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?Michelle MurphyTEDU 386 Tues.-Thurs. 9:30-10:15My Science PortfolioTopic #1 Size and MassActivity 1: MeasurementDescriptionIn this activity students are given a list of objects to measure with a ruler, and yardstick. They will record their measurements on a recording sheet. Students will be measuring objects in centimeters, and meters. They will also need to estimate the length of a line, and then measure it to check their answers. Wrap up:What was the point of this activity?The point of this activity was for the students to become more familiar with using measurements, and measuring tools. To practice using a ruler, learn the metric system, and how to measure objects using a meter stick.Explain how you would introduce this to your class?How to first introduce this activity to the class would be to go over common length conversions, and how to convert them. Review the metric system and as a whole class do practice problems on the board. Where do you see a student having difficulty with this?What I see as being the most difficult for students would be using the ruler correctly. How to line it up start from the zero and not the end of the ruler. I can see students miss counting the tics between the whole numbers. They may also have difficulties converting from meters to centimeters. What changes or extensions could you do to this activity? Extensions I would add to this activity would have different materials to measure. Show the students how to measure in meters, and then convert to cm. I would have them practice a few problems with me, then have them complete the activity with a partner. I would also have some examples of objects for the students to guesstimate the measurement of different size lines. Then measure each line with a ruler for accurate measurement.Science behind activityThe science behind this activity is basic measurements of length; meters, centimeters, millimeters, feet, and yards. Measuring objects using a ruler and yardstick. Students need to figure out how many centimeters are in one meter. They need to know that there are 100 centimeters in one meter, and one meter is 1.094 yards. Students will also determine if they are taller or shorter than one meter. Students should know that they will measure taller than one meter. Topic #1Activity 2: Volume DescriptionIn this activity students are given wooden blocks, plastic clear container, and a ruler. The students are to determine how long one block is on its side in cm, how many blocks are in a row, and how long is a row of blocks on its side in cm. Based on what they know about volume they are then to determine if the same number of blocks used in this activity could fit inside a liter plastic cube.Wrap UpWhat was the point of this activity? The point of this activity is to have your students become familiar with volume and volume equation. 2. Explain how you would introduce this to your class?I would introduce this activity to the class by first going over volume. Volume is the amount of space that a substance or object occupies, or that is enclosed within a container. The formula to find volume is length x width. Explain how different sized container will have different volumes. I would also explain how when liquids are poured into different containers liquid will change shape and take shape of that container. 3. Where do you see a student having difficulty with this? I would see students having difficulty figuring out how many total cubes are in the container, and how it could fit into a different sized container. They may also not completely understand volume and how to calculate the length and width of the blocks. 4. What changes or extensions could you do to this activity?I would explain that if the blocks were to melt, even though the ice cube is changing shape, the volume would still be the same. I would have the students stack the blocks in different ways and explain side by side, or vertical and how the blocks still have the same volume. I would show the students that if you were to add space in between each cube will increase the volume. Science Behind ActivityVolume is the amount of space an object takes up. The formula for volume is length x width. In this activity the students will determine the volume of the wooden blocks. They will learn that by stacking the blocks side by side, stacked tall, melted, or placed in different sized containers will still have the same amount of ic #2 Properties of Matter- Part 1Activity 1: Sink/Float ActivityDescription of the activityIn this activity students will be given items to determine which will sink or float. Students will discover the density and buoyancy of each item as they are placed in water. This is a great activity for students to practice assumptions, and predicting. Each student will be given a recording sheet to record their predictions and the outcome of the experiment.Wrap Up 1. What was the point of this activity?The point of this activity is to show how different objects could have different mass and density but still have the same volume. 2. Explain how you would introduce this to your class?I would introduce this topic to the class by explaining how two different objects may look alike but are different in weight. I would show images of different objects and have them guess which are heavier, lighter, or weigh the same. 3. Where do you see a student having difficulty with this? The difficulties that I could see students having would be trying to get the scale balanced. I also see them having difficulties getting the accurate weight of the objects being weighed. Students may get aluminum rod mixed with the steel rod. They may also have trouble grasping the concept of density. 4. What changes or extensions could you do to this activity?I would add different materials to be weighed. I would have the students weigh the objects first then add to the water to see the outcome. Want the students to understand that just because it is heavy doesn’t mean it will sink. I would have them try and calculate the density of each object.Science behind the activityStudents will learn about density. Density is the amount of mass per unit of volume. The formula of density is mass divided by volume. Water has a density of 1g/cm3. Four cylinders are used in this experiment such as aluminum, plastic, steel, and wood. Each cylinder will not have equal mass, or equal density, but they do have equal volume. Students will discover that wood has the lowest mass 24g., and steel has 305g., the highest mass. Wood also has the lowest density. Topic #2Activity 2: Making SlimeDescriptionIn this experiment students will be learning about chemical change. Students will be combining glue, water, food coloring, and borax to create slime. Wrap Up 1. What was the point of this activity?The point of this activity is to show the difference between physical and chemical change by combining different materials to form something new. Explain how you would introduce this to your class?I would introduce this activity by first explaining what chemical and physical changes are. Show videos to students. Give the students examples of each change and ask students which one is which. Next, I would mix two different types of liquid and ask what they think the outcome will be. Where do you see a student having difficulty with this?Difficulties I can see students having is inaccurate measurements, spilling the liquid, and making a mess.What changes or extensions could you do to this activity? Extensions I would add beads to the substance and ask if the beads could be removed. I would also have the students try variations of concentrations; add lots of glue to little water, or lots of water to the glue to teach experiments. Depending on class size maybe have volunteers test out examples in front of class. Science behind activityCreating slime shows students an example chemical change. Chemical change is any change that causes a new substance to form. Once the substances they can’t be removed. White glue is used to make the slime hold together. Borax connects the materials together, and from sticking to fingers. Once the substances are mixed together the solution gets thicker, and develops a stretchy ic #3 Atoms and MoleculesActivity #1 Indirect Observation using Ob-ScertainersDescription:This is a hands-on activity for students to explore their senses. They will be given two sets of sealed black containers. The students are to determine the motion of the ball within the containers without looking. As they observe they will have to draw the wall structure they think is inside the containers. Have students record their predictions before opening containers. Wrap Up:What was the point of this activity?The point of this activity is for students to learn how to use indirect observation. Explain how you would introduce this to your class?I would introduce this activity by putting objects in a box, then have the students place their hand in the box without looking, and have them make an educated guess as to what it is. I would have them describe the objects using their senses. Where do you see a student having difficulty with this?I think students will have a difficult time figuring out what is inside the container. Depending on what is being used to restrict the ball from moving can change the sound and motion of the ball. I could also see a student getting frustrated with this activity and could lift the lid and cheat. 4. What changes or extensions could you do to this activity?Extensions I would add to this activity is to change the material being used. Use different methods and placement for motion of the ball. Science behind activity: This activity uses indirect observations, and develops inference skills. Indirect observation is data that can’t be gathered by direct observations. Students will have to make a hypothesis about what they think the wall structure looks like inside the containers. They will use their senses to determine the configuration of the partition inside a closed container by listening to the ball rolling around ic#3 Activity2: Do you believe in Atoms?Description: In this activity students will understand the concept of atoms and molecules and they react in water. They will each use two cups of water one filled with hot water, and the other filled with cold water. The students will place drops of food coloring into the water. They will observe how the water reacts with the different temperatures, and record their answers down. Wrap Up:What was the point of this activity?The point of this activity is to show how atoms and molecules move in water. Explain how you would introduce this to your class?I would introduce this activity by going over what a molecule and atom are, how atoms join together to form a molecule. Then I would show examples of atoms move when placed in a liquid, and how temperature of water plays a part in how they move. I would also show a video on atoms and molecules. Where do you see a student having difficulty with this?The difficulties I see that a student could have is grasping the concept of atoms and molecules and how they bond together. They may also have problems using a stopwatch. What changes or extensions could you do to this activity?Extensions I would add is using different temperatures of water. Different types of cups. Mix the two cups together and watch how the warm water rises. Science behind the activity:Atoms consists of a nucleus surrounded by a “cloud” of electrons. An atom is ~0.1 nanometers in size. Molecules are made up of atoms that are bonded together by chemical bonds. Molecules are the smallest particle in a chemical element. Students will learn that temperature affects the energy movement of a molecule. Atoms are constantly moving faster in hotter temperatures. As the dye is placed in the hot water it quickly dispersed. In the cold water the dye gradually flowed to the bottom of the cup at a slower rate. Topic #4 Properties of Matter Activity 1: Eggs in VinegarDescription:In this activity students will be given an egg that they will place in vinegar. Students are to observe the reaction they see happening between the egg and the vinegar. The egg will sit overnight in the refrigerator. The following day students are to observe the egg soaked in vinegar again, and describe what they see. The egg shell will be falling off. Have students compare the vinegar egg to a normal egg. Then place the vinegar egg in corn syrup overnight in the refrigerator. The next day students will observe the egg for a third time. The students will have noticed that the egg has shriveled up. Wrap Up: What was the point of this activity?The point of this activity is to show the process of osmosis and diffusion.Explain how you would introduce this to your class?I would introduce this activity first defining osmosis. Osmosis is the diffusion of water molecules from high concentrations to low concentrations. An example of osmosis would be taking a dry sponge and soaking it in water. Show a video on osmosis. Where do you see a student having difficulty with this?I see students having difficulties with possibly breaking the eggs, won’t want to touch the eggs for observations, and not enough time to complete the activity. What changes or extensions could you do to this activity?Extensions that could be used in this activity are using oil instead of corn syrup, add food coloring to the water to see the osmosis process, different types of eggs, and repeat the process. Place celery in water. Add food coloring to the water and watch how the celery absorbs the dye through its roots. Science Behind the Activity:Students will learn about chemical reactions and osmosis. Osmosis is the process where water passes in and out of a membrane. In this experiment students will see the chemical reaction between the calcium carbonate (eggs shell), and the acetic acid (vinegar). The vinegar will dissolve the shell from the egg. The egg will have expanded through osmosis. To reverse osmosis, place the egg in corn syrup overnight. Since the corn syrup is a thicker consistency and contains less water, it will pull the water from the egg and cause the egg to shrivel up. Topic #4Activity 2: Where Does the Water Go?Description:In this activity each student will be given four slices of potatoes two old, and two new ones. Compare the slices and determine which one is easier to bend. Then place one slice of the old potato is placed into a cup of water. Predict what will happen to the slice. Next, pour a spoonful of salt onto a new potato slice, but do not spread the salt. Wait thirty minutes then observe, and collect data. What the students will see is how the salt is pulling the water out of the potato slice. Wrap Up:What is the point of this activity?The point of this activity is to show how salt and water interact. To also show the process of osmosis.Explain how you would introduce this to your class?I would introduce physical change. Physical change is a change which no new substance is formed. Explain osmosis and diffusion and show examples of each. Also explain the effects that salt has on people, and vegetables. Then show a video on osmosis. Where do you see a student having difficulty with this? I see students having difficulty understanding the concept of osmosis and what reaction is supposed to be occurring in this experiment. The results of the potato slices might be different from what the outcome was supposed to be. May have not added enough salt to the potato. What changes or extensions could you do this activity?Extensions that could be used in this activity are to use different temperatures of water, use sugar instead of salt. Could also use salt to dry out fruit. Science Behind the Activity:The science behind this activity is osmosis. Osmosis is the diffusion of water molecules from high concentration to low concentration. Potatoes are made up of water and starch. When the potato slice was placed into the water it expanded slightly. The salt on the other potato slice was pulling the water from the potato. Topic #5 Chemical ReactionsActivity # 1 Reaction Rate versus Water TemperatureDescription:In this activity students will be given two cups, one filled with hot water and the other with cold water, and two antacid tablets (Alka-Seltzer). The students will place a tablet in each cup, and time how long it takes to dissolve the tablet. Next, they will observe the reaction rate of the tablet in each cup, and record their data. Wrap up:What is the point of this activity?The point of this activity was to show the reaction rate of the antacid tablet when mixed with different temperatures of water.Explain how you would introduce this to your class? Introduce this topic by discussing how different water temperatures can affect the particles and make they move faster when the temperature is hot, and move slower when the temperature is cold. Ask the students what they think will happen if certain items were placed in hot water what would happen. Which would make something dissolve faster.Where do you see a student having difficulty with this?Difficulties that students may have with this experiment is being able to tell if the tablet is fully dissolved looking through the bubbles. They might have problems with using a stop watch and write down the wrong time. 4. What changes or extensions could you do this activity?Extensions that can be applied to this activity is use different types of cups. One that can hold in isolation, and ones that don’t. Try different water temperatures such as ice water, boiling water, and warm water. Science Behind It: The science behind this activity is chemical reaction. Students can see how different temperatures in water can affect the dissolving rate, and the rate constant. Chemical reactions are moving faster in hotter temperatures of water, and are moving slower when the temperature is colder. Topic #5Activity #2Chemical Reactions: Acids, Bases, and NeutralizationDescription:In this activity students will be given vinegar, baking soda, clear plastic cup, graduated cylinder, ? teaspoon, red and blue litmus paper, and a stirrer. They add the vinegar to the cup and add a dab onto the stirrer, and place dab on the litmus paper. Students will collect data of the color reaction to the litmus paper determining if the vinegar is acidic or basic. Wrap Up:1.) What was the point of this activity? To test the Ph level of the vinegar.2.) Explain how you would introduce this activity?First, I would go over pH and pH levels, acid is less than seven, neutral is greater than seven, and the base is equal to seven. I would test the pH level of other liquids to show them what colors to look for and what they mean on a pH level.3.) Where do you see students having difficulties with this activity?The difficulties I students having with this activity is trying to get an accurate reading from the litmus paper.4.) What changes or extensions could you do to this activity?An extension I would add to this activity is to test the pH level of other liquids.Science Behind the Activity:Blue litmus paper turns red in acidic solution, and red litmus paper turns blue in basic solution. Students will be able to tell from the color of the litmus paper that vinegar is acidic and baking soda is a ic #6 Energy/Motion /ForcesActivity #1 Hot wheels ActivityDescription:In this activity students will be given a car track, a loop, and a hot wheel car. The tracks will be placed on an incline. The car will be placed at the listed measured height. The students will then let the car go and measure the ending height. Students will collect the data then graph the heights. They will determine where the car moves faster, where it has more kinetic and potential energy. Wrap Up:1.) What was the point of this activity?The point of this activity was to explore kinetic and potential energy.2.) Explain how you would introduce this activity.I would explain this activity by first going over kinetic and potential energy. I would show videos, and show examples of each.3.) Where do you see students having difficulties with this activity?The difficulties where I can see students having with this activity is accurate measurements, holding the track correctly in place, placing the car at the same starting point for each trial, and measuring the ending height.4.) What changes or extensions could you do to this activity?The extensions I could add to this activity would be to use different cars that are different in length and weight. I would also have the students do predictions before performing the activity.Science Behind the Activity:In this activity students are understanding the concepts of kinetic and potential energy, motion, and force. To find kinetic and potential energy students will measure the distance of the car, and how much energy was used. They will also describe how height may affect the energy of the ic #6Activity #2Simple Machines Activity Description:In this activity students will learn about the six simple machines. Have them list what the simple machines are. They will then be given a box filled with tools. The students are to determine which tools represent a simple machine, and record their answers. Then the students will build Legos into a lever. Have them draw and label the lever they built. Wrap Up:1.) What was the point of this activity?The point of this activity for students to become familiar with the six simple machines, examples of each, and how they are used.2.) Explain how you would introduce this activity?I would introduce this activity by going over the six simple machines, show examples of each, how they are used, and show a video. 3.) Where do you see students having difficulties with this activity?Difficulties I could see students having would be understanding how each simple machine would be used, and how they are used to make jobs easier. They may also have difficulties labeling the parts of the lever they created.4.) What changes or extensions could you do this activity?Have the students go around the classroom, or school, list all the simple machines that they can find, and record their answers.Science Behind the Activity:The science behind this activity is to know all six simple machines pulley, lever, inclined plane, screw, wheel and axle, and wedge. Knowing that they are all compound machines, how they are used, and how they make things easier. Topic #7 Solar SystemActivity #1 Description:In this activity students will be given a Styrofoam ball, and a flash light. They will explore the phases of the moon by looking at the ball and the various orientation. Students will record their answers by filling in the phase of the moon chart. Wrap Up:1.) What was the point of this activity?The point of this activity is to learn the phases of the moon in relation to the sun, earth, and moon.2.) Explain how you would introduce this activity.I would introduce this activity by first explaining the relationship and orientation of the moon, sun, and earth. How it affects the light position on the earth. I would show a diagram of the earth and the phases of the moon. Then I would play the moon phase song and video. 3.) Where do you see students having difficulties with this activity?Difficulties I could see students having difficulties with this activity is understanding the moon phases, time of day for rising moon, overhead moon, setting moon, and hidden moon. 4.) What changes or extensions could you do to this activity?An extension that could be added to this activity is have the students use playdough to make the phases of the moon. Science Behind the Activity:The science behind this activity is he moon is responsible for the tides, eclipses, and the concepts of a month. The students will learn the phases of the moon new moon, full moon, first quarter, third quarter, waning and waxing gibbus, waning and waxing crescent, and how it appears as it revolves around the earth. Topic #7Activity #2 Earth’s SeasonsDescription:In this activity students will be given a styrofoam ball, pin mount, light source, and a flashlight. On the ball the equator and the north and south poles are marked, and is mounted on a tilt. The students will understand how the sun shines on different parts of the earth during the year by rotating the ball around the light source observing which part of the earth is illuminated. Wrap Up:1.) What was the point of this activity?The point of this activity is to explain the earths tilt, and the seasons.2.) Explain how you would introduce this activity?I would introduce this activity by first explaining the position of the earth, the sun, and the moon. Then explain light exposure on different parts of the earth at different times of day. Explain the tilt of the earth and how seasons form. I would also show the students videos.3.) Where do you see students having difficulties with this activity?I could see students having difficulty knowing which circle form the flashlight to record for the intensity of light energy activity.I could also see them having difficulties understanding how other parts of the earth have different summers and winters.4.) What changes or extensions could you do to this activity?An extension that could be added to this activity is to use a globe to show the difference in illumination on the earth.Science Behind the Activity:The science behind this activity is to learn how the seasons occur because of the rotational axis of the earths tilt and its orbit around the sun. The earths tilt causes the sun to move higher and lower which effects the amount of light visible and its ic #8 Electricity and MagnetismActivity #1Electrical Circuits Activity Description: In this activity students will learn about circuits. They will be given lightbulb circuit, wire, one D-cell battery. The students will use the battery and wire to make the lightbulb work. Then they will draw a picture of their circuit, and record their data. Wrap Up:1.) What was the point of this activity?The point of this activity is to learn about the different circuits simple, series, and parallel. This activity will also learn how each circuit works.2.) Explain how you would introduce this activity.I would introduce this activity by first explaining each type of circuit, and how each work. I would also explain what voltage is.3.) Where do you see students having difficulties with this activity?I can see students having difficulties with the battery is not working correctly. Connecting the wire to create a closed circuit.Battery not strong enough to pick up paperclips.4.) What changes or extensions could you do to this activity? Extensions that could be added to this activity is different levels of voltageAdd more lightbulbsDifferent size batteriesScience Behind the Activity:The science behind this activity is to learn about the basic electrical circuits by using wires, voltage, and lightbulbs to see how when connected right can make the lightbulb light up. A closed-circuit electricity flows from the battery through the wire, to the lightbulb, and back causing the lightbulb to glow. Depending on the voltage of the battery can make the lightbulbs bright or dimmed. An open circuit is when the circuits are not connected. A lightbulb will not light up if it is ic #8Activity #2Description:In this activity students will be given a magnet, a container containing a compass, paperclips, cloth, wood, aluminum, and a rubber band. Students will make predictions of which object will be attracted to the magnet. They will record their answers. After they have made their predictions, they will use the magnet to test their predictions. If their predictions are wrong, they will cross it out and place the item in the proper column. In part 2 of this activity students will answer questions about the north and south poles of a magnet, when they attract, and repel. In part 3, they will also use a cow magnet to sketch how the iron fillings stick to the cow magnet. For the fourth part of this activity students will make an electromagnet with a generator. They will connect the generator to a lightbulb to see if it lights up. Next, they will connect the generator to the ends of a wire wrapped around a nail and see if it can pick up paperclips. Wrap Up:What was the point of this activity?The point of this activity was to test magnetism, magnetic attraction, and understand Ohm's Law.Explain how you would introduce this activity.I would introduce this activity by going over a magnet, its poles, when do they attract, when do they repel. Ask the students to predict things that can be magnetic, and things they think are not. Show them the strongest, weakest, and middle points on a magnet.Where do you see students having difficulties with this activity?I can see students having difficulties with understanding why certain objects that are made of metal are not magnetic. Understanding the that opposite poles attract.Mislabeling the points on a magnet.What changes or extensions could you do to this activity?An extension that could be added to this activity is adding more items to test. Have the students draw a label the points of a magnet.Science Behind the Activity:The science behind this activity is for students to have a better understanding of magnetism. Magnetism is a physical phenomenon produced by the motion of a charge causing it to repel or attract from, or towards an object. Students will observe how a magnetic force works by using nonmagnetic, and magnetic materials. They will also learn about an electromagnet. Electromagnet is a type of magnet that produces a magnetic field by an electrical current. Students will see that when the generator connected to a lightbulb and is cranked up the lightbulb will turn on. When the generator is connected to the wire a magnetic force is produced, and the wire can pick up paperclips. When the current is turned off the lightbulb will turn off, and the paperclips will fall off the wire. ................
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