Density- don't forget to layer!

FOCUS QUESTION* (Big Idea)

How does density affect the way different liquids and materials interact with each other?

 

PREDICTION/ HYPOTHESIS*

Anticipated Predictions	Class Predictions
If we pour oil into the jar of water, it will float above the water.	Corn syrup will sink
If we pour corn syrup into the jar of water, it will sink below the water.	Oil will float
If we pour corn syrup, oil, and water into the jar, they will not mix together, but will separate.	Both balls will sink to the bottom
If we drop the marble into the jar, it will sink.

 

PLANNING  

Materials:

• Clear cups
• Water
• Food coloring
• Corn syrup
• Vegetable oil 
• Marbles/rubber balls/small containers
• Group Container for supplies

Procedure:

1. Pour the water into the jar.
2. Color it with food coloring.
3. Pour the corn syrup into the jar. What happens?
4. Carefully pour the oil into the jar. What happens?
5. Drop the marble into the jar. Does it float? Sink?
6. Drop the rubber ball into the jar. Does it float? Sink?
7. What can you tell about the densities of the liquids and the objects?

 

 DATA*

 

What Happened? Sink or float in water?

Corn Syrup

sank to the bottom

Oil

floated to the top

Marble

sank to the very bottom

Rubber ball

floated; less dense than water, more dense than oil

 

CLAIMS AND EVIDENCE*

We found that corn syrup is the most dense because it went to the bottom of the cup. Liquids that are less dense than water will float above it.  Liquids that are denser than water will sink below it.  Oil is less dense than water, and therefore, floats on top of it.

We found that the marble has a greater density than water because the marble sank to the bottom of the cup.

We found that the rubber ball has less density than the other liquids because it floated on top

 

CONCLUSION/REFLECTION*

We discovered that density affects the way different liquids mix, separate, and float or sink and how different materials float above or sink through the different liquids.

We discovered that when something has a high density, or is more compact, it will sink when placed in water.

We discovered that when something has a low density, or is less compact, it will float when placed in water.

 

**QUESTIONS:  

What would happen if we stir everything together in the cup?

What would happen if we added the liquids at the same time?

Does everything have density?

What other objects would float in water? In oil?

Density

FOCUS QUESTION* (Big Idea)

Will raisins float better in water or soda?

 

PREDICTION/ HYPOTHESIS*

•If we put the raisins in water, then they will float because they are light.

•If we put the raisins in soda, then they will float because of the bubbles

 

PLANNING   

Materials:

•Clear drinking glass

•Pitcher of Water

•Club soda (2 liter) (or Sprite)

•2-3 Raisins

•Dry Pasta

•Beads

•Buttons

•Paper Towels

•Science Notebooks

 

Planning:

 

First we will place our raisins in the water and watch what happens to the raisin. Next we will place our raisins in soda and watch what happens to the raisin. Then we will put pasta in the water to see what happens when you put pasta in the water. Then we will put pasta in the soda to see what will happen to the pasta in the soda.

 

 DATA*

Data:

Water	Soda
Raisins: didn't float	Raisins: float
Pasta: didn't float	Pasta: float

 

CLAIMS AND EVIDENCE*

Claims (Predictions)	Evidence
If we put the raisins in water, then they will float because raisins are light.	The raisins sank in the water because they are denser than the water.
If we put the raisins in soda, then they will float because of the bubbles.	The raisins sank, rose and sank again in the soda. They sank because they were denser than the soda. They rose because the bubbles from carbonation attached to them until they reached the top. After the bubbles reached the top, the raisin sank back down to the bottom of the soda.

 

CONCLUSION/REFLECTION*

• In this investigation we learned that the sinking or floating of different solid objects in a liquid depends on the density of the solid object relative to the density of the liquid.

 

• If a solid object is less dense than a liquid, it will float. If the solid object is denser than a liquid, it will sink.

 

• The raisins in our investigation were denser than the water, so they sunk to the bottom of the cup.

 

• When the raisins are placed in the soft drink they initially sunk because they are denser than the soft drink. When carbon dioxide gas bubbles attach to the outside surface of the raisins, they act like “floaties” for the raisins. The raisins that attached were then less dense than the soft drink because they attached to the carbon dioxide bubbles. As the raisins rise to the top the bubbles escape into the air and the whole process starts again.

 

**QUESTIONS:   We wonder what else might dance in the sprite. Pasta? Buttons? Beads?

Living vs Nonliving

FOCUS QUESTION* (Big Idea)

How do we know if something is living? What characteristics make something living or nonliving?

 

PREDICTION/ HYPOTHESIS*

The predictions from the chart may be things such as:

_ I think a living thing has to eat and drink to stay alive because I know I  am a living thing and that is what I have to do to stay alive.

_ I think a non-living thing can survive anywhere because it doesn’t need food or water to stay alive.

-I think living things will grow because I grow

 

PLANNING  

-        After we have made our predictions as a whole class using the pictures on what non-living things are and living things are as a class, we will pass out the paper plates, gummy worms, paper clips and real worms.

-        Students will be instructed to observe and use their senses (not taste) to discover the characteristics of the earthworm and gummy worm. Instruct students not to eat the gummy worms

 DATA*

Type of Worm	What does it feel like?	What does it smell like?	What do you see?	How many paper clips long?	Living or Non-living- Why?
Earthworm
Gummy Worm

 

CLAIMS AND EVIDENCE*

Claim: I claim that living things have to have oxygen to survive.	Evidence: The earthworms come out of the dirt.
Claim:  I claim that living things will grow.	Evidence: I know this because our earthworms were different sizes.
Claim: I claim that all living things need some form of food and water to survive.	Evidence:  The gummy worm does not need food or water and it is not living

 

CONCLUSION/REFLECTION*

          As the students fill in their chart in groups the teacher will prepare a chart on the board that represents what we predicted about living and non-living things and our new ideas based on what we observed during our investigation.

-          What is the difference between earthworms and gummy worms?

-          How are they similar? Different?

-          Who has longest earthworm? Why are they different sizes?

-          Do you think the earthworms and gummy worms eat and drink? Why or why not?

 

**QUESTIONS:   What new questions do you have to extend your learning

Respiratory System

FOCUS QUESTION* (Big Idea)

What is the function of the respiratory system?

 

PREDICTION/ HYPOTHESIS*

  If you’re moving a lot, then you with take more breaths.                                                                                   If you don’t move a lot, then you will take fewer breaths.                                                                                   If you take more breaths, then you’re getting more oxygen

 

PLANNING  

First count resting breaths and record what’s happening on inhale and exhale (with diaphragm and chest).

Then count breaths after walking and record what’s happening on inhale and exhale (diaphragm and chest).

Last count breaths after running and record what’s happening (diaphragm and chest).

Materials: stopwatch, smartboard, students, science notebooks

 

DATA

	At Rest	Walking	Running
Number of Breaths

	Diaphragm (up or down)	Chest (in or out?)
Inhale
Exhale

 

CLAIMS AND EVIDENCE*

You take more breaths when increase activity, because when we ran we took more breaths.

I had claimed that when you breathe more then your body gets more oxygen because you inhale more oxygen.

I know this to be true because I observed after I had ran in place I took more breaths and my diaphragm went up and I took more breaths.

I found that when you move less, you breath less more. I found this to be true because the number of resting breaths was less than the number of walking or running breaths

 

CONCLUSION/REFLECTION*

The function of the respiratory system is to deliver oxygen to your body.

In this investigation we discovered that the more you move the more breaths you take and the more oxygen your body receives.

This reminds me of the investigation we did about the circulatory system, because when we increased our level of activity our heart rate increased

 

**QUESTIONS:  

 What happens if you hold your breath while you run?

Why can’t you breathe under water, if there is oxygen in the water?

Can you breathe without lungs?

What do we see in the sky?

FOCUS QUESTION* (Big Idea)

What do we see in the sky?

 

PREDICTION/ HYPOTHESIS*

If we see the gray clouds in the sky, then it will  rain outside.

—If we don’t see clouds, then it will not rain outside.

—If we could touch the clouds in the sky, then they would feel fluffy.

 

PLANNING   

—First, we have to use our four senses to observe the sky

—Then, we will draw what we see in the sky

—Next, we will make what we saw in the sky

 

 DATA*

Questions: What do you think the cloud may feel like?

What do you think the clouds would look like?

The importance of this part is to ask inquiry questions in order to expand the students' thinking

Answers to what a cloud may feel like.... fluffy, wet, nothing, cotton, like air

Answers to what clouds would look like.... white, cotton balls, gray, dark, stretched out

 

CLAIMS AND EVIDENCE*

1. We thought clouds would feel fluffy, but we experimented by touching the fog from the fog machine, and could only feel moisture.

—2. We thought that if we looked outside that we would see many different shapes, colors, and sizes of clouds. We were correct, when we made our picture in class no two groups had the same kinds of clouds. There were many different shapes, sizes, and colors of clouds.
3. We thought that we would be able to hold a cloud in our hands, but we were incorrect. When we tried to hold the fog from the fog machine we could not grasp it

 

CONCLUSION/REFLECTION*

We learned that even though clouds look thick and fluffy, you can't really hold them because they are made of water like fog.

 

**QUESTIONS: What happens to the things in the sky when it goes from day to night?

What on Earth are we walking on?

FOCUS QUESTION*

What makes up the ground we walk on?

 

PREDICTION/ HYPOTHESIS*

The ground we walk on is made up of dirt. I think that this is true because that is what I see under my grass.  

Predictions of what the dirt will look like: wet, clumpy, brown, grass in it, worms

 

PLANNING  

1. Every group will receive plate, bag of dirt, and pictures.
2. The group will use their senses to make predictions about what the ground is made of
3. The group will make observations using a data chart about how it looks, feels, smells, and what they hear 
4. The teacher will make a group chart on the smart board.
5. The class will draw their conclusions about what they have learned 

 

 DATA*

recorded color, taste, smell, sound and feel of the dirt sample

Color- brown, red

taste- DID NOT EAT

sound- sounds "gritty" when you shake it on the plate

feel- feels wet, soft, grainy

 

CLAIMS AND EVIDENCE*

We saw different parts of the soil using our 4 senses. We discovered that our ground isn't just made up of dirt. When  we compared what we thought to what we found out, we noticed that dirt is made up of things like rocks, weeds, grass, sticks etc. 

 

CONCLUSION/REFLECTION*

We discovered there are many different things that make up the ground and we can see this by using our senses.

 

**QUESTIONS:   How many different things make up the ground?

Estimating Wind

FOCUS QUESTION

What is the wind and how can we measure it?

 

PREDICTION/ HYPOTHESIS*

If it's windy, ten my flag will move.

 

PLANNING  

Materials:

wind flag- cardstock and felt

Go outside with your flag and science journal. Draw a diagram of what you see with your flag. What does it do? How does it look? Is it moving? When and how does it move?

Try walking with your flag. Do you notice anything different? What about if you hold it high in the air versus close to the ground?

 

 DATA*

 

CLAIMS AND EVIDENCE*

The wind is air. I can feel it when it blows. I saw it move my flag. I can measure the wind with how much my flag moves when the wind blows.

 

CONCLUSION/REFLECTION*

More people noticed some wind over a strong wind. The wind changed in strength based on where you were standing. We can measure the wind with our flags based on how much the wind moves the flag.

 

**QUESTIONS:   How do you measure wind in a hurricane or tornado?

what's the weather?

FOCUS QUESTION

What is the weather today?

 

PREDICTION/ HYPOTHESIS

We will use our senses to figure out that it is Fall weather outside.

 

PLANNING  

Go outside and sit in the grass and take a few minutes to make observations about the weather. Make a chart of the four senses that you will use- hearing, touch, taste, smell. Write down any observations you make while using these senses in their columns in your chart.

Draw a picture of what you see. Pay attention to what is above, below, around and in front of you!

 

 DATA*

Here is my diagram of what I saw outside which we used to make a class chart of things observed. This is also my chart of senses and things observed.

 

CLAIMS AND EVIDENCE*

We use our senses to observe the weather. We observed clouds, sunshine, wind and it wasn't hot.

 

CONCLUSION/REFLECTION*

We found out that the weather outside feels like Fall from using our senses. We saw clouds, sunshine and leaves changing color. It was warm, but also cool. Not too hot. 

**QUESTIONS:   What other clues can we use to determine the weather besides our senses?

Falling leaves

FOCUS QUESTION* (Big Idea)

Why do leaves fall?

 

PREDICTION/ HYPOTHESIS*

I predict if we go look at a tree we can tell what happens differently in the Fall and what causes leaves to fall off.

 

PLANNING   

First, go outside and observe a tree. Draw a diagram and label all of its parts. Look at where it grows. Whee does it get the energy to grow? How does it get food and water? Which leaves are changing colors adn falling first?

 

 DATA*

The tree gets energy from the sun and from the stuff in the ground through the roots. Many things live in trees like birds. The leaves on the bottom of the tree were changing color to yellow and some fell off in the wind.

 

CLAIMS AND EVIDENCE*

I think leaves change color and fall off because they don't get as much sunlight in the Fall as they do in Summer. I saw this on the tree we looked at.

 

CONCLUSION/REFLECTION*

My prediction was right. We can tell why the leaves fall by looking at the tree. We saw the leaves on the bottom with less sunlight were more yellow and fell off in the wind. 

 

**QUESTIONS:  How much more will our tree change as it gets colder outside?

Leaves

FOCUS QUESTION

What shapes are leaves?

 

PREDICTION/ HYPOTHESIS*

I think leaves are all different shapes. I think if leaves have different shapes, then we can group them.

 

PLANNING  

First we looked at leaves. Next we separated the leaves in different bags based on their basic shape.

 

 DATA*

We separated the leaves into 3 main shape groups, heart (5), circle(6) and triangle(3).

 

CLAIMS AND EVIDENCE*

From my observations I saw that there are many different shapes of leaves. These can be grouped and sorted into categories based on shapes.

 

CONCLUSION/REFLECTION*

There are different types and shapes of leaves. Using our senses and observations, we can separate them into different groups. 

 

**QUESTIONS:   How many different shapes of leaves are there?

Balance that crayfish!

FOCUS QUESTION

How can I balance this paper crayfish on my finger while using paper clips?

 

PREDICTION/ HYPOTHESIS*

I predict if I put my finger on the tip of his nose and the paper clips equally on each side, then I can balance him on my finger!

 

PLANNING   

List the materials: 

paper crayfish

paper clips

clothes pins

Think of and test different places you think you will be able to balance the crayfish on just one finger. Consider the places you put your finger. Why would that work or not work? How could use use some of the ways you balance in everyday life like a bike, putting on clothes or seesaw?

 

 DATA*

I used no clips, one clip, two clips and three clips to balance the crayfish on my finger. I was also able to hold it horizontally and vertically!

 

CLAIMS AND EVIDENCE*

When I placed my finger in specific points nad kept the clips spaced evenly, I was able to balance the crayfish very well. The clips acted as counterweights and helped keep it stable.

 

CONCLUSION/REFLECTION*

You can balance things in science like you can in real life when you use counterweights to stabilize. I did this with the crayfish and the paper clips.

 

**QUESTIONS:  What other things can I balance on my finger using counterwights? How does the shape and weight of the crayfish affect how I can balance it?

Egg Drop

FOCUS QUESTION* (Big Idea)

How do we make a carrier to make sure our egg doesn't break when dropped?

 

PREDICTION/ HYPOTHESIS*

1. If we wrap the egg in cotton, then it won't crack.

2. If we build a second protective shell around the egg, then it won't crack.

3. If we create shock absorbers the egg won't crack.

 

PLANNING  

First, we use all the materials. Next we made a carrier. Then we tested and recorded.

 DATA*

 

CLAIMS AND EVIDENCE*

We decided if we dropped it with the first approach it would break, so we didn't. When we tested the second one, it didn't crack, but the egg fell out of its carrier.

 

CONCLUSION/REFLECTION*

I learned that created the carrier so that it was a protective shell with a soft inside around the egg did keep it from cracking, but we needed more materials because it bounced out and wouldn't have worked if we dropped it from higher up.

 

**QUESTIONS:   What new questions do you have to extend your learning?

Mystery Bag

FOCUS QUESTION

Can we tell what is in the bag based on our five senses?

 

PREDICTION/ HYPOTHESIS*

I think that if I use my 5 senses and record my observations I will be able to guess what is in the bag! Here is my prediction and observation chart.

 

PLANNING  

Make a chart with a column for observations, senses, predictions, and actual object. Begin making predictions using your senses through the bag- no peeking! List which senses you use for each observation. Next make a prediction based on those observations.

 

 DATA

*See the chart above for more data.

In my chart I noted my observations and made predictions based on them. 

 

CLAIMS AND EVIDENCE*

After using my 5 senses to observe and investigate the mystery bag, I looked inside and saw that I was right for 5 out of 7 of the items. I marked these on my chart with a check mark.

 

CONCLUSION/REFLECTION*

By using my 5 senses like a scientist, even though they only use 4!, I was able to make a good prediction about what was in the mystery bag and was right for most of the items!

 

**QUESTIONS:   

Are there some senses we use more than others? Are there some senses that helped me more in this investigation?

What does a scientist look like?

FOCUS QUESTION

What does a scientist look like?

 

PREDICTION/ HYPOTHESIS

I think a scientist looks like a crazy man with wild hair like in cartoons. I also think a scientist wears a lab coat and explores outside.

 

PLANNING  

Think about what you imagine a scientist to look like. Where have you seen a scientist before? What does a scientist do? Who can be a scientist? What does a scientist use? Think of all these things when you draw your data!

 

 DATA

 

CLAIMS AND EVIDENCE

This scientist is interested in exploring the similarities and differences between two types of flowers. He went outside to the flowers natural environment and began investigation. After he recorded his data he returned to the lab to review what he learned.

 

CONCLUSION/REFLECTION

I discovered my perceptions about science include majority males who explore the world around us and interpret it for other individuals.

 

QUESTIONS: 

What do other people think scientists look like? Why do I think this is what a scientist looks like?