Essential Labs
Grade 5
Based on New Generation Science Sunshine State Standards
Annually Assessed (AA) Benchmarks
School Year 2011-2012
Miami-Dade County Public Schools
Education Transformation and Performance
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Dr. Solomon C. Stinson, Chairman
Ms. Perla Tabares Hantman, Vice Chairman
Mr. Agustin J. Barrera
Mr. Renier Diaz de la Portilla
Dr. Lawrence S. Feldman
Dr. Wilbert "Tee" Holloway
Dr. Martin S. Karp
Ms. Ana Rivas Logan
Dr. Marta Pérez
Ms. Eboni Finley
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Mr. Nikolai P. Vitti
Assistant Superintendent
Education Transformation and Performance
ANTI-DISCRIMINATION POLICY
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in
employment and educational programs/activities and strives affirmatively to provide equal
opportunity for all as required by law:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color,
religion, or national origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment
on the basis of race, color, religion, gender, or national origin.
Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of
gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination
on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to
women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with
disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up
to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical
reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis
of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender,
national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from
discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and
Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.
Table of Contents
Introduction ........................................................................................................ 5
Resources ........................................................................................................... 6
Materials List ............................................................................................ 7
Laboratory Safety .................................................................................... 8
Lab Roles ................................................................................................. 9
Annually Assessed Benchmarks ......................................................... 10
Lab Activities .................................................................................................... 12
1. SC.5.N.1.1 BUBBLE MANIA .......................................................................... 13
2. SC.5.N.2.1 FIZZLING FUN............................................................................. 16
3. SC.5.N.2.2 CHEMICAL CHANGE IN A BAG.................................................. 20
4. SC.5.E.5.1/SC.5.E.5.3 SOLAR STRETCH ..................................................... 23
5. SC.5.E.7.1 RAINMAKER LAB ........................................................................ 30
6. SC.5.E.7.3 DON’T PRESSURE ME ............................................................... 35
7. SC.5.P.8.1 APPLE OF MY EYE ..................................................................... 43
8. SC.5.P.8.3 DOES IT DISSOLVE .................................................................... 48
9. SC.5.P.9.1 THE HEAT IS ON......................................................................... 52
10. SC.5.P.10.1: SOUND/LIGHT/SOLAR CAN .................................................. 57
11. SC.5.P.10.2 SLINGSHOT SEDANS ............................................................. 76
12. SC.5.P.10.4 ELECTRICAL ENERGY TRANSFORMATION ........................ 80
13. SC.5.P.13.1/SC.5.P.13.2 RAMPS/SLIDERS ................................................ 87
14. SC.5.L.14.1:LUNG POWER, BEAT IS ON, MUSCLE MANIA, FILTERING
SYSTEM, DIGESTION ............................................................................... 104
15. SC.5.L.14.2 BRAIN DRAIN OLYMPICS ..................................................... 135
16. SC.5.L.17.1 BUILD A BETTER BEAK…………...……………..…….………...142
Appendix
Essential Lab Quizzes
Introduction
The purpose of this document is to provide a venue for 5 th grade science teachers to
facilitate the discussion of the New Generation Science Sunshine State Standards
Annually Assessed Benchmarks in the 5th grade science course. Each lesson plan
included in this document is aligned with the assessed benchmarks. The lessons and
laboratory activities were developed with the intention of allowing the students to grow in
critical thinking within the content of the benchmark.
These labs were developed to enable all 5th grade science teachers to address these very
important concepts in their science courses prior to the Science FCAT. The labs were
designed to cover the most important tested concepts for which the students will be
assessed on the 2012 Science FCAT. Some benchmarks are extremely broad and will
address different content foci. Lab activities may also cover multiple benchmarks. The “N
Strand” of the Sunshine State Standards, which deals with the Practice of Science, is
infused in all labs.
For the most part, the activities were modestly designed without the use of advanced
technological equipment to make it possible for all teachers to use these activities.
However, it is highly recommended that technology, such as the use of computers be used
to access the Internet and to utilize additional resources such as Gizmos at
www.explorelearning.com, and Discovery Education.
This document is intended to be used by the 5th grade science teachers so that all
teachers within this grade level can collaborate as they work together, plan together, and
rotate lab materials among classrooms. Through this practice, all students and teachers
will have the same opportunities to participate in these experiences and promote discourse
among learners, which are the building blocks of authentic learning communities.
PDCA Inst ruct ional Cycle


Pacing Guide (District Provided)
Focus Calendar (School Specific
and Data Driven)
PLAN
• Data Disaggregation
• Calendar Development
ACT



FCAT Explorer
www.explorelearning.com (Gizmos)
Differentiated Instruction
•
•
•
DO
• Direct Instructional
Focus
Lessons
Essential Labs
Science Projects and
Activities
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
•
FOCUS Assessment
Resources
Materials List**
Grade 5 Essential Labs
SC.5.N.1.1 BUBBLE MANIA LAB
o
o
o
o
o
o
o
o
cups
spoons
Various detergents:(Joy,
Palmolive, Dawn, etc.)
straws
water
rulers
plastic tablecloths or large garbage
bags
glycerin (optional) can be added to
each of the soap solution to
improve the consistency of the
solution.
SC.5.N.2.1 FIZZLING FUN LAB
o
o
o
o
o
o
o
o
o
water
measuring cup or graduated
cylinder
zip-lock bag
paper towel
teaspoon
baking soda
vinegar
trays or newspaper (optional)
safety goggles
SC.5.E.7.3 DON’T PRESSURE
ME LAB
O
O
O
O
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
SC.5.N.2.2 CHEMICAL CHANGE
IN A BAG LAB
o
o
o
o
o
o
o
damp rid
baking soda
50 mL of red cabbage juice or 30
mL of phenol red solution
Ziploc bags (3 per group)
graduated cylinder
spoon (s)
cups (optional)
SC.5.E.5.1/SC.5.E.5.3 SOLAR
STRETCH LAB
o
o
o
o
o
o
o
o
11 stakes (2-3 ft. long)
hammer
11 tag board cards
trundle wheel
staple gun and staples
various size balls
Basketball or similar sized ball
Measuring tape
SC.5.E.7.1 RAINMAKER LAB
o
o
o
o
o
o
1 hot plate
ice cubes
1 pie pan
1 teakettle or small pot
oven mitt
Water Dance by Thomas
SC.5.P.8.1 APPLE OF MY EYE
LAB
o
o
o
o
o
o
Balance
Measuring tape
Ruler
1 apple
1 plastic knife
Container with water (enough to
see if apple floats or sinks)
NEWSPAPER
PLASTIC CUP
WOODEN RULER OR SLAT
CARDBOARD
Barometer
1 bucket
coffee can with a lid or a jar
balloon
rubber band
hammer
Safety goggles
scissors
ice pick
straw
Making a Weather Station,
index card
Natalie Lunis, Benchmark Educ.
glue stick
metric ruler
plastic soda bottle with a screw-on
lid
masking tape
SC.5.P.8.3 DOES IT DISSOLVE
LAB
o
o
o
o
o
o
o
o
o
plastic cups
1 tsp. white sugar
Graduated Cylinder
Sand paper
1 tsp. pepper
Paper towels
1 tsp. cinnamon
1 tsp. salt
1 tsp. baking soda
SC.5.P.9.1 THE HEAT IS ON LAB
o
o
o
o
o
o
o
o
o
2 cans the same height
1 votive candle
clock or timer
safety goggles
matches
10 chocolate chips
toothpicks
paper towels
heavy duty aluminum foil
SC.5.P.10.1
HOW DOES SOUND TRAVEL
THROUGH DIFFERENT
MATERIALS LABS
o
o
o
3 balloons
Water
sand
1 D-cell
1 flashlight bulb
10-15 cm wire
wire strippers
2 cans
White paper
Black paper
2 thermometers
Paper
SC.5.P.10.2 SLINGSHOT SEDAN LAB
o
o
o
o
o
Toy car
Meter Tape
Goggles (optional)
Tape
3x5 index card
SC.5.P.10.4 ELECTRICAL ENERGY
TRANSFORMATION LAB
o
o
o
tubular fluorescent bulb
paper
paper clips
SC.5.P.13.1/SC.5.P.13.2 RAMPS AND
SLIDERS
o
o
o
o
o
o
o
o
o
o
o
overhead projector/document camera
masking tape
balance
sphere (e.g. marble)
masses for balance
commercial ramp and slider or
slider: ½ paper cup
milk carton with an open end
ramp: ruler with a groove
measuring tape
calculator
graph paper
carpet, tile sandpaper, wax paper)
SC.5.L.14.1
DIGESTION
o
o
o
o
o
o
cash register tapes
butcher paper
glue
construction paper
scissors
calculator
o
o
o
o
o
o
o
1 plastic tub or basin
flexible straws
1 plastic, gallon jug
measuring cup or graduated cylinder
1 index card
1 permanent marker
paper towels
newspaper
metric measuring tapes
o
o
o
o
o
o
o
o
o
o
coffee pot and filter (optional)
2 plastic cups
food coloring
1 coffee filter
1 piece of chalk
model of the human body
50 ml of water
1 small spoon
paper towels
1 rubber band
LUNG POWER
FILTERING SYSTEM
I FINALLY SEE THE LIGHT LAB
o
o
o
o
SOLAR CANS LAB
o
o
o
o
o
**Materials are per group
*Materials listed with a * are included in the Science Replacement Consumable Materials kits
Laboratory Safety
SC.5.L.14.2 BRAIN DRAIN
OLYMPICS LAB
o
o
o
o
o
o
o
o
o
o
o
o
masking tape
stopwatch or clock with
second hand
1 man’s shirt with buttons
1 large jar of peanut butter
1 bolt with a screw-on nut
1 plastic knife
paper plates
1 pad of writing paper
scissors
several sheets of paper
1 box of paper clips
1 man’s shoe with laces
pencil
SC.5.L.17.1 BUILD A BETTER
BEAK LAB
o
o
o
o
o
o
o
o
1 clothespin
1 toothpick
plastic cup
1 plastic spoon
1 pair of scissors
raisins
drinking straw pieces in a
container of shredded paper
marbles
o
o
o
foam packing squiggles
aluminum pan of water
one-minute timer
Safety Rules:
1.
Always make safety your first consideration in the laboratory.
2.
Know the primary and secondary exit routes from the classroom.
3.
Know the location of and how to use the safety equipment in the classroom.
4.
Wear appropriate clothing, proper footwear and eye protection.
5.
Work at your assigned seat unless obtaining equipment or chemicals.
6.
Wait for the teacher’s permission before handling all lab equipment and chemicals.
7.
Follow laboratory procedures as explained and do not perform unauthorized
experiments.
8.
Avoid drinking, eating or smelling the chemicals or anything that is used in the lab.
9.
Report all injuries, accidents and potential hazards to the teachers.
10. Remove all unnecessary materials from the work area and completely clean up the
work area after the experiment.
Safety Contract:
I will:






Follow all instructions given by the teacher.
Protect eyes, face and hands, and body while conducting class activities.
Carry out good housekeeping practices.
Know where to get help fast.
Know the location of the first aid and fire safety equipment.
Conduct myself in a responsible manner at all times in the science class.
I, _______________________, have read and agree to follow the safety regulations
(Print name)
as set forth above and any additional printed instructions provided by the teacher. I further agree to abide by
all other written and verbal instructions given in class.
Signature: ____________________________Date: ________________________
Parent Signature: _____________________Date: ________________________
Lab Roles
Cooperative learning activities are made up of four parts: group accountability, positive
interdependence, individual responsibility, and face-to-face interaction. The key to making
cooperative learning activities work successfully in the classroom is to have clearly defined
tasks for all members of the group.
Annually Assessed Benchmarks
Grade 5 Annually Assessed Benchmarks
Grade 5 Annually Assessed (AA) Benchmarks
The following list includes the Grade 5 Annually Assessed Benchmarks that will be tested
on the 2011-12 Science FCAT. It should also be noted that within the specific Annually
Assessed Benchmarks are other embedded benchmarks that may also be tested.
SC.5.N.1.1 Define a problem, use appropriate reference materials to support Scientific
understanding, plan and carry out scientific investigations of various types such as:
systematic observations, experiments requiring the identification of variables, collecting
and organizing data, interpreting data in charts, tables, and graphics, analyze information,
make predictions, and defend conclusions. (Also assesses SC.3.N.1.1, SC.4.N.1.1,
SC.4.N.1.6, SC.5.N.1.2, and SC.5.N.1.4.)
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that
are testable; explanation must always be linked with evidence. (Also assesses SC.3.N.1.7,
SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, and SC.5.N.1.6.).
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the
evidence produced by those investigations should be replicable by others. (Also assesses
SC.3.N.1.2, SC.3.N.1.5, SC.4.N.1.2, SC.4.N.1.5, and SC.5.N.1.3.)
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any
objects orbiting the stars. Identify our home galaxy as the Milky Way. (Also assesses
SC.3.E.5.1, SC.3.E.5.2, and SC.3.E.5.3.)
SC.5.E.5.3 Distinguish among the following objects of the Solar System — Sun, planets,
moons, asteroids, comets — and identify Earth’s position in it. (Also assesses SC.5.E.5.2.)
SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a
liquid, or a solid and can go back and forth from one state to another. (Also assesses
SC.5.E.7.2.)
SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed
and direction, and precipitation determine the weather in a particular place and time. (Also
assesses SC.5.E.7.4, SC.5.E.7.5, and SC.5.E.7.6.)
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such
as mass, volume, color, texture, and temperature. (Also assesses SC.3.P.8.1, SC.3.P.8.2,
SC.3.P.8.3, and SC.4.P.8.1.)
SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on
observable properties of their parts such as particle size, shape, color, and magnetic
attraction. (Also assesses SC.5.P.8.2.)
SC.5.P.9.1 Investigate and describe that many physical and chemical changes are
affected by temperature. (Also assesses SC.3.P.9.1 and SC.4.P.9.1.)
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat,
sound, electrical, chemical, and mechanical. (Also assesses SC.3.P.10.1, SC.3.P.10.3,
SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3.)
SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create
change. (Also assesses SC.3.P.10.2, SC.4.P.10.2, and SC.4.P.10.4.)
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat,
light, and sound energy, as well as the energy of motion. (Also assesses SC.3.E.6.1,
SC.4.P.11.1, SC.4.P.11.2, SC.5.P.10.3, SC.5.P.11.1, and SC.5.P.11.2.)
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls,
including gravity acting on falling objects. (Also assesses SC.3.E.5.4 and SC.4.P.8.4.)
SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the
change in motion of a given object. (Also assesses SC.4.P.12.1, SC.4.P.12.2,
SC.5.P.13.3, and SC.5.P.13.4.)
SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the
change in motion of a given object. (Also assesses SC.4.P.12.1, SC.4.P.12.2,
SC.5.P.13.3, and SC.5.P.13.4.)
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water
and nutrient transport, and reproduction. (Also assesses SC.3.L.14.2 and SC.4.L.16.1.)
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of
plants and animals, including humans, for example: some animals have skeletons for
support — some with internal skeletons others with exoskeletons — while some plants
have stems for support. (Also assesses SC.3.L.15.1 and SC.3.L.15.2.)
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycles variations, animal
behaviors and physical characteristics. (Also assesses SC.3.L.17.1, SC.4.L.16.2,
SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4, and SC.5.L.15.1.)
Lab Activities
Bubble Mania Lab Report- (Teacher Reference Form)
Essential Question: Why is it important to repeat the experiment at least three times? To ensure that the
results of the experiment are valid or reliable, and to ensure that mistakes were not made during the experiment.
Benchmark: SC.5.N.1.3- Recognize and explain the need for repeated experimental trials.
Problem Statement: How does the brand of detergent affect the size of the bubble it will make?
Hypothesis: If various detergents are tested, then ______________will make the largest bubbles.
Materials:








Note: Be
students.
solutions.
make the
3 cups
spoon
various detergents of your choice (Joy, Palmolive, Dawn, etc.)
straws
water
rulers
plastic tablecloths or large garbage bags to spread on the table for easy clean-up.
glycerin (optional) can be added to each of the soap solution to improve the consistency of the
solution.
sure that you have pre-labeled the cups with a permanent marker with the names of the detergents for the
Moreover, the same amount of water should be added to each cup to ensure consistency with the soap
The teacher can make the soap solution ahead of time for the students or the teacher can have the students
soap solution as a group.
Procedures:
1. Place a teaspoon of each detergent in the cup and stir.
2. Use the spoon to drop the soap solution on a table or even surface.
3. Find an air bubble and blow into it with a straw.
4. After the bubble has popped, measure the width of the bubble.
5. Record your results in your data table.
6. Repeat steps 1-4 the other detergents.
Data:
Width of Bubble (inches)
Detergents
Trial
1
______ cm
______ cm
______cm
Trial
2
_____cm
_____cm
_____cm
Trial
3
_______cm
_______cm
_______cm
Average
(Mean)
______cm
______cm
______cm
Variable: (What was changed during the experiment?) The different types of detergent
Control: What factor stayed the same for each experiment?
The amount of detergent that was added to the water to make a soap solution, all of the soaps were dish
detergents, all of the bubbles were blown on the same surface, the same amount of water were added to the
detergent to make a soap solution, etc.
Conclusion: Students should compare their prediction with the results of their data to complete the conclusion
portion of their lab report.
SCIENTIST:________________________
DATE:____________
Title: Bubble Mania Lab
Benchmarks: SC.5.N.1.3-Recognize and explain the need for repeated
experimental trials.
Problem Statement (10 POINTS):
How does
________________________________________________________________
affect__________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
_
, then
_
_____________________________________________________
________________________________________________________________
Materials:







3 cups per group (label each cup with the name of the detergent solution)
plastic spoon
various dish detergents
straws
water
rulers
plastic table cloth or large garbage bags (optional)
Procedure:
1.
2.
3.
4.
5.
6.
Place 2 teaspoons of each detergent in the cup and stir.
Use the spoon to drop the soap solution on a table or even surface.
Find an air bubble and blow into it with a straw.
After the bubble has popped, measure the width of the bubble.
Record your results in your data table.
Repeat steps 1-4 the other detergents.
Observations (10 POINTS): Students should write what they observe about the
various detergents.
Detergent
Observations
Data (20 POINTS):
Detergents
Trial #1
______ cm
______ cm
______cm
Trial #2
_____cm
_____cm
_____cm
Trial #3
_______cm
_______cm
_______cm
Average (Mean)
______cm
______cm
______cm
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Supported/Not Supported), because
____
To conclude, from this lab I learned that
___________________________________________
___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
______________________________________________________
TOTAL POINTS:_________________
Fizzling Fun Lab (SC.5.N.1.1)
(TEACHER REFERENCE PAGE)
Essential Question: Why is it important for a scientist to make a hypothesis before conducting an
experiment? A hypothesis or prediction should always be made before conducting an experiment
because the experiment is carried out to either accept or reject the hypothesis that was made.
PRECAUTION: Do not taste any chemicals or rub you eyes during your experiment!
Objective: The student will be able to carry out scientific investigations such as: define a problem,
identify variables, collect and organize data, interpret data charts, make predictions, and defend
conclusions.
Problem Statement: How does the amount of baking soda affect the rate of a reaction with vinegar?
Hypothesis: If baking soda is added to vinegar, then ___________________ teaspoons of baking
soda will cause the fastest reaction.
Materials:
 water

measuring cup or graduated cylinder

zip-lock bag

paper towel

teaspoon

baking soda

vinegar

trays or newspaper (optional)

safety goggles
Procedures:
1. Measure 100 mL of vinegar
2.
Measure 4, 5, and 6 teaspoons of baking soda and pour on a paper towel.
3.
Pour 100 mL of vinegar into each zip-lock bag.
4.
Use the paper towel as a shoot to pour the baking soda into the zip-lock bag.
5.
Seal the bag quickly and observe the reaction of the baking soda and vinegar to find out how long
it takes for the bag to fill with carbon dioxide gas.
6.
Be sure to clean up the area to avoid any irritation to the skin or eyes.
Variable (What was changed?):
____________________________________________________________________________
________________________________________________________________________
Control (The factors that remained constant or stayed the same throughout the
experiment):
____________________________________________________________________________
________________________________________________________________________
Data Collected: (Write your results below.)
Amount of baking soda
Rate of Reaction
(seconds)
2 teaspoons of baking soda
____________________seconds
4 teaspoons of baking soda
___________________seconds
6 teaspoons of baking soda
___________________seconds
Conclusion:
Note: These are some additional questions that can be asked to students while
conducting the experiment.
1.
Based on your experiment, why is baking soda or yeast often added to cakes or breads when
baked?
____________________________________________________________________________
____________________________________________________________________________
2. Who might benefit from the information that was learned in this experiment?
__________________________________________________________________________
__________________________________________________________________________
SCIENTIST: _________________________
DATE: _________
Title: Fizzling Fun Lab
Benchmarks: SC.N.1.1- Define the problem, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigations of various types such as:
identifying variables, collecting and organizing data, interpreting data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
Problem Statement (10 POINTS):
How does ______________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
Materials:

water

measuring cup or graduated cylinder

zip-lock bag

paper towel

teaspoon

baking soda

vinegar

trays or newspaper (optional)

safety goggles
____
PRECAUTION:
Do not taste any chemicals
or rub you eyes during
your experiment!
Procedure:
1. Measure 100 mL of vinegar
2. Measure 2, 4, and 6 teaspoons of baking soda and pour on a paper towel.
3. Pour 100 mL of vinegar into each zip-lock bag.
4. Use the paper towel as a shoot to pour the baking soda into the zip-lock bag.
5. Seal the bag quickly and observe the reaction of the baking soda and vinegar to
find out how long it takes for the bag to fill with carbon dioxide gas.
6. Be sure to clean up the area after the experiment to avoid any irritation to the
skin or eyes.
Observations (10 POINTS):
2 teaspoons of baking soda
_______________________________________________
4 teaspoons of baking soda
_______________________________________________
6 teaspoons of baking soda
_______________________________________________
Data (20 POINTS):
Amount of baking soda
2 teaspoons of baking soda
Rate of Reaction
(seconds)
____________________seconds
4 teaspoons of baking soda
___________________seconds
6 teaspoons of baking soda
___________________seconds
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Supported OR Not Supported), because
_____
To conclude, from this lab I learned that
___________________________________________
TOTAL POINTS:______________
Chemical Change in a Bag Lab-(Teacher Reference Form)
Essential Question: Why is it important for scientist to make good observations during an
experiment? This is important to ensure that the data that is being collected in the
experiment is valid and reliable.
Benchmark: SC.5.N.1.2-Explain the difference between an experiment and other types of
scientific investigation.
Problem Statement: How do the various chemicals added to a solution affect the rate of its reaction?
Hypothesis: If baking soda and damp rid are added to red cabbage juice, then bag #___will make the
most intense reaction.
Materials:
 3 Ziploc bags per group
(NOTE: The best bag to use is bags that can be zipped or tied to avoid the escaping of air or
gas from the bag during the experiment.)
 plastic spoon(s)

Damp Rid (Can be found in grocery stores such as Publix in the laundry section.)

baking soda

50 mL of red cabbage juice or 30 mL of phenol red solution for each bag

graduated cylinder(s)

trays or newspaper (optional)

paper towels (optional for clean up)
Data:
Trials
Temperature
(Hot, Warm,
Cool)
Foam or
Bubbles
Present?
Yes or No
Color
Change?
Yes or No
Gas or Air
Emitted?
Yes or No
Bag 1
Bag 2
Bag 3
Variable: What was changed? The contents that are added to each bag changed.
Bag 1= 2 tsp of baking soda (no damp rid)
Bag 2= 2 tsp of damp rid (no baking soda)
Bag 3= 2 tsp of baking soda and 2 tsp of damp rid (both B.S. and D.R. were added)
Control: (What stayed the same or constant for each bag?)
What stayed the same for each bag was the 50 mL of red cabbage juice or 30 mL of phenol red
solution that was added to all three bags.
Conclusion: Bag #3 will make a very intense chemical reaction! The bags will feel hot, warm, or cool,
depending on the ingredients of the bag. The students will be very thrilled by the results. They need
to be sure to compare their results to their hypothesis/prediction that was made prior to the
completion of the experiment. Be sure to have students draw a picture of their observations; as well
as, fill in the data table of the results that were collected during the experiment.
SCIENTIST: ________________
DATE:__________
Title: Chemical Change in a Bag Lab
Benchmarks: SC.N.1.2- Explain the difference between an experiment and other
types of scientific investigation.
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then________________________________________________ ___.
Materials:
• Damp Rid
• baking soda
• 50 mL of red cabbage juice or 30 mL of phenol red solution
• Ziploc bags (3 per group)
• graduated cylinder
• spoon (s)
• cups (optional)
Procedures:
Bag 1:
1. Add 2 tsp. of baking soda to a Ziploc bag.
2. Measure 50 mL of red cabbage juice.
3. Slowly pour the 50 mL of red cabbage juice into the bag.
4. Squeeze out any excess air and seal the bag.
5. Look, listen, feel and record your observations below.
Bag 2:
1. Add 2 tsp. of Damp Rid to a second Ziploc bag.
2. Measure 30 mL of phenol red solution or 50 mL of red cabbage juice.
3. Gently pour the measured liquid into the bag.
4. Squeeze out any excess air and seal the bag.
5. Look, listen, feel and record your observations below.
Bag 3
1. Place 2 tsp. of baking soda into the third Ziploc bag.
2. Place 2 tsp. of Damp Rid into the third Ziploc bag.
3. Measure 30 mL of phenol red solution or 50 mL of red cabbage juice.
4. Gently pour the measured liquid into the bag.
5. Squeeze out any excess air and seal the bag.
6. Look, listen, feel and record your observations below.
Observations (10 POINTS): Draw a picture of what you observed in each bag.
Bag 1
Bag 2
Bag 3
Data (30 POINTS):
Trials
Temperature
(Hot, Warm,
Cool)
*feel the bag
Foam or
Bubbles
Present?
Yes or No
Color
Change?
Yes or No
Gas or Air
Emitted?
Yes or No
Bag 1
Bag 2
Bag 3
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect) because
____
To conclude, from this lab I
LearneD_________________________________________________________
TOTAL POINTS:_______________
Title:
Solar Stretch
(Teacher)
Benchmarks:
SC.5.1.E.5.1 The student knows that the planets differ in size, characteristics, and composition
and that they orbit the Sun in our Solar System.
SC.5.1.E.5.3 The student understands the arrangement of planets in our Solar System.
 The student uses a model to locate the relative positions of all the planets and the asteroid
belt as they orbit the sun in our solar system.
 The student classifies the planets according to size, characteristics, and composition.
Essential Question : How can we better understand the great distance between planets
in the solar system and their position relative to the sun?
How can we better understand the great distance between planets in the solar system
and their composition relative to the Sun?
BACKGROUND INFORMATION
The solar system consists of the sun, the planets and their moons, asteroids, meteoroids,
thousands of comets, and particles of dust and gas that revolve around the sun. Each of the
nine planets spins around an imaginary axis through its center, while also traveling in a
clockwise direction around the sun. The word planet comes from the Greek “planets,” which
means “wanderer.”
The distances from planet to planet and across the solar system are so large that it is hard
to even imagine them. The exact distances between the planets and the sun and between the
planets themselves vary because the planets move in oval orbits. The chart below shows the
approximate distance from the sun to each of the planets.
Planet
Approximate distance from the sun
Mercury
60,000,000 km
Venus
110,000,000 km
Earth
150,000,000 km
Mars
230,000,000 km
Jupiter
780,000,000 km
Saturn
1,430,000,000 km
Uranus
2,880,000,000 km
Neptune
4,590,000,000 km
Pluto
5,900,000,000 km
Problem Statement (10 POINTS):
How does ___________________________________________________________
affect______________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
______________________________________________________________
Materials:
11 stakes (2-3 ft. long)
hammer
11 tag board cards
trundle wheel
staple gun and staples
various size balls to represent the planets
Procedures:
1. Take the class outside to a field or playground at least 600 feet in length. Tell
students that the class will mark off the distances between the planets in the solar
system and create a visual model.
2. Remind students that the model will not be an accurate representation, but it will help
them to better appreciate and understand the great distances between planets in the
solar system and their position relative to the sun.
3. Hammer the sun stake into the ground, facing the direction in which you plan to walk.
4. Measure 6 feet (1.83 meters) from the sun and hammer the Mercury stake into the
ground. Ask: Can you still see the circle representing the sun?
5. Measure 5 more feet or 1.53 meters (11 ft. or 3.36 meters from the sun stake).
Hammer the Venus stake into the ground. Ask: Can you see the sun circle from here?
(Note: Students should focus on trying to see the circle on the card - not the stake
itself.)
6. Measure 4 feet or 1.22 meters (15 feet or 4.58 meters from the sun). Hammer the
earth stake into the ground. Ask: Can you see the sun circle? Can you see the circle
representing Mercury? Can you see the circle representing Venus?
7. Measure 9 more feet or 2.75 meters (24 feet or 7.32 meters from the sun). Hammer
the Mars stake into the ground. Continue to question the students about the visibility
of the previously staked planet circles and the sun.
8. Tell the students, We are now beginning to mark off the latter half of the solar
system - the outer planets.
9. Measure 19 more feet or 5.52 meters (43 feet or 13.12 meters from the sun). This is
the Asteroid Belt.
10. Measure 37 feet or 11.29 meters from the Asteroids Belt (80 feet or 24.4 meters
from the sun). Hammer the Jupiter stake into the ground. Continue the questioning.
11. Measure 60 feet or 18.3 meters from Jupiter (148 feet or 45.14 meters from the
sun). Hammer the Saturn stake into the ground.
12. Measure 146 feet or 44.53 meters from Saturn (294 feet or 89.67 meters from the
sun). Hammer the Uranus stake into the ground.
13. Measure 130 feet or 39.65 meters from Uranus (446 feet or 136.03 meters from the
sun). Hammer the Neptune stake into the ground. Ask: What is the farthest planet
you can see?
Measure 165 feet or 50.33 meters from Neptune (611 feet or 186.36 meters from
the sun). Hammer the Pluto stake into the ground. Ask: Can you still see the sun?
Which planets can you still see from this point?
Observations (10 POINTS):
_________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
_______
To conclude, from this lab I learned that
______________________________________________________________
TOTAL POINTS:_________
SCIENTIST:__________________________
Title:
DATE:__________
Solar Stretch
(Student)
Benchmarks:
SC.5.1.E.5.1 The student knows that the planets differ in size, characteristics, and composition
and that they orbit the Sun in our Solar System.
SC.5.1.E.5.3 The student understands the arrangement of planets in our Solar System.
Problem Statement (10 POINTS):
How does_________________________________________________________
affect__________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
____________________________________________________
Materials:
11 stakes (2-3 ft. long)
11 tag board cards
staple gun and staples
hammer
trundle wheel
various size balls to represent the planets
Procedures:
1. Take the class outside to a field or playground at least 600 feet in length. Tell students that
the class will mark off the distances between the planets in the solar system and create a
visual model.
2. Remind students that the model will not be an accurate representation, but it will help them
to better appreciate and understand the great distances between planets in the solar system
and their position relative to the sun.
3. Hammer the sun stake into the ground, facing the direction in which you plan to walk.
4. Measure 6 feet (1.83 meters) from the sun and hammer the Mercury stake into the ground.
Ask: Can you still see the circle representing the sun?
5. Measure 5 more feet or 1.53 meters (11 ft. or 3.36 meters from the sun stake). Hammer the
Venus stake into the ground. Ask: Can you see the sun circle from here?
(Note: Students should focus on trying to see the circle on the card - not the stake itself.)
6. Measure 4 feet or 1.22 meters (15 feet or 4.58 meters from the sun). Hammer the earth stake
into the ground. Ask: Can you see the sun circle? Can you see the circle representing
Mercury? Can you see the circle representing Venus?
7. Measure 9 more feet or 2.75 meters (24 feet or 7.32 meters from the sun). Hammer the Mars
stake into the ground. Continue to question the students about the visibility of the previously
staked planet circles and the sun.
8. Tell the students, We are now beginning to mark off the latter half of the solar system - the
outer planets.
9. Measure 19 more feet or 5.52 meters (43 feet or 13.12 meters from the sun). This is the
Asteroid Belt.
10. Measure 37 feet or 11.29 meters from the Asteroids Belt (80 feet or 24.4 meters from the
sun). Hammer the Jupiter stake into the ground. Continue the questioning.
11. Measure 60 feet or 18.3 meters from Jupiter (148 feet or 45.14 meters from the sun).
Hammer the Saturn stake into the ground.
12. Measure 146 feet or 44.53 meters from Saturn (294 feet or 89.67 meters from the sun).
Hammer the Uranus stake into the ground.
13. Measure 130 feet or 39.65 meters from Uranus (446 feet or 136.03 meters from the sun).
Hammer the Neptune stake into the ground. Ask: What is the farthest planet you can see?
Measure 165 feet or 50.33 meters from Neptune (611 feet or 186.36 meters from the sun).
Hammer the Pluto stake into the ground. Ask: Can you still see the sun? Which planets can
you still see from this point?
Observations (10 POINTS):
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect) because
__
To conclude, from this lab I learned that
___________________________________________
TOTAL POINTS:________________
Title:
Teacher Rainmaker (Teacher)
Benchmarks:
SC.5.1.E.7.1 The student knows that the water cycle is influenced by
temperature, pressure, and the topography of the land.
 The student simulates the water cycle.
 The student explains the stages of the water cycle (evaporation, condensation, precipitation)
to illustrate that when liquid water evaporates, it turns into a gas (vapor) in the air and
condenses as a liquid when cooled, or as a solid if cooled below the freezing point of water.
Essential Questions
How do temperature changes affect the water cycle?
BACKGROUND INFORMATION
The water cycle is a never-ending cycle that includes evaporation, condensation, and precipitation.
The sun is the energy that keeps the cycle moving. The heat energy from the sun changes water into
vapor. This invisible vapor then condenses and forms billions of droplets that make up clouds. The
moisture from the clouds returns to the earth as rain, snow, or other forms of precipitation.
Temperature plays an integral role in this never-ending process by affecting the rate of evaporation
and the type of precipitation (e.g., rain, snow, ice). Topography, the shape of the land caused by
differences in elevation, can affect the amount of precipitation an area receives.
Evaporation is the process in which matter changes from a liquid state to a gaseous state (vapor)
Condensation is the process in which matter changes from a gaseous state (vapor) to a liquid state.
Condensation occurs as air with water vapor in it cools; clouds are evidence of condensation.
Precipitation forms when water droplets in clouds become too heavy to stay in the atmosphere. The
water droplets fall in some form, such as snow, ice, or rain, to the earth’s surface.
Problem Statement (10 POINTS):
How does ___________________________________________________________
affect______________________________________________________________?
Control (5 POINTS)
Hypothesis (15 POINTS):
If
, then
Variable (5 POINTS)
Materials:
Teacher
1 hot plate
ice cubes
1 pie pan
1 teakettle or small pot
oven mitt
Water Dance by Thomas
ENGAGE
Read Water Dance by Thomas Locker. Share the beautiful illustrations and the factual information
about the water cycle with the students. Tell them you are going to create a mini water cycle right in
the classroom!
EXPLORE (Teacher Demonstration)
During the teacher demonstration, students should be recording what is happening in a journal. Have
them draw and explain what is happening during the activity.
 Fill the teakettle or small pot half full with water.
 Use the hot plate to heat the water to the boiling point.
 Put the ice cubes in the pie pan.
 Using an oven mitt, hold the pie pan just above the steam coming from the pot.
 Look at the bottom of the pan. What’s happening?
 Water droplets will form on the bottom of the pie pan. These droplets are just like rain.
EXPLAIN
Describe what you observed during the investigation.
How is this model like the water cycle?
What did the teakettle represent? (a source of heat energy – the sun)
Why do you think the water in the teakettle had to be hot? (The hotter water gets, the faster the
molecules move, and the faster it evaporates.)
Why do you think the water in the pie pan had to be cold? (Cooler air cannot hold as much water vapor
as warmer air. As the air cools, the water vapor condenses - changes from a gas into a liquid - and
forms water droplets on the saucepan.)
Observations (10 POINTS):
_________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
____
conclude, from this lab I learned that
To
______
_____________________________________________________________________
SCIENTIST: _______________________
Title:
DATE:____________
Rainmaker
Benchmarks:
SC.5.1.E.7.1 The student knows that the water cycle is influenced by temperature,
pressure, and the topography of the land.
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
_________________________________________________
Materials:
Teacher
1 hot plate
1 pie pan
oven mitt
ice cubes
1 teakettle or small pot
Water Dance by Thomas
(Teacher Demonstration) Procedures
1. Fill the teakettle or small pot half full with water.
2. Use the hot plate to heat the water to the boiling point.
3. Put the ice cubes in the pie pan.
4. Using an oven mitt, hold the pie pan just above the steam coming from the pot.
5. Look at the bottom of the pan. What’s happening?
6. Water droplets will form on the bottom of the pie pan. These droplets are just
like rain.
Observations (10 POINTS):
Describe what you observed during the investigation.
How is this model like the water cycle?
What did the teakettle represent? (a source of heat energy – the sun)
Why do you think the water in the teakettle had to be hot? (The hotter water gets,
the faster the molecules move, and the faster it evaporates.)
Why do you think the water in the pie pan had to be cold? (Cooler air cannot hold as
much water vapor as warmer air. As the air cools, the water vapor condenses changes from a gas into a liquid - and forms water droplets on the saucepan.)
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
-____
To conclude, from this lab I learned that
__________________________________________
TOTAL POINTS:__________________
Title: Don’t Pressure Me! (Teacher)
Benchmarks:
SC.5.E.7.3The student will recognize how air temperature, barometric pressure,
humidity, wind speed and direction, and precipitation determines the weather in a
particular place and time
Essential Question:
What is air pressure and why is air pressure an important indicator in predicting
weather?
BACKGROUND INFORMATION
Air constantly exerts great pressure, but we don’t feel it because the pressure is
exerted in all directions. At sea level, this pressure is about 15 pounds per square
inch. Air pressure is caused by the weight of the pushing air. Temperature affects air
pressure. When air is heated, air molecules move faster. They push against each
other and expand. The molecules become more spread out and the air in that space
weighs less, so it exerts less pressure on the earth. This is called a low in weather
terms. Cold air molecules are packed together. The cold air weighs more and exerts
more pressure on the earth. In weather terms, this is known as a high.
These highs and lows greatly affect weather conditions. Low-pressure areas are
created by warm air and generally indicate cloudy or stormy weather. High-pressure
areas are created by cold air and indicate fair weather. Air moves from areas of high
pressure to areas of low pressure. The movement of large air masses of different
temperatures across regions of land plays a major role in the weather. An instrument
called a barometer measures air pressure.
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
Materials:
______________________________________
2 full sheets of newspaper
1 plastic cup
1 wooden ruler or slat
cup opening
1 square of cardboard larger than the
barometer
and/or picture of a barometer
balloon
1 hammer
safety goggles
1 ice pick
Making a Weather Station,
Natalie Lunis, Benchmark Educ. Co.
1 metric ruler
screw-on lid
masking tape
1 bucket
1 coffee can with a lid or a jar, a
rubber band
scissors
1 straw cut in half
1 index card
glue stick/Water
1 plastic soda bottle with a
Procedures:
EXPLORE (Part 1) Teacher Demonstration
1. Place the ruler on the table so that approximately 1/3 of the ruler extends
over the table’s edge.
2. Cover the ruler with two full sheets of newspaper. Smooth the newspaper out
from the center of the paper to the edges so there is as little air as possible
between the paper and the table.
3. Put on a pair of safety goggles.
4. Ask students to predict what will happen when you use a hammer to strike the
ruler quickly and as hard as possible.
5. Strike the ruler quickly and as hard as possible! (Note: Practice ahead of time.
This may take more than one attempt.)
EXPLAIN (Part 1)
What happened when you hit the ruler quickly and as hard as possible? (The
newspaper stayed in place. The ruler may have broken.)
Why do you think the newspaper remained on the table? (The pressure of the air
pushing down over the large surface of the newspaper pushes down and keeps the
paper in place.)
EXPLORE (Part 2)
1. Have students fill a plastic cup about ¾ full of water and wet the rim.
2. Next, instruct students to lay the square of cardboard on top of the cup. Hold
the cardboard tightly against the cup, making sure no air bubbles enter the
cup.
3. One student should turn the cup upside down over the bucket.
4. The student should gently move his hand away from the cardboard.
EXPLAIN (Part 2)
Why did the water stay in the cup? (The water should stay inside the cup because the
pressure of the water against the cardboard is less than the pressure of the outside
air against the cardboard.)
EXPLORE and EXPLAIN (Part 3)
1. Have students place a piece of masking tape over the hole in the plastic soda
bottle.
2. They should then fill the bottle two-thirds full with water and screw the lid on
tightly.
3. Ask the students to predict what will happen when they remove the tape.
4. Instruct students to hold the bottle over the bucket and then remove the
tape.
5. Ask: What happened? Why do you think so? (The pressure of the air held in
the water. A little water will come out at first, but then it will stop. The level
of the water drops a fraction, and the air trapped between the top of the
water and the closed bottle top has to expand to fill the space. Air pressure on
top of the water decreases.)
6. Ask students to predict what will happen when they remove the lid.
7. Make sure students hold the bottle over the bucket before they remove the
lid.
8. Ask: What happened? Why do you think so? (The water squirted out of the hole
because the pressure on the top of the water and the pressure on the water at
the hole in the bottom of the bottle were equal. Then the weight of the water
pushed the water out of the hole.)
EXTEND/APPLY
1. Read Making a Weather Station by Natalie Lunis.
2. Refer students to a picture of a barometer or show them an actual barometer.
Explain to the students that a barometer measures air pressure in millibars.
Explain that milli- means one-thousandth and bar is a Greek work that means
heavy. This is the metric unit of pressure. Pressure causes the needle to move.
Higher or greater pressure usually indicates fair weather, and lower pressure
usually indicates stormy or cool weather.
3. Students can construct a barometer using a straw, an index card, a can with a
lid or a jar, a balloon, and a rubber band. Construct the barometer when the air
pressure for the area is normal. (Note: A coffee can with a snap-on lid may be
used instead of the jar, balloon, and rubber band. If using a coffee can, have
students skip to the fourth step.)
 Cut a piece of the balloon to fit over the top of the mouth of the jar or
can.
 Stretch the balloon piece tightly over the mouth of the jar.
 Fasten the balloon piece to the jar with a rubber band. (Make sure there
is a tight seal.)
 Cut the straw so that one end forms a sharp point.
 Glue the drinking straw horizontally across the top from the middle to
the edge of the balloon.
 Mark off a 10-centimeter scale on the index card. (Note: This scale is
only for the purpose of making daily comparisons.)
 Mount the index card on a wall in an area where the temperature does
not vary a great deal. Set the barometer next to the index card with the
sharp edge of the straw pointing to the 5-centimeter mark.
3. Ask students to predict what will happen to the balloon when pressure on it
increases or decreases. (When pressure increases, it pushes down on the lid,
causing a high reading.)
4. Instruct students to take regular readings about the same time each day,
observing changes in the balloon and noting the barometer scale number and
the kind of weather occurring.
EXTENSIONS
Students can view daily weather reports, record the barometer readings, and
investigate weather changes in connection with barometer readings. They can also
record temperature readings and investigate the relationships between weather,
temperature, and barometric pressure.
ASSESSMENT
Have students respond in their journals to this question:
Why is air pressure an important indicator in predicting weather
Observations (10 POINTS):
_________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
To conclude, from this lab I learned that
Barometer
SCIENTIST:___________________
Title:
DATE:___________
Don’t Pressure Me!
Benchmarks:
SC.5.E.7.3The student will recognize how air temperature, barometric pressure,
humidity, wind speed and direction, and precipitation determines the weather in a
particular place and time
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
_______________________________________________
Materials:
2 full sheets of newspaper
1 wooden ruler or slat
barometer
and/or picture of a barometer
1 hammer
safety goggles
1 ice pick
Making a Weather Station,
Natalie Lunis, Benchmark Educ. Co.
1 metric ruler
masking tape
1 plastic cup
1 square of cardboard larger than the cup opening
1 bucket
1 coffee can with a lid or a jar, a balloon, and a
rubber band
scissors
1 straw cut in half
1 index card
glue stick/Water
1 plastic soda bottle with a screw-on lid
Procedures:
Observations (Part 1) 10 points
 What happened when you hit the ruler quickly and as hard as possible?
 Why do you think the newspaper remained on the table?
EXPLORE (Part 2) Students
1. Fill a plastic cup about ¾ full of water and wet the rim.
2. Lay the square of cardboard on top of the cup. Hold the cardboard tightly
against the cup, making sure no air bubbles enter the cup.
3. One student should turn the cup upside down over the bucket.
4. The student should gently move his hand away from the cardboard.
Observations (Part 2) 10 points
Why did the water stay in the cup?
EXPLORE and EXPLAIN (Part 3) Students
1. Have students place a piece of masking tape over the hole in the plastic soda
bottle.
2. Fill the bottle two-thirds full with water and screw the lid on tightly.
3. Predict what will happen when they remove the tape.
4. Hold the bottle over the bucket and then remove the tape.
5. Predict what will happen when they remove the lid.
6. Hold the bottle over the bucket before they remove the lid.
Observations (Part 3) 10 points
 What Happened?
 Why do you think so?
Data (20 POINTS): Draw what happened
Part 1
Part 2
Part 3
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
_
To conclude, from this lab I learned that
TOTAL POINTS:____________
Title: The Apple of My Eye (Teacher)
Benchmarks: SC.5.P.8.1 Compare and contrast the basic properties
of solid, liquids, and gases such as mass, volume, color, texture, and temperature.
Essential Questions:
1. What observation can be made about the apple?
2. What attributes are measurable for an apple?
Background Information:
Mass is defined as the measure of the amount of matter in a solid, liquid, or gas. All solid,
liquids, and gases have mass because they are made of matter. Mass is recorded in units such
as kilograms or grams. A balance is used to measure the mass of an object.
The amount of space that an object or substance takes up is defined as volume. Volume is
measured in units such as liters. The buoyant apple in this activity displaces an amount of
water equal to its mass.
.
Problem Statement (10 POINTS):
How does ___________________________________________________________
affect______________________________________________________________?
Answer: How can the properties of an object affect how we classify it?
Materials:

Balance

Measuring tape

Ruler

1 apple

1 plastic knife

Container with water (enough to see if apple floats or sinks)
Teaching Tips:
1. Allow time for students to explore balances, and other measurement tools before the
activity.
2. Request that each student bring in an apple prior to the lesson, but have extras on
hand just in case. Use a variety of kinds and sizes of apples.
Engage:
1. Before distributing the apples, ask students what they know about apples. Write them
on the board.
2. Tell the students that they will be using their senses and scientific tools to make
observations about apples.
Explore:
1. Have students in lab groups.
2. Ask: Using your senses and scientific tools (e.g. balance, measuring tape, ruler) what
observation can you make about apples?
3. Demonstrate how to use a balance to measure the mass of an apple.
4. Demonstrate how to use the measuring tape to find the circumference of the apple.
5. Distribute the lab sheet to all students.
6. Monitor students as they observe, measure, and record.
7. When observations are complete, tell students to discuss their findings within their
groups.
Explain:
1. What unit of measurement did you use for the mass of the apple?
2. Why did the apple not have all the same measurements?
3. How tall is your apple?
4. Why wouldn’t it be appropriate to try to find the width of the apple? (The apple shape
makes it difficult).
5. How were you able to measure the distance around the apple – the circumference?
Procedure:
1. Gather all materials.
2. Observe your apple by using your senses.
3. Use as balance scale to find Mass.
4. Use the ruler to find height.
5. Use the tape measure to find circumference.
6. Place apple in bucket of water to see density.
Observations(30points):___Students should observe color, shape, texture, and smell.
Data (30 points):
Apple Data
COLOR
SHAPE
OTHER
CHARACTERISTICS
MASS
HEIGHT
CIRCUMFERENCE
FLOAT OR SINK
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.

From the data, the student will be able to see that an apple is a solid.
definite shape, mass and volume.
***Repeat similar investigations demonstrating liquids and solids.
It has a
SCIENTIST: ________________
DATE:_____________
Title: The Apple of My Eye
Benchmarks: SC.5.P.8.1 Compare and contrast the basic properties of solid, liquids, and
gases such as mass, volume, color, texture, and temperature.
Problem Statement (10 POINTS):
How does_________________________________________________________
affect__________________________________________________________?
Materials:

Balance

Measuring tape

Ruler

1 apple

1 plastic knife

Container with water (enough to see if apple floats or sinks)
Procedure:
1.
Gather all materials.
2.
Observe your apple by using your senses.
3.
Use as balance scale to find Mass.
4.
Use the ruler to find height.
5.
Use the tape measure to find circumference.
6.
Place apple in bucket of water to see density.
Observations(30points):_____________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Data (30 points):
Apple Data
COLOR
SHAPE
OTHER
CHARACTERISTICS
MASS
HEIGHT
CIRCUMFERENCE
FLOAT OR SINK
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________
TOTAL POINTS:____________________
Title: Does It Dissolve? (Teacher)
Benchmarks:
SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those
that will not and identify the conditions that will speed up or slow down the
dissolving process.
Problem Statement (10 POINTS):
How does_________________________________________________________
affect__________________________________________________________?
Answer: How do the properties of a solid affect the rate of dissolving?
Control (5 POINTS)
Variable (5 POINTS)
Amount of water
The amount dissolved
Hypothesis (15 POINTS):
If
, then
______
_____________________________________________________
Answer will vary depending on students knowledge of dissolving substances.
Materials: For Each Group
6 plastic cups
1 tsp. white sugar
Graduated Cylinder
1 tsp sand
1 tsp. pepper
paper towels
1 tsp. cinnamon
1 tsp. salt
1 tsp. baking soda
Procedure:
1.Measure 100 ml. of water and pour in each cup
2. Measure 1 tsp. of ach substance and put in cup of water
3, Stir the water for 30 seconds
4. Record your observations and results
Observations (10 POINTS):
Students will notice that the sand and pepper do not dissolve. The cinnamon and
baking soda, salt and sugar will dissolve.
Data (20 POINTS):
Dissolving Data:
Items
pepper
Cinnamon
Salt
sugar
sand
Baking Soda
Dissolved: Yes/No
NO
YES
YES
YES
NO
YES
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect) because
the sand and
the pepper didn’t dissolve. The cinnamon, salt, sugar, and baking soda did dissolved.
-____
To conclude, from this lab I learned that
substances will dissolve(solutions) and some wont (mixtures).
* Introduction to mixtures and solutions
some
SCIENTIST:________________________
DATE:__________
Title: Does It Dissolve?
Benchmarks:
SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those
that will not and identify the conditions that will speed up or slow down the
dissolving process.
Problem Statement (10 POINTS):
How does
_____________________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
_____________________________________________________
Materials: For Each Group
6 plastic cups
1 tsp. white sugar
Graduated Cylinder
1 tsp sand
1 tsp. pepper
paper towels
1 tsp. cinnamon
1 tsp. salt
1 tsp. cocoa powder
Procedure:
1.Measure 100 ml. of water and pour in each cup
2. Measure 1 tsp. of ach substance and put in cup of water
3, Stir the water for 30 seconds
4. Record your observations and results
Observations (10 POINTS):
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
-____
To conclude, from this lab I learned that
___________________________________________
__________________________________________________________
TOTAL POINTS:___________
Title: The Heat Is On (Teacher)
Benchmarks: SC.5.P.9.1 -Investigate and describe that many physical and
chemical changes are affected by temperature.
Essential Question: How does heat affect the properties of solids?
BACKGROUND INFORMATION
Heat is the name given to the energy that is transferred from one object to another by virtue of a
difference in their temperatures. Whenever two samples of matter having different temperatures
come into contact, energy is transferred from the one of higher temperature to the one of lower
temperature until both have the same temperature.
The flow of heat through a substance from areas of higher temperature to areas of lower
temperature is called conduction. Conduction can be explained by the kinetic energy of atoms
within the material. Heat causes the atoms to vibrate more rapidly. These atoms vibrate against
nearby atoms, which do the same until the kinetic energy moves throughout the object. The faster
the atoms vibrate, the warmer the object becomes.
Metals, such as silver and copper, are best among common metals in conducting heat. A list of
common substances in the order of their ability to conduct heat is shown. They are listed from the
first, being the most efficient conductor of heat, to the last, being the least efficient conductor of
heat: copper, gold, iron, glass, brick, water, nylon, wood (oak), concrete, wool, air.
Problem Statement (10 POINTS):
How does heat affect the change in state of matter?
Control (5 POINTS)
Size of the chocolate chips
Variable (5 POINTS)
Placement of the candle
Hypothesis (15 POINTS):
If
the candle is placed under the chocolate chip then it will melt.
Materials (Per Group):

2 cans the same height
●1 votive candle

clock or timer
●safety goggles

matches
10 chocolate chips

toothpicks
paper towels

2 sheets of heavy duty aluminum foil (about 24 cm by 30 cm. each)
Procedure:
Safety Precaution: Students should wear safety goggles for this experiment.
1. Fold one piece of foil in half four times. Bend the ends of the foil down about 2 centimeters and
hook the ends over the tops of the two cans to create a bridge.
2. Place five chocolate chips along the foil bridge and wrap foil around the candle to create a
cylinder.
3. Place the candle in the center under the bridge.
4. Number the chips on the diagram to show the predicted melting pattern.
5. Teacher will light the candle while students record the starting time.
6. Observe the chips as they melt, paying attention to the order in which they melt and how their
physical properties change Continue to observe the chips until the last one is melted. (You may
need to use a toothpick to gently touch the chips to check for melting.)
7. Record the ending time on the activity sheet while the teacher safely extinguishes the candle.
8. Discard the used foil bridge.
9. Repeat steps 1-5, Teacher will now place the candle to the far left under the bridge.
10. Continue with steps 7-9.
Trial #1
Number the chips to show the melting pattern.
Predicted Melting Pattern
Actual Melting Pattern
Predicted total melting time: ____
Actual total melting time: ____
Starting time: _________
Ending time: _________
Trial #2
Number the chips to show the melting pattern.
Predicted Melting Pattern
Actual Melting Pattern
Predicted total melting time: ____
Actual total melting time: ____
Starting time: ____________
Ending time: ___________
Draw chips on the timeline to show when each started to melt in Trial #2.
Melting Time in Minutes
0
5
1
6
2
3
4
Observations (10 POINTS):
1.What caused the chocolate chips to melt?
( Heat energy from the candle)
2 What chocolate chips melted first when the
candle was in the middle?
( Chip 3, directing under the candle.)
3 .What chocolate chips melted first when the candle was to the far left?
( Chip 1, directly under the candle)
4. Did the energy travel from warm to cool or from cool to warm?
(The conduction of heat through a solid will always be from a warmer object to a cooler one, which
was the pattern that occurred in both trials.)
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was correct. (Correct OR
Incorrect), because the closer the chocolate chip was to the candle the quicker it melted.To
conclude, from this lab I learned that heat travels from a warmer object to a cooler object.
The closer an object is to the source of heat, the quicker it will melt. Also heat rises. The
solid was changed to a liquid.(melted) This was caused by a change in temperature.
SCIENTIST:__________________
DATE:_______________
Title: The Heat Is On
Benchmarks: SC.5.P.9.1 -Investigate and describe that many physical and
chemical changes are affected by temperature.
Problem Statement (10 POINTS):
How does ________________________________________________________
affect__________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
_
_
, then
Materials (Per Group):

2 cans the same height
●1 votive candle

clock or timer

2 sheets of heavy
●matches

10 chocolate chips
●toothpicks

paper towels

heavy duty aluminum foil (about 24 cm by 30 cm. each)
●safety goggles
Procedure:
Safety Precaution: Students should wear safety goggles for this experiment.
1. Fold one piece of foil in half four times. Bend the ends of the foil down about 2 centimeters and
hook the ends over the tops of the two cans to create a bridge.
2. Place five chocolate chips along the foil bridge and wrap foil around the candle to create a
cylinder.
3. Place the candle in the center under the bridge.
4. Number the chips on the diagram to show the predicted melting pattern.
5. Teacher will light the candle while students record the starting time.
6. Observe the chips as they melt, paying attention to the order in which they melt and how their
physical properties change Continue to observe the chips until the last one is melted. (You may
need to use a toothpick to gently touch the chips to check for melting.)
7. Record the ending time on the activity sheet while the teacher safely extinguishes the candle.
8. Discard the used foil bridge.
9. Repeat steps 1-5, Teacher will now place the candle to the far left under the bridge.
10. Continue with steps 7-9.
Trial #1
Number the chips to show the melting pattern.
Predicted Melting Pattern
Actual Melting Pattern
Predicted total melting time: ____
Actual total melting time: ____
Starting time: ____________
Ending time: _________
Trial #2
Number the chips to show the melting pattern.
Actual Melting Pattern
Predicted total melting time: ____
Actual total melting time: ____
Starting time: ____________
Ending time: ___________
Predicted Melting Pattern
Draw chips on the timeline to show when each started to melt in Trial #2.
Melting Time in Minutes
0
1
2
3
4
5
6
Observations (10 POINTS):
1. What caused the chocolate chips to melt?
________________________________________________________
2. What chocolate chips melted first when the candle was in the middle?
___________________________________________________________
___________________________________________________________
3. What chocolate chips melted first when the candle was to the far left?
___________________________________________________________
___________________________________________________________
4. Did the energy travel from warm to cool or from cool to warm?
___________________________________________________________
___________________________________________________________
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect), because
-____
To conclude, from this lab I learned that
______
__________________________________________________________
TOTAL POINTS: _______________
Title: How Does Sound Travel through Different Materials? (Teacher)
Benchmarks: SC.5.P.10.1 Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
Problem Statement (10 POINTS):
How does_________________________________________________________
affect__________________________________________________________?
Answer: How does a solid, liquid or gas affect how sound travels?
Background Information:




Sound waves require some kind of material to travel through. They can't move through a
vacuum.
Sound waves move much slower. Their speed in air is about 330 meters per second.
Sound waves are like heat conduction. No particles actually travel.
How Sound is Made:
When something vibrates, it moves back and forth. A vibrating object could be a speaker on a CD
player, or your vocal cords, or the string on a guitar. As the object vibrates, it pushes the air
molecules next to it closer together, in patterns corresponding to the movements of the object. These
patterns of compressed air molecules bump into the ones next to them, passing on the pattern. In
this way the original pattern of vibrations is sent through the air, as molecules continue to bump into
their neighbors. Your eardrum is vibrating with the same frequency as the original sound. This
vibration pattern is sent into the middle ear, where it is passed on by three small bones called the
malleus, incus, and stapes. (You may be more familiar with them as the 'hammer', 'anvil', and
'stirrup'). You can see an actual photo of them
Helpful Web site:
http://www.worsleyschool.net/science/files/aboutsound/page.html
Materials:

3 balloons

Water

sand
Procedure:
1. Gather all materials.
2. Fill one balloon with sand, one with air, and one with water. Make sure all three
filled balloons have approximately the same size.
3. Place the balloon filled with air on a desk. Place your ear over the balloon to
heat any sound through it.
4. Have your partner knock on the desk as you listen for the sound.
5. Repeat the same procedure with each balloon and compare the sound heard.
Make sure that your partner knocks on the desk in the same manner for all
trials.
6. Record your observations in the data table.
Observations (30 points):
Students will be able to observe how sound travels better through a solid that a
liquid or a gas.
Data (30 points):
BALLOONS
OBSERVATIONS
AIR (GAS)
Water (liquid)
Sand (solid)
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
Students will have learned that sound traveled better through a solid than a liquid or
a gas.
SCIENTIST:___________________
DATE:_________________
Title: How Does Sound Travel through Different Materials?
Benchmarks: SC.5.P.10.1 Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
Problem Statement (10 POINTS):
How does ______________________________________________________
affect________________________________________________________?
Materials:

3 balloons

Water

sand
Procedure:
1. Gather all materials.
2. Fill one balloon with sand, one with air, and one with water. Make sure all
three filled balloons have approximately the same size.
3. Place the balloon filled with air on a desk. Place your ear over the balloon to
heat any sound through it.
4. Have your partner knock on the desk as you listen for the sound.
5. Repeat the same procedure with each balloon and compare the sound heard.
Make sure that your partner knocks on the desk in the same manner for all
trials.
6. Record your observations in the data table.
Observations (30 points):
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Data (30 points):
BALLOONS
OBSERVATIONS
AIR (GAS)
Water (liquid)
Sand (solid)
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
TOTAL POINTS: ________________
I FINALLY SEE THE LIGHT
(Teacher Reference Page)
BENCHMARKS and TASK
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound,
electrical, chemical, and mechanical. Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1,
SC.3.P.11.2, SC.4.P.10.1, and SC.4.P.10.3
KEY QUESTION
What forms of energy are able to light a bulb?
BACKGROUND INFORMATION
A battery has a positively charged terminal and a negatively charged terminal. In a closed
circuit, electric charges are repelled by one terminal and attracted to the other terminal.
This attraction and repulsion provides the push that keeps the electric charges moving.
In order for current to flow through a bulb, the bulb must be connected to the circuit at two
points, the tip contact (the metal button at the bottom of the bulb) and the base contact
(the metal side of the bulb’s base). Students will discover this through exploration with the
materials. To make the bulb light with the materials in the following activity, either the base
contact or the tip contact of the bulb must touch one terminal of the D-cell. The paper clip
or wire must connect the cell’s other terminal to the remaining contact. (One way to do this is
shown in the illustration below. Students will discover other ways.)
A light bulb contains a wire called a filament. When current passes through the filament, electric energy is
converted into thermal energy. Eventually, the filament gets so hot that it starts to glow, giving off light.
MATERIALS
Teacher
The Way Things Work by David Macaulay
Per pair of students
(Part 1)
bag containing:
1 D-cell
1 flashlight bulb
I Finally See the Light activity sheet
(Part 2)
additional wire
Will I See the Light? activity sheet
10-15 cm wire
wire strippers (if needed)
TEACHING TIPS
1. Test bulbs and cells beforehand to be sure they are working.
2. Part 1: The D-cells, bulbs and wire should be placed in baggies ahead of time. Each
pair receives one bag.
3. Although D-cells work best for this activity, C- or AA-cells can also be used.
4. About 2-3 cm of insulation should be stripped from the ends of the wires so that a
good connection can be made. (A good substitute for wire is narrow strips of
aluminum foil backed with masking tape and folded in half lengthwise with the
masking tape on the inside.)
5. Part 2: Reserve the additional wire to distribute during this part.
ENGAGE
1. Using David Macaulay’s book, The Way Things Work, examine the components of a
light bulb and discuss how they work.
2. Show students a cross section of a light bulb. Have students sketch the bulb and
label the parts.
3. Show students a flashlight bulb. Ask: How can I light this bulb? Record students’
responses.
filament
ceramic
glass
bulb
wire
base
solder spot
metal tip
is a
conductor
insulation
EXPLORE (Part 1)
1. Distribute a plastic bag of materials and the I Finally See the Light activity sheet to
each pair of students. Challenge students to light the bulb using only the materials
in the bag.
2. After students have succeeded at lighting the bulb, encourage them to continue
their exploration using the same materials to discover other ways to light the bulb.
3. Have students record their results on the I Finally See the Light activity sheet.
EXPLAIN Part 1)
1. Ask:
What were some ways you were able to light the bulb? (Choose different student
pairs to draw their ideas on the board.)
How many different ways were you able to light the bulb with these materials?
(Direct students’ attention to the drawings on the board and count the number of
different ways to light the bulb.)
When examining the different ways in which you were able to light the bulb, what
were the similarities among the systems that worked?
2. Discuss the concept that in order for the bulb to light, either the base contact or the
tip of the bulb must touch one terminal of the D-cell. The wire must connect the
cell’s other terminal to the remaining contact, which is on the side of the bulb.
3. Introduce the term complete circuit. Explain that any system that caused the bulb to
light is a complete circuit.
EXPLORE (Part 2)
1. Distribute Will I See the Light? activity sheets and the extra wire to each pair of
students.
2. Have students predict which of the pictured systems will light. Students should write
yes or no in the prediction box provided.
3. Instruct students to build each system pictured and observe whether or not it lights
the bulb. Students should record yes or no in the actual box. (Note: Systems 1, 2, 3,
6 and 8 show complete circuits.)
4. When groups have finished testing all the systems, have them compare their
predictions to the actual results.
EXPLAIN (Part 2)
Which systems did not light the bulb? (4, 5, 7)
Why did these systems not work? (They were not complete circuits.)
EXTEND/APPLY
Show students some burned-out light bulbs. Try to determine where the complete circuit
was broken. It is usually the filament. (Note: Students should not handle broken bulbs.)
EXTENSION
Have students use a battery (two or more cells linked together) as a part of the circuit and notice any
difference in the brightness of the bulb. (Note: Don’t let students use more than two cells or bulbs
may be burned out quickly.)
Analysis (30 points): Explain, in your own words, what you have learned and what the data means.
Label the diagram below. Draw arrows showing the flow of energy and name each form of energy
shown on the circuit.
Draw pictures to represent all the ways you were able to light the bulb.
WILL I SEE THE LIGHT?
Write Yes or No
1.
2.
Prediction
Actual
Prediction
Actual
3.
3.
Prediction
Actual
4.
Prediction
Actual
5.
Prediction
Actual
6.
Prediction
Actual
7.
Prediction
Actual
8.
Prediction
Actual
4.
5.
6.
7.
8.
SCIENTIST:_________________
DATE”__________
Title: I Finally See the Light
Benchmarks:
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical,
chemical, and mechanical. Also assesses SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.1, and
SC.4.P.10.3
Problem Statement (10 POINTS):
How does
_______________________________________________________________
affect__________________________________________________________?
Materials:
bag containing:
1 D-cell
1 flashlight bulb
10-15 cm wire
I Finally See the Light activity sheet
wire strippers (if needed)
additional wire
Procedure:
Part 1
1.
Distribute a plastic bag of materials and the I Finally See the Light activity sheet to each pair of
students. Challenge students to light the bulb using only the materials in the bag.
2. After students have succeeded at lighting the bulb, encourage them to continue their exploration using
the same materials to discover other ways to light the bulb.
3. Have students record their results on the I Finally See the Light activity sheet.
(Part 2)
1. Will I see the Light? activity sheet and the extra wire..
2. Predict which of the pictured systems will light. Write yes or no in the prediction box provided.
3. Build each system pictured and observe whether or not it lights the bulb. Record yes or no in the actual
box.
4. Compare predictions to the actual results.
Observations (30 points):
Part 1
What were some ways you were able to light the bulb?
How many different ways were you able to light the bulb with these materials?
Part 2
Which systems did not light the bulb?
Why did these systems not work?
Data (30 points):
Draw pictures to represent all
bulb.
the ways you were able to light the
WILL I SEE THE LIGHT?
Write Yes or No
Prediction
Actual
1.
2.
Prediction
Actual
3.
3.
Prediction
Actual
4.
Prediction
Actual
5.
Prediction
Actual
6.
Prediction
Actual
7.
Prediction
Actual
4.
5.
6.
7.
8.
Prediction
Actual
Analysis (30 points): Explain, in your own words, what you have learned and what the data
means.
Label the diagram below. Draw arrows showing the flow of energy and name each
form of energy shown on the circuit.
TOTAL POINTS:_____________________________
Title: SOLAR CANS (Teacher)
Benchmarks: SC.5.P.10.1 Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
Problem Statement (10 POINTS):
How does
______________________________________________________________
affect________________________________________________________?
Answer: How does the energy from the sun affect the temperature in the white
can and the black can?
Essential Question:
What will the effects of light and heat be on black and white surfaces? The effects of the
light and the heat will affect the cans by rising up the temperature. The temperature in
the black can will be higher than the white can. Black attracts heat where as white
repels heat.
Materials:
2 empty soup cans
White paper
Black paper
2 thermometers
Paper
Pencil
Procedure:
1. Wrap one soup can with white paper.
2. Wrap the other soup can with black paper.
3. Place a thermometer in each can.
4. Place the cans with the thermometer in them in a sunny place for about ½ hour.
5. Predict which can will have the highest temperature.
Observations (30 points): __
The can with the black paper around it absorbs more light than the can with the
white paper. White reflects light. Black absorbs light. Light produces heat. The
more light that is absorbed, the more heat it generates. Therefore, the
temperature in the black can reaches a higher temperature than the thermometer
in the white can.
Data (30 points):
CANS
STARTING
TEMPERATURE
FINISHING
TEMPERATURE
DIFFERENCE IN
TEMPERATURE
CANS W/
WHITE PAPER
____ DEGREES
____ DEGREES
____ DEGREES
CANS W/ BLACK
PAPER
_____DEGREES
____ DEGREES
____ DEGREES
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
Answer:
From the data the students will analyze that the temperature from both the white
and the black can will increase. However, the temperature in the black can will rise
more than the white can.
SCIENTIST:________________________
DATE:__________
Title: SOLAR CANS
Benchmarks: SC.5.P.10.1 Investigate and describe some basic forms of energy, including
light, heat, sound, electrical, chemical, and mechanical.
Problem Statement (10 POINTS):
How does
_____________________________________________________________
affect________________________________________________________?
Essential Question:
What will the effects of light and heat be on black and white surfaces? ______________
Materials:
2 empty soup cans
White paper
Black paper
2 thermometers
Paper
Pencil
Procedure:
1. Wrap one soup can with white paper.
2. Wrap the other soup can with black paper.
3. Place a thermometer in each can.
4. Place the cans with the thermometer in them in a sunny place for about ½ hour.
5. Predict which can will have the highest temperature.
Observations (30 points): __
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Data (30 points):
CANS
STARTING
TEMPERATURE
FINISHING
TEMPERATURE
DIFFERENCE IN
TEMPERATURE
CANS W/ WHITE
PAPER
____ DEGREES
____ DEGREES
____ DEGREES
CANS W/ BLACK
PAPER
_____DEGREES
____ DEGREES
____ DEGREES
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
TOTAL POINTS:____________
Title: Slingshot Sedan
(TEACHER PAGE)
Benchmarks: SC.5.P.10.2 Investigate and explain that energy has the ability to cause
change or create change.
Topic: Force and Motion
Essential Question: How does the amount of force affect the toy vehicle?
Background Information: Force is known as a push and pull. Something that is moving may
move steadily or change its direction. The greater the force, the greater the change in motion will
be. The more massive an object the less affect a given force will have. The position and motion
of objects can be changed by pushing or pulling. The size of the change is related to the strength
of the push or pull.
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect_________________________________________________________
_____?
Answer: How does the amount of force affect the distance the toy car will
move?
Materials:

Toy car

Meter Tape

Goggles (optional)

Tape

3x5 index card
Procedure:
1.
Gather all materials.
2.
Take the rubber band and place it between your thumb and pointer finger.
3.
Another student takes a strip of the 3 x 5 index card and wraps the strip around the center of the rubber band,
fold, and tape .
4.
Place car into rubber band with index card.
5.
Pull back rubber band to 5 cm. Release. Write data.
6.
Repeat 2 more times.
7.
Now pull back 10 cm. Release. Write data.
8.
Repeat 2 more times.
9.
Analyze data.
Observations (30 points):
______________________________________________________________
______________________________________________________________
Answer: The toy car will travel a greater distance when the rubber band is pulled
10 cm. and released.
Data (30 points):
Starting Point
TRIAL 1
5 cm.
TRIAL 2
5 cm.
TRIAL 3
5 cm.
TRIAL 1
10 cm.
TRIAL 2
10 cm.
TRIAL 3
10 cm
Distance Traveled
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________
Upon analyzing the data, the car that was pulled 10 cm. from the starting line,
traveled farther than the car that was pulled 5 cm. from the starting line. The
greater the force, the farther the push will be.
Extension: Try using a car with greater mass and compare the distance traveled by
both.
SCIENTIST:_____________________
DATE:______
Title: Slingshot Sedan
Benchmarks: SC.5.P.10.2 Investigate and explain that energy has the ability to cause
change or create change.
Problem Statement (10 POINTS):
How does
______________________________________________________________
affect________________________________________________________?
Materials:

Toy car

Meter Tape

Goggles (optional)

Tape

3x5 index card
Procedure:
1.
Gather all materials.
2.
Take the rubber band and place it between your thumb and pointer finger.
3.
Another student takes a strip of the 3 x 5 index card and wraps the strip around the center of the rubber band,
fold, and tape .
4.
Place car into rubber band with index card.
5.
Pull back rubber band to 5 cm. Release. Write data.
6.
Repeat 2 more times.
7.
Now pull back 10 cm. Release. Write data.
8.
Repeat 2 more times.
9.
Analyze data.
Observations (30 points):
______________________________________________________________
______________________________________________________________
Data (30 points):
Starting Point
TRIAL 1
5 cm.
TRIAL 2
5 cm.
TRIAL 3
5 cm.
TRIAL 1
10 cm.
TRIAL 2
10 cm.
TRIAL 3
10 cm
Distance Traveled
Analysis (30 points):
Explain, in your own words, what you have learned and what the data means.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
TOTAL POINTS:__________________
ELECTRICAL ENERGY TRANSFORMATIONS
(TEACHER)
Benchmarks: BIG IDEA 10: FORMS OF ENERGY
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound
energy, as well as the energy of motion.
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding,
plan and carry out scientific investigations of various types such as: systematic observations, experiments
requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables,
and graphics, analyze information, make predictions, and defend conclusions.
The student:
 keeps a science notebook.
 plans and carries out systematic observations.
 plans and carries out various investigations.
 collects and organizes data.
 interprets data in charts, tables, and graphics.
 analyzes information from charts, tables, and graphics.
 uses data as evidence to make predictions.explains and defends conclusions using evidence
Problem Statement (10 POINTS):
How can does electricity cause heat, light, sound, and motion?
TEACHER BACKGROUND INFORMATION
All matter is made up of tiny particles called atoms. Each atom contains 3 basic parts:
Protons, which have a positive electric charge (+)
Electrons, which have a negative electric charge (-)
Neutrons, which have no electric charge
Protons and neutrons are in the nucleus or core of an atom, while the electrons orbit
around the nucleus (see drawing #1). Most objects, such as balloons, have about the
same number of electrons and protons, making them electrically balanced (see drawing
#2).
Friction (rubbing two objects together) causes objects to gain or lose electrons. When
this occurs, the object becomes electrically charged. This is called static electricity. If an
object gains electrons when it is rubbed, it becomes negatively charged, because it has
more electrons (-) than protons (+). If an object loses electrons when it is rubbed, it
becomes positively charged because it has more protons (+) than electrons (-).
(Note: Atomic structure is very abstract for students. It is enough for them to understand
that an electric charge is created. Since there is no way for them to tell whether the
charge is negative or positive, simply recognizing that the object has a charge is
enough.)
A basic principle of electric charges is that like charges repel and unlike charges attract.
When a balloon is rubbed on you hair, it gains electrons from your hair and becomes
negatively charged. Your hair becomes positively charged and will stick up because like
charges repel. When the negatively charged balloon is brought near your hair, it will be
attracted because unlike charges attract.
When a negatively charged balloon is brought near a wall, it induces a positive charge
near the surface of the wall. (The electrons on the balloon repel electrons near the
surface of the wall.) Since opposite charges attract, the balloon clings to the wall (see
drawing #3).
-+ -+ -+ -+
-+ -+ -+ -+
-+ -+ -+
-+ -+ -+
+
+
+
+
Drawing 1
Control (5 POINTS)
Drawing 2
-- ---------- - - --
++++++++-
Drawing 3
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
_________________________________________________________
Materials:
Teacher
tubular fluorescent bulb
2 paper clips
Per group
a piece of loose leaf paper
Per student
science notebook
pencil
2 balloons
SAFETY
The teacher should maintain control over the fluorescent bulb at all times.
TEACHING TIPS
This activity works best on cool, dry days or inside an air-conditioned classroom. If
humidity is high, then blow a hair dryer near the balloon and in the area where the
experiments will be done.
Procedure:
EXPLORE Part 1 (Heat and Light)
1. Ask students to watch the demonstration that includes the following:
a. Blow up a balloon.
b. Charge the balloon by rubbing it on your hair or clothes.
c. Bring the balloon near the electrodes on the fluorescent bulb.
d. Ask students to observe what happens and write those observations in
their science notebook.
e. Have a brief discussion on the fact that a light bulb gets hot and therefore
this is an example of both heat and light energy.
2. Ask students to write observations in their notebook.
3. Ask students to share their ideas on why the electricity in the balloon caused the
heat and light through the bulb. Students should write thoughts and evidence in
their notebook.
EXPLORE Part 2 (Motion)
1. Distribute materials to each group.
2. Ask students to complete the following steps and to note their observations in
their notebook:
a. Blow up one balloon
b. Charge one balloon by rubbing the balloon on their hair or clothes.
c. Bring the balloon over a piece of paper and observe what happens. (the
paper should move a bit)
d. Bring the balloon near other objects in the room and observe what
happens.
e. Students should write their observations in their notebook.
3. Students should reflect upon the key question in their notebook.
EXPLORE Part 3 (Sound)
1. Ask students to complete the following steps and to note their observations in
their notebook:
a. Blow up one balloon
b. Charge one balloon by rubbing the balloon on their hair or clothes.
c. Bring a paper clip near the balloon and move it back and forth over it
without letting it touch.
d. Listen carefully. Note observations in the science notebook.
e. Bring the balloon near other objects in the room and listen.
f. Students should write their observations in their notebook.
Students should reflect upon the key question in their notebook
Observations (10 POINTS):
1. Ask:
a. What did you see when I placed the charged balloon next to the light?
b. What did you see when you placed the charged balloon near objects that
had little mass?
c. What did you see when you placed the charged balloon near objects with
larger mass?
d. What did you hear when you brought the paper clip near the charged
balloon?
e. What did you hear when you brought the charged balloon near other
objects?
2. Students should reflect on the key question and write a conclusion using
evidence from the investigation.
Data (20 POINTS):
Create a tree map on the board similar to this to record student answers:
Ways that electricity can create…..
heat
light
motion
sound
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect) because
-____
To conclude, from this lab I learned that
___________________________________________
_________________________________________________________
EXTEND AND APPLY
1. Ask students to think of times when they observed the effects of statically
charged objects on other objects, especially in their homes.
2. Ask students to rub their feet on the carpet and touch the wall. Discuss what
happens.
3. Share the book, Discovering Electricity, by Natalie Lunis.
EXTENSION
Students can make “magic wands” by rubbing plastic straws or pens with a paper towel.
The wands will attract light objects.
ASSESSMENT
Review science notebooks for proper observations supported by evidence
SCIENTIST:____________________________
Title:
DATE:___________
ELECTRICAL ENERGY TRANSFORMATIONS
Benchmarks:
SC.5.P.10.4 Investigate and explain that an electrically-charged object can attract an uncharged object and can
either attract or repel another charged object without any contact between the objects.
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry
out scientific investigations of various types such as: systematic observations, experiments requiring the identification
of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information,
make predictions, and defend conclusions.
Problem Statement (10 POINTS):
How does_______________________________________________________
affect________________________________________________________?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
Materials:
Per group
a piece of loose leaf paper
Per student
science notebook
pencil
2 balloons
Procedure:
EXPLORE Part 1 (Heat and Light) Teacher Demonstration
1. Watch the demonstration that includes the following:
a. Blow up a balloon.
b. Charge the balloon by rubbing it on your hair or clothes.
c. Bring the balloon near the electrodes on the fluorescent bulb.
d. Observe what happens and write those observations in their science
notebook.
e. Have a brief discussion on the fact that a light bulb gets hot and therefore
this is an example of both heat and light energy.
2. Write observations in their notebook.
3. Share their ideas on why the electricity in the balloon caused the heat and light
through the bulb. Students should write thoughts and evidence in their notebook.
EXPLORE Part 2 (Motion)
1. Distribute materials to each group.
2. Complete the following steps and to note their observations in their notebook:
a. Blow up one balloon
b. Charge one balloon by rubbing the balloon on their hair or clothes.
c. Bring the balloon over a piece of paper and observe what happens. (the
paper should move a bit)
d. Bring the balloon near other objects in the room and observe what
happens.
e. Students should write their observations in their notebook.
3. Students should reflect upon the key question in their notebook.
EXPLORE Part 3 (Sound)
1. Complete the following steps and to note their observations in their notebook:
a. Blow up one balloon
b. Charge one balloon by rubbing the balloon on their hair or clothes.
c. Bring a paper clip near the balloon and move it back and forth over it
without letting it touch.
d. Listen carefully. Note observations in the science notebook.
e. Bring the balloon near other objects in the room and listen.
f. Students should write their observations in their notebook.
2. Students should reflect upon the key question in their notebook.
Observations (10 POINTS):
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
-____
To conclude, from this lab I learned that
___________________________________________
TOTAL POINTS:______________
Title:
RAMPS AND SLIDERS- FRICTION – (Teacher)
Benchmarks:
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific
investigation.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
The student:
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls,
including gravity acting on falling objects.
BACKGROUND INFORMATION
This lesson is a great opportunity for students to observe and apply some of Isaac
Newton’s Laws of Motion. Newton was an excellent observer of everyday occurrences.
Newton’s First Law of Motion states that objects at rest tend to stay at rest until a force
acts on them. An object’s tendency to resist a change in motion is called inertia.
A sphere is an object that has mass. When the sphere is held at the top of the ramp in
this lesson, it is not moving, but it does have stored energy, called gravitational
potential energy, due to its position. It will stay there with its potential energy until
some force acts upon it. When the sphere is released, the force of gravity (a pulling
force) takes over and the sphere rolls downward, releasing its stored energy. The
energy is changed into kinetic energy, energy of motion. This kinetic energy is then
transferred to the slider, which causes it to move. The heavier and larger the sphere is,
the more potential energy it would have, the faster it would travel, and the farther the
slider would move. This lesson provides an opportunity for students to experience
physics that is fun, not intimidating!
Problem Statement (10 POINTS):
What forces could act on an object to make a change in motion?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
_________________________________________________
Materials:
Teacher
overhead projector/document camera
balance
masses for balance
or
Per group
masking tape
1 sphere (e.g. marble)
1 commercial ramp and slider or
slider: ½ paper cup - cut lengthwise
Per Student
science notebook and pencil
a small milk carton with an open end
ramp: ruler with a groove
1 measuring tape
1 calculator
1 sheet of graph paper
various surfaces or materials to test on
(carpet, tile, sandpaper, wax paper)
SAFETY:
Always follow science safety guidelines.
TEACHING TIPS
 Have students tape their ramp to the table for stability.
 This lesson will likely require more than one class period.
 All groups should have equal size and mass spheres and all other materials
should be as similar as possible to ensure control of the experiment.
Procedure:
ENGAGE
1. Have the ramp and slider set up in place on a smooth surface where everybody
can see it.
2. Have students write the key question in their science notebook. Ask them to take
a few moments and think-pair-share with a partner and to write their preliminary
thoughts in their notebook.
3. Regroup and ask students to share their preliminary thinking. Use this
opportunity to check for student understanding and misconceptions.
4. What are some forces acting on Earth? (push, pull, gravity, friction)
5. What is a push? (moving something away)
6. What is a pull? (bringing something closer)
7. Knowing these two definitions, is gravity a push or a pull? How do you know?
(pull, because it is bringing things closer to Earth)
8. What is friction? (when a push and pull meet, creates sound and heat energy, it
is a force that slows things down)
EXPLORE
1. Distribute the materials. Before starting the experiment, establish these
guidelines:
 All experiments should take place in the area that you designate for each
group.
 Make sure the sliders are placed even with the end of the ramp for each
trial.
 The spheres should be released down the ramp – not pushed.
 Re-check the set up before starting each trial.
(Note: If you are using rulers, marbles, and cups instead of commercial ramps
and sliders, have students set the 4 cm mark of the ruler on a textbook to form a
ramp. Designate markings on the ruler at which students should release the
marbles.)
2. Students should take turns releasing the sphere three times from level 5.
3. Each time students should record the distance the slider travels by measuring in
centimeters from the end of the ramp to the leading edge of the slider. These
recorded data charts should be copied into the student science notebooks by
students.
4. Each test should be repeated for a minimum of three trials with results averaged.
5. Students should repeat steps 3 – 5 with the various surfaces under the slider.
Observations (10 POINTS):
EXPLAIN








In what situations did the slider travel farther? Why? (An object’s acceleration
depends on the size and direction of the force acting on it. There is a difference
in the amount of friction depending on the surface on which the slider was
placed. )
What forces were acting on the sphere? (the force of gravity pulling it toward the
Earth, the force of friction as it rolled down the ramp)
What forces were acting on the slider? (the force of the sphere connecting with
the slider, the force of friction from the surface that the slider was on, the force of
gravity pulling the slider toward the Earth)
As the sphere rolled down the ramp, according to Newton’s law, the sphere had
inertia and should keep rolling along unless acted on by an outside force. What
force caused the sphere to suddenly stop? (the force of friction from the surface
and the slider)
Why did we all release the sphere from the same level? (to ensure that our
experiment was controlled and that only one variable was changed- surface type)
Why did we all use the same size and shape sphere? (to ensure that our
experiment was controlled and that only one variable was changed- surface type)
Why did we repeat the experiment? (to ensure more accurate results)
How is this experiment different from other investigations we have done? (we
controlled our variables)
Data (20 POINTS):
1. Have students repeat the investigation. Students should compare their results
and discuss similarities and differences in results and the reasons for these..
.
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
-____
To conclude, from this lab I learned that
____________________________
_________________________________________________________
MASS OF
SLIDER
PREDICTION
TRIAL 1
TRIAL 2
TRIAL 3
TOTAL OF ALL
TRAILS
AVERAGE DISTANCE
(divide total by 3)
SCIENTIST:_____________________________
DATE:______________
Title:
RAMPS AND SLIDERS- FRICTION
Benchmarks:
SC.5.N.1.2 Explain the difference between an experiment and other types of scientific
investigation.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
The student:
SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls,
including gravity acting on falling objects.
BACKGROUND INFORMATION
This lesson is a great opportunity for you to observe and apply some of Isaac Newton’s
Laws of Motion. Newton was an excellent observer of everyday occurrences. Newton’s
First Law of Motion states that objects at rest tend to stay at rest until a force acts on
them. An object’s tendency to resist a change in motion is called inertia.
A sphere is an object that has mass. When the sphere is held at the top of the ramp in
this lesson, it is not moving, but it does have stored energy, called gravitational
potential energy, due to its position. It will stay there with its potential energy until
some force acts upon it. When the sphere is released, the force of gravity (a pulling
force) takes over and the sphere rolls downward, releasing its stored energy. The
energy is changed into kinetic energy, energy of motion. This kinetic energy is then
transferred to the slider, which causes it to move. The heavier and larger the sphere is,
the more potential energy it would have, the faster it would travel, and the farther the
slider would move. This lesson provides an opportunity for you to experience physics
that is fun, not intimidating!
Problem Statement (10 POINTS):
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
__________
_____________________________________________________
Materials:
Teacher
overhead projector/document camera
balance
masses for balance
Per group
masking tape
1 sphere (e.g. marble)
1 commercial ramp and slider or
slider: ½ paper cup - cut lengthwise
or
Per Student
science notebook and pencil
SAFETY:
Always follow science safety guidelines.
Procedure:
Observations (10 POINTS):
a small milk carton with an open end
ramp: ruler with a groove
1 measuring tape
1 calculator
1 sheet of graph paper
various surfaces or materials to test on
(carpet, tile, sandpaper, wax paper)
Data (20 POINTS):
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect) because
-____
To conclude, from this lab I learned that
TOTAL POINTS:____________
MASS OF SLIDER
PREDICTION
TRIAL 1
TRIAL 2
TRIAL 3
TOTAL OF ALL
TRAILS
AVERAGE DISTANCE
(divide total by 3)
Title:
RAMPS AND SLIDERS- MASS – (Teacher)
Benchmarks:
SC.5.P.13.2 Investigate and describe that the more mass an object has, the less effect
a given force will have on the object's motion.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations
that are testable; explanation must always be linked with evidence.
The student:
 Distinguishes between testable questions (e.g., Do earthworms prefer a moist or
a dry environment?) and non-testable questions (e.g., How hot is the sun?).
 uses evidence derived from data when making explanations and writing
conclusions.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out,
the evidence produced by those investigations should be replicable by others.
The student:
 Explains why some experiments do not yield similar results.
 Explains why scientists replicate experiments.
 Describes the benefits of repeating experiments.
BACKGROUND INFORMATION
This lesson is a great opportunity for students to observe and apply some of Isaac
Newton’s Laws of Motion. Newton was an excellent observer of everyday occurrences.
Newton’s First Law of Motion states that objects at rest tend to stay at rest until a force
acts on them. An object’s tendency to resist a change in motion is called inertia.
Newton’s Second Law states that the greater an object’s mass, the less effect a given
force will have on an object’s motion (Force = mass X acceleration).
A sphere is an object that has mass. When the sphere is held at the top of the ramp in
this lesson, it is not moving, but it does have stored energy, called gravitational
potential energy, due to its position. It will stay there with its potential energy until
some force acts upon it. When the sphere is released, the force of gravity (a pulling
force) takes over and the sphere rolls downward, releasing its stored energy. The
energy is changed into kinetic energy, energy of motion. This kinetic energy is then
transferred to the slider, which causes it to move. The heavier and larger the sphere is,
the more potential energy it would have, the faster it would travel, and the farther the
slider would move. This lesson provides an opportunity for students to experience
physics that is fun, not intimidating!
Problem Statement (10 POINTS):
How does an object’s mass affect the object’s motion?
Why do scientists repeat experiments?
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
______________________________________________________________
Materials:
Teacher
overhead projector/document camera
balance
masses for balance
Per group
masking tape
2 spheres of different masses
1 commercial ramp and slider or
slider: ½ paper cup - cut lengthwise
or
Per Student
science notebook and pencil
a small milk carton with an open end
ramp: ruler with a groove
1 measuring tape
1 calculator
1 sheet of graph paper
SAFETY:
Always follow science safety guidelines.
TEACHING TIPS
 Have students tape their ramp to the table for stability.
 This lesson will likely require more than one class period.
 If possible, find more than two spheres of difference masses. The spheres should
preferably be the same size- for example, a large marble versus a similar size
metal sphere.
Procedure:
ENGAGE
1. Have the ramp and slider set up in place on a smooth surface where everybody
can see it. Remind students of the previous activity (Ramps and Sliders: Friction,
Ramps and Sliders: Gravity) and ask them what they learned from that activity.
Listen to responses and reiterate the fact that the higher the ramp, the more
gravitational potential energy and, therefore, the more energy provides the ability
for the sphere to travel farther.
2. Have students write the first key question in their science notebook. Ask them to
take a few moments and think-pair-share with a partner and to write their
preliminary thoughts in their notebook.
3. Regroup and ask students to share their preliminary thinking. Use this
opportunity to check for student understanding.
4. Tell students that they are going to use the ramps, sliders, and spheres to design
an experiment to answer the key question. Ask students: Using the materials
provided, what is a testable question we can ask to find the answer to our key
question? Provide students time to think-pair-share. Have students report out
and list the questions on the board or on chart paper.
5. Lead a discussion by asking students to discuss the questions listed on the
board or chart paper. Focus on which are testable questions and which are not.
Remember that testable questions are used to create experiments that can be
tested.
6. Have students decide on a testable question as a class that connects with our
overriding key question. The question should be something like: What is the
difference in the distance spheres of different masses travel?
EXPLORE
1. Distribute the materials. Before starting the experiment, establish these
guidelines:
 All experiments should take place in the area that you designate for each
group.
 Make sure the sliders are placed even with the end of the ramp for each
trial.
 The spheres should be released down the ramp – not pushed.
 Re-check the set up before starting each trial.
(Note: If you are using rulers, marbles, and cups instead of commercial ramps
and sliders, have students set the 4 cm mark of the ruler on a textbook to form a
ramp. Designate markings on the ruler at which students should release the
marbles.)
2. Students should take turns releasing the small sphere three times from levels 1,
3, 4, and 6 on the ramp. STUDENTS ARE NOT TO TEST AT LEVELS 2 AND 5
AT THIS TIME.
3. Each time students should record the distance the slider travels by measuring in
centimeters from the end of the ramp to the leading edge of the slider. These
recorded data charts should be copied into the student science notebooks by
students.
4. Each test should be repeated for a minimum of three trials with results averaged.
5. Have students create a bar graph of their data in their science notebook.
6. Collect one group’s data and create a bar graph on a transparency or project
using the document camera. Display the graph for the class. Discuss the results
with the class and ask if they can see any pattern in the data.
7. Using this information, ask students if they can now predict how far a slider would
travel when the same sphere is released at levels 2 and 5 on the ramp.
8. Discuss the small range of responses. Ask: How did the data collected help you
predict? Explain that now students have data on which to base their predictions,
so they are not just making wild guesses.
9. Have all groups perform tests at levels 2 and 5 to verify the accuracy of their
predictions.
Observations (10 POINTS):
EXPLAIN

Why was the range of responses for the guesses so large? (No data was
available to give the students a reasonable range of results.)








Why was the range of responses for the predictions so small? (The data revealed
a pattern that made it easier to determine what the actual result would be.)
What information do you need in order to make accurate predictions? (reliable
data)
What sphere position made the slider travel farther? Why? (An object’s
acceleration depends on the size and direction of the force acting on it. There is
a difference in the amount of gravitational potential energy depending on the
height at which the sphere is released)
From where did the energy come to move the sphere and the slider? (The
sphere is sitting at rest at a level on the ramp; it is not moving, but it has stored
energy, called gravitational potential energy due to its position. When the sphere
was released, potential energy was converted to kinetic energy. When the
sphere hit the slider, energy was transferred from the sphere to the slider and the
slider moved.)
As the sphere rolled down the ramp, according to Newton’s law, the sphere had
inertia and should keep rolling along unless acted on by an outside force. What
force caused the sphere to suddenly stop? (the force of friction from the table
and the slider)
Why did we repeat the experiment? (to ensure more accurate results)
How did you predict the slider’s travel distance for levels 2 and 5?
Were your predictions correct? Explain why or why not.
Data (20 POINTS):
2. Have students repeat the investigation. Students should compare their results and
discuss similarities and differences in results and the reasons for these.
3. Have students repeat the investigation using stopwatches to time the spheres as
they move. Students can then determine the speed of the spheres by dividing the
distance traveled by the time it took.
.
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect) because
-____
To conclude, from this lab I learned that
MASS OF
SLIDER
PREDICTION
TRIAL 1
TRIAL 2
TRIAL 3
TOTAL OF ALL
TRAILS
AVERAGE DISTANCE
(divide total by 3)
SCIENTIST:__________________________
DATE:_______________________
TITLE: RAMPS AND SLIDERS- MASS
Benchmarks:
SC.5.P.13.2 Investigate and describe that the more mass an object has, the less effect
a given force will have on the object's motion.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations
that are testable; explanation must always be linked with evidence.
The student:
 Distinguishes between testable questions (e.g., Do earthworms prefer a moist or
a dry environment?) and non-testable questions (e.g., How hot is the sun?).
 Uses evidence derived from data when making explanations and writing
conclusions.
SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out,
the evidence produced by those investigations should be replicable by others.
The student:
 Explains why some experiments do not yield similar results.
 Explains why scientists replicate experiments.
 Describes the benefits of repeating experiments.
Problem Statement (10 POINTS):
Control (5 POINTS)
Variable (5 POINTS)
Hypothesis (15 POINTS):
If
, then
____________________________________________________
Materials:
Teacher
overhead projector/document camera
balance
masses for balance
Per group
masking tape
2 spheres of different masses
1 commercial ramp and slider or
slider: ½ paper cup - cut lengthwise
or
Per Student
science notebook and pencil
SAFETY:
Always follow science safety guidelines.
Procedure:
Observations (10 POINTS):
a small milk carton with an open end
ramp: ruler with a groove
1 measuring tape
1 calculator
1 sheet of graph paper
Data (20 POINTS):
.
Conclusion (35 POINTS):
After analyzing the data it was determined that the hypothesis was
. (Correct OR Incorrect)because
-____
To conclude, from this lab I learned that
TOTAL POINTS:_____________
MASS OF SLIDER
PREDICTION
TRIAL 1
TRIAL 2
TRIAL 3
TOTAL OF ALL
TRAILS
AVERAGE DISTANCE
(divide total by 3)
LUNG POWER
(Teacher Page)
BENCHMARKS AND TASKS
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin,
brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support — some with internal
skeletons others with exoskeletons — while some plants have stems for support. Also assesses
SC.3.L.15.1 and SC.3.L.15.2
KEY QUESTION
What is your vital lung capacity?
BACKGROUND INFORMATION
All animals need oxygen to live. Land animals get oxygen when their lungs pump in air. When air is
inhaled, the diaphragm contracts and drops down to enlarge the chest cavity. At the same time, rib
muscles contract and lift the ribs upward and outward. Air rushes in to fill the space. When air is
exhaled, the diaphragm relaxes back into its up position, and the ribs settle down. The space shrinks
and air is squeezed out of the lungs. Different people have different lung capacities and different
breathing rates; what’s natural for one person may not be for another. (Note regarding this activity: A
person cannot exhale all the air that is in the lungs. The amount that can be exhaled is the vital
capacity, although sometimes it is incorrectly called the lung volume. The lung volume is actually all of
the air that can be held inside the lungs.)
The lungs are about the size of a pair of footballs, and they fill the chest from neck to ribs. Air passes
in through the windpipe, which divides into two branches, called the bronchial tubes. These divide into
smaller tubes called bronchioles. These open into little air sacs called alveoli. You have about 600
million of these spongy sacs. Our breathing system allows us to take in air, remove oxygen from it, and
exhale a body waste product called carbon dioxide. One’s rate of breathing is controlled automatically
in the brain.
bronchial tubes
alveoli
bronchioles
MATERIALS
Per group
1 plastic tub or basin
1 plastic, gallon jug
water
1 measuring cup or graduated cylinder
1 permanent marker
paper towels
1 bag for used straws
newspaper
several metric measuring tapes
Per student
several flexible straws
science journal
The Human Lungs worksheet
1 index card
TEACHING TIPS
1. Be sure that each student uses a clean straw!
2. Be sensitive to individual student data. The purpose of the investigation is to show that there
are differences in lung capacity due to many factors.
3. Note that there may be some students who can push all of the water out of the gallon jug!
4. This activity is easier to manage if student groups work near a sink area. You may choose to
give each group a set of materials, or you may choose to set up only one station near a sink area
where each group can take a turn.
5. Before the lesson, have students work with partners to determine their height in centimeters.
ENGAGE
1. Ask students to sit still and count the number of times they breathe out in one minute.
2. Have students compare their breaths per minute to other students’ rates. (Note: A line plot
would be useful here.)
3. Ask: Is everyone’s breathing rate the same? Why do you think they’re different?
4. Tell students to bend and touch their toes 50 times and then count their breaths for one
minute.
5. Ask: How does exercise affect your breathing rate?
EXPLORE
1. Instruct groups to cover their table with newspaper. Distribute the other materials to each
group.
2. Have each group fill a large basin half full (approximately 6 inches) of water.
3. Students should tape a bag to the table for the disposal of used straws.
4. Show students how to calibrate the jug:
 Have students use a measuring cup or graduated cylinder to add 400 mL of water at a time
to the jug. Using a permanent marker, students should mark the water level along the side
of the jug after each addition.
 Students should continue adding water and marking until the jug is completely filled. (The
last addition of water will probably be just a portion of the 400 mL.)
 Write the calibrations on the jug, starting at the top, with the jug turned upside down.
 Have students completely fill the jug with water (if it was emptied to write on) and screw
on the lid.
5. Students will need to put two straws together by inserting one part of the way into the other
to make them long enough.
6. Tell students to tip the jug upside down in the basin so the bottleneck is underwater. Remove
the lid.
7. The first student should put one end of the lengthened, flexible straw inside the bottleneck.
The student should take a deep breath and exhale as slowly and completely as possible into the
straw. Tell students not to exhale too quickly or some of the air will bubble out the sides
instead of going up inside the jug.
8. Quickly put the lid back on the jug.
9. Observe the level of the water to determine how much water has been pushed out of the jug
by the air that was breathed into it. Record.
10. Students should continue the process until each person has had a chance to determine his/her
vital lung capacity. Remember to refill the jug with water each time.
EXPLAIN
1.
Discuss:
What pushed water out of the jug? (air that was exhaled into the jug)
What would be equal to the amount of air you breathed into the jug? (The volume of air in the
jug is approximately the same as the volume of air that was exhaled.)
2. Have students write their height in centimeters on one side of an index card and their vital
lung capacity in milliliters on the other side of the card.
 Have students stand up and order themselves according to their vital lung capacity.
 Use the class data to discuss these questions:
What is the class range of vital lung capacities?
What is the most frequent vital lung capacity measurement (the mode)?
What is the median?
What is the average vital lung capacity of the class (the mean)?
 Next, have students stand up and order themselves according to their height.
 Discuss: Are we in the same order for height as we were for vital lung capacity? Does the
tallest person also have the greatest vital lung capacity?
EXTEND/APPLY
Discuss the flow of air through the lungs as students label the picture on the student worksheet.
EXTENSIONS
1.
It is a fact that continuous exposure to polluted air or cigarette smoke over a long period of
time damages the lungs. One result of this damage is that the lungs slowly lose their ability to
absorb oxygen from the air and eliminate carbon dioxide. Contact the American Lung
Association for educational materials or request speakers on this topic.
2. Students can investigate exercise and age as factors that influence lung capacity (e.g., How can
people keep maximum lung capacity as they age?).
THE HUMAN LUNGS
THE BEAT GOES ON
(Teacher Page)
BENCHMARKS AND TASKS
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin,
brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support — some with
internal skeletons others with exoskeletons — while some plants have stems for support. Also
assesses SC.3.L.15.1 and SC.3.L.15.2
KEY QUESTION
What causes a change in pulse rate?
BACKGROUND INFORMATION
During an average lifetime, your heart, an organ the size of your fist, will beat almost 3 billion
times. The heart is the strongest muscle in the human body. The heart is located in the center of the
chest between the lungs and just under the breastbone.
The heart has four chambers through which blood passes. Both sides of the heart are divided into
two chambers. The upper chamber is called the atrium, and the lower chamber is called the
ventricle. Blood passes through the right atrium and the right ventricle and then to the lungs, where
it picks up oxygen. This oxygen-rich blood is then pumped through the left atrium and the left
ventricle and out to the body through the aorta.
aorta to the body
pulmonary artery to
the lungs
right atrium
left atrium
left ventricle
right ventricle
When the heart contracts (pumps), it forces blood out into the arteries (tubes that carry blood from
the heart to all parts of the body) and the walls of the arteries stretch. As the heart relaxes, the artery
walls contract elastically to push the blood along. Each time the heart beats, the artery walls expand
and contract once to produce one beat.
You can listen to a heartbeat, but you can feel your pulse. The pulse is caused by blood stopping
and starting as it rushes through the arteries. By counting these pulse beats, you can tell how fast
your heart beats. A general guide for the pulse rate is: 50-100 beats per minute resting, 90-150 beats
per minute after walking, and 160-220 beats per minutes after running. Children’s heartbeats are
normally faster than adults’ heartbeats. A person’s resting pulse rate decreases with age.
MATERIALS
Per student
modeling clay
1 wooden match or toothpick
1 calculator
The Human Heart worksheet
Per class
clock/watch with a second hand
model of the human heart
Per group
1 tennis ball
TEACHING TIPS
Show students how to use their fingers to locate their pulse:
1. Begin by putting the tips of the index and middle fingers together side by side on the right
hand.
2. Turn the left hand facing you with the palm up.
3. With the two right hand fingertips, trace a path on the left hand beginning at the left thumb
all the way up to a point approximately 3.5 cm up the arm from where the wrist begins.
4. Keep the fingertips in an arched position for increased sensitivity. You should now be able
to feel a pulse.
5. Do NOT use your thumb to take a pulse as thumbs have their own pulse!
ENGAGE
Have students take turns squeezing a tennis ball to simulate the force needed to squeeze blood out
of the heart. If they squeeze 60 times a minute, they will have a good idea of how hard the heart
works. The normal resting pulse rate is 50-100 times per minute.
EXPLORE
1. Tell students we can feel our own pulse beat by placing our fingers on a spot where there is
an artery close to the surface of the skin. Explain that some arteries are too deep in the body
to feel a good pulse beat. Another place to find a pulse is on the side of your throat, just
under your chin. This artery is called the carotid artery. Ask students if they can find a pulse
any place else on their bodies - face, armpit, elbow, wrist, abdomen, hip joint, knee, or
ankle.
2. While students are seated, ask them to count the number of pulse beats in 15 seconds. Have
students multiply this number by four to get their resting pulse rate per minute. Have
students record this measurement.
3. Have students take a pulse rate again to see if they get the same results.
4. Ask students to walk briskly for one minute and then find their pulse rate again immediately
afterwards. Be sure they record the results on their data sheets.
5. Have students run in place for one minute and repeat the procedure.
6. Have students relax and let their pulse rates return to the resting rate. Have them note how
long this takes on the data sheet.
EXPLAIN
1. Discuss:
Did all students have the same resting pulse rate? Why?
Did all students have the same pulse rate after exercising? Why?
What was the class range of pulse rates for each activity?
What was the difference in your pulse rates after one minute of brisk walking?
What was the difference in your pulse rates after one minute of running in place?
How long did it take for your pulse to return to its resting rate?
2. Average the students’ individual rates to get the average pulse rate for the class - a great
calculator activity. Ask: What was the average resting pulse rate for the class?
EXTENDAPPLY
1. One way for students to visualize a heart beat is to make a pulse meter.
 Form a small ball of clay about the size of a dime.
 Stick a toothpick or wooden matchstick in the clay so that it is facing upwards like a
pointer.
 You may want to color the tip a dark color with a marker so you will be able to see the
movement of the pointer better.
 Place this pulse meter on the pulse spot on your wrist. You may have to move it around
to find the best spot. Try the inside of your left wrist on the thumb side.
 You should now be able to see the pulse meter moving in time with your pulse rate.
2. Use a model of the human heart to help students label the heart on the student worksheet and
explain the flow of blood.
EXTENSION
Obtain a stethoscope and have students listen to someone’s heart beat.
THE HUMAN HEART
THE BODY’S FILTERING SYSTEM
(Teacher Page)
BENCMARKS AND TASKS
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin,
brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support — some with
internal skeletons others with exoskeletons — while some plants have stems for support. Also
assesses SC.3.L.15.1 and SC.3.L.15.2
KEY QUESTION
How are waste products removed from the blood in the kidneys?
BACKGROUND INFORMATION
The job of the excretory system is to remove wastes produced by the activities of cells. Many of
these wastes are eliminated as liquid urine. Urine is formed by the urinary system, which is made up
of the kidneys, the ureters, the urinary bladder, and the urethra.
Kidneys are filters that are located near your spine in the middle of your back. The kidneys perform
two jobs. They retain non-waste materials (e.g., proteins, sugar) to be reabsorbed into the blood
stream through the circulatory system, and they rid the body of wastes. These waste products are
eliminated from the body in the form of urine. This separation is accomplished through a process
called filtration. Each kidney is a mass of more than a million filter tubes, called nephrons, where
blood is filtered in and then out again. In one minute, more than one quart of blood will make its
way through the kidneys. The blood enters the kidney through a large artery and flows into eversmaller blood vessels. Waste products are collected in these tubes and drain from each kidney to the
bladder in the form of urine through tubes called ureters. The bladder is a muscular bag located in
the middle of your lower abdomen. The urine enters and is stored in the bladder and exits the body
through a single tube called the urethra.
The roles of the excretory system and the digestive system are different in eliminating wastes from
the body. Feces are the unusable remains of food you eat. Urine is cellular waste that has been
filtered from your bloodstream.
MATERIALS
Teacher
coffee pot and filter (optional)
Per class
model of the human body
Per group
2 plastic cups
food coloring
1 coffee filter
1 piece of chalk
water
1 small spoon
paper towels
1 rubber band
nephrons (filter tubes)
ureter
KIDNEY
ENGAGE
Discuss how the body must separate waste products from useful products. Relate to things students
have seen filtered in daily life (e.g., coffee, water). Display a coffee filter and coffee pot. Discuss
why the coffee filter is necessary because it separates the waste – the used coffee grounds – from
the coffee.
EXPLORE
Part 1
1. Use the model of the human body to point out the main parts of the urinary system.
2. Have students draw and label a diagram of the kidneys and bladder. Discuss the function of
each part. Clarify and discuss the following terms: kidney, bladder, urethra, ureter.
Part 2
Tell students that they will be demonstrating how the kidneys work as a filtration system for the
body. Provide the following directions for each group, along with 2 plastic cups, water, food
coloring, coffee filter, spoon, paper towel, and chalk.
1. Pour enough water to fill one cup half full.
2. Add a few drops of food coloring.
3. Crush the chalk on a paper towel.
4. Add ½ spoonful of crushed chalk to the colored water.
5. Place the coffee filter over the top of the second cup and secure with a rubber band, if
needed.
6. Slowly pour the colored water mixture onto the filter.
7. Observe the contents of the coffee filter and the cup.
EXPLAIN
What happened in this investigation that is similar to what happens to blood in the kidneys? (The
filter separated the waste products from non-waste products.)
Where is the waste product and where is the non-waste product? (The waste product, urine, is in the
filter. The non-waste is in the bottom container.)
If the colored water in the bottom container represents the non-waste product found in the urinary
system, what will happen to it in the body? (It will be reabsorbed into the body through the
circulatory system.)
If what remains in the coffee filter represents the waste product known as urine, what will happen to
it in the body? (The urine will pass from the kidneys into the bladder through the ureters. The urine
will be stored in the bladder until it is released, and it will then exit the body through the urethra.)
EXTEND/APPLY
Discuss ways to keep the kidneys in good working order. (e.g., Stress the importance of drinking
water every day to flush out the body’s excretory system.)
** How does the solid waste get removed from the body?
ASSESSMENT
Have students answer the key question: How are waste products removed from the blood in the
kidneys.
MUSCLE MATES
(Teacher Page)
** Activity may take up two class periods.
BENCHMARKS AND TASKS
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin,
brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support — some with
internal skeletons others with exoskeletons — while some plants have stems for support. Also
assesses SC.3.L.15.1 and SC.3.L.15.2
KEY QUESTION
How do the muscles in your body help your limbs to bend, reach, twist, lift, flip, leap, and even
move the muscles in your hand so you can grasp a pencil to do your homework?
BACKGROUND INFORMATION
Bones form your body’s framework, but they can’t move by themselves; they need extra help.
Every time a bone moves, there is a muscle to move it. There are more than 600 muscles and more
than 200 bones in the human body. Every moving bone has at least two muscles attached to it.
Muscles work in teams because they can move in only one direction; they only pull (contract). One
muscle contracts and pulls a bone to get you into a certain position. Then its partner must contract to
pull the bone back and get you out of the position. A muscle can perform just one single motion. A
muscle can make itself shorter by contracting. When it’s not doing that, it relaxes. Tendons are the
ties that bind muscles to your bones. The joints of the bones are connected by strong, fibrous tissue
called ligaments.
A muscle receives an electric command from the brain through the nerves. The neurons (nerve
cells) get their instructions from the brain on which muscle to move and then the electric stimulus to
that muscle stimulates the muscle movement or “reflex” action.
There are three types of muscles. Skeletal muscles are the muscles that move your bones and other
parts of your body, such as your eyes. They are voluntary muscles that operate on command from
your brain. Smooth muscles work automatically. They are involuntary muscles, such as the muscles
that control the movement of food in our stomach. They are found in the internal organs like the
stomach, heart, and lungs. Cardiac muscle is muscle found only in the heart.
MATERIALS
Per class
1 meter stick
1 timer
1 roll of heavy string
1 roll of masking tape
1 wide-mouth glass jar
1 rubber band
Per group
2 pieces of tag board 16 cm x 5 cm
scissors
2 strips of elastic, each 15 cm long
1 brass fastener
tape
1 hole punch
ENGAGE
1. Explain that there are some “rules” that our muscles must follow in order to function
properly. They must only pull, they never push, and they always work in pairs. Set the scene
by telling the class, Look what happens when you bend your arm. To feel these muscles at
work, straighten your right arm. Now put your left hand on your right upper arm and slowly
bend your right arm. You will feel the biceps muscle contract, getting thicker as it does so.
2. Tell the class: Today you are going to take part in a Muscle Tug-o-War. You will play the
roles of muscles and brain neurons. Do I have any volunteers?
EXPLORE (Part 1)
1. Cut a piece of string about 12 meters long.
2. Lay the string out on the floor and place the meter stick representing the bone directly in the
center of the string in a vertical position.
3. Wrap about one meter of string around the top of the meter stick in one direction, and then
wrap another one-meter length of string around the top of the meter stick going in the
opposite direction. You should end up with the meter stick in the middle of the string with 5
meters of string hanging loose on both sides of the meter stick. (Note: If the string starts to
pull loose, you may want to place a rubber band around the part of the string wrapped
around the meter stick.)
4. Place the jar on the floor in the middle of the room or out in the hallway.
5. Ask for two student volunteers. Have one of the students line up approximately 5 meters
from one side of the glass jar.
6. Have the other student line up the same distance on the opposite side of the jar so that he/she
is facing the other student.
7. Tell each student to grasp an end of the yarn but caution them not to pull hard.
8. Choose another student to be the timer of this event.
9. Say to the students: On the signal “go,” you will pull lightly on your yarn and see if you and
your partner can guide the meter stick into the jar. You can do this only by pulling and
working together. Try to complete this task in the least amount of time possible.
10. Once students have completed the task and recorded their time on the board, let other
student pairs play the role of muscles.
***EXPLAIN (Part 1) – Do as Demo whole class
1. After everyone has had a chance to participate in the activity, discuss:
In human body terms, what did the string represent? (Tendons)
What did the meter stick represent? (Bone)
What did the two students represent? (Muscles)
What did getting the stick into the jar represent? (Doing work)
To perform this task successfully what did each muscle pair need to do? (Work in pairs and
only pull, not push.)
2. Discuss with the class how all of these body parts - tendons, bones, and muscles - work
together to allow the body to function as a smooth-running machine. (See Background
Information.)
EXPLORE (Part 2)
1. Have each student place his/her left hand over the biceps (the large muscle on the front of
the upper arm) of the right arm while moving the right forearm up and down. Discuss how
the biceps extends flat when the forearm is down. The same biceps seems to form a tight
ball when the forearm is flexed upward toward the shoulder.
2. Ask: If the biceps is the muscle that makes the forearm go upward, how does the forearm go
downward? Have students put the fingers of their right hand over the large triceps muscle at
the back side of the upper arm. Now have them slowly move their forearms up and down
with tension as if they were moving a heavy weight in their right hands. They should be able
to feel some changes in the triceps muscle. It is needed to make the forearm go downward.
3. Have each group construct a model arm to help them understand how the bones and muscles
work together. Begin by having students cut two pieces of tag board, each about 16 cm x 5
cm. Round the corners.
4. Punch one hole in the center of the end of each tag board piece and use a brass fastener to
connect the two pieces, creating a joint.
5. Punch two holes in each piece of tag board near the long edges about 8 cm from the ends.
6. Cut two strips of elastic each about 15 cm long. Push the elastic strips through the holes;
each strip should go from a hole in one tag board piece to the hole in the other tag board
piece.
7. Tie knots in the ends of the elastic strips or tape them to the tag board to secure them.
tag board
pieces
Punched
holes
Elastic strips
Brad
8. The tag board pieces represent the bones, and the elastic strips represent the muscles. The
model arm has only two muscles while a real arm has many.
9. Watch what happens when you move the model arm. To pull the bones and make the arm
bend, give a slight push. Then give a push in the opposite direction to make the arm
straighten. For real muscles, the push is provided by the brain.
EXPLAIN (Part 2)
What do the tag board pieces represent? (Bones)
What do the elastic strips represent? (Muscles)
Why does the model arm have at least two muscles? (Muscles work in teams, because they can
move in only one direction; they only pull [contract]. One muscle contracts and pulls a bone to get
you into a certain position. Then its partner must contract to pull the bone back and get you out of
the position.)
What do muscles do for us? (move bones)
EXTEND/APPLY
1. Have a doctor/speaker from an orthopedic clinic make a presentation to the class. The
speaker can share x-rays so students can get a closer look at bones/muscles.
2. Have students place one arm on the desk with the palm of the hand facing upward. Ask them
to see how many times they can make a fist in 30 seconds, each time opening the hand
completely and then forming a tight fist. Repeat the test several times. Ask: Can you make
the same number of fists each time? When does your arm begin to feel tired? (Your forearm
muscles, which operate the fingers, are becoming fatigued. When a muscle becomes tired,
fatigue occurs. The muscle may feel strained or it may not respond when you want it to.)
ASSESSMENT
Ask students to write in their science journals a short explanation of how muscles and bones work
together and have them include drawings and terminology in their writing.
DISCOVERIES ABOUT DIGESTION
(Teacher Page)
BENCHMARKS AND TASKS
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin,
brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs,
kidneys, bladder, and sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support — some with
internal skeletons others with exoskeletons — while some plants have stems for support. Also
assesses SC.3.L.15.1 and SC.3.L.15.2
KEY QUESTION
What path does food follow through the digestive tract?
BACKGROUND INFORMATION
The digestive tract is the body’s passageway through which food moves and digests. The digestive
tract includes the mouth, esophagus, stomach, small intestine, large intestine, and the anus. Other
organs that support digestion are the salivary glands, pancreas, liver, and gall bladder.
The digestive system physically and chemically breaks down food to supply the body with its
energy and nutrient needs for growth and repair. The teeth physically break the food into smaller
pieces. The tongue moves the food particles into a ball that is swallowed. The food moves down the
throat into the esophagus, the food tube that is lined with muscles that help to mix the food and push
it down toward the stomach. The stomach, which can hold two to four liters of food, kneads the
food, breaking it down more. The stomach also adds chemicals to the food, turning it into a soupy
liquid. The food then passes into the small intestine, a narrow tube and the longest part of the
digestive tract. The food is then broken down into particles small enough to be absorbed into the
bloodstream.
The liver produces bile, which is stored by the gallbladder and then released into the small intestine
where it helps to break down the fats. The liver stores the fats and carbohydrates we use for energy
along with iron and other vitamins. It also regulates the blood sugar levels in the body. The pancreas
produces chemicals that help in the digestion of carbohydrates, fats, and proteins. It also helps to
neutralize the stomach acids. The digestive tract is a continuous muscular tube that runs from the
mouth to the anus. An adult’s digestive tract is approximately nine meters (30 ft.) in length – about
five times the adult’s height.
MATERIALS
Per student or per group (See Teaching Tips)
1 body cutout from craft paper
construction paper
cash register tape or crepe paper
scissors
glue
calculator
TEACHING TIPS
1. Give students a piece of craft paper or butcher paper and ask
them to have someone at home trace around their body. They
should cut this out and bring it to school on the designated day.
2. As an alternative, one student per group could volunteer to
create the body outline. Then students could work as a group
to create one digestive tract model per group. This would
require less space in the classroom.
ENGAGE
1. Ask students to predict how long their digestive tract is from their mouth to their anus. They
should cut a piece of cash register tape this length and write their name on it.
2. Next, have students use calculators to determine the actual length of their digestive tracts,
using the following measurements:
Mouth to esophagus
10 cm
Esophagus
25 cm
Stomach
15 cm
Small intestine
student’s height x 3
Large intestine to anus
student’s height + 15 cm
3. Add these amounts to find the total length of the digestive tract.
EXPLORE
1. Have students trace around their bodies on craft paper or have them bring these cutouts from
home – as assigned earlier.
2. Have students cut cash register tapes or crepe paper strips about 5-8 cm wide to the lengths
listed in the Engage section.
3. The strips can be rolled to form an actual tube. (For the large intestine, two strips can be
glued along the edges to form a larger tube.)
4. Students should position the paper strips representing the digestive tract on their body
cutouts. Once the strips are in place, students will glue them to the body outline.
5. Have students draw the remaining main organs (stomach, liver, pancreas, and gall bladder)
on construction paper and cut them out.
6. They should position the organs on the model, glue them in place, and then label them.
Students should label the mouth, esophagus, stomach, liver, pancreas, gall bladder, small
intestine, large intestine, and anus.
7. Each group should research the various organs included in the digestive system and be
prepared to use the model to trace the path of food through the digestive tract.
EXPLAIN
What is the function of the digestive system? (the physical and chemical breakdown of food to
supply the body with energy and nutrients needed for growth and repair)
Where does digestion begin? (the mouth)
Where does digestion end? (Waste products pass from the large intestine through the anus and are
expelled from the body.)
What is the role of each organ in digestion? (See Background Information.)
What is the longest organ of the digestive tract? (the small intestine)
Why do you think the small intestine is so long? (There the food is broken down into particles small
enough to be absorbed into the bloodstream.)
Approximately how long is the digestive tract in an adult? (about five times the adult’s height)
EXTEND/APPLY
Have students determine the average ratio of their heights to the length of their digestive tracts.
ASSESSMENT
Have students answer the key question: What path does food follow through the digestive tract?
anus - the opening at the end of the digestive system from which feces (waste) exits the body.
appendix - a small sac located on the cecum.
ascending colon - the part of the large intestine that run upwards; it is located after the cecum.
cecum - the first part of the large intestine; the appendix is connected to the cecum.
descending colon - the part of the large intestine that run downwards after the transverse colon and before the sigmoid colon.
duodenum - the first part of the small intestine; it is C-shaped and runs from the stomach to the jejunum.
esophagus - the long tube between the mouth and the stomach. It uses rhythmic muscle movements (called peristalsis) to force food
from the throat into the stomach.
gall bladder - a small, sac-like organ located by the duodenum. It stores and releases bile (a digestive chemical which is produced in
the liver) into the small intestine.
ileum - the last part of the small intestine before the large intestine begins.
jejunum - the long, coiled mid-section of the small intestine; it is between the duodenum and the ileum.
liver - a large organ located above and in front of the stomach. It filters toxins from the blood, and makes bile (which breaks down
fats) and some blood proteins.
mouth - the first part of the digestive system, where food enters the body. Chewing and salivary enzymes in the mouth are the
beginning of the digestive process (breaking down the food).
pancreas - an enzyme-producing gland located below the stomach and above the intestines. Enzymes from the pancreas help in the
digestion of carbohydrates, fats and proteins in the small intestine.
rectum - the lower part of the large intestine, where feces are stored before they are excreted.
sigmoid colon - the part of the large intestine between the descending colon and the rectum.
stomach - a sack-like, muscular organ that is attached to the esophagus. When food enters the stomach, it is churned in an acid bath.
transverse colon - the part of the large intestine that runs horizontally across the abdomen.
SCIENTIST:_____________________________
DATE:_______________
Title: Lung Power
Benchmarks:
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and
sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,
including humans, for example: some animals have skeletons for support — some with internal skeletons others
with exoskeletons — while some plants have stems for support. Also assesses SC.3.L.15.1 and SC.3.L.15.2
Problem Statement (10 POINTS):
How does ________________________________________________________
affect________________________________________________________?
Materials:
Per group
1 plastic tub or basin
1 plastic, gallon jug
water
1 measuring cup or graduated cylinder
1 permanent marker
paper towels
1 bag for used straws
newspaper
several metric measuring tapes
Per student
several flexible straws
science journal
The Human Lungs worksheet
1 index card
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Cover table with newspaper.
Gather all materials.
Fill a large basin half full (approximately 6 inches) of water.
Tape a bag to the table for the disposal of used straws.
Calibrate the jug:
Have students use a measuring cup or graduated cylinder to add 400 mL of water at a time to the jug.
Using a permanent marker mark the water level along the side of the jug after each addition.
Continue adding water and marking until the jug is completely filled. (The last addition of water will
probably be just a portion of the 400 mL.)
Write the calibrations on the jug, starting at the top, with the jug turned upside down.
Completely fill the jug with water (if it was emptied to write on) and screw on the lid.
Put two straws together by inserting one part of the way into the other to make them long enough.
Tip the jug upside down in the basin so the bottleneck is underwater. Remove the lid.
Put one end of the lengthened, flexible straw inside the bottleneck. Take a deep breath and exhale as
slowly and completely as possible into the straw. Do not to exhale too quickly or some of the air will
bubble out the sides instead of going up inside the jug.
Quickly put the lid back on the jug.
Observe the level of the water to determine how much water has been pushed out of the jug by the air
that was breathed into it. Record.
Continue the process until each person has had a chance to determine his/her vital lung capacity.
Remember to refill the jug with water each time.
Observations (30 points):

What pushed water out of the jug?

What would be equal to the amount of air you breathed into the jug?
Data (30 points):
Group Members
Height (cm)
Vital Lung Capacity (cm)
Starting Level:
cm
Analysis (30 points): Explain, in your own words, what you have learned and what the
data means.
1. What is the class range of vital lung capacities?
2. What is the most frequent vital lung capacity measurement (the mode)?
3. What is the median?
4. What is the average vital lung capacity of the class (the mean)?
5. Are we in the same order for height as we were for vital lung capacity? Does the
tallest person also have the greatest vital lung capacity?
The Human Lungs
TOTAL POINTS:_______________
SCIENTIST:___________________
DATE:______________
Title: Discoveries About Digestion
Benchmarks:
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and
sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,
including humans, for example: some animals have skeletons for support — some with internal skeletons others
with exoskeletons — while some plants have stems for support. Also assesses SC.3.L.15.1 and SC.3.L.15.2
Problem Statement (10 POINTS):
How does
________________________________________________________________
affect__________________________________________________________?
Materials:
Per student or per group
1 body cutout from craft paper
cash register tape or crepe paper
glue
construction paper
scissors
calculator
Procedures:
1.
2.
In your groups, trace around the body of one student on craft paper.
Cut cash register tapes or crepe paper strips about 5-8 cm wide to the lengths listed:
i. Mouth to esophagus
10 cm
ii. Esophagus
25 cm
iii. Stomach
15 cm
iv. Small intestine
student’s height x 3
v. Large intestine to anus student’s height + 15 cm
3.
The strips can be rolled to form an actual tube. (For the large intestine, two strips can be glued along the
edges to form a larger tube.)
Position the paper strips representing the digestive tract on their body cutouts. Once the strips are in
place, students will glue them to the body outline.
Draw the remaining main organs (stomach, liver, pancreas, and gall bladder) on construction paper and cut
them out.
Position the organs on the model, glue them in place, and then label them. L
Label the mouth, esophagus, stomach, liver, pancreas, gall bladder, small intestine, large intestine, and
anus.
Each group should research the various organs included in the digestive system and be prepared to use
the model to trace the path of food through the digestive tract.
4.
5.
6.
7.
8.
Observations (30 points):
o What do you notice about the length of the small intestine?
Data (30 points): Label Diagram using the vocabulary words from the provided
glossary:
anus the
opening at the end of the digestive system from which feces (waste) exits the body.
appendix - a small sac located on the cecum.
ascending colon - the part of the large intestine that run upwards; it is located after the cecum.
cecum - the first part of the large intestine; the appendix is connected to the cecum.
descending colon - the part of the large intestine that run downwards after the transverse colon and before the
sigmoid colon.
duodenum - the first part of the small intestine; it is C-shaped and runs from the stomach to the jejunum.
esophagus - the long tube between the mouth and the stomach. It uses rhythmic muscle movements (called
peristalsis) to force food from the throat into the stomach.
gall bladder - a small, sac-like organ located by the duodenum. It stores and releases bile (a digestive chemical
which is produced in the liver) into the small intestine.
ileum - the last part of the small intestine before the large intestine begins.
jejunum - the long, coiled mid-section of the small intestine; it is between the duodenum and the ileum.
liver - a large organ located above and in front of the stomach. It filters toxins from the blood, and makes bile
(which breaks down fats) and some blood proteins.
mouth - the first part of the digestive system, where food enters the body. Chewing and salivary enzymes in the
mouth are the beginning of the digestive process (breaking down the food).
pancreas - an enzyme-producing gland located below the stomach and above the intestines. Enzymes from the
pancreas help in the digestion of carbohydrates, fats and proteins in the small intestine.
rectum - the lower part of the large intestine, where feces are stored before they are excreted.
sigmoid colon - the part of the large intestine between the descending colon and the rectum.
stomach - a sack-like, muscular organ that is attached to the esophagus. When food enters the stomach, it is
churned in an acid bath.
transverse colon - the part of the large intestine that runs horizontally across the abdomen.
Analysis (30 points): Explain, in your own words, what you have learned and what the
data means.
1.
What is the function of the digestive system
2.
Where does digestion begin?
3.
Where does digestion end?
4.
What is the role of each organ in digestion?
5.
What is the longest organ of the digestive tract?
6.
Approximately how long is the digestive tract in an adult?
7.
Why do you think the small intestine is so long?
TOTAL POINTS:__________________
SCIENTIST:__________________________
DATE:____________
Title: Muscle Mates
Benchmarks:
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and
sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,
including humans, for example: some animals have skeletons for support — some with internal skeletons others
with exoskeletons — while some plants have stems for support. Also assesses SC.3.L.15.1 and SC.3.L.15.2
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect_________________________________________________________?
Materials:
Per group
2 pieces of tag board 16 cm x 5 cm
scissors
2 strips of elastic, each 15 cm long
1 brass fastener
tape
1 hole punch
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
Place left hand over the biceps (the large muscle on the front of the upper arm) of the right arm while
moving the right forearm up and down. Discuss how the biceps extends flat when the forearm is down.
The same biceps seems to form a tight ball when the forearm is flexed upward toward the shoulder.
Put the fingers of right hand over the large triceps muscle at the back side of the upper arm. Now, slowly
move forearms up and down with tension as if they were moving a heavy weight in your right hand. You
should be able to feel some changes in the triceps muscle. It is needed to make the forearm go downward.
In your groups, construct a model arm to help them understand how the bones and muscles work together.
Cut two pieces of tag board, each about 16 cm x 5 cm. Round the corners.
Punch one hole in the center of the end of each tag board piece and use a brass fastener to connect the
two pieces, creating a joint.
Punch two holes in each piece of tag board near the long edges about 8 cm from the ends.
Cut two strips of elastic each about 15 cm long. Push the elastic strips through the holes; each strip
should go from a hole in one tag board piece to the hole in the other tag board piece.
Tie knots in the ends of the elastic strips or tape them to the tag board to secure them.
tagboard
pieces
punched
holes
elastic strips
brad
9.
The tag board pieces represent the bones, and the elastic strips represent the muscles. The model arm
has only two muscles while a real arm has many.
10. Watch what happens when you move the model arm. To pull the bones and make the arm bend, give a slight
push. Then give a push in the opposite direction to make the arm straighten. For real muscles, the push is
provided by the brain.
Observations (30 points):
o If the biceps is the muscle that makes the forearm go upward, how does the
forearm go downward?
Data (30 points): Label Diagram using the following vocabulary words: muscles,
joint, bones
Analysis (30 points): Explain, in your own words, what you have learned and what the
data means.
1.
What do the tag board pieces represent?
2. What do the elastic strips represent?
3. Why does the model arm have at least two muscles?
4. What do muscles do for us?
5. TOTAL POINTS:______________________
SCIENTIST:______________________
DATE:____________
Title: The Beat Goes On
Student Page
Benchmarks:
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and
sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,
including humans, for example: some animals have skeletons for support — some with internal skeletons others
with exoskeletons — while some plants have stems for support. Also assesses SC.3.L.15.1 and SC.3.L.15.2
Problem Statement (10 POINTS):
How does
_______________________________________________________________
affect__________________________________________________________?
Materials:
Per student
modeling clay
1 wooden match or toothpick
1 calculator
The Human Heart worksheet
Per class
clock/watch with a second hand
model of the human heart
Per group
1 tennis ball
Procedures:
1. Havel students feel their own pulse beat by placing their fingers on a spot where there is an
artery close to the surface of the skin. Explain that some arteries are too deep in the body to
feel a good pulse beat. Another place to find a pulse is on the side of your throat, just under
your chin.
**This artery is called the carotid artery. Ask students if they can find a pulse any place
else on their bodies - face, armpit, elbow, wrist, abdomen, hip joint, knee, or ankle.
2. Count the number of pulse beats in 15 seconds. Multiply this number by four to get their
resting pulse rate per minute. Record this measurement.
3. Take your pulse rate again to see if you get the same results.
4. Walk briskly for one minute and then find pulse rate again immediately afterwards. Be sure to
record the results on data sheets.
5. Run in place for one minute and repeat the procedure.
6. Relax and let pulse rates return to the resting rate. Note how long this takes on the data
sheet.
Observations (30 points):
o Did all students in your group have the same resting pulse rate?
Why?
o Did all students in your group have the same pulse rate after
exercising? Why?
Data (30 points):
Group Members
Pulse
after
15 sec.
Resting Pulse
Rate (Pulse after
15 sec. X 4)
Pulse
after
Brisk
Walk
Pulse
after
Running
Elapsed time
to get back to
Resting Pulse
Analysis (30 points): Explain, in your own words, what you have learned and what the
data means.
1. What was the range of pulse rates for each activity?
2. What was the difference in your pulse rates after one minute of brisk walking?
3. What was the difference in your pulse rates after one minute of running in
place?
4. How long did it take for your pulse to return to its resting rate?
THE HUMAN HEART
TOTAL POINTS:_________________
SCIENTIST:____________________
DATE:_________
Title: The Body’s Filtering System
Student Page
Benchmarks:
SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and
sensory organs.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,
including humans, for example: some animals have skeletons for support — some with internal skeletons others
with exoskeletons — while some plants have stems for support. Also assesses SC.3.L.15.1 and SC.3.L.15.2
Problem Statement (10 POINTS):
How does
___________________________________________________________
affect________________________________________________________?
Materials:
Teacher
coffee pot and filter (optional)
Per class
model of the human body
Per group
2 plastic cups
food coloring
1 coffee filter
1 piece of chalk
50 ml of water
1 small spoon
paper towels
1 rubber band
Graduated cylinder
Procedures:
Part 1
1.
2.
Part 2
1.
2.
3.
4.
5.
6.
7.
Use the model of the human body to point out the main parts of the urinary system.
Draw and label a diagram of the kidneys and bladder. Discuss the function of each part. Clarify and
discuss the following terms: kidney, bladder, urethra, ureter.
Pour enough water to fill one cup half full.
Add a few drops of food coloring.
Crush the chalk on a paper towel.
Add ½ spoonful of crushed chalk to the colored water.
Place the coffee filter over the top of the second cup and secure with a rubber band, if needed.
Slowly pour the colored water mixture onto the filter.
Observe the contents of the coffee filter and the cup.
Observations (30 points):
Before Filtration
After Filtration
Data (30 points):
Before Filtration
After Filtration
Mass of Chalk,
Mass of Waste
Mass of non-waste
Water, Food Coloring
____________
____________
____________
Grams
Grams
Grams
Analysis (30 points): Explain, in your own words, what you have learned and what the
data means.
1.
What happened in this investigation that is similar to what happens to blood in
the kidneys?
2.
Where is the waste product and where is the non-waste product?
3.
If the colored water in the bottom container represents the waste product
found in the urinary system, what will happen to it in the body?
4.
If what remains in the coffee filter represents the non-waste product known
as urine, what will happen to it in the body?
TOTAL POINTS:________________
BRAIN DRAIN OLYMPICS
(TEACHER Page)
BENCHMARKS AND TASKS
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals,
including humans, for example: some animals have skeletons for support — some with internal skeletons
others with exoskeletons — while some plants have stems for support. Also assesses SC.3.L.15.1 and
SC.3.L.15.2
KEY QUESTION
How does hypertension affect the brain and the central nervous system?
BACKGROUND INFORMATION
The nervous system is made up of the brain (the major command center), the spinal cord (the nerve highway), and the
neurons (nerve cells). The basic job of the nervous system is to assist the body as it reacts to changes in the
environment and adjust to any necessary changes. It does this by split-second reactions that transfer electrical impulses
via neurons along the spinal cord and then transfer this energy to the muscles and internal organs. When the nervous
system is working properly, it coordinates the normal work of your trillions of cells. It monitors your internal operations
as well as what goes on in the world outside your body. It senses changes in the environment and makes the necessary
adjustments. It keeps things running smoothly and on course. There are, however, times when things can go wrong with
the nervous system.
Hypertension, or high blood pressure, is a serious problem that can damage many organs of the body, particularly the
brain and the heart. Hypertension can cause the heart to enlarge and become weak. It can cause arteries to become
scarred and less elastic. This can lead to the formation of blood clots that can cause heart attacks or possible strokes to
the brain. The occurrence of cerebral hemorrhage or stroke reflects the severe stress that is imposed upon the large
arteries. The blood that seeps out accumulates, presses upon the delicate brain tissue, and causes damage to brain cells.
This damage can cause paralysis, disturbances in speech, sight, and other complex activities.
MATERIALS
Per station
Stations 1-6:
masking tape
stopwatch or clock with second hand
Station 1:
1 man’s shirt with buttons
Station 2:
1 large jar of peanut butter
1 plastic knife
Per student
Brain Drain Olympics worksheet
Per class
1 bolt with a screw-on nut
loaf of bread
paper plates
Station 3:
1 pad of writing paper
1 copy of a poem
Station 4:
scissors
several sheets of paper imprinted with a simple pattern to cut
Station 5:
1 box of paper clips
Station 6:
1 man’s shoe with laces and pencil
TEACHING TIP
Set up six stations with the following six task cards:
Station #1: Put on a man’s shirt and button all the buttons.
Station #2: Make a peanut butter sandwich.
Station #3: Copy the poem that is provided.
Station #4: Cut out the pattern that is provided.
Station #5: Pour out the box of paper clips onto the desk, pick them up, and put them back in the
box.
Station #6: Untie one shoe and put it on. Tie the laces. Untie the laces and remove the shoe.
ENGAGE
Ask for a student volunteer to come to the front of the class. Ask the student if he thinks he could
complete a simple task in a very short period of time. Tell the student that you want him to
completely screw on a nut to a bolt and then unscrew the nut from the bolt. He must complete this
in less than 10 seconds, but the catch is…he cannot use either of his thumbs. He must use only his
fingers. Begin timing the student. Once frustration has taken over, discuss why this task was so
difficult. Tell students that they are simulating a “nerve” roadblock to completing the task, and they
will be investigating several more nerve roadblocks.
EXPLORE
1. Divide the class into groups of four. They will be taking turns at each station as recorders,
timers, investigators, and observers.
2. Instruct students to perform the tasks at each station (see Teaching Tips) and time how long
it takes to perform these tasks. Record this data on the Brain Drain Olympics worksheet.
3. Instruct students to perform the tasks a second time, but this time the student who is
performing the task should have his thumb taped securely to his hand so that he cannot use
his thumb. (The student who did the task the first time should be the one who repeats it in
order to make a comparison.)
4. The students will time how long it takes to perform each activity and record the information
on the worksheet.
EXPLAIN
Which task took the longest to perform? (Tasks that required gripping took the longest to perform.)
What problems did you encounter when you performed the tasks with your thumb taped?
Why were the tasks where you couldn’t use your thumbs difficult to perform? (We have been
programmed since birth to grasp with our thumbs and fingers. Anything that opposes this seems
alien.)
EXTEND/APPLY
1. Humans are the only animals that have opposable thumbs. This has enabled the human race
to advance and perform to a high degree of efficiency. Have students research monkeys,
focusing on their thumbs.
2. Have students research other effects of strokes and share with the class
BRAIN DRAIN OLYMPICS
TASK
STATION 1
Put on a man’s shirt and button
all the buttons.
STATION 2
Make a peanut butter sandwich.
STATION 3
Copy the poem that is
provided.
STATION 4
Cut out the pattern that is provided.
STATION 5
Pour out the paper clips onto the
desk, pick them up, and put them
back in the box.
STATION 6
Untie one shoe and put it on. Tie
the laces. Untie the laces and
remove the shoe.
PERFORMANCE TIME
(USING THUMBS)
PERFORMANCE TIME
(WITHOUT USING THUMBS)
SCIENTIST:________________________
DATE:_________
Title: Brain Drain Olympics
Benchmarks:
SC.5.L.14.2 Compare and contrast the function of organs and other physical
structures of plants and animals, including humans, for example: some animals have
skeletons for support — some with internal skeletons others with exoskeletons —
while some plants have stems for support. Also assesses SC.3.L.15.1 and SC.3.L.15.2
Problem Statement (10 POINTS):
How does_________________________________________________________
affect________________________________________________________?
Materials:
Per station
Per student
Stations 1-6:
Brain Drain Olympics worksheet
masking tape
stopwatch or clock with second hand
Station 1:
1 man’s shirt with buttons
Station 2:
Per class
1 large jar of peanut butter
1 bolt with a screw-on nut
1 plastic knife
loaf of bread
paper plates
Station 3:
1 pad of writing paper
1 copy of a poem
Station 4:
scissors
several sheets of paper imprinted with a simple pattern to cut
Station 5:
1 box of paper clips
Station 6:
1 man’s shoe with laces and pencil
Procedures:
1. Divide into groups of four. They will be taking turns at each station as
recorders, timers, investigators, and observers.
2. Perform the tasks at each station (see Teaching Tips) and time how long it
takes to perform these tasks.
3. Record this data on the Brain Drain Olympics worksheet.
4. Perform the tasks a second time, but this time perform the task with thumb
taped securely to hand so that you cannot use your thumb.
5. Time how long it takes to perform each activity and record the information on
the worksheet.
Observations (30 points):
1.
Which task took the longest to perform?
2. What problems did you encounter when you performed the tasks with your thumb taped?
3. Why were the tasks where you couldn’t use your thumbs difficult to perform?
Data (30 points): Label Diagram using the vocabulary words from the provided
glossary:
TASK
PERFORMANCE TIME
(USING THUMBS)
PERFORMANCE TIME
(WITHOUT USING THUMBS)
STATION 1
Put on a man’s shirt and button all the buttons.
STATION 2
Make a peanut butter sandwich
STATION 3
Copy the poem that is provided.
STATION 4
Cut out the pattern that is provided.
STATION 5
Pour out the paper clips onto the desk,
pick them up, and put them back in the
box.
STATION 6
Untie one shoe and put it on. Tie the
laces. Untie the laces and remove the
shoe.
Analysis (30 points): Explain, in your own words, what you have learned and what the
data means.
1. Humans are the only animals that have opposable thumbs. This has enabled the
human race to advance and perform to a high degree of efficiency. Have students
research monkeys, focusing on their thumbs.
2. Have students research other effects of strokes and share with the class.
TOTAL POINTS:_____________________
BUILD A BETTER BEAK
(Teacher)
BENCHMARKS and TASK
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different
environments such as life cycles variations, animal behaviors and physical characteristics. Also assesses SC.3.L.17.1,
SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4, and SC.5.L.15.1.
KEY QUESTION
How have bird beaks adapted to enable birds to eat the different food sources in their environment?
BACKGROUND INFORMATION
Birds’ beaks serve a wide variety of purposes. Birds use their beaks mainly to obtain food and drink
water. Birds also use their beaks to build nests, attack intruders, groom feathers, scratch their
bodies, and feed their young. Each type of bird has a special type of beak, an adaptation for eating
a certain type of food. Their beaks are essential to their survival. Examples of birds and their beaks
include:
 Hummingbirds have long, hollow beaks that they use to probe flowers for nectar. The beak
protects the tongue that slurps up the nectar.
 Eagles have strong, hooked beaks that tear food.
 Curlews, godwits, kiwis, and snipes have very long beaks that they use to probe for worms,
crustaceans, and other small creatures in mud and water.
 Cardinals, sparrows, grosbeaks, and other finchlike birds have very short, conical beaks.
These beaks are very strong and can break open tough seeds.
 Spoonbills and pelicans have long, flattened or pouchlike beaks that they use to scoop up
fish and other aquatic creatures.
 Flamingos and some ducks have bills that act like strainers to filter tiny plants and animals
from the water. (Only certain kinds of ducks are filter feeders.)
 Nighthawks, whippoorwills, swifts, and swallows have large, gaping mouths that act like
nets to trap insects. These birds catch insects on the wing.
 Warblers have small, sharp, pointed beaks for picking insects from leaves, logs, and twigs.
 Toucans have very long, thick beaks for reaching out and plucking fruit from trees.
Many birds, after millions and millions of generations, have evolved very specialized beaks and can
eat only one type of food; other birds, like crows, have more versatile beaks and can eat a variety of
food.
MATERIALS
Teacher
Transparency of ancestral honeycreeper and Hawaiian honeycreepers pictures
BEAKS! Sneed B. Collard III, Charlesbridge
Per group
1 clothespin
1 toothpick
1 plastic spoon
1 pair of scissors
raisins (about one small box per group)
drinking straw pieces in a container of shredded paper
marbles (about 30) in a tray
foam packing squiggles in a pan of water
Which Beak is Best? data collection sheet
one-minute timer
Per student
Honeycreepers information sheet
1 plastic cup to hold food
ENGAGE
Share the book BEAKS! by Sneed B. Collard III. This is an excellent book to help students begin to
explore bird beak adaptations. Point out that a beak’s main purpose is to obtain food, but the beaks
are adapted to what a bird eats and how it gathers food or hunts.
EXPLORE
1. Organize students in groups of four.
2. Tell students that each member of the group will pretend to be a bird with a different kind of
beak (clothespin, toothpick, scissors, plastic spoon). Each bird will attempt to eat four
different types of food: marble snails, packing foam waterbugs, drinking straw worms, and
raisin grubs. The plastic cup will be the stomach. It should be near the food source and
standing upright, but it should not be touched at any other time while eating food.
3. Explain how each beak will be used:
 Clothespin – Hold the clothespin at the very end so it can be opened as wide as
possible. Use only one hand to operate the clothespin.
 Toothpick – Use the toothpick only as a spear to capture food and not as a scoop.
Use one hand to hold the toothpick and only one finger of the other hand to push
food off the toothpick.
 Scissors – Use the scissors like tweezers. Do not use them as a spear or a scoop. Use
only one hand to operate the scissors.
 Spoon – Use only one hand to hold the spoon as a scoop for food.
Note: Students should use only one hand at all times to operate beaks, unless otherwise
noted. Remind students that they should not become discouraged if they cannot pick up food
with the beak. This is an investigation to see which beaks are best suited to pick up certain
food sources.
4. Instruct students to spread the marble snails around in the tray. Allow one minute for each
group member to try to pick up as many marbles as possible using the various beaks. As
food is gathered, students should place it in their plastic “stomach” cups. When time is up,
students should empty the plastic cups, count the number of marbles in each cup, and share
the data with their group members.
5. Have students make a bar graph comparing the numbers of marbles (snails) each beak was
able to gather.
6. Have students scatter the raisins grubs out on the table and repeat steps 4 and 5.
7. Have students repeat steps 4 and 5 with the other two food items - packing foam waterbugs
and drinking straw worms.
EXPLAIN
1. Have groups of students compare the four bar graphs to answer these questions:
Which was the best beak for collecting grubs? waterbugs? worms? snails?
Which was the best beak for collecting a wide variety of foods?
Which beaks were unsuitable for certain foods? Why?
2. Have each group share their answers to the questions and discuss any differences that arise.
Try to find out what might account for any differences in the data.
EXTEND/APPLY
1. Familiarize the students with the following terms:
Food generalists – birds with versatile beaks for eating a variety of foods
Food specialists – birds with specialized beaks that can eat only certain foods
2. Ask: Which of the beaks used in the activity belong to a food specialist?
How can specialized beaks help some birds stay alive? (A bird with a specialized beak can
often eat a type of food that no other bird can eat.)
How might a specialized beak hurt a bird? (If a bird’s habitat changes and its food source is
no longer available, the bird might die because it can eat only that food.)
Why is it beneficial to a bird to have a more versatile beak? (Some birds, like crows, can eat
fruits, nuts, berries, fish, etc. - a variety of food sources.)
How do a bird’s beak type and food preference help determine the habitat? (Some birds eat
insects or fruit; some birds crunch seeds; and some even eat small animals. Some feed in the
day; others feed at night. Birds must live in habitats that provide them with the food, water,
and shelter they need.)
3. Display the picture of the ancestral honeycreeper (the first bird on the page – figure 1a).
Ask: What type of food do you think this bird eats?
Display pictures of the Hawaiian honeycreepers (the other
birds on the page). Ask: What type of food do you think these
birds eat?
Ask students if they think these two types of birds might be
related, based on their appearance. Read aloud the
Honeycreepers information sheet.
ASSESSMENT

A pelican eats fish and other aquatic creatures. Describe its beak.




A snipe probes for worms, crustaceans, and other small creatures in the mud and water.
Describe its beak.
A cardinal breaks open tough seeds. Describe its beak.
Toucans reach out and pluck fruit from trees. Describe its beak.
Flamingos filter tiny plants and animals from the water. Describe its beak.
HONEYCREEPERS
Honeycreepers are small birds that originally came from Asia. Millions of years ago,
some of these birds flew to the northwestern Hawaiian islands. The adventurous birds
were physically isolated in a new land away from the other honeycreeper birds in
Asia. The honeycreepers had to find ways to adapt to their new environment and to
different food sources. Some of the birds ventured east to other islands, having to
adapt to other new habitats. All these birds were physically isolated from one another,
and there weren’t many other birds on the island. After many generations, the
honeycreepers gradually began to adapt to their new environment, and they began to
make changes. Some of those changes were stronger beaks for cracking seeds; long,
curved beaks for eating nectar; and sharp, tweezer-like beaks for catching insects.
When some of the Hawaiian honeycreepers returned to their original land, they
looked nothing like their original ancestors that they had been separated from so long
ago. (Figure 1a is the only ancestral honeycreeper. All the other birds are Hawaiian
honeycreepers.)
Birds use their beaks for many reasons: to build nests, attack prey, groom feathers,
communicate, and to gather and catch food. Because of these differing needs, a wide
variety of bird beaks have developed.
Adapted with permission from the JASON Foundation for Education
Investigators:
WHICH BEAK IS BEST?
Record the amount of food each beak type was able to get during the feeding period.
Marble Snails
Drinking
Straw Worms
Spoon Beak
Toothpick
Beak
Clothespin
Beak
Scissors Beak
Which beak type was able to get the widest variety of food?
Which beaks were able to get only one type of food?
Foam
Waterbugs
Raisin Grubs
Ancestral
Honeycreeper
(Figure 1a)
Mamo
Palila
‘Akialoa
‘Apapane
‘Amakih
‘Ula-aihawane
SCIENTIST:_________________________
DATE:____________
Title: Build a Better Beak
Benchmarks:
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in
different environments such as life cycles variations, animal behaviors and physical characteristics. Also
assesses SC.3.L.17.1, SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4, and SC.5.L.15.1.
Problem Statement (10 POINTS):
How does ___________________________________________________________
affect______________________________________________________________?
Materials:
Per group
1 clothespin
1 toothpick
1 plastic spoon
1 pair of scissors
raisins (about one small box per group)
drinking straw pieces in a container of shredded paper
marbles (about 30) in a tray
foam packing squiggles in a pan of water
Which Beak is Best? data collection sheet
one-minute timer
Per student
Honeycreepers information sheet
1 plastic cup to hold food
Procedures:
1.
2.
3.
4.
5.
Organize students in groups of four.
Each member of the group will pretend to be a bird with a different kind of beak (clothespin, toothpick,
scissors, plastic spoon).
Each bird will attempt to eat four different types of food: marble snails, packing foam waterbugs, drinking
straw worms, and raisin grubs.
The plastic cup will be the stomach. It should be near the food source and standing upright, but it should
not be touched at any other time while eating food.
Each beak should be used:
Clothespin – Hold the clothespin at the very end so it can be opened as wide as possible. Use only
one hand to operate the clothespin.
Toothpick – Use the toothpick only as a spear to capture food and not as a scoop. Use one hand to
hold the toothpick and only one finger of the other hand to push food off the toothpick.
Scissors – Use the scissors like tweezers. Do not use them as a spear or a scoop. Use only one hand
to operate the scissors.
Spoon – Use only one hand to hold the spoon as a scoop for food.
**Note: Only use one hand at all times to operate beaks, unless otherwise noted. Do not become
discouraged if they cannot pick up food with the beak. This is an investigation to see which
beaks are best suited to pick up certain food sources.Spread the marble snails around in the tray.
6. . Allow one minute for each group member to try to pick up as many marbles as possible
using the various beaks.
7.
As food is gathered, place it in their plastic “stomach” cups. When time is up, students should empty the
plastic cups, count the number of marbles in each cup, and share the data with their group members.
8.
9.
Make a bar graph comparing the numbers of marbles (snails) each beak was able to gather.
Scatter the raisins grubs out on the table and repeat steps 4 and 5.
Repeat steps 4 and 5 with the other two food items - packing foam water bugs and drinking straw worms.
Observations (30 points):
Which was the best beak for collecting grubs? waterbugs? worms? snails?
2. Which was the best beak for collecting a wide variety of foods?
3. Which beaks were unsuitable for certain foods? Why?
1.
Data (30 points):
Record the amount of food each beak type was able to get during the feeding period.
Marble Snails
Drinking Straw
Worms
Foam Waterbugs
Raisin Grubs
Spoon Beak
Toothpick Beak
Clothespin Beak
Scissors Beak
Analysis (30 points): Explain, in your own words, what you have learned and what
the data means.
1.
Which beak type was able to get the widest variety of food?
2.
Which beaks were able to get only one type of food?
TOTAL POINTS:_______________
APPENDIX
Student Name:____________________________
Essential Lab Quiz: Bubble Mania
Big Idea 1: The Practice of Science
Date:__________
1. Hector experiments with honey, vegetable oil, and colored water. One at a time, he
slowly adds 30 milliliters of each liquid into a beaker. He observes what happens, then
draws the picture below. Which is LEAST important for Hector to record in this
experiment?
A.
B.
C.
D.
the amount of each liquid used
the order in which the liquids formed layers
the type of liquids used
the air pressure and temperature
2. Kama made three paper airplane designs using plain paper. Standing in the same spot
each time, she threw each airplane, measured the distance it flew, in meters, and recorded
the data she collected. Kama rebuilt plane C using construction paper. The new plane
flew 10.7 meters. What statement is TRUE?
Model Airplane Data
Distance
Paper Plane
Flown
Design
(meters)
A
2.5
B
4.7
C
6.3
A.
B.
C.
D.
Plane C would not fly when made of construction paper.
Plane C did not fly as far when made of construction paper.
Plane C flew farthest when made of construction paper.
The type of paper used did not affect the distance plane C flew.
3. Look at the table.
Year
1910
1930
1950
1970
Average Annual Temperature
55° F
58° F
59° F
61° F
Average Annual Rainfall
57 cm
77 cm
84 cm
65 cm
This data was collected in one city by many scientists over the years. What would a scientist use
this data for today?
A.
B.
C.
D.
predicting the weather
understanding the water cycle
forecasting the movement of air masses
forming a description of the local climate
4. Medical and technological advances often occur as scientists look for ways to solve problems
facing humans. How has the development and widespread use of a tool that measures blood
pressure improved the quality of life for people on Earth?
A.
B.
C.
D.
This tool helps doctors cure bacterial infections.
This tool helps doctors identify people who have cancer.
This tool helps doctors treat people with variable levels of blood sugar.
This tool helps doctors identify people with elevated blood pressure levels.
5. In Tania’s city, workers are making changes to the city sewer system. These changes will stop sewage,
and the bacteria it contains, from getting into the river and other local water bodies when it rains. How
does this project help the people living in Tania’s city?
E. It helps people by cleaning the air they breathe.
F. It helps people by lowering their taxes.
G. It helps people by making the water safer to use.
D. It helps people by making the soil more fertile
Answers
1. D
2. C
3. D
4. D
5. G
Student Name:____________________________
Date:__________
Essential Lab Quiz: Fizzling Fun / Chemical change in a Bag
Big Idea 2: The Characteristic of Scientific Knowledge
1. Sam wants to compare how well two different types of detergent will work to remove
stains from clothing. He wants to be able to use the least amount of detergent possible to
get his clothes clean. Which of these is NOT a reason for Sam to want to use small
amounts of detergent when washing clothes?
A.
B.
C.
D.
Sam knows that chemicals in some detergents can be harmful to the environment.
Sam wants to be able to make an informed decision when he buys detergent.
Sam knows that the way he uses resources affects the environment.
Sam does not like to wash clothes.
2. Kyle wants to know if the temperature of water (H2O) affects how much sodium chloride
(NaCl) can be dissolved in it. He collects the data shown below. Kyle uses 100 milliliter
of water in each beaker. The amount of water he uses is a ____.
Dissolving Sodium Chloride in Water at Various Temperatures
Water Temperature
NaCl Dissolved
20°C
36.0 grams
Beaker A
40°C
36.5 grams
Beaker B
60°C
37.3 grams
Beaker C
A.
B.
C.
D.
hypothesis
variable
constant
conclusion
3. Jan used food coloring to make three solutions of colored water (H O). She put the stem of a white
2
carnation flower into the red solution, another stem into the blue solution, and a third stem into the
green solution. She let the carnations sit in the solutions overnight, then recorded observations in the
chart. Which BEST explains Jan's data?
Carnation Flower Experiment
Colored Water
Results
Red
Veins in the white carnation
flower turned red.
Blue
Veins in the white carnation
flower turned blue.
Green
Veins in white carnation
turned green.
A.
B.
C.
D.
Only the green solution passed through the stem to the flower.
All three solutions passed through the stem to the flower.
Only the red solution passed through the stem to the flower.
Only the blue solution passed through the stem to the flower.
4. Jim was planting a garden and a friend suggested he put worms in his garden. Jim wanted to do an
experiment to find out what worms do for gardens. Jim put soil, food, and worms in a clear jar. He
placed a shoebox with holes cut in it on its side and put the jar in it. The lid was kept on the shoebox,
except when Jim was making an observation.
If Jim does his experiment correctly, what will he do each time he takes the lid off the shoebox?
A. add more worms to the jar
B. write down what he sees in the jar
C. tries to guess where the worms will be
D. plan what he will do next in the experiment
5. Cities have water purification programs to keep the drinking water free from bacteria and
other pollutants. How does this help people living in these cities?
A.
B.
C.
D.
It eliminates filters from factories.
It produces large amounts of water.
It helps people by cleaning the air they breathe.
It helps people by purifying the water to make it safer to use.
6. Jamie did an experiment to find out whether cola, diet cola, or water would freeze
quickest. She poured three equal amounts of each liquid into paper cups and put
all the cups in the same freezer. Then she timed how long it took the liquid in
each cup to freeze.
What should Jamie do to analyze her data?
A.
B.
C.
D.
find the average time it took each liquid to freeze
look at her data and estimate the answer
repeat the experiment two more times
conduct another experiment with other liquids
ANSWER:
1. D
2. C
3. B
4. B
5. D
6. C
Student Name:____________________________
Date:__________
Essential Lab Quiz: Solar Stretch
SC.5.1.E.5.1
1. What is the closet star to our Solar System?
a. Phoebe
c. Titan
b. Pandora
d. Sun
2. If you look closely at some stars in the night sky, you can see slight differences in their
color. Some stars look reddish. Others appear orange, white, or blue.
What do you think the color of a star indicates about its temperature?
a. amount of heat generated
c. acidity
b. ability to sustain life
d. how fast light travels
3. About how long does it take for the Moon to circle Earth?
a. 1 week
b. 2 weeks
c. 3 week
d. 4 weeks
4. Where is the asteroid belt located in our Solar System?
a. near Centaurus
c. near Mercury
b. between inner/outer planets
d. between Neptune/Uranus
5. What is the major element composition of the Sun?
a. gases
c. rock
b. metal
d. dust
Answer Key:
1. D
2. A
3. D
4. B
5. A
Student Name:____________________________ Date:__________
Essential Lab Quiz: Solar Stretch
SC.5.1.E.5.3
1. Which planet has the most moons?
a. Neptune
b. Jupiter
c. Saturn
d. The Red Planet
2. What is the asteroid belt composed of?
a. small planets
b. bits and pieces of rock debris
c. gas clouds
c. ice/water
3. Which planet revolves around the Sun more quickly?
a. Venus
b. Neptune
c. Mercury
d. Jupiter
4. What is the composition of comets?
a. ice/dust
c. ice/glass
b. ice/water
d. ice/methane
5. Compare and contrast the inner and outer planets?
a. solids/liquids
b. rocks /gases
c. rocks/solids
d. liquids /solids
Answer Key:
1. B
2. B
3. C
4. A
5. B
Student Name:________________________
Date:__________
Essential Lab Quiz: Rain Maker
SC.5.E.7.1
1. In the water cycle what happens when the Sun heats the water?
a. Water falls from the clouds
b. Clouds form when water vapor cools
c. The Sun cools the water
d. Liquid water changes to water vapor
2. How does water change phases to produce rain?
a. Sublimation
b. water vapor changes to gas
c. water vapor changes to liquid rain drops
d. water changes from solid to a liquid
3. Where does most of the water vapor in the clouds come from?
a. streams
b. ocean
c. sprinklers
d. lake
4. Hail is what phase of water?
a. gas
b. solid
c. liquid
d. plasma
5. Why do clouds form?
a. clouds form when water vapor heats up
b. clouds form when water vapor touches mountains
c. clouds form when water freezes
d. clouds form when water vapor cools
Answer Key:
1.
2.
3.
4.
5.
D
C
B
B
D
Student Name:______________________
Date:__________
Essential Lab Quiz: Don’t Pressure Me!
SC.5.E.7.3
1. A barometer is used to identify what condition in the weather?
a. air pressure
b. humidity
c. precipitation
d. temperature
2. What tool would you use to measure rain fall?
a. rain gauge
b. weather vane
c. thermometer
d. anemometer
3. How does the weather in Miami compare to the weather in Arizona?
a. both are humid
b. Miami is warmer and wetter
c. Arizona is warmer and wetter
d. Miami is colder and drier
4. Why doesn’t it snow in Miami?
a. climate is too warm
b. climate is too cool
c. not enough precipitation
d. not enough direct sunlight
5. How would the climate in the mountains of Colorado differ from Florida’s
coastal regions?
a. the mountains are warmer than the coastal regions
b. the mountains are wetter coastal regions than the coastal regions
c. Florida’s coastal regions receive more snow
d. Florida’s coastal regions receive more rain
Answer Key:
1. A
2. A
3. B
4. A
5. D
Student Name:____________________________
Date:__________
Essential Lab Quiz: Apple of my Eye
SC.5.P.8.1
1. Jude went shopping with his mother. They bought 1 liter of soda and
2 liters of milk. Liters are used to measure which of the following?
A. density
B. force
C. weight
D. volume
2. Sam needs to know the volume of a cardboard box. Which tool would
he use to find the measurements he needs to calculate volume?
A. ruler
B. balance
C. spring scale
D. thermometer
3. Mrs. White put five cups, each containing a different liquid, on a table.
She told her students to find the mass of each liquid. Which tool will
the students need to complete this task?
A
C
B
D
4. Mrs. Jones’ class was investigating the different ways that scientists
can classify and group things. Each group of students was given a
box of various kinds of fruits consisting of apples, oranges,
pineapples and strawberries. How might the class classifying and
group these materials?
A. Color, size, shape, texture
B. Edible, non-edible, color, shape
C. Texture, luster, edible, non-edible
D. Fruit, not fruit, size, shape
5. Kyle and Jan are comparing two samples of matter. They make a
table of the properties of each sample.
Property
Sample 1
Sample 2
Color
Red
Silver
Mass (grams)
30
5
Shape
Pyramid
Cube
Volume (
40
3
milliliters)
Which property provides the best evidence that both samples are
solids rather than liquids?
i. Color
ii. Mass
iii. Shape
iv. Volume
1.
2.
3.
4.
5.
Answer Key
D
A
D
A
C
Student Name:_______________________
Date:__________
ESSENTIAL LAB QUIZ: Does it Dissolve?
SC.5.P.8.3
Use the chart to answer the following questions.
Cooking oil
SUBSTANCE
CHARACTERISTICS
Liquid, does not dissolve in water
Sugar
Iron filings
Sand
Salt
Solid, does dissolve in water
Solid, dark gray metal grains, attracted to magnets
Solid, does not dissolve in water
Solid, does dissolve in water
1. Which of the following can be removed from a mixture using a magnet?
A. cooking oil
B. iron filings
C. salt
D. sand
2. Which combination of substances from the chart above would both dissolve in water?
A. Cooking oil and sugar
Sugar and salt
B. Sand and salt
C. Sugar and iron filing
D.
3. Dani adds 10 grams (g) of salt to a jar of water. She then adds 10 g of sand to a second jar of
water. She covers and shakes both jars and sets them on the table for five minutes. The
materials Dani
used are shown
below.
What should Dani expect to observe after those five minutes?
A. Both the salt and sand dissolved in the water.
B. Both the salt and the sand settled to the bottom of the jar.
C. The salt settled to the bottom of the jar, and the sand dissolved in the water.
D. The salt dissolved in the water, and the sand settled to the bottom of the jar.
4. Ellen studies a sample of sand from the beach near her house. Which property of the sand proves
to Ellen that the sample is a mixture, but NOT a solution?
A. The sand and pebbles in the sample are the same color.
B. All of the particles in the sample are solid particles.
C. The sample has a mass greater than 1 kilogram.
D. Ellen can see sand, pebbles, and pieces of shell in the sample.
5. During an experiment, Hector tries to dissolve different substances in water (H2O). His data are
recorded in the table. Which of these will form a solution in water?
A.
B.
C.
D.
Salt
Sand
Iron
Copper Penny
Answer Key:
6. B
7. D
8. D
9. D
10. A
Student Name:_______________________
Date:__________
ESSENTIAL LAB QUIZ: The Heat is On
SC.5.P.9.1
1. Which of the following causes a chemical change?
A. striking a match
B. paper tearing
C. rubber band stretching
D. ice melting
2. What happens when paper burns?
A. dissolving
B. condensation
C. chemical change
D. physical change
3. Which of the following is a NOT chemical change?
A. Vinegar and baking soda combine to make a gas.
B. Salt dissolves in water.
C. Logs burn in a fireplace.
D. A cake is baked.
4. After several days of rain, Andy notices that the iron nails in his fence
are rusty.
What process occurred when the rust formed?
A. physical change
B. chemical change
C. dissolving
D. melting
5. Mr. Jones showed the class how matter changes. He cut a piece of
paper to show a physical change. He mixed vinegar with baking soda
to show a chemical change.
Which of the following best explains the differences between a
chemical change and a physical change?
A. A physical change results in new molecules being formed.
B. Physical and chemical changes do not produce new substances.
C. Physical changes produce new substances with new properties;
chemical changes do not.
D. Chemical changes produce new substances with new properties;
physical changes do not.
Answer Key
1.
2.
3.
4.
5.
A
C
B
B
D
Student Name:_______________________
Date:__________
Essential Lab Quiz: How Does Sound Travel Through Different Materials; I
Finally See the Light; Solar Cans
SC.5.P.10.1
1. Jason stretches a rubber band between his fingers, as shown below the rubber b
and, it makes a sound
Which of the following best explains why the rubber band makes a sound when
Jason plucks it?
A. It heats the air
B. It vibrates the air
C. It absorbs energy from the air
D. It releases molecules into the air
2. Sam wanted to make some pasta. He put water in a pot and put it on the stove.
Soon the water was boiling. Sam added the pasta to the boiling water.
What kind of energy caused the water to boil?
A. magnetism
B. heat energy
C. sound energy
D. potential energy
3. Several students were playing kickball. Fran gave the ball a hard kick. The ball
went flying through the air.
The moving ball contains which type of energy?
A. kinetic energy
B. potential energy
C. heat energy
D. wind energy
4. Fred’s family took a trip to California. They saw hundreds of windmills. Fred
learned that these windmills were used to generate electricity.
Which type of energy do the windmills have as they turn in the wind?
A. potential energy
B. heat energy
C. solar energy
D. kinetic energy
5. Melanie made an electric circuit. She used a battery, wires, and a bulb. When
she completed the circuit the bulb lit up.
What form of energy was flowing through the light bulb?
A. potential energy
B. solar energy
C. electrical energy
D. wind energy
Answer Key
1. B
2. B
3. A
4. D
5. C
Student Name:_______________________
Date:__________
Essential Lab Quiz: Slingshot Sedans
SC.5.P.10.2
1.
Four girls were playing with toy race cars. The cars were the same size but had different
masses.
Race Car
Mass
1
50 g
2
35 g
3
53 g
4
75 g
The girls decided to have a race. Each girl predicted that her car would win. Each car was pushed
with the same amount of force. They recorded how far each car traveled in 30 seconds. Using the
information above, which car won the race?
A. Race Car 1
B.
Race Car 2
C.
Race Car 3
D.
Race Car 4
2. Engineers work to design race cars that will win. They try to make the cars with as little mass
as possible. Why do these engineers work build light cars?
A. Lighter cars are less likely to crash.
B.
A car with a lesser mass has a more powerful engine.
C.
A car with a lesser mass accelerates faster.
D.
Lighter cars are less expensive to build.
3. The more mass an object has, or the faster it is moving, the harder it is to stop. Which of these
balls will be hardest to stop when rolled at the same speed across a smooth surface?
A. a soccer ball
B.
a volleyball
C.
a golf ball
D.
a bowling ball
4. Jack, Sam, Pepe, and Matt went bowling. The balls they used each had a different mass.
Name
Mass of Bowling
Ball
Jack
Sam
Pepe
Matt
3.5 kg
3 kg
5 kg
5.5 kg
If each boy rolled his ball with the same force, which ball would move the fastest toward the pins?
E.
Jack’s bowling ball
F.
Sam’s bowling ball
G.
Pepe’s bowling ball
H.
Matt’s bowling ball
5. Which boat will need the LEAST amount of force to row?
A
c.
B.
D.
ANSWER KEY
1.
2.
3.
4.
5.
B
B
D
B
D
Student Name:_____________________________
Date:__________
ESSENTIAL LAB QUIZ: Electrical Energy Transformation
SC.5.P.10.4
1. Hunter got an electricity set as a gift. The first thing he did was to connect the wires
so that a bulb would light. Which diagram would Hunter need to follow to make the bulb
light?
A.
C.
B.
D.
2. Melanie made an electric circuit. She used a battery, wires, and a bulb. When she
completed the circuit the bulb lit up.
What form of energy was flowing through the light bulb?
A potential energy
B solar energy
C electrical energy
D wind energy
3. Max wanted to know if a light bulb got hot when it was lit. He decided to do an
experiment. He got a thermometer and a lamp. He recorded the air temperature near the
unlit bulb. Then he turned on the lamp. He carefully held the thermometer near the bulb.
Which of the following will most likely happen to the air temperature near the lit bulb?
A The heat from the lit bulb will lower the air temperature.
B The heat from the lit bulb will raise the air temperature.
C The temperature will stay the same.
D The thermometer will get too hot and break.
4. While you are studying, the light bulb in your desk lamp burns out. Why do you have to
wait a few minutes before you change the light bulb?
A You need a study break.
B There is still electricity in the bulb.
C The light bulb has expanded.
D The light bulb is very hot.
Answers
1.
2.
3.
4.
C
C
B
D
Student Name:______________________
Date:__________
ESSENTIAL LAB QUIZ: Ramps and Sliders
SC.5.P.13.1
1. Bob and Ray are rolling a cart across the floor. Both boys are pushing in the same direction. Bob
is pushing with a force of 25 N. Ray is pushing with a force of 15 N.
How can the boys determine the net force they are applying to the cart?
A Add the forces together.
B Subtract the forces.
C Multiply the forces.
D Divide the forces.
2. Marsha and Nancy worked together to move a wagon full of bricks up a hill. Marsha pulled with a
force of 15 N. Nancy pushed with a force of 25 N.
What will happen if Marsha increases the force she is using to 50 N?
A The wagon will slow down.
B The wagon will speed up.
C The wagon will move sideways.
D The wagon will tip over.
3. Two men were moving a refrigerator. Frank pushed with a force of 75 N in one direction. Jerry
pushed with a force of 50 N in the opposite direction.
How will the refrigerator move?
A The refrigerator will move in the direction in which Frank is pushing.
B The refrigerator will move in the direction in which Jerry is pushing.
C The refrigerator will not move.
D The refrigerator will move side to side.
4. The students in Mrs. Hoffman’s class played tug-of-war. The girls pulled in one direction with a
force of 150 N. The boys pulled in the opposite direction with a force of 100 N. Who won the game,
and why did they win?
A The boys won because they applied a greater force to the rope.
B The boys and girls tied because they applied equal forces to the rope.
C The girls won because they applied a greater force to the rope.
D Too much force was applied, and the rope broke.
5. Susie and Sally are standing on opposite sides of a large box. Both girls are pushing on the box
with the same amount of force.
Which of the following describes the motion of the box?
A It will move toward Susie.
B It will move toward Sally.
C It will move away from both girls.
D It will not move.
Answers:
1. A
2. B
3. A
4. C
5. D
Student Name_________________ Date:__________
ESSENTIAL LAB QUIZ: Ramps and Sliders Part II
SC.5.P.13.2
1. John has a ping pong ball, a tennis ball, a basketball, and a bowling ball. He pushes each ball across the floor
with the same amount of force.
Which ball will go the farthest?
A ping pong ball
B tennis ball
C basketball
D bowling ball
2.
A 10 kg rock, a 15 kg rock, and a 20 kg rock are rolling down a hill.
Which rock would require the MOST force to stop?
A 10 kg rock.
B 15 kg rock
C 20 kg rock
D All three rocks will require the same amount of force to stop.
3. A force must be used to start an object moving. A force also must be used to stop an object. Many
different forces cause objects to start and stop moving.
Which force slows or stops the motion of a ball rolling across the grass?
A gravity
B magnetism
C friction
D wind
4. Grace’s father climbed a stepladder. He asked Grace to hand him a soccer ball and a tennis ball. He told
Grace to observe as he dropped the balls at the same time from the same height. Grace observed that both
balls hit the ground at exactly the same time.
What force was acting on the balls?
A gravity
B magnetism
C friction
D sound
5. A soldier with a parachute jumped out of an airplane. After he opened his
parachute, he fell more slowly.
What upward force slowed down his fall?
A gravity
B friction
C air resistance
D weight
Answers:
1. A
2. C
3. C
4. A
5. C
Student Name:______________________
Date:__________
Essential Lab Quiz: Body systems
SC.5.L.14.1
1. Which organ filters the body’s blood?
a. spleen
b. pancreas
c. pituitary gland
d. kidney
2. What are the two jobs of the kidneys?
a. retain non waste materials/ rid the body of food waste
b. retain cellulite and rid the body of liquid waste
c. retain non waste materials/ rid the body of cellular waste
d. retain waste/ rid body of non-waste materials
3. What is the purpose of the skeletal muscles?
a. move food in your stomach
b. move you bones and other parts of your body
c. move your lungs and other organs
d. make your heart beat in your body
4. Which organ in your digestive system adds chemicals to food and turns it to a soupy
liquid?
a. esophagus
b. liver
c. stomach
d. small intestine
5. Which organ in your body stores fats and carbohydrates we use for energy?
a. the pancreas
c. stomach
b. liver
d. small intestine
6. An example of an involuntary muscle is
a. tendon
b. ligament
c. lungs
d. eyes
7. One function of your lungs is to:
a. intake oxygen from the air
b. intake carbon dioxide from the air
c. help your heart beat
d. protect you from bronchioles
8. Carbon dioxide is:
a. used by your lungs in breathing
b. a waste product exhaled through your lungs
c. helps your heart beat
d. protects you from bronchioles
9. The heart is
a. the weakest muscle in the body
c. the strongest muscle in the body
b. two different organs
d. an organ but not a muscle
10. the heart
a. assists the lungs with breathing
c. producing red blood cells
b. assists with cleansing the blood
d. pumps blood through your body
11. The organ which acts as the command center of your body is
a. the heart
c. the brain
b. the lungs
d. the nerves
12. The brain communicates with your body through
a. electrical impulses
b. muscular impulses
c. thought impulses
d. environmental impulses
Answer Key
6. D
7. C
8. B
9. C
10.
11.
12.
13.
14.
15.
16.
17.
B
C
A
B
C
D
C
A
Student Name:______________________
Date:__________
Essential Lab Quiz: Brain Drain
SC.5.L.14.2
1. Katie put a flowering plant on her kitchen table
How would the flowers respond to light coming through the window?
A. The flowers would begin to wilt
B. The flowers would change color
C. The flowers would lean toward the window
D. The flowers would open facing away from the window
2. . A cat’s skeleton, a crab’s shell and a plant’s stem all have what in common?
A. They all help the organism reproduce
C. They all help the organism produce food
B. They all support the organism’s body
D. They all examples of an exoskeleton
3. How is a daisy different from a fern?
A. A daisy uses photosynthesis
and the fern does not
C. A daisy reproduces by seeds
and a fern by spores
B. A fern uses photosynthesis
and the daisy does not
D. A fern reproduces by seeds
and a daisy by spores
4. What do a bird, an alligator, and a fish have in common?
A. They all reproduce by live birth
C. They all reproduce by laying eggs
B. They all are cold blooded
D. They all are warm blooded
5. A worm is an example of an invertebrate animal because:
A. it does not have a backbone
B. it has a backbone
C. it does not have a heart
C. it has a heart
6. An animal has to eat to food get its nutrients and survive, a plant
A. eats food through its roots
to get its nutrients
C. eats food through its leaves
when it is exposed to sunlight
B. eats through a process known as
photosynthesis
D. does not have to eat because it produces its
own food through photosynthesis
Answers
1.
2.
3.
4.
5.
6.
C
B
C
C
A
D
Student Name:________________________
Essential Lab Quiz: Build a Better Beak
SC.5.L.17.1
Date:_____
1. Mr. Sims took his class on a field trip into a desert. The class observed the barrel cactus
and discussed its various adaptations. Which would NOT be an adaptation of the barrel cactus to help it live in such a
harsh environment?
A.
needle-like spines
B.
sun-tracking flowers
C.
waxy covering
D.
widely spreading roots
2. Morey watched a TV show about polar bears in cold and snowy climates. He learned that several adaptations help the
bear survive in its environment. Which of the following adaptations would assist him in hunting other animals?
3.
A.
fat layer
B.
hairy paws
C.
waterproof fur
D.
white fur
Water hydrilla is an aquatic plant that grows easily and quickly in most environments. Amber bought a water hydrilla
plant at a pet store for her aquarium. In a few weeks the plant outgrew the tank. She threw it in the pond behind
her house. What do you think will most likely happen in the pond?
A.
The water hydrilla will not grow in the pond.
B.
The water hydrilla will grow in the pond but not affect the other plants in the pond.
C.
The water hydrilla will grow in the pond taking resources from other plants in the pond.
D.
The water hydrilla will grow in the pond only if there are no other plants in the pond.
4. Percy lived in Ocala, Florida. He observed birds at the feeders in his yard. He noticed that when the weather turned
colder there were different birds at the feeders. Percy observed birds like robins that were not there in the summer.
Which statement below best describes the bird’s behavior which Percy was observing?
A.
The birds were visiting relatives for the winter.
B.
The birds were flying south for the winter to find more food.
C.
The birds were born every winter and died every summer.
D.
The birds flew north for the winter.
5. Carl used his Silver Springs Pass several times during the year. He noticed that the turtles seemed to move less during
the winter months. What might be the reason for the reduced activity of the turtles?
A.
Amphibians are cold blooded.
B.
Amphibians are warm blooded.
C.
Reptiles are cold blooded.
D.
Reptiles are warm blooded
Answer Key
7. C
8. D
9. C
10. B
11. C