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Embedded Files
5th Sci/Eng Lab
Bolton
Bolton
Coleman
Coleman
Foxen
Foxen
Sonnen
Sonnen
How to Make Mystery Goo (complete Hands-On Activity - Steps 12-17) See directions below:
Supplies Needed: Per student, Ziplock bag, 1 cup glue mixture, 1/2 cup borax solution, paper plate.
1] To make the glue mixture: In a mixing bowl, combine equal amounts of glue and water.
2] To make the borax solution: In another mixing bowl, mix 8 teaspoons borax powder with 4 cups warm water. Okay if the borax powder doesn't dissolve completely.
3] Into a Ziplock bag, pour in the 1/2 cup of borax solution and full cup of glue mixture. Zip the baggie closed tightly.
4] Mix by kneading your baggie, DO NOT SHAKE, for THREE minutes. When the Goo is NOT stuck to the inside of the baggie, you are finished kneading.
5] Turn the baggie inside-out and peel the goo off onto a paper plate.
6] ALWAYS store your GOO in a Ziploc bag to keep it from drying out. It is your to keep! Have fun and stay curious!
Clean a Penny with Vinegar Experiment
Clean a Penny with Vinegar Experiment
Thanks to Schissel and her accurate data collection, we have visible evidence of vinegar's ability to clean pennies. Well Done! :-)
#24: Mystery Science - Chemical Magic, Lesson 4: Chemical Reactions
#24: Mystery Science - Chemical Magic, Lesson 4: Chemical Reactions
Learning Target: What do fireworks, rubber, and Silly Putty have in common?
Success Criteria: I can develop the idea that chemical reactions create new materials that have useful and interesting properties.
Supplies: Per student, Goo Testing worksheet to record observations.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (12-min) discuss wonderings. Next, watch and discuss The Great Goo Experiment Demonstration - Part 1 ONLY [Steps 1-11] where you experiment by combining different substances and watching for reactions. If time, Anchor Connection (20-min). Stay curious!
#25: Mystery Science - Chemical Magic, Lesson 5: Gases & Particle Models
#25: Mystery Science - Chemical Magic, Lesson 5: Gases & Particle Models
Learning Target: Why do some things explode?
Success Criteria: I can investigate and model how gases cause explosions.
Supplies: Per student, Capturing Chaos worksheet to record observations.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (11-min) discuss wonderings. Next, watch and discuss Bag of Bubbles Demonstration - Part 1 ONLY [Steps 1-13] where you record what happens when baking soda and vinegar are combined inside a sealed bag. Observe how the gas bubbles produced cause the bag to inflate–and sometimes pop! Watch and discuss Wrap-Up (4-min). Finally, outside launch water bottle rocket. If time, Anchor Connection (20-min). Stay curious!
5-PS1-1 Matter exists as particles that are too small to be seen; measurements of a variety of observable properties can be used to identify particular materials.5-PS1-2 Chemical Reactions that occur when substances are mixed can be identified by the emergence of substances with different properties; the total mass remains the same.5-PS1-3 The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. 5-PS1-4 The energy released from food was once energy from the sun.5-LS2-1 Plants acquire their material from growth chiefly from air and water.5-LS2-2 Matter cycles between air and soil and among plants, animals and microbes as these organisms live and die.5-ESS3-1 Stars range greatly in size and distance from Earth, and this can explain their relative brightness.5-ESS3-2 Earth’s orbit and rotation and the orbit of the moon around earth cause observable patterns.5-ESS3-3 Earth’s major systems interact in multiple ways to affect Earth’s surface materials and processes.5-ESS3-4 Most of Earth’s water is in the ocean and much of Earth’s freshwater in glaciers or underground.5-ESS3- 5 Societal activities have had major effects on land, ocean, atmosphere and even outer space.
#23: Mystery Science - Chemical Magic, Lesson 3: Acids, Reactions, & Properties of Matter
#23: Mystery Science - Chemical Magic, Lesson 3: Acids, Reactions, & Properties of Matter
Learning Target: What would happen if you drank a glass of acid?
Success Criteria: I can learn that acids are a group of substances with a reputation for being reactive.
Supplies: Per student, TBD worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (12-min) discuss wonderings. Next, watch and discuss Acid Test Hands-On Activity videos (40-min) where you discover two ways to detect acids: [1] use baking soda that fizzes when mixed with acids, or [2] use a special liquid that changes color when mixed with acids. Then, use those methods to identify common foods that are acidic. Watch and discuss Wrap-Up (3-min) then, Anchor Connection (35-min), if time. Stay curious!
#22: Mystery Science - Chemical Magic, Lesson 2: Dissolving & Particulate Nature of Matter (1.5 Lab)
#22: Mystery Science - Chemical Magic, Lesson 2: Dissolving & Particulate Nature of Matter (1.5 Lab)
Learning Target: Could you transform something worthless into gold?
Success Criteria: I can investigate the alchemists’ claim of transforming ordinary metals into gold.
Supplies: Per student, The Alchemist Potion, Part 2 worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min) discuss wonderings. Next, watch and discuss The King's Sword Hands-On Activity videos (25-min). Watch Copper Plating -Salt, Vinegar & Pennies which uses the vinegar, salt, and penny solution created in Lesson 1 to copper plate a steel nail. Then create a conceptual model of how particles from the pennies are the same ones that eventually coat the nail in copper. Watch and discuss Wrap-Up (10-min) then, if time, Anchor Connection (20-min). For asynchronous (AT HOME) learning, watch How to Make Gold Pennies! to fool your friends! Have fun and stay curious!
#21: Mystery Science - Chemical Magic, Lesson 1: Chemistry & Conservation of Matter (1 Lab)
#21: Mystery Science - Chemical Magic, Lesson 1: Chemistry & Conservation of Matter (1 Lab)
Learning Target: Are magic potions real?
Success Criteria: I can discover why alchemists, a historic group used “potions” to try to transform materials.
Supplies: Per student, The Alchemist Potion, Part 1 worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (15-min) discuss wonderings. Next, watch and discuss Test Like An Alchemist Hands-On Activity videos (25-min). Decide which test liquids can clean the tarnish off a penny. Watch supplemental video, CLEAN A PENNY WITH VINEGAR Experiment [first 1:00 only]. Then, when one penny changes from dark and dirty to bright and shiny, think about and discover where the tarnish went. Watch and discuss Wrap-Up (15-min) then, Anchor Connection (20-min), if time. Stay curious!
#20: Mystery Science - Chemical Magic, Anchor Lesson: Argument for Evidence (1.5 Lab)
#20: Mystery Science - Chemical Magic, Anchor Lesson: Argument for Evidence (1.5 Lab)
Learning Target: Why are gargoyles disappearing?
Success Criteria: I can discover why stone gargoyles seem to disappear over time.
Supplies: Per student, See-Think-Wonder chart & The Alchemist Argument worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Anchor Phenomenon (13-min) and Guided Inquiry (20-min), you generate observations and questions about the phenomenon and create an initial argument to explain what is happening. Next, in the Hands-On Activity (25-min), Alchemist Argument, you write an argument supporting the alchemist's claim about why the gargoyles change over time that most students agree with. Throughout the Unit you gather evidence after each Mystery to help you revise your argument by the end of the unit. If you don't recognize the perfect answer at first, no worries! You are going to learn a lot throughout this unit and will have an opportunity to change or add to your first argument. Watch and discuss Wrap-Up (2-min). Stay curious!
#19: Mystery Science - Spaceship Earth, Lesson 8: Star Brightness & Habitable Planets (2.0 Labs)
#19: Mystery Science - Spaceship Earth, Lesson 8: Star Brightness & Habitable Planets (2.0 Labs)
Learning Target: Could there be life on other planets?
Success Criteria: I can discover that the Earth is in the “Goldilocks Zone” — a distance from the Sun with the right amount of light and heat for life to exist.
Supplies: Per student, Gravity Guru, Spinning Specialist, Mission Plan, Plant Pro, Starlight Guide & Water Wizard worksheets.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (16-min), discuss wonderings. Next, in the Hands-On Activity (35-min), Star Explorer, students plan a space mission to another planet outside our Solar System based on the amount of heat and light that reaches the planet’s surface. Once students plan their space mission, they will reflect on what our Sun would look like from this far-away planet. Watch and discuss Wrap-Up (4-min). Stay curious!
#18: Mystery Science - Spaceship Earth, Lesson 7: Gravity (1.5 Labs)
#18: Mystery Science - Spaceship Earth, Lesson 7: Gravity (1.5 Labs)
Learning Target: Why is gravity different on other planets?
Success Criteria: I can discover that gravity exists on all planets and moons, but the amount of gravity is different because it depends on how massive the object is.
Supplies: Per student, Gravity Graph and Gravity Jump Data worksheets.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (5-min), discuss wonderings. Next, in the Hands-On Activity (45-min), Gravity Jump, you measure how high you can jump on Earth and then calculate how high you would be able to jump on other planets and moons within our Solar System. Plus, discuss Planet and Moon Exploration. Watch and discuss Wrap-Up (10-min). Riddle: What four words answer the learning target question? HINT: Two words are the same. Stay curious!
#17: Mystery Science - Spaceship Earth, Lesson 6: Planets & Solar System (1.5 Labs)
#17: Mystery Science - Spaceship Earth, Lesson 6: Planets & Solar System (1.5 Labs)
Learning Target: What are the wandering stars?
Success Criteria: I can learn what it means to see wandering stars with my own eyes, and some interesting discoveries about each one.
Supplies: Per student, (Lab #2) Solar System coloring page.
Activity Directions: Lab #1: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), discuss wonderings. If time, watch how to build a scale model of the Solar System instead of the outdoor Hands-On Activity.
Lab #2: Then, watch Real Images from the Solar System! [start 1:00] to add accurate details to your coloring page. If time, watch NASA unveils stunning new video of Mars landing. [NOTE: Start Lesson 7 at 12:15pm] During asynchronous (AT HOME), consider using chalk to create a scale model of the Solar System in their neighborhood. Stay curious!
#16: Mystery Science - Spaceship Earth, Lesson 5: Moon Phases, Lunar Cycle
#16: Mystery Science - Spaceship Earth, Lesson 5: Moon Phases, Lunar Cycle
Learning Target: Why does the Moon change shape?
Success Criteria: I can explore why the Moon seems to change shape (phases) over the course of a month.
Supplies: Per student, Styrofoam ball on stick, Phases of the Moon worksheet.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (13-min), discuss wonderings. Next, in the Hands-On Activity (25-min), Model the Moon's Phases, use a Styrofoam ball as a model of the Moon and a light source as a model of the Sun to gain a better understanding of how the interactions between the Sun and Moon are responsible for the Moon’s phases. Watch and discuss Wrap-Up (7-min). Teach rhyme: When the lights on the right, it's going to get bright. If time, watch Moon Phases Demonstration and NASA's 4K Virtual Tour of Earth's Moon. Stay curious!
Learning Target: Why do the stars change with the seasons?
Success Criteria: I can discover the Earth’s orbital movement around the Sun as a means of seeing why the constellations change.
Supplies: Per student, Constellation Guide, Universe-in-a-Box, paper fastener.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), make connection to StarLab then think and discuss wonderings. Next, in the Hands-On Activity, Universe-in-a-Box, you make a paper model that helps you visualize the Earth’s yearly orbit around the Sun. Use this model to understand why some constellations are only visible during part of the year. If time, introduce SkyView App. Have fun!
Learning Target: How can the Sun tell you the season?
Success Criteria: I can discover how the Sun’s path changes with the seasons.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), think and discuss wonderings. Next, in the visual Hands-On Activity, Guess the Season, figure out the season of the year by studying a photo. Come to realize that you can use the time of day and length of shadows to figure out the season in each photo. If time, watch The 4 Seasons of Colorado in 2 Minutes. Have fun!
Learning Target: Who set the first clock?
Success Criteria: I can build a shadow clock and learn how to measure the Sun’s apparent movement.
Supplies: Per student, pencil, paper plate, shadow clock template, glue stick, clay, toothpick.
Activity Directions: During synchronous (IN CLASS) learning, follow the Hands-On Activity steps to build a shadow clock. Discuss the significance of Fort Collins, Colorado latitude of 40.5853° N. Tell time with your shadow clock.
During asynchronous (AT HOME) learning, explore the movement of shadows.
Learning Target: Who set the first clock?
Success Criteria: I can learn why our ancestors divided the day into hours and how clocks measure the Sun’s apparent movement.
Activity Directions: During synchronous (IN CLASS) learning, WHILE listening to Doug's Exploration (20-min), think and discuss wonderings. View and discuss Hands-On Activity introduction. Discuss the significance of Fort Collins, Colorado latitude of 40.5853° N. If time, explore the movement of shadows with three time-lapse videos. If not, explore videos at home.
During asynchronous (AT HOME) learning, explore the movement of shadows with three time-lapse videos. Before watching each video, think about the question and try to figure out the answer while viewing: [1] Why are these shadows moving so fast? [2] Which direction are you facing when you sit in this chair? [3] How is the movement of the clock’s hands like the movement of the shadow? Next, open Seesaw. Click the green, circle "+," then "Post Student Work," and "Video." Record your answers then post your completed Activity.
Learning Target: How fast does the Earth spin?
Success Criteria: I can understand that the setting sun isn’t moving, the Earth is spinning.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, WHILE listening to Doug's Exploration video (15-min), think and discuss wonderings. Skip the Hands-On Activity. WHILE listening to the Wrap-Up (5-min) think about how the kinesthetic model of the Earth helps you understand how the speed of the Earth’s spin affects the length of a day.
During asynchronous (AT HOME) learning, watch this time-lapse video of sunrise and sunset to review what you know. Open Seesaw. Click the green, circle "+," then "Post Student Work," and "Video." Record answers to the following questions then post your completed Activity.
Have you ever seen the Sun rise or set? Describe what you saw.
Since we know that Earth moves around the Sun, why does it seem as though Earth stands still and the Sun moves across the sky?
Which way would you face [north, south, east, or west] to look in the direction of the Sun in the morning? In the middle of the day? In the afternoon?
What happens to the location of the Sun in the sky throughout the day?
Do any other objects in the sky appear to move in the same way as the Sun? Explain.
Learning Target: Why did the dinosaurs go extinct?
Success Criteria: I can investigate the hypothesis that an asteroid impact caused the extinction of the dinosaurs.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (15-min), think and discuss wonderings. [2] Skip the Hands-On Activity. [3] Listen to the Wrap-Up (5-min).
[4] During asynchronous (AT HOME) learning, watch videos [at right] then follow the Seesaw directions to follow the flow of energy through the food web to figure out why some dinosaurs went extinct while other animals survived. Post your completed Activity. Have fun!
Learning Target: Why do you have to clean a fish tank but not a pond?
Success Criteria: I can combine what I have learned about plants, animals, and decomposers to see how they interact in an ecosystem.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (22-min), think and discuss wonderings. [2] Skip the Hands-On Activity. [3] Listen to the Wrap-Up (3-min).
[4] During asynchronous (AT HOME) learning, watch video [at right] then follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: Do worms really eat dirt?
Success Criteria: I can discover the critical role earthworms play in decomposing dead material and releasing nutrients into the soil.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (20-min), think and discuss wonderings. [2] Listen to Hands-On Activity AND YouTube "Worm Experiments" to learn how to design your own "fair test" investigation. [3] Listen to the Wrap-Up (4-min).
[4] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: Where do fallen leaves go?
Success Criteria: I can discover the role fungi play in decomposing dead materials and in creating soil.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (20-min), think about these questions: Where do you think all the leaves go? What could you do to find out? THINK-time Where do you think the stuff growing on the fruit comes from? THINK-time Imagine you were going camping for two weeks without a refrigerator and you wanted to bring some sliced oranges. What might you do to keep the oranges from decomposing? [2] Listen to the lesson Exploration. [3] SKIP the Hands-On Activity. [4] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: What do plants eat?
Success Criteria: I can discover the surprising nutrient which accounts for most of a plant's food.
Activity Directions: During synchronous (IN CLASS) learning, in Seesaw, [1] WHILE listening to Doug's Exploration video (25-min), think about these questions: What do you think plants eat? Do they even eat? How could you find out? THINK-time If the tree had been eating the soil, then what do you think the scientist will notice? Why do you think this? THINK-time Do you think that air weighs anything? What could you do to find out? Can you think of an experiment that would let you weigh air? THINK-time How could you figure out if air weighs anything? [2] Listen to the lesson Exploration. [3] Whole-class Hands-On Activity. [4] During asynchronous (AT HOME) learning, follow the Seesaw directions to post your completed Activity. Have fun!
#5: Mystery Science - Web of Life, Lesson 1: Food Chains, Predators, Herbivores & Carnivores
#5: Mystery Science - Web of Life, Lesson 1: Food Chains, Predators, Herbivores & Carnivores
Learning Target: Why would a hawk move to New York City?
Success Criteria: I can develop my thinking about the predator/prey relationships between living things.
Activity Directions: In Seesaw, [1] WHILE listening to Doug's Exploration video, think about these questions: Which living things should you be able to find near you, next time you spot a squirrel? Ask the questions: 1) What does it eat? 2) What is it eaten by? [Pause 1-minute for think time.] Example: In our community, a prairie dog eats grasses. So wherever there are prairie dogs, there is grass. A prairie dog is eaten by birds of prey (like hawks, falcons, and eagles) and other predators like foxes and bobcats. So wherever there are prairie dogs, you should be able to spot those animals too! [2] Listen to the lesson Exploration [15-minutes]. [3] Follow the Seesaw directions to post your completed Activity. Have fun!
Learning Target: How do you become a great inventor?
Success Criteria: I can save the falling bobby pin from a crash landing by inventing a paper device to slow the fall. I discover inventors learn from their failures as part of the invention process.
Activity Directions: [1] Listen to the lesson Exploration [2-minutes] introduction. [2] Complete the Hands-On Activity: Save Bobby! [30-minutes]. If you do not have a bobby pin, find a paper clips or another object of similar size and weight. [3] Listen to the lesson Wrap-Up [3-minutes]. [4] Post your completed Activity in Seesaw by following directions. Have fun!
Learning Target: How can I use descriptive words to explain the different objects I find?
Success Criteria: I can learn to appreciate and enjoy nature so I value and want to protect our environment.
Activity Directions: Complete your Seesaw Nature Scavenger Hunt Activity then post it to your Journal. For inspiration, select the bison icon to watch all or portions of Yellowstone's Beautiful Landscapes | National Geographic. Lean back, turn up the volume, and immerse yourself in the serene sights and sounds of Yellowstone National Park. Use your eyes and more importantly your ears to experience nature and wonder! EXTRA: Ask permission to ADD the iNaturalist app to a family phone to help you identify plants and animals and learn more about nature!
Learning Target: How do scientist know so much?
Success Criteria: This activity helps focus your observations, spark curiosity, and invite questions for deeper understanding!
Activity Directions: [1] WHILE listening to Doug's Exploration video, think about these two questions: What do these stories have in common? and What did both scientists do that was similar? [2] Listen to the lesson Exploration [10-minutes]. [3] Complete the Hands-On Activity: Curiosity Challenge [20-minutes]. [4] Post your completed Activity in Seesaw by following directions. [5] Since we cannot work in partners, plan to read and comment on a MINIMUM of THREE classmates' scientific questions. Please post POSITIVE comments or reflections ONLY. Have fun!
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