CHEMICAL TESTS For the next few weeks we will be observing and experimenting to see what happens when we mix chemicals. We will observe 5 mystery powders.

CHEMICAL TESTS For the next few weeks we will be observing and experimenting to see what happens when we mix chemicals. We will observe 5 mystery powders to try to identify them…we will mix them with different chemicals to help us discover/learn more about them.

What I Know About Chemicals
Lesson 1: Thinking About Chemicals What I Know About Chemicals “Jot Thoughts” Write what you know about chemicals on a sticky note. Write one idea per page. Share your ideas with your group. Create a class chart. Encourage students to record what they know, have seen or heard about chemicals, or how they have seen them used. Share ideas round robin in their groups. Select 4 things to share with the whole class. Record ideas on class chart.

What I Would Like to Know About Chemicals
Lesson 1: Thinking About Chemicals What I Would Like to Know About Chemicals In your journal, make a list of questions or “things” you would like to know about chemicals. Share your questions with the members of your group. Create a class chart of questions. Make a chart of questions students have about chemicals.

Safety Rules Lesson 1: Thinking About Chemicals Safety Contract p.20
Go over Safety Posters and rules. Have students sign the safety contract and take home for parent signature. Page 20 in manuals.

Mystery Powder Use your Senses to learn about the “Mystery Powder.”
Lesson 1: Thinking About Chemicals Mystery Powder Use your Senses to learn about the “Mystery Powder.” Record your observations in your journal. Have students get: gray tray, 1 bag of mystery powder, goggles, and paper towels. First have student observe the bag without opening it. Tell students that when we observe something we use our senses to learn about it. We study it closely. So far, we have used our eyes and our sense of sight to learn about the “Mystery Powder” what can you see? Discuss How else might we learn more about the mystery chemical? FEEL/HANDS- must ask first…small amount between index and thumb over tray..always wipe hands. SMELL/NOSE show wafting procedure..discuss dangers..TASTE/TOUNGE never in science class..HEAR/EAR does it make a sound? Have students record observations using ALL senses. Discuss observations. Tell students that the words they have used to describe the powder are properties of the powder. A property is something about a object that tells what it is. When we observe we use our senses to study something closely. ASK students how we might learn more about the chemical? What do you thing would happen if we added water? Write your thoughts in your journal.

Water and the “Mystery Powder”
Lesson 1: Thinking About Chemicals Water and the “Mystery Powder” Add water to the “Mystery Bag.” (30ml) Record your observations when water is added to the bag. Record what you think the “Mystery Powder” is. First: Model what to do. Pour 28ml of water into the bag Seal the bag. (let out excess air) Knead the bag DO NOT OPEN THE BAG Record new observations ADD MIXED WITH WATER to journal. I think the mystery chemical is_______________________. .

Science Notebook Science Notebook Design Set-Up
The first page is the cover page. You will design a cover for your notebook. The next two pages will be labeled the “Table of Contents.” The third/next page is where we will begin our journal entries. Write the date in the upper right hand corner and the page number. Turn to the back of your journal. We will label the next to the last page the “Glossary” We will use a science notebook to keep up with our ideas and observations. Much of a scientists work/time is spent observing, writing, and drawing what they observe. A lot of what we know about science was gained through observation. We want to be good scientists and keep good notes of our observations……We’ll use a notebook to help us do this. Scientists use their notebooks as recorded proof of what they have observed. Remember to stress neatness. Discuss the parts of a book…Table of Contents, Glossary etc. and where they are located.

Lesson 1: Thinking About Chemicals
Vocabulary Observe Property Chemical Waft Knead Senses ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Have the students set up a Glossary at the back of their journals. Enter each of the words in the corresponding letter….disucss the definitions with team members…write a definition…DISCUSS AS A WHOLE CLASS.

Lesson 1: Thinking About Chemicals
What Would You DO? A label is peeled off a container of white powder in your kitchen. Describe some ways you could find out what the powder is. Instruct students to write and respond to this question in their journal.

: Lesson 2: Investigating Unknown Solids: Getting Ready Mystery Objects What Am I? I am yellow. I have the number 2 written on me. I am sharp on one end. I have a red rubber tip on the other end. WHAT AM I? I would have parents fill jars and not students. Tell students that you want to practice observing and describing familiar objects before they begin exploring and describing the unknown chemicals. Tell them you have “Mystery Objects” in brown paper bags. They will write a brief description of the object with a partner. They should focus on what they SEE FEEL AND SMELL. Use this as an example.

Mystery Objects With Your Partner:
Lesson 2: Investigating Unknown Solids: Getting Ready Mystery Objects With Your Partner: Write a description of the object in the bag. Open the bag and observe the object. DO NOT take it out of the bag. Use the properties you observe to write a brief “What Am I?” description of the object. DO NOT use Pictures or Tell How It Is Used. Each member of the team should write the same description. When finished….Students will swap descriptions with their face partners (NOT BAGS!!) Each will have ONE guess to name the object. Write your name and guess on a sticky note. DO NOT TELL IF THEY ARE CORRECT. Use Stand Up, Hand Up, Pair Up. And have 4 other classmates see if they can guess your mystery object. Each will write their name and guess on a sticky note. Students should not show the guesses. Students should have collected 6 guesses. Ask them how they might organize the data they have collected. They should respond bar graph, tally chart etc

Organize Your Data Mystery Ob Four classmates guesses were correct.
Lesson 2: Investigating Unknown Solids: Getting Ready Organize Your Data Mystery Ob Right llll Wrong ll Four classmates guesses were correct. Two classmates guesses were incorrect. Point out to students that scientists must organize information they collect so that it is easy for others to read, use, and understand. As we work to solve for the unknowns we must record our information in a neat and orderly way. Have students organize their data and make 2 observations about it. Let students read riddles to class. Have classmates guess riddles.

Exploring The Five Unknowns
Lesson 3: Exploring the Five Unknowns Exploring The Five Unknowns Use your observation skills to describe the physical properties of the unknowns. HOW CAN WE ORGANIZE OUR OBSERVATIONS? Students will look at and describe the 5 unknowns. Review how we use our sense to find out about the Mystery Bag and Mystery Objects. Tell students they are to record their observations in their notebooks. Ask how they might record and keep up with their observations…… lead them to create a chart like the next slide.

Class Properties Table
Lesson 3: Exploring the Five Unknowns Class Properties Table Unknown How It Looks How It Smells How It Feels Other Observations RED YELLOW GREEN BLUE ORANGE Have students draw the chart in their journals to use to record observations.

Exploring The Five Unknowns
Lesson 3: Exploring the Five Unknowns Exploring The Five Unknowns Turn to page 15 in your Student Book for Instructions. Tell students to turn to page 15 in their Student book. Read the directions for taking a sample of the unknowns. Demonstrate the correct procedures. Students will look at each unknown. Introduce the hand lens and construction paper after they have looked at the first unknown. Using these new tools the students can continue to observe the unknowns.

How Might You Use These? Lesson 3: Exploring the Five Unknowns
Ask students how these objects might help. Show students how to use the hand lens….also have them look at how the black/blue paper provides a contrast for the white powders……also show streak test. Walk around the class as students work to monitor their work. Students continue to record observations on chart. Make a class chart. Discuss observations/differences and explanations for differences.

Vocabulary Physical properties Hand lens Solids Streak Test
Lesson 3: Exploring the Five Unknowns Vocabulary Physical properties Hand lens Solids Streak Test ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. When the students have had a chance to discuss the meanings develop a class definition.

How Are We Finding Out About the Unknowns?
Lesson 4: Testing Unknown Solids With Water How Are We Finding Out About the Unknowns? Observation Add Water Ask Students how they have been finding out about the unknowns. (observing..see, feel, smell, hear) What are some other ways we can find out more about the unknowns? Encourage then to think of other ways…..add something to the powder…….water.

Lesson 4: Testing Unknown Solids With Water
Testing With Water Record in your notebook what you think will happen to each of the unknowns if you mix them with a few drops of water. Blue Green Remember in lesson 1 what we did to our “Mystery Powder?” Today we will add water to each of the unknowns. When we combine two different substances we create a mixture. Remind Students that we have observed the unknowns to find out about them and now we are adding water to discover more about them. Add Water to the chart. Orange Yellow Red

Lesson 4: Testing Unknown Solids With Water
Testing With Water Read page 20 in your student book for instructions on how to conduct the water test. Record all observations on record sheet 4-A. Write “WATER” in test type. Create a class chart. As directions are being read stress contamination, level spoons, and keeping neat precise observations on 4-A. Students conduct test. When complete.. record observations on a class chart. Allow students an opportunity to add to their charts….discuss differences..why are some observations different? Possible explanations. As you complete the chart ASK: What happened when you added water to each unknown? What did the unknown remind you of when you added water?

Class Prediction Table
Lesson 4: Testing Unknown Solids With Water Class Prediction Table Unknown What We Think It Is RED YELLOW GREEN BLUE ORANGE Have students write their predictions in their journals and tell why they think what they do. I think the red unknown is _________ because ____________. Complete for all five. Share predictions with the whole class and make a class chart. In your journal , write what you think each unknown is.

Vocabulary Mixture Dissolve Liquids
Lesson 4: Testing Unknown Solids With Water Vocabulary Mixture Dissolve Liquids ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Discuss definitions and add to glossary.

Exploring Water Mixtures
Lesson 5: Exploring Water Mixtures Exploring Water Mixtures What do you think would happen if we mixed the mystery powders with more than six drops of water? (record your predictions in your journal) Get out record sheet 4-A and label the test as “Water Mixture.” Turn to page 25 in your student book for directions for completing the water mixture test. Record your results on record sheet 4-A. Create a Class Chart. Read the directions on page 25…these will need to be completed together so that the teacher can make sure the students stir for 30 seconds. If you do not have a lot of time I recommend that you split and complete 3 unknowns one day and 2 the next. Encourage the students to answer the questions in STEP 8 of the instructions as they work. Stress that they are creating mixtures as you walk and observe their work. ASK students to think about: What happened when water was added? What is the same about all of the mixtures? What is different about the mixtures? What the properties of the mixtures?

Filtering Water Mixtures
Lesson 5: Exploring Water Mixtures Filtering Water Mixtures How do you think the unknowns can be separated from the water? Turn to page 27 in your student book for instructions on filtering the water mixtures. Discuss mixture results 4-A. Talk about how we common items we use in our homes to separate things…colander..coffee filters. Explain that we will use a coffee filter to see if we can separate the powders from the liquid. Complete the activity using the instructions on page Coke flats work very well to store petri dishes and filters in. Talk about the results from the mixtures…..SUSPENSIONS (insoluble) and SOLUTIONS (soluble). If they can see the materials floating or if there was a color change (white) then they have a suspension. If the mixture is clear they have a solution. Create a class chart of 4-A and discuss observations. Remember to discuss differences and possible explanations. As the work they should answer: What do you observe during filtration?

Lesson 5: Exploring Water Mixtures
Vocabulary Solution Suspension Soluble Insoluble Filtration Control Petri Dish ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Add new vocabulary words to glossary and discuss a class definition.

Class Filtration Results
Lesson 6: Discovering Crystals Discovering Crystals Class Filtration Results Unknown What Happened RED YELLOW GREEN BLUE ORANGE Tell students that today we will observe our filtration results. We need an organized way to Have students draw the filtration table in their journals to record observations. They should answer: What happened to the water mixtures? Are the results what you expected? What did you notice about the filters and dishes while they were left to sit in the classroom? What do you know about the unknowns that you did not know?

Class Filtration Results
Lesson 6: Discovering Crystals Class Filtration Results Observe the petri dish and filter for each unknown with your shoulder partner. Record your results for each unknown on the filtration results table in your notebook. Compare your results with those of your face partners. Do your results match? What happened after filtration? Are you surprised by anything? Complete a class chart. As you complete the class chart for each unknown ask: What did you see in the filter? What did you see in the dish? What happened to the water? Where is the unknown? How do you think the water and the unknown were separated? Help students understand that the suspensions separated by filtration and sometimes evaporation too. The solutions separated by evaporation. The suspended particles were filtered out. Suspensions(filtration and evaporation) and solutions (evaporation)

Lesson 6: Discovering Crystals
“A World of Crystals” Read the story “A World of Crystals” pages in your student book. In your notebook list three things you discovered reading the story. Also, could use a worksheet.

Lesson 6: Discovering Crystals
Vocabulary Crystals Evaporation ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Discuss and create a class definition for glossary.

Vinegar Test What do you know about vinegar?
Lesson 7: Testing Unknown Solids with Vinegar Vinegar Test VVinegar What do you know about vinegar? Predict what your think might happen if you add a few drops of vinegar to the unknowns. Write your predictions in your notebook. Write Vinegar Test on record sheet 7-A. Turn to page 37 in your student book. Read the directions. Record the answers to question 4 on 7-A. Create a class chart of your results. Introduce “compare circle” this is a sample to have for comparisons. Scientists call these controls. Talk students through using the compare circle with their first test. Discuss Vinegar results by creating a class chart. Introduce chemical change and chemical reaction. Students will observe a chemical reaction with the blue unknown. Talk about evidence that a chemical change occurred. Add Vinegar to the chart of how we are finding out about the unknowns. While working students should keep these questions in mind: How did vinegar react with each unknown? Were the results similar of different? Did any react differently? How do your predictions compare with your results?

Lesson 7: Testing Unknown Solids with Vinegar
Vocabulary chemical properties reaction control ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Discuss class definitions and add to glossary.

Iodine Test What do you know about iodine?
Lesson 8: Testing Unknown Solids with Iodine Iodine Test Iodine What do you know about iodine? What do you predict will happen if we add iodine to the unknowns? Record your prediction in your notebook. Write Iodine test on record sheet 7-A. Use page 37 in the student book and follow the same procedures used in the vinegar test. Record the answers to question 4 on 7-A. Create a class chart. Again students will observe a chemical reaction with the orange unknown. Discuss evidence that a chemical reaction has occurred. Discuss results as you create a class chart for the iodine test. ASK students to answer the following as they work: What did you learn about the unknowns by doing the iodine test? Look at the results so far? Have any of the unknowns reacted similarly when you used different tests?

Lesson 9: Testing Unknown Solids with Red Cabbage Juice
Red Cabbage Juice Test Red Cabbage Juice What do you know about red cabbage or red cabbage juice? What do you predict might happen if you add red cabbage juice to the unknowns? Write Red Cabbage Juice test on 9-A. Refer to page 37 and follow the same directions used in the vinegar and iodine tests(count to 15 before recording observations). Record the answers to question 4 on 9-A. Create a class chart. Discuss observations and add to class chart. Add cabbage juice to the list of how we are finding out about the unknowns. ASK: What do you know about each unknown that you did not know before? In what was were the unknowns similar? Different? What do you know about chemicals that you did not know before?

Lesson 10: Testing Unknown Solids with Heat
Heat Test What has happened when you have watched materials being heated on a kitchen stove or over a campfire? What do you predict might happen if you heat the unknowns? Write Heat test on 9-A. Read pages in your student book. As you complete your observations think about….. What did you observe about the unknown when it was heated? What do you observe about the unknown after it has cooled? In what ways did the unknown change as a result of heating? Create a Class chart Read instructions together…discuss SAFETY….. Students will record observations…discuss results and record on the class chart. Discuss what they discovered from heating the unknowns that they did not learn from adding liquids to them.

Reviewing the Evidence
Lesson 11: Reviewing the Evidence Reviewing the Evidence Create a Test Summary Table by combining record sheets 4-A, 7-A, and 9-A. Turn to page 52 in your student book and read the directions to yourself (do not begin cutting). Watch the teacher demonstration. Demonstrate how to assemble the Test Summary Table. Have students lightly color the row for each unknown… color code.

Identifying The Unknowns
Lesson 12: Identifying the Unknown Solids Identifying The Unknowns Use your Test Summary Table to solve the riddles on the Chemical Information Sheet. Students use record sheet 12-A and observations to solve the riddles for the unknowns. ASK: Did any of the unknown’s identities surprise you? If so, why? If not, why? How did your predictions for the unknown’s identities compare with your discoveries? Which test results were the best clues in helping you identify a specific unknown?

“Chemicals Are All Around Us”
Lesson 12: Identifying the Unknown Solids “Chemicals Are All Around Us” Read the story. Name two uses for each of the unknown chemicals. Organize your thoughts like a scientist. Discuss story and let students share how they organized their information and what they discovered.

Vocabulary Evidence Interpret Data ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Add words to glossary and discuss definitions.

Mystery Goo!!! How have you found out about the unknowns?
Lesson 13: Identifying the “Mystery Bag Chemical” Mystery Goo!!! How have you found out about the unknowns? In this activity you will conduct tests to find out the name of the “Mystery Powder” from our fist lesson. It IS one of the five powders. You and your partner will decide which tests you would like to conduct to help you identify the “goo.” Write what you think the “goo” is and why you think what you do. Use record sheet 13-A to record your observations . Follow the instructions on page 59 of your student book. Review all the tests from How we are finding out about the unknowns. Go over record sheet 13-A Students should answer? Which test did you choose? Which test gave you the most information about the properties of the unknown chemical? What information in your notebook did you find the most useful? How did your prediction about the identity of the goo compare with your result? Discuss results….ASK : Which tests did you choose? Why? Which tests gave you the most information about the goo” Why? How did your prediction compare with the results?

Testing Two Unknowns GOOD LUCK!!!
Lesson 14: Testing Mixtures of Two Unknown Solids Testing Two Unknowns B A Can you discover the contents of both of the powders in the container you have? Use record sheet 13-A and page 59 in your student book. GOOD LUCK!!! C Tell students you have a new mystery for them to solve!! Each container contains a different mixture of TWO of their five chemicals. They are to conduct tests to identify both of the solids. ASK: What are some ways you might test the unknown mixtures? What chemicals do you think your unknown mixture contains? Wh do you think so? B A C

Testing Household Liquids
Lesson 15:Testing Household Liquids with Red Cabbage Juice Testing Household Liquids Lemon Juice Detergent Water Ammonia Alcohol Vinegar Today we will test these liquids with red cabbage juice. What do you think will happen? Record your ideas in your notebook. Instructions for this test are on page 68 of your student book. Record your responses on record sheet 15-A. Discuss what happened. Read instructions and make sure students understand directions. Remind them to label each household liquid so they do not confuse them. As students are working give each group one pink/red, green, and purple strip of construction paper. Discuss the results….students should see a color change. Instruct students to group their liquids into three groups some way based on their observations. Record the groups in their journals.

Acids, Bases, and Neutrals
Lesson 15:Testing Household Liquids with Red Cabbage Juice Acids, Bases, and Neutrals Red Cabbage is a natural indicator…this means that it reveals the presence of certain chemicals in a substance. It can be used to determine if substances are acids, bases, or neutrals. Acids turn red cabbage juice a pink - purple color. Bases turn red cabbage juice a blue – green color. Neutrals do NOT undergo a color change. Remind students that some of the powders turned colors when mixed with cabbage juice….alum turned purple so it is an acid and the baking soda turned blue/green so it is a base. The sugar, cornstarch and talc did not change colors…remained the color of the juice. Look at your liquids……which of the colored strips represents the color they most closely match?

Lesson 15:Testing Household Liquids with Red Cabbage Juice
pH Scale The pH scale is used to help us know how weak or strong acids and bases are. Discuss pH table Click to show acids…..pick/purple…..neutrals…no color change…..bases blue/green Ask students which of the liquids are acids……neutrals……..and bases. Tell them they see color changes depending on how strong the acids/bases are. Tell them they will learn much more about acids, bases, and neutrals in 5th grade. Acids 0-6 Neutrals 7 Bases 8-14 Detergent Lemon Juice Water Ammonia Vinegar Alcohol

The Case of the Disappearing Stomachache
Lesson 15:Testing Household Liquids with Red Cabbage Juice The Case of the Disappearing Stomachache Read this selection with your face partner. Discuss why a stomachache stops hurting when you take medicine. What do you think will happen if you put baking soda on a bee sting? Have students answer the last question in their journal. Discuss how adding a base to an acid neutralizes it.

Lesson 15:Testing Household Liquids with Red Cabbage Juice
Vocabulary Acid Base Neutral indicator ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. The Case of the Disappearing Stomachache should help students with these. Record definitions in journal and talk about a class definition.

Unknown Liquids Can you identity the mystery liquids? A C B
Lesson 16: Using the Known Solids to Identify Unknown Liquids Unknown Liquids A C B Students decide which tests to use. Discuss results. ASK Which tests gave the most information? Which properties helped you identify the unknown? Can you identity the mystery liquids? Select tests to help you identify the unknowns. Record your results on record sheet 16-A.

Assessment Group Work Daily Activities Science Notebooks
Reading Stories Teacher Made

CHEMICAL TESTS For the next few weeks we will be observing and experimenting to see what happens when we mix chemicals. We will observe 5 mystery powders.

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CHEMICAL TESTS For the next few weeks we will be observing and experimenting to see what happens when we mix chemicals. We will observe 5 mystery powders.

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Presentation on theme: "CHEMICAL TESTS For the next few weeks we will be observing and experimenting to see what happens when we mix chemicals. We will observe 5 mystery powders."— Presentation transcript:

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