Implementation and Design of a Physical Science Program ...schd.ws/hosted_files/americanmontessorisociety2017/67/YearLong... · Implementation and Design of a Physical Science

Implementation and Design of a

Physical Science Program for

4th and 5th Level Students

Part 2

By Dr. Katherine Rader

Country Montessori School in Poway

June 2012

Revised February 2017

Special Credit: Editing & Kit Design

(Ms. Vicki Rehkopf & Mr. Rexford Hill) Submitted to the Montessori Center For Teacher Education in San

Diego, CA, in Partial Fulfillment of the A.M.S.-Elementary Certificate

June 2012

AUTHOR’S NOTE When I first began teaching as an assistant with Ms. Rehkopf, the Upper Elementary Lead, she

put me in charge of improving the Physical Sciences Program for 4th and 5th Level students. In

parallel, Ms. Rehkopf taught the Life Sciences. Since we did not have a complete Physical

Science Manual for Upper Elementary or science kits at that time, my Year Long Project focused

on creating a more cohesive program for the Physical Sciences. I could not have completed this

without the aid of my husband Mr. Rexford Hill, a computer and electrical engineer. Since then

Ms. Rehkopf and I have revised the program and mixed it up so that we each teach parts of

Physical and Life Sciences. Additionally, we have been expanding our science curriculum to

include many more Engineering Units and coding. (Feb. 2017).

Implementation of a Physical Science Program

TABLE OF CONTENTS

Part 1 1. INTRODUCTION

2. 4TH & 5TH LEVEL SCOPE & SEQUENCE

3. SAFETY FIRST

4. MEASUREMENT

5. ELECTRICITY & MAGNETISM

6. WEATHER

Part 2 7. THE STORY OF THE UNIVERSE

8. PHYSICAL VS. CHEMICAL CHANGES

9. DISCOVERING DENSITY

10. THE STORY OF THE ELEMENTS

11. ROCKS AND MINERALS

12. SCIENCE FAIR

13. ADDENDUM- HANDS-ON-SCIENCE

Big Bang

Story of the Universe

TABLE OF CONTENTS

1. Great Lesson: Birth of the Universe

2. Electromagnetic Spectrum

3. Stars/ Birth of our Solar System

4. Orbits

Return to Main Table of Contents

Great Lesson: Story of the Birth of the Universe

Great Lesson: Story of the Birth of the Solar System

Resources:

The First Three Minutes by Nobel Prize Winner Steven Weinberg

Universe The Definitive Visual Guide by Smithsonian Institute

Science Photo Cards Our Solar System and Beyond by Creative

Teaching Press

14 Laminated Photos of different Galaxies printed from the

internet.

“The Creation of the Solar System” from The Mind of Mankind by

DL Hamilton

Glass marbles and beads to represent neutrons, protons, and

electrons. White felt drawn with Bohr’s model rings.

We use the photos, the balloon model of the expanding universe and

glass marbles and beads as visual aids as we tell the Great Lesson.

FYI: We cover States of Matter from the chemistry unit before

telling this story. Students must also be familiar with graphing and

range this was covered in 4th Level and spiraled into 5th level at the

beginning of the year.

Contents:

Balloons

Bicycle pump

Bicycle tire valve

Flexible measuring tape

Expanding Universe Experiment follows the procedure at the following web site.

http://www.exo.net/~pauld/activities/astronomy/universalballoon.html

Expansion of the Universe Balloon Model

Partially Expanded Totally Expanded Change from

Before to After Dot Initial Distance from

Dot #1 using tape

measure

Dot Final Distance from

Dot #1 using tape

measure

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

Expansion of the Universe Balloon Model

Partially Expanded Totally Expanded Change from

Before to After Dot Initial Distance from

Dot #1 using tape

measure

Dot Final Distance from

Dot #1 using tape

measure

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

Graph paper to graph data.

Return to Story of Universe Table of Contents


Electromagnetic Spectrum

Students learn that scientists study the starts by studying the

unique electromagnetic spectrums of the stars and galaxies.

Students study a print out of the electromagnetic spectrum. They

use the spectroscope and prism diffraction glasses along with the

wavelength and spectrum Demonstrator (NASCO) to explore

the visible spectrum and splitting of light. The students can take

the spectroscope and prisms of various shapes off the shelves to

further explore this phenomenon.

Students use the ETC Press “Novas and Supernovas” Exercise

to identify Mystery star spectra.

Students learn about wavelength and amplitude. At the end of

the unit, we do a demonstration with springs (wave

demonstrator: NASCO).



Stars/ Birth of Our Solar System

Students “Explore How a Protostar becomes a Star”. This lesson

is from the North American Montessori Album Matter and

Astronomy 6-9

We take notes and use the animations and interactive websites

on stars from classzone.com including a Star’s Life (see weather

section for information on how to access it.)

They also use a print out of ES2803 Peak emission Wavelength

and Temperature from classzone.com along with Student

Exploration: Star Spectra from Gizmos to look at classes of stars

and learn that our sun is a medium sized yellow class G star.

https://el-gizmos.s3.amazonaws.com/materials/StarSpectraSE.pdf

We read parts of the “Creation of the Solar System” by

Hamilton.



https://el-gizmos.s3.amazonaws.com/materials/StarSpectraSE.pdf

Orbits

Students explore the relationship between gravity and orbits.

Circular Motion

Contents:

Steel ball

Plastic ring

Gravity and Orbits: Investigating the Period of Revolution

Contents:

Styrofoam ball

Narrow tubing

Fishing line

Clear plastic tube

Washers (for weights)

(Students fill out table and graph

data.)

Note: these kits are from WARD'S Gravity and Orbits

Lab Activity | Ward's Science

https://www.wardsci.com/store/product/8876171/ward-s-gravity-and-orbits-lab-activity

https://www.wardsci.com/store/product/8876171/ward-s-gravity-and-orbits-lab-activity

Preferential Rusting Experiment

Physical vs. Chemical Change Experiments

TABLE OF CONTENTS

1. Author’s Note

2. Rusting

3. Physical vs. Chemical Change Lab

4. Study of Matter

5. Kitchen Chemistry


Author’s Note:

I am providing a brief overview of this unit with some examples. I will

not go into as great a detail as I have done with the other sections. Most

elementary classes will not have the resources and time to cover what

we do. Both the Physical vs. Chemical Change Lab and Kitchen

Chemistry Lab are for 5th levels only and are run by two teachers while

the rest of the class is on a field trip. We call it an “in-house” field trip.

There are multiple labs over 3 hours total for each “in-house” field trip.

Plus, there is another 45 minutes the next day to analyze and discuss the

experiments. Both “in house” field trip has labs that require working

with flame/ alcohol lamps with full safety gear including Plexiglas

shields that we built and face shields. Having had previous lab training

and experience, I was able to train our assistant. We work together to

keep this lab as safe as possible for the students. The students also sign

a Safety Agreement that outlines the expectations.

Preferential Rusting

Contents:

Test tube rack

150 mm Test tubes (Lid is not

necessary)

Salt water (saturated solution)

Iron nails (sanded with grinder)

Bare Copper wire

Zinc wire already twisted around nail.

Aluminum foil twisted into wire

FYI: The rust ruins the test tubes so

know that these are disposable and

need to be replaced each year. I peel

off the label and place it on a new test

tube after we are done. Sometimes, I

can save one.

Students have a choice of three

different rust experiments

Preferential Rusting, Effect of Salt

Concentration on Rusting, or

Protective Coatings. Each is set up

like a kit in the Sterilite modular 1.2

or 2.7 qt. latch box from Walmart.

The example that we are giving is

Preferential Rusting. We purchase the

nails from Home Depot and the bare

copper and zinc wire as well as 150

mm Pyrex test tubes from Amazon.

Preferential Rusting Experiment.

Set up the experiment pictured below.

Aim- to see how different metals affect the rate of rusting of iron.

Materials/Apparatus:

-Zinc wire 1/8th inch diameter

-Copper wire (Bare wire)

-Aluminum wire foil.

-4 iron nails (pre-sanded with grinder)

-4 test tubes

-test tube holder

-Saturated salt solution (~100 g. NaCl to a quarter of a liter or cup of water)

Method-In the first test tube, place a plain iron nail. This will be the control. It will show us

what would happen to the nail without any intervention. Roll aluminum foil into a strip. Wrap

the aluminum foil strip on a nail. Place it in the second test tube. Wrap the copper ribbon around

a nail as pictured and place it in the third tube. Wrap the zinc ribbon on another nail as shown

and place it in the fourth tube. Fill each tube with saturated salt water and leave standing for 4

days. The set up should look like this.

Nail Nail Nail Nail

+ aluminum + copper + zinc


Discussion: Discuss results.

Compare the rusting in each test tube. What can you say?

Is there any rusting in the tube with zinc ribbon? Explain. What is the white precipitate at the

bottom of the tube?

Investigate what a sacrificial anode is. “Different metals react with the salty water at different

rates. Aluminum reacts faster than iron, so it rusts in preference to iron. As it does so it provides

the iron with extra electrons which protect it from being corroded; it is a sacrificial anode (Green

Planet Solar Energy Nail Rusting Exp.).”

Define sacrificial anode:

Where is a sacrificial anode likely to be used?


Nail Nail Nail Nail

+ aluminum + zinc + copper

Return to Physical Vs. Chemical Changes Table of Contents


Physical vs. Chemical Change Labs

Students are in two groups.

1. Group A: FeS experiment

2. Group B: Extracts perfumes.

Iron Sulfur Experiment

I use the FeS handouts that were part of our Upper Elementary training. The students

mix Fe filings and Sulfur powder and use a magnet to separate the two. Then they

heat the mixture over an alcohol burner. You can find a similar procedure online.

Iron & Sulfur Lab

www.chsd.us/~mbendele/7th%20physical%20science/sulfur%20&%20iron%20lab.doc

Sulfur and Iron Lab. Background Information: *

Prior to doing the experiment, we use plastic interlocking blocks of different colors to

determine a mixture versus a pure compound based on ratios. The elements in a pure

compound are in fixed ratios. Students have had ratio math lessons prior to this.

FYI: We use a Scout Pro electronic analytical balance and weigh boats to measure the iron

filings and sulfur powder. Since we do not have a ventilation hood, we do this experiment

outside as seen in the video from the “Hands On Science” presentation. The students

practice handling test tubes with the test tube clamp prior to actually doing the experiment.

Students wear full safety gear. Students work behind handmade Plexiglas shields on a

metal camping table.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=16&ved=0ahUKEwiy9q7Zwq7SAhWJh1QKHaeMDc8QFghlMA8&url=http%3A%2F%2Fwww.chsd.us%2F%7Embendele%2F7th%2520physical%2520science%2Fsulfur%2520%26%2520iron%2520lab.doc&usg=AFQjCNHGCKU614I3WL5YcfAsj1LMzT3CPw

FeS Mix

Holding magnet underneath weigh boat Heating FeS

Students wear full safety gear.

Extracting Perfumes Experiment

Students add one plant specimen to 75% proof Everclear Grain Alcohol in small vials. The

specimens can be flowers: lavender or rose; peels: lemon or orange; or spices: cardamom,

cinnamon bark, vanilla beans, or cloves. They work in groups and only add one specimen per

vial. They get to add any combination of items to one amber 2 oz glass bottle with glass

eyedropper (Amazon). In December, they get to wrap the bottle as a gift. Students smell the

perfume safely. Although they usually do not prefer to wear the perfume, we instruct them that

they can put one drop on their wrist.

FYI: Students wear full safety gear when making perfume. It is now illegal to purchase

75% proof alcohol in many states. So purchase the highest proof that is legal.

Adding alcohol to amber bottle Smelling Scent Safely



Study of Matter

A brief study of matter is necessary before we go into the science of chemistry, weather, etc.

(Reference: Annenberg Learner Essential Science for Teachers: Physical Science)

1. Matter vs. Non Matter

2. States of Matter

Matter Not Matter

flour echo

air shadow

tree space

grain of sand heat

mountain rainbow

moon radio waves

sun x-ray

iceberg thunder (soundwave)

particle of chalk laser beam

river gamma radiation

cloud

flame

alpha radiation

electron

Matter Not Matter

echo iceberg

shadow heat

flour particle of chalk

air river

tree cloud

grain of sand radio waves

mountain x-ray

space thunder (sound wave)

moon flame

rainbow alpha radiation

sun laser beam

electron gamma radiation

States of Matter

Solids Liquids Gases

Holds Together

Strong and Sturdy

Hard

Holds Shape

Easily Divided

Take Shape of

Container

Can Change

Volume

Students squeeze a solid block, water in a zip lock bag. They squeeze air in a large 60 ml syringe

with the plastic end ground down and of course without a needle by putting their palm on one

end to block the air and squeezing the plunger. The air is compressible. Then students suck up

water into the syringe and try squeezing the plunger while blocking the hole with their palm.

The teacher should assist with this and students should wear goggles so as not to get sprayed in

the eye if a student’s hand should slip. (Reference: Annenberg Learner Essential Science for

Teachers: Physical Science)

States of Matter Teacher prepares the ingredients for Oobleck. Students make it and observe its properties. They

place it in a glass beaker for 10 minutes to see what happens. Finally, they decide if it is a liquid

or solid and do research on how scientists classify this substance.

Mystery

Substance

Holds Together

Strong and

Sturdy

Hard

Holds Shape

Easily Divided

Take Shape of

Container

Can Change

Volume

Jefferson Lab Hands-On Activities has the directions for making Oobleck.

http://education.jlab.org/beamsactivity/6thgrade/oobleck/overview.html



Kitchen Chemistry

Students explore “Chemical and Physical Changes in Your Kitchen.”

[PDF]Chemical and Physical Changes in Your Kitchen - UGA Extension

extension.uga.edu/k12/science-behind-our-food/.../chemphyschangesinkitchen.pdf

Chemical and Physical Changes in Your Kitchen. Annotation. This lab helps students to

understand the difference between chemical and physical changes.

Students look at What is a mixture and what methods can be used to easily/ physically separate a

mixture into pure elements or compounds.

They also explore conservation of mass through 3 experiments: “Mixing Alcohol and

Water”, “Yeast Fermentation”, and “Making Soda”.

After they complete the experiments, they fill out the following work sheet based on their entire

chemistry unit.



http://extension.uga.edu/k12/science-behind-our-food/lesson-plans/chemphyschangesinkitchen.pdf

Experiment

Describe what was

done at each task

Observed Effect

Physical or

Chemical Change

Rust

Expose a nail to water

Expose a nail

wrapped in zinc to

water

Soda

Dissolve sugar in

H2O.

Dissolve CO2 in

water.

Sand/ Water

Add sand to water.

Filter sand from

water.

Alcohol

Add alcohol and

water.

Add alcohol to paper.

Add cloves to alcohol.

Boil Alcohol and

H2O.

Ferment

Dissolve yeast in

warm water, sugar

FeS

Heat iron and sulfur.

Station

Describe what was

done to change the

food at each task

Observed Effect

Physical or

Chemical Change

Ex

Ex. Mash Cooked

Potatoes

Ex. Smoother consistency, tastes

the same

Ex. Physical

1

Melt marshmallow

Burn marshmallow

Rip marshmallow

2

Melt ice

Boil water

Evaporate water

3

Dissolve salt in water

Dissolve Alka-Seltzer

in water

4

Melt chocolate

Burn chocolate

Students do get to taste food and make S’mores. They do not taste

Alka-Seltzer.

Mixing Alcohol and Water Experiment

Students do not taste.

Yeast Fermentation Experiment

Students do not taste.

Making Soda Experiment

Teacher dissolves carbon dioxide in water using Soda Siphon and carbon dioxide cartridges.

A very small amount is distributed to a Dixie cup.

Students do get to taste. Return to Physical Vs. Chemical Changes Table of Contents


Discovering Density

TABLE OF CONTENTS

1. Volume Displacement

2. Intrinsic vs. Extrinsic Property of Matter

3. Sinking and Rising

4. Archimedes

5. Equal Mass Density Experiment

6. Density Column

7. Density Cube Labs


Objective: Determining Volume by Displacement of Water.

Materials

• One 100 ml graduated cylinder

• Centimeter cubes that sink in water

• Ten rods that sink in water.

• Plastic micropipette.

• Water

• Vernier calipers

Method: Part 1

• Measure the centimeter cube using the calipers. What are the

dimensions?

Length= _______cm Width = _________cm Depth = ___________ cm

Volume = Length x Width x Depth = _______ cm3

• Fill the graduated cylinder to the 70 ml mark. Use the plastic

micropipette to adjust the volume.

• Drop a blue centimeter cube into the water. Record the new volume.

Drop a second blue centimeter cube into the water and record the new

volume.

Centimeter Cubes Volume in milliliters

one cube

two cubes

three cubes

four cubes

five cubes

• The volume of 1 cubic centimeter is the same as ________________.

Method: Part 2

• Try the experiment with the orange ten rods.

Intrinsic or Characteristic Properties do not change with size or amount of the

material.

Examples:

Extrinsic Properties are dependent on the size of the sample. This means they

will change if the size of the sample is changed.

Examples:

Matter: anything that

________________________________________________________

Intrinsic or Characteristic Properties do not change with size or amount of the material.

Example Given by actual student teams:

Type of material State of Matter

Atomic structure Reactivity

Color Taste

Flammability Texture

Conductivity of electricity Conductivity of sound

Melting point Conductivity of light

Extrinsic Properties are dependent on the size of the sample. This means they will change if

the size of the sample is changed.

Examples:

Position in space time

Time to complete melting

Gravitational pull Speed

Weight/ mass Volume

Matter: anything that ________takes up space and has mass______________________

Liquid Plasma

Solid BEC (Bose Einstein

condensate)

Gas

Sinking and Rising

Contents:

Digital scale

Water bucket

Samples: foam, wax, wood, plastic, metal

Is there an intrinsic or extrinsic property of matter that causes rising or

sinking? Ask the students to design an experiment or way to test this.

(Resource: Annenberg Learner Essential Science for Teachers: Physical Science)

Return to Discovering Density Table of Contents


Sinking and Rising

Purpose: To determine what intrinsic or extrinsic property of matter

causes rising or sinking.

[define: matter, intrinsic, extrinsic]

Materials: Various objects, water, clear container to test rising and

sinking, analytical balance.

Background: Objects rise or sink in water. There must be some special

property that causes it. What properties should we test?

Intrinsic Extrinsic

Procedure: Hold object under the water. Observe and record does it

rise or sink?

Sinking and Rising

Students will suggest that we test density, types of materials, weight/ mass, shape,

volume, or size place each in the correct category.

Intrinsic Extrinsic

Density Weight/ mass

Types of Material Shape

Color Volume

Size

Sinking and Rising

Archimedes

Contents:

Overflow can

Scales

Density blocks

Iron

Brass

Aluminum

Lead

Graduated cylinder

Measuring cup

Tray

FYI: We replaced this with the “equal mass set” to

quantitatively measure density as it is easier.



Equal Mass Density Experiment

Purpose: To calculate densities of objects and predict whether the item will sink or rise

in water.

Background: Objects will rise if they are less dense than the liquid in which they are

immersed (completely covered by the liquid). Water has a density of 1.0g/ml.

Prediction: We predict that object will rise if their density is less than 1.0 g/ml.

Materials: Overflow can or graduated cylinder. Equal Mass Set. Water.

Procedure:

1. Immerse these specimens, one by one, into water so that the water is displaced

into another vessel. This works best using an overflow can or a graduated

cylinder.

2. Measure the amount of water displaced each time.

FYI: A graduated cylinder must be used for the smallest and largest cylinders.

Equal Mass Density Experiment

Density Column

Contents:

(SchoAR Chemistry Density Column

Demonstration Kit)

250ml Graduated cylinder

Measuring cylinders/beakers

Samples:

Ethanol + blue food coloring

Vegetable oil

Water + red food coloring

Soap

Corn syrup

Relate to layers of the Atmosphere

Montessori Material.



Objective: Identify the material by computing the density.

Materials

• Four density cubes made of metal

• analytical electronic balance

• Calipers

Method: Part 1

• Weigh the cubes using the electronic balance.

• Measure the sides of the cubes using the calipers. What are the dimensions?



Density Cubes Mass in grams Volume in milliliters Density in g/ml

Silver cube

Black cube

Gold cube

Copper cube

• How are these cubes similar? _____________________________.

• How are the cubes different? _____________________________ .

Method: Part 2

• Can you determine which of these is an alloy? An alloy is made of two or

more elements. (Hint: Check the periodic table.)

Fill out the Table below. List identifying characteristics and approximate densities for

materials in this set. Materials are Copper, Brass, Steel, and Aluminum.

Characteristics Material Density (g/ml)

Silver cube

Black cube

Gold cube

Copper cube

Metals


Materials

• Four density cubes made of plastic


• Calipers

Method

Part 1






Grey cube

Clear cube

Opaque white cube*

White cube

* Opaque means not transparent or not able to see through.



Part 2 Can you predict which of these will float in water based on density?

Was your prediction correct?


materials in this set. Materials are from least dense to most dense; Polypropylene, Nylon,

Acrylic (clear), and PVC.


Grey cube

Clear cube Acrylic

Opaque white cube

White cube

Plastics


Materials

• Four density cubes made of wood


• Calipers

Method: Part 1






Thin Grained Cube

Thick Grain- Pine Smell

Thick Grained Cube

Dark Wood Cube



Part 2 Can you predict which of these will sink or rise in water based on density?

Was your prediction correct?


materials in this set. Materials are from least dense to most dense; Pine and Popular are

about the same and the least dense, Oak, then Lignum Vitae (the densest).


Thin Grained Cube

Thick Grain- Pine Smell

Thick Grained Cube

Dark Wood Cube

Wood

Periodic Table Blocks

Story of the Elements

TABLE OF CONTENTS

1. Shelf Material

2. Periodic Table Study

3. Element Study

4. Storyboard for Elements of a Smart Phone


Shelf Materials:

ScholAR Chemistry Periodic Puzzle;

Theodore Gray: The Elements; In Print-

Atom Model; Periodic Symbol Match;

periodic table placemats, three part cards,

felt Bohr’s Model and beads/marbles to

represent electrons, protons, and neutrons;

cubes for Daqri 4d elements App;

Study of the Periodic Table:

Using the website, Annenberg Learner Interactive Periodic Table, we begin our study of the

Periodic Table. We work our way through “Atomic Basics”, “It’s Elementary”, and “What’s in

the Box”. The students use the interactives. They also watch Hunting the Elements.

We then use worksheets to go through the groups of the Periodic Table and label them on a blank

chart. Next we work through worksheets on families and the “Stuff Our Word is Made Of” from

The Atom published by Mark Twain Media, Inc.

Return to Story of Elements Table of Contents


Study of the Elements of a SmartPhone:

The students study a poster of the elements of a smart phone.

http://www.compoundchem.com/2014/02/19/the-chemical-elements-of-a-smartphone/

Each student chooses a different element. They are now ready to begin their Element Study.

We give a lesson on how to find each part.

• The origin of the name is found in Nature’s Building Blocks by John Emsley.

• Interesting facts and electron shells can be found in Theodore Gray The Elements.

• The periodic table placemats have the electron shells and other properties.

• The Periodic Table Elements with Style is a good resource for interesting facts.

Next, students fill out the Element Study work sheet. They are then ready to research how their

element is important to the smart phone. We use the Minerals to Market Curriculum developed

by Roger Pence. We have adapted it to our 5th level class. Here is an example of a single

student’s movie.

https://www.youtube.com/watch?v=USRToJsP4S8&feature=em-upload_owner

We put all of the videos together to make a final movie that we publish privately. You can find

Roger Pence’s worksheet “Minerals to Market” at this website under “Digital Storytelling with

iPad and iMovie”.

https://dsinscience.wikispaces.com/

The students create their storyboard using the following pages.



http://www.compoundchem.com/2014/02/19/the-chemical-elements-of-a-smartphone/

https://www.youtube.com/watch?v=USRToJsP4S8&feature=em-upload_owner

https://dsinscience.wikispaces.com/

Element Study

Fill out this facsimile of your element entry on the periodic table.

Where does the element’s name come from?

__________________________________________________________

To what family does the element belong?

__________________________________________________________

What interesting facts did you find out about your element?

__________________________________________________________

__________________________________________________________

__________________________________________________________

Name

V

alen

ce S

hell

s

__________________________________________________________

__________________________________________________________

Writing a Storyboard: The Elements

General rules:

1. Eight scenes. The outline below should give you eight scenes.

2. One sentence per scene, or two short sentences per scene.

3. Think of a picture that reinforces the idea of the sentence.

4. Vary your sentence structure to make it interesting for the audience.

Outline:

1. Introduction (picture of element highlighted on the periodic table)

a. Name the element,

b. Give its atomic number

c. Give position and name of family on the periodic table (lanthanides, actinides,

transition metals, etc.)

2. Characteristics (picture of the element),

a. Brief description of its appearance. [silvery metal, gold metal, black non metal]

b. Include at least one chemical/ physical properties [highly reactive, heavy, morphs into

many forms]

3. Audience hook: Importance/ Use (picture of where it is found in smartphone)

a. Why your element is important to the manufacture of the smartphone?

b. Without it, could we still build smartphones?

4. Rocks containing your element (picture of rocks, volcanoes, etc.)

a. What kinds of rocks is it found in? Igneous, metamorphic, sedimentary?

b. Are other important elements found with your element?

5. Is it hard to extract? (picture of mining equipment)

a. Name its ores or state if it is found by itself.

b. Is it extracted chemically and/or by heating or melting?

6. Major producers (map of producers or the country that produces most of it)

a. State if it’s rare and expensive, or common.

b. State which countries have reserves (rocks) that contain your element?

c. Which countries actually extract and refine the element?

7. Possible problems with taking the mineral from ores to market.

a. Is your element a conflict element; meaning is there a problem with its mining or

extraction [pollution, poor working conditions, danger]?

8. Recycling (picture of broken cell phone/picture of recycling logo/chart)

a. Can your element be recycled from an old smartphone or something else?

b. . Is recycling cheaper than mining ore to extract your element?

c. Is it recycled today, or are there plans to start recycling it?

9. Conclusion (picture of the element again, picture of people using a smartphone)

a. Pick the most important thing from your storyboard and make sure the audience hears

it again.

b. Let the audience know what they can do to help [Recycle, inform].



Sample Rocks under Long Wave UV Light to test for fluorescence.

Rocks and Minerals

TABLE OF CONTENTS

1. Mineral Identification

2. Fluorescent Rocks and Minerals

3. Other Stations

4. Know Wonder Learn


Mineral Identification

Students Choose a mineral and attempt to identify it.

Mineral Identification

Moh’s Hardness Scale

Return to Rocks and Minerals Table of Contents


Materials:

Rock samples

Magnifying glass

Moh’s Hardness Kit

Identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and

hornblende) and ore minerals by using a table of diagnostic properties.

THE UNKNOWN MINERAL__________________________________

COLOR

LUSTER(the way

light reflects off the

mineral)

metallic

non metallic

glassy

adamantine (brilliant)

pearly

waxy

dull

resinous

earthy

HARDNESS MOH’S HARDNESS TEST

Will a fingernail (2.5) scratch the rock/mineral? y/n

Will a copper strip (3.5) scratch the rock/mineral? y/n

Will a steel nail scratch the rock/mineral (5.5)? y/n

Will the rock/mineral scratch a window glass (6.5)? y/n

Will __________________ scratch the rock/mineral? y/n

CRYSTAL FORM Shapeless Well-formed crystal

cubic hexagonal prism pyramid cap

rhombic

CLEAVAGE Good cleavage flat planes Poor cleavage or None

1 direction 2 directions Fracture is splintery,

rough, smooth, crumbly 3 directions 4 directions

6 directions Other

STREAK Color of the powdered form on a streak plate.

Black Gray Red-

brown

Yellow-

brown

SPECIAL

PROPERTIES

Fluorescence Magnetism Radioactivity

Chemical Reaction Optical Properties

SPECIFIC

GRAVITY (heft)

Specific Gravity is the density.

Helpful Tips:

Moh’s Hardness Test: After scratching the sample, brush off the shavings.

If the sample is smooth then it wasn’t scratched. If you find a groove, then the

sample was scratched.

Fluorescence: To test fluorescence, put sample under U.V. light.

Magnetism: Use the magnet to test the sample’s magnetic properties.

Chemical Reaction: Put the sample in vinegar. Look for lots of bubbles.

Optical Properties: Is it transparent (clear)? If clear, does it magnify? Or is it translucent

(lets light through, but not clear)? Or is it opaque (blocks light)?

Do not distribute as this includes copyrighted material.

Color may be used but is not always a good identifier due to many minerals

having the same color or the same minerals having multiple colors. This is true

with quartz. Due to the amount of trace elements in a quartz sample the colors that

can be found range from red to purple and even clear. So as one can see color

would not be useful to identify a quartz sample.

Color- Most minerals cannot be identified by color alone, many have the same color and others

have many colors.


Luster is the shine a minerals might posses. Usually if a mineral shines it will

have a metallic luster. If not it is classified as a non-metallic mineral. For example,

Galena has a shiny appearance like tin foil thus it is a metallic mineral.


Streak is the powder or residue left after a mineral has been scratched on a

streak plate. Note: the color of the powder does not always resemble the color of

the mineral. For example, Galena is a shiny sliver but will leave a dark gray streak.

Hardness is the resistance of a mineral to being scratched. This test is also the

most useful in narrowing down the type of mineral to be identified. The Moh's

Scale of hardness lists ten minerals in order of hardness from 1-10 with 1 being the

softest and 10 being the hardest. Mineral hardness may be compared to other

minerals or to the hardness of common materials such as a fingernail (2.5), copper

penny (3.5), iron nail (4.5), glass (5.5), steel file (6.5), and a streak plate (7.0). See

Moh's Scale of Hardness below.

Moh's Scale of Hardness

The number next to the mineral is also the mineral's hardness. For example, diamond has a hardness of 10

where as calcite has a hardness of 3.

10 Diamond

9 Corundum

8 Topaz

7 Quartz

6 Orthoclase (K-feldspar)

5 Apatite

4 Fluorite

3 Calcite

2 Gypsum

1 Talc

Some common items used for comparison:

5.5 Glass

5.5 Steel Nail

3.5 Penny

2.5 Fingernail


Cleavage or fracture is how the mineral will break apart. If the mineral

break apart in similar pieces it is said to have good cleavage. And if the mineral

breaks like a piece of glass with uneven, jagged edges it would be classified as

fracture. An example of a mineral with good cleavage would be Galena. If Galena

breaks it breaks into cubes called “cubic cleavage”. There are other forms of

cleavage, refer to your text to research them. An example of fracture would be

Quartz. If Quartz were to split it would break in all different shapes and sizes. Due

to this Quartz is said to have good fracture.


Magnetism may be used to identify if a sample has iron (Fe) properties. The

strongest attraction to a magnet will be found in the mineral magnetite.

Lodestone:

The magnetism of this

magnetic variety of Magnetite

is clearly visible

http://www.minerals.net/Mineral/Lodestone.aspx

http://www.minerals.net/Mineral/Magnetite.aspx

Crustal Abundances of Minerals

Fluorescent Rocks and Minerals: Station 2

Black Light, Cardboard Box, Glow Rocks Adventure Guide.

http://www.discoverwithdrcool.com/glow-rocks-fluorescent--science-kit

Other Stations

Students Rotate through Stations over several days. This is to prepare them for the field trip to

the Gemology Institute of America, Carlsbad, CA.

https://www.gia.edu/gem-education/carlsbad

Station 3: Making discoveries about Large Salt Crystals (Searles Lake) LA, Mojave Desert

Station 4: Stereo Microscope: View collection of rocks and minerals under scope.

Station 5: Matching Common Household Minerals with Cards and actual mineral specimens.

Station 6: Sedimentary Rock Science Kit. Match with directions. Station 7: Viewing rock and minerals collections

http://www.discoverwithdrcool.com/glow-rocks-fluorescent--science-kit

https://www.gia.edu/gem-education/carlsbad



Searle’s Lake Crystals: Station 3

Odor and taste may also be used, but these would most likely identify only

two minerals they are: sulfur and halite. (Don’t taste anything!!!!)

http://www1.iwvisp.com/tronagemclub/GEM-O-RAMA.htm

Searle’s Lake

Gem-O-Rama

Station 5: Matching Common Household Minerals with Cards. On the front of the card, you place the mineral information. On the other side, glue a real-life

example. Put a sample of gypsum in a basket of other minerals. (Ref: DK Nature Activities:

Rocks and Fossil Hunter)

Station 6: Sedimentary Rock Science Kit + Identification Key. http://csmres.jmu.edu/geollab/Fichter/SedRx/basickey.html



http://csmres.jmu.edu/geollab/Fichter/SedRx/basickey.html

Know: What did I notice? Learned: What did I learn? Wonder: What I want to know?

Some rocks can glow from

ultraviolet light.

If you hold a rock in regular light it

does not glow, but if you put it under

the [UV] light it glows.

Why do the rocks glow?

We saw there are many types of

rocks.

Magnetite is magnetic. Plagioclase is

found more than any other rock on the

earth’s crust.

How are they magnetic?

We know that there is salt powder

on the salt crystals. They even

come from the mountains.

Salt can form on the rocks. Do not taste

anything. They can come in a lot of

shapes. The larger the specimen, the

more salt is formed.

We know that all rocks are

interesting with their interesting

appearance.

We learned that all rocks have

different appearances. There are many

types of rocks like gemstones,

minerals, etc.

We wonder if any kinds of rocks will

be worth millions of dollars some

day?

They glow because of their

fluorescent coating.

That fluorescent rocks glow. How do scientists classify rocks and

minerals apart?

Pyrite is fool’s gold. UV light is a form of energy. What is the difference between rocks

and minerals?

Fluorescent light was discovered in

1800 by Sir George Stokes.

What makes fluorescent rocks glow?

Microscopes are a very good scientific

tool.

What do they use fluorescent rocks

for?

Plagioclase is the most abundant rock. What is an ultraviolet light?

Why does pyrite look like gold?

How are these rocks magnetic?

Know Learned What I want to know?

It’s small. It can be scratched by a fingernail and

copper.

What is its name?

It’s blue. It will scratch a glass and a nail. What makes it blue?

It’s sparkly. Its streak is blue. What is it made out of?

It shines in the light. Crystals are made up of atoms and

molecules.

What happens if you put it in

vinegar?

The purple one is amethyst. Gold has been used for thousands of

years.

How did it form?

Some are smooth. Only a few rocks are magnetic. Why does it look like a broccoli?

Some things look bumpy, but aren’t. Why is it white on the bottom?

What makes rocks shine & sparkle?

What gives rocks different textures?

What gives rocks color?

Why is pyrite called fool’s gold?

Why is the okenite furry?

The white powder is salt. The rocks are sulfur and halite. How did they get their shape? Form?

They are from a lake. Some rocks glow purple and others

orange.

What makes them glow? How/ why

is UV light bad for your eyes.

Visible light is in the middle of the

spectrum.

Some rocks don’t glow.

UV light is bad for your eyes.

5th Level Science Project

Thermal Conductivity

Preparing for Science Fair:

Metal Transfer Heat Conductivity Apparatus from NASCO. Students from 5th level mentor 4th

level students while doing this lab (two groups of two at a time). Students learn how this

experiment can be turned into a science fair project. They then do their own project.


Contents:

Stand with clamps

Glass bowl with hot

water

Thermometer

Digital timer

Metal samples with

attached thermometers

Steel

Copper

Brass

Zinc

The Science Fair involves 3rd, 4th, and 5th level students. We have judges who are scientists, engineers, and science teachers; many are

from outside the school. Over the years, we have streamlined the process to follow the guidelines of our local Science Fairs.

Addendum Hands On Science

TABLE OF CONTENTS

1. Cross Curricula

2. Food Chains

3. Anatomy

4. Games

5. Technology and Engineering


Author’s Note:

This Addendum includes slides, lists of resources, and

procedures, from the Hands-On-Science Presentation that are

part of our Life Science and Engineering. We do not include the

entire scope of our curriculum here.

Cross Curricula

History/ Anatomy: Making Anatomy/ Art: Sculpting Skull

Lucy’s Skeleton for Early Man for El Dia de los Muertos

Presentation

Geometry/Anatomy: Paula, a physical therapist, shows students

how to use a goniometer to measure angles of joints.

Return to Addendum


RANGE OF MOTION CHART

JOINT NORMAL STUDENT

Elbow flexion 145 degrees

Elbow extension 0 degrees

Knee extension 0 degrees

Knee flexion 135 degrees

Ankle dorsiflexion 20 degrees

Ankle plantar flexion 45 degrees

Food Chains

Students use the games Into the Desert, Into the Forest, and Krill to set up a food web that they

copy onto a work sheet from our Zoology Album. The students then draw the animals on

cardstock and chain the pictures together with paper clips.

Field Trip to San Elijo Lagoon “Energy Pipeline” from Project Wild K-12 curriculum

Items in the box are purchased from the Dollar Store.

We use beans as the “calories”

The picture of the sun is from Science Photo Cards Our

Solar System and Beyond by Creative Teaching Press

Return to Addendum


Anatomy

Brain Hat from Salk Institute 3 Part Cards: Systems: Montessori Research&Development

Digestion Activity (cards below) Digestion Experiment (procedure below)

Return to Addendum


Mouth

Stomach

Large Intestine

Small Intestine

Esophagus

Prepare the stations ahead of time.

Station 1: Mouth

• A baggie with rice cereal and a large multivitamin.

• Small spray bottle

• Cloth or paper towels

Station 2: Esophagus

• Long handmade cloth tube or cut tube sock

Station 3: Stomach

• Eye dropper bottle with vinegar

Station 4: Small Intestine

• Twizzers

• Cloth or paper towels

• Long (longer than large intestine)handmade cloth tube

Station 5: Large Intestine

• Small sponge

• Paper towels

• Long (longer than esophagus) handmade cloth tube

Answers

Mouth – mechanical digestion, saliva, chemical digestion, bolus, begin the digestion process,

esophagus

Esophagus – peristalsis, move the bolas to the stomach, stomach

Stomach – gastric acids and gastic enzymes (HCL and Pepsin), muscular contractions of

stomach, speed the chemical break down of the bolas, small intestine

Small Intestine – large intestine, absorb vitamins and minerals and store waste products, stomach

Large Intestine- small intestine, absorb water, store waste products not absorbed by the small

intestine, eliminate waste products

Return to Addendum


Which organ am I? ______________________________________.

With the bag closed, use your fingers or fist to crush the food.

What kind of digestion does this represent?

_____________________________________________________.

Open the bag and spray some water onto the food.

What does the water represent?

_____________________________________________________.

What kind of digestion does this represent?

_____________________________________________________.

What is the chewed food called?

_____________________________________________________.

Close the bag and pass it on to the ________________________.

What are my primary jobs in the human body?

______________________________________________________.

Which organ delivers food to me?

______________________________________________________.

Which organ am I?___________________________________________.

Squeeze the bag back and forth gently for several seconds.

Push the bag through the sock.

What does this action represent?

_________________________________________________________.


What is my primary job in the human body?

______________________________________________________.


______________________________________________________.

What organ am I? _______________________________________.

Open the bag and add several drops of acetic acid (vinegar) on the food.

What is normally present in this organ/what does the vinegar represent?

______________________________________________________.

Close the bag and squeeze it gently for several seconds.

What does this action represent? __________________________.



______________________________________________________.


______________________________________________________.

What organ am I? _______________________________________.

Squeeze it gently for several seconds.

Open the bag and remove the vitamin.

Close the bag and insert in cloth tube. Push through to end.

Pass it on to the ________________________.


______________________________________________________.


______________________________________________________.

What organ am I? _______________________________________.

Open the bag and use the sponge to soak up as much of the liquid as possible.

Close the bag and insert in cloth tube. Push through to end.


______________________________________________________.


______________________________________________________.

Effect of Pepsin on Egg-White Suspension.

Background: What is gastric juice? Gastric juice in the stomach helps digest food. It contains

hydrochloric acid (HCl), pepsin, water, and other enzymes. Enzymes found in the stomach like

pepsin can modify or breakdown proteins. Since egg white is made of a protein called albumen,

we predict that we can break down the egg white by placing it in a simple gastric juice composed

of pepsin, water, and HCl.

The Big Question: What substances in gastric juice help us break down egg white?

Prediction: Our simulated gastric juice of pepsin and HlL in water will break down the

albumen.

Hypothesis: Both the pepsin and HCl are needed to break down the albumen because (give a

scientific reason)

______________________________________________________________________________

Experimental Design:

Test Tube # Contents Expected Outcome Actual Outcome

1 Water only (control) + egg white No break down

2 Water + pepsin + egg white

3 HCl only + egg white

4 Pepsin + HCl + egg white

5 Baking soda + water + pepsin

+ egg white

Effect of Pepsin on Egg-White Suspension.

For the Teacher:

Prerequisites: Students watch Bill Nye The Science Guy Digestion and Human Body in Action

Digestive & Excretory Systems. Note: When the students watch the Human Body in Action video,

skip over the Busy Body experiment on Pepsin so that you don’t give away the conclusion.

Materials: (see list)

Procedure: (Note: depending on your student’s level and time; you can provide the

procedure or you just write it on the board and they follow it.)

Step 1) Cut egg white and tie string to egg pieces.

Step 2) in tube #1; 10 mls of distilled water

Step 3) in beaker A; Pipette 25 mls of water, add 1.5g of pepsin (6% solution of pepsin in H2O)

Step 4) in tube # 2; 10 mls of step 3 solution into test tube 2

Step 5) in tube # 3; 10 mls of 0.1 normal HCL into test tube 3

Step 6) in beaker B; 25 mls of 0.1 normal HCL + 1.5 g of pepsin (6% solution of pepsin in 0.1

N HCl)

Step 7) in tube #4; 10 mls of step 6 solution in test tube 4

Step 8) in beaker C; 25 mls of water + 1.5 g of pepsin + 0.3 g of baking soda (6% pepsin in

NaHCO3)

Step 9) in tube #5; 10 mls of step 8 solution

Step 10) Suspend egg whites in test tubes

Step 11) Leave at room temperature for several days. Observe each day.

*Dispose of excess solutions properly. Because it is diluted it can be put down the drain.

Materials List

• Safety Goggles

• Lab coat or apron

• Gloves

• 10 ml, 25 ml pipettes and pipette

pump

• 0.1 N Hydrochloric Acid (HCl)

• Distilled Water

• 5 Test tubes labeled 1-5

• Test tube rack

• 3 Beakers labeled A,B,C

• 10 stirring sticks

• Pepsin powder

• Baking Soda

• Thread

• Four cubes of egg whites

Games

Game Source

Rocks & Minerals Rocks & Minerals Bingo Quizmo Amazon

Adventure Earth Lakeshore

Food Chains Krill Ampersand Press

Into the Desert Ampersand Press

Into the Forest Ampersand Press

Compost Gin Acorn Naturalist

King of the Jungle Lakeshore

Physical Science Power Surge Lakeshore

Solar System Wiebe-Carlson

Anatomy Skeleton’s in the Closet Learning Resources/ Amazon

Systems of the Human Body NASCO

Return to Addendum


Technology and Engineering

Anatomy Apps

DAQRI Anatomy I- Cell

Other Anatomy Apps:

• AnatronicaPro (Peels away all systems)

• MB Anatomy (skeletal muscular)

Physical Science Apps, Interactive Websites, Digital Story Telling

See “Story of Universe”, “Weather”, “Story of Elements”.

Engineering Kits:

Marshmallow and toothpick towers

Lakeshore STEM Learning Labs:

• Don’t Lose Your Marbles

• Real Word STEM-Challenge Kit

Engineering is Elementary Curriculum Units:

• Insects: Designing a Hand Pollinator

• Human Body: Designing Knee Braces

• Magnetism: Designing MagLev Systems

Programming Robots

MBOT MAKE BLOCK

Return to Addendum


Documents

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