I Scream You Scream Lesson 1- Wow Em!

Pre-Planning
Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Apprenticeship expectations, rules, WOW! and procedures 2. How surface area affects chemical interactions 3. Scientific Method Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6.

Introduction Rules + Expectations + WOW! Mentos Eruption Hershey Kisses Teach Back Clean Up

Preparation and Space Set up: U Shape seating Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Scientific Method Surface Area Carbon dioxide Chemical Reaction - Nucleation Reaction Materials and Equipment Mentos Paper towels Smooth candy (skittles) Golf balls Diet Pepsi Magnifying Glass Flat sodas or different kinds of sodas Bucket Rock Salt Hershey Kisses (at least 30) Online Stop watch Internet Projector Laptop Science journals Procedure visuals for each experiment

Planning the Lesson

Closing & Teach Back Time: 10 Minutes Opening Ritual (It should be tied to the focus them what is coming for the next Time: 15 Minutes Review what you covered in this session and tell of your Apprenticeship students learned by possible) or more of them teach back. session. Be sure and this session if having one Introduce Team Project with class procedures, WOW!. Icebreaker. Discuss WOW! expectations, rules,

Set the Context and Review Agenda Time: 5 Minutes Introduction Clean Up Time: 5 Minutes Activity 1-Mentos Explosion What roles can you Reaction Discuss Nucleation designate for each student to build team accountability? Put desks back in their original location. Activity 2-Hershey Kisses Makes Surface Area Discusssure candy wrappers are thrown away Teach Back WOW project Clean up ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 50 minutes

Activity 1: Time: 25min     Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Mentos Explosion y Preview mentos explosion again y Watch mythbusters clip y Discuss Nucleation Reaction and Scientific Method y Break into teams of 3 and have students experiment with different combinations of candies and sodas y Record hypothesis and results in their science journals

Activity 2: Time: 25min Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Hershey Kisses Surface area y Discuss surface area golf ball and magnifying glass y Eating vs. Sucking, which is faster y Record hypothesis and result in science journals

I can Skills
y y Identify different states of matter Explain and identify how different states of matter change

Comment [m1]: Visual of I Can skills

Hook/Introduction ( Materials Visuals for cold hot boiling point freezing point melting point, crumpled large paper, large smooth ball, water bottle with water, water bottle with ice)
y Have students link up acting as: o Water  We will tell them to imagine being ina bottle of water. Move the imaginary water bottle to get them in motion. y Tell them to imagine getting cold very cold in the water bottle. Move the imaginary water bottle around and ask what happens when water gets cold. Have them show you what happens when water gets cold.  We will tell them to imagine being in a bottle of water. Move the imaginary water bottle to get them in motion. y Tell the to imagine getting hot very hot in the water bottle. Ask them to show what happens when water gets hot Boiling hot. o Soda  Have students act as soda in a cup y Have a large smooth ball (tic tac) and roll it towards them o Have them REACT to the tic tac y Have a crumpled large paper (mentos) and roll it towards them. o Have them REACT to the mentos o Ice  Tell them to imagine being ice in a bottle (have a bottle of ice). Move the bottle and have them act as ice y Tell them to imagine getting really hot. What happens when ice gets hot? ask them to show what happens when Ice gets hot.

Mini Lesson
y Discuss WOW! o Remember that you start the scientific method with a QUESTION!!!!!!! o The WOW! will be about:  Making Ice cream!  Making a Movie about ice cream and science!  Answering different QUESTIONS about ice cream with experiments!!
Comment [m2]: Visuals of: 10 week plan WOW!

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Last week we learned what happens when asolute is put into a solvent o QUESTIONS: What would happen when we put ice cream in soda! Today we will learn why different states of matter change!!: o QUESTION: Why is ice cream creamy and not icy if it s frozen?  We will have ice cream lovers invited to taste you ice creams! r Discuss 10 week plan

Different states of matter o Gas o Liquid o Solid Different changes of matter o Evaporation o Condensation o Melting o Freezing o Sublimation Watch video clip. http://www.youtube.com/watch?v=PYyFpgvWjeA&NR=1&feature=fvwp

Comment [m3]: Museum style

Comment [m4]: Museum Style

Activity 1 (something with high heat baking) 40 minutes activity o Let s make cupcakes  Ingredients y Dry mix y Eggs y Milk y Oil o Scientific Method  Question: what will happen if you apply heat to said ingredients and why y Which ingredients are liquids y Which ingredients are solids y Create a hypothesis y Have them record observations 0 minutes, 5 minutes, 10 minutes, 15 minutes and no minutes left y Why did the ingredients turn into cupcakes

Comment [m5]: Materials Mixing bowls measuring cups paper towels mixing utensils Comment [m6]: Visual of ingredients and different states of matter.

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Activity 2 Work in groups and follow the scientific method and record in science journals what will happen if you do or watch the following Use: o Evaporation o Condensation o Freezing o Melting o No Change Classify the following changes: Tearing a piece of paperA popsicle/ice meltingThe cupcakes that we are baking Burning a candle When it is raining Clothes in drying machine Boiling water
Comment [m7]: Different stations around the room

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Assessment/Teachback If ice cream is creamy then is it a solid/liquid/gas? What would happen if you put ice cream in soda? Why? Which is the solute and which is the solvent.

Lesson 3 I scream for Ice cream

I can Skills:
y y y Students will explain what makes ice cream cold Student will explain why ice cream is an exothermic reactions Students will understand what affect salt has onice and ice cream

Hook/Introduction
y Do Now o Definition match worksheet of last week s lesson on different states of matter and the changes that matter undergoes. Temperature Observations o Students will observe and record in thier science journals the diffe rent temperatures of 3 beakers.  Beaker 1 = room temperature water  Beaker 2 = ice water  Beaker 3 = ice water with salt

Mini Lesson
y Who invented ice cream? o Have students read the Legend of Ice Cream from Science Journals  Legend has it that the Roman emperor, Nero, discovered ice cream. Runners brought snow from the mountains to make the first ice cream. In 1846, Nancy Johnson invented the hand-cranked ice cream churn and ice cream surged in popularity. Then, in 1904, ice cream cones were invented at the St. L ouis World Exposition. An ice cream vendor ran out of dishes and improvised by rolling up some waffles to make cones. What does salt do Exothermic reaction o Just like we use salt on icy roads in the winter, salt mixed with ice in this case also causes the ice to melt. When salt comes into contact with ice, the freezing point of the ice is lowered. Water will normally freeze at 32 degrees F. A 10% salt solution freezes at 20 degrees F, and a 20% solution freezes at 2 degrees F. By lowering the temperature a t which ice is frozen, we are able to create an environment in which the milk mixture can freeze at a temperature below 32 degrees F into ice cream.

Ways to help message this to students:  Salt makes cold colder. What happens when the heat in your bodygoes away? Yes there is some heat still in ice. The only way to make ice colder is for the ice to get rid of the heat inside. This is called Exothermic Salt makes the heat in ice go away. You can t tell that there is heat in ice but there is. Once that heat goes away it gets cold enough for the milk to turn into ice cream. Endothermic  The cupcakes we made last week needed to get hotter right? That s whyu we baked them. So when you put heat into something you can call that an endothermic reaction!

Activity 1 I scream for Ice Scream

y y y Scientific Method Question: What will happen if we don t add salt? Have them fill out the hypothesis. Materials: 1. 1/2 cup milk 1/2 teaspoon vanilla 1 tablespoon sugar 4 cups crushed ice 4 tablespoons salt 2 quart size Zip-loc bags 1 gallon size Zip-loc freezer bag a hand towel or gloves to keep fingers from freezing as well! Procedure: 1. Mix the milk, vanilla and sugar together in one of the quart size bags 2. Seal tightly, allowing as little air to remain in the bag as possible 3. Place this bag inside the other quart size bag and seal it tightly. 4. Put the two bags inside the gallon size bag and fill the bag with ice, then sprinkle salt on top 5. Wrap the bag in the towel 6. Shake for 5-8 minutes for mixture to freeze Pass out spoons and eat Results what does it look like, taste like, feel like, smell like (FILL out in science journal) 1. Exothermic or endothermic

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Check for understanding/ Exit Ticket

y Is the ice cream cold? Why is it so cold? What kind of reaction is making ice cream: exothermic or endothermic?

Are all Ice Creams the Same?

Lesson 4 I Can Skills
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Students will match and recognize exothermic and endothermic reactions Students will explain that salt is key to freezing point depression Students will make different ice creams, present, observe and record differences.

Hook/Introduction (10-15 minutes)

1. Do Now - Review of terms a. While they are doing this pass out 6 post -its to each student and tell them once they are done with the DO NOW to write ENDO on 3 of them and EXO on 3 of them. 2. Review of solvent and solute a. Huge bucket made out of cardboard will be in the center of the room. Explain that in the container (beaker) there is nothing. b. We begin with a base (SOLVENT). We will dump a trash can filled with blue crumpled construction paper to act as water. Refer to the contents in the beaker as solvent. c. Elicit from students what can be mixed inside water/solvent. Refer to all of those as SOLUTES. i. Powder juice ii. Salt iii. Sugar
d. Have students write their responses on construction paper, crumple it up and throw from their seats the SOLUTES into the huge bucket. If they miss a CT or TL will pick it up and throw it inside for you. e. Lastly have a yard stick to mix the solution together and explain to students that Solvent+Solute=Solution.

Energizer (5minutes)
Pulse or Shake countdown

Mini Lesson (25Minutes)

Here is a list of things we want to make sure we go over:
y Freezing point depression discussion o Why the ocean does not freeze during the winter? Has anyone ever tasted the water from the beach? How does it taste? What happened to the ice when we added salt? Is the salt hot? (Explain that salt when added to a SOLVENT makes the Solution cold In er.) order to make the ice cream we added salt to the ice so that the Ice cream can get colder ----------------------------- FREEZING POINT DEPRESSION Check for understanding o Ask, who can take a positive risk and explain what freezing point depres sion is? Exothermic and Endothermic Reactions o I will wear a shirt that says HEAT on it. I will explain at the beginning of class that every time I step out of the room the first student to shout Exothermic will get a chocolate/candy. The first student to shout Endothermic every time I enter the class room will get a candy/chocolate. This will allow for this part of the mini lesson to be more interactive. o Ask for a strong silent hand to explain what he/she thinks exothermic means?  Do the same for endothermic o Have students go around the room museum style to each station labeling the pictures as ENDO or EXO  With the post-its prepared at the beginning of class students will match and recognize endothermic and exothermic reactions  The pictures will be related to the ice cream experiment  Discuss afterwards to check for understanding

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Activity Are all ice creams the same? (30 Minutes)

y Split into 3 teams of 3-5 students and make gelato, ice cream or sorbet. (See recipes) o I will hand out new journal entries for science journals with a silly band clipped to ea ch packet. Students with the same color silly band will be in the same team. Have chart paper so that students can present their findings and explain the endothermic and exothermic reactions involved. Concentrate on the following terms and check for under standing when possible: o Solute o Melting o Solvent o Solid o Solution o Liquid o Exothermic o Endothermic o Freezing

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Exit Ticket (5 minutes)

When you make ice cream which part is endothermic and which part is exothermic?

Colors
Lesson 5 I Can Skills
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Identify the differences of solutes, solvents and solutions. Use a color wheel to identify differences of primary and secondary colors.

Hook/Introduction (20 minutes)

3. Do Now - Review of terms (see science pages) a. In the meantime we will prepare the room for a museum styled solute/solvent/solution activity Hand out post its. 4. Review of solvent and solutes a. REDO: Huge bucket made out of cardboard will be in the center of the room. Explain that in the container (beaker) there is nothing. i. We begin with a base (SOLVENT). We will dump a trash can filled with blue crumpled construction paper to act as water. Refer to the contents in the beaker as solvent. b. Refer to visual in science journal. i. Model for students the museum styled solute/solvent/solution matching activity. Have a visual of water and sugar and put a solute post it on the sugar, solvent post it on water and solution post it on solution. Now its students turn. 1. Example of language to use: when I say go but not yet, I need us to do 3 things. 1) quietly, get up from your seat, 2) go to the three stations 3) match the post it with the picture. I know you are done when you are back in your seats. Any questions? Who can teach back to me the instructions? ii. Students might have some difficulty matching. 1. We should float and help students in their understanding of solute and solvents. c. Science journal has a poem about Solutes + Solvents = Solutions i. Have students read it.

Energizer (5minutes)
Pulse

Mini Lesson (25Minutes)

We have spent the last two weeks going over why ice cream is cold and what happens when we make different flavors of ice creams. This week we are going to explain why ice creams come in different colors. Here is a list of things we want to make sure we go over:
y y Colors: Primary colors (red, blue, and yellow) are colors that cannot be mixed by any other colors. Secondary colors (purple, green, and orange) are formed by mixing two primary colors together. o Why is the sky blue? o Why is chocolate ice cream brown? o Why is vanilla ice cream white? o Why is strawberry ice cream red? o Do all things red taste like strawberry? o Do all things white taste like vanilla? o So all things brown taste like chocolate? What are PRIMARY COLORS (refer to color wheel in science journal) o Red o Yellow o Blue What are SECONDARY COLORS o Green o Purple o Orange What are TERTIARY COLORS o BLUE-GREEN o YELLOW-GREEN o BLUE-PURPLE o YELLOW-ORANGE o ORANGE-RED o RED-PURPLE Museum Style Primary and Secondary Color Challenge o Have students visit different stations with color wheels to identify with post its whether a color is primary or secondary.

Activity - Skittles Backups Activity Is Black Really Black? (30 Minutes)

(http://www.stevespanglerscience.com/experiment/00000201 )

What color is black? Some people answer with a simple "black," while others respond with something like "black is the absence of all color." If you have ever run out of black paint or your black pen ran dry, you probably know how to make the color black. Mix a little blue with red and yellow and green and orange and purple and you finally make the color black. Do the people who make black pens mix different colors to make bl ck? a Materials o Round filter paper (it s like a coffee filter... only thicker!)

Scissors Small plastic cup Black pen (water soluble) Pipe cleaner Procedure
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Start by using the black pen to mark a dot in the center of the filter paper. Draw a circle of dots around the dot in the middle of the paper. 2. Use the scissors to cut a piece of pipe cleaner about 2 inches (5 cm) long. Fill one of the plastic cups about half full with water. Carefully push the small piece of pipe cleaner into the hole in the center of the filter paper where you placed the center dot. 3. Place the filter paper and pipe cleaner on top of the plastic cup so the pipe cleaner is getting wet. Be careful not to get the filter paper wet yet. As the pipe cleaner gets wet, the water will slowly crawl up to the filter paper and start to get it wet, too. This may take a while, so be patient. Its worth the wait! 4. What happens to the black dots when they get wet? How did the colors get on the paper? Take the paper and the pipe cleaner off the cup of water when the design is about half the size of the paper. If you let the paper soak up too much water, the design gets blurry and faded. Set your paper in a safe place to dry.
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Activity Tie Dye

y Materials o Pre-washed white t-shirt o Sharpie permanent markers (red, orange, yellow, green, blue, purple) o Plastic cup o Rubber band o Rubbing alcohol (70% from the drug store) o Dropper bottle or medicine dropper Procedure
1.

Place the plastic cup inside the middle of the t-shirt. Position the opening of the cup directly under the section of the shirt that you want to decorate. Stretch the rubber band over the t-shirt and the cup to secure the shirt in place. 2. Place about 6 dots of ink from one marker in a circle pattern about the size of a quarter in the center of the stretched out fabric. If you like, use another color marker to fill in spaces in between the first dots. There should be a quarter size circle of dots in the middle of the plastic cup opening when you are finished.

Slowly squeeze approximately 20 drops of rubbing alcohol into the center of the circle of dots. DO NOT flood the design area with rubbing alcohol. The key is to drip the rubbing alcohol slowly in the center of the design and allow the molecules of ink to spread outward from the center. As the rubbing alcohol absorbs into the fabric, the ink spreads in a circular pattern. The result is a beautiful flower-like pattern. Students often remark, however, that the design looks like the colorful surface of a compact disc. 4. Apply as much or as little rubbing alcohol as desired, but do not let the pattern spread beyond the edges of the cup. Allow the developed design to dry for 3 to 5 minutes before moving on to a new area of the shirt. 5. It is important to heat set the colors by placing the shirt in the laundry dryer for approximately 15 minutes. Teachers have also suggested rinsing the shirt in a solution of vinegar and water as a means of setting the colors.
3.

Exit Ticket (5 minutes)

1. So, is black really just black? 2. Give an example of a solute and solvent?

Where does Milk Come From

Lesson 6

I Can Skills
y y y Identify the most important stomach in a cow Identify how long and when cows produce milk Explain the journey of MILK.

Hook/Introduction (5-10 minutes)

5. Do Now - (see science pages)

Mini Lesson (25Minutes)

We have spent the last several weeks going over why ice cream is cold, what happens when we make different flavors of ice creams, how colors forms, solutes and solvents. Ice cream is mostly what? MILK! So lets understand where milk really comes from and how it ends up as ice cream. Today is all about Cows. Here is a list of things we want to make sure we go over:
y y 4 stomachs of cows o What do cows eat?  Hay, grass . o Where does it go?  Rumen (emphasize!) y The first and most important is called the rumen. The rumen is like a big tub of bugs and juices that help the cow break down its food like hay, grass, and other legumes. They swallow their food quickly without chewing it well, and it goes to the rumen. When she s resting she burps up a small amount of food cud and chews again. They look like how you kids chew gum!  Reticulum  Abomasum  Omasum When can cows be milked o A female cow is first called a Hefer until she has her first calf. After she has her calf, then she is a cow, and she can now be milked. Cows can be milked for 10 months or more after her first calf. Then she can have another calf, and keep making more milk. Have a visual to display teat and udder. ( explain to students that this part of the apprenticeship requires mature student pass out mature student contract before posting visual)

Journey of Milk Refer to Science Pages

y Milking cows How to get Milk o A long time ago farmers would have to milk the cows by hand. Now it is done by machines that act like a vacuum. This way the milk never touches air or human hands. The milk is immediately cooled to 38-45F. Then it is tested for it s grade Grade A for human consumption, or Grade B. It s also then determined the percentage of fat whole=4%, 2%, or 1%  Milking Cow Demonstration y Have milk filled gloves that students will hold above a cup. They will begin to milk the finger tips after they are punctured with a pin. The milk is then homogenized to break the butterfat particles into tiny, uniform globules. o Homogenizing ensures that the butterfat particles are uniformly distributed throughout the milk  Homogenizing Demonstration y We could show this by having a clear bottle or cup with some chocolate milk in it, put some whipped cream on top showing that it starts off separate because fat floats (less dense), then stir the whipped cream in and show how then it becomes uniform. . If the milk wasn t homogenized, the cream would rise to the top. So you would have to shake or stir the milk before serving. Then the milk is pasteurized. o This is done by quickly heating it to 161F for 15 seconds and then rapidly cooling it. This kills any bacteria and makes the milk last longer. Check for understanding: o Ask for a teach back about the key terms and any questions.

Activity The Ice Cream Making Test

Students will use the ingredients guide in their science journals to construct their own ice creams. The classroom should be set up in 4 different stations: Flavor, color, cold, milk. As they approach each station, students will need to answer a question in order
Flavor: (They need to select sugar and another flavor) What is a solute? OR What is a Solvent? Chocolate Vanilla Orange Strawberry Sugar

Color: Give a student a color and ask them if it is a Primary or Secondary color. Red Food Coloring Blue Food Coloring Yellow Food Coloring Cold: Why doesn t the ocean freeze during the winter? Ice and Rock Salt Milk: What is pasteurization? OR What is homogenization? OR How many weeks can a cow make Whole 2% 1%

Students know the ice cream making procedure. Refer to ice making visual in case students need a reminder. After 10 minutes of shaking, have students present what color, flavor and milk combinations they made.

Exit Tickets
Pass out permissions slips Take a poll of favorite flavors for field trip. What is the most important part of the cow s stomach? Name the steps of the journey of milk.

Lights Camera Action Session 1

Lesson 8

I Can Skills
y y y Identify my role in the WOW! Identify the key topics for that will be discussed during the WOW! Write scripts for my presentation in the WOW!

Hook/Introduction (5-10 minutes)

6. Do Now Think Pair Share about news broadcasting that is similar to the WOW! a. Show a good broadcasting and have them rate in science journals i. http://www.youtube.com/watch?v=YPanr4mbSmw&feature=rela ted b. Shaw a bad broadcasting and have them rate in science journals
i. http://www.youtube.com/watch?v=fKNIHTTGkH8

c. Name 3 things that the 2 news shows had in common.

i. http://www.hulu.com/watch/181003/fox-news-sunday-sun-sep-262010 ii. http://www.youtube.com/watch?v=BtZ0vAnLPAc iii. http://www.youtube.com/watch?v=IDmXZo8EvRw&feature=related

7. Have them write their thoughts down in science journal.

Mini Lesson (25Minutes)

We have a lot of work to do. Think about it. In just a few weeks the gym will be filled with people waiting to hear all about what you know about ice cream. When I say go but not yet, I need 3 things:
1.) 2.)

3.)

Hold up the ticket that was put on your desk during the DO NOW Turn to the What do You Know About Ice Cream page in your Science Journal. Write down 1 sentence for the topic that matches what you have in your ticket.

If everyone finishes with their on complete and correct sentence in 7 minutes everyone will get a bag of chips.
If they are having difficulty, explain that their science journals have all the resources they need to come up with sentences and topics. Have students share different topics and their 1 liners for each topic. Expect topics like exothermic, endothermic, heat, flavors, colors, freezing point depression, salt, milk, cows and the like. Prepare projector for another video that exemplifies a news-broadcasting that has a lot of specialists and different topics. When showing the video pause between topics and elicit from students what they think the 1.) specialist names are 2.) topic they are talking about.

Activity 1 Identify the Roles and Topics of the WOW! (10minutes)

Have different visuals posted around the room. The visuals will have clues in the form of riddles, pictures and cartoons. Each visual will have either cartoons, pictures and/or riddles about the different topics and roles. Each visual also has multiple choices that will help you decide what the different roles and topics will be of the WOW! When I say go but not yet, go to each visual and with a post it write down which multiple choices you think the correct answer is. I know you are done when you are in your seat. GO! Allow students plenty of time to read and answer each visual. At the end of the allotted time have students sit down and reflect on each one. Tell students that we can only pick 5 topics and respective specialist. There will be 3 groups of 2students and 2 groups of 3 students. Extract from students what they think are the most important topics and roles necessary to educate our community (STUDENT CHOICE).

Activity 2 Writing for my Role (10minutes)

As a team we will need to have different roles and specialize on different parts of the movie. Therefore, it is important that we figure out who is doing what. Have a visual prepared with the different group sizes and the different topics that students elicited. Once the groups are filled have students move into groups. Pass out Fulfilling my Roles sheets that are specific to the different topics and roles. They should have it finished by the end of today. (NOTE: the fulfilling my role sheets should be emphasized as incredibly important and crucial to the WOW!. On these sheets students are 1.) brainstorming the key topics within their category, 2.) ordering in sequence what topics must be discussed first, 3.) any demonstrations or experiments that can do to help viewers get the picture, 4.) Lastly, the scripts for their topics should be in the works If finished early, set up the beginning of the classroom as how it will look in the video and have each group come up and recite their scripts in front of their peers.

Exit Ticket
What is your role in the WOW!? What topic will you be reporting?

RESOURCES I scream you scream http://www.youtube.com/watch?v=KtJDzqdnN9M Flavors http://www.youtube.com/watch?v=Tbls4Bke1lo&feature=related Factory ice cream http://www.youtube.com/watch?v=SkdNVJujf7A&feature=related Journey of Milk http://www.youtube.com/watch?v=K-7s7WrTX7k&feature=related Process of ice cream making http://www.youtube.com/watch?v=dd2qttHjWf4&feature=fvw Plastic bag ice cream http://www.youtube.com/watch?v=M3-OAwhIvU0&feature=related Intro http://www.hulu.com/watch/181003/fox-news-sunday-sun-sep-26-2010 http://www.youtube.com/watch?v=BtZ0vAnLPAc http://www.youtube.com/watch?v=IDmXZo8EvRw&feature=related Bad http://www.youtube.com/watch?v=fKNIHTTGkH8

LESSON 9: Continue script writing, rehearsing, and filming of the video.