Chemistry Chaos
Not Applicable for Early Years
Australian Curriculum
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Science Understanding
ES1
Objects are made of materials that have properties ACSSU003
The way objects move depends on a variety of factors, including their size and shape ACSSU005
S1
Everyday materials can be physically changed in a variety of ways ACSSU018
Light and sound are produced by a range of sources and can be sensed ACSSU020
Different materials can be combined for a particular purpose ACSSU031
Earth’s resources are used in a variety of ways ACSSU032
S2
A change of state between solid and liquid can be caused by adding or removing heat ACSSU046
Heat can be produced in many ways and can move from one object to another ACSSU049
Natural and processed materials have a range of physical properties that can influence their use ACSSU074
Forces can be exerted by one object on another through direct contact or from a distance ACSSU076
S3
Solids, liquids and gases have different observable properties and behave in different ways ACSSU077
Changes to materials can be reversible or irreversible ACSSU095
Science as a Human Endeavour
ES1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE013
S1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE021 & ACSHE034
People use science in their daily lives, including when caring for their environment and living things ACSHE022 & ACSHE035
S2
Science involves making predictions and describing patterns and relationships ACSHE050 & ACSHE061
Science knowledge helps people to understand the effect of their actions ACSHE051 & ACSHE062
S3
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE081 & ACSHE098
Scientific knowledge is used to solve problems and inform personal and community decisions ACSHE083 & ACSHE100
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
My Time Our Place
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Outcome 2: Children are connected 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 community participation.
Outcome 4: Children are confident and involved learners.
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.
Children transfer and adapt what they have learned from one context to another.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: Children are effective communicators.
Children interact verbally and non-verbally with others for a range of purposes.
Children engage with a range of texts and gain meaning from these texts.
Children begin to understand how symbols and pattern systems work.
National Quality Standards
Outcome Links
Quality Area 1.1.3
Quality Area 1.2.2
Quality Area 1.2.3
Quality Area 1.3.3
Quality Area 3.2.2
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
Chemistry Chaos
Risk Assessment
Hazard: Chemical Reactions
Risk: Children may come into contact with chemicals, leading to potential irritation or injury.
Control Measures:
Use child-safe, non-toxic materials for all experiments.
Provide proper protective gear (gloves and goggles) for all participants.
Supervise children closely during all experiments and provide clear safety instructions.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with appropriate materials and supervision.
Hazard: Spills of fluids
Risk: Slips and falls due to spilled fluids.
Control Measures:
Ensure all spills are cleaned up immediately.
Use trays or containers to contain the fluids during the race.
Provide slip-resistant mats in the activity area
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper management and clean-up.
Hazard: Pressure build-up from fizzy reactions
Risk: Potential for spills or minor explosions causing injury.
Control Measures:
Use small quantities of reactants to control the reaction rate.
Conduct experiments in well-ventilated areas.
Provide protective gear and ensure children are at a safe distance during reactions.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with controlled quantities and supervision.
Hazard: Reactant splashes and spills
Risk: Chemical splashes causing irritation or burns.
Control Measures:
Use non-toxic reactants suitable for children.
Provide protective gear (aprons, gloves, and goggles) to all participants.
Supervise children closely and provide instructions on handling reactants safely.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper materials and supervision.
Hazard: Goop getting into eyes or mouth
Risk: Potential irritation or accidental ingestion.
Control Measures:
Use non-toxic, child-safe materials.
Provide protective gear and instruct children not to touch their face during the activity.
Ensure thorough clean-up and wash-up stations are available.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with safe materials and supervision.
Hazard: Chemical reaction fumes and contact with materials
Risk: Potential for irritation from fumes or materials.
Control Measures:
Use well-ventilated areas for chemical reactions.
Provide gloves and goggles to children handling materials.
Supervise all activities closely and provide clear instructions on handling materials.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper ventilation and supervision.
Hazard: Allergens (milk, honey, soap, lemon juice, vinegars) coming into contact with skin
Risk: Potential for allergic reactions or skin irritation.
Control Measures:
Inform all participants of potential allergens before the workshop.
Ensure materials containing allergens are clearly labelled and stored separately.
Provide alternatives for children with known allergies, such as non-reactive materials.
Have first aid supplies readily available and ensure facilitators are aware of emergency procedures for allergic reactions
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with clear communication and appropriate management of allergens.
Last Reviewed August 2024
Regular monitoring and supervision by trained staff or educators are essential to mitigate risks and ensure the safety of all participants during the workshop. Risk likelihood is assessed based on the probability of occurrence and potential severity of each risk.
Please list additional risks/hazards and/or considerations specific for your centre.