SCIENCE

PENGUIN BLUBBER MITTEN

GRADES: 3-7

In this lesson, the students will discover if the layer of blubber on penguins can keep them warm.

MATERIALS: Each table group of students will need:

• one blubber mitten which is composed of a double layer of sandwich bags with 5 tablespoons of Crisco between the first and second bag
• a bowl of ice water with ice cubes
• a pencil and paper for each table "recorder" to write down student's reactions
• a "penguin" book (i.e. A Penguin's Year, by Susan Bowers)

METHOD:

1. Concept(s) discussed prior to the lesson-Penguins have a layer of blubber on their bodies to keep them warm. This is an important part of their bodies. Other animals also have blubber to help them exist in their habitats. The students should also have prior knowledge of penguins from prior days study in this unit. Students should be aware that the Arctic and Antarctic areas of the world are very cold and that some animals do live in these cold areas.
2. The teacher asks students what keeps them warm in cold weather? Their clothes. She can then ask what keeps a dog or cat warm? Their fur.The teacher reminds the students that penguins live in the very coldest area of our world. She asks students what they think keeps a penguin warm. (feathers, blubber).
3. Using a T graph the teacher should list the answers students give about the different creatures. She should ask the students if they would like to find out what keeps the penguin warm when he goes into the icy cold water.
4. The teacher introduces the story A Penguins Year by Susan Bowers (or any other suitable book). She should tell the students that this story will tell them how penguins stay warm. They are to listen to the story and remember two pieces of information that tells how penguins stay warm. She will then give them the opportunity to explain these two bits of information when they have completed reading the story.
5. When the story has been completed the teacher should question the students for the answers to why penguins do not get cold in the Arctic. The teacher writes these answers on the T graph that was created before the story was read. The teacher asks the students if they believe that blubber can keep penguins warm. She then asks them if they would like to test the idea of blubber keeping the penguins warm.The teacher will tell the students that this experiment is the next portion of the activity.
6. The teacher brings out the supplies. She brings out a can of Crisco and tell the students that this is the blubber. She then brings out zipper bags and put Crisco in between two layers of the bags. With the students observing, the teacher zips the two baggies together and ask for student volunteers to come up and touch the skin of the penguin (baggies). What does it feel like inside the bag? What does the blubber feel like? Warm, cold, cool etc.The teacher should inquire if any students would like to see how cold the ice water would be with the blubber covering.
7. The teacher tells the students that each will be allowed to try out the blubber mitten. She divides up the students into table groups. Each table group gets one blubber mitten, one bowl of ice water and a blank paper. The teacher asks for one student who would like to write down what their friend's reactions are.When the students get to their table group, one student at a time will put on the blubber mitten, while another student steadies the bowl of ice water. The third student will write down descriptive words the first students expresses. Each student will have a turn trying on the blubber mitten (if they wish to).
8. The students return to the meeting area after everyone has had a turn to try on the mitten. They bring their recording sheets with them and the students discuss their reactions to the blubber mitten.

Submitted by

MARCIA GOUDIE
CAVE ELEMENTARY SCHOOL
VALLEJO, CA
MGoudie@aol.com

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DISEASE TRANSMISSION

GRADES: 7-12

The purpose of this lab is to show students how diseases can be transmitted from person to person. It can be used in a science or health class.

MATERIALS:

• clear plastic condiment cups (they can be found at any local party store)
• baking soda
• distilled white vinegar
• distilled water
• medicine droppers (the clear plastic are cheap and work just as well as the glass medicine droppers)
• Phenol Red Indicator
• 2 large cups or pitchers

METHOD:

1. Before class, teachers should mix 3-4 tablespoons of baking soda with distilled water in a large cup or pitcher. In another large cup or pitcher, mix approximately 3-4 table spoons of vinegar with distilled water. ( Measurements do not have to be exact with this experiment)
2. Once the two solutions have been prepared, fill one of the condiment cups with the baking soda and distilled water solution. This is your basic/infected solution. Set this cup in a place where you will be able to remember that it is the basic solution. Only one student should receive this solution.
3. Next, fill all of the other cups with the vinegar and distilled water solution. These will be your acidic/uninfected solutions. These cups will be given to all other students in the classroom.
4. Explain to the students, before passing out any materials, that the lab that they will be conducting deals with disease transmission. It will show how one person who is infected with a disease can infect other people, and how they can in turn infect other people.
5. Explain that each student will receive a cup filled with a clear solution, and a medicine dropper. If the students wish, they may observe their solutions but may not touch them in any way. Tell the students that the solutions represent bodily fluids. Explain that after they receive their solutions they will have approximately 3-5 minutes to mingle and use their medicine droppers to exchange solutions/ bodily fluids with 3 other students. The students must exchange fluids. Some of their solution should be dropped into a classmates cup and that same person must drop some of their solution into their cup). Example- If I were exchanging bodily fluids with you, I would drop some of my solution into your cup and would then allow you to drop some of your solution into my cup. Make sure that the students do not touch each other's solution with their medicine droppers. This might contaminate their medicine droppers. Try to watch them, and make sure they are holding their droppers a few centimeters or maybe an inch above each others cup. Also try to avoid any spilling of the solutions. If the students spill their solutions, this might ruin the results of the experiment.
6. Once the students have mingled and exchanged solutions/ bodily fluids, have them come back to their seats and sit quietly.
7. Once everyone is seated, explain to the students that you will come around the classroom with an indicator called phenol red.
8. Let them know that this indicator is used to show a color change in acids and bases. When phenol red is placed in an acid solution it turns the solution yellow. When placed in a basic solution, it turns the solution pink/red. Let them know that you will place a few drops of indicator in their cup. If they have exchanged solutions/ bodily fluids with the one infected person in the class or someone who the infected person came into contact with, they are now infected and their solution will turn pink/red. If they have not exchanged solutions/ bodily fluids with anyone who was infected, their solution will turn yellow.
9. Lastly, count how many people are infected at the end of the experiment. Remember, only one person received the infected (basic) solution at the beginning of the experiment.

• Example- Karen Joey
• Lucy Mike
• Leslie Sheila
• Frank Gary

submitted by
 
SHAWN ZEIGLER
LAKE SHORE MIDDLE SCHOOL
WEST PALM BEACH, FL
zeigler_s@popmail.firn.edu

SHADOWS

GRADES: 3-6

This is a fun one to two day lesson on shadows and the sun's movement.

 

MATERIALS:

• chalk
• sun
• black top (preferably away from where students play)
• paper
• pencil
• compasses (optional)
• golf tees
• cardboard ( at least 9 x 12)
• glue
• tape

METHOD:

1. Brainstorm ideas about shadows with students. See what they already know. Tell them you will go outside and trace shadows.
2. Go outside to a black top or concrete area early in the morning. Have students in pairs. Find north and have them face north.
3. Trace a student, feet and all as a demonstration. Have them write the name of the person traced and time in the feet.
4. Allow time for pairs to trace each other. Make sure they are spaced far apart so the afternoon shadow will not touch another student's shadow.
5. Talk about what the shadows look like.
6. Go back inside and have them get out paper.
7. Write the words shape and orientation on the board. Ask if they know what it means. Give definitions for them to write down. (Shape - size of shadow) (Orientation - Direction of shadow) Then talk about sun rising and setting. It rises in the east and sets in the west. Ask them to predict using the vocabulary words what the shape and orientation will be at about 2pm. Have them write this down.
8. Have them check at morning recess and lunch recess how their shadows look.
9. Go back out at the end of the day. Trace this shadow and discuss results. Talk about how the sun moves and how it affects the shadow. Look at predictions from the morning and discuss the differences to what actually happened.

EXTENSION:

The next day you can have them make shadow trackers with paper, golf tees and cardboard. They can be in groups of 4 and track the shadow each hour. Tape paper to cardboard. Glue tee in the middle. Draw the shadow and put the time. Discuss what this looks like and how the sun moves. Simulate the sun with a flashlight in a darkened room and recreate the traced shadows. Discuss where sun is in relation to cast shadow. (Always behind the object... casts a shadow in the opposite direction)

 

Play Shadow Tag for PE! They love it!

submitted by
 
CAROL MCEWEN
TEAGUE ELEMENTARY SCHOOL
FRESNO, CA
JCMc6002@aol.com

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A SCIENCE ATTITUDE SURVEY

GRADES: 4-12

MATERIALS:

• a copy of the following survey

METHOD:

1. Have the students mark True or False for each question. Have them also give a reason for their response.
2. Scientists have already found answers to most of the questions about nature. T F
3. Scientists make observations using their senses. T F
4. Our senses often play tricks on us. T F
5. American scientists have made few contributions to science. T F
6. As a rule men make better scientists than women. T F
7. Scientists are too busy at their work to have much fun. T F
8. Scientists have no definite method they can follow when they set out to solve a problem. T F
9. After making a discovery scientists must also try to find ways to use it. T F
10. Tools for taking accurate measurements are essential to the scientists' work. T F
11. Science has been part of human existence since our earliest ancestors thousands of years ago. T F
12. A scientist can make a general conclusion after an experiment once. T F
13. When I graduate I would like to choose a career in a field related to science or technology. T F
14. Science has played a great part in improving our standard of living. T F
15. Scientists often make errors and become frustrated because their experiments are not successful. T F

submitted by

MARIE LANCE
RETIRED
BRIGHTON, ONTARIO, CANADA
garlan@suckercreek.on.ca

THE FUN OF SCIENTIFIC INVESTIGATIONS

GRADES: 2-8

MATERIALS:

• two eggs per pair of students, one raw, one hard-boiled, plus a couple extras for eggs broken extra early
• permanent markers--about 5

METHOD:

1. Query the Egg: You have just been given two eggs. One of your eggs is fresh and one is hard-boiled. Choose one of the eggs and put a mark on it. Do you think the marked egg is (Circle one) Raw Hard-boiled
2. Now, do a scientific investigation and discover all the ways your two eggs differ that could be used to tell any hard-boiled egg from any raw one. (That means that size, shape, color, specks, etc.,. can't be listed, as, if you write that the small one is hard-boiled, it means that all small eggs are hard-boiled.) It might help if you pretend that your dad is going to make cookies and that your little brother mixed up the hard-boiled eggs in the refrigerator and you need to find all the hard-boiled eggs and all the raw ones. (No, you may not break the eggs to find out, and yes, please do keep your eggs over the desk because if the eggs drop on the floor the raw egg, at least, is going to be a real mess to clean up!)
3. Make a list the ways you have found to tell all hard-boiled eggs from all raw eggs:
4. Would you like to change your original hypotheses? If so, now is your chance The marked egg is (circle one) Raw Hard-boiled Why do you think this?
5. Now, how are you going to prove it? That's right, but you only get one chance. Go up to your teacher and break your egg over the bowl, and, if you are right, you'll get salt and/or pepper and be able to eat it. If not, you get to clean up the mess, so be careful!

   submitted by

   BARBARA D. MARTIN
   RICE SCHOOL
   ROSEMEAD, CA
   barbdmar@earthlink.net

AN AUTUMN DEMO FOR EXPLAINING RATE OF REACTION

GRADES: 7-12

This can be used in explaining rate of reaction in chemistry classes, but because of the effect I liked to use it near Halloween. It involves making 3 solutions which might require a well-stocked chemistry lab. When the colorless solutions are mixed in the proper order, they will suddenly turn bright orange, then just as suddenly turn blue-black. The effect is called the "Old Nassau Reaction" because it was the colors of the Princeton Tigers. The University of California sometimes used to use it as they sang of their colors, gold and blue.

MATERIALS:

• Solution A consists of 15 g of KIO3 dissolved in a liter of water
• Solution B is made by dissolving 4 g of soluble starch in 500 ml of boiling water
• Solution C requires 3 g of HgCl2 dissolved in a liter of water
• large beakers or flasks for mixing, and 50 ml to 250 ml beakers for the demo

METHOD:

1. The solutions must be freshly made the week of the demo, and should be tried before showing to a class. This makes enough for many demonstrations. CAUTION: POISON. Do not allow any one to drink the solutions! KIO3 is potassium iodate, while HgCl2 is mercury II chloride.
2. Mix equal volumes of B + C + A in that order. I just use beakers large enough so that the volumes used are less than one third of the volume of the beaker. For example, if I use 250 ml beakers, I fill each beaker with 50 ml of solution. It is easier to be sure of the order if the beakers are labeled A, B, and C.
3. Pour B into C, then both back into B. Now pour B into A, then back into B (pouring back and forth does the mixing.) Now hold the beaker with all three solutions up for the class to see. Very soon the colorless liquid will turn bright orange, then suddenly turn black.

   submitted by

   KENNETH ROBINSON
   NORDHOFF HIGH SCHOOL (retired)
   OJAI, CA
   kenben@wcc.net

OBSERVATION PRACTICE: DEMONSTRATING THE COLLAPSING CAN

GRADES 3-12

This experiment is the old stand-by, collapsing can. In this version, I use it to teach how to write a complete observation, and one set of procedures for scientific problem-solving.

MATERIALS:

• empty, undented soda can
• bowl of cold
• method of heating
• dark colored background (i.e. cardboard)

METHOD:

1. Before I begin, I tell the students the names of tools I am using and also that the bowl contains cold water.
2. I direct them to watch the demonstration carefully, and then write down everything they observed. They must try to remember everything.
3. I then proceed to do the demonstration in silence, modeling listening for the sounds of boiling water. I put up a dark colored background so that they can see the presence of steam when the water boils.
4. I make a show of emptying the soda can of water, then putting back in only one tablespoon of water. They watch me light the burner, placing the can over the burner, and wait for the water in the soda can to boil. I then take the can carefully with tongs, and invert it into the bowl of cold water. The can's collapse is dramatic and instantaneous!

OBSERVATIONS:

After they write what they have observed, I ask them to voice the one big question they have!

USING SCIENTIFIC PROCEDURES:

1. What is the QUESTION you have now?
2. What is your guess or HYPOTHESIS about why the can collapsed? (I solicit several guesses, then select one to work with for part 3. If there is time, we may do more than one. Students suggest many things, and help each other explain.)
3. Let's TEST your hypothesis: Describe how we would test your idea to see if it is right or not. (Together, the students and I design a test. Usually the hypotheses involve temperature changes, weakness of aluminum cans, and other suggestions which can be tested by varying where the hot water is, if the can is inverted or not, or whether or not the can needs to have boiling water in it to collapse. Then we try out their ideas. They are told to use complete sentences in all reporting, and to include drawings.)

CONCLUSION: What happened in your test? Were you right? What if you were not right -- how would you change your hypothesis? Write another explanation for why the can collapsed. (Answer all the questions, please!)

submitted by

ALEXANDRA FLORIMONTE
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA

OBSERVATION SKILLS PRACTICE: UNKNOWN POWDERS

GRADES 5-12

In this experiment we will see if you are able to observe 3 powders very carefully.

MATERIALS:

• piece of aluminum foil
• ruler
• scissors
• medicine dropper
• wooden stirring rod
• small container of water.
• sugar (unlabeled to all but the teacher)
• Plaster of Paris (unlabeled to all but the teacher)
• baking powder (unlabeled to all but the teacher)

METHOD:

1. Cut out 3 squares of aluminum foil. Make them 5 cm on each side.
2. Bend the edges of the foil to make a shallow dish. Make 3 of them. Label them A, B, & C.
3. Get a level spoonful of powder A. Put it in dish A. Add 15 drops of water. Stir it.
4. Observe carefully. Write your observations.
5. Get a level spoonful of powder B. Put it in dish B. Add 15 drops of water. Stir it.
6. Observe carefully. Write your observations.
7. Get a level spoonful of powder C. But it in dish C. Add 15 drops of water. Stir it.
8. Observe carefully. Write your observations.
9. One powder was sugar. How could you tell which one it was?
10. One powder was Plaster Of Paris. Which one?
11. One powder was Baking Powder. It made bubbles. Which one was it?

    submitted by

    AL LEVIN
    PACOIMA MIDDLE SCHOOL
    LOS ANGELES
    allen.levin@worldnet.att.net

OBSERVING A CANDLE

GRADES 4-12

Observation practice is one of the most important activities in a science classroom. Here is one that gives the students practice, while dealing with an ordinary, but often ignored, daily object.

MATERIALS:

• candles
• matches
• plastic stand (or some other type of holder)You can copy these questions directly onto a student worksheet

METHOD:

MOST PEOPLE HAVE USED CANDLES. VERY FEW PEOPLE HAVE TAKEN THE TIME TO OBSERVE A CANDLE CAREFULLY. THAT IS WHAT YOU WILL DO NOW.
ANSWER QUESTIONS 1-8 BEFORE YOU LIGHT YOUR CANDLE.

1. Draw the candle.
2. What is the color of the string at the top of the candle?
3. Describe what the candle feels like.
4. Can you see any marks, or spots, inside the candle?
5. Look at the bottom of the candle. Is the string the same color as at the top?
6. Describe how hard the candle is. Tell if it is hard in some places, and soft in others.
7. Say something about the candle.

LIGHT YOUR CANDLE. TAKE IT TO YOUR DESK. STAND IT UP ON YOUR PLASTIC SQUARE. BE CAREFUL!
ANSWER THESE QUESTIONS AFTER YOU LIGHT YOUR CANDLE.

1. How much of the exposed string (1/2, 1/3, etc.) is surrounded with flame?
2. What colors are in the flame?
3. The greatest part of the flame is what color?
4. Draw the flame. Be sure to show the string.
5. Is there any smoke?
6. What must you do to make smoke?
7. What color is the smoke?
8. Where is the flame dark?
9. Does the flame come to a sharp point?
10. What can you do to change the shape of the flame?
11. Draw a line to show how far into the candle the light goes.
12. Does the top of the candle have a little cup of melted wax?
13. Is the cup the same on all sides?
14. Is wax dripping down the side of the candle?
15. Draw the wax that is dripping down the side of the candle.
16. Let ONE DROP of melted wax fall onto your hand. How hot is it?
17. For how long a time does the drop of melted wax stay hot?
18. Does the candle make any noise as it burns?
19. Can you read the page by the light of your candle?
20. Does the burning candle produce an odor?

EXTRA CREDIT! What other things can you observe about your candle?

submitted by

AL LEVIN
PACOIMA MIDDLE SCHOOL
LOS ANGELES
allen.levin@worldnet.att.net

POP! POP! POP!--SEEDS

GRADES: K-3

A great method for teaching the scientific method to early elementary children.

MATERIALS:

• science worksheet on observing and predicting seeds
• hand lenses
• popcorn kernels
• popcorn popper

METHOD:

1. First I made up a worksheet about observing and predicting seeds. The worksheet says "Observing Seeds on Top&quot,. The first part was to have the students look at unpopped and popped kernels and record the differences of color and shape. They do this by making a chart. Then the next part was to predict how many seeds were in a teaspoon. I drew a teaspoon on the worksheet and left a blank for guessing how many unpopped kernels would fit in a teaspoon and then they actually had to count how many were in there by placing the kernels in it.
2. Now to finally start the lesson. First I popped some popcorn and had the students use their senses to look, listen, and smell the popcorn being popped. After it was popped, they used the remaining two senses, taste and feel, to explore it. We talked about the popcorn and related the senses to it.
3. Next we did the worksheet and used hand lenses when trying to observe the popped and unpopped kernels. I did this in small groups of about six students and it worked out really well. When we were all done and there was popcorn leftover then they could eat it. They had lots of fun eating it.

INTEGRATING WITH OTHER SUBJECTS:

SOCIAL STUDIES: Read the book "Popcorn Book" by Tomie DePoala

LANGUAGE ARTS: Act out a popcorn skit from aims lesson plan called "pop!pop!pop!". In the book you will find a skit called "Popcorn Story" and a page of popcorn kernels and a popcorn maker. I xeroxed three pages off so I would have 10 kernels and xeroxedthe popcorn maker off and colored them, laminated them and velcroed them together on a piece of cardboard. As I read the name of the person they would come to the board and take one off as if they were eating it.

READING: read the book "Popcorn" (about a Halloween party)

ART: You could have them make a popcorn necklace or a popcorn collage with popped and unpopped kernels.

I taught this to a group of kindergartners and they really enjoyed it very much!!! (especially eating the popcorn) This lesson takes abou a week to do so you don't have to rush it all in one day.

submitted by

HEATHER ENGSTROM
WESTERN ILLINOIS UNIVERSITY
MACOMB, IL
HE-Engstrom@wiu.edu