Fun In The Sun With Science Paper...

Dr. Michelle Weiss Tamarac Elementary School 7601 North University Dr.

Tamarac Fl, 33321 754-322-8600 [email protected]

Mrs. Susan Weiss

1200 S.W. 136 Avenue Davie Fl 33325 754 323-2400 [email protected]

Fun in the Sun with Science!

For information concerning IMPACT II opportunities, such as interschool visits, staff

development, workshops and adapter and Disseminator grants, please contact:

The Broward Education Foundation

6000 SE Third Avenue, 1st Floor

Fort Lauderdale, FL 33301

754-321-2032

www.BrowardEdFoundation.net

IMPACT II is a program of the Broward Education Foundation

2

Table of Contents

Page 1. Abstract ...........................................................................................................................3 2. Background .....................................................................................................................5 3. Goals and Objectives.......................................................................................................7 4. Lesson Plan One..............................................................................................................8 5. Lesson Plan Two ...........................................................................................................12 6. Lesson Plan Three .........................................................................................................14 7. Lesson Plan Four ...........................................................................................................19 8. Lesson Plan Five ...........................................................................................................22 9. Lesson Plan Six .............................................................................................................26 10. Lesson Plan Seven.......................................................................................................28 11. Lesson Plan Eight ........................................................................................................30 12. Lesson Plan Nine.........................................................................................................32 13. Science experiment Supply List ..................................................................................34 14. References ...................................................................................................................38 Appendixes

A Sink or Float Chart ....................................................................................39

3

Abstract

This paper will include fun science experiments for levels preschool to high school

using a multimodality approach in the aim to increase science knowledge and

comprehension. When students are actively engaged and excited about learning science,

they are more willing to retain learned information relevant to useful applications

experienced across a lifetime of learning.

Dr. Michelle Weiss has presented some of the fun in the sun with science experiments

for the developmentally delayed preschool classroom students for the past four years.

Susan Weiss’ AP chemistry, honors chemistry, and chemistry high school students have

previously completed experiments for the past nineteen years, as part of the science

strand curriculum standards related to classroom topics. The curriculum areas include

science education, and critical thinking, with varying learners with and without

disabilities. Students were quoted saying FUN IN THE SUN WITH SCIENCE

allows you to get wet and learn at the same time.’ “ That was so cool, do it again”.

Students will be exploring the awesome power of hands on learning through

exploratory science. Students will be actively learning and observing while helping create

science experiments. When actively learning students will learn and retain information

with long-term retention. Students in both the lower and upper grades will be doing a

series of science experiments. FUN IN THE SUN WITH SCIENCE incorporates

experiments that can be completed outdoors.

Examples of science experiments will include watching a coke explode with a mentos,

the discussion of density with a float or sink experiment, lifting ice cubes with matter,

4

making a rainbow with water, surface tension “what makes a bubble?” making your own

bubbles and wands, run away fish, exploding soap, dancing raisins, and a finale of mixing

chemicals together to make homemade ice cream.

Students in Dr. Michelle Weiss’ class are 3-5 year old preschool students that exhibit

developmental delays. Most of the students are non-verbal and require a variety of

different teaching styles and modalities for language and academic acquisition. Students

in Susan Weiss’ classroom are 10th-12th grade high school students in an AP, Honors,

and Chemistry. Students vary in their academic needs and readiness, English language

levels, and giftedness. By providing students with visual and hands-on experimentation

they increase comprehension ultimately increasing their science knowledge and academic

success.

For this project both Disseminators used the same materials with an adaptation of

delivery and environment to meet the needs of the students. Preschool students wore

bathing suits for the likelihood of getting extremely wet. The high school students

conducted the experiments with minor spillage and damage to clothes wearing laboratory

aprons and goggles. Included in the grant will be the lesson plans for the experiments

with the needed materials. All materials can be purchased at wal-mart or target.

5

Background

According to the National Science Teachers Association (NSTA), elementary school

science should be incorporated in everyday curriculum experiences at every level of a

student’s education. Science education has shown to increase student understanding in a

variety of different subject areas in its relationships to problem solving, mathematics

communication skills, concept application, inquiry, and process skills.

To increase learning gains, educators should offer a multimodality approach to

learning offering a variety of different presentation and interaction modes. Hands on

activities help to enhance skill development. It is imperative that administration provides

leadership that foster science education by providing supplies, promoting workshop

learning and for teachers and staff, and encouraging science events during the school

year. Science is an every growing field in that science discoveries are made everyday

(http://www.nsta.org).

Lord and Travis, (2011) state the importance of incorporating outdoor exposure to

science activities to enhance curriculum comprehension. Increased exposure to science

education allows students to improve critical-thinking skills, while improving their ability

to work with other students. The science activities chosen are relevant to school standards

and are easy to complete, allowing for creativity and engagement in hands-on learning.

This encourages the love and appreciation of learning science and other subjects.

In an article by Robelen, etc. (2011) students perform poorly on achievement tests the

understanding of science and related fields simultaneously. Schools have lost funding and

6

resources in science education. Therefore, educators must inspire students by exposing

students to science related themes and activities to enhance for knowledge, and skill.

In an article by Burke and McNeil (2011), the President’s innovative address the

importance of Science Education. President Obama’s Educate to Innovate Initiative

provides billions in additional funding to science and other related fields as part of the

STEM program. The aim is to provide education programs countrywide.

7

Goals and Objectives Students that are actively engaged retain more in short and long-term acquisition.

Students in Dr. Weiss’ class retell the day with visual reminders, pictures taken during

the experiment. Students are asked low level and high level questions to increase

receptive and expressive language skills for the developmentally delayed learner.

Students in Mrs. Weiss’ class have increased acquisition of knowledge in lab-based

inquiry as a way of actively engaging the high school student. Through hands-on

participation students show an increase in retention, as noticed on standardized and non-

standardized testing as compared to students without lab activities. Many concepts in

science are better understood when there is a physical representation, such as a hands-on

lab. Students show strengths in mathematics, writing, and critical thinking when asked to

provide written assessment of experimental data demonstrating across levels, retention

and academic growth. During experimentation students get to use the scientific method of

inquiry. Previously donations were made from parents to help fund the classroom

experiments in both classroom settings. Grant funding would alleviate teacher and

parental financial support.

The outcome of this project proves student increases in academic acquisition when to

a multimodality approach is implemented. Students are excited from age three to eighteen

to create and watch exploding science. FUN IN THE SUN WITH SCIENCE

creates memorable experiences for any age student. Students are immersed in approaches

to learning, using hands-on activities related curriculum standards. Experiments can be

adapted or added to meet particular Sunshine State Standards for the educator in any

grade from PK-grade 12.

8

Lesson Plan 1 Science Experiments

Let’s Make Ice Cream

Freezing point

Depression/Colligative Properties Solutions

Materials:

Basic Vanilla Ice Cream

• 1 pint of Half & Half $3

• 1 1/2 teaspoons vanilla $3

• 1/3 cup + 2 Tablespoons sugar $2

• Ice $1.50

• Rock salt $3

• Ice cream kickball $45

• Bowls/spoons/topping $10

• Thermometer (middle and HS has them)

9

*Using whole cream makes a richer, creamier ice cream.

Using part milk and half and half makes a lighter ice

cream, but takes longer to freeze. Yield: about a pint of

smooth and creamy ice cream. Don’t use less than half and

half. It does not work.

Steps:

1. Fill the ice end with as much ice as possible and

then add 1/2 cup of rock salt. (MEGA: Add 3/4 cup of

rock salt).

2. The lid should be hand tightened - do not use the

wrench! Mix up your ice cream ingredients in a

container, then pour the mix into the end with the metal

cylinder, leaving about an inch for expansion at the

top.

3. Hand tighten the lid.

4. Have a ball! Shake, roll, and pass it around as you

mix and freeze the ingredients. It's not necessary to

shake the ball...just motion will do it! After about

10 minutes (15 for the MEGA ball) open the ice

cream end using the included plastic wrench.

Students at a young age can play hot potato, older

grades can play toss or question answer games

where students pass the ball to each other.

10

5. Scrape the sides of the cylinder to mix up the ice cream using a plastic or wooden

spoon (don’t use a metal spoon as it will scratch the cylinder). Then check the ice

end.

6. Pour out the excess water and add more ice and up to 1/3 cup more rock salt to

enhance the freezing ability. Close the lids securely and continue having a ball for

approximately 5–10 more minutes. (15 for MEGA

You now have about a pint (or quart for the MEGA ball) of soft-serve ice cream.

The consistency will vary based on the ice, your mix, the outside temperature,

shaking frequency, etc. Once the ice cream is to the consistency of your liking,

gently scoop it out, and enjoy! You can add toppings as desired in a bowl.

How do we get ice cream?

Middle ands high school adaptation:

Take temperature of ice before adding salt

Retake temperature later

There should be a definite decrease in temperature

What does the salt do? Just like using salt on a winter day to help with icy roads, salt

mixed with ice in this case also causes the ice to melt. When salt comes into contact with

ice, the freezing point of the ice is lowered. The lowering of the freezing point depends

on the amount of salt added. The more salt added, the lower the temperature will be

before the salt-water solution freezes. For example, water will normally freeze at 32

degrees Fahrenheit. A 10% salt solution freezes at 20 degrees Fahrenheit, and a 20%

11

solution freezes at 2 degrees Fahrenheit. When salt is added to the ice, some of the ice

melts because the freezing point is lowered.

Always remember that for ice to melt, it must absorb heat. The heat that causes the

melting comes from the surroundings (the warmer cream mixture). By lowering the

temperature at which ice is frozen, you were able to create an environment in which the

cream mixture could freeze at a temperature below 32 degrees Fahrenheit into ice cream.

Classroom Discussion:

• Students can do calculations with freezing point, depression and boiling point

elevation.

• Explanation of colligitive properties and calculation of molality can be included.

Discussion of endothermic and exothermic reactions.

Sunshine State Standards: Essential Questions

1. How are matter and energy transformed and conserved even though their form

location undergo continual change?

2. How is scientific inquiry a multifaceted activity?

12

Lesson Plan 2

Science Experiments

Magic Ice cubes

Matter Experiment

Materials:

• Salt

• Glass

• Water

• String

• Ice cubes

Steps:

1. Fill the glass with water.

2. Place an ice cube in the glass.

3. Dangle the end of the string on the ice cube.

4. Keeping the string still, sprinkle some salt on the ice cube and leave it for a few

minutes.

5. Lift the string and watch as the ice cube comes out of the glass of water.

6. See if you can do this without getting wet. Let children try this one.

The salt, just like the ice cream, slightly melts the ice cube so the string freezes on to the

ice cube making it able to lift.

13

Middle and High School Adaptations:

• Discuss freezing point depression

• Discuss water is one of the only solid that floats on its own liquid.

• Discuss phases of matter, solid, liquid, and gas.

• Interpret phase diagram and heating curve

Sunshine State Standards: Essential Questions:


2. What physical and chemical interactions occur between molecules or atoms, and how

can these interactions (properties) be used to classify and describe matter?

14

Lesson Plan 3

Science Experiments

COKE EXPLOSION

Rate of Reaction/Kinetics

Materials:

1. You’ll need a 2-liter bottle of diet cola (diet doesn’t make a sticky mess) and an

outdoor location for your geyser. Select a flat surface on the lawn or driveway to

place the bottle.

2. Start by tying one end of the string to the trigger pin (the string might already

be attached to the pin).

3. Open the bottle of soda and attach the Geyser Tube. Put the trigger pin into

the hole at the base of the Geyser Tube.

4. Twist off the top cap on the Geyser Tube and drop 7 MENTOS® candies into

the tube, only use mint. The trigger pin will keep the candy from falling into

the soda… before you’re ready. Replace the twist-on cap.

5. Warn everyone to stand back. Countdown… 3-2-1… and pull the trigger. The

MENTOS will drop and the soda will go flying into the air!

6. Pour out the remaining soda and take a look at the MENTOS®. You can see

where the soda has eaten away at the surface of the candy. Students can then

eat the candy.

15

Adaptation: if you do not have a funnel, tie candy together on a string, put in

the candy in the bottle and watch it explode.

Steps:

7. This is a messy one. Please go outside with space to make a mess.

8. Carefully open the bottle of soda. Position the bottle on the ground so that it will

not tip over.

9. Unwrap the whole roll of Mentos. The goal is to drop all of the Mentos into the

bottle of soda at the same time (which is trickier than it looks). One method for

doing this is to roll a piece of paper into a tube just big enough to hold the loose

Mentos. You'll want to be able to position the tube directly over the mouth of the

bottle so that all of the candies drop into the bottle at the same time.

10. Don't drop them into the bottle just yet! Warn the spectators to stand back. Okay,

you're going to drop all of the Mentos into the bottle at the same time and then

move out of the way or you will get wet

11. Children of all ages will love this. If you do not want them to get wet, move them

as well. BOOM!

12. Experimenters should wear an apron and goggles, or a bathing suit

Why does it explode?

Why do Mentos mixed with soda produce this incredible eruption? You should know

that there is considerable debate over how and why this works. No one knows 100

percent for sure. Soda pop is basically sugar (or diet sweetener), flavoring, water, and

preservatives. The thing that makes soda bubbly is invisible carbon dioxide gas, which is

pumped into bottles at the bottling factory using tons of pressure. Until you open the

16

bottle and pour a glass of soda, the gas mostly stays suspended in the liquid and cannot

expand to form more bubbles, which gases naturally do. If you shake the bottle and then

open it, the gas is released from the protective hold of the water molecules and escapes

with a whoosh, taking some of the soda along with it. What other ways can you cause the

gas to escape? Just drop something into a glass of soda and notice how bubbles

immediately form on the surface of the object.

For example, adding salt to soda causes it to foam up because thousands of little

bubbles form on the surface of each grain of salt. Many scientists, including Lee Marek,

claim that the Mentos phenomenon is a physical reaction, not a chemical one. Water

molecules strongly attract each other, linking together to form a tight mesh around each

bubble of carbon dioxide gas in the soda. In order to form a new bubble, or even to

expand a bubble that has already formed, water molecules must push away from each

other. It takes extra energy to break this "surface tension." � In other words, water "resists"

the expansion of bubbles in the soda.

When you drop the Mentos into the soda, the gelatin and gum arabic from the

dissolving candy break the surface tension. This disrupts the water mesh, so that it takes

less work to expand and form new bubbles. Each Mentos candy has thousands of tiny pits

all over the surface. These tiny pits are called nucleation sites - perfect places for carbon

dioxide bubbles to form. As soon as the Mentos hit the soda, bubbles form all over the

surface of the candy.

Couple this with the fact that the Mentos candies are heavy and sink to the bottom of

the bottle and you've got a double-whammy. When all this gas is released, it literally

pushes all of the liquid up and out of the bottle in an incredible soda blast. You can see a

17

similar effect when potatoes or pasta are lowered into a pot of boiling water. The water

will sometimes boil over because organic materials that leach out of the cooking potatoes

or pasta disrupt the tight mesh of water molecules at the surface of the water, making it

easier for bubbles and foam to form.

When a scoop of ice cream is added to root beer, the float � foams over for essentially

the same reason. The surface tension of the root beer is lowered by gums and proteins

from the melting ice cream, and the CO2 bubbles expand and release easily, creating

beautiful foam on top. Next question... Why should you use diet Coke or diet Pepsi? The

simple answer is that diet soda just works better than regular soda. Some people speculate

that it has something to do with the artificial sweetener, but the verdict is still out.

More importantly, diet soda does not leave a sticky mess to have to clean up. Hey, that's

important.

What's the record for the biggest Mentos fountain? The official record is an 18 foot

blast that shot up and almost took out a half million dollar, high-definition television

camera. You'll find video on-line at www.SteveSpanglerScience.com of some of our

favorite eruptions.

Lee Marek who originally shared the Mentos idea with hundreds of teachers and science

enthusiasts who continue to share their pictures, videos, and experiences.

18


Topics for discussion:

• The effects of catalyst and enzymes on chemical reactions.

• This activity can be incorporated during the topic of kinetics and also during the

discussion of Henry’s Law for pressure.

Sunshine state Standards: Essential Questions

1. Do the processes of science correspond to the traditional portrayal of “ the scientific

method”?

2. What factors affect the rate of a chemical reaction?

19

Lesson Plan 4

Science Experiments

Tub Time Sink or Float

Density/Understanding Matter

Materials:

1. For the preschool ESE class the teacher used a plastic pool for students to sit in

while conducting this experiment. Bathing suits required. This experiment can be

done at a table for the older age groups. (Plastic kid pool)

2. Bucket or container with water

3. Nail

4. Pencil

5. Raw egg

6. Apple

7. Toy boat

8. Paperclip

9. Rubber ball

10. If outside dry erase board and markers to make your chart

20

Steps:

1. Fill a sink or a bucket with water. Leave around 5cm (2 inches) empty. (Have no

more than 4 children sit in the pool at a time and try the experiment).

2. Slowly have one student lower one item into the water.

3. Remove the item from the water and test the next item.

4. Continue testing each item.

5. Now add a few of your own to see what happens.

This is a project that you may want to take notes and/or record your discoveries in a

notebook. Older students can write what they think, what they saw and why. Students can

learn the definition of density and how to calculate the density of different objects. If the

density of an object is greater than one gram per milliliter the object will sink.

Depending on the size of the container you fill with water and the objects that you are

going to test, you may want to do this experiment outside to give you more room and less

mess to clean up after the experiment. If done inside the classroom, a fish tank works

well.

21


Discussions

• Students will understand the concept of density through experimental inquiry

using the scientific method. The topic of density can be discussed during the unit

of the properties of matter.

• A lab report or write up using the scientific method can be used as a form of

evaluation.

• Students can be given a list of known densities and predict what an unknown

object should be due to its density.

• Demos can include a liquid density column. A tall cylinder can be layered with

different liquids such as water with food coloring, oil, and syrup. Another

rainbow column can be made of different colored water with adding differing

amounts of sugar or salt.

Sunshine State Standards: Essential Questions




22

Lesson Plan 5

Science Experiments

You and me can make some bubbles

Surface Tension

Materials:

• Metal Coat hangers

• Plastic and paper drinking cups

• Plastic drinking straws

• Glass jar

• Dishwashing detergent

• Water

• Glycerin or corn syrup

• Baking soda

• Vinegar

• Plastic spoons

• Container for storage to use again

Steps:

1. Make your own bubble blower using a coat hanger. Untwist the

wire hanger at the top, near the bend. Wrap a piece of the wire hanger around a

glass jar or can to make a loop. Do this on a flat surface, on newspaper. Be sure to

wrap some wire around the loop to close it securely. You should leave 6 to 8

23

inches of wire for the handle of the wand. Bend the rest of the wire hanger back

and forth until it breaks. Throw the rest of the wire hanger away or save for

another project. If you don't want to make one out of a hanger, you can make a

bubble blower from a plastic or paper-drinking cup by cutting out the bottom.

Plastic drinking straws or funnels also make good bubble blowers. Finally, you

can buy nifty bubble blowers at most department stores, if you don't want to make

one. Teachers with younger students will make the metal hanger blowers without

students.

2. Create a bubble solution . Put one gallon of water in the sink or a plastic

basin for washing dishes. Add 2/3 cup of dishwashing detergent and 2 or 3

tablespoons of glycerin or corn syrup to the solution. Mix well with your hands or

a plastic spoon. You can also store the solution in a gallon water bottle overnight

to use again. Try different dishwashing liquids to see which one works best.

When blowing bubbles using your bubble wand, notice the shape of the bubbles.

They are always round because they need to minimize the surface needed to

enclose a certain volume of water and soap. No matter what shape your wand is,

they will turn out round. Bubbles burst quickly, but adding glycerin or cornstarch

extends their life, because the chemical reaction with water delays the evaporation

of the bubbles.

3. Have the children observe the colors in the bubbles. You can have them write

down their observations on paper. The colors are caused by the reflection of light

24

waves off the inner and outer surface of the bubble. Have a color wheel on the

table, and have the children pick out the different colors they observe in the

bubbles. Have the children draw or paint the colors of the bubbles they saw using

crayons or watercolors on white paper.

4. Use baking soda and vinegar to make soap bubbles that float in midair. You

will need a large clean metal or plastic bowl, 3/4-cup vinegar and a straw or

bubble blower. Using a measuring cup, measure the baking soda into the bowl

then slowly add the vinegar. It will fizz and bubble. Now have the kids blow

bubbles through the straw or wand into the fizzing mixture. The bubbles should

float above the mixture rather than falling and bursting.

5.Baking soda and vinegar create a chemical reaction. They form a gas called

carbon dioxide that is heavier than air. Because the bubbles are filled with air,

they float on the carbon dioxide gas made by the vinegar and baking soda reacting

to each other. The bubbles float above the vinegar and baking soda mixture. After

the experiment, you can have each child discuss personal observations and what

they learned.

25


• Discuss with students surface tension and intermolecular forces.

• Discuss cohesion and adhesion

• Visit planet kingdom website and watch baslik (Jesus Christ lizard) walk

on water

Additional experiments

• Other activities can include the surface tension experiment “ How many

drops of water can go on the top of a penny”.

• This can be extended to determine if soapy water would affect the surface

tension. The scientific method could be used to devise a controlled

experiment. Students could be asked to identify the dependent and

independent variable in the experiment. Students can write up a lab report.

Sunshine State Standards Essential questions:

1. How does the configuration of the electrons in an atom determine (a.) what

reactions can occur between atoms, (b.) how much energy is required to get the

reaction to happen, and (c.) how much energy is released in the reaction?


26

Lesson Plan 6

Science Experiments

Scared Little Fish

Surface Tension Experiment

Materials:

• Water

• A bowl

• Liquid dish soap

• Cut out cardboard fish

Steps:

1. Fill the bowl with water.

2. Place the cardboard fish on the surface of the water.

3. Release a drop of liquid soap just behind the fish’s tail and watch the fish swim away.


• Discuss with students surface tension and intermolecular forces.

• Discuss cohesion and adhesion

• Visit planet kingdom website and watch baslik (Jesus Christ lizard) walk

on water

27

Additional experiments

• Other activities can include the surface tension experiment “ Howe many

drops of water can go on the top of a penny”.

• This can be extended to determine if soapy water would affect the surface

tension. The scientific method could be used to devise a controlled

experiment. Students could be asked to identify the dependent and

independent variable in the experiment. Students can write up a lab report.

Sunshine State Standards Essential Questions:

1. How does the configuration of the electrons in an atom determine (a.) what

reactions can occur between atoms, (b.) how much energy is required to get the

reaction to happen, and (c.) how much energy is released in the reaction?


28

Lesson Plan 7

Science Experiments

Let’s Make a Rainbow

Curious Colors Experiment/Duality of light

Materials:

• Sunny day

• Running water

• Hosepipe

This is a great experiment to do outside on a hot sunny day. It is very easy and the only

things needed are a garden hosepipe with running water on a bright sunny day. This is

also lot of fun for the children.

Steps:

1. Stand with your back to the Sun.

2. Spray water from the hosepipe. (Place your thumb over the hole at the end of the hose

to get a spraying effect).

3. Watch the spray against a dark background (grass, hedge or a wall).

Can you see the different colors? Red, Orange, Yellow, Green, Blue, Indigo and Violet

make up the colors of a rainbow. Light bends and slows down as it goes through water.

Each color of light bends at different angles; therefore you can see each color separately.

29


• Use a prism to refract a white light source from a variety of different things (you

can use an overhead projector, focusing the rainbow on the ceiling)

• Discuss the electromagnetic spectrum, visible light (ROYGBIV)

• Discuss the inverse relationship between wavelength and frequency. Discuss crest

and trough of a wave.

• Discuss the duality of light as a particle and as a wavelength

• Discuss Planck and DeBroglie interpretations of light and calculate wavelength

and frequency.

• If available use spectroscopes to see the light broken down into its wavelengths.

• High school students can also do the flame test. They can discuss ground state and

excited states of valence electrons. Discuss fireworks, neon lights, and

composition of planets. This can be discussed during the unit of the atomic model

and electron configuration.


1. How are atomic models used to explain atoms and help us understand the interactions

of elements and compounds observed on a macroscopic scale?

2. What is the general architecture of the atom, and what roles do the main constituents of

the atom play in determining the properties of materials?

30

Lesson Plan 8

Science Experiments

Volcano Reaction

Chemical Reaction Experiment

Materials:

• Vinegar

• A bowl

• Baking powder

• red food coloring

Steps:

1. Take a spoonful of baking powder and place it in the bowl.

2. Add several drops of the vinegar onto the baking powder in the bowl.

3. Watch to see what happens.

4. This reaction becomes a bubbling froth that gives off carbon dioxide gas. Once it

finishes frothing, it leaves behind a salt substance that is not edible (DO NOT eat

this salt). The vinegar acting as the acid causes this chemical reaction and the

soda is the base.

5. You may want to do this experiment outside so you can hose away the mess.

31


• Discuss acid base neutralization by adding an indicator that will turn color during

the reaction. Define acid and base from the explanations of Arrhenius, Bronsted-

Lowry, and Louis. Discuss the different properties of acids and bases. Discuss the

use of indicators to determine the point of neutralization.

• Apply by making a diorama into a volcano adding food coloring.

• An additional demo can be done by adding soap. This will cause the mixture to

bubble.

• An additional lab could include titrations to determine molarities’ of an unknown

acid or base using an indicator.

• Students can determine whether household items are acidic or basic using ph

paper, litmus paper, and bromothymol blue, phenolphthalein, or cabbage juice.


1. How are the properties of acids, bases, and salts different from one another and how do

they behave?

2. How is a balanced chemical equation written and in what ways does it illustrate the

Law of Conservation of Mass?

32

Lesson Plan 9

Science Experiments

Dance Party Raisins

Reaction Experiment/Density

Materials:

• Clear jar or glass

• Carbonated drink (CLEAR) sprite or seltzer

• Box of Raisins. A handful per experiment

Steps:

1. Pour the carbonated drink into the glass/jar.

2. Drop the raisins into the glass/jar.

3. What to see what happens to the raisins!!!

4. The bobbing up and down works because the bubbles of carbon dioxide gas in the

drink are much less dense than the drink or the raisins.

5. Once the raisins start bobbing up and down, they will continue to rise and fall for

about an hour.

6. Raisins are denser than the carbonated drink, so they will sink.

7. Gas bubbles attach to the wrinkles on the raisins.

8. When the raisins are covered with the bubbles they become less dense than the

drink, so they start to rise.

33

9. The gas bubbles start bursting and then the raisins become denser than the drink,

so they sink again.


• Students will understand the concept of density through experimental inquiry

using the scientific method. The topic of density can be discussed during the unit

of the properties of matter.

• A lab report or write up using the scientific method can be used as a form of

evaluation.

• Students can be given a list of known densities and predict what an unknown

object should be due to its density.

• Demos can include a liquid density column. A tall cylinder can be layered with

different liquids such as water with food coloring, oil, and syrup. Another

rainbow column can be made of different colored water with adding differing

amounts of sugar or salt.





34

Science Experiment Supplies

ALL supplies can be bought at Wal-Mart or Target

Basic Vanilla Ice Cream

• 1 pint of Half & Half* $1

• 1 1/2 teaspoons vanilla $1

• 1/3 cup + 2 Tablespoons sugar $1

• Ice $1 (free from home or donated by school)

• Rock salt $1

• Ice cream kickball 44.95

COKE EXPLOSION

• You’ll need a 2-liter bottle of diet soda (per experiment) $1.50 per bottle

• String (per experiment) $1 a pack

• Pin (per experiment) $1 a pack

• Mentos packs (per experiment) $1 a pack

Tub Time Sink or Float

• Plastic kid pool wal-mart $15

• Bucket or container with water $5

• Nail $1 a pack

• Pencil $1

• Raw egg $2.00 a dozen

35

• Apple .50

• Toy boat $1

• Paperclip $1 a bag

• Rubber ball .50

• If outside dry erase board and markers to make your chart (most classrooms have

one) $3

You and me can make some bubbles

Surface Tension

• Metal Coat hangers $4 try getting donated

• Plastic and paper drinking cups $1

• Plastic drinking straws $1

• Glass jar $1

• Dishwashing detergent $1

• Water (free)

• Glycerin or corn syrup $1

• Baking soda $1.50

• Vinegar $2

• Plastic spoons $1

• Container for storage to use again $1

36

Let’s Make a Rainbow

Curious Colors Experiment

• Sunny day (free)

• Running water (free)

• Hosepipe $10

Magic Ice cubes

Matter Experiment

• Salt $1

• Glass $1

• Water free

• String $1

• Ice cubes $ 1 or free from home or school

Exploding Soap

Chemical Reaction Experiment

• Vinegar $2

• A bowl $1

• Washing powder $1.50

37

Dance Party Raisins

Reaction Experiment

• Clear jar or glass $1

• Carbonated drink (CLEAR) $1.50 per experiment

• Box of Raisins. A handful per experiment $1.50

Scared little fish

Surface Tension Experiment

• Water (free)

• A bowl $1

• Liquid dish soap $1

• Cut out cardboard fish $3

126 total per class/experiment some items can be used for other classes. Some have to be

bought per experiment

38

References Burke, L. M., & McNeill, J.B. (January, 2011). Educate to innovate: how the obama

plan for STEM education falls short. Backgrounder. The Heritage Foundation. No. 2504

Lord, T.R, & Travis, H.J. (2011). Schoolyard science: 101 easy and inexpensive activities. National Science Teachers Association.

Robelen, E.W., Sparks, S. D., Cavanagh, S., Ash, K., Deily, M., & Adams, C. (April 2011) Science learning outside the classroom. Education Week, v 30 n27 ps1-s16

Unknown Author. Retrieved on August 7, 2011 from http://www.nsta.org

39

Appendix A Hypothesis with the students before you try out the objects. Which of the following items do you think will float and which do you think will sink?

Item Float Sink

Pencil

Raw Egg

Ruler

Apple

Nail

Toy Boat

Paperclip

Rubber Ball

Fun In The Sun With Science Paper...

Documents

Transcript of Fun In The Sun With Science Paper...