Submitted by:Margaret Sorensen, Holy Rosary Elementary School;
Idaho Falls, Idaho
Endorsed by: These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher from 14 western states dedicated to improving the quality of education in the rural, western, United States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops.
Date: May 1994
Grade Level: Third/Fourth Grade Chemistry
OVERVIEW/PURPOSE: l. Molecules in a liquid move. 2. Molecules do not more in any specific direction in a liquid. 3. A solution is a liquid mixture of two or more substances in which the substances are completely mixed. 4. Heat will increase and cold will decrease the speed of molecular movement in water. 5. Stirring will increase the speed of molecular movement and the speed with which substances will dissolve. 6. Rubbing alcohol and soap makes molecules move faster in water. OBJECTIVES: l. To understand molecular movement 2. To develop skills in performing a chemistry investigation. 3. To develop skills in making hypotheses. 4. To develop observational skills. 5. To develop creativity and imagination in modifying science investigation. RESOURCES/MATERIALS: food coloring, watch, water, eyedroppers, warm water, rubbing alcohol, dish soap, ice cubes, plastic cups, small plastic bags VOCABULARY: dissolve, diffusion, molecules ACTIVITIES AND PROCEDURES: l. This activity can be done with an entire class, as a learning center group activity or as an individual project. Do not go over the concepts at this point. This is a discovery activity in which the children figure out the concepts from the results of the investigation. 2. Distribute the materials to the students. Each will need a clear plastic cup of water and an eyedropper holding some food coloring for the part of the experiment. While most of the students are working on this activity, have your student helpers pass out small plastic cups of warm or hot water. The alcohol, the dish soap and the food coloring may be distributed in containers to be shared. Any colors of food coloring will work, but red and blue are the easiest colors to see as they dissolve. 3. Encourage your fast-finishing students to do each investigation a second time, comparing the speeds and keeping a record of the results. Children should know that experiments are checked many times by real scientists. 4. Place a drop of food coloring in a cup of water. How many seconds did it take to completely dissolve in the water? 5. Place one or two ice cubes in the cup of water. Place a drop of food coloring on an ice cube. What happened? 6. Place a drop of food coloring in the cold water. How many second did it take for the food coloring to completely dissolve in the cold water. 7. Place a drop of food coloring in a cup of water. Add a few drops of alcohol. How did the alcohol affect the solution? 8. Add a drop of food coloring to a cup of warm water. How many seconds did it take for the coloring to dissolve completely in the warm water. 9. Add another drop of food coloring to the water. Then add a few drops of dish soap to the water. What happened? TYING IT ALL TOGETHER: This activity integrates well with art. Your students can use markers, colored pencils, crayons or watercolors to draw their own versions of the designs produces in the cups by the dissolving food coloring. This makes a very colorful bulletin board display, especially if the construction paper the children are is drawing on is cut into the shape of large cups.
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