1. Welcome to the FOSS Mixtures & Solution Workshop!

2. A Quick Share About Me~ Charlotte McDonald FOSS Consultant
12 years in the classroom
18 years as science coordinator
1.5 years “redirected”
About You~
Name:
Grade:
Years teaching grade level:

3. 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 and Science Stories.
Get answers to your questions.
Feel more confident about teaching Mixtures and Solutions.

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

5. During a FOSS Investigation
What was the role of the student?
What was the role of the teacher?
How did the teacher interact with the students?
What was the source of the information the students were learning?
What thought processes/scientific problem solving skills were the students using?
Ask teachers to think about each of these questions as they participate in the investigation…to notice what they do as “students” and how the workshop facilitator takes them through the lesson as the teacher..

6. 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.
Model this in a fishbowl fashion with 1st investigation.

7. Getting to Know Equipment
FOSS Balance
FOSS Syringe
Metric measuring tools
FOSS Funnel with Filter
Cups of water on talbes along with balance, syringe and spoons, FOSS Funnel and Filter

8. Investigation 1
Separating Mixtures

9. 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
Safety – then introduce 3 solids
Assign jobs – do fishbowl with observation of solid materials

10. Observe Materials Record observations about: Gravel (G) Powder (P)
Salt (S)
Do solids for observation: Explain Chemical Storehouse and Euqipment station are separate. Hand lens, can feel materials, mark cups

11. Inquiry/Focus Questions
What do you think will happen if you add water to each cup containing the dry materials?
Predict.
Investigate
Part 2 on Separating Materials sheet – Add 50 ml water to each cup with syringe and stir. Observe and record.

12. What is happening, when you put two materials together?
Question
What is happening, when you put two materials together?
Mixture. Can you think of some mixtures that you encounter every day?

13. Word Bank
Mixture

14. How can these mixtures be separated?
Question
How can these mixtures be separated?
Discuss and introduce screen and two cups labeled for each substance.
Continue following the TG.
Add to Word Bank

15. Which mixture was separated by the screen?
Question
Which mixture was separated by the screen?
Gravel and water.

16. 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?
What do we need to separate the other mixtures? Introduce Filter paper. Hold up to light – do you see holes? Look at it with a hand lens. Introduce stand and how to fold filter. Pour salt and powder mixture through the filter paper/funnel. The powder was separated by the filter paper.

17. What happened to the salt mixture?
Did not separate. Add to word bank: dissolve, solution- solid is not separated in a solution (SALT)

18. Content/Inquiry Chart
What happens if you add water to a cup containing dry materials?
How can a mixture be separated?
Write statements about what we learned on chart paper. Pg.15. Waterand solid material make a mixture. Some mixtures can be separated with filters.
Assessment: Thinking about Mixtures student sheet.

19. Thinking About Mixtures (student sheet)
Review
Thinking About Mixtures (student sheet)
Formative Assessment

20. How might you separate the ingredients in a solution?
Question: Part 2
How might you separate the ingredients in a solution?
1.2. Separating a Salt Solution: We are going to put together and take apart a salt solution.

21. 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.
Teacher Demo – measure 50 ml of water. Wighing water pg. 18.3, Student Sheet 1.4 (in plastic sleeve) Tow cups – zero balance, syringes, water, 1-g pieces, 1 spoon salt + 50 ml water and stir, Determine the mass of salt.

22. How can you separate the salt from the water?
Question
How can you separate the salt from the water?
How can you get the salt back?
Introduce Evaporatoin. Set up evaporation dishes and show trays. Pour just enough to cover the bottom of dish. Let sit for a couple of days. Pg Demon this and show how to set up tray structure.

23. 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.
Show the Formative Asssessment – Response sheet is located in duplicating master section.

24. Mixtures and Solutions Journal entry.
Observing Crystals
Mixtures and Solutions Journal entry.
Show “Journal Cover” and discuss recording information in the journal. Observe crystals and draw pctures. Use hand lens. Do word bank and content chart PG. 24.

25. Performance Assessment
Separating a Dry Mixture
Teacher Preparation DVD
On line at fossweb.com
FOSS Science Stories
Show – Separating a Dry Mixture from the DVD. Make a dry mixture of D-earth, gravel, and salt. Design a method to separate the three mixtures.

26. FOSSWEB.COM Interactive games and simulations Resources for students
Teacher community
Connects school to home
Activities
Interactive Simulations – (i.e. Wood and Paper, Where is Wood?)
Each grade 3-6 module has an interactive site where students and family can find instructional games and interactive simulations.
Resources
Pictures, QuickTime Movies - i.e. (Insects, Photo Gallery of Interesting Insects)
Q&A, Links, Careers
Data Pool
Questions and Answers
Contribute – submit your resource contributions
Search – search for words within all the resources for each module.
Teacher Support
Education Page
Info & News about FOSS
Teacher Bulletin Board

27. The Cone of Experience is often referred to as a tool for selecting instructional materials.

28. Assessment from facts and concepts to articulating experiences
Formative and Embedded Assessment
Teacher Observation
Student Sheets
Response Sheets
Performance Assessment
Formative Assessment
Demonstrates level of progress through the Investigations to the end of module summative assessment.
Facilitates reporting through comprehensive scoring guides and assessment charts.
Teacher observation, formal and informal
Student Sheets
Quick Writes
Response Sheets
Self Assessment

29. Assessment (continued) from facts and concepts to articulating experiences
Summative Assessment
Performance Assessment
Multiple-choice and short answer
Portfolio assessment
Summative Assessment –
End of Module – a variety of formats Performance Multiple Choice Short Answer Narrative (open response) Diagram Drawing Problem Solving Explain Understanding
Portfolio – Students keep all work throughout the module

30. Investigation 2
Is there a limit to the amount of salt that can dissolve in 50 ml of water?
Use Student Sheet Saturating A Solution

31. How did we make a solution?
Review
What is a Solution?
How did we make a solution?
A solution has a dissolved solid in it that can only be separated by evaporation.
We made a solution with 50 ml of water and a spoon of salt.

32. Challenge
How can we find out what might happen if you keep adding salt to 50 ml of water?
Make a plan.
Part 1, Salt Saturation: Measure 50 ml of water into cup. Mark top of water with sticky note. Add salt, one spoon at a time (use funnel system). Shake the bottle after each spoon and observe. Ask questions pg. 12.

33. How do you know if you have a saturated solution?
How much salt did it take to saturate 50 ml of water?
Undisolved salt is on the bottom of the bottle. How can we find out exactly how much salt is in a saturated solution? How many grams? Make a plan.

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

35. Word Bank Solution Solvent Solute Universal Solvent
See page 14 for explanation of vocabulary.

36. 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.
Page 14: Content/Inquiry Chart

37. Citric-Acid Saturation
How can we find out how many grams of citric acid it took to saturate 50 ml of water?
Part 2: Use same procedure and equipment as the salt solution lab. Results should be 45 – 65 grams of dissolved citric acid in comparison to grams of salt.

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

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

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

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

42. Investigation 3: Concentration
Folio investigation
Purpose
Concentration at a Glance
Background for the Teacher
Teaching Children About Concentration
Teacher Video

43. Salt Concentration
How can you determine which salt solution is more concentrated?
Use Student Sheet Salt Concentration
This investigation takes student from the concrete of the Drink Concentration to the more abstract using salt solutions which they do not taste.

44. What we Learned
When equal volumes of two solutions are compared on a balance the heavier one is more concentrated.

45. Mystery Solutions
Part 3: Performance Assessment
How can the three solutions be compared?
Make a plan.

46. Investigation 4: FIZZ QUIZ
This investigation is about chemical reactions.
Students learn that chemical reactions results in new products including precipitate, gas, and heat.

47. 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.
Clean up and questions

48. Don’t just open books, open minds!
Add a picture of a child doing an experiment?
One last opportunity to connect with audience and reiterate research basis of FOSS.

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