first grade lab manual

FirstGradeLabManual

Version:12/8/2009

Witheachoftheseexperimentsconsiderthefollowing:

• Thereisprobablyabookyoucouldreadtogoalongwiththematerial.o Checkthefollowingsources:

TheMagicSchoolBusseries TheLet'sReadandFindOutseries

• Stressthescientificmethod:o MakePredictions

Apredictioniswhatyouthinkisgoingtohappen.o Doexperiments

Experimentsarewhatwedotoseeifourpredictionsarecorrect.o Makeobservations

Recordobservationsindetailinascientificnotebook.o Analyzedata/observations

Discussyourfindingswithotherstore‐evaluateyourprediction

FirstGradeLabManual

Version:12/8/2009

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TableofContents

Chemistry.................................................................................................................................1StatesofMatter&IntrotoAtoms ..............................................................................................................1Whatarethosebubbles?......................................................................................................................................... 1Istheairreallythere? .............................................................................................................................................. 3Isitanacidorabase? .............................................................................................................................................. 6

Properties/Density..................................................................................................................................... 10Iswateralwaysplainoldwater?.......................................................................................................................10

TheEnvironment .......................................................................................................................................... 12Howdowaterpurifierswork? ...........................................................................................................................12

Physics ................................................................................................................................... 13Istheairreallythere–2? .......................................................................................................................... 13Isairreallythere–2?.............................................................................................................................................13

Magnetism....................................................................................................................................................... 15Canyoublockamagnet?.......................................................................................................................................15

Inertia&Safety.............................................................................................................................................. 16Shouldyouwearaseatbelt?................................................................................................................................16

Biology ................................................................................................................................... 19Health ............................................................................................................................................................... 19Howcanyoukeepgermsaway?........................................................................................................................19

Livingthingsgrow ....................................................................................................................................... 20Howcanbearssleepinthesnow?....................................................................................................................20

TheFiveSenses .............................................................................................................................................. 21Aretasteandsmellconnected?..........................................................................................................................21

Whatarethosebubbles?

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ChemistryStatesofMatter&IntrotoAtoms

Whatarethosebubbles?Avideodepictionofthisexperimentisavailableatthefollowingwebsite,as"VinegarandBaking

Soda,AReaction":http://www.depauw.edu/learn/ScienceforKids/videos.asp

Inthislesson,studentswill(re)learnthatmattercanbesplitintothreecategories:solid,liquid,gas.Theywillalsolearnaboutreactions.RemindthemthattheystudiedmatterinKindergartenexperiments(aboutIceandWater)Firstyouwilljusttalkaboutsolids,liquids,andgases.Getthemtorealizethatasolid(likeadesk)doesn'tchangeitsshapenomatterwhereyouputit.Thentalkabouthowliquidstaketheshapeofthecontaineryoupourtheminto.Thentalkabouthowyoucan'talwaysseegases,buttheyhavesomeknowledgeofthem:maybesteamafterashoweroraboveboilingwater,orthesoundasodabottlemakeswhenopened,theairaroundthem.Inyourdemoyouwillmixasolid(bakingsoda)andaliquid(vinegar)inabottlewithaballoonoverittocollectthegasthatismade.Thenstudentswillgettomixbakingsodaandvinegarthemselvestowatchthereaction.BesuretoremindthemthatscientistsareCAREFULandNEAT!Itmightbegoodtodothisintheartroom.Goals:• Learnaboutstatesofmatter:wordssolid,liquid,gas• LearnthewordreactionDefinitions:Statesofmatter–theformsinwhichallmattercanexist.Solid–somethingwithadefiniteshape;youcanholditLiquid–somethingthatfillstheshapeofacontainer;ithasadefinitesize,butnotadefinite

shape;capableofflowing;ex:water,milk,bloodGas–canfillacontainerofanysizeandshape;ex:airinaballoonorlungsReaction–whentwochemicalsinteractandsomethinghappensMaterials:balloons,bakingsoda,vinegar,cups,~20oz.cleanbottle,trays(LeanCuisineorSaraLeecoldcutcontainers),pipetsand/orspoonsMethod:1.Giveashortintroduction.Keypoints:• wearegoingtodoscience• scienceisfun!(repeatthisoften)• scientistsobservecarefully

Whatarethosebubbles?

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2.Wearegoingtobreakintogroupsof~6studentseach• canbreakupafterballoondemoordodemoinseparatesmallgroups.

3.IneachgroupaskthekidstoremembertheirKindergartenexperimentsaboutmatter(IceandWater).Askforexamplesofsolid,liquidandgas.• (theymightask"isgasolineagas?")

4.Dodemo.

• Puttheballoonfilledwithbakingsoda(solid)onthebottlethatcontainsalittlevinegar(liquid)andcombineingredientstogetcarbondioxidebubbles(gas).

• Watchtheballooninflate.• Askthekids:Whatishappeninginsidethebottle?Whatishappeningtotheballoon?Why?Howdoyouknow?Talkaboutwhatareactionis.

5.Letthekidsexperiment.• Kidshaveatraywithcups,vinegar,bakingsodaandpipettes.• Thekidsmightwanttotryusingdifferentamountsofvinegarand/orbakingsodatoseeif

theygetdifferentresults.6.Cleanupspace.7.Kidsgettheircrayonboxanddoworksheet“Whathaveyoulearned?”

Istheairreallythere?

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Istheairreallythere?Avideodepictionofthisexperimentisavailableatthefollowingwebsite,inseveralpartsunder

thetitle"Isthereairinthere?":http://www.depauw.edu/learn/ScienceforKids/videos.asp

Studentswillcontinuetolearnaboutsolids,liquids,gases.Startbyremindingthemaboutthevinegarandbakingsodaexperiment.Seeiftheyrememberwhichpartoftheirreactionwasasolid,aliquid,andagas.Fromlastlesson,review:solids,liquids,andgases.Rememberthatasolid(likeadesk)doesn'tchangeitsshapenomatterwhereyouputit.Rememberthatliquidstaketheshapeofthecontaineryoupourtheminto.Rememberthatthestudentsdohavesomeknowledgeofgases:maybesteamafterashoweroraboveboilingwater,orthesoundasodabottlemakeswhenopened,theairaroundthem.Youwilldosomedemosaboutgases.Studentswilllearnthatairfillsbottles:whentheytrytoaddmoreairtoblowupaballooninabottle,theycan'tdoit.Airfillscups:itcanprotectatissuefromgettingwet.Aircanfillupmoreorlessroomdependingonitstemperature:seethedemowiththeeggbeingpulledintoabottle.Objectives:a.airisagasb.eventhoughyoucan'tseeit,theairisphysicallypresent.c.Gasesfillthecontainertheyarein.New/repeatedVocabulary:statesofmatter,gas,properties

(Transitionfromliquids:Whenliquidsareheatedtheychangetogases.)New/repeatedSkills:useoftransferpipets,beingcarefulasscientists,observingcarefully.Materials:Forteacherdemos:Widecup/containerwithwater.Drycupwithpapertowelballedupinbottom.Glassbottle,lid,de‐shelledhardboiledegg,matches,paper(~threeby0.5inches).Dryiceinastryrofoamboxwithtongs.(getfromDePauw;emailSharonCrary:[email protected]:[email protected])ForBalloonexpt:needballoons(watchforlatexallergies!)andempty(clean)drinkbottle–like20ozbottles.Itwouldbegoodtoaskstudentstobringtheseinfromhome.Couldsetupbeforestarttohave,perstudent,onefreeballoonandoneballoonsetupinsideabottlewiththelipoftheballoonaroundthelipofbottle.


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Procedure:1.Reviewpastlessons:Wediscussedsolid,liquids,andgaseswithourbakingsoda/vinegarexperiment.Sometimesgasesarehardtosee–weusedaballoontocapturethegasinourexperiment(itfilledtheballoonandweheard/feltitescapingwhenwereleasedit).2.Whatisagas?

Askclassifthereareanygasesintheirclassroom.(air)Askiftheyhaveeverseenanothergas.(movetowardswatervapor–aboveboilingwater;insteamyshower;whenyouopenasoda).Askifthegastakestheshapeofacontainerthesamewayaliquiddoesorifitfillsupthewholecontainer.(Askiftheairintheroomisallinoneplaceorthroughouttheroom).Wewillcoverthisideainourdemo–itisdifficulttodiscussconceptually.

Summarize:Gasesfilltheirentirecontainers.

3.Demo:Gasestakeupspaceevenwhenwecan'tseethemProcedure:Blowupaballoon.Makeaprediction:Askstudentsiftheythinktheycanblowupaballooninsideabottle.Procedure:Trytoblowupaballooninsideabottle.Observation:Youcan'tblowuptheballooninsidethebottle.Realizations:Eventhoughwecan'tseetheairinthebottle,itactuallytakesupspace.Soyoucan'taddanymoreairintothebottle(whichwouldbenecessarytoblowuptheballoon).4.Demo:Gasestakeupspaceevenwhenwecan'tseethemMakeaprediction:Askstudentsiftheythinkthepapertowelwillgetwetifthecupisimmersed,upsidedowninthewater.Procedure:Showthedrypapertowel.Putinthebottomofcup–wedgedinsoitwon'tfallout.Turnthecupupsidedownandpushitintothewater.Toconvinceallstudentsyoumayhavetogetitallthewayunderthewater.Pullthecupbackoutandshowthedrytowel.Observation:Thewaterlevelriseswhenthecupgoesin.Thetowelstaysdry.Realizations:Eventhoughwecan'tseetheairinthecup,itactuallytakesupspace.Sothewatercan'tenterthecupandgetthetowelwet.Theairiscoveringit.5.Demo:ChangingthePropertiesofAir(gases)Procedure:Placeade‐shelled,hardboiledeggonthelipofaglassbottle.Itshouldjustsitthere.Pushonitalittletoshowitdoesn'teasilyslidein.Taketheeggoffandplaceitcloseby.Useamatchtolightapieceofpaperthatisabout3by0.5inchesinarea.Droptheburningpaperintheglassbottleandputtheeggbackontopofthebottle.


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Observation:Theeggwillbesuckedintothebottle.NOTE:Abadsmellwilldevelopnext.Putthelidonthebottle.Ifpossibletakeitoutoftheclassroom/outside/etc.Realizations:Actuallyprettycomplicatedforfirstgraderstounderstand,sooversimplifyhere.Astheairheatedandcooledittookupdifferentamountsofspace.Astheflamewentoutandtheaircooledtheeggwaspushedintothebottlebytheairontopoftheegg!6.Demo:AsolidcanchangedirectlytoagasShowstudentsdryice(asolid)andobservethatitischangingdirectlyintoagas.

Isitanacidorabase?

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Isitanacidorabase?Inthislessonstudentswilllearnthatcertainsubstancescanbeclassifiedaseitheracidsorbases.TheywilluseGoldenrodpapertoclassifyliquidsasacidsorbases.Objectives:Studentswilllearnthatsomesubstancescanbeclassifiedaseitheracidsorbases.Theywilllearnhowtotestifamaterialisanacidorabase.Theywilllearnaboutusing"pHpaper"totestforacidsandbases.New/repeatedSkills:Beingacarefulscientist;makingpredictions;makingobservations;recordingobservations.Usingcharts.Logicskills.Definitions/Background:Acidsandbasesareparticulartypesofchemicalcompounds.(Notforthislesson:Acidscandonateprotons;basescanacceptprotons.)Litmuspaperistraditionallyusedtodetermineifasubstanceisanacidorabase.WewilluseGoldenrodpaper,becauseitiseasiertobuy.Asolutionmadefromanacidissaidtobeacidic.Asolutionmadefromabaseissaidtobebasic.AneutralsolutionisneitheracidicnorbasicMaterials:Householdmaterialstotestforacidic/basicqualities: Solutionsofbakingsoda=basic(couldusediluteammoniatoobutitstinksabit) Solutionsofvinegarandlemonjuice=acidic Couldallowstudentstobringinthingsfromhometotestaswell.Goldenrodpaper–cutintostrips(whateversizeyouthinkyourstudentscanhandle–theycanbetiny,butlargermightbemorefun!)Q‐tipsWorksheetforeachstudent(seenextpagesforcopying).Preclasssetup:

1. Tryseveralstationswitheachsolution(named)inthemiddleateachstationandabunchofQ‐tipsandabunchofpiecesofGoldenrodpaperstrips.Separatestudentsintogroupsandsendthemtoastation.(Theyneverrotate,eachstationisthesame).

Isitanacidorabase?

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Method:

1. Discussthefactthatwecanclassifycertainchemicalsasacidsandbases.a. Thisdoesnotmeantheyarealldangerous–vinegarisanacid,forinstance.b. Itisalsonicetousethewordchemicalsinanon‐dangerousway;lifeismadeof

chemicals,theyarenotallbadforus!2. ExplainthefunctionofpHpaper(Goldenrodpaperinthiscase)

a. Itcanindicatethepresenceofanacidic/basicsolution.b. Refertothechartatthetopoftheirworksheet.c. Explainhowtoreadachart

3. DoGoldenrodpaperexperiment(seebelow)a. Firstexplainhowtodoexptandhowtofillinblanks.

4. Clean‐up!

Experiment:GoldenrodPaperExpt:

1. StudytheGoldenrodpaperchart.2. Pickasolution.DipaCLEANQ‐tipinthesolution.3. PutthewetQ‐tiponacleanpieceofYellowGoldenrodpaper.4. Observeanychanges.5. Recordobservationscarefully.6. Fillinchartonworksheet(nextpage)

Additions:

LetstudentsuseasolutiontoturntheYellowGoldenrodpaperRedandthenseeiftheycanre‐turnityellow.

Theycan testvarioussolutions fromhome(milk, juice,coffee,soda,perfume,soap,deoderant,whatever!–note: a lotofwebsitesuggestusingWindex,but theammoniasolutionsmightbeirritatingforlittlekids).

Otherideasfromthiswebsite(http://www.eskimo.com/~billb/amateur/gold.html):Putdilutevinegarinonejar,baking‐sodasolutioninanother.(Bakingsodadissolvesbetterinwarmwater.)Usepaintbrushestopaintonthegoldenrod.Bakingsodasolutionturnstheyellowpaperred.Thevinegarsolutionturnspreviously‐reddenedpaperyellow.Paintaninvisiblepicturewithvinegaronyellowgoldenrod,letitdry(thistakesawhile),thensprayitwithbakingsodasolution.Itturnsredeverywhereexcepttheplaceshavingvinegar.

Isitanacidorabase?

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Draw"invisible"patternsormessagesonthepaperwithrubbercement,dilutedElmer'sglue,transparenttape,etc.,thensprayitwithalkalinesolution.Thepaperturnsredexceptwhereyourdrawinghassealedit.Yellowartworksonredbackgroundappears.Wetastripofpreviously‐reddenedgoldenrod,thenlowerthestripintoahalf‐fullglassofcarbonatedbeverage.Don'tletthestriptouchtheliquid.Thestripturnsorangeasthetransparentpoolofcarbondioxideformscarbonicacidinthewetpaper.Thisletsyou"see"theinvisiblepoolofCO2gaswhichfillsthecup.(Onlyworksinadraft‐freeroom,wheretheCO2gasremainsatopthecola.)Ihavenottriedthislastexperiment.

Isitanacidorabase?

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1.Checkallthesolutionsatyourtabletoseeiftheyareacidsorbases.Usethefollowingchart:

Base Acid

Thepaperturnsred. Thepaperstaysyellow.

Foreachsolution,fillinthischart:

SolutionName Didthepaperturnred? Isitabase?

LemonJuice Bakingsoda Vinegar

2.Whathappensifyouaddthelemonjuicetopaperthatyoualreadyturnedred?

3.Makemorepredictionsaboutcolorchangesandtestyourpredictions!

Iswateralwaysplainoldwater?

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Properties/DensityIswateralwaysplainoldwater?

Avideodepictionofthisexperimentisavailableatthefollowingwebsite,as"Density":http://www.depauw.edu/learn/ScienceforKids/videos.asp

Continuingontheearlierexperimentsaboutthestatesofmatter,studentswillexplorethepropertiesofaliquid,water,inthislesson.Afterreviewingtheideatheliquidsarethingsthattaketheshapeoftheircontainer,youwilldosomedemos.First,youwilladdahardboiledeggtowater.Itsinks.Thenyoumovethehardboiledeggtosaltwater.Itfloats.Theeggdidnotchange;onlythewaterdid.Finally,studentswillpredictwhatwillhappenifyouputtheegginacontainerwithalayeroffresh(regular)waterontopofsaltwater,andthenyouwilldothedemoforthem.Objectives:a.Liquidstaketheshapeofthecontainertheyarein.b.Allmatterhaspropertiesandyoucansometimeschangetheseproperties.New/repeatedVocabulary:statesofmatter,solid,liquid,gas,propertiesNew/repeatedSkills:useoftransferpipets,mixingbeingcarefulandcalmasscientists,observingcarefully.Materials:(Allteacherdemos).Largecupwithwater.Largecupwithsaltwater.Onehardboiledegginshell.Largecontainer(abeakerorplasticglass/cup)TOMAKEDAYSBEFORETHEDAYOFTHEEXPT:Around1liter(~1quart)ofwaterthatiscompletelysaturatedwithsalt.ThisislikeBrine.Tomakethis,addatleasthalfofoneoftheMorton'sbluesaltcontainers(26oz/container)towaterinacontainer,coverit,andleaveitfordaysanddays.Ifthesaltalldissolves,justkeepaddingmore!Procedure:1.Reviewpastlessons:Wediscussedsolid,liquids,andgaseswithourbakingsoda/vinegarexperiment.2.Whatisaliquid?

Askclasstonamesomeliquids.Askwhattheyallhaveincommon.Askifaliquidhasitsownshapeortakestheshapeofacontaineritisin.Askifacupofwaterpouredoutwouldstillhavetheshapeofacupofwaterorwouldspreadacrossthefloor.

Iswateralwaysplainoldwater?

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Showsomewaterpouringfromonecontainertoanother.Summarize:Liquidstaketheshapeoftheircontainers.

3.StartExperiment:ChangingthePropertiesofWater(aliquid)Makeaprediction:Askifstudentsthinkahardboiledeggwillfloatorsinkinwater.Couldlet

somestudentsfeeliftheeggisheavyornotandtelltheirpeers.Procedure:PuttheeggintheFRESHwater.

Observation:Theeggsinks.Makeaprediction:AskifstudentsthinktheSAMEhardboiledeggwillfloatorsinkin

SALTwater.Procedure:PuttheeggintheSALTwater.

Observation:Theeggfloats.Realizations:Saltchangesthepropertiesofwater.Nothingchangedbetweentheexperiments

exceptthesalt.4.Demo:MakingapredictionbasedonpreviousexperimentsShow:acontainerthathasaround6inchesofsaltwaterinit.(thewatermustbecompletely

saturated–thismeansitislikeBrine)Do:Pourfreshwaterontopofthissaltwater.Doitslowlyandcarefullysoyouactuallymakea

solutionofsaltwateronthebottomwithasolutionoffreshwaterontopofit.Makethistoplayeralsoabout5inchesdeep.

Ask:Whatdothestudentspredictwillhappenwhenyoudropahardboiledegginthiscontainer?

Do:dropthehardboiledeggin,gently,andobserve!(Theeggshouldsinkthroughthefreshwater,butfloatonthesaltwater!)

Howdowaterpurifierswork?

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TheEnvironmentHowdowaterpurifierswork?

DemobyDPUstaff:purifyingwater

WeusematerialsthatareinsideofBritawaterfilterstoletstudentsfiltertwodifferentcolorcontaminantsoutofwater.

ContactSharonCrary([email protected])orDaveRoberts([email protected])

Isairreallythere‐2?

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PhysicsIstheairreallythere–2?

Isairreallythere–2?AdaptedfromNyeLabs.com"AWingandSomeAir"(HomeDemoNo.19)

Thisexperimentcanbeusedwhendiscussing:air,airpressure,orweather.Studentswillsimplyfoldapieceofpaperlengthwise,placeitonatable,andblowunderit.Thestudentswilllikelypredictthatthepapermightblowaway.Instead,theywillfindthatitcollapsesontothetable.Youarethenpositionedtodiscussairpressureabit(seeexplanationinexperiment).

Objectives:a.airisagasb.eventhoughyoucan'tseeit,theairisphysicallypresent.c.airmoleculesmovearoundd.airpressureiscausedbyairmoleculesbumpingintoeachother.New/repeatedSkills:Beingcareful;listening;makingpredictions;observingandanalyzingresults.Definitions/Background:Airpressure:theforceofairweighingdownonsomethingMolecules:forsuchyoungstudents,thinkoftheseassmall(invisiblysmall)groupofthechemicalsthatmakeofeverythingontheearth.Youcouldhavethemthinkofhowsandlooksfromfarawaycomparedtohowitlooksupclose.Weonlyseemoleculesfromfaraway,sowenevercanreallytellthattheyareallseparate,withoutaverypowerfulmicroscope.Materials:asheetofnormal‐sized(letter)paperMethod:

1. Discusstheideathatairactuallyexists.a. Refertotheexpttheydidinkindergarteninwhichtheydroppedatextbookanda

pieceofpaper(youcouldre‐dothisquickly;itis"Whichfallsfaster?")i. Apieceofpaperdroppedfloatsslowlytotheground.ii. Apieceofpaperontopofatextbookdroppedslamsdowntothegroundiii. Thisisb/cthetextbookblockstheairfrompushingupagainstthepaper.iv. Thisisevidenceof"airpressure".

b. Refertothe"Istheairreallythere?"experimentyoualreadydidwiththefirstgraders.Thisincluded:

i. Papertowelstayingdryinthewater(airprotectedit)ii. Tryingtoblowupaballooninabottle(airalreadythere)iii. Eggsuckedintobottle(whentheairpressureinthebottlechanged).

2. Explainexperimentandsetitup.(seebelow)3. Askstudentstomakepredictions.

Isairreallythere‐2?

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4. Doexperiment(seebelow)5. Discussexplanation

a. Whenyoublewunderthepaper,theairmovedfasterunderthepapercomparedtoontopofit.Asaresulttheairpressureabovethepaperwasnowgreaterthanthatunderthepaper.Sothepaperwascrusheddownbytheairpressureaboveit!

Experiment:

1. Foldthepaperinhalf,length‐wise.(putthecreaseinthemiddleoftheshorter,widthofthepaper;lookingatthispieceofpaper,youwouldbringtheleftandrightsidestogetherandcreaseit).

2. Balancethefoldedpaperneartheedgeofatable/desk.ItshouldlooklikeanupsidedownUorVneartheedgeofthedesk.

3. Putyourmouthneartheedgeofthedeskandblowunderthepaper.4. Itwillcollapse!

Canyoublockamagnet?

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MagnetismCanyoublockamagnet?

Inthisexperiment,studentswillexploremagnetism.Thechancetomakepredictions,observations,andanalysisislikelythemostimportantaspectofthisexperiment,sofocusthestudents'attentiononthesetasks.Objectives:Studentslearn:

1. magnetscanattractorrepelothermagnets2. magnetsdothisbycreatingamagneticfield(orforce)3. therearematerialsthatcanblockorlessenthismagneticfield

New/repeatedSkills:predict,observe,analyze,recordresultsMaterials:abunchofmagnets;materialsfromaroundtheclassroomPreclasssetup:Maybeworkinpairs?Method:1.Explore:letstudentsexploretheabilityofasmallmagnettoattractothermagneticobjectstoit(ortorepelothermagnetsfromit).2.Discuss:talkalittlebitabouttheideathatthemagnethassomeforcearounditthatispushingorpullingonothermagnets.3.MakePredictionsinanswertothisquestion:canwefindanymaterialsthatwillblockthatforcearoundourmagnets?4.TestthePrediction:doexperiment(seebelow)5.Observeandanalyzeresults. Ask:doesthetypeofmaterialmatter?Howaboutthethicknessofthematerial? Havestudentskeepcharts(typeofmaterialvsblockyesorno)6.Compileresultsanddiscussasaclass.Experiment:1.showthattwomagneticobjectsareattractedtoeachother.2.seeifyoucanblockthisattractionwithvariousobjectsintheroom paper–thinsheetsvsthickertextbooks

pencils,crayonshandsmateriallikeshirts,coats,erasers,rubberlegos,plastics

Shouldyouwearaseatbelt?

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Inertia&SafetyShouldyouwearaseatbelt?

Studentswillobservethatobjectsinmotiontendtocontinuemovingunlessphysicallystopped.Theexperimentinvolvessendingmatchboxcarsdownaramp.Thestudentswillplaceasmallballofclayontopofthecar.Whenthecarisstoppedbybumpingintoastationaryrod,theclayfliesoff.Thisscenariocanbeusedtoteachabouttheusefulnessofseatbelts.Studentswillalsoobservethatobjectsthatarenotinmotiontendnottostartmovingontheirown.Theydothisbyfirstsettinganindexcardwithapebbleonanemptycup.Whentheyflickthecardoffthecup,thepebble(whichtheyhavenottouched)willremainmotionlessandwillthusfalldown,intothecup.Objectives:

• Introductiontophysics.• Tounderstandthatobjectsresistchangingtheirmotion.• Tounderstandwhywearingseatbeltsisimportant.• Tocontinuemakingpredictions,thinkinglikescientists.

Definitions/Background:

• Physicsisthesciencethatdealswithmatter,energy,motion,andforce.• Inertiaistheresistancetoachangeinmotion.–THISiswhywewearseatbelts!

Materials:ForLesson1:(per21students,groupsofthree)

o 7matchboxcarso 7sectionsofmatchboxcarracetracko 7littlesnowmenmadeofclay(around1walnutsizeeach)o LOTSofhardcoverbooks(~1inthickeach;weused10ishpergroup;readingtextbooks)o 7woodenrods(withsciencesupplies)‐tostopthecars/anythinglikethiswillworko scotchtapeo coloredtapeorsmallstick‐itnotes

ForLesson2:o 7cups(paper/plastic)o 7indexcardso 7rocks(pebblestoputontopoftheindexcards);orbinderclips

Preclasssetup:ForLesson1:

‐Propasectionofracetrackononeendofonetextbook,soitislikearamp.‐Tapeapieceofpapertothefloorafterthemarkerorusesomeotherwayofmarkingthe‐spotatwhichtheclaylands(eg,coloredtape,stickynotes).‐Putaclay"person"(=smallballofclay)onacar.


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Forthislessonitisgoodiftheyworkingroups–figureoutsomewaytohavegroupsofthreeworkwelltogetherandactuallysharetasks.PossibletasksforeachstudentinthegroupforLesson#1are:

1. Puttingclayoncarandstartingcardownramp.2. Markingplacethatclayfliestoonpaper.3. Holdingmarkerinthesameplaceeachtime–onecar'slengthfromendoframp.4. Addingtextbookstopile(adjustingheightoframp).5. Recordingdata.

Method:Lesson1:Movingobjectshaveinertia.Thatis,theydonotwanttostopmoving.

1.Askstudentsaboutwhytheywearseatbelts.a. Ask,ifthecarstops,whydon'tyoustoptoo(sinceyouareinthecar)?

2. IntroduceExperiment:

a. explaingenerallythattheywillputtheballofclayonthecarandsenditdowntheramptobumpintothemarker.

3. DoExperiment:seepossibletasksforstudentsinset‐upsectionabove.

a. Allowthecar&claypersontotraveldowntherampandbumpintothemarkeri. Onestudentneedstoholdthemarkerinplace–onecar'slengthfromendoframp.

ii. Whenthecarscollideintothemarker,themarkerwillstopthecar,buttheclaypersonwillkeepgoing.

iii. OnlyworksifclayisNOTsmushedintocartoomuch!

4. Markhowfartheclaypersontravels.

5. Changetheheightoftheramp(addmoretextbooks)andseehowfartheclaypersontravels.

Lesson#2:Non‐movingobjectshaveinertia.Thatis,theydonotjuststartmoving.1.Set‐up(dowithstudents):Onfloor:putindexcardoncup.Thenplacerockonindexcard.2.Experiment:Firstmakeapredictionaboutwhatwillhappenifyoupushtheindexcard.Thenflicktheindexcardrapidlyforward.


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Repeat.Somestudentsneedhelpgettingthehangofthis,butinthefirsttrywithaclassofaround20allcouldeventuallydoit.Butsomegoteasilydiscouragedatfirst.3.Discuss:thecardmovessoquicklythatitsmotiondoesn’tdisturbtherock.ThisisanexampleofINERTIA:B/ctherockisnotmovingitisdifficulttostartitmoving.

Howcanyoukeepgermsaway?

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BiologyHealth

Howcanyoukeepgermsaway?Adaptedfrom"GermsScienceProjects",HomeScienceTools

Studentswilllearnhoweasilygermscanbetransferredandhowdifficultitcanbetowashawaygerms.Theywilldothisusingglitterinlotiontosimulategerms.Objectives:Tolearnhoweasilygermsspread.Tolearnhowtopreventthespreadofgerms.Definitions/Background:Germs:agenericworddescribingmicroorganisms(notvisibletothenakedeye)Notallmicroorganismsare"bad";forexampletheonesinourintestinesthathelpuswith

digestion,theonesinyogurt.Microorganismsincludebacteria,virus,andfungi.Theyareprettymucheverywhere.Onlyasubsetarepathogenic(=makeyousick).Materials:Handlotion(checkaboutallergiesIguess)GlitterSink,soap,papertowels.Experiment:

1. Ask:whataregerms?a. Possibleanswers:bacteria,viruses,"bad",makeyousick.

2. Ask:wherearegerms?a. Everywhereb. Discusstheideathatsomegermsare"good"forhumans.

3. DoExpt:Tellclassglitterispretendgerms.4. Splitclassinhalforsmallergroups.Doa‐gwithonehalffirst.(canrepeatwithopposite

groups).a. Put1droplotiononhandsb. Rubtogethertospreaditoutevenlyc. Getapinchofglitteraddedtothepalmofonehandd. Makeafist,thenspreadhandout,Observee. Rubhandstogether,Observef. ShakehandswithpeopleingroupB,Observeg. Useapapertoweltowipeglitteraway,observeh. Washthoroughlyi. Observewhat"thoroughmeans"!

Howcanbearssleepinthesnow?

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LivingthingsgrowHowcanbearssleepinthesnow?

Adaptedfrom"HibernationScienceProjects",HomeScienceToolsStudentswilllearnthatfatcanactasinsulationagainstcold.Inthisexperimenttheywillcomparethecoldnessfeltbyanunprotectedhandtothatfeltbyahandinaglovecoveredinvaseline.Objectives:Tolearnabouthibernationandthepurposeoffat.Definitions/Background:Hibernation:youprobablywanttodiscussthisratherthandefineit;itisdefinedasastateoflow

metabolicactivityinanimals,Ithink.Fat:thereareactuallyanumberoftypesofmoleculesthatallfallintoaclassofthingswecall"fat":

Animalfats(likebutter)aregenerallysolidatroomtemp.Theycanbeusedasaninsulatingmaterial.

Vegetable"fats"aregenerallyliquidatroomtemperature.Wetendtocalltheseoils.Buttheyarereallypartofthefatcategory.Vegetableoilscanbechemicallyalteredtomakethemsolidatroomtemperature.ThisiswhatCriscois.

Materials:Vaselineorshortening(Crisco)plasticbaggieslonggloves,disposableafewbowlsofwaterwithlotsoficecubes(orcrushedice)initOR:dointheartroomandusesinksfilledwithice&water.Preclasssetup:Putyourhandinoneglove.SmearitwithLOTSofCrisco–butonlyonthehandpart,notneartheedge(tokeepthingsclean).Coveritwithabaggie.Removeyourhandandyouhavetheglovereadyforstudentstouse.Makeafewofthese!Method:

1. Readabookonhibernation.2. Discusshibernation3. Discussfatasaninsulator4. Letstudentsputthefat‐gloveononehand5. Letstudentsimmersehandsinicewaterandcomparebarehandtohandsurrounded

withfat.6. Discuss/Recordobservationsasaclass(ontheboard,perhaps).

Aretasteandsmellconnected?

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TheFiveSensesAretasteandsmellconnected?

Adaptedfrom"SmellversusTasteBehavioralScienceProject",CrystalClearScienceFairProjects

Studentswilllearnthattheirsenseoftasteisstronglyinfluencedbytheirsenseofsmell.

Objectives:Tostudytwoofthefivesenses(smellandtaste)Tolearnthatsmellandtastearelinkedsenses.Definitions/Background:Oursensesallowustoexploretheworld,andexperiencetheworldaroundus.

Ourfivesenses=touch,smell,taste,sight,andhearing.

Materials:Itemsforsmelling‐infusedintocottonballs.(orangeslicejuice,bananaoils?,lemonslice,bottleofvanillaextract,cinnamon,licorice,etc.)Jellybeansfortasting–getafewflavors/sortthem;oruselollipopssortedbyflavor?Preclasssetup:Getthesmellsintothecottonballs.Maybesetupdifferentstationsaroundtheroomwithdifferentsmellsateach,soyouknowwhereeachsmellis.Method:

1. Ask:howdoyouknowwhatsomethingsmellslike?a. Nose

i. Moleculesof"smell"interactwithreceptorsinnoseii. Braininterpretssmell

2. Ask:howdoyouknowwhatsomethingtasteslike?a. Mouth

i. Moleculesof"taste"interactwithreceptorsinmouthii. Braininterpretstaste

3. Ask:dosmellsaffecttaste?4. Doexpt:

a. Splitstudentsintogroupsandsendthemtostations.b. Atstations,theyshouldsmellacottonballwhiletastingajellybean.

i. Notethetasteofthejellybean.ii. Recordstation#,jellybeancolor,tastesensation.(seeworksheet)

c. Rotatestudentstoanewstation(=newsmell)andrepeat.

Seealso:http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=6&DocID=392


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Station1.Smell:___________________

Jellybeancolor: Taste:

Station2.Smell:___________________


Station3.Smell:___________________



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Otherideasforsenses:

*Taste:salt,strawberry,lemon,sugar,cheese,redpepper

*Touch:sandpaper,cottonball,beanbag,ice,rock,sand

*Smell:licorice,oldshoe,fragrantflower,orange,cinnamon

*Hearing:bell,windchime,gavelordrumstick,tickingclock,water‐filledcontainer,coffeecanfilledwithrice

*Sight:watercolors,plaidmaterial,bowl,oldtelephone,stuffedanimal,shoe

first grade lab manual

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