West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

The first six weeks has 24 instructional days 8/27 –

9/28

9/3 No School

Major Concepts During week 1 and 2, students will follow standard safety

practices during laboratory and field investigations. Also, students will practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. In the various labs students will use a variety of tools and safety equipment.

During week 3 and 4, students will use scientific inquiry methods during field and lab investigations

During week 5, students will know the differences between elements and compounds

Processes Demonstrate safe practices during laboratory and field investigations as outlined

in the Texas Safety Standards Plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology;

Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

Week 1 and 2 August 27 - 31

Learning Standards Instruction Resources Products, Projects, Labs

Assessment

Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; 6.1A

practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.6.1B

Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to

In order to use time, resources, and hold students accountable for their own learning, we must agree to:

Notebooking (separate .ppt files sent to show various ways notebooking1 is used). Also, other file is sent separate to this planning guide regarding organization and types of entries.

SMART objective posted and used daily

Developing Effective Science Lessons

Creating a Positive Learning Environment

Using technology and interactive games to support student engagement.

Collaborative grouping

Formative assessment in science and other formative assessment strategies that will work depending the needs of your class(once you are in the page, click on each formative assessment strategy to get more details)

Use of the 5E scientific model:o Engageo Explore

Gateways to Science

http://www.utdanacenter.org/sciencetoolkit/downloads/safety/texas-safety/texas-safety-4th-ch3.pdfThis chapter discusses personal protective equipment, which students wear during some science activities, and emergency safety equipment, which should be available in laboratories where students use chemicals

Science TEKS Toolkit

Jefferson LabScience Education: Teacher resources

http://theteachingthief.blogspot.com/2011/10/science-safety-videos.htmlSafety video and rap

1.2. Safety T.E 5EXPLOREUse lab station cards found in CD BLM 4 and 5 or included in SMART Notebook file

EXPLAINStudents will record information in a chart to summarize the purpose of the safety equipment. Also, teacher must have facilitation questions found in TE 6 – TE8 ready for students to use as a guide to make observations.

ELABORATE allow students to create their own “bad science” cartoons, bumper stickers, or

Have students Identify the purpose of specific safety equipment. Use pictures found in http://www.utdanacenter.org/sciencetoolkit/downloads/safety/texas-safety/texas-safety-4th-ch3.pdf

Give students the list of various safety rules. Students will select rules and they will write an explanation for the reasons for having this rule. As an extension, students may write a poem, rap, or create a poster to expand on a safety rule.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

conduct science inquiry. The student is expected to:

use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; 6.4A

use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 6.4B

o Explaino Elaborateo Evaluate

Vocabulary Week 1Safety, safety equipment, safety rules, safety symbols, goggles, aprons, and gloves, eye or face wash, fire blanket, and fire extinguisher

During the first week of school, the teacher will implement activities to get to know students, establish rules and expectations in the science classroom and lab, and to introduce students to the world of science in the middle school.

ENGAGE: Get input from students about what they like and not like about science or use T-char included in CD BLM 1 or SMART Notebook file

ENGAGE: Create a KWL chart to find out what students know and want to know about science in the 6th grade. Leave the L (learned) column blank to use at the end of the year. You may want to create a KWL per topic as a formative assessment to adjust based on misconceptions and/or not mastering a particular concept.

The teacher will facilitate students’ discussions in a collaborative approach to set the expectations of working in groups and engaging in project-based learning (PBL). To help you start using PBL, 4teachers.org has age-appropriate, customizable project checklists for written reports, multimedia projects, oral presentations, and science projects. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation. Go to http://pblchecklist.4teachers.org/index.shtmland select Science 5-8. Follow the instructions on the page. Based on the menu options, have tables or groups of students decide the criteria to have as part of the class’ expectations for each other. Once the criteria are selected, have the groups decide on 3-4 items to expand on each of the criteria. To maintain engagement, once a group decides on a particular item, ask other groups whether they agree or disagree and why.

posters to illustrate the safety rules.

ELABORATE: Students will read and discuss a safety contract given by the teacher or the one found in CD BLM 7. Each student must sign and date contract. Also, involve parents if able.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Discuss with the class the expectations for notebooking and how scientists use it for different purposes. Visit http://www.sciencenotebooks.org/ for an interactive discussion of how scientists use notebooking before, during, and after an investigation. Also, refer to PowerPoint presentations sent with this planning guide to choose slides that are appropriate to discuss with students. Develop guidelines for notebooking/journaling or use the one included in CD BLM 2 or in SMART Notebook file

ENGAGE students daily by using the following http://theteachingthief.blogspot.com/2011/10/science-safety-videos.htmlHave students view this safety rap video and then EXPLORE AND EXPLAIN: hold a class discussion sharing appropriate and inappropriate actions in the science lab. If available, students create own video or role play showing safe and unsafe practices.

ENGAGE Use the story “Sponge Bob and the Bikini Bottom Gang Learn Safety Rules” and do activity listed. Then, discuss safety rules with students, allow time for them to read the paragraphs and identify the broken safety rules by underlining each one. When finished, discuss each example and make a list of the correct safety rules as a class on a poster.

ENGAGEUse the attached Safety PowerPoint presentation to review safety procedures, safety symbols, and safety equipment.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Week 2

Learning Standards Instruction Resources Products, Projects, Labs Assessment

Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; 6.4A

use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 6.4B

Vocabulary Week 2Journals/notebooks, beakers, Petri dishes, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometer, timing devices, SI unit, volume, Celsius, Kelvin, conversion,

In order for students to understand using appropriate tools to collect, record, and analyze information, they need to review physical properties of matter in order to connect how the various tools are used.

ENGAGE daily using one of the following Demonstrate one of the lab station cards in CD BLM

10 and 11 or in the SMART Notebook file attached to engage students in discussing properties of matter. Also, allow students to describe the tools used to describe these properties and how to properly use each tool

http://www.sks-science.com/middle-school-science- supplies-p2-5829.htmlUse this website to show students various measuring equipment that are available. Use the left side to browse lab supply and measuring equipment

Use Tools Sort to have teams sort words and pictures. Each team will EXPLAIN their rationale. Have enough copies for various teams/tables.

The importance of the SI (International System of Units) The Metric Program helps implement the national policy to establish the SI (International System of Units, commonly known as the metric system) as the preferred system of weights and measures for U.S. trade and commerce. It provides leadership and assistance on SI use and conversion to federal agencies, state and local governments, businesses, trade association, standards development organizations, educators, and the general public. Go to http://www.nist.gov/pml/wmd/metric/metric-

http://jc-schools.net/PPTs-science.html#Grades6-12Jefferson County Schools

http://www.slideshare.net/hseufert/science-tools-presentationScience tools PowerPoint presentation

Gateways to science

Lab 1.4 Physical Properties of Matter T.E 14 – 16

Have lab equipment available for students. Use the Science tools PowerPoint presentation to assist students in the EXPLORE and EXPLAIN phase of various tools. Students will create a presentation to the class explaining how the tool is used and what physical property of matter determines.

Lab 1.8 Relating Mass and Volume T.E 26 – 30.

EVALUATE Knowing that 95% of the population in the word uses the metric system; suppose there are two scientists, one is in the U.S and one in Colombia, South America. Both scientists are working on a cure against marsh fever or malarial disease. What problems might arise if they shared their data?

EVALUATE: Have students collaborate to discuss the answers to the following questions: Why do scientists use a standard measurement system? What are the SI units of measure for length, mass, volume, density, time, and temperature? How are conversion factors useful?

Reflection- A student is working on a science laboratory procedure to

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

program.cfm

http://www.nist.gov/public_affairs/kids/ metricfacts.htm Just as global competition is heating up the way Americans conduct business, sporting competition has become increasingly international. The need for a universal system of weights and measures is clearly evident. Because the metric system is the language of measurement used by 95 percent of the world's population, the U.S. Department of Commerce and its Metric Program offer these Sporting Fast Facts to help make the transition a little easier.

EXPLORE: Have various lab equipment set out for students to rotate. You want to set up equipment in stations based on equipment used to measure mass, volume, temperature, time, make observations and calculations and others as you see fit. Students draw and describe tools.

Use the SMART Notebook file to find interactive science tools to play a game in recognizing various tools. Students take turns EXPLAINING the purpose of each tool.

separate salt, water, gravel, and iron shavings What tools would be appropriate to use in order to collect data? What would not be used?

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Week 3 -4 September 10 - 21

Learning Standards Instruction Resources Products, Projects, Labs

Assessment

Week 3-4ScientificInvestigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers 6.2 C

design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; 6.2B

Matter and Energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

calculate density to identify an unknown substance6.6B

VocabularyScientific method, observation, inference, experiment, hypothesis, data, procedure, conclusion, constant, variable, independent variable, dependent variable, controlled experiment.

ENGAGE students daily by Reviewing the processes of scientific investigations by

participating and discussing the Inquiry Board. Using the inquiry board will support students to determine a testable experiment and figuring out a testable question.

Defining and understanding the steps of the Scientific Method.

Once students understand the Inquiry Board; then, EXPLAIN the function of the control and the variables in an experiment. If students struggle with this concept, take time to address Variables in a Science Project to make sure students have a very good understanding of this concept. Also, explain how graphs, tables, and charts differ and how scientists present their data using graphs, tables, charts. Use this link to engage students in graphing activities- Graphs and/or use a PowerPoint presentation to EXPLORE various data analysis tools.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts by

Making observations, using inference and prediction skills as teacher shows students the concept of pressure in the demonstration Egg in a Bottle or have students do own by using the Bottled Egg procedures with no fire.

Classifying items based on a selected characteristic. Shoe Classification Lab – Use SMART Notebook fileAs an introduction activity to the classification of living animals, students can classify shoes. This is a group

Scientific Method for Students- Tutorial for the Scientific Method

Graphs- Students engage in graphing activities.

Lab 1.9 Defining Density T.E 31 - 32

Lab 1.10 Applying Density T.E 33 – 35

Students will reflect in their journals as the teacher performs the Egg in a Bottle or the Bottled Egg demonstration. See Student Task

Density of an Unknown Liquid Lab. Students will calculate density to identify an unknown substance. See the list of substances included; however, teacher can add more. Also, the amount of liquid and the units can be modified based on readiness of the students.

ELABORATE: Using newspapers (may assign this as homework the day or week before), students find and cut out various types of

EVALUATEStudents will demonstrate mastering and understanding of the scientific method by creating a comic strip, poster, rap, poem, or story. Use the following criteria as a reference.

Reflection- During an electromagnet Lab students tested how the number of coils affected the number of paper clips the electromagnet could pick up . Identify the independent variable, dependent variable and constant in the experiment.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

activity in which your students gain an understanding of the importance of classification in science using materials much closer to home. Begin the activity by asking students to take off their shoes. Alternatively, you can assign homework the day prior that instructs students to bring a spare pair of shoes to school (this avoids discomfort students may have taking shoes off in class).

Read more: Classification Activities for Middle School | eHow.com http://www.ehow.com/info_7893043_classification-activities-middle-school.html#ixzz1yljmGKg2

graphs, tables and charts. Have students work in groups to create a poster to display findings. Also, have students write a short explanation of each.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Week 5September 24 - 28

Learning Standards Instruction Resources Products, Projects, Labs

Assessment

Week 5Matter and energy. The student knows the differences between elements and compounds. The student is expected to:

know that an element is a pure substance represented by chemical symbols 6.5 A

differentiate between elements and compounds on the most basic level 6.5C

VocabularyMatter, element, pure, compound, mixtures, formula, molecule, Periodic Table, atom, chemical symbols, substance

ENGAGE students daily by Reviewing the concept of matter and how it can be

classified. Also, review mixtures and solutions. Use the columns of Physical Properties and Mixtures and Solutions in this Jeopardy game to have students brainstorm about what they already know from 5th grade.

Viewing the video clip Elements and Compounds or selected parts of Elements, Compounds, Mixtures and Separation Techniques. It shows the basic fundamental particles of matter.

Once students have an understanding of elements, ENGAGE by using "Meet The Elements"- Boing Boing Video. An animated music video from They Might Be Giants. This animated, upbeat ode to the periodic table of elements and how they form our world, appears on the new TMBG kids' album "Here Comes Science." Video directed by Feel Good Anyway. Students will discuss elements in our everyday life.

Using the Elements, Compounds, Mixtures PowerPoint presentation to learn more about this concept. At the end, students will have an opportunity to see everyday examples; students will work in groups to answer using current knowledge of science concepts. Have them write their responses in their science journals.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts

EXPLORE / EXPLAIN- Students will read about

http://www.brightstorm.com/science/chemistry/matter/elements-compounds/#Background knowledge for the teacher

http://www.tcfawcett.com/ips/Chemistry/elements_lab.pdfElements Lab

http://www.chem.purdue.edu/gchelp/atoms/elements.htmlElements, Compounds, and Mixtures

ELABORATEElements Lab

Students will use their knowledge about elements to write an acrostic poem. Use the suggested format to guide students thinking.

Students will create a Venn diagram to compare and contrast elements and compounds.

EVALUATEStudents will complete Matter Flow Chart using the word bank given or add words as necessary. Then, students will use this flow chart to write down a paragraph about elements, compounds and mixtures

Give students various problems where students identify elements, compounds, and mixtures. Use Think-Pair-Share to show students’ learning. Students reflect on own learning in their journal after discussion.

Reflection – Elements and Compounds research report

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

elements and Compounds. If able, use a computer lab to conduct research about elements and compounds. Students must write a report including key facts about each term and the distinguishing factors that make them unique. At the end of the research report, provide students with notes.

Elements vs. Compounds. Refer to Elements, Compounds, Mixtures PowerPoint presentation. In this case, we want students to use concrete items to differentiate between elements and compounds. Then use the Periodic Table as a tool to help revise students’ thinking of Elements and Compounds.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

6th Grade Science Introduction.

(1)  Science, as defined by the National Academy of Science, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

(2)  Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

(3)  Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

SMART Objective

In the book, Learning by Doing, P. 126, Richard DuFour, Rebecca DuFour, Thomas Many, and Robert Eaker, talk about SMART goals and how establishing these goals will assist stakeholders in creating a collaborative effort oriented by results.

According to Dufour et al, SMART objectives are Strategic and Specific, Measurable, Attainable, Results-Oriented, Timebound. For our purposes in the classroom, we will use SMART objectives in the following manner:

Standards-based – use the wording of the TEK

Makes a connection – find a way to connect to everyday situation

Attainable - do students feel they can learn the concept?

Results oriented – how will students know they have learned the concept?

Tell – Students are able to tell what they are learning

The objective does not have to change every day as you write it on the board or keep it in a prominent place. Keep in mind that by posting the learning objective in this manner and using with the students before, during, and after the lesson then the students will know the what, how, and why of the learning. Besides, using the standard will support the students learn the vocabulary they are expected to know and master by the end of the lesson.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Some Examples of Formative Assessments in Science

(Source: Science Formative Assessments by Page Keeley)

Concept Cartoons(p.71)

-cartoon of people sharing their ideas on common, everyday phenomenon/concept-students choose the cartoon they agree with most and explain their reasoning-used to assess and address misconceptions, diagnostic-see: www.conceptcartoons.com for examples

Familiar Phenomenon Probe/Friendly Talk Probe(p.85 & 102)

-a dialogue between characters addressing a concept-students choose the character they agree with most and explain their reasoning-used to assess and address misconceptions, diagnostic

Interest Scale(p.115)

-students use sticky notes to indicate their interest in a subject on a low to high scale (e.g. a thermometer with the heading “How Hot is the Topic?”)-kinesthetic, student interest

I Used to Think…Now I Know(p.119)

-at the end of a lesson, students reflect and compare what they knew at the beginning of a lesson to what they know after a lesson-metacognition, assessment as learning

KWL (and its variations)(p.128)

KWL – what I know, what I wonder, what I learnedOWL – what I observed, what I wonder, what I learnedKWLH – KWL + H = how I learned it

Pass the Question(p.149)

-students begin to respond to a question; halfway through, they exchange responses and complete, modify, or change each other’s responses-can be done in pairs and then exchanged with another pair-cooperative learning

Popsicle Stick Questioning(p.158)

-names of students are written on a popsicle stick-pull popsicles sticks for name of student to call on (e.g. for questioning)

R.E.R.U.N.(p.172)

-reflection/exit card for a lab activity-recall (summarize), explain the purpose, results (describe their meaning), uncertainties (list/describe), new things you learned

Sticky Bars(p.178)

-to answer a multiple choice question, students write their responses on a sticky note, hand in to their teacher, teacher posts answers to show the variety of answers from all students-diagnostic, metacognition

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Terminology Inventory Probe(p.180)

-give a list of terms to students-students use a checklist to indicate what they know of a term using a range from “I have never heard of the this” to “I clearly know what it means and can describe it” -students revisit the list at the end of learning-ask students to reveal their understanding by providing a description, drawing a picture, etc.

Synectics(p.186)

-“the fitting together of different and apparently irrelevant elements”-analogies/metaphorse.g. a physical change is like a milkshake because different ingredients are put together and combined to make something different but each ingredient can still be physically separated-teacher can assess student’s conceptual understanding of a concept-link to Marzano’s “identifying similarities and differences” instructional strategy

Traffic Light Cups(p.201)

-red, yellow, and green stackable party cups-used to signal whether a group does not need help from the teacher (green), needs some feedback or assistance (yellow), or does not know what to do next (red)-allows teacher to circulate and differentiate the process based on readiness

A&D Statements Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first partof A & D Statements, students may choose to agree or disagree with a statement or identifywhether they need more information. In addition, they are asked to describe their thinkingabout why they agree, disagree, or are unsure. In the second part of the FACT, studentsdescribe what they can do to investigate the statement by testing their ideas, researching whatis already known, or using other means of inquiry.

Annotated Student Drawings “If a picture is worth a thousand words, perhaps drawing and visualizing can help sciencestudents enhance their learning potential” (National Science Teacher Association [NSTA],2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visuallyrepresent and describe student’s thinking about a scientific concept.

Commit and Toss Commit and Toss is an anonymous technique used to get a quick read on the different ideasstudents have in the class. It provides a safe, fun, and engaging way for all students to maketheir ideas known to the teacher and the class without individual students being identified ashaving “wild” or incorrect ideas. Students are given a question. After completing the question,students crumple their paper up into a ball and, upon a signal from the teacher, toss the paper balls around the room until the teacher tells them to stop and pick up or hold on to one paper.Students take the paper they end up with the share the ideas and thinking that are describedon their “caught” paper, not their own ideas.

Concept Card Mapping Concept Card Mapping is a variation on the familiar strategy of concept mapping (Novak, 1998). Instead of constructing their own concept maps from scratch, students are given cards with the concepts written on them. They move the cards around and arrange them as a connected web of knowledge. They create linkages between the concept cards that describe the relationship between concepts.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Moving the cards provides an opportunity for students to explore and think about different linkages.Missed Conception A Missed Conception is a statement about an object or phenomenon that is based on a commonly

held idea noted in the research on students’ ideas in science. Students are asked to analyze a statement, describe why some people may believe it is true, describe what one could do to help someone change his or her “missed conception” in favor of the scientific idea, and reflect on their own ideas in relation to the statement.

Two-Minute Paper The Two-Minute Paper is a quick and simple way to collect feedback from students about their learning at the end of an activity, field trip, lecture, video, or other type of learning experience.Students are given two minutes to respond to a predetermined prompt in writing.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CHYQFjAC&url=http%3A%2F%2Fdpcdsb-cla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Name ________________________Science Safety Rules

The Bikini Bottom gang has been learning safety rules during science class. Read theparagraphs below to find the broken safety rules and underline each one. How manycan you find?

SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book.

SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table. SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit of the substance. They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment.

Patrick didn’t want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn’t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class.

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

SAFE SCIENCE:Lab Safety Awareness

Major General Laboratory Safety Rules and Reasons

RULE Never eat or drink in the lab. Never eat or drink from laboratory glassware. Do not run or play roughly in the lab. Do not play practical jokes in the lab. Do not perform experiments unless instructed by your teacher. Don’t mix chemicals for “fun.” Avoid spilling material in the laboratory. If anything spills, call your teacher immediately. Ask the

teacher about the correct procedure for cleanup. If an accident occurs, report it to your teacher promptly. Keep equipment and work areas clean and organized. Be sure all gas jets or valves, electrical connections and water faucets are turned off when you are

through with them or at the end of the lab period. Wear eye protection, aprons or lab coats, closed-toe shoes and other safety protection as directed

by your teacher or the instructions in your book. Read labels on containers with care before using their contents. Carry microscopes and other pieces of equipment with both hands, using one hand to support the

instrument from underneath. Follow instructions with care about the handling and management of live animals. Follow safety instructions precisely as stated in your book and/or by your teacher. Always obtain permission from your teacher before experimenting on your own. Do not perform any activities that have not been approved by your teacher. Never use broken or chipped glassware. If you notice a chip, crack or break, inform your teacher

immediately. Dispose of the glassware in the proper container. Learn the meaning of every safety symbol used in the lab. Always wash your hands after each laboratory experiment, or whenever your hands have been

exposed to anything that might harm you. Wash your hands after handling animals or animal cages. Read instructions for an experiment several times. Be sure you understand each of them. Follow directions exactly. For example add acid to water,

not water to acid. If you are not sure about any part of the directions, ask your teacher for help. Never return chemicals to their original containers.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Dispose of extra material you do not need according to your teacher’s directions.

Egg in a Bottle

Concept: Pressure. Pressure changes work to force the egg into and out of the bottle.

Materials:

* hard boiled egg (NO SHELL)

* glass bottle with an opening that the egg will not slip into

* matches

* cotton balls (soak with rubbing alcohol or ethanol before use)

* 100 mLbeaker

* vinegar

* baking soda

* pie plate

Directions: To get the egg in the bottle:

1. Demonstrate that the egg will not fit into the bottle.

2. Light an alcohol soaked cotton ball on fire and drop the flaming cotton ball into the bottle.

3. QUICKLY place the egg on top of the bottle and watch the egg get pushed inside the bottle.

Alternative: Is is really necessary to have a combustion reaction to make this demo work? For many years an erroneous explanatioin cited that the egg went into the flask as a result of using up the oxygen. Less gas, less pressure, egg goes into the bottle. In recent years, several articles have been published which state that this explanation is incorrect. Can we prove it?

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Is it necessary to have a combustion reaction to get the egg into the bottle? Heat the empty bottle on a hot plate for a short time (several minutes), remove the bottle from the hot plate, place the egg on top of the bottle.

To get the egg out of the bottle:

1. Tip the bottle with the egg in it so that the egg lays near the opening of the bottle (try to aim the egg pointing straight towards the opening of the bottle.)

2. Sprinkle about one teaspoon of baking soda all around the egg (especially on the sides).

3. Pour in (or better use a large turkey baster) about 30 ml of vinegar, and quickly flip the bottle upside down with the egg closing the opening above the pie plate. This procedure may take a little practice to get it down correctly.

Alternative: With the egg in position, holding the bottle upside down, use a hair dryer to heat the bottle. This should force the egg out of the bottle.

Introduction: I have absolutely nothing to put this egg in, besides this bottle here. But there is no way this egg is going to fit in that bottle, right? Well...let's try one more time.

 Explanation: The process of combustion (the alcohol burning inside the bottle) causes air inside of the bottle to heat up and expand. Some of the original air is forced out of the bottle before the egg is placed on top. Before the egg is placed on top the air pressure is the same inside and outside of the bottle. When the egg seals the top of the bottle, the flame goes out and the gases on the inside of the bottle begiin to cool. The cooler molecules of gas, move less rapidly, causing less collisions of the gas molecules, which results in less air pressure. However, the air pressure remains the same on the outside of the bottle. This causes the air pressure on the outside of the bottle (which has a greater pressure than the inside of the bottle) to push the egg through the tiny opening and into the bottle.

The reaction between the baking soda and vinegar produces the gas carbon dioxide. The pressure of the carbon dioxide gas pushes the egg back out of the bottle. The gas is able to push the egg out of the bottle because there are now more gas molecules, resulting in more collisions and a increase in air pressure.

Combustion: alcohol + oxygen -----> carbon dioxide + water

C2H5OH + O2 ----> CO2 + H2O + heat

 

baking soda + vinegar -------> carbon dioxide + sodium acetate + water

Na(HCO3) + H(C2H3O2)-----> CO2 + Na (C2H3O2) +H2O

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Safety: BE CAREFUL when you burn the cotton balls!!! Children should not do this experiment

Waste Disposal: Throw the egg away and dump the rest of the materials down the drain.

Source:

Original - Public Domain:

New alternatives and cotton balls - Fortman, J. CHEM 13 NEWS, April 2002, p. 5.

Adcock, Louis H. The Egg in the Bottle Revisited: Air Pressure and Amontons' Law (Charles' Law) J. Chem. Educ. 1998 75 1567. (December 1998)

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Eggs-Periments: Bottled Egg

 

First get permission to use kitchen equipment and eggs.

YOU WILL NEED

One peeled, hard-boiled egg Plastic or glass bottle with an opening slightly smaller than the egg Large bowl of hot water Large bowl of ice water

HERE’S HOW

1. Put the bottle in the bowl of hot water for about five minutes.2. Move the bottle to the bowl of ice water. Wet the egg and place it pointed

side down in the bottle opening. As the air inside the bottle cools, the egg will slowly move into the bottle.

3. To remove the egg, hold the bottle upside down so the egg is near the opening. Blow hard into the bottle with your mouth tight against the opening. Point the bottle away from you: The egg flies out!

WHY?Hot air expands. Cold air contracts. When the air inside the bottle is heated, the molecules, or tiny air particles, inside the bottle spread out, increasing air pressure. As the air in the bottle cools, the air pressure decreases. The greater outside air pressure pushes the egg into the bottle. Blowing into the bottle raises the air pressure again. The air and the egg rush out of the bottle.

Text by Julie Vosburgh AgnoneIllustration by David Bamundo

Step 1

Step 2

Step 3

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

http://kids.nationalgeographic.com/kids/activities/funscience/bottled-eggsperiment/

Student TaskReview the vocabulary

Predicting: To tell in advance the outcome of a future event based on current evidence or past experience.

Observation: Using one or more of your five senses to gather information about the world.

Inference: Attempting to explain an observation. Statements that are inferences often times begin with “perhaps” or “maybe”.

As the teacher begin the demonstration, prompt the students with the following:

Cotton balls will be ignited and placed in a glass bottle. A hard - boiled egg will be placed in the opening of the bottle. Predict what will occur next.

Write at least five observations from this demonstration.

Write three possible inferences for what you observed in this experiment.

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Tools Sort

Length WidthHeight VolumeMass WeightTime °CRuler Meter stick

Graduated cylinderMeasuring cup

Measuring spoonBeaker Flask

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Pan balanceTriple-beam balance

Spring scaleStopwatch ClockCalendar Meter

ThermometerKilometer Liter

Gram SecondM kmTemperature

Mg KilogramYear Centimeter

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Degrees CelsiusMilligram hrMillimeter Minute

Cm MilliliterKg Week

Day HourL Decade

Century mmmL Year

Month gSec minTape measure

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Density of an Unknown Liquid

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

You are investigating three unknown liquids. However, you cannot open the container to smell or touch the sample. Scientists are able to know a particular substance based on its density. DENSITY is a physical property of matter, as each element and compound has a unique density associated with it. Density defined in a qualitative manner as the measure of the relative "heaviness" of objects with a constant volume.For example: A rock is obviously more dense than a crumpled piece of paper of the same size. A Styrofoam cup is less dense than a ceramic cup.Density may also refer to how closely "packed" or "crowded" the material appears to be - again refer to the Styrofoam vs. ceramic cup. The determination of density is a nondestructive physical process for distinguishing one substance from another. Density is the ratio of a substance's mass to its own volume. (mass is that for just the liquid)

m mass

d = _____ = _________

V Volume

In the metric system the unit of density for a liquid or solid is measured in g/mL or g/cm3. The cm3 volume unit used with solids is numerically equal to mL volume unit used with liquids. That is, 1 mL = 1 cm3. In this experiment you will determine the density of several liquids and compare the physical properties of those liquids.

You have 3 containers labeled A, B, and C holding 0.10 L of each unknown liquid.

Create and execute a plan to figure out which container holds the liquid whose density information is on the chart below.

Densities of Liquids

Type of Liquid Density g/mL or g/cm3Water 1.0 g/mLRubbing Alcohol 0.785 g/mLCooking Oil 0.92 g/mLMercury 13.6 g/mLGasoline 0.66 g/mLSea Water 1.03 g/mLCorn Syrup 1.38 g/mLVinegar 1.01 g/mLExperiment 3 - Density Name_________________

Density of water

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

1. Look up the actual density of water: ________________ What are the units? ________

2. Weight of a dry 100-mL graduated cylinder = ________________

3. Volume of water added to graduated cylinder = ________________

4. Weight of graduated cylinder and water. = ________________

5. Mass of water in the graduated cylinder = ________________

6. Calculate the density of the water using the equation, d = m/V.

Show your work here: density =__________

Rubbing alcohol or isopropyl alcohol

1. Look up the actual density of isopropyl alcohol: _____________ What are the units? ___________

2. Weight of a dry 100-mL graduated cylinder = ________________

3. Volume of alcohol added to graduated cylinder = ________________

4. Weight of graduated cylinder and alcohol. = ________________

5. Mass of alcohol = ________________

6. Calculate the density of the alcohol using the equation, d = m/V.

Show your work here: density = _________

Cooking oil

1. Look up the actual density of vinegar: _____________ What are the units? _____________

2. Weight of a dry 100-mL graduated cylinder = ________________

3. Volume of vinegar added to graduated cylinder = ________________

4. Weight of graduated cylinder and vinegar. = ________________

5. Mass of vinegar = ________________

6. Calculate the density of the vinegar using the equation, d = m/V.

Show your work here: density = _________

Name _______________ Date _____________

West-Orange Cove CSD 6th Grade Science – 1st Six Weeks 2012 - 2013

Elements Acrostic PoemAn acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a word or line that tells something about that person or topic.

Example: An acrostic poem using the word "Sun."

Sometimes when we go to the beach, I will get sun burn.

Usually if I put Sun block on my skin, I will not burn.

Noon is when I'm really prone to burning.

Write an Acrostic Poem using the word below.

 

ELEMENT

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