Grade Band: Intermediate, Middle School, High School Unit 2 Lesson Target: Physical Science Monthly Tools Supplemental Science Lessons

© 2014 n2y ULS, October 2014

The Supplemental Science Lessons coincide with the monthly unit topic by providing supporting lessons in Earth and Space Science, Life Science and Physical Science areas. The instructional targets for the designated grade bands are listed with each title. However, in some instances, the lessons may be appropriate for more than one grade band. All reading materials for these lessons are located in the n2y Library. Scientific inquiry activities are provided in Lesson 28 of the unit materials.

Intermediate Middle School High School

Earth and Space

Science

Why Plants Need Soil • Observe ways that soil can hold

water and support plant life.

Natural Disasters (Level E)

Identify types of weather phenomena.  

Save The Trees! • Identify and describe ways that

humans have changed the environment (deforestation, waste management, etc.).

•

Life Science

What’s for Dinner? • Understand food webs and chains

as interactions between producers and consumers.

Simon’s Respiratory System • Recognize that living things are

made of cells that have a function: Cells make up tissues and organs.

The Linnaean System and Vertebrates • Recognize the diversity of

organisms by sorting plants and animals according to their classification.

•

Physical Science

Candles: Solid, Liquid or Gas? • Recognize states of matter: liquid,

solid, gas.

Mix It Up: Making Lemonade • Observe simple examples of

mixtures and compounds.

Aluminum Foil • Identify and investigate entries in

the periodic table of elements in relation to real-world product uses (gold in jewelry, aluminum in foil wrap, etc.).

© 2014 n2y ULS, October 2014

Grade Band: Middle School Unit 2 n2y Library: Mix It Up: Making Lemonade

Supplemental Physical Science Lesson Instructional Targets

Standards for Physical Science • Observe simple examples of mixtures and compounds. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Related Content: Mix It Up: Making Lemonade Alexandra Scott is an American hero. She sold lemonade to raise money for cancer research. Lemonade is a drink that many Americans love because it is a sweet mixture of lemons, sugar and water. A mixture is formed when two or more forms of matter are put together and can be taken apart. • Read the book, Mix It Up: Making Lemonade, located in the n2y Library. • Follow up with discussion questions:

• What is matter? • What is a mixture? What are some examples of mixtures? • What happens to something that dissolves? • What happens to something that evaporates? • What are things that evaporate?

• Use the comprehension questions to further discuss mixtures and solutions.

1. What can be mixed together and taken apart? (mixture, milk, lemon) 2. What is an example of a mixture? (water, peas, lemonade) 3. What is a mixture where things have dissolved? (solution, heat, water) 4. What happens to things when they dissolve? (stay the same, break into tiny pieces, disappear) 5. What happens to things when they evaporate? (stay the same, break into tiny pieces, disappear)

• Extending Learning

• Does it dissolve? Investigate the properties of common items to see if they dissolve in water. Items needed: corn starch, candy sprinkles, salt, crushed red pepper, flavored gelatin, rice, flour, vegetable oil, containers for each filled with water (hot water will dissolve items at a faster rate), stirring spoons. Process: add a small amount of each item to a container with water. Stir items and watch to see if they dissolve or settle.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will examine properties of

various items to identify dissolving ability. • Students will identify how some items

dissolve while others do not. • Students will recognize that some items

disappear when mixed with water.

Resources and Materials Additional Resources Book: Mix It Up: Making Lemonade Comprehension questions

The following link provides a variety of experiments dealing with mixtures and solutions: http://www.scienceworld.ca/sites/default/files/BSLH_mixturespackages.pdf

© 2014 n2y ULS, October 2014

Grade Band: High School Unit 2 n2y Library: Aluminum Foil

Supplemental Physical Science Lesson Instructional Targets

Standards for Physical Science • Identify and investigate entries in the periodic table of elements in relation to real-world product uses (gold in jewelry, aluminum in foil wrap,

etc.). Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan

Related Content: Aluminum Foil All across the country, people work to create and invent new things that make our country strong. One such person was Charles Martin Hall. Charles Martin Hall was an American chemist and inventor who is best known for creating an inexpensive way to produce the metal aluminum. This metal is commonly known as tin foil, which Americans use nearly every day to cook and preserve their food. • Read the book, Aluminum Foil, located in the n2y Library. • Follow up with discussion questions:

• What makes aluminum foil a special type of metal? • How is aluminum made into aluminum foil? • What can you do with aluminum foil? • How do you use aluminum foil while cooking?

• Use the comprehension questions to further discuss aluminum. 1. What is a very thin sheet of soft metal? (wax paper, aluminum foil, cookie dough) 2. What was foil first used to wrap? (cheese, water, candy) 3. Where is aluminum found? (ground, clouds, flowers) 4. What is aluminum heated into at the factory? (liquid, solid, vapor) 5. What is aluminum foil used for now? (cleaning, planting, cooking)

Extending Learning

• Solar S’mores. Explore the properties of aluminum foil and its ability to withstand extreme heat with a solar oven. Items needed: aluminum foil, a cardboard box with attached lid, clear plastic wrap, ruler, tape, glue stick, box cutter, stick, s’mores ingredients, pie tin. Process: Use a ruler to cut a three-sided flap out of the top of the box. Leave a 1 inch boarder around edges. Using glue stick, cover the inside of the flap as well as the box with aluminum foil, smoothing foil as much as possible. Tape two layers of plastic wrap over the opening of the flap. Place solar oven in direct sunlight for 30 minutes. Place marshmallows on crackers and place in a pie tin. Place pie tin inside of oven. Close the lid tightly and prop open the flap with the stick. Allow marshmallows to cook for 30-60 minutes. Open oven and add chocolate squares and graham crackers on top. Cook for a few more minutes to melt chocolate and enjoy. For more instructions, see the following site: http://climatekids.nasa.gov/smores/

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will examine the properties of

aluminum and its practicality in cooking situations.

• Students will understand the usefulness of aluminum in situations of extreme heat.

• Students will recognize that aluminum is used in cooking.

Resources and Materials Additional Resources

Book: Aluminum Foil Comprehension questions