Physical and Chemical Change: (Static Electricity)

Launch: Yesterday we discussed static electricity and how there are different charged particles that are a part of static electricity. Can anyone tell me those particles? Positive and negative charged particles. Exactly. We are going to continue our investigation with static electricity. Today we are going to discuss how sometimes you can SEE that reaction occur when positive and negative charged particles are in contact with each other.
-Tap into background knowledge with balloon on hair demonstration. Aim to have students suggests that the hair is sticking up to the balloon because of static electricity. We can SEE that reaction happening.
Our focus question today is…
Focus Question: What happens when we rub a plastic spoon on cloth and hold it closely to the salt and pepper?
Turn and talk with your table group about your prediction of what you all think may happen with the salt and pepper when its put close to the rubbed spoon. Please have one person from your table group come write your prediction on the board.
Read If/Then predictions off of board.​

S & P: Static Electricity

Prediction: If we use static electricity, then we can separate the salt and paper.

Data Chart:

             Materials:                                                                                    What Happened:

Bowl

Salt

Pepper

Plastic spoon

Carpet

*What Happened: The salt and pepper stuck to the spoon. There was more pepper than salt that stayed on the plastic spoon. As we moved the plastic spoon closer to the salt and pepper more would stick. 

Claims/Evidence:

If we have salt and pepper mixed together, then we can use a plastic spoon rubbed against cloth to separate the two variables.

Conclusion:

Is there another item we could use to demonstrate static electricity?

                  

Physical and Chemical Change (Balloon Test:Baking Soda and Vinegar)

1. Focus Question: How can you create a chemical change?

2. Predictions:

1) If we combine vinegar and baking soda, then _________. Turn and talk to your partner to create another prediction about what will happen to our balloon when we combine vinegar and baking soda. 2) If we put together vinegar and baking soda, then our balloon will______.

III. Planning (optional):

            Materials: baking soda, vinegar, water bottles, balloons

            Launch:

            Remember last week we talked about physical change and we put that term on our word wall. Last week we talked a little about physical reactions. How can I physically change this piece of paper? What can I do to this piece of paper to change what it looks like? Students might say: crumple it, fold it, rip it, poke a hole in it, draw on it, etc. No matter what I do to this paper what is staying the same? What do you notice is staying the same? Am I changing this paper into something new? Even though the paper looks different physically it is still paper.

            Let’s talk about something else. How many of you have ever been to a bonfire or have you seen wood burning in a fireplace? What happens to the wood as the fire has been burning for awhile? What did you notice was happening to the wood? Could you take the ashes and put it back together to make wood? How is this different from what we did with the paper? This is a chemical change because the ashes could not turn back into firewood. Let’s add chemical change to our word wall. There are many ways that a chemical change occurs. Our FOCUStoday is “How can you create a chemical change?”                  Going into Investigation:

             Each of you are going to be given a balloon and bottle. In your bottle there will be vinegar and the balloon has baking soda in it. What are some predictions that we can make with the materials we have here? 1) If we combine vinegar and baking soda, then _________. Turn and talk to your partner to create another prediction about what will happen to our balloon when we combine vinegar and baking soda. 2) If we put together vinegar and baking soda, then our balloon will______. Possible predictions: If we combine vinegar and baking soda, then the two will turn into a solid. If we combine vinegar and baking soda, then the two will begin fizzing. If we combine vinegar and baking soda, then the two will create a gas. If we put together vinegar and baking soda, then our balloon will pop. If we put together vinegar and baking soda, then the balloon will fill up with gas. 

            Be careful not to spill the baking soda into the vinegar until you are ready to investigate. Remember as scientists to use your senses to observe as a chemical reaction is occurring. When you get your materials place your balloon opening over your water bottle opening. Carefully pick up your balloon and let the baking soda fall into the bottle. Use your senses observe what is happening inside your water bottle and your balloon?

            Questions for groups: What are you noticing? What happened to the vinegar? What happened to the baking soda? Why did your balloon blow up?

            Come back together: We have already filled out the “What we tried” section on our data chart because we all started off in the same way. Can your groups share with us what happened in your investigation?

IV. Data/Diagram/ Graphs:

               What we tried:                                            What happened:

Balloon filled with baking soda (1 tbsp) Balloon on bottle Vinegar (1/4 cup) in the bottom of bottle

                 

Claims/Evidence: We claim that when you combine a solid and a liquid a chemical reaction can occur. This was evident when we added vinegar to the baking soda and a gas was formed. 

Conclusion: Why did the balloon inflate? We combined our baking soda (solid) and vinegar (liquid) and that made a gas. The gas inflated the balloon. Going back to the paper we talked about earlier, no matter what we did to the paper it was still paper. In this investigation could we take this gas and break it apart to make vinegar and baking soda again? 

Possible Questions: Let’s come up with more questions together that we may have from completing our investigation: Do you think the amount of vinegar and baking soda had to do with the balloon filling up with gas? What other substances can you put together to make a gas?

Life Science- The Function of the Lungs

Focus Question:

• What happens to our lungs as we breathe in and out?

The teacher will ask students the following questions: Can anyone tell me what it means to inhale? (Breathe in) Can anyone tell me what it means to exhale? (Breathe out) Does anybody know what the diaphragm is used for in the body? (Diaphragm: the diaphragm separates the thoracic cavity containing the heart and lungs, from the abdominal cavity and performs an important function in respiration: as the diaphragm contracts, the volume of the thoracic cavity increases and air is drawn into the lungs.) The teacher will refer to the picture of the labeled body that is displayed on the projector.

Now that we know what these terms mean, does anybody know what makes inhaling and exhaling happen?

The teacher will encourage students to stand up and fill their rib cage. Students will breathe in and out. What do you notice happen when you are breathing? What do you notice happen as you inhale? What do you notice when you happen as you exhale? The teacher will give students the opportunity to discuss their answers and observations from the activity.

Prediction Statement:

• If we squeeze the water bottle (diaphragm), then we will observe the blue balloon (lung) filling with air.

When you breathe in, the diaphragm contracts (pull the diaphragm balloon down). This lowers the air pressure in the chest cavity (because there’s more room) and air fills the lungs. The teacher will have students turn and talk about what they predict will happen during the investigation regarding the water bottle and balloons. The teacher will then fill in the prediction column of the data chart with student responses.

Planning

Materials:

• Water bottles
• Blue balloons
• Red balloons

Procedure:

• Students will be placed into groups of 4; each group will have one water bottle and two balloons. They will follow the steps listed below.

Steps:

• Start with a water bottle
• Cut the bottom off of the water bottle (you may need to place tape on the edges for students so no one gets cut)
• Place the blue balloon inside the neck of the water bottle and stretch the opening to the balloon over the neck of the water bottle
• Cut the top/narrow half off on the red balloon
• Stretch the remaining half of the balloon over the bottom of the water bottle

Data

Data Chart: Testing the Balloon

Predictions	What did we learn?
- Fill blue balloon with air, red balloon pushes out. -Squeeze bottle, blue balloon fills with air red balloon contracts.	- Squeezing the bottle deflates the blue balloon. -The faster you inhale, the less air you get to your lungs. -  The slower you inhale the more air you get to your lungs.

Claims and Evidence:

Based on our observations during the investigation what have you learned about the lung?

• When we squeeze the water bottle (diaphragm), the blue balloon fills with air.
• When we release the water bottle, air is released from the blue balloon.

Conclusion/Questions:

• In this investigation we learned that when we exhale, the diaphragm relaxes and air flows out of the lungs and when we inhale, the diaphragm contracts and air fills the lungs.
• What do you think would happen if we only had one balloon?
• What do you think would happen if we didn’t cut the bottom of the bottle off?
• Do you think that different factors would affect the functions of the water bottles/balloons.
• 
  

Life Science - Plant Structures (2nd Grade)

FOCUS QUESTION* (Big Idea) 

Do vegetable plants and flower plants have the same structure?

PREDICTION/ HYPOTHESIS*

I think that vegetable plants and flower plants will have the same structure but they will look different on the outside.

PLANNING

  • Materials: tomato plants, flower plants, science notebooks, Promethean board, pencil, paper, paper plates, napkins, and photographs in plastic sleeves

1. The teacher will ask the students to take out their “science notebooks” and put their name and date and title it plants. The teacher will then write “Key Words about Plants” on the Promethean board. The teacher will then ask the students to share their responses and record the responses as the students say them. The teacher will ask the students to record the responses as she is writing. We will then discuss the words on the board and ask the students what parts do all plants have in common? We will then circle the words: roots, stems, leaves, and flowers. If the students do not name the words, we will ask them prompting questions such as: what holds plants in the ground? What hold a plant up? What hangs from the stem? You gave some great key words about plants, but today we are going to focus specifically on the words that make up a plant. These words are roots, stems, leaves, and flowers.  What we are going to do today is work like scientists and explore two different plants to see if they both have these parts in common.

PART 2

2.  We will then move on to talking about the focus question. We will ask the students if they think these two plants will have the same structure (we will hold them up and show them to the students). (One will be a tomato plant and one will be a flower plant, but we will not tell the students this because that’s part of the investigation.) We will then ask the students to turn and talk about whether or not the two plants will have the same structure. We will then ask a couple groups to share their responses. We will then ask the students to record their focus question for the day and write down a prediction based on the focus question. We will be sure to prompt the students and tell them to start their prediction with “I think… because.”

3. Each group will be given two plants. The students will be grouped into groups of 4-5. The students will then investigate each plant. We will ask them to draw a quick sketch of each plant so they are able to record the four different features of the plant.

As they are doing this, we will walk around to assist and further students thinking. We will ask them where the parts are and how they know.

4. After the students have investigated, we will give out pictures of plant A and plant B in their premature stage and growth to their mature stage. We will ask students to determine which plant is A and which plant is B. 

5.  After the students have identified the plants, we will then come back together as a whole group and discuss.

6.  We will ask the students what plant A is and what plant B is. We will then record beside A and B. We will then ask the students if plant A has a root, stem, leaves, and flower. We will then ask the students if plant B has a root, stem, leaves, and flower.

7. Okay now that we know that each of these plant have the four parts we discussed, where are they located? We will then draw a rough sketch of each plant. We will then ask the students where the root is, where the stem is, where the leaves are, and where the flowers are.

8. We will then ask the students what our claims and evidence statement should be based on our findings. We will record these as the students say them. (We will also ask the students to record the C/E in their notebook page.

9. We will then talk about the information we have in the conclusion. In this investigation, we learned that plant A and plant B both have the same structures, but they look different. They also grow different things. One produces something edible and one does not. Upon further investigation, we also learned that plant A was a tomato plant and plant B was a flower plant.

10. We will then ask the students if they have any other question or what else can we investigate about plants. (These are the questions we will use to extend their thinking.)

**According to the first grade standards, students are familiar with plants, but not the structure.

 DATA*

	Stem	Root	Leaves	Flower
A
B

(We will also have a rough sketch of each of the plants.)

CLAIMS AND EVIDENCE*

I claim that tomato plants and flower plants will have the same structure because they both have roots, stems, leaves, and flowers.

CONCLUSION*

In this investigation, we learned that plant A and plant B both have the same structures, but they look different. They also grow different things. One produces something edible and one does not. Upon further investigation, we also learned that plant A was a tomato plant and plant B was a flower plant. 

**QUESTIONS:  

Will a tree have the same structure?

Will a fruit plant have the same structure?

Does grass have the same structure as the plants we investigated?

Earth Science (Soil)

• Focus Question: Is all soil the same? Yes, no, maybe (Smart Board)
• Prediction: I predict that all soil is not the same.

• Procedure:  Each group will receive 4 cups containing different types of soil with the appropriate color on it and the paper divider. Observe the different types of soil using senses and complete a data chart in science notebooks. Complete data chart as a whole class.

         Materials: 4 types of soil
Plastic cups
Aluminum pans
4 color stickers
Paper divider for dirt
Plastic gloves





Soil Type	What do you see?	How does it feel?	Interesting observations
Red	Clumpy	Clumpy	It looks like it might have been found near a river.
Blue	Brown/Orange	Rocky and mushy	It has roots in it.
Green	Gritty	Fluffy	Maybe found near the shore- sandy Made a text-to-text to connection to a book.
Orange	Darkest	Damp	No smell- It looks like it was found in the yard. It looks the most familiar. Found worms in it.

Claims and Evidence: All soil is different because it looks and feels different.

Conclusion: What are the components of soil? What is it actually made of?