SCIENCE

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:

  1. 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.
  2. 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.
  3. 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)
  4. 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?”
  5. 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)
  6. 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)
  7. 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.).
 
Submitted by,

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:

  • Internet access

METHOD:

  1. Have the students go to the Internet site: Ten Best Foods Ten Worst Foods: http://www.tqnyc.org/NYC063364
  2. Students will examine the best foods to eat to manage weight and cure common ailments.
  3. They will then identify the worst foods which have become all to prevelant in our society.
  4. They can study the foods that heal chart and then take the challenging quiz.
  5. When they answer all the answers correctly they receive their just dessert.
 
Submitted by,

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.

  1. 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.
  2. 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.
  3. 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.

Submitted by,

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:

  • writing 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:

  1. Measure 100 ml of water into your container.
  2. Add small amounts of the other ingredients.
  3. Make sure to record what you have added and the amounts you used.
  4. Pour a small amount of your bubble maker, make the biggest bubble possible!
  5. Gently burst your bubble and measure the diameter of your broken bubble (make sure to record this number).
  6. 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:

  1. 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.
  2. 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.
  3. Write the characters and setting of the story on the chalk board. Explain a little bit about the story.
  4. Discuss different endings to the story. Talk about how and why spiders spin their webs.
 
Submitted by,

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:

  1. Choose a shape from an undersea creature such as a fish, snail, clam, starfish, octopus or seahorse.
  2. Draw the shape onto the wallpaper.  (Note:  Students can draw the shape based on their ability.  My students received their shapes already pre cut.)
  3. Place another piece of wallpaper behind the sheet of wallpaper, wrong sides together.
  4. Cut the shape on both pieces of paper.
  5. 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.)
  6. Place the other sheet on top of the glued piece, wrong sides facing each other.
  7. Staple around the edge of both glued together shapes. 
  8. Crumple newspaper and "stuff" your sea creature with it. 
  9. Glue and staple shut when completely stuffed.
  10. 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.
  11. 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:

  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

 

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