Welcome to the FOSS Mixtures & Solution Workshop!

A Quick Share About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as district science coordinator & school improvement specialist About You~ Name: Grade: Years teaching grade level:

Goals for You Participate in FOSS Investigations and see how they are part of the larger goals of the kit See how inquiry learning models are woven into the lessons/investigations Get to know the FOSS Lessons, equipment, manual, assessments, fossweb, DVD and Science Stories. Get answers to your questions. Feel more confident about teaching Mixtures and Solutions.

Your Roles Today Student Teacher

Participant Expectations Actively participate Keep and share your science notebook Make connections to your classroom Suspend judgment and take risks

What’s the Best Way to Learn About FOSS? Experience it!

Collaborative Groups GETTER 1 –getting and returning materials/equipment GETTER 2 – getting and returning chemicals STARTER – sees that everyone gets a turn and that everyone contributes to the investigation. REPORTER – makes sure that everyone has recorded the information. Reports group data to class.

Investigation 1 Separating Mixtures

SAFETY Never taste materials unless given permission. Feel materials when given permission. Do not blow and breathe heavily on materials Wafting – technique to smell materials Goggles

Observe Materials Record observations about: –Gravel –Powder –Salt

Inquiry/Focus Questions What do you think will happen if you add water to each cup containing the dry materials? Predict Quick Write Investigate

Question What is happening, when you put two materials together?

Word Bank

Question How can these mixtures be separated?

Question Which mixtures were separated by the screen?

Filter and Stand Use the paper filter in the stand to see if you can separate mixtures. Which mixture was separated by the paper filter. How are the screen the filter similar and different?

Salt Mixture? What happened to the salt mixture?

Content/Inquiry Chart What happens if you add water to a cup containing dry materials? How can a mixture be separated?

Review Thinking About Mixtures (student sheet #3) Add to Content/Inquiry Chart

Question: Part 2 How might you separate the ingredients in a solution?

Questions Will a solution made with 50 ml of water and a spoon of salt have the same mass as 50 ml of water? How can you find out? Use Student Sheet 1.4.

Word Bank Solute Solvent

Question How can you separate the salt from the water? How can you get the salt back?

Formative Assessment Response Sheet – Separating Mixtures 4 – if the student writes that Kim is not correct; includes information that explains that a solution is a special kind of mixture in which one material (solute) dissolves in another material (solvent); says that a solution is always a mixture, but a mixture is not always a solution.

Observing Crystals Mixtures and Solutions Journal entry.

Performance Assessment Separating a Dry Mixture Make a plan

Planning StepGeneral PlanSteps to follow: 1. What should be changed? What should be kept the same? How differences will be observed or measured? 3.

5 E Instructional Model Engage Explore Explain Elaborate Evaluate

Teachers Guide Questions

Kit and Materials Equipment for 32 students working in 8 collaborative groups of 4 students Enough consumable items for at least two classroom uses Very few teacher-supplied items required

FOSS Science Stories Developed to accompany each module Content-rich readings that integrate language arts Big books for all K-2 Science Stories K-2 Science Stories are designed around images Grades 3-6 Science Stories are related directly to the modules Spanish editions available

Investigation 2 Is there a limit to the amount of salt that can dissolve in 50 ml of water?

Review What is a Solution? How did we make a solution?

Challenge How can we find out what might happen if you keep adding salt to 50 ml of water? Make a plan.

Planning StepGeneral PlanSteps to follow: 1. What should be changed? What should be kept the same? How differences will be observed or measured? 3.

Saturated Solution How do you know if you have a saturated solution? How much salt did it take to saturate 50 ml of water?

Discuss Plans Use Student Sheet “Saturating A Solution” Make a chart with each group’s results.

Word Bank Solution Solvent Solute Universal Solvent

What We Learned Salt will dissolve in water until it reaches saturation. No more salt will dissolve once saturation is reached. The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.

Citric-Acid Saturation How can we find out how many grams of citric acid it took to saturate 50 ml of water?

Charts Solubility – is how a solid dissolves in liquid which is a property of the solid. Citric acid is about four times more soluble in water than salt.

The Saturation Puzzle Performance Assessment: Can you identify the mystery chemical. Student Sheet: Chemical Data Sheet Will the mystery chemical form crystals?

Comparing The Crystals Compare evaporating dishes of salt, citric acid and Epsom salts. Use your journal to record the results.

What We Learned Some materials form crystals with characteristic shapes that can be used for identification.

Break

FOSSWEB.COM Interactive games and simulations Resources for students Teacher community Connects school to home

Further Investigations 3.2., 3.3., 4.1., 4.2., 4.3 In groups, plan an investigation to teach to the whole group. You will have 9 minutes to present.

Summative Assessment With a partner answer the questions on part of the Summative Assessment Check your work when completed.

Clean up Clean up of all equipment is VERY important. Citric acid is sticky and salt solution can be very hard to remove from plastic. Screw all lids on tightly so chemicals will be protected.

Kit Inventory

Teacher Preparation Video Overview of each investigation Demonstrations on how to set up all Investigations Footage of students doing activities Time saving tips

How do you know if they know it? What are some ways that FOSS provides for this question?

Goals of FOSS Scientific Literacy To provide all students with science experiences that are appropriate for their cognitive development, serve as a foundation for more advanced study in science, and prepare them for life in an increasingly complex scientific and technological world. Instructional Efficiency To provide all teachers with a flexible science program that reflects current research on learning and uses effective teaching and assessment methodologies.

FOSS Program Components Teacher Guide Science Stories Kit and Materials Teacher Preparation Video FOSSWeb.com

Essential Features of Inquiry -from Inquiry in the National Science Education Standards 1) Learner engages in scientifically oriented questions. 2) Learner gives priority to evidence in responding to questions. 3) Learner formulates explanations from evidence. 4) Learner connects explanations to scientific knowledge. 5) Learner communicates and justifies explanations.

Don’t just open books, open minds!

What questions do you still have about the kit? Contact me at: