reflect

Resolve

© 2011 Interact Curriculum16

HOW CAN CHEMISTRY AFFECT OUR WORLD? | FIRING UP

relatequestions and activities

Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas:

Discuss the foci of our investigation this term, namely:•God’scallforustobegoodmanagersoftheworldanditsresources,

along with Jesus’ command for us to love others•howthatmightimpactourchoicesaboutthechemicalproductswe

use•findingoutwhetheraproducthasanyharmfulortoxicchemicals

and what the effects might be to ourselves, and the environment•investigatingways todevelopeco-friendly chemical combinations

for household and personal cleaning products which we can use, sell or give away

Gather a range of household cleaners. Sort into categories: Products with a Hazard Warning and Products Without a Hazard Warning. Look for words like Danger, Warning, Caution, Poison, Toxic, Irritant, Flammable, Corrosive. Gather information about what these words mean and jot down questions you have about them

Pick a household cleaning product that you think would always be safe to use. Find out about its ingredients. Check:http://www.lesstoxicguide.ca/index.asp?fetch=householdBegin research to identify why warnings must be displayed on packaging and discuss what problems may happen if the warnings are ignored

Gather a range of personal skin, hair and teeth cleaning products. Choose two of interest to you. Use the checklist of toxic ingredients that may be used in cosmetics to see whether they contain any potentially harmful substances for humans:http://www.natural-skincare-authority.com/index.html

Chemicals can be used as preservatives, not only in foods and drinks, but also to give other products a longer ‘shelf-life’. Discuss whether cosmetics or cleaning products would need a preservative added

Read stories about people who suffer from asthma, cancer, autism and other illnesses, as a result of toxins. Alternatively, invite a speaker who has had a reaction as the consequence of toxin poisoning which they are comfortable to talk about, and ask them to share with a small group or the class. Discuss in small groups and make notes:

•What do you think could have been done to help prevent thesituation?

•What do you think could have helped immediately – when the‘poisoning’ occurred?

•Whatcouldhappennow?

indicators of achievement

•Engageswithscientificexploration and discussion

Cleaning Hazards

Gather a range of household cleaners. Sort into categories:

Products with Products without a hazard warning a hazard warning

List words that warn of hazards and find out what each word means:

Word Meaning

Write down any questions you have about the words.

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recall questions and activities

Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas:

Tell stories in groups about any times when you, or people you know, have been affected by fumes, household products or sprays

Recall as many examples of advertisements and advice offering warnings about chemicals from smoking, alcohol, sprays, batteries, light bulbs, and petroleum related products, etc. Create a mind map of all the chemical warnings you can recall

Recall what you already know about each Key Area of Investigation and write your ideas on a separate chart for each question. By making categories or headings to focus your thinking, you will find you that you are able to recall more. Note questions on separate pages

Recall what you know about the following vocabulary: acid, alkali, pH, neutral

Draw a plan of your home showing where chemicals are stored and used. Recall any reasons you know for their storage position


•Identifiespriorknowledgeand experiences

Chemicals at Home

List the chemicals that are commonly used in your home.

Chemical product What is it used for?

Explain why certain chemicals are stored in particular locations in your home.

Product: Where stored:

Reason:


Reason:


Reason:


Reason:

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raise questionsquestions and activities

As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas:

Research QuestionsBegin your questions with what, when, who, why, where, and how. For example:

Set up a table with a range of different safe chemicals and encourage observation of physical properties. Allow students to explore and experiment. Jot down observations and questions that come to mind

From your initial reading about toxins and other chemicals, gather a list of terms you can write definitions for, and a list of terms you need to research to write definitions. Write a glossary for this study using your own words. Discuss:

•WhatdoyouknowaboutthechemicalpropertiesoftheplantsthatMaori traditionally used for healing and cleansing?

•Howcouldyoufindout?

Design questions about the reasons for words on labels like Danger, Warning, Caution, Poison, Toxic, Irritant, Flammable, Corrosive, and the consequences of ignoring the warnings

Reasoning QuestionsFocus on parts or elements, processes, comparisons, connections. For example:Construct questions about the following ideas and how we could we find out more:

•Whatdoweknowaboutchemicals,abouthowtheyhelpus,andhowthey harm us?

•What questions do we have about how chemicals are used for ourbenefit? How could we find out more?

•What questions do you have when comparing traditional Maoricosmetics and European herbal compounds?


•Writesquestionstoidentifywhat we want to know

•Predicts•Estimates

•Designsopen-endedquestions

•Definesaproblem•Identifiespossiblesolutions

Cleaning ProductsChoose a cleaning product and use it to clean something. Read the label

thoroughly, and write some questions you have about the product. Try to ask the most

thoughtful, open questions you can.

Questions I have

about any words on the label:

Questions I have about any

cautions on the label:

Questions I have about the ingredients in cleaning products:

Questions I have about how the cleaning

product works:

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research questions and activities

Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to:

•takenotesasindividualsorasaclass•identifygroupsofideasandsortunderheadings•notetitlesofinterestingorhelpfulresources•identifynewquestionsyouwouldliketoinvestigate

The following is a range of activities, based on the Key Areas of Investigation:

How can we describe the physical properties of chemicals?

Physical properties are ways of describing matter and include whether it is solid, liquid or gas, its texture, smell, colour, appearance and solubility.

Identify cleaning products that are solids, liquids or gases and sort them into groups. Draw a chart, marking the properties of various cleaning products’ ingredients

Collect a range of five samples from one group of cleaning products, e.g. soaps - dishwashing liquid, soap, laundry powder, etc. Compare the physical properties of the samples. Discuss:

•Whywouldeachsamplebedifferent?•Whatmakesonebetterthananother?•Why do you think they may have a different colour or a different

scent or a different texture, etc.?

Although not all products are required by law to have a list of ingredients, some do. Collect the labels from a range of chemical products, e.g. cleaning agents, or cosmetics, to identify whether there are any chemical additives (colouringorscent)listed.ResearchE Numbers, print a list of them and tick additives you find in common products

Bases, or alkaline substances, feel slippery to the skin, e.g. soap. They are useful for removing fatty or oily stains from surfaces and are also used to grease surfaces such as drawers so they slide more easily. List the physical properties of a range of bars of ordinary household soaps


•Observes•Usesarangeofsourcesto

research

•Identifiesmainideas•Sharesideas•Usesscientificvocabulary•Usesarangeofsourcesto

research

•Readsdiagrams•Usesasystematicapproach•Describesfindings•Identifiesmainideas

•Observes•Describesfindings

What’s it Like

Choose different cleaning products that are solids, liquids or gases and sort them into groups. Describe their properties and uses. Write the names in any

order at the bottom of the sheet and then swap your paper with a partner, to see whether they can work out which description belongs with which product.

List of products:

PRODUCT 5

PRODUCT 4

PRODUCT 3

PRODUCT 2

PRODUCT 1

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What are E Numbers?

The labels on the food and cleaning products we use should tell us what they contain.

Unfortunately, sometimes we cannot understand the information given. Cut out each of the

sentences below and arrange them into paragraphs that answer the questions:

Why add chemicals to our food and cleaning products?

The main reason we add chemicals to our food is to stop it from going bad. People have

tried many ways to preserve food over the centuries.

One method has been to add chemicals such as salt or sugar to stop the food from

rotting and to lengthen the ‘shelf life’ of the product.

Nowadays other chemicals are added not only to preserve food but also to extend the

shelf life of other products we use. Some chemicals also change the colour or the taste

and smell of the product.

What is an E number?

Since the late 20th century governments around the world have required companies to

list the ingredients on the product labels.

In Europe, chemicals that are added to products have each been given a unique

number code starting with an ‘E ‘so that they can be listed on the labels without having to

use the full name.

In Australia and New Zealand the ‘E’ is left off the number.

Why should we avoid some E numbers?

While there is no apparent danger from some chemicals, unfortunately some additives

have been shown to be toxic to people.

Artificial colouring, flavouring and preservatives can all affect a person’s health, especially

if they are prone to allergies.

There is also a real danger to the environment if a toxic chemical is washed down the

drain or flushed down the toilet!

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research continuedquestions and activities


We can investigate the different chemical properties of substances by fair testing, which finds relationships between factors, or variables. One variable is changed while the others remain the same. Two experiments are carried out. When the results of the experiments are compared, any differences are said to be the result of the changed variable. Fair testing is particularly well suited to investigations that record measurements.This method will not work well where investigations:

•needtobedoneinthefield•aremonitoringchangeovertime•needtoexamineawholesystem,notjustisolatedparts

The most common scientific test for pH uses litmus paper as a pH indicator by changing colour. Gather a range of substances and predict whether they are acids or bases/alkalis or neutral. Plot your predictions on a pH scale and design an experiment to test them. Record your results

Skin care treatments such as moisturisers should also be close to our skin’s pH level. If we use a soap that is more acidic than our skin then our skin will dry out and we will need to add moisture. Discuss why you think cosmetic companies have a number of different products for skin care routines. Design an experiment to check the pH level of the different products and share your conclusions. (N.B. The litmus paper tests can only offer a broad indication of pH when carried out in a classroom environment)

2.1 How can an understanding of chemical properties help me to create products to remove particular stains?In cleaning products, the chemicals react with the stain or deposit to ‘neutralise’ the soiled effect, e.g. acids neutralise bases and vice versa.

Baking soda is an alkali and therefore it can be used in ‘cleaning’ acid substances from surfaces. Discuss:

•What physical and chemical properties might make baking sodauseful in cleaning?

•What liquid could baking soda be mixed with in order to make it amore effective cleaner?

•What examples of cleaning products, e.g. toothpaste, can you findthat include baking soda in the ingredients?

Lemon juice and vinegar are household examples of acids. Therefore, they can be used to clean alkaline stains such as rust or mineral deposits. Discuss why you think acids are used in cleaning soap scum or mould in bathrooms


•Definesscientificterms•Usesscientificvocabulary•Usesasystematicapproach•Usesconsistentprocedures•Choosesappropriate

equipment•Usesequipmentsafely

•Identifiesmainideas•Explainsphenomena•Usesasystematicapproach•Usesconsistentprocedures•Choosesappropriate

equipment•Usesequipmentsafely•Observes

•Observes•Identifiesmainideas•Sharesideas•Sortsandclassifies•Sortsreasonablefrom

unreasonable ideas •Explainsphenomena

•Observes•Identifiesmainideas•Sharesideas

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The pH Scale

Colour the rectangles below to match those on your pH chart, with red for the

strongest acid and blue for the strongest alkali. Now use the diagram and columns below

to record predictions and results of your investigation visually.

I predict Actual results1

2

3

4

5

6

7

8

9

10

11

12

13

14

Increasing Acidity

Neutral

Increasing Alkalinity

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Skin Care Products

The pH of skin care treatments such as soaps and moisturisers

should be as close as possible to our skin’s pH level.

Design an experiment to check the pH level of your skin and of different skin care products.

What do I want to find out?

What do I think will happen?

What I’ll test for pH: What I predict I’ll find: What I found out:

From my findings, I can conclude

I would recommend

I have further questions, such as

InvestigateWhat is the

pH of your skin? Predict

What will happen if we

use a soap that is more alkaline than our skin?

Discuss:Why do you think cosmetic companies have a number of different products for skin care

routines?

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Investigating Stains

Create some fresh stains on fabrics and predict whether the stains

were made by acids or alkalis. Test with a pH indicator to check.

Stain Created Acid/Alkali Prediction Test Result

1

2

3

Predict whether an acid or an alkali would be best to neutralise and remove the stain, and

choose 3 options you think might work.

Acidic cleaners: pH 2 lemon juice, pH 3 vinegar, pH 4 tomato juice, pH 5 black coffee

Alkaline cleaners: pH 13 bleach, pH 12 soapy water, pH 11 ammonia, pH 9 baking soda

N.B. If you use a commercial product, test and record the pH.

Test your choice in each case to check whether it works on the stain. Record your results with

a tick if the cleaner worked or a cross if it did not. Then record the option that worked the best.

Stain Created Removal Options x/V Best Option

1

2

3

Complete the sentences:If we know that a stain is made by an acid, we can

If we know that a stain is made by an alkali, we can

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Investigating pH

The pH scale (from 0 to 14) shows us how acidic or alkaline a substance is.

A pH of 7 is neutral. Some examples are pure water and blood.

A pH less than 7 is acid. The smaller the pH, the stronger the acid.

A pH greater than 7 is alkaline. The higher the pH, the stronger the base.

The most common scientific test for pH uses litmus paper or pH indicator solutions which

change colour when they are added to acids (red) or alkalis (blue). Gather a range of

6 substances and predict whether they are acids, bases/alkalis or neutral. Design an

experiment to check your predictions. Record your results and plot your predictions on a pH

scale.

I want to find out:

Name of substance: What I predict I’ll find: What I found out:

1.2.3.4.5.6.

From my findings, I can conclude

I have further questions, such as

1414 ResearchName: 14




Create a range of fresh stains on fabrics. Determine whether you think they were made by acids or alkalis. Test with a pH indicator to check. Predict whether an acid or an alkali would be best to neutralise and remove the stain, and choose a range of options you think might work. Sort them in order of predicted effectiveness. Test, record results, and draw conclusions

Humans are born with a skin pH of nearly neutral (pH 7), but it quicklybecomes more acidic. Adult human skin has a pH of between pH 4.5 and pH 6. We should try to use cleaners and other products that are close to our own pH. This is why there are special baby soaps and shampoos. Any products that are too acidic or too alkaline can cause a reaction, skin irritation or a rash. Complete the following activities:

•Collectarangeofhouseholdchemicals,e.g.soap,dishwashingliquid,cleaners and cosmetic creams

•Fromthelistofingredientspredictwhichwouldbewouldbemoreacidic and which more alkaline. Make a chart to list the groups: Acid, Neutral, or Alkaline (Base)

Discuss:•HowcouldyoucheckyourskinpH?•Whichwouldbemostsuitableforyourskin?•Whatotherquestionsarise?

Assemble a variety of substances including baking soda, sugar, salt, vinegar, lemon juice, milk and water. Predict which combination of substances will make a mixture that fizzes. (N.B. when a mixture fizzes, it shows that the substances used have reacted together and a gas has been formed.) Test your ideas

Physical change sometimes happens when substances are mixed. Investigate the results of mixing weak acids and bases,e.g.whenvinegar(acid)ismixedwith baking soda (base), fizzing happens as carbon dioxide gas is created.Discuss:

•Howcouldthisinformationbehelpfulwhenconsideringthechemicalproperties of different cleaning products?

Write a short sentence to warn people of any potential dangers when acids and bases are mixed

Salt is the most common chemical used on a daily basis. Not only is it used when seasoning food, but it is also a preservative, can remove ink stains, is used to shine silver and repels slugs and snails. It was once so valuable that it was used as money. Research the following facts about salt:

•Whatisitschemicalnameandsymbol?•Whereissaltfound?•Howisitcommonlyused?•Whatpropertiesdoessalthavethatenablesittobeusedintheseways?•WhatwassaltusedforinJesus’time?•Whathappenstosaltwhenitisusedtoseasonfood?






•Choosesappropriateequipment

•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely•Observes

•Describesfindings•Designsfairtests



Predicting Fizzing

When chemicals are mixed together, they may or may not react. Sometimes a

reaction causes a physical change and the mixture produces a gas. At other times, two

liquids may combine to form a solid. How can we check what does what, especially when

some gases are invisible, and some are odourless?

Investigate the reactions of different substances. From a selection of substances including

baking soda, sugar, salt, vinegar, lemon juice, milk and water, predict which combination of

substances will make a mixture that fizzes.

What do I want to find out?

What do I think will happen?

List the ingredients that you will combine. Predict whether you think they will fizz, and record what happens.

Ingredient 1 Ingredient 2 Will it fizz? Did it fizz?

When a mixture fizzes, it shows that the substances used have reacted together and a gas

has been formed. The gas will then spread out into the air.

When baking a cake, the gas formed helps the cake to rise and it is not dangerous to our

health. However, when we are cleaning drains or using some oven cleaners, the gases

formed are usually irritants and often toxic. It is important to note that if it smells bad, it

probably is bad for you!

1818 ResearchName:

All About Salt

Salt is the most common chemical used on a daily basis. Not only is it used when

seasoning food, but it is also a preservative. It can remove ink stains, is used to shine

silver and repels slugs and snails. It was once so valuable that it was used as money.

Under the headings below, list the products in your home that use salt.

Compare your results with others in your class and write about your findings.

Salt is

Find out more about salt:• What is its chemical name and symbol?

• Where does salt come from?

• What properties does salt have that enables it to be used in so many different ways?

• What properties of salt might have made Jesus use the analogy of his followers being ‘salt”.

(Matt 5:13)?

Food Seasoning

Food Preservative

Cosmetic Preservative

Cleaning Product

Preservative

Stain Removal

Garden Products

Other

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Chemicals help us live productive, effective lives, although some are harmful or toxic, even in little doses, and some may become dangerous to our lives and our environment in large quantities. Some chemicals only become harmful when they react with other substances. Use the list of Products with a Hazard Warning from your research in the Relate section and find out which substance in the product is dangerous and why. Discuss the consequences of using such products, and then draw a flow chart to show what happens to the substance, or where it goes to, after it has been used

CosmeticsSkin is the largest organ of the body. Because it is porous, much of what is rubbed onto our skin can seep in and enter our bloodstream. Discuss how you would find out whether you are being poisoned. List possible reactions to toxic ingredients. Make a checklist of different products you use and calculate how many harmful substances you are exposed to each day

Cleaning productsWhat are common ingredients in traditional cleaners and how toxic are they? Chemicals such as chlorine, ammonia and hydrochloric acid are used in cleaners because they are effective. They also create dangerous by-products which affect our environment. Investigate:

•Howmightyoutellwhetheraproductistoxic?•Isthereasafelevelforuseofeachchemical?•Whatarethemaindangersoftoxicchemicalstotheenvironment?

Use a range of different soaps and then share your ideas:•Whatarethedifferentpropertiesofeachsoap?(hardness,slipperiness,

solubility)•Doesyourskinfeeldrierormoisturisedafterusingeachsoap?

Discuss why different soaps will affect your skin differently depending on the pH level

Information we receive about a cleaning agent, such as the advertising we see or hear, the way it smells or what it looks like, may affect our decision about the effectiveness of the product. Recall the information you recorded in Research 1.0 relating to your preferences in cleaning agents. Consider:

•Doyoustillhavethesamepreferences?•Whydo(did)youprefercertaincleaners?

Create a survey to use in collecting data from your classmates or family about their preferences. Include a question to find out about their reasons, and whether they would change their mind if they knew more about any of the products


•Identifiesmainideas•Drawsadiagramtoshow

connections

•Identifiesmainideas•Sharesideas•Explainsphenomena

•Identifiesmainideas•Sharesideas•Explainsphenomena

•Observes•Identifiesmainideas•Sharesideas•Explainsphenomena

•Identifiesmainideas•Sharesideas•Conductssurveys

3.0

Chemicals in Our World

Choose the correct word from the following list to fill in the missing gaps:

chemical blocks universe described life environment Spirit being soaps toxic research scientists bodies food cleaning homes naturally

green focus quality pollute illnesses suffer waterways skin rashes toxic chemicals enter

universal extreme massive June 2010

The building _____________ of matter (the substances that make up the _______________) are

molecules. Even people can be ______________ in terms of their ______________ and molecular

parts.

Although such a description does not account for the _____________ and breath of a human

______________, nor the working of the _______________ in our lives, we can study the effects of

chemicals on our bodies and on the ________________.

Some ____________________ study what goes into the __________________ we eat and drink, the

_____________ and the creams we use on our ________________ and the ____________ products

used in our ______________, to see whether or not they are _______________________ to humans.

Other scientists may _______________ on improving the __________________ of the products we

use by using only ____________ occurring chemicals or by creating ‘_______________’ products

that do not ____________ the environment.

Rightly or wrongly, __________________ are blamed for ____________________ including asthma,

_________________ and some cancers in individual cases. When toxins __________________ our

____________ more people __________________ because of the pollution.

In _______________ cases such as the BP oil spill in ___________________________, the impact is

______________ and the clean-up process is _______________.

Write some questions you have about chemicals in our world.

2222 ResearchName:

Am I Being Poisoned?

Our skin is the largest organ of our body. It protects our

insides from the outside world but, because it is porous, it is

not a solid defence. When we wash our skin, rub in moisturiser,

sunscreen, or put on make-up, much of what is used can seep

in through the skin’s pores and enter our bloodstream.

Complete the table below to investigate the possibility of a

build-up of toxins in the body from substances applied to the skin.

Product Toxic Possible Risks Safer Ingredients or Reactions Alternatives

Conclusions:

23ResearchName:

A Soapy Situation

What does our skin do?Our skin acts as a filter. It lets particles such as sweat and oil move out of our body through

our pores. Skin also functions as a barrier to protect us from the environment. As a result, grit

and grime can build up and clog the pores. We need to wash ourselves regularly so that our

skin can function effectively.

What is the normal pH of our skin?The skin of newborn babies is neutral (pH 7), and the skin of children is close to pH 7. At

puberty the body starts to produce more sweat and oil and the skin’s pH becomes more

acidic. As a result, an adult’s skin is between pH 4.5 and pH 6, depending on our genes and

environment. In older people, the skin tends to dry out and return to a neutral pH. Adding

any chemical to your skin will affect its pH. If you add an alkaline product to your skin you

need to counteract it with an acidic product to restore your skin’s natural pH.

Why should we use soap?We should use soap because

Different soaps will affect your skin in different ways, depending on pH levels.

How can we test the effectiveness of different soaps?Complete the following table to prepare for your investigation.

What is the aim of this test?

How could we find out?

What do we want to find out?

What will we need?

What will we do?

What do we think will happen?

What steps will we take?

How will we record our observations and conclusions?

2424 ResearchName:

A Soapy Survey

Whenever we have to make a choice about something, the knowledge we have will affect

our judgement. This is especially true for cosmetics and cleaning products. Our choices may

be influenced by advertising, packaging, how a product smells, what it looks like and often,

by what other people use.

Why does advertising have such a huge influence on our choices?

What else influences our choices?

Create a survey to use in collecting data from your classmates or family about their

preferences in the type of soap they use. Use the table below to record your findings about

the four most popular products.

Name Scent Colour Texture Reason for Ingredients Preference

From my survey, I conclude that

25ResearchName:

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Health problems can come from using products containing toxic ingredients, because harmful levels can build up in our bodies leading to ‘Multiple Chemical Sensitivity’. Some symptoms of MCS are:

•Runnynoseanditchyeyes•Headache•Scratchythroat•Earache•Scalppain•Drowsiness•Palpitationsoftheheart•Upsetstomach•Achingjoints•Rashesanditching

Design a fair test that could be used to check whether any of these symptoms may be due to using a product with a toxic ingredient. (NB. Do not carry out the test due to the risk of putting yourself in danger.) Investigate how scientists experiment to ensure that a product is safe for use

Collect some water from a local stream and test the pH level. Trace the route of your local waterway back to its source and mark on a map the potential rainfall catchment area. Identify where toxic chemicals may be used that could enter the waterway. (N.B. Physical factors such as dams could also affect the waterway) . Describe any possible negative effects of drinking or swimming in the water

Use the internet to find out some of the common household products that contain the following substances, and what health problems those substances may cause. With a partner, research the effects of one of the listed chemicals:

•Ammonia•Chlorine•Glycolether•Oxalicacid•Petroleumbaseddetergents•Phosphates•Sodiumhydroxide•Ammoniumhydroxide•Diethyleneglycol•Triclosan•DEA(diethanolamine)•Coal-tarchemicals•Formaldehyde


•Designsfairtests•Usesarangeofsourcesto

research•Recognisesdangers

•Identifiesmainideas•Observes•Usesasystematicapproach•Describesfindings•Payscloseattentiontodetails•Reportsconclusions

•Identifiesmainideas•Sharesideas•Sortsandclassifies•Explainsphenomena•Describesfindings•Observes•Payscloseattentionto

details•Reportsconclusions

Health Problems

Health problems can occur when we use products that contain toxic ingredients. The

dangerous chemicals could be in the food we eat, the laundry powders and soaps we use

and also in the cosmetics we apply. Harmful levels of toxins from these sources may build up

in our bodies leading to ‘Multiple Chemical Sensitivity’ (MCS).

Some symptoms of MCS are:

Runny nose and itchy eyes Headache

Scratchy throat Earache

Scalp pain Sleepiness

Heart palpitations Upset stomach

Aching joints Rashes and itching

Do you, or does anyone you know, suffer from any of the MCS symptoms? What else could

cause these symptoms?

How do researchers make sure that a product is safe for us to use?

How could scientists check whether ill health is due to MCS or toxic build-up? Design an

experiment that could be used to answer this question. Do not carry it out due to the risk to

health of individuals.

2626 ResearchName:

Environmental Effects

Following safety rules carefully, collect some water from a local stream

or waterway in a clean jar with a lid.

Observe:1. Is there evidence of any freshwater fish or plants?

2. How could you find out whether the water is polluted?

3. What does the water look like?

4. What does the water smell like?

5. What is the pH?

Draw a map of the stream, labelling any land use or chemical input upstream.

Hypothesise:

Is the water polluted? If so, how do you think that happened?

List possible negative effects of drinking or swimming in the water

Conclusion:

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Although there are toxins in many products available today, we can reduce our level of exposure by using eco-friendly substances.

Make a planChoose a product such as a cosmetic, hair shampoo, or cleaning agent that you could replace with an eco-friendly option

Research •Research different recipes for the product, and identify what

ingredients might cause a chemical reaction or facilitate the cleaning. Investigate whether any ingredients are from native plants or if an indigenous substitute could be used

•Createyourproduct•Designquestionstohelpyouconsiderwaysofadaptingtherecipe

using different types or quantities of chemicals. Write your questions so that the response can be, “Let’s test it”

ExperimentYou will need to:

•defineaquestiontotest•thinkthroughthepossibilities•formulateahypothesis•considerequipmentneeded•outlinethemethod•predictresults•conducttheexperiment•recordobservations•writeaconclusion

Conduct all experiments safely and methodically, modifying any aspects of the recipe necessary and taking careful notes about your observations. Track the process of your research and experimentation digitally – using eitherphotographs or video

Draw conclusions, organise your notes and plan ways to communicate your understandingsDecide on an interesting way to present your findings. Ensure that you:

•Writesentencesunderheadingsanddrawdiagrams•Writeanddrawdiagramsofyourrecipeprocessandresults•Reportyourobservationsandyourconclusion•Explain using scientific terms, describing the physical properties

before, during and after cooking, and describing the chemical changes of what you have created


•Plansascheduleoftasks

•Writesquestionstoidentifywhat we want to know

•Usesarangeofsourcestoresearch

•Choosesappropriateequipment

•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely•Makesfinemeasurements

•Makesahypothesis•Designsfairtests•Plansascheduleoftasks•Controlsvariables•Predicts•Choosesappropriate

equipment•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely

•Observes•Ishonestinrecordingdata•Explainsphenomena•Usesscientificvocabulary•Identifiesmainidea

4.0



Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

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finding out furtherFind Out Further and gain understanding in one of two ways:1. Individual or group investigation2. Whole class investigation

During this phase the students will gain understanding:

research (further)Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching

reasonApply, analyse, interpret, compare and contrast findingsThe arrows remind us to pull apart (analyse) and draw comparisons (compare)


HOW CAN CHEMISTRY AFFECT OUR WORLD? | FINDING OUT FURTHER

further researchquestions and activities

1. Identify an issue or topic which you would like to investigate further, based on what you have learned so far

2. Make a plan3. Research4. Organise your notes and plan ways to communicate your

understandings

The following is a range of suggestions for you to consider:

Given a selection of different types of stains, predict and develop a fair test to determine:

•WhatpHwouldneutralisethestain?•Doestimeaffecttheeffectivenessofthecleaningagent?•Doesconcentrationofthecleaningagentaffectthestainremoval?

Work in pairs to research different methods to use when cleaning up a specific kind of spill. Predict which would be most effective, most cost effective and most eco-friendly. Make recommendations based on your observations and prior experiences. Record:

•Adescriptionofthespill(dry,wet,sticky,etc)•Threedifferentmaterialsthatyouthinkmayworkwelltocleanit•A description of the properties that might make them successful

stain removers•Anexplanationofyourchoicesandconclusion

With a partner, research one of the following:•The ways people preserved food before the invention of

refrigerators•BeautyproductsusedbywomenintheBible•Acleaningproductthatwasusedinthe20thcentury

Before you begin, formulate a hypothesis or theory to test. For example:•Saltwasvaluablebeforerefrigerationbecause itwassuchagood

preservative•Cosmeticsinbiblicaltimeswereeasytouse•20thcenturycleanersreplacedtraditionalcleaningproductsbecause

they were betterConsider what do you want to find out from your research about one of the chemicals used and its effects. Write a hypothesis relating to your question. Check with your teacher whether your hypothesis can be tested and design an experiment to test your ideas


•Predicts•Makesahypothesis•Designsfairtests•Controlsvariables•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely•Makesfinemeasurements•Observes•Payscloseattentionto

details•Ishonestinrecordingdata•Describesfindings•Identifiesmainidea•Sortsreasonablefrom

unreasonable ideas•Sortsandclassifies•Reportsobservations•Reportsconclusions•Explainsphenomena


•Makesahypothesis•Controlsvariables•Choosesappropriate

equipment•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely•Makesfinemeasurements•Observes•Payscloseattentionto

details•Ishonestinrecordingdata

1

2

5

What’s In a Stain?

Choose a particular stain from a selection of different types, e.g. grass stains, oil,

lipstick, coffee, or dirt. Prepare five samples of the stain on the same fabric.

Develop a fair test to investigate one of the following statements. Underline the one you have

chosen.• What pH would neutralise (clean) the stain?• Does time affect the effectiveness of the cleaning agent?• Does concentration of the cleaning agent affect the stain removal?

A fair test finds the relationships between factors, or variables. One variable is changed while

the others remain the same. Two similar experiments are then carried out. When the results

are compared, any differences are said to be due to the changed variable.

I want to find out (my hypothesis):

Steps I need to follow (the method):

Things I will need (the equipment):

The factors I will change (the fair test variables) are:

Substance What I predict What I found out: applied to stain I will find:

1.

2.

3.

4.

5.

6.

My conclusion and recommendations

My questions for further research are:

2828 Further ResearchName: 28



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further research questions and activities

PreservingCompare samples of raw food and preserved food, e.g. raw meat with corned beef or salami; fresh orange with candied peel, clove covered oranges. Describe what you see, smell and feel, and then leave your samples in a dry, safe place and check each day for a week. Record your results. (N.B. Throw out your samples when they start to smell ‘off’)

Use the results from the survey conducted in Research 1.0 to design a special soap for a friend or family member. Choose their colour and scent preference to add to the basic recipe, if possible. Make your soap by following the instructions on the Interact Discovery Sheet

Natural beauty treatments have a long history. Milk and honey, avocado oil and lavender all have large followings of people who extol their health giving virtues. Research to find the chemical make-up of each substance and draw conclusions as to why they are beneficial as beauty aids. Consider whether different cultures use different products

Interview a chemist or other qualified health professional about the benefits of eco-friendly products. Make a note of things people ‘frequently misunderstand.’ Create a questionnaire and survey your friends and family about using eco-friendly products. Record your results and present in chart form

Invite a medical health worker or scientist to discuss the ways in which scientists work together to:

•developtheirunderstandingofhowchemicalsfunction•learnhowchemicalsaffectthehealthofpeople•workoutwhatimpactchemicalshaveonourenvironmentetc.

Listen carefully for any evidence they give to support their ideas and any suggestions they may offer

Research the potential pathway of a chemical cleaner from the ‘bottle’, into a wastewater drain and into various parts of the environment



•Conductssurveys•Makesobservationaldrawings•Reportsobservations

•Usesasystematicapproach•Usesconsistentprocedures•Usesequipmentsafely•Makesfinemeasurements


•Sortsreasonablefromunreasonable ideas

•Sortsandclassifies•Reportsobservations•Reportsconclusions•Explainsphenomena

•Conductssurveysandinterviews

•Identifiesmainidea•Drawsadiagramtoshow

connections


•Identifiesmainidea•Sortsreasonablefrom

unreasonable ideas


•Drawsadiagramtoshowconnections

•Reportsobservations

Further Research

Making Soap

Use the results from your survey to design a special soap for a friend or

family member. Choose their colour and scent preferences and little ‘extras’

to add to the basic recipe, if possible.

Name Favourite Favourite ‘Extras’ Colour Scent

INSTRUCTIONSEquipment - things you’ll need: Glycerin block Utility knife

Double boiler Stirring spoon

Soap molds Cellophane

Food colouring Essential oil

Extras such as glitter shapes, etc

Safety precautions – what to be aware of:Utility knife – Take care when using a sharp knife to

make sure you do not cut yourself or other people,

and to prevent damaging any property.

Double boiler – Be extremely careful when working with

boiling water and when pouring the hot soap mixture!

Procedure:

1. Cut the glycerin into small pieces using the utility knife.

2. Melt the glycerin in a double boiler or microwave (on low power) until it becomes a clear

liquid.

3. Add your chosen food dye and stir.

4. Add a few drops of your chosen essential oil or fragrance.

5. Add extra things to your glycerin bar. Use glitter shapes, petals - anything that will make a

specially designed bar of soap for your friend.

6. Very carefully, pour your completed liquid mixture into the soap molds, and allow to cool

for at least an hour.

7. Wrap your new bar of homemade glycerin soap in cellophane.

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Nor Any Drop to Drink

Samuel Coleridge once wrote a poem describing the sea, in which he said:

“Water, water everywhere, nor any drop to drink!” Today many fresh water streams

no longer have fresh water.

Small amounts of chemicals all build up to cause pollution in our streams.

Even the little things matter. You WILL make a difference, no matter how small, if you

change the way you do some things.

Write a list of things that we could do differently to prevent chemicals from getting into our

streams and waterways.

Water Pollution Fact #1:

Soap and dirt from washing your car can flow through our storm drains

and ditches and end up in our streams

untreated.


Household cleaners and chemicals that

are used or disposed of outside can end up in our streams

and bays.


Garden and lawn chemicals pollute. Common pesticides

and fertilizers affect our streams.


Littering pollutes. Litter thrown on

the ground can end up in our stormwater drains, ditches, and

streams.

3030 ReasonName: 30

reason questions and activities

Consider ways you can apply your ability to reason to your study.The following are a range of ideas, but students and teachers may come up with their own as a result of their research:

Identify the causes of success or failure of any products you made by:•namingtheproduct•describingit•definingitsuse•describingthedegreetowhichitwassuccessful•explainingthereasonsforitssuccessorfailure

Draw comparisons between your ‘control’ and other products made according to your recipe alterations. Draw conclusions about the best recipes, and justify your conclusions

Write or draw the sequence of your recipe or experiment, showing all the steps in the process

Test the effectiveness of your homemade product. (NB. Make sure that you know that the product is not harmful before trying it on your skin). Discuss:

•Howlongdoyouthinkyouwouldneedtousetheproducttotestitseffectiveness?

People find it difficult to agree on whether some substances should be banned for sale or available for use in commercial products. Discuss:

•Whydoyouthinkitissodifficultforpeopletoagree?•Whatarethemainfactorstobeconsidered?

Use your research to create a flow chart about the potential pathway of a chemical cleaner from the ‘bottle’, into a wastewater drain and into various parts of the environment, and its various causes and effects on the environment and on people. Draw conclusions about use and disposal of cleaning agents, and justify your conclusions


•Identifiescauseandeffect•Interpretsmodels

•Drawsconclusions•Justifiesconclusions

•Sequences•Usesgraphical

representations

•Drawsconclusions•Justifiesconclusions

•Analysesrelationships•Drawsconclusions•Justifiesconclusions

•Usesgraphicalrepresentations

•Identifiescauseandeffect•Drawsconclusions




focusing forwardFocus Forward to develop wisdom in the following ways:

reflectThink deeply about the value and purpose of the subject, consider ethical issues, reflect on findings The arrows remind us to think from a higher perspective, and a deeper perspective

resolveChoose. The benefit of our learning is evidenced by what we do more than what we can repeat. We consider how what we have learnt might impact who we are and what we do. De Bono’s Thinking Hats can help in the decision-making process. The ‘thumbs up’ remind us that we can say ‘yes’ to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

respondTake action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue

review and recordReview the Big Idea, the Key Understanding, the Focus Question, the Habits of Character, the Habits of Mind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skillsThe arrows remind us that we need to look back in order to move forward

rejoice!Celebrate! We celebrate what we have learnt. We celebrate our gifts and talents and developing skills We celebrate a future and a hopeThe smiling face reminds us to enjoy!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

focu

sing

forw

ard

© 2011 Interact Curriculum32

HOW CAN CHEMISTRY AFFECT OUR WORLD? | FOCUSING FORWARD

reflectquestions and activities

Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas:

Evaluate your testing procedures. Discuss: •Whatworkedwell?•Whatwouldyoudodifferentlynexttime?•Whathaveyoulearnt?Whatquestionsdoyoustillhave?

Jesus called his followers to be ‘salt’ in the world. Discuss:•What properties and uses of salt might cause Jesus to use this

analogy?•HowcanthisdescriptionguidethewayaChristianlives?

Many people suffer from ‘Multiple Chemical Sensitivity’ with symptoms such as headaches, fatigue, skin rashes or respiratory problems. Reflect on your understanding of the effects of toxins and draw conclusions recommending ways to minimise exposure to toxic chemicals

Consider:•What might a pure and healthy environment, such as a healthy

stream, or air, look like?•Whatisourenvironmentlikelytobelikein50years:

- if we continue using the same products and disposing of them in the same ways?

- if more people begin using eco-friendly products and disposing of products more responsibly?


•Evaluatestestingprocedures•Understandsandexpresses

uncertainties

•Expressesanopinion•Indicatesunderstanding

of biblical principles and analogies

•Isawareofscientificissuesof concern

•Expressesanopinion•Evaluatesconsequences

•Isawareofscientificissuesof concern

•Expressesanopinion•Evaluatesconsequences•Appreciatesvalueofworld

resources



resolve questions and activities

Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future:

HeartYour attitude toward God for the creation of chemicals that we can use for personal and household cleaning and for preserving foods

How you feel about the effect of God’s provision of the resources we need, with regard to our physical health and cleanliness

HeadYour thinking about the effects of your choice of products on the environment

Your awareness of biblical principles that are relevant to the choices we make about the chemicals we use

Your patterns of thinking about how people from a different cultural group use different chemicals

HandsYour actions in showing appreciation to those who have helped you

MouthHow you might communicate what you have learnt

FeetWhere you might stand on an issue related to toxins and your health


•Makesdecisionsaboutpossible actions



respondquestions and activities

Take individual or group action:

Change your attitudesShare any new insights or change of attitude which you have regarding:

•creationandtheroleofchemistryinlifeonEarth•useofchemicals•disposalandwasteofchemicals•conservationanditseffectiveness

Change your thinkingDiscuss the following, and write statements in answer to the following questions:

•Whataspectsofthestudyofchemistryreallyamazeyou?•Whatareexamplesoftheconsequencespeoplefacebecauseofthe

mismanagement of chemical resources in the world?

Take actionIdentify aplace in your community (yourhome, your school, your suburb,yourtown/city)wheretheuseordisposalofchemicalscouldbe improved.Develop a way of influencing people in your community to consider changing aspects of their lifestyle to allow for greater health in the local community

Create your favourite soap or cleanser in bulk and have a sale, or wrap to give away

Communicate your learningHost an evening for parents in which you present the results of your study. Include:

•Anyproductsyoumade(andtested)•Resultsofthesurveysyouconducted•Reportsofresearch•Examples of experiments you designed and carried out to test a

hypothesis

When we drop rubbish, dispose of batteries, light bulbs, oil and chemicals like asbestos carelessly then we create problems in our environment. By learning to manage impulsivity and not cause litter we can help maintain a ‘clean green environment’. Make a chart with a partner to identify how you would dispose of different products which you no longer need, e.g. food rubbish, household goods, packaging, the items mentioned above etc.


•Expressesanopinion

•Expressesanopinion

•Workswellinagroup•Usescommunication

technology•Usesmeansandmedia

appropriate to the information and the audience

•Workswellinagroup•Usescommunication



•Usescommunicationtechnology

•Usesmeansandmediaappropriate to the information and the audience

•Workswellinateam



•Drawspictures,diagrams,graphs

•Demonstratescarefortheenvironment

•Workswellinateam

Managing Impulsivity

Rules and warnings are all around us. They are there to protect people and

places from human selfishness or carelessness. If we obey the rules that protect our

environment and the warnings on bottles of chemicals, we can contribute to a safer

and healthier world for ourselves and the children of the future.

How will what we have learnt about the uses of chemicals and the problems that occur

when they are used carelessly, affect what you do? Think of ways that you will manage

impulsivity, obey rules and take notice of warnings related to the use of chemicals. Write your

ideas below.

Because I have learnt that

, I will try to remember to









31RespondName: 31



respond continuedquestions and activities

Use one of the ‘warning’ words and design a logo that could be used on packaging to draw consumers’ attention to the product ingredients

Stand for what is rightIdentify a local issue related to toxic chemical pollution and write a letter to the newspaper with information from your study to justify your position

Arrange to visit your local council. Ask to present your findings about the effects of toxins on the environment and share with them your predictions of your community in fifty years time if things do not change




•Expressesanopinion•Demonstratescareforthe

environment

•Expressesanopinion•Demonstratescareforthe

environment•Drawspictures,diagrams,

graphs •Usescommunication



focu

sing

forw

ard



review and record questions and activities

Consider what you have learned and the skills you have developed:

Review the Big Idea, Focus Question, and Key Areas of Investigation. Describe what you now know

Identify what aspects of fair testing you found most easy or most difficult, what you would do differently next time, and any skills you would like to develop or further experiments you would like to conduct


•Determineswhethertheinformation needed as originally defined is met

•Identifiespersonalstrengthsand weaknesses

•Stateswhatcouldbedonedifferently next time



rejoice!questions and activities

Celebrate your learning:

Host an evening for your parents, supporters and friends. Give an account of the process of your research experiments in a PowerPoint presentation, report on the results of the various surveys you conducted and unveil the different eco-friendly products you have made. Give everyone a small sample of one of your products

Identify a local area where toxins have had a negative impact. In groups, clean an allocated area so that Isaiah 51: 3 will be evident:“The LORD will surely comfort Zion and will look with compassion on all her ruins; he will make her deserts like Eden, her wastelands like the garden of the LORD.Joyandgladnesswillbe found inher, thanksgivingandthesoundofsinging...” Contact the local newspaper and/or your local council to record the celebration of restoring wasteland to a place of rejoicing


•Celebrateslearning

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ard


Sscriptures relevant to this unit

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ures

Genesis 1:26–3126 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals and over all the creatures that move along the ground.” 27 So God created mankind in his own image, in the image of God he created them; male and female he created them. 28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.” 29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so. 31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.

Genesis 2:15The LORD God took the man and put him in the Garden of Eden to work it and take care of it.

Exodus 30:34-3634 Then the LORD said to Moses, “Take fragrant spices—gum resin, onycha and galbanum—and pure frankincense, all in equal amounts, 35 and make a fragrant blend of incense, the work of a perfumer. It is to be salted and pure and sacred. 36 Grind some of it to powder and place it in front of the ark of the covenant law in the tent of meeting, where I will meet with you. It shall be most holy to you.”

Leviticus 2:13Season all your grain offerings with salt. Do not leave the salt of the covenant of your God out of your grain offerings; add salt to all your offerings.

Numbers 18:19Whatever is set aside from the holy offerings the Israelites present to the LORD I give to you and your sons and daughters as your perpetual share. It is an everlasting covenant of salt before the LORD for both you and your offspring.”

Deuteronomy 29:23The whole land will be a burning waste of salt and sulfur—nothing planted, nothing sprouting, no vegetation growing on it. It will be like the destruction of Sodom and Gomorrah, Admah and Zeboyim, which the LORD overthrew in fierce anger.

2 Kings 2:19-2119 The people of the city said to Elisha, “Look, our lord, this town is well situated, as you can see, but the water is bad and the land is unproductive.” 20 “Bring me a new bowl,” he said, “and put salt in it.” So they brought it to him. 21 Then he went out to the spring and threw the salt into it, saying, “This is what the LORD says: ‘I have healed this water. Never again will it cause death or make the land unproductive.’”

Esther 2:12Before a young woman’s turn came to go in to King Xerxes, she had to complete twelve months of beauty treatments prescribed for the women, six months with oil of myrrh and six with perfumes and cosmetics.

Job 6:6Is tasteless food eaten without salt, or is there flavour in the sap of the mallow?

Psalm 231 The LORD is my shepherd, I lack nothing. 2 He makes me lie down in green pastures, he leads me beside quiet waters, 3 he refreshes my soul. He guides me along the right paths for his name’s sake. 4 Even though I walk through the darkest valley, I will fear no evil, for you are with me; your rod and your staff, they comfort me. 5 You prepare a table before me in the presence of my enemies. You anoint my head with oil; my cup overflows. 6 Surely your goodness and love will follow me all the days of my life, and I will dwell in the house of the LORD forever.

HOW CAN CHEMISTRY AFFECT OUR WORLD? SCRIPTURES RELEVANT TO THIS UNIT


Psalm 103:20-22 20 Praise the LORD, you his angels, you mighty ones who do his bidding, who obey his word. 21 Praise the LORD, all his heavenly hosts, you his servants who do his will. 22 Praise the LORD, all his works everywhere in his dominion. Praise the LORD, my soul.

Psalm 111:2-42 Great are the works of the LORD; they are pondered by all who delight in them. 3 Glorious and majestic are his deeds, and his righteousness endures forever. 4 He has caused his wonders to be remembered; the LORD is gracious and compassionate.

Psalm 148:2-132 Praise him, all his angels; praise him, all his heavenly hosts. 3 Praise him, sun and moon; praise him, all you shining stars. 4 Praise him, you highest heavens and you waters above the skies. 5 Let them praise the name of the LORD, for at his command they were created, 6 and he established them for ever and ever— he issued a decree that will never pass away. 7 Praise the LORD from the earth, you great sea creatures and all ocean depths, 8 lightning and hail, snow and clouds, stormy winds that do his bidding, 9 you mountains and all hills, fruit trees and all cedars, 10 wild animals and all cattle, small creatures and flying birds, 11 kings of the earth and all nations, you princes and all rulers on earth, 12 young men and women, old men and children. 13 Let them praise the name of the LORD, for his name alone is exalted; his splendour is above the earth and the heavens.

Psalm 150:6Let everything that has breath praise the LORD. Praise the LORD.

Isaiah 45:12-1312 It is I who made the earth and created mankind on it. My own hands stretched out the heavens; I marshalled their starry hosts. 13 I will raise up Cyrus in my righteousness: I will make all his ways straight. He will rebuild my city and set my exiles free, but not for a price or reward, says the LORD Almighty.

Isaiah 45:18-1918 For this is what the LORD says— he who created the heavens, he is God; he who fashioned and made the earth, he founded it; he did not create it to be empty, but formed it to be inhabited— he says: “I am the LORD, and there is no other. 19 I have not spoken in secret, from somewhere in a land of darkness; I have not said to Jacob’s descendants, ‘Seek me in vain.’ I, the LORD, speak the truth; I declare what is right.”

Isaiah 51:3The LORD will surely comfort Zion and will look with compassion on all her ruins; he will make her deserts like Eden, her wastelands like the garden of the LORD. Joy and gladness will be found in her, thanksgiving and the sound of singing.

Matthew 5:13“You are the salt of the earth. But if the salt loses its saltiness, how can it be made salty again? It is no longer good for anything, except to be thrown out and trampled underfoot.”

Mark 9:49-5049 Everyone will be salted with fire. 50 “Salt is good, but if it loses its saltiness, how can you make it salty again? Have salt among yourselves, and be at peace with each other.”

Luke 14:34Salt is good, but if it loses its saltiness, how can it be made salty again?

Colossians 4: 6Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone.

Revelation 4:11“You are worthy, our Lord and God, to receive glory and honour and power, for you created all things, and by your will they were created and have their being.”

HOW CAN CHEMISTRY AFFECT OUR WORLD? SCRIPTURES RELEVANT TO THIS UNIT


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UUnderstanding interact

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III© 2011 Interact Curriculum

tHe interACt resoUrCesThe Interact Curriculum is a biblically-based and integrated programme of learning suitable for students in Years 1-8. It is designed to inspire teachers with a multitude of creative ideas, questions and learning activities through which students can engage in learning about God and his world. This Interact Teacher Manual is part of a set of manuals produced for a single term’s work on an integrated theme. The Interact Currriculum provides teacher manuals in the subject areas of Devotions, Science, Social Science, Health and English on 16 such themes over a four-year cycle. Additional resources are also available in other subjects, including reproducible student worksheets entitled Discovery Sheets. The Interact Curriculum is designed to encourage students to interact with God, with others and with their world in the course of their learning day, and it is our intention to serve teachers by resourcing them with leading-edge curriculum material that helps students to:

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Know God

LearnaboutPeopleLearn

about the World

Develop faith and character

Develop thinkingskills

Integratelearningareas

Value and serve individuals

Build community

Relate learning to

real life

IV © 2011 Interact Curriculum

oPtions for UsinG tHis interACt teACHer mAnUALIntroduction:

This Interact Teacher Manual is designed to give you many different ideas from which to select and plan a programme for your own class. It is recommended that the Interact Learning Path be used as a guide in the planning process, but there is plenty of scope for choice in this manual.

This Interact Teacher Manual will give opportunity for teachers to design either:

(a) A short, more traditional unit of workBy focusing on the Firing Up stage, covering the Key Areas of Investigation as a class, and selecting one or two activities in the Focusing Forward section, a teacher could design a short programme of work for a whole class lasting two to three weeks and follow it with assessment.

(b) A longer inquiry investigationBy working through the process of the Interact Learning Path, it will be possible to develop understanding of key concepts and skills in the Firing Up section, and then to ignite student enthusiasm to take responsibility, in negotiation with the teacher, for their own research, reasoning, reflecting and responding. This will engage the students in developing questioning and research skills and therefore equip and inspire them for future learning.

c) A combination of bothThe more independent students in the class could be given more control over their learning by setting them off on their independent inquiry approach whilst the teacher approaches the topic in a more traditional / teacher-centred approach with the remainder of the class.

N.B. Regardless of what approach to the material is used, the Interact Learning Path provides the structure so that students are given opportunity to have some degree of choice about their learning. Because they have more ownership, deeper and more independent learning may occur.

V© 2011 Interact Curriculum

PLAnninG witH interACtTerm OverviewRead the Term Overview document at the front of the Term Folder to understand the integrating thread of the term and the national curriculum requirements.

Understanding InteractRead the Understanding Interactsectiononpage(I)sothatyouareconfidentinunderstanding the principles and processes of the Interact Resources.

Overview and IntroductionRead these pages to understand what this subject area is about, and where it fits into the integrated term’s work.

Big Idea and FociiRead the Big Idea, the Habit of Character Focus and Habit of Mind Focus, the Key Understanding and the Focus Question which summarise the main focii of this unit.

Biblical World View and Background InformationRead these pages to familiarise yourself as a teacher with the content being taught this term. Look up the Scriptures(foundattheendofthemanualforyourconvenience).

Key Areas of InvestigationThese four points summarise the content the students may learn in this subject. Confirm with your national requirements and determine your priorities.

Key Learning IntentionsThese points give ideas for Skills you can select as focii during this unit. All the skills listed are found in the Indicators of Achievement throughout the book, and any can be selected to become the focus of your teaching and assessment of skills for this subject this term. Determine what is appropriate for your class.

Plan for School-wide Activities or VisitorsMeet several times with other staff to engage personally and corporately with the term theme and plan school-wide activities.

Determine Main and Subsidiary TopicsDeterminethemainfocustopicforyourclass(e.g.Science,SocialScience,Health)thisterm and the supporting topics. Note that the main focus topic may vary between classes. At the conclusion of the term, when school-wide presentations are made, all students may benefit from each other’s deeper learning in particular topics.

PlanPlan, using the Interact Learning Path as a guide.

Have a great term teaching!

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tHe interACt LeArninG ProCessThe Interact Curriculum resources are being developed in a framework of learning, developed by Helen Pearson, called the Interact Learning Path.

The Interact Learning Path helps students to recall prior knowledge, to develop knowledge, skills, understanding and godly wisdom, to consider how what they have learned impacts who they are and what they do, to respond with the benefit of new skills and understanding, to evaluate their work, and to celebrate their learning in a range of ways as outlined below:

the interact Learning Path

We hope you enjoy discovering, with your students, a fresh perspective on the world!

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

VII© 2011 Interact Curriculum

Focusing Forward

Finding OutFurther

Firing UP

RelateRaise

questionsRecall


Research

Respond

Reason

Reflect

Resolve

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KeY LeArninG intentionswe are learning to:

RelateEngage

RecallRemember

Raise questions and recognise problemsInquire

Form a hypothesis

ResearchPlan

Gather information

Understand scientific language

Engages with scientific exploration and discussion

Identifies prior knowledge and experiences

Writes questions to identify what we want to knowDesigns open-ended questionsPredictsEstimates

Defines a problem Identifies possible solutions

Plans a schedule of tasksRecognises dangersPredicts

Uses a range of sources to researchConducts surveys and interviewsMakes observational drawings

Reads diagramsDefines scientific termsUses scientific vocabulary

VIII© 2011 Interact Curriculum

KeY LeArninG intentionswe are learning to: continued

Research continuedTest a hypothesis

Process information

ReasonInterpret information

Record data

Draw evidence-based conclusions

Designs fair tests

Controls variables

Chooses appropriate equipment

Uses a systematic approach

Uses consistent procedures

Uses equipment safely

Makes fine measurements

Observes

Pays close attention to details

Is honest in recording data

Draws a diagram to show connections

Identifies main idea

Sorts reasonable from unreasonable ideas

Sorts and classifies

Reports observations

Reports conclusions

Explains phenomena

Identifies cause and effect

Distinguishes likeness and differences

Sequences

Analyses relationships

Interprets models

Uses graphical representations

Draws conclusions

Justifies conclusions

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KeY LeArninG intentionswe are learning to: continued

ReflectReflect on reliability and validity of findings

Identify a biblical perspective

Discuss ethics

ResolveMake judgments and decisions

RespondParticipate and contribute

Present information

Act on issues linked to science learning

Review and recordMake judgments about the process

Rejoice!Celebrate

Understands and expresses uncertainties

Evaluates testing procedures

Appreciates value of world resources

Indicates understanding of biblical principles and analogies

Is aware of scientific issues of concern

Expresses an opinion

Evaluates consequences

Makes decisions about possible actions

Works well in a team

Draws pictures, diagrams, graphs

Uses communication technology

Uses means and media appropriate to the information and the audience

Expresses an opinion

Demonstrates care for the environment

Determines whether the information needed as originally defined is met

Identifies personal strengths and weaknesses

States what could be done differently next time

Celebrates learning

© 2011 Interact CurriculumX

ACKnowLeDGementsDeveloping the Interact Curriculum has been the result of over twenty-five years of thinking and working in the education field, and therefore twenty-five years of gleaning ideas and principles from a multitude of mentors, advisors, observations, teaching experiences, books and curricula from around the world.

It would not be possible for me to acknowledge all those who have contributed to my thinking. As Woodrow Wilson once said, “I not only use all the brains that I have, but all that I can borrow.” Certainly I am indebted to the many advisors in New Zealand, Australia, North America, England, Indonesia and Africa, who have contributed their critique and assistance in writing these books.

Special thanks should go to Graham Braddock who believed in me and in our God sufficiently to encourage and challenge me to both establish KingsWay School in 1986 and to subsequently write curriculum for schools.

Thanks, too, to Marty Heaslip, who first introduced this concept of teaching from a basis of understanding the character of God.

Special thanks go to Julie Owen for walking with me through the Interact update process and advising, critiquing, and writing and refining material so helpfully. Also, thanks to Carl Becker for valuable critique, Clare Woods for the graphic design, to Anna Johnstone who has been a supportive friend and advisor for many years and assisted with proofreading, and to the team of researchers, writers and graphic designers who help write manuals and prepare support material.

I have written and revised the Interact Curriculum since 1993, in answer to requests for assistance from schools, and during that time have also had five wonderful children. I am so grateful for the support of my husband, Dean, who is my closest friend and support and whose belief that God’s purpose for this material is more important than career and security has allowed him to take huge financial risks and lifestyle changes. My mother, Elizabeth Horne, has also been very supportive over many years. Dean and I are blessed to have the prayerful support of both sides of our family, and our thanks go to Elizabeth, Parke, Lin and Robin for their commitment to prayer for us and for this resource.

To all those who have critiqued and advised in large ways and small, I am most grateful. To those who have not yet made suggestions and would like to, please do so. It helps to make the documents stronger for the benefit of busy teachers, and I value critical comment to that end.

Helen Pearson

Co-author, Editor and Publisher of Interact Curriculum


BiBLioGrAPHYBoardofStudies (2006).Science and Technology K-6 Syllabus. Sydney: NSW Board of Studies

BoardofStudies(2009).Science Years 7-10 Syllabus. Sydney: NSW Board of Studies

Costa, Arthur L. and Kallick, Bena (2008). Learning and Leading With Habits of Mind: 16 Essential Characteristics for Success. Association for Supervision & Curriculum Development

DeBono,Edward(1999).Six Thinking Hats. MICA Management Resources, Inc

DepartmentofEducation(2002).Revised National Curriculum Statement for Grades R-9 (schools):Socialsciences.Pretoria:GovernmentPrinter

MinistryofEducation(2007).The New Zealand Curriculum. Wellington: Learning Media Ltd

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Documents

How can chemistry affect our world? - Integrated Education · How can chemistry affect our world? Interact Teacher Manual Science Years 5-8 By Helen Pearson and Allana Hiha