THE PLAGUE GENERATION
-
GRADES: 4-9
-
In this lesson, the student will be able to make predictions,
test, and draw conclusions about the rate a plague can be spread.
MATERIALS (for 30 Students):
-
30 plastic cup
-
a base (clear detergent, etc) that looks like water
-
indicator (Can be made from dissolved ex-lax pill)
phenolphthalein
-
water
METHOD:
1. Fill 28 cups half full of water
2. Fill 2 cups half full of base
3. Give each student a cup with a liquid
4. Tell students that two cups contain the plague
while the others do not -- No smelling, shaking, tasting, etc
5. Each student will share liquids with others; student
A pours his liquid into cup of student B, student B then pours
half
of it back
into cup
of student A.
They each proceed to two other doing the same thing,
until all 30 have shared 3 cups. At this time predict how many
of the
30 cups
now hold
the plague
germs.
6. Add a few drops of indicator to each cup.
7. Observe
8. Conclusions: Discuss the rate the plague spread.
Does the information relate in some way to real life situations?
What
are some of the
errors that could
cause you to draw the wrong conclusions.
-
submitted by
GAIL R. DACUS
C. T. WALKER MAGNET SCHOOL
AUGUSTA, GA
cgdacus@mindspring.com
MOONQUEST
GRADES: 6-8
MoonQuest encourages students to generate and answer questions
about the Moon. It includes several assessment points (AP’s)
and wraps up with an info-art project.
MATERIALS:
- posters or other images of the Moon
- basic art supplies (poster board, scissors, crayons/markers,
glitter, glue, felt, etc.)
- Internet access (essential for the teacher, optional for students)
METHOD:
- Begin by having students talk about anything they know or
want to know about the Moon. Have a prepared list (for yourself)
of
a dozen or so interesting facts about the Moon, which you
can easily compile using Internet resources, and share these
facts with students
after they’ve made their comments and questions.
- Next, have students observe several different moon images: full,
half, crescent; photos of the Moon displaying different color and
size appearances; NASA images from the Apollo missions and other
lunar explorations, etc. Allow students sufficient time to fully
observe and take notes about these images.
- After viewing the images, read a couple of myths about the Moon
from various cultures. (For an excellent myth resource, go to www.windows.ucar.edu
and click on myths.) Time permitting, encourage students to create
their own original myths about the Moon as an in-class or homework
assignment. (AP #1)
- Between the all facts, images, and myths about the Moon,
students will inevitably have several new questions about it.
Have each
student make a list of his or her “Top 5” questions
about the Moon. (AP #2) Collect all lists, shuffle them up, and
read a dozen or so of them aloud. Many of the questions will be
the same or similar: “What’s the moon made of?” “Is
there life on the Moon?” “Where did the Moon come from?” “What’s
an eclipse?”
- Select three to six of the most often-asked questions. These
will be the MoonQuest questions that students will work in groups
to answer. Use the Internet to gather as much info as you can on
these questions, and create a packet to photocopy and distribute
to each student. If there is opportunity and the students are Internet-savvy,
they should search for and create their own packets. (AP #3)
- Break students into as many groups as you have MoonQuest
questions. Model how to extract relevant info from the packet
(i.e., don’t
use info from the packet on what the moon is made of if the group’s
question is on eclipses); also how organize the info, double-check
to make sure the original MoonQuest question has been sufficiently
answered, and finally, how to make a class presentation. The presentation
can be as simple as groups sharing out what they’ve discovered,
or they can be more elaborate and involved. (AP #4)
- As the grand finale, have each student create a MoonQuest poster.
(AP #5) The poster must include three different Moon images, three
Moon factoids, and a summary paragraph on whichever MoonQuest question
the student worked on in his/her group. Encourage students to include
space-related artwork on their posters (planets with rings, comets,
aliens, etc.).
-
-
JASON WISE
GEORGE A. LEWIS MIDDLE SCHOOL
ROXBURY, MA
no e-mail listed
TEN BEST FOODS, TEN WORST FOODS
GRADES: 4-12
Childhood obesity has more than doubled in the past 20 years, and
leads to a variety of health problems as a result of dangerous diets.
Children need to switch to healthy foods in order to avoid heart
disease and raised blood pressure
MATERIALS:
METHOD:
- Have the students go to the Internet site: Ten
Best Foods Ten Worst Foods: http://www.tqnyc.org/NYC063364
- Students will examine the best foods to eat to manage weight
and cure common ailments.
- They will then identify the worst foods which have become all
to prevelant in our society.
- They can study the foods that heal chart and then take the challenging
quiz.
- When they answer all the answers correctly they receive their
just dessert.
-
-
STEVE FELD
JOHN F. KENNEDY HIGH SCHOOL
NEW YORK CITY, NY
sjfeld@erols.com
CLASSIFIED INFORMATION
GRADES: 5-12
This activity presents an opportunity for students to expand skills
of classification. Originally designed for science, it can be used
in varied disciplines.
MATERIALS:
- Variety of items students can choose to bring in, poster board,
markers
METHOD:
In everyday-life here are many areas of pursuit that entail the
use of dozens or more items that can be classified into taxonomic
groups and assigned names.
- Provide students with a list of suggested areas they can begin
their item selection and classification from. Some examples: Sporting
goods, fasteners (anything that holds 2 or more items together
temporally or permanently.) foods, cooking utensils, items used
in schools, beverages, vehicles, toys, student suggestions.
- Students will classify their items as to a broad general group
for all the items name the largest group and then begin to divide
them into smaller groups based on features and uses. Names will
be assigned to the smaller groupings.
- Students should attempt to work from the large group to the
smallest group with the fewest possible, specific items based on
common features. They can report on and justify their groupings
You can suggest that students bring in as many of the items in
their broad category that they are able to. This is a very challenging
activity that can yield mixed results. Be prepared to help students
so they do not become frustrated. You can use this exercise to remind
students of the difficulties involved in classifying newly found
items or materials and, how people work out systems to resolve problems
and organize everything we deal with to make it easier for us to
learn about and keep track of all there is around us.
PAUL MULLE
CAMDEN CITY N.J. SCHOOLS
CAMDEN CITY, NJ
pmulle@camden.k12.nj.us
THE 12 DAYS OF ADOLESCENCE--A HEALTH SONG
GRADES: 8-12
MATERIALS:
METHOD:
Your assignment is to rewrite a Christmas song…The 12 Days
of Christmas is suggested…to reflect the various physical,
social, emotional and intellectual changes experienced in adolescence.
Have fun with this. This is your unit review!!
The 12 Days of Adolescence
On the first day of Christmas adolescence gave to me, a zit on my
chin.
On the second day of Christmas adolescence gave to me, 2 left feet,
and a zit on my chin.
On the third day of Christmas adolescence gave to me, 3 hour phone
calls, 2 left feet, and a zit on my chin.
On the fourth day of Christmas adolescence gave to me, 4 new friends,
3 hour phone calls, 2 left feet and a zit on my chin.
On the fifth day of Christmas adolescence gave to me, 5 A’s
on my report card, 4 new friends, 3 hour phone calls, 2 left feet
and a zit on my chin.
On the sixth day of Christmas adolescence gave to me, a 6 foot tall
best friend, 5 A’s on my report card, 4 new friends, 3 hour
phone calls, 2 left feet and a zit on my chin.
On the seventh day of Christmas adolescence gave to me, 7 hours
left of school, a 6 foot tall best friend, 5 A’s on my report
card, 4 new friends, 3 hour phone calls, 2 left feet and a zit on
my chin.
Now finish.....
-
Submitted by,
KELLY JOHNSON-TURNBULL
no school listed
no city listed
no e-mail listed
BUBBLES, BUBBLES, BUBBLES
GRADES: 4-8
This is a great lesson to use while teaching the scientific
method. The challenge for the students is: Can you make a better bubble
solution?
MATERIALS:
-
water in a plastic container
-
glycerin or white corn syrup
-
liquid detergent
-
stir stick
-
aluminum tray with a straw
METHOD:
-
Measure 100 ml of water into your container.
-
Add small amounts of the other ingredients.
-
Make sure to record what you have added and the
amounts you used.
-
Pour a small amount of your bubble maker, make
the biggest bubble possible!
-
Gently burst your bubble and measure the diameter
of your broken bubble (make sure to record this number).
-
If you are not happy with your recipe, try adding
more of one of the ingredients.
NOTE: I used a chart where the kids could record how
much of what ingredient they used, and what the result
was.
They loved
it.
-
submitted by,
-
CINDY DOAK
no school yet
FREDERICTON, NEW BRUNSWICK, CANADA
CDOAK@gov.nb.ca
SPIDER WEB (CHAIN) STORY
GRADES: 4-6
This lesson integrates language arts into a science subject.
MATERIALS:
- ball of white yarn
- Fright Time, The Eye of the Spider, by Jack Kelly. (Any book
can be used)
METHOD:
- Opening: Remember last week when I explained the importance
of storytelling? Why is it important? Today we are going to create
a story together. Halloween is coming close. All sorts of scary
stories are told during this time. Today we are going to make up
and tell our very own SPIDER WEB STORY. When we are finished with
our story we will have completed our very own Halloween spider
web.
- State directions. I am going to start our story. After I start
the story, I will throw the spider web ball to another person in
the class to continue the story. Anyone who receives the ball will
add a sentence or two to the story. When they are done, they will
throw the ball to another person until everyone in the class has
had a turn and is holding on to a piece of the spider web. When
you are choosing a person to throw the ball to remember that we
are trying to make a spider web. You can raise your hand if you
want to take a turn at continuing the story. You may also pass
if you are stuck. You are allowed to help others if they are stuck.
The last person will end the story.
- Write the characters and setting of the story on the chalk board.
Explain a little bit about the story.
- Discuss different endings to the story. Talk about how and why
spiders spin their webs.
-
-
CHARLENE ROBERTA TEETO
COLLEGE OF CHARLESTON ELEMENTARY EDUCATION MAJOR
CHARLESTON, SC
crteeto@aol.com
UNDER THE SEA CREATURES
-
GRADES: 4-8
MATERIALS:
- wallpaper books
- newspapers
- stapler
- glue
- other materials: foam pieces, sand, jiggly eyes, sequins, glitter,
etc.
METHOD:
- Choose a shape from an undersea creature such as a fish, snail,
clam, starfish, octopus or seahorse.
- Draw the shape onto the wallpaper. (Note: Students can
draw the shape based on their ability. My students received
their
shapes
already pre
cut.)
- Place another piece of wallpaper behind the sheet of wallpaper,
wrong sides together.
- Cut the shape on both pieces of paper.
- Using a glue bottle, trace the glue around the wrong side of
one of the shapes leaving about a 5" opening for stuffing.
(Note: Depending
on student
skill
levels, this may be a hand-over-hand activity.)
- Place the other sheet on top of the glued piece, wrong
sides facing each other.
- Staple around the edge of both glued together shapes.
- Crumple newspaper and "stuff" your sea creature with
it.
- Glue and staple shut when completely stuffed.
- Have an assortment of the other materials listed
above available for the students. Talk with
students about
fish having scales,
octopuses having tentacles,
etc. This helps them to think about what they
may glue to their creatures. Decorate both sides. One
side may
have
to wait until
creature has
had
sufficient drying time on one side.
- Using a hole punch, punch a hole near the top
of the creature and place a paper clip through
the hole.
Now
the creature
is ready for
display
from the
ceiling on a "fishing line."
- submitted by
no name listed
no school listed
no city listed
Dwillie76@aol.com
A SCIENCE ATTITUDE SURVEY
GRADES: 4-12
MATERIALS:
- a copy of the following survey
METHOD:
- Have the students mark True or False for each question. Have them
also give a reason for their response.
- Scientists have already found answers to most of the questions about
nature. T F
- Scientists make observations using their senses. T F
- Our senses often play tricks on us. T F
- American scientists have made few contributions to science. T F
- As a rule men make better scientists than women. T F
- Scientists are too busy at their work to have much fun. T F
- Scientists have no definite method they can follow when they set
out to solve a problem. T F
- After making a discovery scientists must also try to find ways to
use it. T F
- Tools for taking accurate measurements are essential to the scientists'
work. T F
- Science has been part of human existence since our earliest ancestors
thousands of years ago. T F
- A scientist can make a general conclusion after an experiment once.
T F
- When I graduate I would like to choose a career in a field related
to science or technology. T F
- Science has played a great part in improving our standard of living.
T F
- 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:
- 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
- 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!)
- Make a list the ways you have found to tell all hard-boiled eggs
from all raw eggs:
- 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?
- 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:
- 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.
- 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.
- 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:
- Before I begin, I tell the students the names of tools I am using
and also that the bowl contains cold water.
- I direct them to watch the demonstration carefully, and then write
down everything they observed. They must try to remember everything.
- 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.
- 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:
- What is the QUESTION you have now?
- 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.)
- 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:
- Cut out 3 squares of aluminum foil. Make them 5 cm on each side.
- Bend the edges of the foil to make a shallow dish. Make 3 of them.
Label them A, B, & C.
- Get a level spoonful of powder A. Put it in dish A. Add 15 drops
of water. Stir it.
- Observe carefully. Write your observations.
- Get a level spoonful of powder B. Put it in dish B. Add 15 drops
of water. Stir it.
- Observe carefully. Write your observations.
- Get a level spoonful of powder C. But it in dish C. Add 15 drops
of water. Stir it.
- Observe carefully. Write your observations.
- One powder was sugar. How could you tell which one it was?
- One powder was Plaster Of Paris. Which one?
- 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.
- Draw the candle.
- What is the color of the string at the top of the candle?
- Describe what the candle feels like.
- Can you see any marks, or spots, inside the candle?
- Look at the bottom of the candle. Is the string the same color as
at the top?
- Describe how hard the candle is. Tell if it is hard in some places,
and soft in others.
- 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.
- How much of the exposed string (1/2, 1/3, etc.) is surrounded with
flame?
- What colors are in the flame?
- The greatest part of the flame is what color?
- Draw the flame. Be sure to show the string.
- Is there any smoke?
- What must you do to make smoke?
- What color is the smoke?
- Where is the flame dark?
- Does the flame come to a sharp point?
- What can you do to change the shape of the flame?
- Draw a line to show how far into the candle the light goes.
- Does the top of the candle have a little cup of melted wax?
- Is the cup the same on all sides?
- Is wax dripping down the side of the candle?
- Draw the wax that is dripping down the side of the candle.
- Let ONE DROP of melted wax fall onto your hand. How hot is it?
- For how long a time does the drop of melted wax stay hot?
- Does the candle make any noise as it burns?
- Can you read the page by the light of your candle?
- 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:
- First I made up a worksheet about observing and predicting seeds.
The worksheet says "Observing Seeds on Top",. 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.
- 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.
- 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
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