Lesson Plan „ Oobleck fluids

                                                                        Day 1 Activities

                         Is Oobleck a solid or a liquid?

Grade: Primary Science ( grade 7-8)

Lesson Duration: 45 minutes

To Plan and conduct an investigation to describe

and classify different kinds of materials by their observable properties and whether they are natural or human-made.

To Conduct investigations to understand that

matter can exist in different states (solid and liquid) and has properties that can be

observed and tested.

Lesson Objectives:

Students will:

• construct a hypothesis

• observe experiment

• analyze data

• report results

• distinguish between the properties of solids and liquids

The Central Objective:

This lesson will emphasize higher thinking, collaborative learning and discussion regarding the Scientific Method as well as understanding the properties of matter, specifically solids andliquids, while introducing a new substance that behaves as both.

Materials:

• cornstarch

• water

• food coloring

• measuring cup

• bowl

• spoon

• art smocks

• tablecloths

• pie tins

• trays

• sticky notes

• chart paper

• standard paper

Recipe for Oobleck: 1 cup of cornstarch, add water slowly, until the mixture is thick while stirring, and stir in a couple of drops of food coloring. (Usually around 1 cup of water or slightly less will be added)

Activity

Students will have a chance to explore Oobleck for themselves in small groups to

determine if it is a solid or a liquid.

While working in small Groups, students will:

• verbalize how they experience the mixture

• answer teacher questions

• determine if Oobleck is a solid or a liquid

• verbally justify their answer

New Vocabulary

Introduce the term Non-Newtonian fluid. Define as a fluid that has properties of solids

as well as liquids depending on the amount of force applied to it.

Ask students if they can think of another example of something else that might be like

Oobleck and considered a Non-Newtonian fluid.

Examples include: ketchup, toothpaste, shampoo, paint and blood.

Tell students that there is a living animal that can behave as a Non-Newtonian fluid.

Have them brainstorm for 30 seconds to guess what it could be, then discuss with a

neighbor.

Technology Connection

1. Share the following clips on youtube.com from the New York times, The Incredible

Physics of Ants: https://www.youtube.com/watch?v=opHsaJ1hxuc and/or Mass of

ants behaving as a fluid on youtube.com

2. After viewing, teacher asks, “How could studying ant behavior be helpful scientists as

they engineer new products?”

Differentiation

Students will write about their experiences with the mixture. To differentiate, the type of written response students will complete depends on the student’s proficiency level (approaching grade level, at grade level, or above grade level):

• Approaching grade level students will respond in writing with a picture, adjectives

and one sentence about Oobleck

• At grade level students will respond in writing to recall their hypothesis/prediction

and their discoveries with prompts (Oobleck feels, smell, looks, acts) and to draw a

picture

• Above grade level students will describe in writing, while using complete sentences,

their results to various tests they performed of the Oobleck, such as (poking, pouring,

squeezing, etc). Students will also add a quick picture of the way the mixture

responded to various tests.

Assessment

During this lesson, assess understanding and learning throughout by questioning

students and observing their ability to employ the scientific method, and collaborate insmall groups. At the end of the lesson, assess learning by asking students to individually write an example of either a solid of a liquid on a sticky note and placing it on a chart that sorts the examples into two categories. Students will also summarize their experience with this experiment in written form which requires them to recall

observations and demonstrate understanding.

This publication has been developed with the financial support from the European Commission in the framework of the Erasmus+ programme. The information and views set out in this publication are those of the authors and the EuropeanCommission may not be held responsible for the use, which may be made of the information contained herein. This work is licensed under Creative Commons Attribution 4.0 International. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

     Lesson plan „Electrical Circuit „

                                              Day 2 Activity

                  Basic Electrical Circuits

Grade: Primary Science ( grade 7-8)

Lesson Duration: 45 minutes

Lesson objectives :

• Develop practical skills: The teacher should encourage students to develop practical skills in handling real circuit components. This includes being able to assemble, disassemble, and modify simple circuits.
• Foster critical thinking: Students should be challenged to think critically about the theory they have learnt and apply it to practical scenarios. This involves being able to make predictions based on their knowledge of electrical circuits and evaluate how well their predictions hold true.
• Promote teamwork

The Central objectives:

1. Understand the concept of an electrical circuit
2. Identify and practically analyze simple electrical circuits
3. Apply Ohm's laws

Materials:

- batteries

- connecting wires

- smal light bulb

- switch

- flashlight

- fan

- remote control

- paper, pen

1. Practical Activity 1: Building a Simple Circuit

• The teacher divides the class into groups of up to 5 students and provides each group with a box of materials that includes a 9-volt battery, connecting wires, a small light bulb, and a switch.
  • They instruct the students to build a simple circuit, connecting the battery to the light bulb and the switch. The light bulb should light up when the switch is turned on and turn off when it is turned off.
  • As the students are working, the teacher circulates around the room to provide guidance and answer any questions. They may also ask questions to stimulate discussion and critical thinking, such as: "What would happen if we connected the battery directly to the light bulb, without the switch?" or "How could we make the light bulb shine brighter?"
  • By the end of the activity, each group should be able to explain how their circuit works, including the function of each component.

• Practical Activity 2: Solving Circuit Problems with Ohm's Law

• The teacher provides each group with a series of electrical circuit problems that involve applying Ohm's Law. The problems could include, for example, calculating the current, voltage, or resistance in a given circuit.
  • The students should work in their groups to solve the problems. They should discuss the steps involved in solving each problem and how to apply Ohm's Law.
  • The teacher circulates around the room to provide guidance and answer any questions. They may also ask questions to stimulate discussion and critical thinking, such as: "How can we check if our answer is correct?" or "What would happen to the current if we increased the resistance?"
  • By the end of the activity, each group should present their solutions and explain the reasoning behind them. The teacher should correct any mistakes and clarify any concepts that were not well understood.

• Practical Activity 3: Analyzing Real-World Circuits

• The teacher shows the students pictures of different everyday objects that contain electrical circuits, such as a flashlight, a fan, a remote control, etc.
  • In their groups, the students should identify the circuit components in each object and predict what would happen if one of the components was removed or altered. For example, what would happen if the battery in the flashlight was reversed, or if the resistance of the fan was increased.
  • The groups should present their analyses to the class, and the teacher should provide feedback and correct any mistakes.

These hands-on activities allow students to apply and solidify their understanding of the concepts of electrical circuits and Ohm's Law. They also promote teamwork, problem-solving, and critical thinking. The teacher should encourage participation from all students and ensure that everyone understands the concepts and skills that are being developed.

Group Discussion

• The teacher should ask each group to share their solutions or conclusions from the practical activities. Each group will have a maximum of 4 minutes to present.
  • During the presentations, the teacher should encourage the other groups to ask questions or make comments. This promotes interaction between the groups and fosters collaboration.
  • The teacher should ensure that each group clearly explains the steps they took to reach their solutions and that they demonstrate how they applied the concepts of electrical circuits and Ohm's Law.
  • They should also ask the groups to reflect on any challenges they faced and how they overcame them. This helps to promote metacognition and resilience.

Connection to Theory

• After all the presentations, the teacher should summarize the main points raised by each group and make the connection to the theory. They should reinforce the key concepts and clear up any misunderstandings.
  • The teacher should also highlight how the practical activities helped to illustrate and apply the theory. For example, they could point out how the circuit building experiment allowed the students to see in practice how energy flows in a closed circuit.

Individual Reflection

• To conclude the lesson, the teacher should give students a minute to reflect silently on what they have learnt. They could ask questions such as, "What was the most important concept you learned today?" and "What questions do you still have?"
  • After the reflection, the teacher could ask a few students to share their answers with the class. This helps to reinforce learning and identify any areas that may need to be reviewed or explored in more depth in future lessons.

Teacher Feedback

• Finally, the teacher should provide feedback to the students on their performance during the lesson. They should praise students' achievements, efforts, and improvements, as well as identify areas that need more attention or practice.
  • The teacher should also encourage students to continue studying and deepening their understanding of the topic, whether through additional reading, online research, or practice at home.

This Debrief is a crucial part of the learning process, as it allows students to consolidate what they have learnt, reflect on their own progress, and identify any areas that may need more practice or study. The teacher should ensure that this process is structured and effective, providing an opportunity for each student to engage and benefit.

Conclusion

Summary of Content

• The teacher begins the Conclusion by reviewing the main concepts covered during the lesson. They restate the definition of an electrical circuit, the function of each component (power source, conductors, switches, and loads), and Ohm's laws.
  • They recap the practical activities that were carried out, emphasizing how they helped to solidify these concepts in the students' minds.

Connection Between Theory, Practice, and Applications

• Next, the teacher explains how the lesson connected theory, practice, and applications. They highlight that by building and analyzing real circuits, the students were able to see in practice how the theory applies.
  • They also mention how understanding electrical circuits is fundamental to many practical applications in everyday life, such as the operation of electronic appliances.

Further Resources

1. The teacher suggests further study materials for students who wish to delve deeper into the topic. These materials could include reference books, online educational videos, circuit simulation websites, and practice exercises.

Relevance of the Topic

• To conclude the lesson, the teacher highlights the importance of electrical circuits in our daily lives. They emphasize that understanding electrical circuits is essential for many careers, such as engineering, electronics, and technology.
  • They also stress that knowledge of electrical circuits can help students to better understand the world around them, from the operation of a light switch in their home to the use of advanced technologies like computers and smartphones.

This Conclusion serves to solidify the students' learning, reinforce the relevance of the topic studied, and encourage continued study outside the classroom. The teacher should ensure that all students have grasped the main points of the lesson and are prepared for the next stage in the course.

    Lesson Plan „Vacum force in water”

                                                                                         Day 3 Activity

Grade: Primary Science ( grade 7-8)

Lesson Duration: 45 minutes

Lesson objectives:

 Students will understand that boiling point and liquid behavior depend on surrounding pressure, and how a vacuum creates low-pressure conditions. 

Main objectives:

To understand key words like Pressure, Vacuum, Boiling Point, Atmospheric Pressure, States of Matter. 

Materials:

• Vacuum pump, bell jar, rubber mat
• Warm water, clear beaker/cup
• Large plastic syringes (without needles), marshmallows/gummy bears
• Cartesian diver setup (bottle, dropper/sauce packet)
• Safety goggles for all students

Part 1: Introduction & Teacher Demo (Vacuum Boiling)

Engage Ask: "What does it take to boil water?" (Heat/Temperature). Introduce the idea that pressure also affects boiling.

1. Demo
2. Place warm (not boiling) water in a beaker inside the bell jar.
3. Ask students to predict what happens when the air is removed.
4. Turn on the vacuum pump. Water starts boiling at low temp.
5. Stop the pump; boiling stops.
6. Explain: "We didn't add heat, we removed pressure, allowing water molecules to escape as gas more easily". 

Part 2: Student Activity (Syringe & Marshmallow)

1. Setup : Students work in small groups, each with a syringe and marshmallow.
2. Activity (10 min):
3. Place marshmallow in syringe, pull plunger to just above it, cover opening with finger, pull plunger (marshmallow expands).
4. Push plunger down (marshmallow shrinks).
5. Discuss: Relate this to pressure – less pressure (pulling plunger) makes it expand; more pressure (pushing plunger) makes it shrink. 

Part 3: Deeper Dive (Cartesian Diver / Siphon)

1. Demo/Activity Use a Cartesian Diver or siphon to show how pressure differences move liquids, even uphill.
2. Connect: Ask how this relates to the vacuum boiling demo. (Siphons use pressure; divers show liquid compressibility). 

Part 4: Conclusion & Assessment

1. Review: What is a vacuum? How does pressure affect water?
2. Application: Discuss how vacuums are used (e.g., vacuum cleaners, space).
3. Exit Ticket: "Explain in one sentence why warm water boils in a vacuum". 

Differentiation: Use different sized syringes; for older students, discuss vapor pressure. 

Lesson Plan” Production of biodegradable plastic from vegetable and fruit waste”    Day 4 Activity

    From Waste to Wonder - Bioplastics from Fruit & Veggies

Grade: Primary Science ( grade 7-8)

Lesson Duration:  3 lessons by 45 minutes each

Learning Objectives

• Understand the environmental problem with petrochemical plastics.
• Identify plant-based sources for bioplastics (starch, cellulose).
• Follow a simple protocol to create a bioplastic film.
• Compare the properties of self-made bioplastics. 

Materials

• Waste: Banana peels, potato peels, carrot peels, or other fruit/veg waste.
• Kitchen Chemistry: Water, cornstarch (starch source), glycerol (plasticizer), white vinegar (acid), saucepan, stove/hot plate, blender, aluminum foil/molds, measuring tools.
• For Analysis: Scissors, weights/clips, water, bowls, paper towels, markers. 

Lesson Procedure

Day 1: Engage & Explore

1. Hook : "Plastic Scavenger Hunt" - Students list plastic items in the classroom. Discuss where plastics come from (oil) and their lifespan (non-renewable, pollution). Introduce the idea of using food waste as an alternative source (biomass).
2. Intro to Bioplastics (10 min): Brief discussion/video on bioplastics, starch/cellulose (polymers in plants), and the role of plasticizers (glycerol) and acids (vinegar).
3. Research (15 min): In groups, students research different types of fruit/veg waste and choose one to focus on for the experiment. 

Day 2: Experiment - Making the Plastic

1. Prep: Students gather their chosen waste, wash/chop it, and blend it with a little water to form a smooth paste.
2. Recipe (Per Group - Adjust as needed): Mix 1/2 cup waste paste with 1 tbsp cornstarch, 1 tsp glycerol, 1 tbsp vinegar. Stir well.
3. Heating: Heat mixture on low-medium heat, stirring constantly until it thickens like dough.
4. Molding: Pour onto foil/mold to desired thickness (e.g., 0.5 cm).
5. Drying: Let dry for 1-3 days at room temp or use a dehydrator. 

Day 3: Analyze & Conclude

1. Testing : Students test their dried films (Sample 1) and compare with a "control" (e.g., just cornstarch/glycerol mix, Sample 2). Test for:
2. Flexibility (bend)
3. Strength (add small weight)
4. Water resistance (touch to water).
5. Discussion (20 min):
6. How did the waste type affect the plastic?
7. What properties did glycerol add? Vinegar?
8. How does this compare to regular plastic?
9. What are the benefits/challenges of using food waste for bioplastics? (Waste valorization). 

Assessment

• Lab notebook observations.
• Group presentation of results.
• Exit ticket: "One thing I learned about bioplastics and one question I still have."

 Lesson Plan „ Robotic Arm”

Day 5 Activities

Grade: Primary Science ( grade 7-8)

Lesson Duration:   At least 2 lessons by 45 minutes each.

A robotic arm lesson plan typically involves students using simple materials (cardboard, string, straws, tape) to design, build, and test their own mechanical arm that mimics human arm movements, focusing on the engineering design process, simple machines (levers, pulleys), and real-world applications like space or manufacturing robots, often culminating in challenges to pick up objects.

 Lesson Objectives:

 include understanding human anatomy inspiration, prototyping with constraints, testing, and iterating designs, fostering problem-solving and teamwork.

Key Learning Objectives:

• Apply the engineering design process (Ask, Imagine, Plan, Create, Improve).
• Understand simple machines (levers, pulleys) and mechanical advantage.
• Biomimicry: Learn how nature (human arm) inspires technology.
• Develop critical thinking, problem-solving, and teamwork skills. 

1. Introduction & Inspiration
   • Human Arm Mechanics: Students bend their own arms, discussing bones (levers), joints, muscles (forces), and tendons (strings/cables).
   • Real-World Connection: Show videos/examples of industrial robots (welding, assembly) or space robots (Mars rovers) to discuss applications.
   • Vocabulary: Introduce terms like hydraulics, prosthetics, automation, engineering design process, constraints.
2. Design & Build
   • Problem: Design a robotic arm that can lift an object (e.g., a cup, block) from one spot to another.
   • Materials: Provide craft supplies like cardboard, straws, string, paper clips, rubber bands, tape, binder clips, skewers.
   • Process: Students sketch a design, identify materials, and build their arm, understanding that teamwork and iteration are key.
3. Testing & Iteration
   • Testing Criteria: Define success (e.g., lift cup 6 inches high, move to another spot) and constraints (e.g., don't cross a line).
   • Trial & Error: Students test, identify weaknesses, and modify their designs based on results (e.g., add a pulley, reinforce a joint).
4. Conclusion & Reflection (15-20 min)
   • Share & Compare: Teams demonstrate their arms and discuss challenges and successes.
   • Engineering Mindset: Discuss how mistakes lead to better solutions (growth mindset) and how this relates to real engineering.
   • Extension: Discuss more advanced concepts like programming (Arduino IDE mentioned for advanced setups) or hydraulics (using water/syringes).