Eucalyptus Journals: Week 5, Term 3

August 2017

National Science Week This week is National Science Week. To mark the occasion, two science teachers from the Senior School conducted some science experiments within the ELC 3 groups.

Ms Harrison: What does science mean?

Matteo: Science means you help somebody.

Alia: You make something overnight and see what happens.

Oli: You try something.

Ms Harrison: Science is learning about the world; trying things out.

Toby: We have done science experiments—we put glass over a candle. The candle went out because there was not enough air.

Science Experiment 1—Blowing up a balloon

Equipment:

1 beaker with room temperature acid, 1 beaker with cold acid, 1 beaker with hot acid, calcium carbonate, balloons.

Lets predict what might happen…

Jacob: It’s (the balloon) going to get bigger and bigger because the water might get in it.

Floyd: It’s going to pop.

Mia: It might explode.

As well as watching the balloon blow up, we listened to the sound of the reaction in the beaker...

Toby: It’s like sparkling water.

Alia: Sizzling.

Taylor: Bubbling.

Emmy: Popping.

The next experiment was with the hot acid and the balloon. What might happen this time?

Oli: It might shrink.

Clemmie: I smell hotness.

What has happened to the liquid in the bottom of the beaker?

Oli: It is air or gas.

Mia: It has turned into milk.

What about the balloon?

Matteo: It turned big.

Taylor: It’s getting bigger!

Hector: It’s getting bigger.

Anya: It’s getting more bigger!

Matteo: The air is really strong.

Ms Binge: We mixed an acid and a base which has caused a chemical reaction.

Matteo: It changes!

Ms Harrison: A gas is released which causes bubbles of gas which fill the balloons.

Jacob: The gas goes in the balloon.

Ms Binge: When we breathe out, we breathe out carbon dioxide which is the same gas as we have made here.

Science Experiment 2—Elephants toothpaste

Equipment:

Green food colouring, detergent, hydrogen peroxide, potassium iodide.

Eucalyptus Journals: Week 5, Term 3

On Tuesday, we conducted the Magic Milk experiment.

Lets predict what will happen?

Ollie It will turn brown.

What can you notice?

Bear It moves!

Emma It swirled around.

Jacob How does it do that?

Clemmie The colours moved slow.

Bear They moved really fast when I did it.

Jacob Do you want to put more milk in the reaction?

What will happen?

Nate It goes away from the detergent.

Anya It changed. There is no yellow.

Claudia What if you pour the milk on the top of the rainbow colours?

Ollie There’s yellow, red and blue. The yellow disappeared.

Where did the green come from?

Ollie I saw brown.

Claudia If you put more milk. Lets see what will happen!

Claudia Its all green now!

Claudia If we put more milk the colours will disappear.

Nate Yes, There’s something in there.

Bear Little worms.

Claudia if you put more water in, nothing will happen.

Victorian Early Years Learning and Development Framework

LEARNING – Outcome 4: Children are confident and involved learners. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising,

researching and investigating to manipulate objects and experiment with cause and effect, trial and error, and motion.

“Lets see what will happen!” - Claudia

Eucalyptus Journals: Week 5, Term 3

Elephant’s Toothpaste

Instructions

Pour approximately 50 mL of 100 Vol Hydrogen Peroxide (Adults only to handle) into a 500 mL measuring cylinder.

Add a small amount of detergent

Add food colouring for effect (optional)

Fill a spatula with potassium iodide and then add it to the liquid.

Stir to mix (if needed)

Theory

H2O2 decomposes slowly in the absence of a catalyst forming water and oxygen.

H2O2(aq) -> 2H2O (l) + O2(g)

Addition of a catalyst such as KI lowers the activation energy for the reaction, causing rapid production of oxygen gas. The detergent causes this gas to produce a column of foam. The column is yellow

because the I– ions also react with hydrogen peroxide, forming iodine.

H2O2(aq) + 2I- (aq) + 2H+(aq) -> 2H2O (l) + I2(g)

**Be careful—The glass cylinder becomes hot when the reaction occurs.

Magic Milk Instructions

Pour enough milk into the container to completely cover the bottom and allow it to settle.

Add 3 drops of each of the colours of food colouring to the milk. (Widely separated and not in the centre of the dish).

Predict what will happen when you touch the tip of a clean cotton bub to the centre of the milk.

Place the tip of the clean cotton bub in the centre of the milk. Observe what happens. (It's im-portant not to stir the mix, just touch it with the tip of the cotton swab.)

Place a drop of liquid dish soap on the tip of the cotton bub. Predict what will happen when you touch the tip of a soapy cotton bub to the centre of the milk.

Place the soapy end of the cotton bub swab in the middle of the milk and hold it there for 10 to 15 seconds.

Theory

Simplified response: The dish soap does not mix with the milk. Instead it floats on top and spreads over the surface. As it spreads, it grabs the food colouring. Soap is a "degreaser" so the molecules in it

are attacking the fat in the milk, causing motion which creates the swirling of the colours.

Thanks to our visiting science teachers for their expertise!

August 2017

Eucalyptus Journals: Week 5, Term 3

A bit of floury fun! This week we had a little bit of fun with flour. On Monday we made some playdough and watched how the water and oil

didn't mix as we stirred the two liquids together. Then on Tuesday we made some pancakes and mixed the ingredients together and watched the yummy changes that occurred.

August 2017

Victorian Early Years Learning and Development Framework

COMMUNICATION – Outcome 5: Children are effective communicators. Children interact verbally and non-verbally with others for a range of

purposes and demonstrate an increasing understanding of measurement and number using vocabulary to describe size, volume and capacity.

Playdough 4 cups of plain flour

1 tub of cream of tartar

1/3 cup of salt

1/3 cup of oil

3&1/2 cups of boiling water

Mix flour and cream of tartar in a big bowl.

In a jug add salt and boiling water. Stir and wait for salt to dissolve. Once dissolved and cooled slightly add oil and stir.

Add food colouring to the liquid and watch how the liquids remain separate.

Add liquids to the flour mix and stir. Once altogether, kneed and add more flour if it is slightly sticky.

Have fun!

Pancakes Ingredients:

1 cup self-raising flour

1 cup milk

1/4 cup sugar

1/2 teaspoon baking powder

1 teaspoon vanilla extract

1 egg

2 tablespoons butter (approximately)

Method:

1) Whisk together the egg, sugar and vanilla extract.

2) Sift the flour and baking powder into the egg mixture and stir.

3) Slowly add the milk to the mixture and stir until smooth.

4) Grease a non-stick pan or hot plate with some butter (wipe off any excess with a paper towel), pour the batter into small rounds and cook on a low heat. When bubbles form on the surface they are ready to flip.

*** Avoid patting the pancakes as it releases the air from the dough and makes them "heavy" rather than "fluffy". 5) Repeat Step 4 until all of the batter is used.

6) Finish with your favourite toppings (eg. lemon and sugar, maple syrup, etc.)

Enjoy!

Eucalyptus Journals: Week 5, Term 3

Who is that?

Haven’t you changed!

Jacob Felix.

Lachie Its not Felix. Its Jacob.

George You (Ms. Bawden).

Anya You. Because that’s you in the garden.

Hector Anya. Because it is.

George Anya.

Lawson Anya.

Sophie Anya. Because her whole body.

Jacob Anya.

Summer Hector.

Callan Anya. Because it has brown eyes.

Ollie Hector.

Hector No! Its not me.

Summer Taylor.

Callan Ollie.

Nate Sophie.

Clemmie Felix. Because of his hair.

Emma Bear.

George Felix.

Anya Felix. Because he has white hair.

Jacob Felix. Because he has blonde hair.

Felix That’s me!

Victorian Early Years Learning and Development Framework

COMMUNITY – Outcome 2: Children are connected with and contribute

to their world.

Children respond to diversity with respect and become aware of connections, similarities and differences between people. As the week has progressed their responses to the photos and ideas of who they are developing more detail and

reasoning for their guess.

Eucalyptus Journals: Week 5, Term 3

Who is that?

Haven’t you changed!

Bear Maybe Sophie.

Hector Maybe Leki.

Jacob Its not a she. It’s a he because boys don’t have hair.

Taylor Girls don’t have hair when they are babies.

Clemmie They have little hair.

Sophie Bear.

George Emmy.

Felix Ollie.

Ollie Its not me.

Anya Summer. Because it is.

Emmy My sister didn't have any hair. She was bald.

George Emmy.

Clemmie It looks like Claudia.

Ollie Felix.

Callan It looks like George.

Summer Sophie.

Claudia Jacob.

Jacob Because I don’t have my hair.

Claudia Or glasses.

Summer Callan.

Callan Bear.

Jacob Clemmie.

George Clemmie.

Ollie Felix.

Nate Baby Finn.

Sophie Everybody bes a baby.

Hector You can be a baby when you are one years old.

Sophie Miss Wassink. Because you said no children. And it wasn’t you. So I know it’s Miss Wassink.

Felix Ollie. Because that is Ollie.

Clemmie Ollie. Because of his face.

Sophie Ollie. Because of his eyes.

Jacob Felix.

Summer Ollie—Hair.

George Maybe Callan.

Hector No! We had Callan at the other picture.

Callan Hector.

Hector No!. I have brown hair.

Eucalyptus Journals: Week 5, Term 3

Visit to Year 2

On Wednesday afternoon we went to Year 2L (Mrs

Lukaitis) classroom. It was an opportunity for the Year 2’s to

share their story telling and reading skills. After sharing a few

books in small groups the Eucalyptus class demonstrated our

Mindful Movements that we practise each morning.

August 2017

Victorian Early Years Learning and Development Framework

COMMUNITY – Outcome 2: Children are connected with and contribute to their world. Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and

responsibilities necessary for active civic participation. Through shared experiences they begin to recognise that they have a right to belong to many communities and create stronger connections with the broader St Leonard’s community.