science is a verb! - tps publishing

Science Is A Verb!

Part 2

LET’S DO IT!

ISBN 978-1-847003-58-4

Contents

LAB TiTLE PAgE

iNTRODUCTiONWhAT hAPPENS WhEN STEEL RUSTS? Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.

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hOW DO ATOMS fORM MOLECULES? Students know all matter is made of atoms, which may combine to form molecules.

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WhAT DO METALS hAvE iN COMMON? Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminium (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.

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hOW WOULD YOU ORgANiSE ATOMS? Students know that each element is made of one kind of atom and that the elements are organised in the periodic table by their chemical properties.

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hOW ARE ATOMS AND MOLECULES ORgANiSED? Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays.

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hOW CAN YOU SEPARATE MixTURES? Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

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WhAT ARE SOME COMMON PROPERTiES Of MATTER? Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).

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WhAT ARE ThE MOST COMMON ATOMS? Students know living organisms and most materials are composed of just a few elements.

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WhAT ARE ThE PROPERTiES Of SALT? Students know the common properties of salts, such as sodium chloride (NaCl).

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LAB TiTLE PAgE

hOW DO MATERiALS MOvE ThROUgh PLANTS? Students know many multicellular organisms have specialised structures to support the transport of materials.

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Students know how sugar, water, and minerals are transported in a vascular plant.hOW DOES ExERCiSE EffECT ThE AMOUNT Of CARBON DiOxiDE WE ExhALE? Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

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hOW DOES YOUR DigESTivE SYSTEM WORK? Students know the sequential steps of digestion and the roles of teeth and the mouth, oesophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system.

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hOW DO OUR KiDNEYS fiLTER OUT iMPURiTiES? Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.

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hOW DO WE KNOW PhOTOSYNThESiS iS hAPPENiNg? Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.

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WhAT iS A WASTE PRODUCT iN RESPiRATiON? Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).

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hOW DOES WATER EvAPORATE AND fORM PRECiPiTATiON? Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.

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Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.hOW iS WATER RECYCLED? Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.

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Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

LAB TiTLE PAgE

hOW MUCh fRESh WATER iS ON EARTh? Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

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Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.WhERE DO WE gET OUR WATER? Students know the origin of the water used by their local communities.

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WhAT ARE ThE DiffERENT SPhERES Of EARTh? Students know uneven heating of Earth causes air movements (convection currents).

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hOW DOES WEAThER AffECT ThE ENviRONMENT? Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

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hOW DO WE MEASURE ThE WEAThER? Students know the causes and effects of different types of severe weather.

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Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions.WhY DO STARS LOOK SMALL? Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.

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WhAT’S iN A gALAxY? Students know the solar system includes the planet Earth, the Moon, the Sun, seven other planets and their satellites, and smaller objects, such as asteroids and comets.

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WhAT iS ThE ROLE Of gRAviTY? Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet.

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introduction to the lab manual:

This lab manual provides structure for teachers who wish to engage students in hands-on interactive learning but also provides support for teachers who are more comfortable with inquiry based learning. If you are a teacher who is taking their first “dive” into hands-on Science, the background material is designed to provide enough structure to help support the organisation of the lab and its materials. Most of the materials are commonly found in local supermarkets and department stores at a nominal cost. A few materials, like scales and hand microscopes can be found on-line. The lab sheets can be given to students so they follow step by step, or they can be told a general structure to follow.

The critical portion of any lab is to have a thorough discussion of the results and their thinking after the experiment is completed. It is suggested that you take as much time as the experiment to have this discussion with students. The real learning occurs not from the hands-on experiment, but from a deep discussion of the experiment, while making connections to the concept they are learning. For this reason, it is suggested that the students do the experiment FIRST, and then have the students learn the concepts. They will have a better understanding of the concept if they first conduct an experiment, gain the experience, and then discuss a new concept.

Even without a strong Science background, get into the habit of asking questions. The process of asking questions and being inquisitive will generate more excitement for students and will engage them in a deeper way of learning Science. “I don’t know” is as important to learning as having all the answers. Together you can learn Science and discover the major ideas that Scientists’ research.

If you are an experienced teacher, the Teacher Guided Questions to Inquiry are designed to provide prompts for students. These questions are not intended to be assessment questions, but ones that will engage students in the general direction of the benchmark. The teacher may select one or two, but not all of them, to have students start on an open inquiry approach to learning. The students will engage in their own experiment, create their own procedures, and make conclusions from their data. For this reason, there are no answers to those questions. They are open ended and can be used to formulate interesting experiments for advanced students. The slight variation in some of the questions in each of the labs is designed to provide a sufficient number of prompts at various levels of Blooms Taxonomy to engage students.

Throughout the year, encourage questioning, student dialogue, and the scientific process. There is no one exact scientific method as is often suggested. The process of learning about the world and universe, drawing conclusions from facts, and building these facts into strong scientific theories is the work of Science. Science is always growing, stretching, and expanding its knowledge base. It is about challenging well supported ideas to discover weakness. This is exactly what students should be encouraged to do! And in the end, Science is not something to study, it is something to do! Science is a vERB!

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Earth Sciences Teacher Edition

Science is a Verb

earth Sciences

hoW IS WateR RecYcled?

Description: Students will use cups of warm water to cause evaporation and condensation. They will use this experiment to create their own Water Cycle and explain how heat, evaporation and condensation are important aspects of the Water Cycle.

Student Materials (per group): Hand lens6 cupsWaterIceMarkers or crayons

•••••

Background and Misconceptions:

This activity can be used to teach many basic concepts and it is encouraged to explore this activity beyond the questions that are presented in the activity and in the Teacher Guided Questions to Inquiry.

Water inside the cup is used to simulate the evaporation and condensation of water in the water cycle. Water evaporates when it absorbs heat. On Earth, evaporation occurs because heat is absorbed by the Sun and the molecules leave the water’s surface and jump into the atmosphere as water vapor. This lab simulates this effect by using warm and room temperature water. The warm water absorbed energy from a hot plate or a microwave oven.

Condensation occurs if the water gives up the stored heat. As water vapor moves into the sky, the cooler air farther up into the atmosphere absorbs the heat FROM the water. This causes the water to condense back into water droplets. Clouds can be seen when water condenses onto small dust particles in the atmosphere. Some students have a misconception that a cloud is water vapor. This is not correct.

Additional Teacher Materials: Hot plate or heat source for heating water

•

Science is a Verbearth Sciences

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Some clouds form very high in the atmosphere so they form ice crystals. It is easy to tell the difference between clouds that contain water droplets and ice crystals. Clouds with ice crystals are often whispy in appearance. Water droplet clouds have very defi nite edges. A cumulus cloud is a water droplet cloud.

When a cloud has more water droplets than can be suspended by the atmosphere, it begins to rain or snow. This rain then falls over the land (or immediately returns to the ocean if it is over the ocean), where it can collect in ponds, lakes, streams or rivers. Most of the water returns to the ocean as it runs downhill. The ocean supplies 80% of the water vapor to the atmosphere. The other 20% comes from water that is on the land. The water in the ocean is a salt water solution. (When water evaporates it does not carry these salt particles with it. The salt remains in the ocean. In fact, in some areas where there are salt water lakes, a long period of drought can cause signifi cant amounts of water to evaporate, greatly increasing the salt concentration of the lake water that is left behind. )

Warmer water causes increased evaporation. Colder temperatures increase condensation. Hurricanes form when the water temperatures are higher. Major storms form when a cold front pushes up against a moist warm body of air.

A cloud begins to release its moisture as rain or snow when the upward force of air resistance is not strong enough to keep the small water droplets afl oat. As water droplets combine, they become so heavy that they can push through air resistance and start to fall.

Here is a water state transition diagram:

More heat

Less heat

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For this activity point out the following after students have completed the Water Cycle Diagram:

The Sun adds heat to water making it evaporate.The colder atmosphere subtracts heat to make it condenseMore heat means more evaporationCold means faster condensation of water vapor Heat moves from hot to cold, not the other way around. So when it is cold, the heat moves out of the water into the colder air.Liquid water always moves downhill.

•••••

•

Precipitation

Surface runoff

Condensation

Evaporation

Oce

an

Soil

Lake

s an

d ri

vers

Snow


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teacher Guided Questions to Inquiry:

Use these questions to get the students started on their own inquiry!

How does water evaporate?How does water condense?What is the effect of heat on water and how it goes from one state to another?What are the 3 states of water?How does a drop of water get recycled?Where does most of the water that enters the atmosphere originate?How does a snowflake melt, head toward the ocean and then return to the mountain as a snowflake?

1.2.3.4.5.6.7.

additional hints:

Have students observe the cups carefully. The room temperature cup is in this experiment so that students are able to compare their other two cups. This is a control cup.Have students think about how heat drives the water cycle. Have them think about the source of the cycle, the Sun.Students should draw and colour the water cycle and label areas where the heat is being added to water (evaporation) and where it is being subtracted from water (condensation).

•

•

•

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TEACHER ANSWER KEY

Description: All the water on Earth is recycled. It moves in a cycle turning from one form of water into another form of water. In this experiment you are going to observe a part of this cycle and then determine how a droplet of water will move through this water cycle.

Materials: Warm water Room Temperature Water 6 clear plastic cups Markers or crayons

Procedures:Pour warm water into a clear plastic cup so that it is filled about 3rd of the way to the top.In a second cup, pour room temperature water to the same level.

Place a second cup, upside down, onto the each cup.With your hand lens, observe and record what you see in both cups.

1.

2.3.

3.4.


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Room temperature cup of water Warm water

There may be a little bit of condensation, but overall it remains clear.

The warm water quickly condenses on the inside of the cup, forming droplets of water. It will generally not be enough to form drops of water large enough to drip from the cup back into the water.

In a second cup, pour more warm water so that the cup is filled about 3rd

of the way to the top.Place another cup, upside down, onto the first cup.Place a small piece of ice on the top.With your hand lens, observe and record what you see. Also compare the results of this cup with the cup that has water at room temperature.

Room temperature cup of water Warm water

Remains the same as before. Remains fairly clear of condensation.

The drops of water form much faster, are larger and they start to run down the side or drip from the cup into the water below.

5.

6.7.8.

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Questions

What evidence can you give to show that water has condensed inside the cup?

There are drops of water on the inside of the top cup.

Where did this water come from?

It evaporated from the water in the bottom cup.

How does the ice affect the size of the water droplets found inside the cup?

It makes much larger droplets of water. Ice cools the water vapor more effectively.

How does the temperature of the water affect the amount of water that collects on the inside of the cups?

The warmer the water, the more evaporation that will occur. The room temperature water still evaporated, but there was not as much warm water.

1.

2.

3.

4.


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Look at the Water Cycle Diagram.Which part of the diagram represents the cup of water?

Ocean or lake

Which part of the diagram represents the collection of water droplets inside the cup?

Clouds

In the diagram, what causes the water to evaporate?

The Sun

In the diagram, what causes the water to condense?

Colder air above in the atmosphere

Now, based on this information, complete the Water Cycle Diagram, and write a story about how one droplet of water can travel from a snow covered mountain after it has melted and then return later on to the mountain as snow or rain.

A water droplet reaches the ocean. The water then moves into the ocean where it is warmed by the Sun, evaporates from the ocean and moves into the sky. From there it cools, and turns into clouds. It can either fall back to the ground as rain (if it is warm) or it can move over high mountains where it is cooler and snow. The snow collects on the mountain, The water droplet then returns to the ocean.

5.a.

b.

c.

d.

6.

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Precipitation

Surface runoff

Condensation

Evaporation

Oce

an

Soil

Lake

s an

d ri

vers

Snow

science is a verb! - tps publishing

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