Solutions and Suspension

Big Idea:  Solutions and Suspension

Focus question:  What is the difference between a solution and a suspension? (chart) How could we separate the unknowns from the water mixture?

Prediction:  If we add a lot of water to our unknowns, then we will not be able to see the two parts.

Planning:  1) Fill each plastic cup to the 5 mL line. 2) Add 3 spoonfuls (stirring after each) of each unknown to each cup of water. Place the color dot to match the unknown’s color. 3) Observe closely. Record your findings and questions on your charts.

               

Data :  What Did We Observe?

(Color, change, texture, odor change—science properties)

Suspension—can see the parts   Solution—can’t see the parts 

Red	Before:  can still see particles (suspension)
	After:  still wet, still crystalized, hardened, still didn’t dissolve—mixture was separated,
Yellow	Before: cloudy (suspension)
	After: unknown went through filter and into dish, powdery inside filter
Green	Before: not dissolving, sticking to sides of cup (solution)
	After:  flaky, looks like dried/flaky paint, water evaporated
Blue	Before:  not completely dissolving, (suspension)
	After:  solid, brittle—breaks when pressed, like a sand dollar
Orange	Before:  milky, cloudy, not dissolving (Solution)
	After:  crumbly at the bottom, pasted on the side

  

Claims and evidence:

We found that liquid chemicals can cause our unknowns to change color, shape, and texture. We found that liquid separated from the mixtures. We know that because the liquid was in the containers under the filter, or disappeared.

Conclusion/Reflection:  1) Evaporation caused the water to leave. 2) Crystals formed by evaporation and filtration.

Questions:  What will happen to our boiling water and sugar?

Literacy Connections:  Using the “The Crystal Story,” discuss growing sugar crystals with boiling water and sugar.

Chemical Properties--Testing Unknowns with Vinegar, Iodine, and Red Cabbage Juice

Big Idea: Chemical Properties--Testing Unknowns with Vinegar, Iodine, and Red Cabbage Juice

Focus question:  How can we use properties to identify chemicals around us?

Prediction:  Which unknown will have a reaction?       

	Vinegar	Iodine	Cabbage Juice
Red	Smell, bubble	Color change	Smell
Yellow	Smell, bubble	Color change	Smell
Green	Smell, bubble	Color change	Smell
Blue	Smell, bubble	Color change	Smell
Orange	Smell, bubble	Color change	Smell

Planning:  1) Add controls to the test mats. 2) Next, place one spoonful of each unknown on the test mat. 3) Add six drops of vinegar to each unknown. Stir using the toothpicks. Record your observations on your recording sheet. Compare with the control circle. Record findings. 4) Continue with each unknown. ***Remember to change your test mat for each new liquid chemical.

               

Data :  Unknown Test—Changes (Class Properties Chart)

(Color, change, texture, odor change—science properties)

	Vinegar	Iodine	Cabbage Juice
Red	Hard, crystallizing, change in smell	Change in color-brown, no change in consistency	Dissolved, slight color change, odor change-sour
Yellow	Tacky, smells like vinegar	Changes texture-mash potatoes and color-red/orange/brown	Texture change-pasty, sticky, (should have seen color change—most change dark purple)
Green	Pasty, change in smell, no color change	Pasty, color change-burnt yellow-hardens over time	Dissolved, Pink, paint-like
Blue	Bubbled over, then stopped-no color change--clumpy	Changes color-dark brown and	Change in texture-chunk mash, (no color change-should have to green)
Orange	Solid, smooth	Changes color-black—most color change	Texture change-Like glue

Claims and evidence:

We found that liquid chemicals can cause our unknowns to change color, shape, and texture. When we add certain liquids to chemicals, reactions may occur.

Conclusion/Reflection:  We discovered that some unknowns had more of a reaction than others did. We also learned that time influences chemicals and their possible reactions. We learned that physical properties are changed by other chemicals. This is called a chemical reaction.

Questions:  How does time affect cabbage juice?

Literacy Connections:  Using the “The Crystal Story,” discuss growing sugar crystals with boiling water and sugar.

Exploring Unknown Chemicals

Big Idea:  Properties and Chemicals                                           

Focus question:  How do we explore the unknown?    

Prediction:  If we use our senses, we can make observations about the unknowns.      

Planning:  First, we rubbed a small amount of each unknown on black paper. Next, we used a hand lens to make observations and recorded them.

Then, we recorded properties using our senses based on color, shape, texture, and odor.  

Data :

	Color	Shape	Texture	Odor	Other*
Red	White	Crystal squares	Grainy (sand white)	No smell	Rubbed-didn’t leave mark
Yellow	White	No shape	Smooth like powdered sugar	Sweet	Rubbed-left mark
Green	White	No shape	Smooth white sand	Bitter odor	Rubbed-no mark
Blue	White	No shape	Smooth white sand/more course than green	No odor	Rubbed-no mark
Orange	White	No shape	Smooth like flour	No odor	Rubbed-left mark

Claims and evidence:

Using our senses give scientists information about the chemicals.  This is true because I used my senses to explore the characteristics of the unknown substances.

Conclusion/Reflection:  To make thorough observations, it’s important to use a combination of senses. Our observations would not have been as detailed or accurate if we had not observed the substances with different senses.

Questions:  I know we used all our senses but taste to explore the unknowns. When should we use our senses to explore and when should we not use them?

Literacy Connections: 

I'm exploring with my senses:  A song about the five senses (Science songs) by Laura Purdie Salas and Sergio De Giorgi

Seasonal Changes and Leaves' Source for Food

Big Idea: What helps leaves make their own food?      

Focus question: By observing the changes that take place to our adopted tree during the fall season, what helps leaves make their own food?

Prediction: 

·        If the season turns to fall, the leaves on the tree will change color from green to yellow, orange, and/or red because they get less sunlight.

·        If the season is fall, the wind may blow hard and the leaves will start falling off the tree.

·        If fall turns to winter, the leaves on the tree will turn brown because they get even less sunlight.

·        If fall turns to winter, the leaves will soon all fall off the trees because the leaves are not getting enough food and cold weather.

·        If observe these seasonal changes take place during fall, we will know that sunlight, temperature, and weather help leaves make their own food.

Planning: 

Materials:  tree, journal, pencil

First, we adopted a tree at the start of October to observe the effects of the seasonal change to the tree’s leaves over four weeks. Next, we observed the tree and its surroundings using our senses each week to determine what helps leaves make their own food. Last, we compared the data we took about our tree over the course of four weeks to come to a consensus about what helps leaves make their own food.

  

Data : Starting October-November: Observation of Adopted Tree

Senses	Week 1	Week 2	Week 3	Week 4
Sight	Green leaves Sunlight shining through tree No water source near tree Large tree trunk Tree blocked by large building from sun at one point of the day	Some leaves have turned from green to yellow, red, and orange A couple of brown leaves Some leaves on the ground that have turned yellowish-brown Sunlight coming through tree-less than last time—	Can see more bare parts of branches Leaves are still turning same colors on tree More brown leaves on tree Lots of leaves on the ground Sunlight bright and beaming through tree-shady in other area of tree	Leaves have turned bright orange, red, and brown Ground is covered with brown leaves Even more bare parts of branches and some completely bare Tree and leaves look dry Sunlight beaming through tree and a lot more of the tree is shaded from sun
Sound	Cars Sirens People	Cars passing People talking	Hear the leaves rustling in the wind Cars People	Hear the leaves rustling still Cars People
Touch	Breeze-slightly cool	Cooler air	Cold air Windy	Very cold air Windy
Smell	Fresh air	No smell	Earthy smells	Earthy smell

Claims and evidence:

We claim that during fall, the leaves begin to change color from green to red, yellow, orange, and brown and eventually fall off the tree. We know this to be true because we observed these changes take place over the course of four weeks during October. We claim that during fall, the temperature gets cooler and has something to do with the leaves source of food. We know this to be true because we felt the temperature drop each week as the leaves changed colors each week. We claim that in the fall it is windy and forces the leaves to fall off the tree. We also claim the leaves fall off the tree easier because they are weaker and more brittle. We claim this because the weather got colder and there was no rain. We know this because over the four weeks the wind picked up, many leaves fell off the tree to the ground, and the leaves changed color. We claim the leaves were changing color because they were dying slowly. We believe this to be true because the leaves would slowly change colors and eventually fall off the tree to the ground. We claim that the days get shorter in the fall and that this has something to do with the trees making their food. We believe this to be true because each week at the same time we observed the sun beam brighter as a sunset and go down earlier. We also know this to be true because the tree had significantly more shade each week.

Conclusion:

We learned that the leaves change color in the fall because they are dying as a result from not producing enough food. We learned that the weather gets windier, the temperature gets colder, and the days get shorter producing less sunlight in the fall. We noticed each week that there was no rainfall. We believe this had something to do with the leaves being weak and brittle and falling off the tree. In spring, we know it rains a lot and the leaves do not fall off the trees then. Based on our data from observing the seasonal changes of our adopted tree over four weeks starting in October, we learned from these seasonal changes what helps leaves make its own food. We conclude that water, sunlight, and warmer temperatures help the leaves make its own food. We believe this to be true because during the times we observed the tree having the alternative of these sources, the leaves began to change colors and fall off the tree. These conclusions confirm our hypothesis for what helps leaves make its own food.

Reflection/ Questions:

We learned that the tree we adopted has leaves that need sunlight, water, and warmer weather to produce its own food.

·       What type of tree did we adopt?

·       Are all trees the same regarding whether its leaves fall off during seasonal changes?

·       What helps different leaves produce its own food or all the same?

Literacy Connections:

Tree finder:  A manual for identification of trees by their leaves (Eastern US) (Nature study guides) by Mary Theilgaard Watts

What tree is that?:  A guide to the more common trees found in North America (Mom’s choice awards recipient) by Arbor Day Foundation

Why do leaves change color (Let’s-read-and-find-out science, stage 2) by Betsy Maestro

Zero is the leaves on the tree by Betsy Franco

Living and Nonliving Things

Big Idea: What classifies as a living thing and a nonliving thing?      

Focus question: What is a living and nonliving thing?

Prediction: 

·        If something is living, it has to eat and drink to stay alive because I know I am a living thing and I have to eat and drink to stay alive.

·        If something is nonliving, it can survive anywhere because it does not need food or water to say alive.

·        If something is living, it will grow because I am living and I grow.

Planning: 

Materials:  earthworms, gummy worms, soil, journal, pencil

First, we observed the earthworms. Then, we observed the gummy worms. Next, we compared and contrasted the earthworms and gummy worms using our senses. Finally, we classified the earthworms and gummy worms as living or nonliving things based on our observations.

Data : Earthworms and Gummy Worms Comparison

Data Chart

Type What does it feel like? What does it smell like? What do you see? Living or Non-Living Gummy Worm Squishy Sweet, sugar Colored- blue/yellow, red/blue, red/yellow Non-living Earthworm Slimy, soft, moist, cold-blooded Dirt Brown, red Moving through the dirt Goes into the dirt and then comes back up Living

Claims and evidence:

I claim that living things need oxygen to survive. I know this because the earthworms would come out of the dirt. I claim that living things grow. I know this because the earthworms were different sizes. I claim that all living things need some form of food and water to survive. I know this because the gummy worm does not need food or water because it is not a living thing. I know the gummy worm is not living because it does not move, it does not eat or drink, and it does not grow as living things do.

Conclusion:

I learned that living things need oxygen to live and nonliving things do not because the earthworm would come out of the dirt instead of staying in the dirt. I learned that living things grow and nonliving things do not because the earthworms are many different sizes, some looked like babies and others old and rubbery. I learned that not all nonliving things survive anywhere just because it does not need food or water like living things to stay alive because I eventually ate the nonliving gummy worm, but not the earthworm. Therefore, all my predictions proved to be true but that one.

Reflection/ Questions:

We learned that living things need oxygen, water, and food to stay alive and that they will grow. We learned that non-living things do not need oxygen, water, and food and do not grow.

·       Do all living things need oxygen, water, and food to stay alive?

·       Do all living things grow?

·       What else can we learn about living and non-living things?

Literacy Connections:

Is it living or nonliving? (Living and nonliving) by Rebecca Rissman

Classification of Living and Nonliving Things (Life science library (Powerkids press)) by Elizabeth Rose

The magic school bus plants seed:  A book about how living things grow by Joanna Cole and Bruce Degen

Balancing a Paper Crayfish

Big Idea: Force and Balance    

Focus question: How can we balance our crayfish?

Prediction: 

·        If we put a clothespin on the tail of the paper crayfish and balance it from its tail, it will balance.

·        If we put a clothespin on the nose of the paper crayfish and balance it from its nose, it will balance.

·        If we put a clothespin on the side of a crayfish and balance it on its side, it will not balance.

Planning: 

Materials:  clothespins, paper crayfish, journal, pencil

First, we brainstormed how we would balance our crayfish with the given materials. Then, we decided to balance our crayfish with a clothespin on its side. Then, we balanced our crayfish with a clothespin on its tail. Finally, we balanced our crayfish with a clothespin on its nose.

Data:

How did you balance the fish?	How did you balance with clothespins?	What happened?
Side	Side	Fell Over-did not balance
Tail	Tail	Stood-balanced
Nose	Nose	Fell; stood-both

Claims and evidence:

We claim that if we put a clothespin on the tail of the paper crayfish and balance it from its tail, it will balance. We know this to be true because we did this during our investigation and the crayfish balanced. We claim that if we put a clothespin on the nose of the paper crayfish and balance it from its nose, it will balance. We know this to be true because we did this during our investigation and it balanced. We also learned that if you do not put the clothespin directly in the center of the nose, it will not balance and fall over. We claim that if we put a clothespin on the side of a crayfish and balance it on its side, it will not balance. We know this to be true because we performed this during our investigation and the crayfish fell over. We confirmed our predictions, but learned that you must put the clothespin center to the object to balance as well.

Conclusion:

We learned that something is balanced when it stays in position on its own. We learned that the clothespins work like weights and can pull the object down if not balanced. We learned that when we put the clothespins low and center of the object, it helps balance our crayfish. We also learned that the weight must be equal on either side to balance.

Reflection/ Questions:

We learned that we can balance our crayfish on its nose and tail as long as our clothespin is centered and low on the object. We learned that we could not balance our crayfish on its side.

·       What else can we learn about gravity and balancing objects?

·       How does this information apply to our lives?

Literacy Connections:

Balancing Act by Ellen Stoll Walsh

Balances (Science Tools) by Adele D. Richardson

Balancing Act (Go-for-gold gymnasts, The ) by Dominique Moceanu