Got Chemistry. For further information contact. Hillary Hendrix

Transcription

1 Got Chemistry ~ A Returning Developer ~ For further information contact Hillary Hendrix Inwood Elementary 2200 Ave G NW Winter Haven, Florida Route: B (863) Hillary.hendrix@polk-fl.net n PROGRAM OVERVIEW The area of is much neglected in classrooms, due to a lack of time. It is essential that students of all ages participate in hands-on activities in to increase their engagement, vocabulary, achievement, and future success. This innovative program provides teachers an opportunity to create engaging, hands-on experiences for their students in the area of science with minimal effort on their part. In celebration of National Chemistry Week, this program encompasses all aspects of the school; demonstrations conducted by the principal and assistant principal on the morning news show and hands-on experiments in all classrooms in all grade levels, Physical Education classes, Ar t classes, and Music classes. Students actively participate in engaging hands-on activities related to chemistry concepts to increase student understanding of annually assessed Benchmarks. Through implementation of Got Chemistry students are able to gain an understanding of the scientific method and apply their knowledge to conduct experiments and investigations relating to real world chemistry. Students are also able to increase their scientific vocabulary and apply it to everyday conversations; get students talking about science. Kindergarten students participate in activities that focuses on states of matter. After conducting experiments, students demonstrate their understanding by making observations about their school lunch. First grade students make flubber by creating and mixing different solutions and observing the different properties and their ability to distort drawn images by pulling, twisting and shifting. The students also lead engaging conversations about their observations. Second grade obser ves the properties of liquids compared to water using a Double Bubble Map or Venn diagram students are able to compare and contrast the properties. Third grade students recrystalize crystals. Students dissolve a variety of crystals in water and then allow them to recrystallize in order find, which two are the same and observe how crystals bond together. Fourth grade students learn the value of detergent and how its properties help different materials mix. Fifth grade students experiment with polishing pennies using chemical reactions with acids and bases to see which one would make the penny shine like new again. One of student s favorite activities was investigating the movement of molecules. Making dots with Sharpie markers students create designs on fabric, and then add drops of alcohol and observe the solubility of the fabric, color mixing and the movement of molecules to form a new design. This highlights a few of the many exciting activities students participated in during the school wide celebration of National Chemistry week. This program can be implemented in a regular classroom with the exception of the Physical Education (PE) Lesson, which requires use of a PE field. The following materials are required and can often be found at the school: balls, meter sticks, jars with lids, beakers, stopwatches, pennies, thermometers, various containers, droppers, pipettes, and play mats. Please see the attached materials sheet for additional materials.

2 Got Chemistry n OVERALL VALUE This program was first implemented during National Chemistry Week The program was found to be a great success that resulted in increased student achievement. Students were assessed on individual lessons using the attached rubric and anecdotal notes that were made while observing students. Growth in student achievement is determined by calculating the percentage of growth from the Harcourt Assessment test 1 and test 2. Prior to implementation, students were substantially deficient in mastery of annually assessed science benchmarks. Based on the Harcour t Assessment the majority of students in grade 3-5 tested below the 50th percentile, demonstrating non-mastery. Students in grades K-2 were identified to be substantially deficient through teacher observation. After implementation of the program, the majority of students demonstrated at least 20% growth in student achievement. Best of all students were talking about science and associating learned concepts to their everyday life. Making fun and exciting for students is key. The program not only makes science fun and exciting, but it gets students talking about science and applying concepts to their daily lives; linking what they know to what they have learned and increasing their vocabulary. n LESSON PLAN TITLES 1 Sharpie Pen 2 Secret Goldenrod Messages 3 Newspaper Collage 4 Marker Butterflies 5 Super Shrinkers 6 Test Your Reaction Time 7 Temperature Effects on Ball Bounceability 8 Hydrophobic Swimsuit 9 Magic Sand 10 Regular Sand vs. Magic Sand 11 Iron for Breakfast 12 The Bounce of Playgrounds and Gym Floors 13 Bubble Blowup 14 Sunscreens and SPF Ratings 15 It s a Gas 16 State Your Solution 17 A State Debate 18 Solving Dissolving 19 Fabulous Flubber 20 Water Clearly Unique 21 Goop to Go 22 Disappearing Statues 23 Recrystallizing Crystals 24 Universal Indictor Rainbow Trout 25 If Mixing Is Urgetn Try Detergent 26 Polishing Pennies All Lesson plans have been adapted from Steve Spangler and the American Chemical Society. In addition, all lesson plans have been adapted for grades K- 5. Depending on the level of students experiments may be implemented in the classroom as a demonstration or small group. Materials are listed with each lesson plan. Overall budget for materials (including pricing and suppliers) follows the lesson plans. n ABOUT THE DEVELOPER Hillary Hendrix has a B.S. in Elementary Education and a Masters degree in Educational Leadership from the University of South Florida and is certified in Exceptional Student Education. She has been a third grade teacher at Inwood Elementary for three years as well as the owner of Hillary Hendrix s Helping Hands Tutoring. Hillary enjoys teaching and finding new innovative ways to meet students needs.

3 Lesson Plan No 1: Sharpie Pen Kindergarten - Five Students will observe the movement of molecules and chemical reaction between two substances. Pre-washed white t-shirt Markers - Red, Orange, Yellow, Green, Blue, Purple Plastic Cup Rubber Band Rubbing Alcohol (70% from the Drug Store) Procedures 1. Place the plastic cup inside the middle of the t-shirt. Position the opening of the cup directly under the section of the shirt that you want to decorate. Stretch the rubber band over the t-shirt and the cup to secure the shirt in place. 2. Place about 6 dots of ink from one marker in a circle pattern about the size of a quarter in the center of the stretched out fabric. If you like, use another color maker to fill in spaces in between the first dots. There should be a quarter size circles of dots in the middle of the plastic cup opening when you are finished. 3. Slowly squeeze approximately 20 drops of rubbing alcohol into the center of the circle of dots. As the rubbing alcohol absorbs into the fabric, the ink spreads in a circular pattern expanding outward from the center. The result Is a beautiful flower-like pattern, however, students often remark that the design looks like the colorful surface of a compact disc. 4. Apply as much or as little rubbing alcohol as desired, but do not let the pattern spread beyond the edges of the cup. Allow the developed design to dry for 3 to 5 minutes before moving on to a new area of the shin. You ll enjoy experimenting with various patterns, dot sizes, and color combinations. Instead of using dots, try drawing a small square with each side being a different color, or use primary colors to draw a geometric shape, and accent it with dots of secondary colors. Half circles, wavy lines, and polygons all make unique patterns when rubbing alcohol travels across the ink. Your designs are only limited by your imagination. Try as many different patterns as you like. The secret is to keep your patterns small and in the center of the design area on the shin. DO NOT flood the design area with rubbing alcohol. The key is to drip the rubbing alcohol slowly in the center of the shirt and allow the molecules of ink to spread outward from the center. How does it work? This is really a lesson in the concepts of solubility, color mixing, and the movement of molecules. The Sharpie markers contain permanent ink, which will not wash away with water. However, the molecules of ink are soluble in another solvent called rubbing alcohol. This solvent carries the different colors of ink with it as it spreads in a circular pattern from the center of the shirt.

4 Lesson Plan No 2: Secret Goldenrod Messages Kindergarten - Five Students will observe how chemicals can indicate something by changing colors by painting paper with acids and bases. Measuring spoons Powdered laundry detergent 4 Plastic cups Pencil or pen Masking tape Baking soda Water Vinegar Water Goldenrod paper Piece of white candle or crayon Cotton swabs or paintbrushes NOTE: This activity only works with paper that has been dyed with natural goldenrod pigment. Many synthetic dyes will not change colors in the same way. Procedures 1. Place 1/2 teaspoon of detergent in a cup. Add 3 tablespoons of water and mix well. Label this cup detergent. 2. Place 1/2 teaspoon of baking soda in a cup with 2 tablespoons of water and mix well. Label this cup baking soda. 3. Pour a small amount of vinegar into a third cup and label it vinegar. 4. Label a 4th cup water and add some tap water to it. 5. Using the white candle or white crayon, write your name or a secret message or picture on the goldenrod paper. 6. Swab or paint over what you wrote with the detergent solution. 7. Now try painting the goldenrod paper with the other liquids. 8. Put the paper aside to dry. 9. Thoroughly clean the work area and wash your hands.

5 Lesson Plan No 3: Newspaper Collage Kindergarten - Five Students will learn that inks, vinegar, and paper are all made of chemicals and observe how they interact with one another to transfer pictures. Color pictures from a newspaper White vinegar in a small cup Cotton swabs Metal teaspoon Paper towels Scissors White paper Procedures 1. Carefully use the scissors to cut out a small color picture or comic from the newspaper. 2. Dip a cotton swab in the vinegar. Lightly moisten the picture you want to copy by wiping the picture with the vinegar-soaked swab. Make sure to cover every part of the picture with vinegar. 3. Place the picture between two paper towels and press hard for 5 to 10 seconds to dry off any excess vinegar. 4. Place the picture with the side to be copied face down on a piece of white paper. 5. Place another piece of white paper on top and rub hard with the bottom of a teaspoon. Make sure to rub over the entire picture. 6. Remove both the upper paper and the piece of newspaper. There should be a transfer of the picture on the bottom white paper. (If the transfer is too faint, repeat the process with a different picture but rub with the edge of the spoon instead of the bottom.) 7. Choose a different picture and repeat steps 1-6, placing the second picture at a different location on the some piece of white paper when the transfer is made. 8. Repeat Step 7 until the collage has several different pictures transferred onto it. 9. Thoroughly clean up the work area and wash your hands. Going a Step Beyond: 1. Repeat the above activity except this time, transfer something with words on it. 2. Observe how the appearance of this transfer compares to the transfer of the picture. 3. To make the words easier to read, turn the paper over and use a cotton swab to rub a little baby oil on the back of the paper. 4. Observe what happens.

6 Lesson Plan No 4: Marker Butterflies Kindergarten - Five Students will observe how water affects color when placed on a very absorbent material. 2 circular white coffee filter 1 pipe cleaner Water-based markers (various colors) Scrap paper (do not use newspaper) Paintbrush Paper towel Cup of rinse water Procedures 1. Place the coffee filters on top of a piece of scrap paper. Use several different color markers to create a design or pattern on each coffee filter. Please note that this design will be changed when the directions in Step 3 are carried out. 2. Place both coffee filters on another piece of scrap paper. 3. Dip the paintbrush in the water and paint over the designs with the wet brush. Be certain to rinse the brush in the water several times while you are painting with the water. Watch how the designs change. 4. Fold the pipe cleaner in half. Hold the pipe cleaner about 2 cm from the fold and twist two times. This will leave a small loop. 5. Scrunch one of the coffee filters along an imaginary line down the middle of the filter to produce one set of the butterfly s wings. 6. Place this filter inside the open ends of the pipe cleaner, centering it close to the twisted end. 7. Repeat Step 5 with the other coffee filter. This is the second of the butterfly s wings. Place it above the first filter, inside the open ends of the pipe cleaner. Turn down the ends of the pipe cleaner to look like antennas. 8. Twist the two pieces of pipe cleaner together about 4 cm from the open end of the pipe cleaner. This will hold the two filters in place. 9. Turn down the ends of the pipe cleaner to look like antennas. 10. Thoroughly clean the work area and wash your hands.

7 Lesson Plan No 5: Super Shrinkers Three - Five Students will learn how the materials in plastic allow it to change states of matter. Conventional or toaster oven Clear polystyrene (PS) containers (#6 recycle code) Blunt-ended scissors Colored permanent markers Metric ruler Cookie sheet or metal tray Aluminum foil Oven miffs NOTE: Make sure your container is a number 6 recyclable plastic. Look for the number on the bottom of the container. Other types of plastics will not work. Good places to look for number 6 containers are at your local deli or grocery store salad bar. If the edges of your final product are rough, your adult partner can help you to smooth them with sandpaper. Procedures 1. Have your adult partner preheat the oven to 325 F. 2. Make sure the piece of plastic is clean and free of dust. 3. Carefully cut a design of your choice from the plastic. 4. Use permanent markers to draw or write something on your piece of plastic. The more color you use, the more intense your final piece will be. If you write something, make your letters big and thick. 5. Measure and record the length and width of the plastic with the ruler at the longest and widest parts. 6. Cover a cookie sheet or metal tray with aluminum foil and place your design on the foil. 7. Ask your adult partner to place the tray in the oven. If you have a glass oven door, you will see the plastic curl at the edges and then flatten again. When this happens, the plastic is finished shrinking. This should take less than two minutes. 8. Have your adult partner take the tray out of the oven using the oven mitts. Be careful. It will be hot! Place the hot tray on a heat-resistant surface. 9. Do not touch your newly created piece of art until it has completely cooled. Your adult partner will tell you when it is ready to be touched. 10. When it has cooled, take your design off the cookie sheet and measure the length and width as you did in Step 5. Thoroughly clean the work area and wash your hands.

8 Lesson Plan No 6: Test Your Reaction Time Three - Five Students will learn about reaction time; they will learn how to record reaction time, chart and graph data, compare results, and its importance. Centimeter-scale ruler Calculator Graph paper What to Do: 1. Have a partner hold out his or her thumb and index finger. Hold the ruler so that the 0-cm mark is level between the tops of your partner s fingers. 2. Have your partner catch the ruler with the thumb and index finger when you release it. (Do not let your partner know when you will release the ruler.) 3. Record the position of the fingers on the ruler when your partner catches it. (See figure.) 4. Repeat steps 1-3 for at least three trials. Calculate the average. 5. Calculate the reaction time using the following formula: t = V2d/g where t is the reaction time in seconds, d is the distance the ruler fell in cm (position of fingers), and g is the acceleration due to gravity (980 cm/sect). 6. Collect data for each student in the class and plot a histogram of the reaction times. What is the mean reaction time? What is the fastest reaction time? The slowest? Do you see any relationship between those who play a lot of sports and their reaction times? How about those who play a lot of video games? For this activity, the mean reaction time for young adults is about 0.19 seconds.

9 Lesson Plan No 7: Temperature Effects on Ball Bounceability Three - Five Students will learn how temperature affects the bounceability of a ball. SC.2.N.1.1 Raise questions about the natural world investigate them and generate appropriate explanations. tools various sports balls, such as ping-pong balls tennis balls baseballs golf balls access to a freezer uniform hard surface such as table top or linoleum or wood floor meterstick graph paper What to Do: 1) Look at and feel each of the sports balls but don t bounce them yet. What variables do you think might affect how high a ball will bounce? Which ball do you think will be the best bouncer? Which ball the worst? Why? 2) As a group, design an experiment to determine which ball is the best bouncer. 3) Test each ball for bounceability. Measure only the first bounce upon dropping and include at least three trials per ball. 4) Create a table to record your data. Record the results in your data table and make a graph of your results. 5) Place the balls in the freezer for 24 hours 6) Repeat steps 3-4 with the balls from the freezer. 7) How did the colder temperature affect each ball s ability to bounce? 8) Why do you think the cold had the effect it did on each ball? In particular, how do you think the air inside the hollow balls is affected by the decrease in temperature? Relate this to the bouncing behavior you observed.

10 Lesson Plan No 8: Hydrophobic Swimsuit The big buzz at the 2008 Beijing Olympics was the Speedo LZR Racer swimsuit, in which 23 world swimming records were broken. This new, high-end swimsuit, which was designed with the help of NASA, features a water-repellent polyurethane membrane to reduce drag and improve speed. Materials that repel water are called hydrophobic and have many interesting and useful properties. In this activity, you explore the behavior of Magic Sand, a common hydrophobic play material. Two - Five Students will observe the behavior of Magic Sand, a common hydrophobic play material. Magic Sand plastic spoon clear plastic cup filled with water paper towels Procedures 1) Feel the Magic Sand. Now pour a few spoonfuls of it into a cup of water and look at it from different directions. What do you observe? Does the sand look like it s getting wet? 2) Sprinkle a little more sand on the surface of the water so the sand floats. Slowly and carefully push the tip of your finger slightly down on the sand so that you can see your finger in the water. What do you observe? Remove your finger. What does it feel like? 3) Carefully pour most of the water out of the cup. Try not to lose too much of the sand. Watch the sand as you pour off the water, then feel the sand. Did it get wet?

11 Lesson Plan No 9: Magic Sand Kindergarten - Five Students will investigate Magic Sand to determine understand how it can remain dry even after it has been dumped into a container of water. Regular sand Water, cups Plastic soda bottle Vegetable oil Food coloring Plastic spoons What Makes Magic Sand Magic? 1) Fill a cup 3/4 full with water. 2) Slowly pour Magic Sand in a continuous stream into the water. Look closely at the sand. What is that silver-like coating on the sand? 3) Pour off the water from the sand into a second container. Let them touch the sand and see what they find. To everyone s amazement, the sand is completely dry! To better understand how Magic Sand works, try this demonstration... 4) Fill a plastic soda bottle (16 oz. works well) 3/4 full with water. 5) Fill the remaining portion of the bottle with vegetable oil or mineral oil. Immediately, the students will notice that the oil and water do not mix. 6) Add a few drops of food coloring to the mixture. Notice how the food coloring only colors the water and not the oil.., even when the bottle is shaken. How does it work? This is a great demonstration to introduce students to the properties of substances that are hydrophobic and hydrophilic. Hydrophobic substances do not mix with water.

12 Lesson Plan No 10: Regular Sand vs. Magic Sand Kindergarten - Five Students will investigate why some forms of sand sink when placed in water and why others float. 2 cups of magic sand Water Liquid detergent Spoon Clear plastic cups Making Magic Sand Wet 1) Pour a small amount of Magic Sand in a cup of water. As expected, the Magic Sand stays dry. 2) Add about 12 drops of liquid detergent to the water and use a spoon to stir the mixture. Soap breaks down the oil coating on the sand and lowers its hydrophobic properties. 3) Adding soap removes the magic from Magic Sand and causes it to behave like regular sand. The secret is revealed!

13 Lesson Plan No 11: Iron for Breakfast Three - Five Students will be able to verify the presence of iron in iron-fortified cereal. Wheaties or other iron-fortified food that lists iron or reduced iron as an ingredient, such as Total, Carnation Instant Breakfast, or iron-fortified grits 2 nonmetallic containers, about 500 ml (2 cups) in volume unsharpened pencil cow magnet plastic bag magnifying lens 3 twist ties or rubber bands piece of white paper water Procedures 1. Make a magnetic stirrer by attaching a magnet to an unsharpened pencil using twist ties or rubber bands. Insert the stirrer into a small plastic bag. Remove as much of the air inside the bag as possible and fasten the bag snuggly around the stirrer with a twist tie or rubber band. 2. Pour 1 cup of cereal into a nonmetallic container followed by 1 cup of water. Stir the cereal-water mixture with the stirrer assembly made in step 1 for about 10 minutes or until the cereal is a fine slurry. 3. Remove the stirrer from the container and gently swirl it in another container of clean water to remove the cereal. Gently shake off excess water or allow to air dry. Do not wipe the stirrer! 4. Over a sheet of white paper, undo the tie from the plastic bag and pull the stirrer out of the bag, allowing any iron filings to fall onto the paper. Note: Do not let the magnet directly touch the iron filings, because once in contact with the magnet, the filing are extremely difficult to remove. 5. Place the magnet under the paper and move it around, observing the magnetic behavior of the filings. Examine the filings with a magnifying lens.

14 Lesson Plan No 12: The Bounce of Playgrounds & Gym Floors Kindergarten - Five Students will investigate how the surface of a gym, tennis court, or playground affect the bounceability of a ball. various sports balls, including ping-pong balls tennis balls baseballs golf balls different surfaces to bounce the balls on (such as carpet, grass, floor tile, ceiling tile, wood, cardboard, cork, foam pad, Styrofoam) meterstick graph paper Procedures 1) Choose one ball from a variety for sports balls to be your test ball. 2) Look at and feel each of the different surfaces but don t bounce the ball on them yet. On what surfaces do you think the ball will bounce best? Why? 3) As a group, design an experiment to determine how different surfaces affect how high your ball bounces. Write your experimental design and create a data table to record your observations. 4) Conduct your experiment. Record the results in your data table and make a graph of your results using graph paper. How do different surface affect how high the ball bounces? How do the results compare with your predictions? Why did the ball bounce better on some surfaces than others? 5) Compare your results with those of others who used different balls. How It Works: What determines how high balls bounce on different surfaces? During the bounce, both the shape of the ball and the shape of the surface are deformed. The height of the bounce is determined by how much energy of compression is returned as the shape of both the ball and the surface go back to normal. Each ball type and surface type interact differently, producing a unique result.

15 Lesson Plan No 13: Bubble Blowup Kindergarten - Five Students will gain an understanding of their lung capacity. pipet plastic tray at least 25 cm x 25 cm (10 inches x 10 inches) in area distilled water bubble solution metric ruler Procedures 1. Pour a small puddle of bubble solution in the center of the tray and add 3 ml (Y4 tablespoon) distilled water. Use your hands to smear the solution all over the tray. (The whole tray should be wet.) 2. Pour another puddle of bubble solution in a corner of the tray. Dip your straw into the liquid and blow some bubbles, holding your straw 1-2 cm above the tray. 3. Dip the straw again, and while holding it near the center of the tray, take a big breath and blow the biggest bubble dome you can without taking another breath. Pop the bubble and measure the diameter (longest distance across a circle) of the ring of soap left behind (in cm). Half of the diameter is called the radius of the circle. Write the radius in your data table. 4. The volume of a sphere is: V = (4/3) x (n) x (r3), where r is the radius 5. Calculate the volume and divide it by half (because the bubble domes are half-spheres).this is your lung capacity in cubic centimeters, cm3. (Cubic centimeters are equivalent to milliliters.) 6. Do steps 3-5 two more times and calculate the average. Record your results in the data table. 7. Compare your results with the rest of the class. Who has the largest lung capacity (blew the biggest bubble)?

16 Lesson Plan No 14: Sunscreens and SPF Ratings Kindergarten - Five Students will understand that sunscreens contain chemical agents that safely absorb the UV radiation and convert the energy into heat through a chemical reaction. SC.5.N.1.3 Recognize and explain the need for repeated trials. 3-5 UV detection beads (all the same color) Black construction paper Scissors gallon-sized plastic bag Glue Cotton swabs 2-4 sun protection products having a wide range of SPF ratings (include at least one with an SPF rating of 8 or below) What to Do: 1. Place the UV detection beads in direct sunlight and observe what happens. 2. Then, remove the beads from the sunlight. What happens? Working indoors, cut black paper to fit inside a gallon-sized plastic bag. 3. Evenly space UV detection beads on the black paper, one bead for each sun protection product you will test and one bead for the control. 4. Glue the beads to the paper, making sure not to get glue on the tops of the beads. Let dry. 5. Label the paper next to each bead with the SPF rating of the sun protection product you are going to test. The control bead will get no sun protection product (0 SPF). 6. Slide the black paper into the gallonsized plastic bag. Using a clean cotton swab for each sun protection product, spread a small amount of the appropriate product on the bag over each bead in a circle about 1.5 inches (about 4 cm) in diameter. Apply the same amount of product evenly over each bead. Create a data table like the example at left. Record the SPF of each product, the starting shade of each bead, and the time of day and weather conditions. Cover the bag and bead setup with a thick cloth or another material that does not allow sunlight to penetrate. Take the setup outside in direct sunlight. Remove the cloth but not the plastic bag. Observe and record the shade of each bead (such as white, nearly white, light, medium, and dark.) If you can t see through the plastic, take the setup indoors, open the bag, and immediately observe the beads. What is the trend between the shade changes of the beads and the SPF ratings?

17 Lesson Plan No 15: It s a Gas Two - Five Students will understand that chemical reactions happen when some substances are mixed together. Students will understand that chemical reactions sometimes make products cannot be seen and if they cannot be seen how to find a way to show that they are there. SC.3.P.8.3 Compare materials and objects according to properties. Empty 4 oz. plastic bottle, clean Water Effervescent antacid tablet Paper towel Latex balloon (about 30 cm or 12 inches inflated diameter) Clock/Timer Procedures 1) Fill the plastic bottle half way with water. 2) Break one tablet into several pieces over a paper towel. Carefully place the pieces into the water. 3) Hold the bottle steady while your adult partner quickly pulls the opening of the balloon over the bottle. 4) Look at the balloon once it is on the bottle so you can later draw a picture of it in the What Did You Observe? section. 5) Use the clock or timer and see what happens to the balloon in a minute s time. 6) After one minute has passed, remove the balloon from the bottle by pinching the neck and gently pulling it off the mouth of the bottle. Slowly release the air from the balloon. 7) Draw a picture of the balloon just after you put it in the bottle and one after a minute has passed in the What Did You Observe? section. 8) Pour the liquids into the drain and throw away the balloon and other materials. Thoroughly clean the work area and wash your hands.

18 Lesson Plan No 16: State Your Solution Three - Five Students will understand that chemical reactions happen when some substances are mixed together. Students will understand that chemical reactions sometimes make products cannot be seen and if they cannot be seen how to find a way to show that they are there. SC.3.P.8.3 Compare materials and objects according to properties. 3 clear plastic cups Water Powdered drink mix (Kool-Aid Grape works well) Food Coloring (blue and yellow) Carbonated water Salt or sugar M&Ms (plain) Straw Procedures: 1) Pour water into two plastic cups until they are ¾ full. 2) Place 1 drop of blue and 1 drop of yellow food coloring into one of the cups. Do not stir/ 3) Place a small amount of drink mix on the surface of the water in the other cup. Do not stir. 4) Watch both cups from the side. What do you observe? 5) Stir the contents of both cups. Look at the solutions in the cups. What happened to the solid drink mix and the liquid food coloring? Why do you think that you cannot see them as separate from the water anymore? 6) Fill another clear plastic cup about ¾ full of carbonated water. The bubbles you see are carbon dioxide gas. Sprinkle a little salt or sugar on the surface of the soda. What do you notice? Do you think there is more gas in the soda that you cannot see? 7) Place an M&M in the soda and see if more gas bubbles form. Do you think that carbon dioxide gas is dissolved in the water?

19 Lesson Plan No 17: A State Debate Two - Five Students will learn how to determine if a substance should be called a solid, liquid, gas, or something in between. SC.3.P.8.3 Compare materials and objects according to properties. Shaving cream Paper towel Penny Magnifying glass (optional) Activity Procedures 1) Place a small mound of shaving cream on paper towel. Look at the shaving cream. Would you call it a solid, liquid, or gas? Why? One characteristic of a solid is that it keeps its shape without being in a container. Does this make shaving cream a solid? Why or why not. 2) Very gently place a penny on top of the shaving cream. What do you observe? Does the shaving cream acct most like a solid, liquid or gas? 3) Shaving cream is very light. Look at it closely with a magnifying glass if available. What do you think makes it so light? Does this make you change your opinion of the state of matter? 4) Rub a little shaving cream between your thumb and index finger. Does it feel like a solid, liquid, or gas? 5) Leave the shaving cream blob out over night. Look at it very closely the next day. How has it changed? How has the state changed? Leave it for a few more days and see if it has changed state.

20 Lesson Plan No 18: Solving Dissolving One - Five Students will compare the dissolving power of some liquids. SC.3.P.8.3 Compare materials and objects according to properties. 3 clear plastic cups Masking tape Pen Measuring spoons Water Isopropyl alcohol Vegetable oil Zip-closing plastic bag Sugar Food coloring Popsicle stick or straw NOTE: When using isoprophyl alcohol, be sure to read and follow all safety warnings on the label. Be sure all participants are using properly fitted goggles. Procedures: 1. Place 1 tablespoon of sugar in a zip-closing bag. Add 2 drops of food coloring. Seal the bag so that it has air in it. Shave vigorously until the sugar is evenly colored. 2. Use masking tape to label 3 cups of water, alcohol, and oil. Place 1 teaspoon of water, alcohol, and oil into their labeled cups. 3. Add ½ teaspoon of the colored sugar to each cup. Stir with a popsicle stick or straw. 4. What do you notice in each cup? Does the color seem to dissolve differently in the different liquids? How about the sugar? Which liquid was the best dissolver for both the color and the sugar?

21 Lesson Plan No 19: Fabulous Flubber Kindergarten - Five Students will create a material that is flexible and observe what happens when the surface color is added and the shape is changed. SC.3.P.8.3 Compare materials and objects according to properties. Elmer s glue 20 Mule Team Borax (Be sure to read and follow cautions on Borax box label) 2 small plastic cups Popsicle stick Water Water soluble markers Procedures 1. Place 2 teaspoons of water in a small plastic cup. Add ¼ teaspoons of borax and swirl until as much borax dissolves as possible. 2. Place 2 teaspoons of water in another cups and add 2 teaspoons of Elmer s glue. Mix with a Popsicle stick. 3. Continue mixing the glue and water solution, and have your partner slowly add the borax solution. You will only need to use a small portion of the Borax solution. 4. When you have some nice thick flubber, pull it off the Popsicle stick and move it back and forth between your hands. 5. Flatten your Flubber into a pancake and use the markers to make a design on the Flubber. 6. Pull and stretch the Flubber so your Flubber design changes in weird and wild ways!

22 Lesson Plan No 20: Water Clearly Unique Three - Five Students will be able to conduct tests to see the difference between water and some other liquids that look very similar. 3 clear plastic cups Masking tape Pen Water Isopropyl alcohol Mineral oil Straws or droppers Wax paper Brown coffee filter NOTE: When using isopropyl alcohol, be sure to read and follow all safety warnings on the label. Be sure all participants are wearing properly fitting goggles. Procedures: 1. Use the masking tape and pen to label your 3 cups water, alcohol, and oil. 2. Place about ½ teaspoon of each liquid in its labeled cup. 3. Using separate straws or droppers, place a drop of each liquid on a piece of wax paper. Do all the liquids look the same on wax paper? Tilt the paper to let the drops move a little. What do you notice? 4. Tear open a brown coffee filter and lay it out flat. Again using separate straws or droppers, place a drop of each liquid on the coffee filter paper. Is there anything similar or different about how the liquids absorb into the paper? 5. Gently wave the coffee filter back and forth to try to make the liquids evaporate. Check to see if there are any differences in how fast the different liquids evaporate.

23 Lesson Plan No 21: Goop to Go Kindergarten - Five Students will be able to make polymers by mixing different liquids. SC.3.P.8.3 Compare materials and objects according to properties. Elmer s glue Tide powdered laundry detergent Liquid starch (not aerosol can) Paper towels Measuring spoons Water Small plastic cups Straws or spoons for stirring Procedures 1. Place 1 teaspoon of Elmer s glue and 1 teaspoon of water into a small cup. Stir to mix. 2. Place 1 teaspoon of Tide powdered laundry detergent into a different small cup. Add 1 tablespoon of water. Stir to mix. 3. While stirring the glue-water solution with a straw, your partner should slowly add the Tide-water solution until a white glob forms in the cup. (This may take between half and all of the detergent solution.) 4. Remove the glob and place it between 2 paper towels. Press down gently to soak up some of the excess liquid. Pick up the glob and see what it feels like. Does it stretch, wiggle, and bounce? Can it be molded? 5. Place 1 teaspoon of Elmer s glue into a small cup. 6. While stirring with a straw, your partner should slowly add liquid starch until a white glob forms in the cup. (This will probably take 2 to 3 tablespoons of liquid starch.) 7. Remove the glob and place it on a paper towel. What do you notice about this polymer compared to the first? Take it off the paper towel and move it between your hands.

24 Lesson Plan No 22: Disappearing Statues Two - Five Students will be able to observe a chemical reaction between two substances made of the same chemical. SC.2.N.1.1 Raise questions about the natural world investigate them and generate appropriate explanations. Pencil 2 antacid tablets Small disposable paper plate 2 disposable paper or plastic cups Marking pen Masking tape 2 droppers Measuring spoon Water Vinegar Procedures: 1. Using the pencil, draw a face or picture on the smooth side of each antacid tablet. 2. Place the 2 antacid tablets on a paper plate with your drawings face up. One of the tablets should be on the right side of the paper plate, and the other should be on the left. 3. Using the masking tape and pen, label one cup Water and one cup Vinegar. 4. Ask your adult partner to help you pour 1 tablespoon of water into the Water cup and 1 tablespoon of vinegar into the Vinegar cup. 5. Label the droppers with a W for water and a V for vinegar. 6. Using the W dropper, carefully place 3 drops of water onto one of the antacid tablets. Watch what happens to the tablet. 7. Using the dropper labeled V carefully place 3 drops of vinegar onto one of the antacid tablets. Watch what happens to the tablet.

25 Lesson Plan No 23: Recrystallizing Crystals Three - Five Students will be able to dissolve crystals in water and allow them to recrystallize to determine which 2 are really the same. SC.3.P.8.3 Compare materials and objects according to properties. Salt Epsom salt MSG Coarse kosher salt 4 cups Hot tap water 4 cotton swabs White paper Black permanent marker Teaspoon Procedures 1. Label your cups salt, Epsom salt, MSG, and kosher salt. Then place about 1 teaspoon of hot tap water into each cup. 2. Place 1 level teaspoon of each crystal into its labeled cup. You and your partner should swirl each cup for about 1 minute. 3. Not all of the crystal will be dissolved, but enough will go into the water that it can be recrystallized. 4. Divide a piece of paper into 4 equal areas. Label the areas salt, Epsom salt, MSG, and kosher salt. Use a black permanent marker to make a circle about the size of a quarter in each area. 5. Tilt the salt cup so that the liquid moves to one side. Dip a cotton swab into the liquid and spread it around on the black dot in the salt area of the paper. Dip and spread 2 more times to get a fair amount of liquid on the black dot. 6. Repeat step 5 for all the others. Allow the paper to sit undisturbed for an hour. Look at the crystals with just your eyes and then with a magnifier. 7. What do you observe? Do the salt and kosher salt seem similar?

26 Lesson Plan No 24: Universal Indicator Rainbow Trout Three - Five Students will conduct experiments to show how color changes can help identify 2 kinds of chemicals called acids and bases. SC.3.P.8.3 Compare materials and objects according to properties. Universal indicator solution (available at chemical supply houses) Lemon juice Liquid laundry detergent Index card with nonshiny finish Rainbow trout pattern Masking tape Paintbrush Cotton swabs Water 3 small plastic cups Paper towels Pencil, pen Scissors Teaspoon Procedures: 1. Trace the rainbow trout pattern onto the index card. Cut out the fish and lay it on a paper towel. 2. Use masking tape and a pen to label the 3 plastic cups, each with one of the following names: Lemon Juice, Universal Indicator Solution, and Laundry Detergent. 3. Add a small amount of lemon juice to the correct cup. In the Laundry Detergent cup, add a small amount of detergent and 1 teaspoon of water. 4. Place about 40 drops of universal indicator into the correct cup. Use the paintbrush to completely cover the fish with this green solution. The fish will change color because of the way the solution reacts with the kind of paper you are using. If the paper turns out a salmon color, the paper is very acidic. If the paper is closer to a green color, the paper is considered to be acid free. 5. The fish can be wet or dry to do this step. Dip a cotton swap in lemon juice and paint a few stripes, dots, or other designs on the fish. Do not cover the entire fish with designs. Observe what happens. 6. Dip a different cotton swab into the detergent solution. Paint more stripes or dots on the fish. Compare what happens with the detergent and what happened with the lemon juice was used to make the designs. 7. Allow the fish to dry and observe what happens to the colors. 8. Thoroughly clean the area and wash your hands.

27 Lesson Plan No 25: If Mixing Is Urgent Try Detergent Two - Five Students will learn how detergent really helps oil and water mix! SC.3.P.8.3 Compare materials and objects according to properties. White index card 1 Zip-closing plastic bag Masking tape Marker Measuring spoons 3 small disposable paper or plastic cups (3 oz.) Water Food coloring (blue, red, or green) Vegetable oil Liquid dish detergent Dropper Toothpicks Procedures 1. Place the index card inside the plastic bag and close the bag. 2. Use the masking tape and pen to label one of the cups vegetable oil, water and the third detergent. 3. Place about 1 tablespoon of water into the proper cup. Add 1 drop of food coloring to the water and swirl to mix. 4. Place about 1 teaspoon of vegetable oil in the cup labeled vegetable oil, and about 1 teaspoon of dish detergent in the labeled cup. 5. Use your dropper to add 6 drops of colored water on the plastic bag. 6. Do the same thing on another spot on the bag so that you have 2 large drops of colored water on the bag in separate places. 7. You can use the same dropper to add a few drops of oil to the water in each area. Does the oil mix with the water or does it stay separate? 8. Use a toothpick to stir the water and oil in one of the areas. Does the oil stay mixed with the water, or does it separate when you stop mixing? 9. Dip a clean toothpick in the liquid dish detergent. Use this toothpick to stir the other area of oil and water. Does it look like the oil and water are mixing any better than they did without the detergent? Keep stirring to see how well the oil and water can be mixed. Does the oil mix with the water now? If the oil and the water are not mixing completely, you may want to dip the toothpick in the detergent again, and then stir the oil an water some more.

28 Lesson Plan No 26: Polishing Pennies Three - Five Students will learn the best way to make pennies shine like new again. Masking tape Pen 6 small disposable plastic cups (3 oz.) 5 old, dull pennies Water Dilute liquid dishwashing detergent (1/4 teaspoon detergent per 1 cup of water) Lemon juice Cola Vinegar Paper towels Clock or timer Procedures: 1. Use the masking tape and pen to label the cups: lemon juice, cola, detergent, vinegar, and water. 2. Place a penny in each of the cups, and describe each. 3. Pour enough water, lemon juice, cola, vinegar, and detergent into the labeled cups so that each penny is completely covered. 4. Wait 3 to 5 minutes. 5. Use a plastic spoon to remove the penny from the lemon juice cup and observe how it looks. 6. Polish the penny with a paper towel. Observe what color rubs off on the paper towel. 7. Place the penny on the work surface in front of the cup from which it was removed. 8. Repeat steps 6-7 for each liquid. 9. Wait 5 minutes after the pennies are out of their solutions. 10. Thoroughly clean the work area and wash your hands. Rinse the pennies with water, and dry them. Pour all liquids down the drain, and place all other materials in the trash.

29 Lesson Plans Materials Budget Materials Budget Supplier Item Description Cost Quantity Total Cost Wal-Mart Quart size Ziploc Bags (200) Kool-Aid Packets Liter Carbonated Water Small bag of plain M&Ms Wheaties Cereal Measuring spoon sets Spray Adhesive can 1.97 Pitcher Alcohol Mineral oil Liquid Starch Kosher Salt Dessert size paper plates.97 5 pkg 4.85 Liquid laundry soap (medium size) Liter of Cola Dixie cups (700) Fabric scraps (cotton) Bucket Corn Starch Straws (non-bendy) (600) Gallon of Gatorade Gallon of Juice Gallon of Distilled Water Cotton Swabs % Hydrogen Peroxide Yeast (25 individual packets) Gallon of Whole Milk Volt battery (2 pack) Pipe Cleaner (500) Green Paint.97 1 bottle.97 Food Coloring box 1.96 Washable markers Water Soluble Colored Sharpie Markers Spray Bottle Colored Plastic Wrap Plastic Spoons

30 Lesson Plans Materials Budget Materials Budget (cont.) Supplier Item Description Cost Quantity Total Cost Wal-Mart Sugar Cubes Ziploc Plastic Food Storage Containers Playground Sand Sam s Club Clear Cups (1,000/100 per pack) pkgs Radio Shack Buzzer Model Frey Scientific Applying the Scientific Method Kit Nasco Teaching Chemistry with Toys SB33440M Space Sand SB43147M Student Times TB17781M Beakers SB Flasks 125ml SB02764M Flasks 500ml SB2766M Flasks 1,000ml SB02767M Cool Chemistry Connections SB44643M Steve Spangler Water Gel Powder (1 lb) Water Jelly Crystals (1/2 lb)wsac Insta-Snow Powder (1 lb) WSNO UV Energy Beads (250 beads) WUVB Mega Play and Freeze WFRZ Magnetic Wands (15 wands) WMWD True Colors WTIN Sharpie-Pen WSRP Tye-Dye Lab Coats WTDC-100 small WTDC-200 medium Clear Spheres Kit Large Growing Alligator (10 pk) WALG Small Growing Alligator (10 pk) WALG Dollar Tree Growing Capsules Hillary Hendrix Inwood Elementary Teacher School: Subtotal $ Tax if applicable Shipping if applicable TOTAL BUDGET AMOUNT $800.32

31 Rubric