All lessons › Kitchen chemistry: fizz, foam and fountains › Lesson 8
Australian primary science · Years 5–6 · Lesson 8 of 8
Design your own: test and share
Inquiry question: What did our own experiment show?
Check practical materials
Fair testing
What students learn
Scientists carry out their plan, record results carefully, look for patterns and judge how fair and reliable their test was before sharing a conclusion.
Success criteria
- I can follow my approved plan safely.
- I can record results, including a repeat.
- I can share a conclusion and one improvement.
Preparation and materials
Before this lesson: An approved plan from the research and plan lesson.
- Approved kitchen materials from each plan — as listed on approved plans
- Cups, spoons and measuring cups — 13 sets
- Small plastic bottles (600 mL) — 26
- Balloons, rulers, string and timers — 13 of each
- pH test strips — 1 pack
- Safety glasses — 26
- Trays and paper towel — 13 trays, 1 roll
Teacher setup
- Put each pair’s approved materials on a labelled tray.
- Check warm water is below 40 °C.
Safety and adaptations
- Follow your approved plan only. Ask your teacher before changing anything.
- Wear safety glasses for acids and bases.
- Never seal a container with a fizzing reaction.
- Don’t taste anything unless it is a food lesson and your teacher says so.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Set out your approved materials and put on safety glasses.
- Follow your method step by step. Record every result.
- Repeat your test at least once.
- Look for a pattern. Did it match your prediction?
- Write your conclusion: answer your question using your results.
- Share in 1 minute: question, result, one improvement.
Teacher modelling prompt
Show one pair’s approved plan. Point out the change, measure and keep-the-same lines, and the repeat trial. Say: “Your plan is your method. If something doesn’t work, record what happened, then ask me before changing anything.”
Record and explain evidence
Recording question: What did our own experiment show?
| What we changed | Result try 1 | Result try 2 | What we noticed |
|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Why do scientists share surprising results too?
Check understanding
What should pupils know? Write your conclusion in one sentence using your results.
Explain with evidence: Name one thing that may have made your test less fair, and how you’d fix it.
Apply the idea: Another class got a different result for the same question. What should both classes do?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.