Title II Teacher Quality Program Math: PreK-2 / Math: 3 - 5 / Math: 6 - 8 / Science: 6 - 8 / Title II TQP

Activities for Science: 3 - 5

These learning activities were developed by Lewis Blessing, an Educational Specialist assigned to the Title II Eisenhower Professional Development Program, Miami-Dade County Public Schools. Mr. Blessing has a Specialist degree in Elementary Science Education and conducts workshops for teachers on using hands-on activities and active learning strategies to teach science at the elementary level.

	A BIG WIDE WONDERFUL WORLD Strand E: Earth and Space
HOW MUCH LIQUID CAN A SPONGE ABSORB? Strand A: The Nature of Matter
	THE MARBELOUS INCLINE Strand C: Force and Motion
	THINGS ARE HEATING UP AROUND HERE Strand B: Energy
CHANGES THAT SHAPE THE EARTH Strand D: Processes That Shape the Earth
	OUT OF THIS WORLD Strand E: Earth and Space
	PLOP PLOP FIZZ FIZZ Strand H: The Nature of Science
WHAT'S A CaCl2? Strand A: The Nature of Matter
	WASHING THE LAND AWAY Strand D: Processes That Shape the Earth
HOW TO "BRAKE" A FALL Strand C: Force and Motion

TOP

A BIG WIDE WONDERFUL WORLD
FCAT Connection	Strand E: Earth and Space Standard 1 Benchmark: SC.E.1.2.5
Materials	The following materials are needed for each group of four to six students: posters of the Sun, Earth, and other planets chart indicating relative distance between the planets and the sun meter stick or meter tape reference sheet entitled The Planets calculators
Procedures	Teacher initiates a discussion with the class revolving around how one could measure the relative distance between planets. During the discussion the teacher introduces the concept of the astronomical unit (AU) as the average distance of the earth from the sun, and discusses the use of this unit as a means of discovering the relative distances of the planets from the sun. Each group of students is given a reference sheet entitled (The Planets). The chart shows the relative distances of the planets from the sun. Students are also given posters of the Earth, and the other planets. Students are taken to a large area, preferably outdoors, and instructed to place the planets in their proper place, and at the proper distance from the Sun. Each number on the reference sheet represents one (AU) astronomical unit, which the students will be instructed to convert to meters. Make sure that students devise a way to measure the distance from one planet to the next, instead of measuring each time from the sun (example: Jupiter 5.20 Saturn 9.54 D=9.54-5.20) If space does not permit the use of 1m as 1(AU), then the students can use centimeters instead of meters. Students are asked to explore each model that has been constructed and to discuss their findings with the class.
Assessment	Students can be assessed by determining the accuracy of their representations of relative distance or by questioning what they learned from this activity.
Literature Connection	Stars and Planets by Christopher Lampton

HOW MUCH LIQUID CAN A SPONGE ABSORB?
FCAT Connection	Strand A: The Nature of Matter Standard 1 Benchmark: SC.A.1.2.1
Materials	The following materials are needed for each group of four to six students: sponge 1/2 liter container of water balance or scale calculator data table
Procedures	Give each group a dry sponge and ask groups to determine the amount of water that the sponge can absorb. Ask groups to determine an experimental design that would allow them to answer the question that has been posed. Following the formulation of the experimental design, instruct groups to dip the sponge into the ½ liter container of water and to determine the amount of water that has been absorbed by the sponge. Ask groups to repeat their experiment three times and to average the results that they have obtained during each trial. Each group will be responsible for writing a report detailing their experimental design, what occurred during the three trials, and what their final results were. The results of each group will be shared with the class, and discussion and comments on design, analysis, and results will be discussed among the other group members. Make sure that groups account for the weight of the dry sponge prior to placing the sponge into the ½ liter container. Frequently students do not attribute the weight of the dry sponge into their calculations, thus causing incorrect results. Data Table Trial Number Amount of Water Absorbed (ml) 1 - 2 - 3 - Average______________
Assessment	This lesson can be assessed by scoring the students' experimental designs on the following rubric: Characteristics Scale Sets up and carries out an experiment that tests a prediction related to the nature of matter; experiment is complete and valid test of student's prediction and includes a control; experiment addresses all important questions raised by the prediction; experiment provides complete and accurate quantitative data. 5 4 Sets up and carries out an experiment that tests a predication related to the nature of matter; experiment is a fair test of the predication; experiment addresses the most important questions raised by the prediction; experiment provides accurate quantitative data. 3 2 Sets up and carries out an experiment that does not test the central features of the prediction; experimental design is seriously flawed and the collection of accurate quantitative data is unlikely. 1
Literature Connection	The Story of Weights and Measures by Anita Ganeri

THE MARBELOUS INCLINE
FCAT Connection	Strand C. Force and Motion Standard 1 Benchmark: SC.1.2.1
Materials	The following materials are needed for each group of four to six students ten clothespins one rigid cardboard runway at least 30cm in length and 20cm in width one 30cm grooved plastic ruler one metric tape measure masking tape one marble four - six student data sheets (one for each student)
Procedures	Have students set up a ramp to roll the marble down. Ramp is constructed by taping a 30cm ruler on to a rigid cardboard runway. Two clothespins are clipped to the top of the ramp, and from 1 to 4 clothespins are attached perpendicular to the original clothespins one at a time. Attaching the clothespins one at a time to the original clothespins will change the incline of the ramp. Mark the base of the ramp with a piece of masking tape to assure that the position of the base remains constant throughout the experiment. Each group of students will roll the marble down the ramp, and measure the point at which the marble comes to rest. Make sure that students release the marble from the identical position each time, and make sure that the distance the marble rolls is measured from the end of the ramp. Following the measurement each student should record the data on their data sheet. Students should be instructed to roll the marble three times each using 1 clothespin, 2 clothespins, 3 clothespins, and 4 clothespins to vary the ramp elevation. Students average the data from each trial and construct a graph showing results.
Assessment	Assess students on how well their data and graphs reflect the correct scientific principles being studied. The outcomes should indicate that the greater the degree of incline, the farther the marble rolled. It is important, however, to question the students on their understanding of the concept by asking questions such as: Will the height of the ramp always make the marble travel a greater distance? Why? Why not ? Was there a relationship between the increase in elevation and the distance that the marble traveled?
Literature Connection	Raceways: Having Fun With Balls and Tracks by Bernie Zubrowski

THINGS ARE HEATING UP AROUND HERE
FCAT Connection	Strand B: Energy Standard 1 Benchmark: SC.B.1.2.6
Materials	The following materials are needed for each group of four to six students three jars of identical size (preferably around 500ml) record sheet and graph three thermometers 250ml water 250ml sand 250ml potting soil
Procedures	Ask students questions on the effects of sunlight. When students report that the sun warms the earth, ask them what the effects of this heating are. Have students hypothesize on whether all objects heat evenly and reach the same maximum temperature. Fill the three 500 ml jars with equal amounts (250 ml) of sand, potting soil, and water. Ask students to record the temperature of each thermometer on their record sheets. Place the three jars in a location where each receives the same amount of sunlight. Insert a thermometer into each of the jar, and check and record the temperature of the three thermometers every fifteen minutes for about two hours.
Assessment	Ask each group of students to share their results with the rest of the class. Discuss the results of each group and place these results on a class record sheet. Ask groups to give possible explanation for their results and on the results of the class. Check record sheets and graphs for consistency of data to insure that all graphs represent the recorded information correctly. Ask students to do the follow-up worksheet containing items such as the following: a. Do all substances on Earth heat evenly? b. Do all substances, when heated for an equal amount of time, reach the same maximum temperature? c. Do some substances reach their maximum temperature more rapidly than others? d. Give some possible reason why some substances hear more rapidly than others.
Literature Connection	Mama Do You Love Me? by Barbara M. Joossee

CHANGES THAT SHAPE THE EARTH
FCAT Connection	Strand D: Processes That Shape the Earth Standard 1. Benchmark:SC.D.1.3.5
Materials	The following materials are needed for each group of four to six students 1 tray, plastic with hole earth material (can be purchased through science supply houses) 2 wood angles to raise one end of the plastic tray 1 ruler, 30 cm 1 container, 1 liter 2 hand lenses 1 meter tape 1 catch basin 4-6 student sheets called Stream Table Map 1 student sheet called Standard Stream Table Setup water source (1/2 liter container with small hole in the bottom)
Procedures	Ask students to set up their stream tables using the student sheet Standard Stream Table Setup. Ask students to investigate what happens to the earth material as 1 liter of water is allowed to flow across it. Show students the student sheet called Standard Stream Table Map. Give each student a sheet to record the results of the investigation on the sheet. Introduce the term erosion and point out to students that erosion is the wearing away of the land by water, wind, or glacial ice. Explain that different materials erode at different rates and that in this study students are to look for examples of this occurrence. Ask students to begin activity by filling the ½ liter container and letting all of the water in the container flow over the earth material. Ask students to make observations of what is occurring and record these observations on their Standard Stream Table Map record sheets. Ask students to fill the ½ liter container and repeat the same process as above, once again recording observations on their student sheets. Initiate a follow-up discussion with students by asking questions such as: Did you notice where most of the eroded material ended up? Does it appear as if all of the material is evenly distributed? Do you notice a difference in the material near the mouth of the canyon from the material that has flowed the farthest from the mouth? Introduce the term deposition and have students differentiate between the different types of deposition that they observe in their models. Ask students what type of material flowed farthest from the mouth and which type of material flowed closest to the mouth. Ask students to determine the factors that caused a difference in the position of the various types of deposition.
Assessment	The following strategies can be used to assess this activity: Ask students to explain the effects of running water on land Review students' record sheets for accuracy Ask students to explain erosion and deposition Ask students to write a short essay comparing the similarities of the investigation that they performed and its relationship to the formation of the Grand Canyon Give an open response quiz based on the information that the students gained by performing the activity.
Literature Connection	Acknowledgment: This lesson has been adapted from the FOSS Science System Landforms module.

OUT OF THIS WORLD
FCAT Connection	Strand E: Earth and Space Standard 1 Benchmark: SC.E. 1.3.1
Materials	The following materials are needed for each group of four to six students: posters of the Sun, Earth, and other planets meter stick or meter tape calculator record sheet for determining relative distance: How Far Are You? distance of planets from the sun reference sheet
Procedures	Conduct class discussion in which the term astronomical unit (AU) is discussed. The (AU) is defined as the average distance from the earth to the sun. This is noted to be 93,000,000 miles or 150,000,000 kilometers. Following this discussion, ask students to determine the relative distance of each planet from the sun by using the property of ratios. Information for this activity can be found on worksheet 1 entitled: How Far Are You? Following completion of worksheet 1, ask students to determine how they could use this information to make a model of the solar system using the posters of the planets displayed by the teacher. An optional activity would be to have students research the planets and draw their own posters making sure that the planets were all relatively sized. Once students have made a determination of how to construct their solar systems, take students to a large area, preferably outdoors, and ask them to construct their models. To accomplish the task, each relative distance on worksheet 1 is converted into meters. Students must be careful to properly measure the distance from one planet to the next by subtracting to two relative distances. As an example to determine the distance from Jupiter to Saturn, simply subtract 9.51-5.19. If outdoor facilities are too small, the students can use centimeters instead of meters for the relative distances. Ask students to observe the various models that have been placed around the area and conduct a follow-up discussion on the observations.
Assessment	1. Students may be assessed on the accuracy of worksheet 1. 2. Students may be assessed on the accuracy of the model universe that each team laid out. 3. Students may be questioned on facts concerning relative distance, the term (AU), and information concerning the vastness of the universe.
Literature Connection	Space and Astronomy by Robert L. Bonnet
Attachments	Worksheet 1: How Far Are You?

PLOP PLOP FIZZ FIZZ
FCAT Connection	Strand H. The Nature of Science Standard 1 Benchmark: SC.H.1.3.5
Materials	The following materials are needed for each group of four - six students: alka seltzer tablets broken into different sizes: 1/8 tablet, 1/4 tablet, 1/2 tablet, and 1 tablet 35 mm film canister with top water 10ml measuring device paper towels
Procedures	Break alka seltzer tablets into different sizes: 1/8, ¼, & ½ . (Score tablets with plastic knife to make breaking the tablets easier). Measure 10 ml of tap water (23° C ) into film canister. Add one of the various sizes of alka seltzer tablets into the water, and quickly cap the lid. Measure the amount of time it takes the lid to "pop". Repeat the procedure at least three times to insure accurate results. Repeat the procedure using different sizes of tablets. Record all information on the data table. Construct a graph to communicate your results pictorially. Write the results and conclusions.
Assessment	Students will be assessed on their ability to: Complete an appropriate experimental design for the problem. Record the correct information on the data table. Graph the information from the data table correctly. Make valid conclusions based on the data obtained.
Literature Connection	Adventures with Atoms and Molecules: Chemistry Experiments for Young People, Book III by Robert Mebane and Thomas Rybolt

WHAT'S A CaCl2
FCAT Connection	Strand A: The Nature of Matter Standard 1 Benchmark: SC.A. 1.3.3
Materials	The following materials are needed for each group of four - six students: five baby food jars five thermometers plastic spoons liter container of water calcium chloride experimental design form
Procedures	Ask each group to fill the one liter container with tap water that is close to room temperature (73° C). Pour from the large container until each small jar or container is 3/4 full. Make sure that each jar contains the same amount of water. Ask students to measure the temperature of the water in one of the small jars. This jar will be labeled A and will represent the control. Ask students to measure the temperature of the water in jar B and to predict what will happen to the temperature of the water if 1 level spoonful of calcium chloride is added. Ask students to enter this as the hypothesis on the experimental design sheet. Ask each group to add one level spoonful of calcium chloride into bottle B and stir it until it dissolves. Ask students to measure the temperature of the water as soon as the calcium chloride dissolves, to note any change in the temperature, and to record the temperature in the data table Ask students to repeat the directions given in step #3 and #4 for jar C, but this time to add two level spoonfuls of calcium chloride into jar C. Ask students to again determine if there has been any change in temperature. Ask students to record the temperature of jar C in the data table. Ask students to repeat the procedure for jars D and E, but to add 3 and 4 level spoonfuls calcium chloride respectively to the jars. Ask students to record the temperatures in jars C and D in the data table. Ask students to repeat each the activity for each jar 3 times to insure accurate results
Assessment	Students will be assessed on their ability to: Complete an appropriate experimental design for the problem. Record the correct information in the data table. Graph the information from the data table correctly. Make valid conclusions based on the information collected, and the interpretation of the graph.
Literature Connection	How To Make a Chemical Volcano and Other Mysterious Experiments by Alan Kramer

WASHING THE LAND AWAY
FCAT Connection	Strand D: Processes That Shape the Earth Standard 1 Benchmark: SC.D.1.2.4
Materials	The following materials are needed for each group of four - six students: one plastic tray with hole one bag of earth material (1 lb) one standard water source (1/2 liter container with hole) one 30cm ruler one wooden angle, 24 cm one bag sand (l lb) one basin two hand lenses one meter tape copy of Standard Steam Table Setup copy of Landform Vocabulary The following materials are needed by the teacher: one Grand Canyon poster duct tape water paper towels newspaper
Procedures	Tell the students that today they are going to become earth scientists studying a model of a world-famous landform. Show them the Grand Canyon poster. The canyon is almost 2 km deep in places, and geologists are very curious about how it formed. Point out the brown strip of water at the bottom of the canyon. Identify it as the Colorado River. Because the Grand Canyon can't be brought into the classroom, a model of it can be created using a stream table Demonstrate how to set up a stream table following the instructions on the Standard Stream Table Setup poster a. Use the wood angle like a bulldozer to push the earth material into the last 20 cm of the tray (away from the hole). b. Pat the earth material into a smooth, even slope. It is important to have it the same depth all the way across c. Position and tape the ruler to support the standard water source over the earth material slope. d. Place the stream table at the edge of the table with a basin (on newspaper) on the floor or on a chair to catch water that flows out of the stream table. e. Place the standard water source in position. Then fill the liter container with water and use it to fill the water source. Tell the students that the earth material represents a small section of the earth's surface, and the 1 liter of water that they will run through the system represents thousands of years of water flowing over the earth. Ask the students to set up their stream tables. Remind the students that they will run only 1 liter of water through their stream table system, and that they should not touch the tray of shake the desks once the water starts flowing. Let them start the investigation. It should take about 5 minutes for 1 liter of water to run through the system. Move from group to group, asking the students to describe changes they observe. Encourage them to share a close-up look at the stream with the hand-lens. When all the water has run through the stream table, ask the groups to hold a 2-minute discussion within their groups to review what they observed. Then have a person from each group read their observations to the class. Record the observations on the board. As the reports are read, introduce and reinforce specific vocabulary. The students should be able to recognize a delta and a canyon. Explain that a delta is an example of a landform. Explain that landforms are shapes of the earth's surface. Other landforms that they may have seen in the stream table are valleys, flood plains, meanders, and the mouth of the stream. Have students look at copies of the Landform Vocabulary sheet. Review the landforms and encourage the students to look for examples of the landforms in their stream tables. Tell the students that when water runs over the earth and wears the earth away, the wearing away process is called erosion. Some materials, like loose sand and soil, erode very quickly, but other materials, like granite and sandstone, erode more slowly. The cutting of the canyon in the stream table model is an example of the process of erosion.
Assessment	Students will be instructed to draw before and after pictures of the land. Teacher will discuss the different landforms that can be observed following the erosion. Students will notice features such as deltas, canyons, valleys, flood plains, meanders, and mouths of streams. After viewing the poster of the Grand Canyon, students will compare and contrast the Grand Canyon with the models that they view in the stream tables. Students will be able to match pictures of various landforms with the correct vocabulary word describing the landform.
Literature Connection	Where the River Begins by Thomas Locker Reference: The lesson , "steam tables," comes from the Landforms Module of the Full Option Science System (FOSS). For more information on this motivational and exciting program contact Delta Educational Corporation.

HOW TO "BRAKE"  A FALL
FCAT Connection	Strand C: Force and Motion Standard 2: Benchmark: SC.C.2.3.6
Materials	The following materials will be needed for each group of four to six students: 3 paper napkins at least 18 cm x 18 cm 12 pieces of kite string 45 cm each 4 jumbo paper clips 12 sticky dots 1 experimental design sheet entitled "Braking" the Fall 1 stop watch 1 meter stick 1 calculator
Procedures	Discuss parachutes with students. Pose questions to students such as: Does the size of a parachute determine the rate of descent? Does the weight of the payload affect the rate of descent? What forces are acting on a parachute as it falls? How does a parachute work? What causes some parachutes to fall faster or slower than others? Discuss the size of the parachutes with students. Inform the students that the size of the parachute will be the measure of the length and width of the napkin used to build each parachute Challenge students to design a study that will help them to determine how a parachute works. Inform students that they will be given an experimental design sheet to assist them. Make sure that each team repeats their drop three times to insure the accuracy of their data. Instruct students on how to calculate the rate of decent, and inform them that they will have to determine the average rate of decent for the three parachutes that they designed. Show students the materials that they will be allowed to use, and instruct students that they may use the materials in any way as long as they have at least three different designs for their chutes. Show students the correct method for releasing parachutes, (i.e., hold the napkin portion of the chute out, and keep the strings separated) Give students an appropriate amount of time, at least 1 hour, to carry out their investigation. Following the completion of the investigation, bring students back together and have each group discuss their results? As the activity itself could consume the major portion of one class period, it might be necessary to divide this activity into two or more sessions.
Assessment	The following strategies may be used to assess this activity: The groups ability to complete the experimental design sheet The students' understanding of the concepts involved The ability of the students to design and carry out an investigation The ability of the group to properly construct a parachute
Literature Connection

OUT OF THIS WORLD

WORKSHEET 1: HOW FAR ARE YOU?

Directions: To compute the relative distance of each planet from the sun, use the following ratio: