Life Science Worksheet

Transcription

1 Life Science Worksheet 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 Resources Central Question: How is energy distributed to living things in an ecosystem? 1. Air Pollution 2. How can we improve our environment? 3. What is Litter? Activity is attached Process Skills: Observing, Classifying, Gathering, Recording data, Interpreting data New Vocabulary: litter Needs of life: food, habitat, water, shelter, air, light, minerals; 30

2 AIR POLLUTION Michael Bird-Boy Tomie depaola Englewood Cliffs, N.J.:Prentice Hall, 1975 Summary A large black cloud causes many changes in the environment of a young boy. When Michael located 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 of report on pollution in your area? Do you have a TV weather channel or newscast that reports the amount of pollution? Record this information and see how it changes over a number of days. 2. You are running for political office and believe air pollution must be lessened or eliminated. How many different arguments can you find to support your cause? Assign small groups of children to act as your speech writers to develop a short TV spot dealing with various issues. Or stage a short interview with people who are greatly affected by air pollution, such as those with respiratory diseases. 3. If you could interview a bee, flower, or animal, what might they have to say about pollution? Write this story from their point of view. 4. Air pollution is only one form of pollution. What other kinds are a problem? Do these exist in your neighborhood or town? What about in your own home, its problems, and what 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 and gathering 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 out some of your ideas. 31

3 7. That book shows how plants and animals are affected by air pollution. How are objects affected? a. Divide the class into groups and assign them to various outside sections of the school 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 the various sites and discuss the problem. b. Others might visit an old cemetery to see which tombstones have been affected by pollution and weathering. List the death dates that appear on the ones more severely affected. c. Hang a white cloth out the school window. Examine it after a few days and see how it 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 or so? 8. Michael Bird-Boy loved nature and did not want it ruined by pollution. Select one thing you love about nature that could be adversely affected by pollution and write about it. Tell why you like it and how pollution could hurt it. Perhaps this is something that has already happened (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 they have within the bee colony, types of hives, uses of beeswax and honeycombs, etc. Or have small groups of students research these topics in the library media center and present them to the class. 10. Check a local gourmet or specialty shop to find out how many different kinds of honey are sold in your town. Also list the price and size of the container. Are some types more expensive? Where is the honey packaged? Are they all natural products or are some artificially flavored? 32

4 HOW CAN WE IMPROVE OUR ENVIRONMENT? (Teacher -conducted activity) Materials Needed Tape recorder and tape with harsh noises Very interesting short story Paper Pencil 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. A short film or VCR could be substituted. 3. As you reach the most interesting part of the story, turn the noise on loudly enough to drown 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 in your encyclopedia). d. Much noise pollution is unintentional. Some cannot be avoided. Think of examples 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 disturbing others? g. In a discussion with friends, do you occasionally talk more loudly so people will listen? 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 Information This activity is the first of several to help students become aware of problems we face as we 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, 1986 Parker Publishing Com. Inc. West Nyack, N.J. 33

5 WHAT IS LITTER? Materials Needed Garbage bags 24 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 (not street), vacant lots, or sidewalks. 3. Take a garbage bag and spend thirty minutes collecting all materials that are not part of the natural environment in the area. Use the gloves or tongs to pick up things 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 or organize them? 6. Use the poster paper and glue to make three-dimensional collages of the material. 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 to sensitize students to litter and how easily it accumulates. The most thoughtless person. Many careless, lazy, thoughtless people produce an ugly, littered, and often unhealthy environment. Students should realize that they, are individuals, are responsible for the control of litter. The Walt Disney movie The Litterbug is an excellent film to show at this time. It provides 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, 1986 Parker Publishing Com. Inc. West Nyack, N.J. 34

6 Assessment Grade 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 plant or 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 of habitat drawing Completeness of relationships Accuracy of predictions Draws an animal in its habitat with three or more labels missing. Places four or fewer labeled arrows correctly. Describes prediction but reasons are incomplete. Draws an animal in its habitat with two or fewer labels missing. Places five labeled arrows correctly. Describes prediction but prediction is inaccurate or reason is inaccurate. Draws and labels an animal and each item in the picture of the habitat. Places six labeled arrows correctly. Describes more than one prediction and reasons are accurate. Draws and labels an animal and each item in the picture of the habitat, featuring more than one example of any of the life requirements. Places more than six labeled arrows correctly. Describes two or more predictions and reasons are accurate. 35

7 Physical Science Worksheet GRADE LEVEL: First Topic: Matter and Energy Grade Level Standard: 1-3 Recognize matter and energy. Grade Level Benchmark: observable attributes/properties. (IV.1.E.1) 1. Classify common objects and substances according to Learning Activity(s)/Facts/Information Resources Central Question How do we describe the things around us? 1. Matter in a Bag 2. Basics of Matter Science Made Simple Gr. 1-3 The Mailbox 3. What Do You Think Will Float? 4. Are Magnets the Same Shape? 5. What Parts of a Magnet are Strongest? Activity is attached 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 36

8 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. 37

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10 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! 39

11 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 solid And so is your chair. Just look in your classroom Wow! They re everywhere! 40

12 Gases Air is a gas. We can t see it, that s true; But often we feel it In 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 flows From one place to another How quickly it goes! We know that most liquids Are easy to see. With no shape of their own, They re not like you and me. 41

13 WHAT DO YOU THINK WILL FLOAT? Introductory Statement What objects will float? What objects will sink? Math Skills Attributes Counting Generalizing Graphing Interpreting data Logical thinking Observing Predicting Problem Solving Recording data Sorting Science Processes Observing and classifying Estimating Gathering and recording data Interpreting data Applying and generalizing Materials large glass container for water water objects for testing: crayon, paper clip, marble, rubber band, pencil, wooden stick, cotton ball student page and crayons for writing (see What do you think will float? graph page) tagboard for picture graph and gummed stars paper 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 group individually. 2. This activity should take 20 minutes. Advanced Preparation 1. Fill the glass container halfway with water. 2. Have paper towels nearby for spills. 42

14 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 or float. 4. The students should record on their sheets: If they think that the object will float, color in the box next to that object under the word float. If they think the object will sink, color in the box next 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, have a student put a star in the sink column on the big tagboard graph. 7. Continue this procedure with all the objects. 8. Have the students compare the predictions on their pages with the actual results shown on the big tagboard graph. Ask, Are your predictions the same as the actual results? floats floats 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 be made of metal or wood? Why? Extensions sinks sinks Let the students choose other objects to predict and test whether they would float or sink. 43

15 CURRICULUM CORRELATIONS Language Arts Show the students pictures of a sailboat, submarine, treasure box on the bottom of the ocean, bottles floating in the water, etc. Ask them to describe the picture using these 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. 44

16 What do you think will float? Name Name of object float sink wooden stick paper clip cotton ball rubber band crayon marble pencil 45

17 FLOATING FRUIT Introductory Statement The students will find out which fruits float. Key Question What do you think would happen if we put fruit in water? Math Skills Graphing Interpreting data Counting Predicting Sorting Science Processes Observing and Classifying Applying and generalizing Interpreting data Gathering and recording data Materials A variety of fruits One large open container for water Float/Sink prediction cards Float/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 each student 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 on the 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 same about all of the items. 46

18 2. Discuss the meaning of float and sink. 3. Give each student a float/sink prediction card. Make sure that each student can tell you which side shows float and which side shows sink. 4. Choose one fruit and let the students feel it. Have them indicate with their prediction cards 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 it will 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 of the 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 float and which sink. Curriculum Correlations Language Arts Make a class book, My Favorite Fruit. Art Make fruit prints using tempera. Cut fruit in half, dip in paint, then press on paper. After cutting the fruit, allow it to dry slightly so that the paint will adhere. Make a fruit collage using pictures of fruit cut from magazines. 47

19 apple orange pear banana peach plum strawberry cherry watermelon 48

20 Name Draw a picture of which fruit: floats sinks 49

21 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 cut out the store, fold on the dotted line, and stand it up. 50

22 MATERIALS WHAT PARTS OF A MAGNET ARE STRONGEST? Horseshoe magnet Bar magnet Paper 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 attract with the side? CUT OUT THE PAPER CLIPS BELOW AND GLUE THEM TO THE MAGNET TO SHOW WHAT HAPPENED 3. How many paper clips can you attract with the back? 4. What part of the horseshoe magnet attracted the most paper clips? N S PROCEDURE Use a bar magnet. 1. How many paper clips can you attract with the north or south pole? 2. How many paper clips can you attract with the side? N side S 3. What part of the bar magnet attracted the most paper clips? USE THE PAPER CLIPS AND GLUE THEM TO THE MAGNET TO SHOW WHAT HAPPENED 51

23 Assessment Grade 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 physical characteristics. After the student has sorted the items, he or she will organize the information by either 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 alike and different. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.1.E.1 Criteria Apprentice Basic Meets Exceeds Accuracy of Identification Accuracy of summary Identifies one to two characteristics correctly. Compares and contrasts using one to two characteristics. Identifies three characteristics correctly. Compares and contrasts using three characteristics. Identifies four characteristics correctly. Compares and contrasts using four characteristics. Identifies five characteristics correctly. Compares and contrasts using five characteristics. 52

24 Physical Science Worksheet GRADE LEVEL: First Topic: Matter and Energy Grade Level Standard: 1-3 Recognize matter and energy. Grade Level Benchmark: home and at school. (IV.I.E.5) 2. Describe possible electrical hazards to be avoided at Learning Activity(s)/Facts/Information Resources Central Question What are electrical hazards? 1. Guest speaker from Detroit Edison Electric and Gas Company. Detroit Edison Electricity Safety Program 2. Video - Play it Safe with Electricity, by Detroit Edison. Process Skills: Communicating, Describing, Observing New Vocabulary: shock, wall outlet, hazards 53

25 Assessment Grade 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 the electrical safety rules learned in class. Students need to label their posters with the appropriate rules or create slogans that best reflect their safety rules. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.1.E.5 Criteria Apprentice Basic Meets Exceeds Appropriateness of safety rules Accuracy of illustration Attempts to label the poster with a safety rule. Designs an illustration that does not match safety rule. Labels the poster with a safety rule that is either inappropriate, inaccurate, or unclear. Designs one illustration that matches safety rule. Labels the poster with an appropriate safety rule. Designs two illustrations that match safety rule. Labels the poster with an appropriate safety rule and a slogan. Designs three illustrations that match safety rule. 54

26 Physical Science Worksheet GRADE LEVEL: First Topic: Changes in Matter Grade Level Standard: 1-4 Describe physical changes in matter. Grade Level Benchmark: shape; melting, freezing. (IV.2.E.1) 1. Describe common physical changes in matter size, Learning Activity(s)/Facts/Information Resources Central Question What are the common physical changes of matter? 1. Candy Factory 2. Silly Putty 3. Let s Make Ice-cream 4. Shake em Up Jars 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 55

27 CANDY FACTORY Taken From A Taste of Science/The Magic House, St. Louis Children Museum, a workshop funded in part by the Monsanto Fund. Background In this activity, children witness a liquid turning into a solid. A super sugary solution can be the source of candy and discovery. Materials sugar near boiling water junior baby food jars cotton string Procedure Punch a hole through the lid of a baby food jar using an ice pick. Thread a piece of string through the hole so that it barely touches the bottom of the jar and tape the end on the outside of the lid. Pour the hot water into each jar. Mix ½ cup sugar into the jar, stir until dissolved and close the lid tightly. Make frequent observations. In two or three days you can harvest rock candy. Compare the amount harvested to the amount of sugar added. Extensions Try a similar procedure using table salt or Epsom salt. Compare crystals formed. Science Process Skills: observing, comparing, measuring 56

28 OUR EXPERIMENT OUR SCIENCE EXPERIENCE WE PREDICT WE OBSERVE OUR CONCLUSION 57

29 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 Glue Sta-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 the concentration of Borax, the more pliable the gel becomes. 5% Borax was rubbery 3% Borax was runny 58

30 LET S MAKE ICE CREAM Taken From AIMS Education Foundation Topic Area Physical science, changes in matter Introductory Statement Students will make ice cream in plastic bags so they can observe the process of the liquid changing to a solid. Math Skills Measuring Counting Science Processes Observing Comparing Interpreting data Materials For Part 1: large container, preferably transparent thermometer ice salt 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. vanilla 1 gallon size zip-type freezer plastic bag 1 pint size zip-type freezer plastic bag ice salt spoon towel or newspaper (For a class of 30, you will need about 20 lbs. of ice and 2lbs. of salt.) 59

31 Key Question What changes do you observe inside and outside of the small bag when you are making ice cream? Background Information Substances can be changed from a solid to a liquid or from a liquid to a gas if they are provided with the necessary energy. If we want to melt a block of ice or make water into steam and water vapor, we need to provide heat energy. The energy will be absorbed as the change takes place. energy is absorbed energy is released When the process goes in the other direction from gas to liquid or liquid to solid, the opposite process takes place and energy is released. To freeze water, we place it in a freezer compartment where energy will be extracted, allowing the water to freeze. When students are making ice cream, they can observe changes of matter in both directions. As the ice and salt melt to a liquid, they absorb energy; they absorb this energy from the liquid mixture since it is warmer. This, in turn, causes the milk mixture to cool because energy is being removed from it. When the milk mixture has had enough energy removed from it, the liquid will turn to a frozen mixture or ice cream. The addition of salt to the ice lowers the freezing temperature. This will help the milk mixture to freeze sooner, because the mixture will reach the freezing temperature sooner. When a thermometer is placed in the small bag, students can observe that the contents are actually below 0 degrees Celsius (32 degrees Fahrenheit) as the ice cream freezes. Management 1. This activity has two parts. Part 1 will take about half a class period and can be either a demonstration or a small-group activity. 60

32 2. Part 2 will take one class period. This activity can be done by individual students or groups of four. If each group makes one bag of ice cream, they can 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 the children are ready for them. Set the ingredients up with the recipe cards cafeteria-style on a long table. Procedure Part 1 1. Hold a thermometer until it stabilizes at room temperature. Note the temperature. With young children, mark temperature setting on the thermometer 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 temperature again, this time with blue marker. 4. Add salt gradually to the ice, stirring occasionally. The temperature reading on the thermometer will go down again. See how low you can get the temperature to 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 bag containing 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 and forth or shake until the mixture reaches a thick ice cream appearance. This takes about four to five minutes. Open carefully so salt does not get into the ice 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? 61

33 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 your liquid 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 favorite flavor? chocalate vanilla strawberry 3. Survey the whole school and make a school-wide graph of favorite flavors of ice cream. Put the graph in the hall or on the cafeteria wall. Curriculum Integration Language Arts 1. Read Eighteen Flavors by Shel Silverstein Ice Cream by William Jaspersohn The Ice Cream Ocean by Susan Russo Three up a Tree by James Marshall The 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. Assessment Have students write or dictate a story of how salt is used to make ice cream. Home Links Have students copy the recipe and take it home to share with their families. 62

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39 SHAKE EM UP JARS Taken From A Taste of Science/The Magic House, St. Louis Children Museum, a workshop funded in part by the Monsanto Fund Background Water can dissolve some substances such as sugar and salt. The result is solution. Water cannot dissolve other substances such as oil, pepper and sand. Try these Shake Em Jars and observe what happens. Materials food coloring baby food jars with lids cooking oil sand 1 teaspoon sugar 1 teaspoon salt water soil Procedure Mix 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 water jar. Discuss where the sugar went. Open the jar and encourage tasting to see if the sugar is still in the water... it has been dissolved, so now have a sugar water solution. Look at the salt water jar. Does it look any different? Continue to observe jars over several days. Try your own combinations. 68

40 Extensions Use colored powdered drink. Grape works well. Set up three glasses: one with very hot water, one with iced water, one with room temperature water. Drop a pinch of drink mix into each glass at the same time. It is easy to see the colored drink mix spread without any stirring. This is called diffusion and is caused by the movement of the water molecules. Diffusion will take place until the mix is evenly distributed. Which glass diffuses first? The answer will show what part temperature plays in this process. (Molecules move faster in hot water, causing quicker mixing.) Sea Salt: When you swim in the sea, you swim in a solution because the sea contains dissolved salt. After a swim in the sea, you sometimes find salt crystals on your skin. Greasy Grime: Add a little cooking oil to water and mix thoroughly. The oil floats to the top no matter what! Now, add some detergent. The water is now able to break up the oil into tiny bits. Try washing those greasy dishes with water... now, try again adding some soap. What do you think works best? Science process skills: observing, comparing, predicting 69

41 Assessment Grade 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 powder mixed 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 that caused the change. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.2.E.1 Criteria Apprentice Basic Meets Exceeds Correctness of description Accuracy of identification Incorrectly describes what happened. Incorrectly identifies the physical change, and does not state that the changed object is made of the same material as the original object. Correctly describes what happened. Incorrectly identifies the physical change, and does not state that the changed object is made of the same material as the original object. Correctly describes what happened. Correctly identifies the physical change, but does not state that the changed object is made of the same material as the original object. Correctly describes what happened. Correctly identifies the physical change, and states that the changed object is made of the same material as the original object. 70

42 Physical Science Worksheet GRADE LEVEL: First Grade Topic: Motion of Objects Grade Level Standard: 1-5 Demonstrate motion of objects. Grade Level Benchmark: terms of speed and direction. (IV.3.E.1) 1. Describe or compare motions of common objects in Learning Activity(s)/Facts/Information Resources Central Question How do speed and direction affect the motion of objects? 1. Label room North, South, East, West and do activities to get students to use these terms Simon says right, left, up, and down. 3. Rolling Along with Links Process Skills: Comparing, Describing, Measuring, Interpreting data New Vocabulary: East, West, North, South, right, left, up, down; Speed words: fast, slow, faster, slower 71

43 Rolling Along with Links Children roll toy cars down an inclined ramp and measure how far they roll from the bottom of the ramp. The two experimental variables that students study are the type of car and the distance it travels. This lab provides a setting for measuring length and introduces the concept of fairnes, as well as presents further opportunities for collecting, recording, and analyzing data, 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 Vocabulary median trial Lesson GUIDE 2 Materials For the Student Rolling Along with Links Lab Pages (Student Guide) Pages Two Car Roll-off Homework Page (Discovery Assignment Book) Page 53 Brian s Class Assessment Page (Discovery Assignment Book) Page link chain from Linking Up plus additional links per student pair For the Teacher Transparency of Rolling Along with Links Lab Pages (Student Guide) Pages masking tape 1 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 ways in first grade classrooms. Although the experiment itself is simple, doing an activity such as this with first graders requires careful attention to classroom management issues. We have outlined the activity in a way that will work well and require no extra classroom help. The instructions are designed to ensure that all students will be working with the same data so that the class discussion and data analysis will be meaningful. 72

44 This experiment has also been successful when all the groups work simultaneously on individual setups. (This would require additional classroom help and equipment as well as produce more varied data.) We encourage you to modify the procedure so that it best fits your situation and teaching style. Before the Lab Determine an appropriate height for the ramp based upon the cars you will use. This will require some experimenting prior to the lab. Mark a starting line near the top of the ramp with a piece of masking tape. The ramp s height and/or the starting line should be adjusted using 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 consistent distances. Not all cars are suitable for this investigation. Small toy cars, for example, often do 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 convenient location. Let children play with the cars informally during free time. Students will be familiar with the equipment and more focused for the lab. Figure 1: The setup of the experiment Developing the Lab Part 1: Models and Trials You will need five cars that travel between ten and sixty links when rolled down the ramp. Hold a qualifying round to remove cars that do not travel distances within this interval. With the setup illustrated in Figure 1 prominently displayed, model the procedure for selecting the cars. Explain that the class is going to determine which car is the best roller. In planning the experiment, 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. You might want to remind students that the time of the day for observing the sky was controlled in the Weather Lab and the size of the scoop was controlled in the Colors Lab. 73

45 If your class identifies more than five acceptable cars, explain that only five cars are needed. Ask for suggestions about which five should be used. One idea is to put all the acceptable cars in a box and have a student whose car didn t qualify choose five cars without looking. Once the five cars have been chosen, write a description of each one on a separate index (e.g., red car), and post the cards on the chalkboard or a bulletin board. 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 reasons are not likely to be precise, lead them to the idea that the middle value is a good representative 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. red truck blue racer green car black and white check yellow car Figure 2: Taping the links (and number) underneath the car s index card 74

46 Journal Prompt Why do you think it is important that all cars start at the same place? Part 2: The Lab Instruct students to draw a picture of the lab on their lab page. Remind them that the picture should show what they will do and what equipment they should use. When reviewing the drawings, look for the experiment s variables (the type of car and the chain of links measuring the length the car rolled) as well as the parts of the setup that remain the same (the supported ramp with a starting line). Figure 3 shows an example of a student s drawing. Each pair of students should take a turn rolling a car three times and making a chain equal to the middle roll. Since five cars will be used, some pairs use the same car. Remind students that after the middle distances has been measured, they need to hang their chains beneath the appropriate card and write the number of links below. When all pairs have had their turns and posted their chains with numbers, the analysis of the results can begin. Figure 3: This drawing shows a ramp, starting line, car, and links measuring the distance the car rolled 75

47 Look at the numbers and chains below each index card and ask students to help rearrange the chains so that they are in order from shortest to longest. Help students understand that if the chains are in order from shortest to longest, then the numbers must 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. Ask students to record the middle number for each car in their data tables. If there are only two chains, have them help you choose an appropriate number. (Generally, a number close to halfway between the two chains is selected. For example, if a car rolled twenty links and twenty-four links, the measurement would be twenty-two links.) If you encounter a large difference among the chains for a single car, ask students what they think might have happened. Then, challenge them to find a solution for how they think this problem should be resolved. Next, instruct students to transfer their data to the graph on their lab pages. The vertical axis has been filled in with intervals of five links. Have the class help you fill in the blanks on a transparency before they do this on their own. Graph the results for the two cars 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 rolled forty-three links. Encourage students to skip count by fives while you point to the numbers on the vertical axis. When you reach forty, pause and count by ones as you 76

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49 Homework Idea The Two Car Roll-off Homework Page presents students will a visual representation of measuring the distance a car rolls with links. Students count the links and compare the distances. Assessment Ideas Brian s Class Assignment Page asks students to examine the data for a fictional class. Questions 1-4 are similar to questions found in the class discussion while Question 5 is a challenge. You can use children s journal entries to assess whether children understand the connection between fairness and controlled variables. Extensions Provide additional measurement practice by leaving the ramp in an activity center for student use. 78

50 Name Date Rolling Along with Links Draw a picture of the experiment setup. Include the parts of the experiment that must remain the same. Copyright 1997 by Kendall/Hunt Publishing Company 79