Life Science Worksheet - Saginaw Valley State University · Life Science Worksheet GRADE LEVEL: First Topic: ... Describe the basic requirements for all living things to ... Needs

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Life ScienceWorksheet

GRADE LEVEL: First

Topic: Ecosystems

Grade Level Standard: 1-2 Explain ecosystems.

Grade Level Benchmark: 2. Describe the basic requirements for all living things to

maintain their existence. (III.5.E.2)

Learning Activity(s)/Facts/Information

Central Question:How is energy distributed to living things in anecosystem?

1. Air Pollution

2. How can we improve our environment?

3. What is Litter?

Activity is attached

Resources

Process Skills: Observing, Classifying, Gathering, Recording data, Interpreting data

New Vocabulary: Needs of life: food, habitat, water, shelter, air, light, minerals;

litter

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AIR POLLUTION

Michael Bird-BoyTomie dePaola

Englewood Cliffs, N.J.:Prentice Hall, 1975

Summary

A large black cloud causes many changes in the environment of a young boy. When Michaellocated the factory that is producing the pollution, he helps to solve the problem..

Science Topic Areas

Air pollution and its effects, pollution control, weather, seasons of the year, bees and honey,manufacturing.

Content Related Words

Pollution, environment, assembly line, sequence, factory.

Activities

1. What is pollution? Does your local newspaper contain a pollution index or other type ofreport on pollution in your area? Do you have a TV weather channel or newscast thatreports the amount of pollution? Record this information and see how it changes over anumber of days.

2. You are running for political office and believe air pollution must be lessened oreliminated. How many different arguments can you find to support your cause? Assignsmall groups of children to act as your speech writers to develop a short TV spot dealingwith various issues. Or stage a short interview with people who are greatly affected by airpollution, such as those with respiratory diseases.

3. If you could interview a bee, flower, or animal, what might they have to say aboutpollution? Write this story from their point of view.

4. Air pollution is only one form of pollution. What other kinds are a problem? Do theseexist in your neighborhood or town? What about in your own home, its problems, andwhat is being done? Acid rain is a good example that is often in newspapers and magazines,and on TV.

5. Young people can fight solid waste pollution by participating in litter cleanup programs andgathering empty bottles for recycling or refunds. Be a part of a project of this type.

6. What can adults do to help lessen pollution? What can politicians or factory owners do?How could you let your views about pollution be known by persons in power? Carry outsome of your ideas.

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7. That book shows how plants and animals are affected by air pollution. How are objectsaffected?

a. Divide the class into groups and assign them to various outside sections of theschool building. Do they see dirt and discoloration or other signs of pollution?Mark the areas with colored stickers, then have the class as a whole examine thevarious sites and discuss the problem.

b. Others might visit an old cemetery to see which tombstones have been affected bypollution and weathering. List the death dates that appear on the ones more severelyaffected.

c. Hang a white cloth out the school window. Examine it after a few days and see howit has changed. (Rain can ruin the effect so try to do this on dry days.)

d. Melt snow, then pour it through filter paper or a clean cloth. What do you see?

e. Help someone wash a car? What does it look like after sitting outside for a day orso?

8. Michael Bird-Boy loved nature and did not want it ruined by pollution. Select one thingyou love about nature that could be adversely affected by pollution and write about it. Tellwhy you like it and how pollution could hurt it. Perhaps this is something that has alreadyhappened (e.g., toxic chemicals in your favorite fishing stream.).

9. If possible, invite a beekeeper in to explain about raising bees, kinds of bees, the jobs theyhave within the bee colony, types of hives, uses of beeswax and honeycombs, etc. Or havesmall groups of students research these topics in the library media center and present themto the class.

10. Check a local gourmet or specialty shop to find out how many different kinds of honey aresold in your town. Also list the price and size of the container. Are some types moreexpensive? Where is the honey packaged? Are they all natural products or are someartificially flavored?

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HOW CAN WE IMPROVE OUR ENVIRONMENT?

(Teacher -conducted activity)

Materials Needed

Tape recorder and tape with harsh noisesVery interesting short storyPaperPencil

Procedure

1. Prepare a tape of loud music or noise of some kind.

2. Select a short but engrossing story appropriate to the age level of your students. Ashort film or VCR could be substituted.

3. As you reach the most interesting part of the story, turn the noise on loudly enough todrown out the narration.

4. Turn the sound off and finish the story.

5. Discuss the following:

a. How did you feel when noise intruded on the story?

b. Noise is a form of pollution.

c. Noise is a health problem (ear damage from very loud music; see “Hearing” inyour encyclopedia).

d. Much noise pollution is unintentional. Some cannot be avoided. Think ofexamples of both kinds.

e. How can personal awareness reduce noise pollution?

f. If you want to listen to music in public, how can you do so without disturbingothers?

g. In a discussion with friends, do you occasionally talk more loudly so people willlisten?

h. Think of five people you like best. Are they noisy, average, or quiet people?

i. Are you a listener or a talker or do you do an equal amount of both?

j. How can you reduce your noise level?

k. How can you reduce the noise level around you?

l. Make an action plan of things you can do now to reduce noise pollution.

Teacher InformationThis activity is the first of several to help students become aware of problems we face aswe live together in a “human community.” (Supporting activities can be found in Section 5,“Sound,” of Book 2 of the Library.)

* Taken from: Earth Science Activities for Grades 2-8 by Marin N. Tolman and James O’Morton, 1986Parker Publishing Com. Inc. West Nyack, N.J.

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WHAT IS LITTER?

Materials Needed

Garbage bags24 X 36" poster paper (one per committee)Tongs (one set per committee)Clean cotton gloves (one pair per committee)Plastic-covered table

Procedure

1. Divide into groups of four or five.

2. Chose an area near the school building such as the school grounds, curbs (notstreet), vacant lots, or sidewalks.

3. Take a garbage bag and spend thirty minutes collecting all materials that are notpart of the natural environment in the area. Use the gloves or tongs to pick upthings that are sharp or dirty. (Don’t collect or touch dead animals.)

4. After 30 minutes, return to class with the things you have collected.

5. Put everything on a plastic-covered table. Can you find ways to classify ororganize them?

6. Use the poster paper and glue to make three-dimensional collages of thematerial.

7. Think of titles or slogans for the pictures.

8. Display them in your room and other parts of the school.

9. Wash your hands frequently during this activity.

10. The area you picked up is clean now. How could you keep it that way?

Teacher Information

This activity is regularly used in schools. It seems most effective when the goal is tosensitize students to litter and how easily it accumulates. The most thoughtlessperson. Many careless, lazy, thoughtless people produce an ugly, littered, and oftenunhealthy environment. Students should realize that they, are individuals, areresponsible for the control of litter.

The Walt Disney movie “The Litterbug” is an excellent film to show at this time. Itprovides additional specific reinforcement and topics for additional discussion.

* Taken from: Earth Science Activities for Grades 2-8 by Marin N. Tolman and James O’Morton, 1986Parker Publishing Com. Inc. West Nyack, N.J.

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AssessmentGrade 1

ECOSYSTEMS

Classroom Assessment Example SCI.III.5.E.2(Describe the basic requirements for all living things to maintain their existence.)

Create a labeled drawing of an animal in its habitat. Use arrows labeled with food, water, shelter,air, light, or minerals to connect those life requirements to the animal. Then eliminate one plantor animal from the picture and predict the consequences of that action.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.III.5.E.2

Criteria Apprentice Basic Meets Exceeds

Completeness ofhabitat drawing

Draws an animalin its habitat withthree or morelabels missing.

Draws an animalin its habitat withtwo or fewerlabels missing.

Draws and labelsan animal andeach item in thepicture of thehabitat.

Draws and labelsan animal andeach item in thepicture of thehabitat, featuringmore than oneexample of any ofthe liferequirements.

Completeness ofrelationships

Places four orfewer labeledarrows correctly.

Places fivelabeled arrowscorrectly.

Places six labeledarrows correctly.

Places more thansix labeled arrowscorrectly.

Accuracy ofpredictions

Describesprediction butreasons areincomplete.

Describesprediction butprediction isinaccurate orreason isinaccurate.

Describes morethan oneprediction andreasons areaccurate.

Describes two ormore predictionsand reasons areaccurate.

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Physical ScienceWorksheet

GRADE LEVEL: First

Topic: Matter and Energy

Grade Level Standard: 1-3 Recognize matter and energy.

Grade Level Benchmark: 1. Classify common objects and substances according to

observable attributes/properties. (IV.1.E.1)


Central QuestionHow do we describe the things around us?

1. Matter in a Bag

2. Basics of Matter

3. What Do You Think Will Float?

4. Are Magnets the Same Shape?

5. What Parts of a Magnet are Strongest?

Activity is attached

Resources

Science Made Simple Gr. 1-3The Mailbox

Process Skills: Observing, Classifying, Sorting

New Vocabulary: Texture: rough, smooth; Flexibility: rigid, stiff, firm, flexible, strong,

hardness; Smell: unpleasant, pleasant; Size: larger, smaller; States of Matter: liquid,

solid, gas; Magnetic Properties: push, pull, attract, repel; Sink; Float; Color;

Shape: circle, square, triangle, rectangle, oval; Weight: heavy, light

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MATTER IN A BAG

Solid, liquid, or gas? This partner activity has

students identifying physical states of matter.

Prepare a matter bag for every two students by

placing different matter in each of several

resealable plastic bags. (Inflate a few bags with

air to represent gases. For liquids consider tinting

water in a variety of colors. Be sure to avoid any

liquids that might stain in the event of accidental spill.) You will also need

two or three sets of balance scales displayed around the room. Pair

students and give each twosome a matter bag, a copy of the game board

on page 11, and a game marker. Demonstrate how to use the gameboard;

then let the fun begin. When pairs identify their matter, have them trade

matter bags with other pairs who are finished and repeat the activity.

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THE BASICS OF MATTER

This booklet project can be completed at school or at home. Make

construction-paper copies of the following two pages for each student.

After each child has cut out his booklet pages. Ask the student to stack

the booklet pages so that a blank booklet page follows each duplicated

page; then have the students place his cover on top of the stack before

stapling the booklet together. To complete the booklet, the student cuts

pictures that represent the states of matter from discarded magazines,

newspapers, and catalogs. He then glues the cutouts on the appropriate

booklet pages. Each blank page should be covered with cutouts

representing the matter introduced on the previous booklet page. The

student also decorates and personalizes the cover of the booklet to their

own liking. Students will enjoy looking at their classmates’ completed

projects. By golly, matter is everywhere!

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Matter Booklet

by _____________________________________________________

© 1997 The Education Center, Inc. • The Best Of the Mailbox® Science • Primary • TEC836

Solids

A solid’s a solid.It doesn’t change shape.It can’t move around;It stays in one place.

Your desk is a solidAnd so is your chair.Just look in your classroom—Wow! They’re everywhere!

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Gases

Air is a gas.We can’t see it, that’s true;But often we feel itIn things that we do.

It keeps up a kite.Air fills up a bubble.Without it to breathe,We would be in BIG trouble.

Liquids

A liquid moves smoothly.We say that it flowsFrom one place to another—How quickly it goes!

We know that most liquidsAre easy to see.With no shape of their own,They’re not like you and me.

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WHAT DO YOU THINK WILL FLOAT?

Introductory Statement

What objects will float? What objects will sink?

Math Skills Science Processes

Attributes Observing and classifyingCounting EstimatingGeneralizing Gathering and recording dataGraphing Interpreting dataInterpreting data Applying and generalizingLogical thinkingObservingPredictingProblem SolvingRecording dataSorting

Materials

large glass container for waterwaterobjects for testing: crayon, paper clip, marble, rubber band, pencil, wooden stick,cotton ballstudent page and crayons for writing (see “What do you think will float?” graphpage)tagboard for picture graph and gummed starspaper towels

Background Information

The students should understand these vocabulary words: float, sink, heavy, light.

Management

1. Place students in small groups of 3 to 4 students. Work with each groupindividually.

2. This activity should take 20 minutes.

Advanced Preparation

1. Fill the glass container halfway with water.

2. Have paper towels nearby for spills.

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floats sinks

floats sinks

3. Have materials for each student.

4. Prepare a tagboard graph for each group of students.

Procedure

1. Pass out the students’ pages and crayons.

2. Hold up the first object (example: pencil).

3. Ask the students to predict whether the object will sink orfloat.

4. The students should record on their sheets: If they thinkthat the object willfloat, color in the box next to that object under the wordfloat. If they think the object will sink, color in the boxnext to that object under the word sink.

5. Let a student test the objects by placing it in the water.

6. If an object floats, have a student put a star in the “float”column on the big tagboard graph. If an object sinks, havea student put a star in the “sink” column on the bigtagboard graph.

7. Continue this procedure with all the objects.

8. Have the students compare the predictions on their pageswith the actual results shown on the big tagboard graph.Ask, “Are your predictions the same as the actual results?”

9. Discuss the graph: “How many objects floated? How many objects sank?”

Discussion

1. Why did some of these objects float?

2. Why did some of these objects sink?

3. If you had a boat, what would you want it to bemade of metal or wood? Why?

Extensions

Let the students choose other objects to predict and test whether they would floator sink.

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CURRICULUM CORRELATIONS

Language Arts

Show the students pictures of a sailboat, submarine, treasure box on the bottom ofthe ocean, bottles floating in the water, etc. Ask them to describe the picture usingthese words: sink, float, heavy, light. Read “Little Toot.”

Art

Make a boat out of aluminum foil.Make a sailboat out of a bar of soap, a popsicle stick, a paper sail, and glue.

Music

Sing “Row, Row, Row Your Boat.”Pantomime a rowing boat to the beat of slow music.

Physical Education

Practice different swimming strokes: breast stroke, crawl, back stroke.

Social Studies

Discuss different kinds of boats: submarine, sailboat, rowboat, canoe, kayak, etc.

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Name ________________________________________

What do you thinkwill float?

Name ofobject

float sink

wooden stick

paper clip

cotton ball

rubber band

crayon

marble

pencil

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FLOATING FRUIT


The students will find out which fruits float.

Key Question

What do you think would happen if we put fruit in water?

Math Skills Science Processes

Graphing Observing and ClassifyingInterpreting data Applying and generalizingCounting Interpreting dataPredicting Gathering and recording dataSorting

Materials

A variety of fruitsOne large open container for waterFloat/Sink prediction cardsFloat/Sink graph

Management

1. Allow 20 minutes for this activity.

2. This activity can be used as a small group teacher-directed lessons so that eachstudent gets a turn, or it can be used as a whole group lesson.

Advanced Preparation

1. Prepare the prediction cards.

a. To make the cards quickly, simply duplicate the pattern sheet and fold it in half.Make one copy for each student in the group.

b. For reusable cards, make copies of the pattern sheet and cut it in half. Past“sink” on one side of 6" X 9" construction paper or tagboard. Paste “float” onthe other side. Laminate cards or cover them with a clear plastic.

2. Prepare the float/sink graph.

3. Collect fruit.

4. Fill container with water.

Procedure

1. Show the fruit to the group of students. Ask the students to tell you what is the sameabout all of the items.

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2. Discuss the meaning of “float” and “sink.”

3. Give each student a float/sink prediction card. Make sure that each student can tellyou which side shows “float” and which side shows “sink.”

4. Choose one fruit and let the students feel it. Have them indicate with their predictioncards whether the fruit will float or sink. Ask the students to explain their predictions.

5. Discuss the predictions. Do more students think the fruit will float or do more think itwill sink?

6. Have a student place the fruit in the water. The students tell whether it floats of sinks.

7. The student removes the fruit from the water and places it on the appropriate side ofthe graph.

8. Repeat the above procedure with the rest of the fruit.

9. Discuss the results.

Discussion

1. What does the graph show?

2. Did all of the fruit float?

3. Is that what you thought would happen? Why or why not?

4. If we had a ______ (name a fruit that was not used), do you think it would float?

Extensions

1. Try the above activity using the parts of each fruit. Will the skin float? The seeds?Etc.

2. Could you find a fruit that would not float?

3. Try this activity using vegetables instead of fruit.

4. Set up a sink/float station where the students can try other materials to see which floatand which sink.

Curriculum Correlations

Language ArtsMake a class book, “My Favorite Fruit.”

ArtMake fruit prints using tempera. Cut fruit in half, dip in paint, then press on paper. Aftercutting the fruit, allow it to dry slightly so that the paint will adhere. Make a fruit collageusing pictures of fruit cut from magazines.

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apple orange pear

banana peach plum

strawberry cherry watermelon

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floats sinks

Name ______________________________________________

Draw a picture of which fruit:

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ARE ALL MAGNETS THE SAME SHAPE?

Magnets come in many different shapes and sizes.

PROCEDURE

Cut out the magnets and glue them on the correct shelf of your magnet store. Color and cutout the store, fold on the dotted line, and stand it up.

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CUT OUT THEPAPER CLIPSBELOW AND

GLUE THEM TOTHE MAGNET

TO SHOW WHATHAPPENED

N Sside

USE THE PAPER CLIPS ANDGLUE THEM TO THE MAGNETTO SHOW WHAT HAPPENED

N S

WHAT PARTS OF A MAGNET ARE STRONGEST?

MATERIALS

Horseshoe magnetBar magnetPaper clips

PROCEDURE

Use a horseshoe magnet.1. How many paper clips can you attract

with the north or south pole? ________

2. How many paper clips can you attractwith the side? ________

3. How many paper clips can you attractwith the back? ________

4. What part of the horseshoe magnetattracted the most paper clips? ________

PROCEDUREUse a bar magnet.1. How many paper clips can you

attract with the north or south pole?________

2. How many paper clips can youattract with the side? ________

3. What part of the bar magnetattracted the most paperclips? ________

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AssessmentGrade 1

MATTER AND ENERGY

Classroom Assessment Example SCI.IV.1.E.1(Classify common objects and substances according to observable attributes/properties.)

Given a selection of objects, each student will sort the items using the objects’ physicalcharacteristics. After the student has sorted the items, he or she will organize the information byeither creating an original graphic organizer or using the table given below:

Object Color Shape Texture Size

The student will choose two objects from the table and describe how the two objects are alikeand different.


Scoring of Classroom Assessment Example SCI.IV.1.E.1


Accuracy ofIdentification

Identifies one totwocharacteristicscorrectly.

Identifies threecharacteristicscorrectly.

Identifies fourcharacteristicscorrectly.

Identifies fivecharacteristicscorrectly.

Accuracy ofsummary

Compares andcontrasts usingone to twocharacteristics.

Compares andcontrasts usingthreecharacteristics.

Compares andcontrasts usingfourcharacteristics.

Compares andcontrasts usingfivecharacteristics.

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GRADE LEVEL: First

Topic: Matter and Energy

Grade Level Standard: 1-3 Recognize matter and energy.

Grade Level Benchmark: 2. Describe possible electrical hazards to be avoided at

home and at school. (IV.I.E.5)


Central QuestionWhat are electrical hazards?

1. Guest speaker from Detroit Edison Electric andGas Company.

2. Video - “Play it Safe with Electricity,” by DetroitEdison.

Resources

Detroit Edison–ElectricitySafety Program

Process Skills: Communicating, Describing, Observing

New Vocabulary: shock, wall outlet, hazards

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AssessmentGrade 1

MATTER AND ENERGY

Classroom Assessment Example SCI.IV.1.E.5(Describe possible electrical hazards to be avoided at home and at school.)

Students will work in pairs to design posters with illustrations emphasizing one or more of theelectrical safety rules learned in class. Students need to label their posters with the appropriaterules or create slogans that best reflect their safety rules.




Appropriatenessof safety rules

Attempts to labelthe poster with asafety rule.

Labels the posterwith a safety rulethat is eitherinappropriate,inaccurate, orunclear.

Labels the posterwith anappropriate safetyrule.

Labels the posterwith anappropriate safetyrule and a slogan.

Accuracy ofillustration

Designs anillustration thatdoes not matchsafety rule.

Designs oneillustration thatmatches safetyrule.

Designs twoillustrations thatmatch safety rule.

Designs threeillustrations thatmatch safety rule.

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GRADE LEVEL: First

Topic: Changes in Matter

Grade Level Standard: 1-4 Describe physical changes in matter.

Grade Level Benchmark: 1. Describe common physical changes in matter—size,

shape; melting, freezing. (IV.2.E.1)


Central QuestionWhat are the common physical changes ofmatter?

1. Candy Factory

2. Silly Putty

3. Let’s Make Ice-cream

4. Shake’em Up Jars

Resources

Process Skills: Observing, Classifying, Measuring, Controlling variables,Developing models, Comparing, Interpreting data, Recording data

New Vocabulary: States of matter: solid, liquid, gas; Changes in size and shape:

bending, tearing, breaking; Processes that cause changes of state: heating,

cooling

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CANDY FACTORY

Taken From

A Taste of Science/The Magic House, St. Louis Children Museum, a workshopfunded in part by the Monsanto Fund.

Background

In this activity, children witness a liquid turning into a solid. A super sugary solutioncan be the source of candy and discovery.

Materials

sugarnear boiling waterjunior baby food jarscotton string

Procedure

Punch a hole through the lid of a baby food jar using an ice pick. Thread a piece ofstring through the hole so that it barely touches the bottom of the jar and tape theend on the outside of the lid. Pour the hot water into each jar. Mix ½ cup sugar intothe jar, stir until dissolved and close the lid tightly. Make frequent observations. Intwo or three days you can harvest rock candy. Compare the amount harvested tothe amount of sugar added.

Extensions

Try a similar procedure using table salt or Epsom salt. Compare crystals formed.

Science Process Skills: observing, comparing, measuring

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OUR SCIENCE EXPERIENCEOUR

EXPERIMENTWE

PREDICTWE

OBSERVEOUR

CONCLUSION

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SILLY PUTTY

If you are unable to make Polyvinyl Alcohol “Slime” you may want to make Silly Putty.

Silly Putty

Mix equal amounts of:

Elmers “School” GlueSta-Flo “Liquid” Bluing Starch

A variation of this was mixed by the Impressions 5 Science Museum staff.

The borax solution from Slime is mixed with Elmers glue. The lower theconcentration of Borax, the more pliable the gel becomes.

5% Borax was rubbery3% Borax was runny

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LET’S MAKE ICE CREAM

Taken From

AIMS Education Foundation

Topic Area

Physical science, changes in matter


Students will make ice cream in plastic bags so they can observe the process of theliquid changing to a solid.

Math Skills

MeasuringCounting

Science Processes

ObservingComparingInterpreting data

Materials

For Part 1:large container, preferably transparentthermometericesalt

For Part 2 for each bag of ice cream:½ cup milk (low fat works)1 Tbsp. sugar(or ½ c. chocolate milk with sugar omitted)1/4 tsp. vanilla1 gallon size zip-type freezer plastic bag1 pint size zip-type freezer plastic bagicesaltspoontowel or newspaper(For a class of 30, you will need about 20 lbs. of ice and 2lbs. of salt.)

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energy is absorbed

energy is released

Key Question

What changes do you observe inside and outside of the small bag when you aremaking ice cream?

Background Information

Substances can be changed from a solid to a liquid or from a liquid to a gas if theyare provided with the necessary energy. If we want to melt a block of ice or makewater into steam and water vapor, we need to provide heat energy. The energy willbe absorbed as the change takes place.

When the process goes in the other direction from gas to liquid or liquid to solid, theopposite process takes place and energy is released. To freeze water, we place itin a freezer compartment where energy will be extracted, allowing the water tofreeze.

When students are making ice cream, they can observe changes of matter in bothdirections. As the ice and salt melt to a liquid, they absorb energy; they absorb thisenergy from the liquid mixture since it is warmer. This, in turn, causes the milkmixture to cool because energy is being removed from it. When the milk mixturehas had enough energy removed from it, the liquid will turn to a frozen mixture orice cream.

The addition of salt to the ice lowers the freezing temperature. This will help themilk mixture to freeze sooner, because the mixture will reach the freezingtemperature sooner. When a thermometer is placed in the small bag, students canobserve that the contents are actually below 0 degrees Celsius (32 degreesFahrenheit) as the ice cream freezes.

Management

1. This activity has two parts. Part 1 will take about half a class period and can beeither a demonstration or a small-group activity.

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2. Part 2 will take one class period. This activity can be done by individualstudents or groups of four. If each group makes one bag of ice cream, theycan take turns rolling and shaking the bag for about one minute each.

3. Beforehand, fill the large bags half full of ice and store in ice chests until thechildren are ready for them. Set the ingredients up with the recipe cardscafeteria-style on a long table.

Procedure

Part 1

1. Hold a thermometer until it stabilizes at room temperature. Note thetemperature. With young children, mark temperature setting on thethermometer with red marking pen or a piece of paper.

2. Fill the container about half full of ice cubes.

3. Put the thermometer in the ice. Wait until it stabilizes. Note the temperatureagain, this time with blue marker.

4. Add salt gradually to the ice, stirring occasionally. The temperature reading onthe thermometer will go down again. See how low you can get the temperatureto go. Note the temperature again.

Part 2

1. Put ice in each large bag if you did not do it beforehand.

2. Put milk, vanilla, and sugar into the small bag. Seal, squeezing out all the air.

3. Place the sealed smaller bag containing the milk mixture into the large bagcontaining the ice.

4. Add 6 tablespoons of salt to ice bag. Seal, squeezing out all the air.

5. Place the bags on a towel or several thickness of newspaper and roll back andforth or shake until the mixture reaches a thick ice cream appearance. Thistakes about four to five minutes. Open carefully so salt does not get into theice cream. Your ice cream is now ready to eat.

Discussion

1. What happened to the temperature on the thermometer when we held it?

2. What happened to the temperature of the ice when salt was added to it?

3. What did you notice as your liquid mixture began to change to a solid?

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4. Did your liquid change to a solid at the same time as everyone else’s did?

5. Did the amount of rolling or shaking have anything to do with how soon yourliquid changed to a solid?

6. What is the difference between a liquid and a solid?

7. What happened to the color of the milk mixture?

Extensions

1. Try to make ice cream without adding salt to the ice.

2. Make a graph of favorite flavors of ice cream to the class.

What’s your favoriteflavor?

chocalate vanilla strawberry

3. Survey the whole school and make a school-wide graph of favorite flavors ofice cream. Put the graph in the hall or on the cafeteria wall.

Curriculum Integration

Language Arts1. Read Eighteen Flavors by Shel Silverstein

Ice Cream by William JaspersohnThe Ice Cream Ocean by Susan RussoThree up a Tree by James MarshallThe Hokey Pokey Man by Steven Kroll

2. Write a description of your favorite ice cream.3. Write a story of how we made ice cream.

AssessmentHave students write or dictate a story of how salt is used to make ice cream.

Home LinksHave students copy the recipe and take it home to share with their families.

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SHAKE ‘EM UP JARS

Taken FromA Taste of Science/The Magic House, St. Louis Children Museum, a workshopfunded in part by the Monsanto Fund

BackgroundWater can dissolve some substances such as sugar and salt . The result issolution. Water cannot dissolve other substances such as oil, pepper and sand.Try these Shake ‘Em Jars and observe what happens.

Materialsfood coloringbaby food jars with lidscooking oilsand1 teaspoon sugar1 teaspoon saltwatersoil

ProcedureMix colored water and oil in one jar.Mix water and sand in another jar.Mix water and sugar in another jar.Mix water and soil in another jar.Mix water and salt in another jar.

Predict which one will dissolve.

Cover jars tightly. Shake them and watch what happens. Study the sugar waterjar. Discuss where the sugar went. Open the jar and encourage tasting to see ifthe sugar is still in the water... it has been dissolved, so now have a sugar watersolution.

Look at the salt water jar. Does it look any different?

Continue to observe jars over several days. Try your own combinations.

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ExtensionsUse colored powdered drink. Grape works well.

Set up three glasses: one with very hot water, one with iced water, one with roomtemperature water. Drop a pinch of drink mix into each glass at the same time. It iseasy to see the colored drink mix spread without any stirring. This is calleddiffusion and is caused by the movement of the water molecules. Diffusion will takeplace until the mix is evenly distributed. Which glass diffuses first? The answer willshow what part temperature plays in this process. (Molecules move faster in hotwater, causing quicker mixing.)

Sea Salt: When you swim in the sea, you swim in a solution because the seacontains dissolved salt. After a swim in the sea, you sometimes find salt crystals onyour skin.

Greasy Grime: Add a little cooking oil to water and mix thoroughly. The oil floats tothe top no matter what! Now, add some detergent. The water is now able to breakup the oil into tiny bits. Try washing those greasy dishes with water... now, try againadding some soap. What do you think works best?

Science process skills: observing, comparing, predicting

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AssessmentGrade 1

CHANGES IN MATTER

Classroom Assessment Example SCI.IV.2.E.1(Describe common physical changes in matter—size, shape, melting, freezing.)

The teacher will prepare the following models, either real or through pictures:

Items Sample changes and processes

Whole cookie to cookie crumbs Clay ball to clay sculpture Ice cube to liquid water Glass full of water to same size glass with

little water Glass of water and powdered drink mix to

dissolving glass of water with powdermixed in the water

Change in size, shape Change in size, shape Change in size, shape, melting – solid to

liquid Change in size Change in color

Students will describe the physical changes that have occurred and name the processes thatcaused the change.




Correctness ofdescription

Incorrectlydescribes whathappened.

Correctlydescribes whathappened.



Accuracy ofidentification

Incorrectlyidentifies thephysical change,and does not statethat the changedobject is made ofthe same materialas the originalobject.

Incorrectlyidentifies thephysical change,and does not statethat the changedobject is made ofthe same materialas the originalobject.

Correctlyidentifies thephysical change,but does not statethat the changedobject is made ofthe same materialas the originalobject.

Correctlyidentifies thephysical change,and states that thechanged object ismade of the samematerial as theoriginal object.

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GRADE LEVEL: First Grade

Topic: Motion of Objects

Grade Level Standard: 1-5 Demonstrate motion of objects.

Grade Level Benchmark: 1. Describe or compare motions of common objects in

terms of speed and direction. (IV.3.E.1)


Central QuestionHow do speed and direction affect the motion ofobjects?

1. Label room North, South, East, West and doactivities to get students to use these terms.

2. Simon says—right, left, up, and down.

3. Rolling Along with Links

Resources

http://www.brainpop.com

Process Skills: Comparing, Describing, Measuring, Interpreting data

New Vocabulary: East, West, North, South, right, left, up, down;

Speed words: fast, slow, faster, slower

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Rolling Along with Links

Children roll toy cars down an inclined ramp and measure how far they roll from the bottom ofthe ramp. The two experimental variables that students study are the type of car and thedistance it travels. This lab provides a setting for measuring length and introduces the conceptof “fairnes,” as well as presents further opportunities for collecting, recording, and analyzingdata, and counting by fives.

Key Content• Measuring, comparing, and ordering lengths.• Conducting a simple, controlled experiment involving multiple trials.• Using data tables and graphs.• Counting by fives.• Identifying number placement within an interval.

Key Vocabularymediantrial

MaterialsFor the Student

Rolling Along with Links Lab Pages (Student Guide) Pages 50-53Two Car Roll-off Homework Page (Discovery Assignment Book) Page 53Brian’s Class Assessment Page (Discovery Assignment Book) Page 5545-link chain from Linking Up plus additional links per student pair

For the TeacherTransparency of Rolling Along with Links Lab Pages (Student Guide) Pages 50-53masking tape1 ramp at least 30 inches long (or metal book shelves or 1/4 inch plywood)5 small blocks or books (to elevate one end of the ramp)5 index cards

Rolling Along with Links is a simple experiment that has been used many different waysin first grade classrooms. Although the experiment itself is simple, doing an activitysuch as this with first graders requires careful attention to classroom managementissues. We have outlined the activity in a way that will work well and require no extraclassroom help. The instructions are designed to ensure that all students will beworking with the same data so that the class discussion and data analysis will bemeaningful.

Lesson GUIDE 2

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This experiment has also been successful when all the groups work simultaneously onindividual setups. (This would require additional classroom help and equipment as wellas produce more varied data.) We encourage you to modify the procedure so that itbest fits your situation and teaching style.

Before the LabDetermine an appropriate height for the ramp based upon the cars you will use. This willrequire some experimenting prior to the lab. Mark a starting line near the top of the rampwith a piece of masking tape. The ramp’s height and/or the starting line should be adjustedusing blocks or books so that the cars roll at least ten, but not farther than sixty links,beyond the end of the ramp. The lab requires five cars that roll straight for consistentdistances. Not all cars are suitable for this investigation. Small toy cars, for example, oftendo not roll well. A level surface without cracks or bumps is also required.

It is important that the setup remain in place for at least two days, so choose a convenientlocation. Let children play with the cars informally during free time. Students will be familiarwith the equipment and more focused for the lab.

Figure 1: The setup of the experiment

Developing the Lab

Part 1: Models and TrialsYou will need five cars that travel between ten and sixty links when rolled down theramp. Hold a qualifying round to remove cars that do not travel distances within thisinterval. With the setup illustrated in Figure 1 prominently displayed, model theprocedure for selecting the cars.

Explain that the class is going to determine which car is the “best roller.” In planning theexperiment, students should discuss keeping everything “fair” including:• starting each car from exactly the same place• placing the same part of the car on the starting line (back wheel, front wheel, front

end, etc.)• releasing the car (just letting go, instead of pushing it)• making the ramp and the ramp height the same for all cars• keeping the surface on which the cars rolled the same way each time (from the

bottom of the ramp to the back wheels of the car)

The idea of keeping the experiment fair was discussed in the other labs as well. Youmight want to remind students that the time of the day for observing the sky wascontrolled in the Weather Lab and the size of the scoop was controlled in the ColorsLab.

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redtruck

blueracer

greencar

yellowcar

black andwhite check

If your class identifies more than five acceptable cars, explain that only five cars areneeded. Ask for suggestions about which five should be used. One idea is to put all theacceptable cars in a box and have a student whose car didn’t qualify choose five carswithout looking. Once the five cars have been chosen, write a description of each oneon a separate index (e.g., red car), and post the cards on the chalkboard or a bulletinboard.

Model the complete lab procedure before students draw a picture of the lab.1. Demonstrate how to roll the car while a student marks where the car stops with tape

or a small self-adhesive note. Remind students about keeping each trial “fair.”2. Repeat this process two more times. Discuss possible reasons why the distances

differ.3. Instead of recording all three distances, explain that the students will make a chain

that is the same length as the middle distance.4. Engage students in a discussion about why it is appropriate to use a single value,

the middle distance (median), to represent the three trials. While students’ reasonsare not likely to be precise, lead them to the idea that the middle value is a goodrepresentative of how far the car rolls since it is neither the shortest nor the longest.

5. Put the chain beneath the appropriate index cards.6. Ask students to skip count the links by fives and leftovers by ones to find out how

many links the car rolled.7. Write the number of links below the chain, as shown in Figure 2.

Figure 2: Taping the links (and number) underneath the car’s index card

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Journal Prompt

Why do you think it isimportant that allcars start at the sameplace?

Part 2: The LabInstruct students to draw a picture of the lab on their lab page.Remind them that the picture should show what they will doand what equipment they should use. When reviewing thedrawings, look for the experiment’s variables (the type of carand the chain of links measuring the length the car rolled) aswell as the parts of the setup that remain the same (thesupported ramp with a starting line). Figure 3 shows anexample of a student’s drawing.

Each pair of students should take a turn rolling a car threetimes and making a chain equal to the middle roll. Since fivecars will be used, some pairs use the same car. Remindstudents that after the middle distances has been measured,they need to hang their chains beneath the appropriate cardand write the number of links below. When all pairs have hadtheir turns and posted their chains with numbers, the analysisof the results can begin.

Figure 3: This drawing shows a ramp, starting line,car, and links measuring the distance the car rolled

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Look at the numbers and chains below each index card and ask students to helprearrange the chains so that they are in order from shortest to longest. Help studentsunderstand that if the chains are in order from shortest to longest, then the numbersmust also be in order from smallest to largest. Again emphasize using the middle value(median) to represent each car.

Figure 4: Organizing chains and numbers from shortest to longest.

Use a transparency of the data table as students work on their own copies. Askstudents to record the middle number for each car in their data tables. If there are onlytwo chains, have them help you choose an appropriate number. (Generally, a numberclose to halfway between the two chains is selected. For example, if a car rolled twentylinks and twenty-four links, the measurement would be twenty-two links.) If youencounter a large difference among the chains for a single car, ask students what theythink might have happened. Then, challenge them to find a solution for how they thinkthis problem should be resolved.

Next, instruct students to transfer their data to the graph on their lab pages. The verticalaxis has been filled in with intervals of five links. Have the class help you fill in theblanks on a transparency before they do this on their own. Graph the results for the twocars as a whole group before encouraging pairs to graph the remaining cars.

Some of the distances will not be multiples of five. A car, for example, may have rolledforty-three links. Encourage students to skip count by fives while you point to thenumbers on the vertical axis. When you reach forty, pause and count by ones as you

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Homework IdeaThe Two Car Roll-off HomeworkPage presents students will a visualrepresentation of measuring thedistance a car rolls with links.Students count the links andcompare the distances.

Assessment Ideas

Brian’s Class Assignment Page asksstudents to examine the data for afictional class. Questions 1-4 aresimilar to questions found in theclass discussion while Question 5 isa challenge.

You can use children’s journalentries to assess whether childrenunderstand the connection between“fairness” and controlled variables.

ExtensionsProvide additional measurementpractice by leaving the ramp in anactivity center for student use.

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Copyright

©1997

by

Kendall/

Hunt

Publis

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Name ____________________________ Date___________________

Rolling Along with Links

Draw a picture of the experiment setup. Include the parts of theexperiment that must remain the same.

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Life Science Worksheet - Saginaw Valley State University · Life Science Worksheet GRADE LEVEL: First Topic: ... Describe the basic requirements for all living things to ... Needs