Reay Primary School, Hackford Road, Brixton, London SW9 0EN

Using a Visualiser in Year 6 Science: Reversible & Irreversible Changes

Learning objectives:
Learn that mixing materials can cause them to change
Make careful observations, record and explain these using scientific knowledge and
understanding

Lesson plan:

WHOLE CLASS INTRODUCTION: Introduce the lesson by demonstrating what happens when
lemon juice and biological washing powder are mixed together. Place cup of lemon juice
under the visualiser and add washing powder – zoom in to maximum magnification to observe
results.

Discuss: What is happening to the liquid? What is happening to the solid? What might be being
released into the air in bubbles? Is the solid dissolved? How can you tell? What other things do
you observe?

GROUP PLANNING: Then, present the children with a range of materials (sand, flour, baking
powder, powder paint, salt, plaster of Paris) ask them to mix each with water or vinegar,
describe and try to explain what has happened. Children to plan investigation as a fair test.

How will you observe results closely?

How will you record your results?

(think about appearance, temperature etc)

GROUP PRACTICAL WORK: Practical investigation using planning frames. Differentiate by

adding factors info to lower ability group and provide large frame for statemented child. TA to
support new EAL child as much as possible during intro by practically explaining dissolving using
water and salt/sugar. .

PLENARY: Ask children to group materials into categories and be ready to explain their
observations under the visualiser, eg those which dissolve in water, those which don’t dissolve
and those where there appears to be a different sort of change. Talk with children about their
groupings and introduce the idea of changes which are different from dissolving.

Extend more able group by asking them to feedback findings for their groups, especially in
relation to lessons learned re planning and observation. Demonstrate on visualiser.

RESOURCES:

SOLIDS: Each group needs a small quantity of sand, flour, baking powder, powder paint, salt,
plaster of Paris in a cup (about a tablespoon is plenty.)
LIQUIDS: a paint pot of water for each group, half a cup of vinegar (or however much will go
around).

SUBJECT KNOWLEDGE: Plaster of Paris and cement react chemically with water to make new
substances: plaster and concrete. When vinegar is added to bicarbonate of soda, lemon juice
to washing soda, and Andrews salts to water, the bubbles of gas produced are carbon dioxide.

How did the visualiser support and extend the learning in the lesson?

The visualiser was a key component of this lesson. The opportunity to observe the introductory
 Reay Primary School, Hackford Road, Brixton, London SW9 0EN

experiment clearly on the whiteboard engaged all the children immediately. The teacher was
able to model good observational skills and language using an example that all the children
had observed. The children’s resulting discussion was extended by their ability to see the
experiment magnified. They were able to use the modelled language and their own
experience of observing the experiment to talk precisely about the changes occurring in the
mixture. When they were doing their own investigation, they did not have microscopes. It was
therefore useful to be able to see the gas release close up so that each child knew the sort of
detail they might need to be looking for.

Part way through the planning, it became clear that a number of children had not retained a
clear understanding of dissolving from the previous term’s work. It was easy for the teacher to
demonstrate a practical example underneath the visualiser with salt and water. The children’s
understanding was instantly clarified and they were able to move on with their planning for the
lesson’s investigation.

The use of the visualiser during the plenary was also important. Groups had discussed their
conclusions and a small number of children were given the opportunity to come and use the
visualiser to explain their observations and results. The uncomplicated equipment meant that
these children used the magnifier and light for themselves. They were able to demonstrate
exactly what they had seen by repeating 2 experiments. This prompted further discussion
around possible scientific explanations of their observations.

Although it would have been possible to teach the lesson without the visualiser, there is no
doubt that its use enhanced the pace of the lesson, as well as the quality of the children’s
observations. It contributed significantly to their progress by the end of the session.

Magnified
image
allowed
the whole
class to
observe
the carbon
dioxide
escaping
from the
mixture of
lemon juice
and
washing
powder –
much
excitement
ensued!
 Reay Primary School, Hackford Road, Brixton, London SW9 0EN

Using black
paper
underneath
the cup
made it
easier for
the children
to see

Other examples of lessons planned with the visualiser:

• Literacy – useful for modelling improving and editing children’s work. It saved time on
scanning for the whiteboard.
• Literacy – showed examples of a variety of text types quickly, saved time on planning
and scanning.
• Numeracy – I was able to display handwritten success criteria and other work to
demonstrate parts of independent work.
• History – useful for artefacts, especially the magnification feature
• Topic/art work – able to zoom in on illustrations from a book which we were using as
inspiration for class work.

Children’s comments

Year 6 children explained why they would like to keep the visualiser in their classroom all the
time:

• It’s good when you can see your work on the visualiser.
• The teacher can explain something on the visualiser to save telling everyone individually
(referring to modelling editing and improving writing).
• We definitely should keep it, it makes work easier.

Benefits of the visualiser:

 Reay Primary School, Hackford Road, Brixton, London SW9 0EN

• Clear, immediate modelling is possible when needed in a lesson

• Planning time is reduced, with less scanning of books and other resources for display on
the whiteboard.
• The children have loved sharing their work in a variety of subjects on the visualiser – it has
been a good incentive for improved presentation across the curriculum. Teaching staff
have enjoyed using the visualiser to celebrate good work each lesson.
• The zoom feature is endlessly useful, particularly in science.
• The visualiser has become a classroom must-have in a matter of weeks, and we are still
learning how to benefit from the range of features.

Report author:

Kirsty Kingsbury
ICT Co-ordinator
Year 6 Teacher