[b][br][center][size=150]Oxygen and Gases[/size][/center][br][br]Focus Areas[/b]: Water Cycle in Nature, Oxygen as a Component of Air, Importance of Oxygen for Living Beings, Combustion, Fire Safety, and Flammable Materials[br][br][b]Objectives[br][/b][br]At the end of this unit, students are expected to:[br][list][*]Understand the water cycle and its relationship to gases in nature.[/*][*]Learn about oxygen as a component of air through percentages and graphical representation.[/*][*]Explore the importance of oxygen for plants, animals, and all living beings.[/*][*]Conduct experiments to observe oxygen's role in supporting combustion.[/*][*]Recognize flammable material labels and understand fire safety.[/*][*]Solve mathematical problems involving fractions and percentages related to gases.[br][br][/*][/list][b]Materials[/b][br][list][*]Visual aids: diagrams of the water cycle, charts showing air composition[/*][*]Clear containers (e.g., jars or beakers)[/*][*]Candles and matches (for supervised experiments)[/*][*]Flammable material labels or replicas[/*][*]Water, small sponges, and plastic containers[/*][*]Worksheets for mathematical tasks[/*][*]Markers, rulers, and graph paper[/*][*]Stopwatch or timer (one per group)[/*][*]Mobile phone and apps[/*][/list]

[b]Objective:[/b] Understand the stages of the water cycle and its connection to gases in the atmosphere.[br][list=1][*]Show a diagram or video of the water cycle, explaining evaporation, condensation, and precipitation.[/*][*]Conduct a simple experiment to mimic the water cycle: Fill a plastic container with water and place a sponge inside to represent land. Cover the container with clear plastic wrap, placing a small object (e.g., a coin) in the center to form a dip. Place the container under sunlight or a lamp and observe how "rain" forms inside.[/*][*]Discuss how gases like oxygen and water vapor play roles in this process.[br][/*][/list]

[b]Objective: [/b]Represent the composition of air using percentages and fractions.[br][list=1][*]Show a pie chart or bar graph of air composition (e.g., 78% nitrogen, 21% oxygen, 1% other gases).[/*][*]Provide students with fractions that represent the gases (e.g., 21/100 for oxygen) and ask them to convert these into percentages.[/*][*]Ask students to create their own graphical representation (bar graph or pie chart) of air composition using provided data.[br][/*][/list]

[b]Objective:[/b] Observe how oxygen supports combustion and its importance in fire safety.[br][list=1][*]Light a candle in a clear jar.[/*][*]Place a smaller jar or glass over the candle, cutting off its oxygen supply.[/*][*]Observe and record how the flame extinguishes.[/*][*]Discuss why oxygen is needed for fire to burn and what happens when it is removed.[br][br][br][/*][/list][b][img]https://www.geogebra.org/resource/y32p7jy8/6NlOI8IDENOHsqUg/material-y32p7jy8.png[/img] [br][/b]

[b]Objective:[/b] Students will estimate oxygen use by measuring breathing rates before, during, and after exercise using a stopwatch and basic observation.[br][br][list=1][*][b]Baseline Measurement:[/b] Divide students into small groups. Have one student sit calmly for 1 minute while another group member counts their breaths (inhale + exhale = 1 breath). Record the number of breaths.[/*][*][b]Light Exercise Measurement:[/b] Have the same student perform light exercise (e.g., walking in place or slow jogging) for 1 minute. Measure their breathing rate immediately after the exercise and record it.[/*][*][b]High-Intensity Exercise Measurement:[/b] Have the same student perform high-intensity exercise (e.g., jumping jacks or running on the spot) for 1 minute. Measure their breathing rate again and record it.[/*][*][b]Recovery Time: [/b]After the high-intensity exercise, measure the time it takes for their breathing rate to return to baseline.[br][/*][/list]

[list][*][b]App Name: [/b]Phyphox (free for Android/iOS) [/*][*][b]How to Use it: [/b]The app can measure sound waves and vibrations. Students can use it to record their breathing sounds during different activities and compare sound intensity (indicating breathing depth).[/*][/list][list][*][b]Link:[/b][br]https://play.google.com/store/apps/details?id=de.rwth_aachen.phyphox&hl=en [br][/*][/list]

First, without competition, and then with competition to be more intensive. This fun game requires a lot of the same type of equipment. It can be a cooperative or a competitive game. In both models, the players and a large number of mats are randomly spread across the playing area. If the game is cooperative, all the players try to change sides of the mat together as soon as possible. The time is measured during each attempt, and the team is trying to obtain the best results. If the game is competitive, the players are divided into two teams, and they compete to see who will turn their part of the mat faster. Ideally, the colors of the mats are different, and the mats are spread across the playing area. The goal of the game for each team is to have as many mats flipped on their color’s side. Variations: Cooperative or competitive. In competitions, both teams can flip the mats simultaneously. One team is flipping mats onto one side (green), and the other team is flipping the mats onto the other side (pink). The team that has more mats flipped on their side at the end of the designated time is the winner.[br][br][b]Class Discussion:[/b][list][*]Why does the body need more oxygen during intense exercise?[/*][*]How does fitness level impact breathing rate and recovery time?[/*][/list]

[b]Objective: [/b]Learn about flammable materials, labels, and fire safety precautions.[br][br][list=1][*]Show examples of flammable material labels and explain what they mean.[/*][*]Discuss how oxygen fuels fire and how removing it can extinguish flames.[/*][*]Explain basic fire safety rules, such as the importance of keeping flammable materials away from heat sources.[/*][/list]

[b]Objective:[/b] Solve word problems involving fractions and percentages related to gases and combustion.[br][br][b]1. Examples:[/b][br][br][list][*]If 21% of air is oxygen, what fraction of air is oxygen? (Answer: 21/100)[/*][*]If a room contains 100 liters of air, how many liters of oxygen does it contain?[br][/*][/list][br][b]2. Group Work:[/b][br][br][list][*]Provide students with word problems involving comparisons (greater than/less than) related to gas percentages or oxygen needs.[/*][/list]

[b]STEPAM Components[br][/b][br][list][*][b]Science: [/b]Understanding the water cycle, air composition, and oxygen’s role in combustion and life.[br][b]Technology:[/b] Use digital tools to measure breathing frequency. Use also a video for Oxigen measurement in sport. [/*][*][b]Engineering: [/b]Design a simple setup for the candle experiment or water cycle model.[/*][*][b]Physical Education:[/b] Participate in the "Changing the Side of the Mat" activity to reinforce the connection between oxygen and energy.[/*][*][b]Art:[/b] Create graphical representations of air composition.(Homework)[/*][*][b]Mathematics:[/b] Solve problems involving fractions, percentages, and comparisons related to gases.[/*][/list]