Welcome to the FOSS Mixtures & Solution

Workshop!

A Quick Share

About Me~Charlotte McDonaldFOSS Consultant12 years in the classroom18 years as district science coordinator & school improvement specialistcmcdonald54@comcast.net

About You~Name:Grade:Years teaching grade level:

Goals for You Participate in FOSS Investigations and see

how they are part of the larger goals of the kit See how inquiry learning models are woven

into the lessons/investigations Get to know the FOSS Lessons, equipment,

manual, assessments, fossweb, DVD and Science Stories.

Get answers to your questions. Feel more confident about teaching Mixtures

and Solutions.

Your Roles Today

Student Teacher

Participant Expectations Actively participate Keep and share your science notebook Make connections to your classroom Suspend judgment and take risks

What’s the Best Way to Learn About FOSS?

Experience it!

QuickTime™ and a decompressor

are needed to see this picture.

Collaborative Groups GETTER 1 –getting and returning

materials/equipment GETTER 2 – getting and returning

chemicals STARTER – sees that everyone gets a

turn and that everyone contributes to the investigation.

REPORTER – makes sure that everyone has recorded the information. Reports group data to class.

Investigation 1

Separating Mixtures

SAFETY

Never taste materials unless given permission.

Feel materials when given permission. Do not blow and breathe heavily on

materials Wafting – technique to smell materials Goggles

Observe Materials

Record observations about:–Gravel–Powder–Salt

Inquiry/Focus Questions

What do you think will happen if you add water to each cup containing the dry materials?

Predict Quick Write Investigate

Question

What is happening, when you put two materials together?

Word Bank

Question

How can these mixtures be separated?

Question

Which mixtures were separated by the screen?

Filter and Stand

Use the paper filter in the stand to see if you can separate mixtures.

Which mixture was separated by the paper filter.

How are the screen the filter similar and different?

Salt Mixture?

What happened to the salt mixture?

Content/Inquiry Chart

What happens if you add water to a cup containing dry materials?

How can a mixture be separated?

Review

Thinking About Mixtures (student sheet #3)

Add to Content/Inquiry Chart

Question: Part 2

How might you separate the ingredients in a solution?

Questions

Will a solution made with 50 ml of water and a spoon of salt have the same mass as 50 ml of water?

How can you find out? Use Student Sheet 1.4.

Word Bank

SoluteSolvent

Question

How can you separate the salt from the water?

How can you get the salt back?

Formative Assessment

Response Sheet – Separating Mixtures 4 – if the student writes that Kim is not

correct; includes information that explains that a solution is a special kind of mixture in which one material (solute) dissolves in another material (solvent); says that a solution is always a mixture, but a mixture is not always a solution.

Observing Crystals

Mixtures and Solutions Journal entry.

Performance Assessment

Separating a Dry Mixture Make a plan

Planning Step General Plan Steps to follow:

1. What should be changed?

1. 1.

2. What should be kept the same?

2. 2.

3. How differences will be observed or measured?

3. 3.

5 E Instructional Model

EngageExploreExplainElaborateEvaluate

Teachers Guide

Questions

Kit and Materials Equipment for 32 students working in

8 collaborative groups of 4 students Enough consumable items for at least

two classroom uses Very few teacher-supplied

items required

FOSS Science Stories Developed to accompany each

module Content-rich readings that integrate

language arts Big books for all K-2 Science Stories K-2 Science Stories are designed

around images Grades 3-6 Science Stories are

related directly to the modules Spanish editions available

Investigation 2

Is there a limit to the amount of salt that can dissolve in 50 ml of water?

Review

What is a Solution?How did we make a solution?

Challenge

How can we find out what might happen if you keep adding salt to 50 ml of water?

Make a plan.

Planning Step General Plan Steps to follow:

1. What should be changed?

1. 1.

2. What should be kept the same?

2. 2.

3. How differences will be observed or measured?

3. 3.

Saturated Solution

How do you know if you have a saturated solution?

How much salt did it take to saturate 50 ml of water?

Discuss Plans

Use Student Sheet “Saturating A Solution”

Make a chart with each group’s results.

Word Bank

Solution Solvent Solute Universal Solvent

What We LearnedSalt will dissolve in water until it

reaches saturation. No more salt will dissolve once saturation is reached.

The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.

Citric-Acid Saturation

How can we find out how many grams of citric acid it took to saturate 50 ml of water?

Charts

Solubility – is how a solid dissolves in liquid which is a property of the solid.

Citric acid is about four times more soluble in water than salt.

The Saturation Puzzle

Performance Assessment: Can you identify the mystery chemical.

Student Sheet: Chemical Data Sheet

Will the mystery chemical form crystals?

Comparing The Crystals

Compare evaporating dishes of salt, citric acid and Epsom salts.

Use your journal to record the results.

What We Learned

Some materials form crystals with characteristic shapes that can be used for identification.

Break

FOSSWEB.COM

Interactive games and simulations

Resources for students Teacher community Connects school to

home

Further Investigations

3.2., 3.3., 4.1., 4.2., 4.3 In groups, plan an investigation to

teach to the whole group. You will have 9 minutes to present.

Summative Assessment

With a partner answer the questions on part of the Summative Assessment

Check your work when completed.

Clean up

Clean up of all equipment is VERY important. Citric acid is sticky and salt solution can be very hard to remove from plastic.

Screw all lids on tightly so chemicals will be protected.

Kit Inventory

Teacher Preparation Video

Overview of each investigation

Demonstrations on how to set up all Investigations

Footage of students doing activities

Time saving tips

How do you know if they know it?

What are some ways that FOSS provides for this question?

Goals of FOSS Scientific Literacy To provide all students with science experiences that are appropriate for

their cognitive development, serve as a foundation for more advanced study in science, and prepare them for life in an increasingly complex scientific and technological world.

Instructional Efficiency To provide all teachers with a flexible science program that reflects current research on learning and uses effective teaching and assessment methodologies.

FOSS Program Components

Teacher Guide

Science Stories

Kit and Materials

Teacher Preparation Video

FOSSWeb.com

Essential Features of Inquiry-from Inquiry in the National Science Education

Standards

1) Learner engages in scientifically oriented questions.

2) Learner gives priority to evidence in responding to questions.

3) Learner formulates explanations from evidence.

4) Learner connects explanations to scientific knowledge.

5) Learner communicates and justifies explanations.

Don’t just open books, open minds!

What questions do you still have about the kit?

Contact me at: cmcdonald54@comcast.net