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The HOST may use this script as a guide in

facilitating the science show.


Good (morning/afternoon) (kids/students)! Are you all excited?

(wait for reply)

Great!/Okay!/Alright! (choose any expression you want)

My name is <state your name>. And this is my assistant Kuya Loyd.

Welcome to our laboratory!

Today, we will discover and learn about the science of air and the

Air is made up of (78%)* nitrogen (N2), (21%)* oxygen (O2), carbon

dioxide (CO2) and many other gases. We will focus more on carbon
dioxide and what it does to our environment.

*mention if students are in high school.


FOR Pre-School to Elem Students: perform an activity such as

breathing to introduce the concept of CO2. Afterwards explain that
the air they inhale is O2 and the air they exhale is CO2.

Does anyone know what CO2 is? (wait for their reply, and validate
the answer if it is correct or wrong)

CO2 is a colorless and odorless gas that is present in our

environment. Humans and other animals breathe out CO2. Smoke
produced by factories and cars also release CO2. And when we burn
our garbage, we also produce CO2.

So where does CO2 go when they are released? (wait for their reply,
and validate the answer if it is correct or wrong)

Carbon dioxide goes up into the air, some go under the sea and most
of them are absorbed by plants and trees that convert them to
oxygen. However, the plants and trees cannot absorb all the CO2
present in the air. So, what happens is that they form a thick
layer around Earth trapping all the heat inside. We call this the
greenhouse effect, and the greenhouse effect contributes to global

To prevent this from happening, we must reduce the amount of CO2 in

the air. Companies from other countries trap the CO2 before they
reach the atmosphere. And we will do that in our first experiment.

1.1: Smoky Bubbles/Boo Bubbles

For this experiment, call two volunteers from the audience,

preferably one girl and one boy. Ask the volunteers their name,
age, grade, adlib is much appreciated.

Today, we will be making bubbles. However, the bubbles well be

making are very unique. What our volunteers will do, is they
will dip the end of the tube into our bubble solution and
everyone watch what will happen.

Give the volunteers some time to make the bubbles and play with
the set-up as well. After about 23 minutes of making bubbles,
start your explanation during the activity.

Arent the bubbles beautiful kids? (wait for reply) Theyre

different than our usual bubbles right? (wait for reply) Why?
(wait for reply). What makes them different? (if they dont
provide an answer, ask about their appearance, color, etc. end
up with smoke inside the bubbles)

The bubbles are filled with smoke, and that smoke contains CO2.
Its because, we dropped dry ice into containers filled with hot
water. Dry ice is solid CO2. And theyre very cold, they are
colder than ice. When they are dropped in hot water, the dry ice
undergoes sublimation and turn to CO2 gas in the form of smoke,
and the smoke is what we trapped inside the bubbles. Through
this experiment, we have proven that CO2 gas can be trapped.

Ask the volunteers to pop their remaining bubbles and thank them.

Now that we know, CO2 can be trapped, do you think CO2 is the only
gas that can be trapped? (wait for reply)

1.2: Flaming Bubbles

CO2 is not the only gas that can cause global warming; we can
also trap those other gases. And we will do that in our next
Call one volunteer on stage to help with the experiment. Ask the
volunteer his/her name, age, grade, etc.

(To volunteer) <name of volunteer> I have a question for you, do

you believe that bubbles can catch fire? (wait for reply, then
confirm with audience)

Lets see what happens.

(To volunteer) What I need you to do is when I put my hand out

like this (hand gesture), you turn on the lighter.

Practice at least twice with the volunteer.


Perform the flaming bubbles experiment twice. You can choose

another volunteer. If the volunteer is older, ask if he/she
would like to try and guide accordingly with proper precautions.
After performing the experiment, thank the volunteer.

What Kuya Loyd used to blow the bubbles is a flammable gas, which
means it can catch fire easily. The gas was trapped inside the
bubbles therefore, when the flame from the lighter touched the
bubbles they caught fire. This experiment shows that we can
really trap all kinds of gases, especially CO2. And we will find
out more about it in our next experiment.

1.3: Car(t)

Before we start, I think Kuya Loyd has a question for you.

(Kuya Loyd) Kids, does anyone here (have a car/have rode a car)?
(wait for reply)

Good for you, unfortunately, we dont have a car. But, Kuya Loyd
made a car for us and were going to test drive it today.

Wait for Kuya Loyd to bring the car out.

Our car looks awesome right? (wait for reply) You see, our car is
very unique because it is powered by a fire extinguisher. Are
you all excited to see it run?

Get one volunteer from the audience members and ask standard
questions, preferably older students but if the volunteer is
very young and a parent is present, have the parent accompany
the child. If none, do it yourself.

Okay <name of volunteer> is ready. Lets countdown from 5... 4...

3... 2... 1.

After the experiment, interview the volunteer about his/her

experience and say thank you.

Wasnt that exciting? (wait for reply) How did the fire
extinguisher power the car? Its because, the fire extinguisher
contains compressed CO2, that means that this small cylinder
(point to the fire extinguisher) is filled with a lot of CO2 and
they all want to escape. So when <name of volunteer> pressed the
handle a massive force rushed out and pushed the air behind the
car allowing the car to move forward. (Because a scientist with
the name of Isaac Newton once said, With every action, there is
an opposite and equal reaction)*

*dont mention if the students are below grade 4.

But did you see the smoke that came out of the car? This smoke is
pure CO2 that is released into the air. It resembles the CO2
that our real cars release. Can you imagine if all the cars in
the world release that much CO2? The world will become hotter
and hotter and global warming will worsen. How will we prevent
this from happening?

Since we cannot trap the CO2 from our cars, what we can do is to
plant more trees, because the trees absorb the majority of CO2
in the atmosphere.


Sadly, there are only a few trees left in the planet. A lot had been
cut down and some burned down. (Point to the video) Just like
that. What is that? (wait for reply)

That is a forest fire. A forest fire is an uncontrollable fire in

the forest. In our next experiment, we will learn how a forest
fire begins. Everyone observe what will happen.

Allow 1-2 minutes for the vortex to form.

What happened to the flame? (wait for their reply, and validate the
answer if it is correct or wrong)
How does it happen? As you can see it started as a small flame and
when we rotate the screen, air from outside enters and fuels the
fire. It moves around the fire in a circular motion making the
flame twist and turn. Then the air will heat up and it will rise
bringing the fire with it.

Just like in forest fires, it starts from a small flame and then
wind coming from all directions moves around the fire, making the
fire grow bigger and it will now spread throughout the branches
and leaves of the trees creating a forest fire.

These forest fires can be created by us humans or by nature. How can

we prevent forest fires from spreading? We make sure it doesnt
start. One way is we should not play with fire, especially if we
are in the forest. Another is if we notice a fire starting, we
should ask for help from our parents or firemen to put it out.
(You can add other ways to prevent forest fires from happening)

As I have said, forest fires can also start from nature...

(lightning sound and light effects, you can act scared for comic

What was that? (wait for their reply, and validate the answer if it
is correct or wrong, answer should be thunder)


3.1: Lightning

That was thunder, and thunder comes with lightning.

What is lightning? Lightning is a powerful burst of electricity

that happens very quickly during a thunderstorm. It contains
millions of volts of electricity and a really high temperature.
Which means a lightning strike can be very, very hot. Its very
dangerous so its best to stay indoors during a lightning storm.

(The movement of particles inside a thundercloud creates static

electricity, with the negative charge (electrons) forming at the
bottom of the cloud and the positive charge (protons) forming at
the top. Since opposites attract, the negative charge at the
bottom of the cloud seeks out a positive charge to connect with.
The ground is full of positive charges, so when the negative
charge from the clouds connect to a positive charge from the
ground. It forms a lightning strike.)*
As much as I would like to show you an experiment about
lightning, I cant because its too dangerous and we cant do it
in here.

3.2: Cloud in a Bottle

But where does lightning starts again? (wait for their reply, and
validate the answer if it is correct or wrong, answer should be

So in our next experiment, we will be making a cloud.

Get one volunteer from the audience and ask standard questions.
Explain what he/she needs to do and start the experiment.

(To the volunteer) What did you observe? (Ask the volunteer to
squeeze the bottle)

We formed fog inside the bottle, fog is a type of cloud that is

formed near the ground.

(Thank the volunteer)

How did the fog/cloud form inside the bottle?

When we pumped air into the bottle, we compressed the air

creating a high pressure environment. (Give real life examples)
When there is high pressure, the temperature increases allowing
the ethanol to evaporate. When the air was released, the
temperature decreases with pressure. This cooling allows the
water vapor to stick together and form clouds. This process is
called condensation. Clouds in the sky form when warm air rises
and its pressure is reduced. The air expands and cools down to
condense into clouds, where the electricity from nature which is
lightning starts.

3.3: Static Electricity

Now, lets find out about the electricity in our bodies.

Do you have electricity in your body? (wait for reply) How about
you Kuya Loyd?

Try to touch Kuya Loyd and act as if you got electrocuted.

For this experiment, consult Kuya Loyd with how many volunteers
to call. Girl volunteers are preferred for this experiment.
(To volunteers) Do you have electricity in your body? (wait for

Lets find out. What I need you to do is to rub the balloon

really hard and really fast on your hair like this
(demonstrate). And when I say lift we slowly lift the balloon.

Allow a few seconds for the volunteers to produce static

electricity before telling them to lift the balloon. After
lifting, ask the audience what they can observe. While the
volunteers are holding the balloons up with their hair sticking
to it continue with your explanation.

The hair is sticking to the balloon. This happens because while

we were rubbing the balloon on our hair, (we create friction
that causes electrons to transfer to the balloon and the protons
to remain on your hair)* the balloon becomes negatively charged
and your hair becomes positively charged. When you lifted the
balloon, the hair is sticking to it because opposite charges

3.4: Body Conductors

To follow

Why are we talking about electricity? Electricity is important in

our lives. Since, electricity generation produces heat and
pollution and carbon dioxide. As a solution, Other sources of
electricity, solar, hydro, windmills, geothermal, biomass.