Windi Turner



Instructor:Sharlet MullenSubject Area:Science -Making a Terrarium – Water CycleGrade:3rd GradeDate:2016Lesson #1: Making a TerrariumSafety Warning: with the use Charcoal students should wear gloves. (see attached)Make sure plants are safe before purchasing. Click here2 weeks before you plan to do this lesson, obtain mosses and other plants, send home parent letter and collect 2- liter bottle.Central Focus: Earth is made up of land and water. This unit starts the journey an understanding of the water cycle. Water is on of earths most abundant, and essential substances. Water can be in many forms from solid (snow, ice), liquid (water) and gas (steam). Water is a wet substance with no taste, smell or shape. Water changes through a cycle of evaporation, condensation and precipitation.Lesson one: begins with the design and construction of a terrarium. Students will observe the water-cycle process over time. Lesson two: Student will investigate and research what happens to water when it gets hot and then when it gets colds in their science notebooks. Discuss these processes as a class and begin to understand the ideas of evaporation, condensation, precipitation and collection.Lesson three: Student will discover the human effect on the water cycle. Students will investigate, research ways to save the earth’s natural water cycle. Lesson four: students have been learning and investigating the water cycle. This lesson allows student to observe the process as a final visual understanding. Lesson five: Student will use the knowledge acquired to construct a display to help others see the essential need to conserve water. Or student will use the knowledge acquired to create a presentation to explain the Water Cycle.Context/Rationale Students will observe first hand a miniature version of the water cycle by constructing and maintaining a terrarium. Students will learn what a terrarium is, the layers of a terrarium, and the function of these layers. Similar to the way water evaporates and rises into the atmosphere before falling again as some form of precipitation, in the terrarium, the water will evaporate and rise before condensing on the side of the terrarium container. It will then fall to provide moisture to the plants in the terrarium.Learning Objective(s)The Practice of Science Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations.Maintain a record of observations, procedures and explanations.Construct reasonable explanations based on evidence collected from observations or experiments.Life ScienceCompare how the different structures of plants and animals serve various functions of growth, survival and reproduction.Earth scienceObserve and describe the daily changes experimenting with the position of the sun observations.Make connection between the concepts of the water cycle.Essential Question(s)What does a plants and living things need to survive? (air, water, light and food) (day 1)Are living and non-living things similar/different? (similar) (day 1)Are all things that move alive? (no) (day 1)What kinds of non-living things move? (water, air) (day 1)52652595689400Materials Needed:Book - Nature’s Green Umbrella?by Gail Gibbons (day 1)Science notebooks (day 1)Newspaper to cover the tables (day 1)Plastic 2-liter bottle – collect prior to lesson (day 1) (1 per student)Gravel or pebbles (day 1) 1 cup per student Activated charcoal (day 1) ? cup per studentPotting soil (day 1) 2 cups per studentMoss (day 1) ? cup per studentWater in spray bottle (day 1) (1 small bottle per table)Clear packing tape (day 1) one rollSmall plants (suited to your growing conditions) (day 1) 2 or 3 per student Plants that won't overgrow (good choices include boxwood, croton, Joseph's coat, pineapple verbena and twiggy spike moss for sun-loving plants and gnome ivy, golden club moss, Irish or Scottish club moss and miniature ferns for shade-loving plants.Two small artificial plantsVideo - Rain forest and the water cycle (day 1)Video - what a terrarium does (day 1)Video - – how to build a pop bottle terrarium (day 1)Construction a Terrarium checklist (day 1) (1 per student)Terrarium observation worksheet (day 1) (1 per student)Prior Academic Learning and Prerequisite Skills:Throughout the past few years’ student have studied earth and life science: Students recognize that living things need space, water, food, shelter and air. (1.4.2.1.1) Students realize similarities and differences between soil and rocks. (1.3.1.3.2) Students can differentiate between living and nonliving things. (0.4.1.1.3) Student designed items from everyday life benefit people. Students recognize that water can be a solid or a liquid and can change from one state to another. (2.2.1.2.1)Misconceptions(s):Plants take in all substances they need to grow through their roots. Truth - Plants take in air through their leaves. Chloroplasts in the plant absorb the sun’s energy for use in photosynthesis. Water and minerals are taken in through the roots.Plants are not alive because they don’t appear to be moving/breathing/drinking. Truth - Plants are alive, even though they are different from animals and humans in many ways. Through this terrarium activity, students will both recognize that plants are living things and living things require water.Plants breathe by inhaling carbon dioxide and exhaling oxygen. Truth - Plants take in air through their leaves. Both carbon dioxide and oxygen are used for different processes. Photosynthesis requires carbon dioxide, while respiration requires oxygen. While plants do release oxygen, it is a by-product of photosynthesis and is not released through breathing. Plants do not breathe. They absorb air through the stomata (pores) in their leaves. MN Content Standard(s):Science Standards3.1.1.1.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 1. Scientists work as individuals and in groups; emphasizing evidence, open communication and skepticism. Benchmark 1. Provide evidence to support claims, other than saying “Everyone knows that,” or “I just know,” and question such reasons when given by others. (day 2, day 3, day 5) 3.1.1.2.1 - 1. The Nature of Science and Engineering 1. The Practice of Science. 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 1. Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects. (day 1, day 2, day 3, day 4, day 5)3.1.1.2.3 - 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 3. Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals. (day 2, day 3, day 4, day 5)3.1.1.2.4 – 1. The Nature of Science and Engineering 1. The Practice of Science 2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena. Benchmark 4 Construct reasonable explanations based on evidence collected from observations or experiments. (day 1, day 2, day 3, day 5)2.2.1.2.1. - 2. Physical Science. 1. Matter. 2. The physical properties of materials can be changed, but not all materials respond the same way to what is done to them. 1. Observe, record, and recognize that water can be a solid or a liquid and can change from one state to another. (day 1, day 2, day3, day 4, day 5)2.3.2.2.1 – 3. Earth Science. 2. Interdependence within the Earth system 2. Weather can be described in measurable quantities and changes from day to day and with the seasons. 1. Measure, record and describe weather conditions using common tools. For example: Temperature, precipitation, sunrise/sunset, and wind speed/direction. (day 2, day 4)2.4.2.1.1 - 4. Life Science. 2. Interdependence Among Living Systems. 1. Natural systems have many components that interact to maintain the system. Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. (day 1, day 3, day 5)4.1.2.1.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 1. Engineers design, create, and develop structures, processes, and systems that are intended to improve society and may make humans more productive. Benchmark 1. Describe the positive and negative impacts that the designed world has on the natural world as more and more engineered products and services are created and used. (day 5)4.1.2.2.1 - 1. The Nature of Science and Engineering. 2. The Practice of Engineering. 2. Engineering design is the process of identifying problems, developing multiple solutions, selecting the best possible solution, and building the product. Benchmark 1. Identify and investigate a design solution and describe how it was used to solve an everyday problem, (day 3, day 5)4.3.2.3.1 – 3. Earth Science. 2. Interdependence within the Earth system. 3. Water circulates through the Earth's crust, oceans and atmosphere in what is known as the water cycle. 1. Identify where water collects on Earth, including atmosphere, ground, and surface water, and describe how water moves through the Earth system using the processes of evaporation, condensation and precipitation. (day 2, day 3, day 4, day 5)4.3.4.1.1 - 3. Earth Science. 4. Human Interaction with Earth Systems. 1. In order to maintain and improve their existence, humans interact with and influence Earth systems. Describe how the methods people utilize to obtain and use water in their homes and communities can affect water supply and quality. (day 3, day 5)Reading standard- craft and structure3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 1, day, 2, day 3, day 4, day 5)3.1.4.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes. (day 1, day 2, day 4)3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (day 1, day 2, day 3, day 4, day 5 )3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. (day 5)Reading Standard – Key ideas and Details3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (day 2, day 3, day 5)Arts (K-3)0.2.1.2.1 – K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 2. Media Arts. 1. Create original media artworks to express ideas, experiences or stories. (day 4, day 5) 0.2.1.5.1– K-3 2. Artistic Process: Create or Make. 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Create original two- and three- dimensional artworks to express ideas, experiences or stories. (day 1, day 4, day 5)0.3.1.5.1 – K-3 3. Artistic Process: Perform or Present. 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. 5. Visual Arts. 1. Share and describe a personal artwork. (day 5)Lesson Plan Details29867105343900Lesson Introduction: 519717287554Students will gather on the rug for a story. Read - Introduce the lesson to the students by reading?Nature’s Green Umbrella?by Gail Gibbons.Questions What does the rainforest have to do with the Water Cycle? It is okay if you cannot answer this question yet. Over the course of the next week we are going to answer this question. Watch the following video on the rainforest. This will begin to answer how the rainforest and the Water Cycle are connected. Video - Rain forest and the water cycle4540914110803Formative assessment:Have the students get their science notebooks, a pencil and return to the circle. 20402069610800Questions _ Time to think!! (Prior knowledge of living things second grade science)520884724500300In the rainforest there are many things. Answer the following question in your science notebook. (Do not right the question just your answer.) (1 bonus point for question answered)Are all these things in the rain forest living? (no)Are living and non-living things similar/different? (similar) Are all things that move alive? (no)What kinds of non-living things move? (i.e., water, air, etc.) What is a Living thing? anything that ever has, is, or will be alive (breathes, moves independently, requires food and water, can grow and reproduce) What is a Non-living thing? anything that never has, is, or will be alive6116320762000Discuss answers Look! - Show students two living plants (that will be used in the terrarium) and two artificial plants. Pass the plants around and allow students to look carefully at the two plants. While you are looking at the plants think about these questions “Are these plants living or non-living?” “How do you know this plant is living/non-living?” Answer the questions in your science notebook (Do not right the question just your answer.) After everyone looks at the plants we will talk about answers. Discuss answersAsk: Are these plants living or non-living? One is living and one is nonliving because it is fake. Ask: What do living thing need to survive? (air, water, light and food)Learning Activities: 4825375271079Prior to the lesson two-liter plastic soda bottle for the terrariums should have been collected. Also moss and plants should have been purchased. Have a volunteer cut the 2-liter bottles just below half.Have containers with ready for students to bring to the tables. Gravel or pebbles - 1 cup per student (4 per table 4 cups)Activated charcoal - ? cup per student (4 per table 2 cups)Potting soil - 2 cups per student (4 per table 8 cups)Moss - ? cup per student (4 per table 1 cups)NewspaperPlastic 2-liter bottle (1 per student)Plants (2 per students) Small spray bottle (one per table)Explain to the students that they will participate in building plant habitat, or a place for a plant to live with everything it needs. This is called a terrarium, like an aquarium without water. What is a terrarium? (miniature garden which, when water is added can be closed for a longer period of time because the water will remain in the container and the plant will have what it needs to survive.)Video - Let’s watch a video to find out what a terrarium does. terrarium acts like a rain forest all things living things need are in one area. Students will use it to make observations and collect information about live organisms over the next week for our science lessons. 5699125183515Video - Let’s watch the following video on how to build a terrarium. Student will take notes on the steps in their science notebooks. – YouTube video how to build a pop bottle terrarium. Time to construct:Next, we each are going to construct a terrarium. As groups are divided return to tables and cover the workspace with newspaper.Divide your students into 4 cooperative learning groups to create a diverse mix of students. (a mixture of male/female, high achievement/lower achievement)?Return to tables.Have a student pass out the construction checklist, “______ is handing out the terrarium construction checklist.” Assign members of your group to each of the jobs on top gather supplies then Stop! One container of gravel or pebbles ______________________569722064770One container of charcoal ______________________One container of potting soil ______________________One container of moss ______________________One container of plants ______________________One Plastic 2-liter bottle for each student in the group ______________________Measuring cups 1, ? and ?Read through the directions with the class. Ask if there are any questions. Groups may begin constructions. Teacher will walk around and observe and help as needed. Students cooperate and follow the construction checklist. Remove top of the pre-cut 2-liter bottle set asideMeasure and place 1 cup gravel on the bottom of the 2-liter bottle Measure and place 1/2 cup charcoal on top of the gravel502221511874500Mix gravel and charcoal togetherMeasure and place 2 cups of the soil on top of the gravel Add 2 plantsSpread ? cup of moss around the plantsUse spray bottle to wet the soilCut 4 slit one on each sidePlace top of the 2-liter bottle over the bottomWrite name on the top of the bottle with sharpieClean up work area and place terrarium near window or under grow light. 518414013970000Turn in checklistStudents turn in checklist for participation points. 20 Total points Teacher Notes(Note: If the soil gets too dry remove the top and water lightly. Often, a terrarium can be left for a month without watering. Too much sun can kill the moss and plants.)Student will mist the soil every few days Students will journal what is happening on the Terrarium journal worksheet. (Students should be able to observe the water as it evaporates, condenses and falls back to the ground.)Extension - If students will like to create a more complicated terrarium for the class. They can research and use the extra supplies.588899010287000Lesson Conclusion: As students finish have them gather in the back for discussion. Ask students what they like or did not like.What does a plant need to survive? Think back to first grade science and our earlier discuss, a plant is a living thing. (air, water, light and food)What does a terrarium do? Provide a habitat, or a place for a plant to live with everything it needs.Tell students they will be returning to their learning spots and adding some information to their science Notebooks.Have students write about or draw a diagram of their terrarium in their science notebooks. 485902022860Write some prediction about what will happen inside the terrarium. What do they predict will happen to the plants? 587819515240000Will the plants survive? Will the plants need more water? (No – do not answer this question let student predict)Science journals will be turned in at the end of the week for grading. Total points 10AssessmentAssessment Strategy # 1 Total points 1 bonus pointFormative assessment: - Turned in on the last dayThis is an individual assessmentThis assessment aligns with standard 2.4.2.1.1 - 4. Life Science. 2. Interdependence Among Living Systems. 1. Natural systems have many components that interact to maintain the system. Recognize that plants need space, water, nutrients and air, and that they fulfill these needs in different ways. Students will write answers to the following questions in their science notebooks. This is part of discuss to be sure they are understanding the concept of living and non-living things. Are all these things in the rain forest living? (no)Are living and non-living things similar/different? (similar) Are all things that move alive? (no)What kinds of non-living things move?” (i.e., water, air, etc.) This will be collected and award 1 bonus point for completion. Assessment Strategy # 2 – Total points 20 Formative assessment/self-evaluation.This is an individual assessmentThis assessment aligns with standard 3.1.1.2.3 - Benchmark 3. Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.Students will use the Terrarium construction checklist to cooperatively build a terrarium. All steps must be followed for the terrarium to be successful. Turning in the checklist shows the students cooperated with the group and followed all directions. Students turn in checklist for participation points. 5 points – name on job list13 points – 1 point for each step check off on the procedure list.2 point – turning in the checklist 20 points total A 15-20 B 10-15 C 5-10 D 2-5 F 0-1 Assessment Strategy # 3 Total point 10Summative assessmentThis is an individual assessmentThis assessment aligns with standard 3.1.1.2.3 - Benchmark 3. Maintain a record of observations, procedures and explanations, being careful to distinguish between actual observations and ideas about what was observed. For example: Make a chart comparing observations about the structures of plants and animals.Science journals will be turned in at the end of the week for grading. Total points 104 - Picture shows all 6 items (gravel, charcoal, dirt, plants, moss and water in a terrarium) or all 6 items are listed.3 - Picture shows 4 or 5 items (gravel, charcoal, dirt, plants, moss and water in a terrarium) or 4 or 5 items are listed. 2 - Picture shows 2 or 3 items (gravel, charcoal, dirt, plants, moss and water in a terrarium) or 2 or 3 items are listed. 1 - Picture shows only 1 item (gravel, charcoal, dirt, plants, moss and water in a terrarium) or only 1 item listed. 0 – Student did not complete this task. This part of the assessment aligns with standard 3.1.1.2.1 - Benchmark 1. Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations. For example: Investigate the sounds produced by striking various objects. Predictions grading 5- Answer all 3 questions3- Answers 2 of the question1 - Answers 1 of the questions0 - Makes no predictions1 bonus point for question answers from formative assessmentDifferentiationSupporting A Variety of Students:Building on Personal/Cultural/Community Assets:Support for understanding Living and Non-living things. Provide the students with the worksheet listing characteristics of living things. Provide second worksheet have Students cut and paste all the living and non-living things in the correct columns.Going on a nature walk to discuss how water affects plants. Watered by people or rain. Discuss the essentials for living things to survive (air, water, food and light) Although water is not living, it is essential for all living things to continue to thrive.Model step by step terrarium building process. For journaling offer students an option to explain before they draw. This could be done individually or with a group that needs support. Offer a few key words and have the terrarium in front of the. (first the Gr, next came…)Extension - If students or a group would like to create a more complicated terrarium for the class. They can research and use the extra suppliesGrouping StudentsDivide your students into 4 cooperative learning groups to create a diverse mix of students. (a mixture of male/female, high achievement/lower achievement)Planned SupportsELL students are allowed to verbally explain to the teacher the steps to create the terrarium and answer all the questions.Extension learners complete research on how to make a more complex terrarium and complete terrarium. By the end of the week. Academic Language:Vocabulary:Terrarium: miniature garden enclosed in a clear container. A Terrarium is a plant habitat, or a place for a plant to live with everything it needs.Living: anything that ever has, is, or will be alive (breathes, moves independently, requires food and water, can grow and reproduce) Non-living: anything that never has, is, or will be aliveLanguage Demand:A terrarium provides a habitat, or a place for a plant to live with everything it needs.What is a Living thing? anything that ever has, is, or will be alive (breathes, moves independently, requires food and water, can grow and reproduce) What is a Non-living thing? anything that never has, is, or will be alive.Language Function:Students will interpret how a rain forest is like a terrarium and how it relates to the water-cycle in future lessons. Students compare/contrast characteristics of living things and non-living things, during discussion after the reading of Nature’s Green Umbrella?by Gail Gibbons and the video: The rainforest and the water-cycle. Students describe the process of making a terrarium by write about or drawing a diagram of their terrarium in their science notebooks. Students predict what will happen inside a terrarium by answering a few questions in their science notebooks. Will the plants survive? Will they need to water it again? Language Support:The academic language terrarium, living and non-living things are revisited many times throughout the lesson. As the lesson hints toward the process of the water-cycle. The videos used both support the language and describes how to make a terrarium and how it works. The academic language living and non-living things recalling information from prior science topics. Discussion throughout the lesson support the language use and remind students of the meanings. Citations:Discover Grants, Lessons, Activities And More At .?The Water Cycle: Exploring Terrariums?(2012): 1-4. National Gardening Association. Web. 5 Apr. 2016. (day 1)"Flinn SDS."?MSDS Search. Flinn Scientific, Inc., 24 Mar. 2014. Web. 23 Apr. 2016. (day 1)Fries-Gaither, Jessica. "Common Misconceptions about Plants — Polar Plants."?Beyond Penguins and Polar Bears.” The Ohio State University, Mar. 2009. Web. 23 Apr. 2016. (day 1)Gibbons, Gail.?Nature's Green Umbrella: Tropical Rain Forests. New York: Morrow Junior, 1994. Print. (day 1)MUNBotanicalGarden. "How to Build a Pop Bottle Terrarium."?YouTube. N.p., 23 Apr. 2012. Web. 23 Apr. 2016. (day 1)NASASciFiles. "What's a Terrarium & How Does It Work?"?YouTube. , 14 Apr. 2009. Web. 23 Apr. 2016. (day 1)ScenicHawaiiCh1000. "Rain Forests of Hawaii."?YouTube. N.p., 18 Jan. 2013. Web. 23 Apr. 2016. (day 1)Dear Parents; The third grade classes are beginning a new science unit about the?Water Cycle.??Water is a part of the earth of infinite importance and finite availability.??The cycle of water is an integral part of the delicate balance of our world ecosystem and the interrelationship of all living organisms.??In this unit your child will investigate the water cycle through a variety of activities and experiments.???????????????????Students may need some help investigating and complete research. This unit will last five days and include stories, writing, research, construction, observations, recording of data and experiments. We are excited about our investigation on the water-cycle. If you have any questions or expertise you would like to share with the class, please us know. Please feel free to send in any books, material you think the class might find interesting. For one of the experiments students will be creating a terrarium please send an empty 2- liter plastic soda bottle with your student as soon as possible. Please feel free to send extras. 404617295771Sincerely, 1453136444500Ms. Mullen?Name _________________Terrarium Construction ChecklistBefore any supplies can be gathered each group needs tocover the workspace with newspaper.Supplies to gather: assign one member of your group to get each supply and write their name next the supply they got. One container of gravel or pebbles ______________________One container of charcoal ______________________One container of potting soil ______________________One container of moss ______________________One container of plants ______________________One Plastic 2-liter bottle for each student in the group ______________________Measuring cups 1, ? and ? ______________________19530046845 STOP Wait for teacher Follow the list of instructions below to build your miniature terrarium. After you finish each step, have someone on your team check off the circle for that step. Then continue to the next step. Remove top of the pre-cut 2-liter bottle set asideMeasure and place 1 cup gravel on the bottom of the 2-liter bottle Measure and place 1/2 cup charcoal on top of the gravelMix gravel and charcoal togetherMeasure and place 2 cups of the soil on top of the gravelAdd 2 plantsSpread ? cup of moss around the plantsUse spray bottle to wet the soilCut 4 slit one on each sidePlace top of the 2-liter bottle over the bottomWrite name on the top of the bottle with sharpie Clean up work area and place terrarium by a window or under grow light. Turn in checklist.Name ______________Terrarium Observation ChartBegin by writing in the date and time of observation. Use the chart below to write about or draw what you see or observe in your terrarium. Ask yourselves these questions and record your observations: What is happening in the container? (write or draw) On which part of the container do you see water? Is there anything new happening in the container? Other observations?Date and timeObservation1. Date: Time:2. Date: Time:3. Date: Time:4. Date: Time:5. Date: Time:How does the terrarium relate to the Water-Cycle? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________LINNCIENTIFICNC-19043-257985Safety Data Sheet (SDS)SDS #:228.00Revision Date: March 24, 2014-14471116268SECTION 1 — CHEMICAL PRODUCT AND COMPANY IDENTIFICATIONCharcoalFlinn Scientific, Inc. P.O. Box 219, Batavia, IL 60510 (800) 452-1261SECTION 3— COMPOSITION, INFORMATION ON INGREDIENTSCharcoalSynonym: Activated carbonSECTION 2— HAZARDS IDENTIFICATIONSECTION 4— FIRST AID MEASURESHazard class: Serious eye damage or irritation (Category 2B). Causes eye irritation (H320).Hazard class: Specific target organ toxicity, single exposure; respiratory tract irritation (Category 3). Maycause respiratory irritation (H335). Avoid breathing dust or fumes (P261).CHEMTRECEmergency Phone Number: (800) 424-93007440-40-0Component NameCAS NumberFormulaFormulaWeightConcentration12.01CPictogramsSignal WordWARNINGSECTION 3— COMPOSITION, INFORMATION ON INGREDIENTSCharcoalSynonym: Activated carbonSECTION 2— HAZARDS IDENTIFICATIONSECTION 4— FIRST AID MEASURESHazard class: Serious eye damage or irritation (Category 2B). Causes eye irritation (H320).Hazard class: Specific target organ toxicity, single exposure; respiratory tract irritation (Category 3). Maycause respiratory irritation (H335). Avoid breathing dust or fumes (P261).CHEMTRECEmergency Phone Number: (800) 424-93007440-40-0Component NameCAS NumberFormulaFormulaWeightConcentration12.01CPictogramsSignal WordWARNINGCall a POISON CENTER or physician if you feel unwell (P312).If inhaled: Remove victim to fresh air and keep at rest in a position comfortable for breathing (P304+P340).If in eyes: Rinse cautiously with water for several minutes. Remove contact lenses if present and easy to do so. Continue rinsing (P305+P351+P338). If eye irritation persists: Get medical advice or attention (P337+P313).If on skin: Wash with plenty of water.If swallowed: Rinse mouth. Call a POISON CENTER or physician if you feel unwell.SECTION 5 — FIRE FIGHTING MEASURESFlammable solid as a dust.Autoignition Temperature: 450 oCWhen heated to decomposition, may emit toxic fumes.In case of fire: Use a tri-class dry chemical fire extinguisher.NFPA CODENoneestablishedSECTION 6 — ACCIDENTAL RELEASE MEASURESRemove all ignition sources and water. Sweep up the spill, place in a sealed bag or container, and dispose. Ventilate area and wash spill site after material pickup is complete. See Sections 8 and 13 for further information. ? 2014Flinn Scientific, Inc. All Rights Reserved. PAGE 1 OF 2FLINN SCIENTIFIC, INC.Safety Data SheetCharcoalSDS #:228.00March 24, 2014Revision Date:March 24, 2014Revision Date:SECTION 7 — HANDLING AND STORAGEFlinn Suggested Chemical Storage Pattern: Inorganic #4. Store with hydroxides, oxides, silicates and carbonates.Store in Flinn Chem-SafTM bag, in a Flinn Saf-StorTM can. Store in a cool, dry place.Keep container tightly closed (P233). Use only in a hood or well-ventilated area (P271).6855116275SECTION 8 — EXPOSURE CONTROLS, PERSONAL PROTECTIONWear protective gloves, protective clothing, and eye protection (P280). Wash hands thoroughly after handling. Use only in a hood or well-ventilated area (P271).Exposure Guidelines: (as carbon black) PEL 3.5 mg/m3 (OSHA); TLV (inhalable fraction) 3 mg/m3 (ACGIH)-6098111694SECTION 9 — PHYSICAL AND CHEMICAL PROPERTIESBlack powder, granule, or lump. Odorless.Boiling point: 4200 oCSoluble: Insoluble in water.Specific gravity: 1.821-2.1SECTION 10 — STABILITY AND REACTIVITYAvoid heat, flame, and oxidizing agents.Shelf life: Good, if kept dry and stored properly.SECTION 11 — TOXICOLOGICAL INFORMATIONAcute effects: Eye and respiratory tract irritant.Chronic effects: N.A.Target organs: Eyes and respiratory tract.ORL-RAT LD50: 10,000 mg/kgIHL-RAT LC50: 64.4 mg/L SKN-RBT LD : N.A.50N.A. = Not available, not all health aspects of this substance have been fully investigated.-6098116266SECTION 12 — ECOLOGICAL INFORMATIONData not yet available.6856115505SECTION 13 — DISPOSAL CONSIDERATIONSPlease review all federal, state and local regulations that may apply before proceeding. Flinn Suggested Disposal Method #26a is one option.19048112459SECTION 14 — TRANSPORT INFORMATIONShipping name: Charcoal. Hazard class: 4.2, Spontaneously combustible. UN number: NA1361.N/A = Not applicable19048116274SECTION 15 — REGULATORY INFORMATIONTSCA-listed, EINECS-listed (231-153-3).6856107886SECTION 16 — OTHER INFORMATIONThis Safety Data Sheet (SDS) is for guidance and is based upon information and tests believed to be reliable. Flinn Scientific, Inc. makes no guarantee of the accuracy or completeness of the data and shall not be liable for any damages relating thereto. The data is offered solely for your consideration, investigation, and verification. The data should not be confused with local, state, federal or insurance mandates, regulations, or requirements and CONSTITUTE NO WARRANTY. Any use of this data and information must be determined by the science instructor to be in accordance with applicable local, state or federal laws and regulations. The conditions or methods of handling, storage, use and disposal of the product(s) described are beyond the control of Flinn Scientific, Inc. and may be beyond our knowledge. FOR THIS AND OTHER REASONS, WE DO NOT ASSUME RESPONSIBILITY AND EXPRESSLY DISCLAIM LIABILITY FOR LOSS, DAMAGE OR EXPENSE ARISING OUT OF OR IN ANY WAY CONNECTED WITH THE HANDLING, STORAGE, USE OR DISPOSAL OF THIS PRODUCT(S).Consult your copy of the Flinn Science Catalog/Reference Manual for additional information about laboratory chemicals. Revision Date: March 24, 2014? 2014 Flinn Scientific, Inc. All Rights Reserved.PAGE 2 OF 2 ................
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