4th grade - grading period 2 overview - youngstown.k12.oh.us · 4th grade - grading period 2...
TRANSCRIPT
Name__________________________________________________________________
4th Grade - Grading Period 2 Overview
Ohio's New Learning Standards
Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
(4.LS.1b) Fossils can be compared to one another and to present-day organisms according to their similarities
and differences. (4.LS.2) The total amount of matter is conserved when it undergoes a change. (4.PS.1)
Clear Learning Targets
"I can"
1. ____ explain that some changes in an environment can be beneficial and some changes can be
detrimental to different organisms in an ecosystem.
2. ____ observe and record factors in an environment.
3. ____ compare an ecosystem in Ohio from the past to the present.
4. ____ create a plan to benefit an endangered species in Ohio.
5. ____ evaluate a plan proposed to help an endangered species.
6. ____ explain how fossils are used to learn about organisms that no longer exist
7. ____ compare fossils to other fossils and living organisms to identify similarities and differences.
8. ____ design and carryout an experiment to discover how organisms can leave fossil evidence.
9. ____ infer possible facts about organisms and their environment based on observations of fossils or
models of fossils.
10. ____ based on experimental experiences, explain that matter remains constant when it undergoes a
change.
11. ____ explain that when an object is broken into smaller pieces, the total amount of matter remains
constant.
12. ____ explain that when a solid is dissolved in a liquid, the total amount of matter remains constant.
13. ____ explain that when matter changes state (solid, liquid, gas), the total amount of matter remains
constant.
14. ____explain that the sum of all of the parts in an object equals the mass of the object.
Name_________________________________________________________________
4th Grade - Grading Period 2 Overview
Essential Vocabulary/Concepts
4.LS.1b
Abiotic Beneficial Biotic Detrimental Ecosystem Fossil Record Migration Populations Resources
4.LS.2
Abiotic Biotic Cast Ecosystem Extinct Fossil Record Migration Mold Populations Resources Trace
4.PS.1
Conservation of Matter Constant Dissolving Evaporation Experimental Evidence Gas Liquid Mass Matter Melting Phase Change Phases or States of Matter Property Solid Volume Weight
4th
Grade Science Unit:
The Good, The Bad, and the Beautiful, Ecosystems
Unit Snapshot
Topic: Earth's Living History
Grade Level: 4
Summary
Duration:
15 - thirty minute classes
Students will learn how changes in ecosystems can be beneficial or
detrimental to populations in the ecosystem. Students will also
investigate human participation in the changes.
(Consider getting whole school involved in the elaboration activity.
Possible STEM project.)
CLEAR LEARNING TARGETS
"I can"statements
____ explain that some changes in an environment can be beneficial and some
changes can be detrimental to different organisms in an ecosystem.
____ observe and record factors in an environment.
____ compare an ecosystem in Ohio from the past to the present.
____ create a plan to benefit an endangered species in Ohio.
____ evaluate a plan proposed to help an endangered species.
Activity Highlights and Suggested Timeframe
Engagement: Students play a card game. Cards describe something that is
Day 1-2
Day 3
Day 4-7
Days 8-13
Day 14
and on-going
Day 15
occurring in an ecosystem and students need to classify them as beneficial or detrimental. Following game, student will write letter/ email to ODNR or state parks
Exploration: Students tour and record area around school looking for habitats,
benefits, detriments and possible areas to be improved. Explanation: Ohio wildlife Timeline. Science text book: Elaboration: Design, present, and evaluate a plan to make an impact on the
environment. Evaluation: Formative and summative assessments are used to focus on and assess student knowledge, growth, and misconceptions throughout the unit. A teacher- created short cycle assessment will be administered at the end of the unit to assess all clear
learning targets.
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
1
LESSON PLANS
NEW LEARNING STANDARDS: 4.LS.1 Changes in an organism's environment are sometimes beneficial to its survival and
sometimes harmful. Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal's patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.
Content Elaboration: Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal populations can impact access to resources for the remaining organisms, which may result in migration or
death. The fossil record provides evidence for changes in populations of species. Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, Hocking Hills, Ceasar Creek, Kellys Island) via field studies, virtual field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there. Note: Grade 4 ES focuses on changes to Earth's surface due to erosion, deposition of soil, rock sediment, flooding,
volcanoes and earthquakes that can be taught along with this content.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly
at an understandable pace. CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
STUDENT KNOWLEDGE: Prior Concepts Related to Behavior, Growth and Changes PreK-2: Plants and animals have variations in their physical traits that enable them to survive in a particular environment. Living things that once lived on Earth no longer exist, as their needs were not met. Living things have basic
needs, which are met by obtaining materials from the physical environment. Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. Future Application of Concepts Grades 6-8: Organisms that survive pass on their traits to future generations. Climate, rock record and geologic
periods are explored in Earth and Space Science. High School: The concepts of evolution are explored.
MATERIALS: Engage
Exit tickets Copy of cards
Explore Copies of record sheet for tour Optional: if you choose to do Investigate
o Marker o 4 jars with lids o Pond water o Dropper o Liquid fertilizer
Explain Ohio wildlife timeline poster Ohio timeline chart copies Exit tickets text books Copies of graphic organizer Internet and projector
Elaborate Copies of Benefit project checklist, guide sheets, rubric, exit tickets text book Poster paper and crayons or markers Computer access for students or other materials for their research
VOCABULARY:
Primary
Abiotic Beneficial Biotic Detrimental Ecosystem Fossil Record Migration Populations Resources
SAFETY
ADVANCED
PREPARATION
All lab safety rules, procedures, and precautions should be taken into consideration. Students should be aware of surroundings while outside and stay away from
traffic etc. If email is being used, teacher should send through her or his account so students are not emailing without supervision. Gather all needed supplies and materials for demonstrations/activities/investigations. Reserve computer lab or laptops for 3 days. You may want to decide ahead of time which species students can complete
their project on. You may want to arrange a more authentic audience for student
presentations. You may want to plan time to allow students to actually implement/ complete
their project ideas.
3
Objective: Students will identify interactions between factors in an ecosystem and determine if they cause a beneficial or detrimental effect. Students
will begin to think about environmental changes that happen in Ohio by writing letters and asking questions of
professionals in the field. What is the teacher doing? Card game (Day 1)
Teacher reminds students of past unit about environmental
changes. Pass out cards to students.
What are the students doing? Card game (Day 1)
1. Read card. 2. Look for other students in
group by finding those with cards that show an interaction.
ENGAGE (2 days)
(What will draw students into the learning? How will you determine
what your students already know about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the real world?)
Direct students to find their
group by looking for cause
and effect relationships. Direct students to determine if effects are beneficial or detrimental and share with
whole class. Pass out exit tickets
Write a Letter (Day 2) Show videos of students asking park officials questions about
the environment. Link. Let them know that they can ask questions too. Show video of turtles being
released. Link Introduce expectations for the letter and pass out paper for
draft. Provide possible recipient addresses. Monitor student
work.
3. Read cards in group and decide if the event had a beneficial or detrimental
effect. 4. Read cards aloud to
classmates and share answer.
5. Pay attention to other groups.
6. Complete exit ticket. Write a Letter (Day 2)
7. Watch video 8. Think about questions to ask. 9. Choose a topic and recipient. 10.
Write a letter about changing Ohio's ecosystems or an
endangered species.
EXPLORE
Objective: Students will use their powers of observation and inference to record
facts and ideas as they tour the outside school grounds. They will be looking for possible habitats and areas that could be improved for wildlife.
(1 day) (How will the concept be
developed? How is this relevant to
students' lives? What can be done
at this point to identify and address misconceptions?)
What is the teacher doing?
Tour School Yard (Day 3) Encouraging students to notice and imagine habitats and ideas for improving them.
Monitoring students so they are
safe outside of the classroom.
What are the students doing? Tour School Yard (Day 3)
1. Observing and recording what they see.
2. Sharing notes with classmates.
EXPLAIN (4 days)
(What products could the students develop and share?
How will students share what they have learned? What can be
done at this point to identify and
address misconceptions?)
Objective: Students will compare the wildlife of Ohio's past to the wildlife of Ohio's present. They will understand some of the reasons for these
changes and realize people can have a beneficial or detrimental impact.
They will also explain some of the differences that existed in our distant past. (Some of these ideas will be repeated in the upcoming fossil unit. Connections will also be made when students later study weathering and erosion in the 4th quarter.)
4
What is the teacher doing? Timeline (Day 4)
Introduce students to the
poster of the Ohio Wildlife Timeline. Ask them what they
notice. Show students online timeline. http://geosurvey.ohiodnr.gov/contacts-about-
us/about-the-division/timeline-of-survey
Guide students as they take
turns reading and discussing the map and information
provided. Help students choose which years and information to add to
their graphic organizer. Special Places in Ohio (Day 5)
Project the picture of Cedar Bog. Read the paragraph about it.
Ask if any students have ever
been there. Have students read about Clifton Gorge page 186 and
Wayne National in 5th grade
text. Visit the websites to see the pictures. (See teacher pages.) Have students complete exit
ticket. Textbook (Days 6-7)
Read Science text book Guide students as they complete graphic organizer.
What are the students doing? Timeline (Day 4)
1. Consider how the map has changed over time.
2. Pay attention and take turns reading and interpreting the
information presented in the
timeline. 3. Help class decide which years
to use. 4. Complete graphic organizer
and summary.
Special Places in Ohio (Day 5) 5. Pay attention to info about
Cedar Bog. Think about how it changes over time. Compare to
Clifton Gorge. 6. Read about Clifton Gorge and
Wayne National Forest 7. Complete exit ticket.
Textbook (Days 6-7) 8. Read science text
book 9. Complete Graphic Organizer.
Objective: Students will design a project that they can carry out that would be
a benefit to an endangered species. They will support their plan with research about the needs of an endangered species as well as evaluate the plan of another student. (Optional to have students carry out the project, but you will need more time.)
ELABORATE (6 days)
(How will the new knowledge be reinforced, transferred to new
and unique situations, or integrated with related
concepts?)
What is the teacher doing? Introduction (Day 8)
Ask students what they know
about endangered animals. Let
them know that their next assignment will be about
helping an endangered
species. Assist students in reading about the Karner blue butterfly Ask students if they think they
could do something like Blake.
What are the students doing? Introduction (Day 8)
1. Thinking about ways they can benefit a species.
2. Choosing a species.
5
Show the bat video - link Ask students if they have any ideas of ways to help the bats. Pass out project packet and go
over the design cycle. Show student The ODNR and how to find the species or show them the
resources they will use to
gather their information. Allow them to get started if there is time or to at least choose a species
Define the problem (Day 9) Monitor students as they gather their information and
write their notes. Develop the Solution (Day 10-11)
Remind students of Blake and the
butterflies. Remind them that they have to design a solution that they could
actually do. Monitor student's progress as
they complete this part. Encourage students to use the rubric to evaluate their own
work. Ask students to share some
ideas as they work to help students better develop their ideas or to inspire struggling
students. Provide materials for posters. Remind students that they will be
presenting their projects. Presentations/Evaulations (Day 12)
Organize students so that they
can share their projects with as
many people as possible. This may vary depending on
whether or not you used groups. Presentations can be before the whole class or set up
more like a science fair. Remind students of expected behavior as audience
members. Also remind students to take notes about
other projects. Allow time for students to ask each other questions and
make suggestions.
Define the problem (Day 9) 3. Researching the species. 4. Answering questions, writing
notes. Develop the Solution (Day 10-11)
5. Brainstorming ideas. 6. Sharing ideas with classmates.
7. Using pages to organize ideas for project.
8. Making a poster. 9. Practicing presentation.
Presentations/Evaluations (Day 12) 10. Presenting project to other
students. Answering their questions. Thinking about their
suggestions. 11. Listening to other
presentations, offering
suggestions and asking
questions. 12. Evaluating projects for their
ability to provide a possible
benefit for a species.
6
Improve the solution (Day 13) 1. Have students review their
notes from the presentations. 2. Instruct students to add to
notes and to ask other students questions for clarification if needed.
3. Instruct students to complete their exit tickets. Make sure
students are focused on the possible benefit of a project to the species and not on the
poster. 4. Encourage students to be as
specific as possible in the changes they would make to
their project.
Improve the solution (Day 13) 13. Decide how to make
improvements to project. 14. Complete exit ticket.
Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions related to environmental changes and the effect on the
ecosystem.
Evaluate (on-going)
(What opportunities will students have to express their thinking? When will students reflect on
Formative How will you measure learning as it occurs?
Consider developing a teacher-created formative
assessment.
Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Suggestions include: writing Link
text book.
what they have learned? How
will you measure learning as it occurs? What evidence of
student learning will you be looking for and/or collecting?)
1. 2.
3.
4.
Exit tickets Letter Graphic organizers Poster
EXTENSION
Have students refer back to notes about school yard tour and identify beneficial and detrimental factors and
write a paragraph to describe a possible way to change the environment to make it better for
wildlife.
2. Teacher-created short cycle assessment will assess all clear
learning targets. INTERVENTION
EXTENSION/
INTERVENTION (1 day or as needed)
1. Have students implement their plan and write a report about its
results. (Will take more than one day)
2. http://www.npr.org/2013/07/1 1/200788221/saving-one- species-at-the-expense-of- another NPR story read or listen to story and respond
1. www.discoveryeducation.com related videos
2. Students can redo project poster based on ideas to change it and
rubric.
3. Trumpeter swan Watch video and identify beneficial and detrimental factors for swans.
http://app.discoveryeducation.com/search?Ntt =trumpeter+swan
7
Ecosystems are not a functioning whole, but simply a collection of organisms Varying the population size of a species may not affect an ecosystem, because some organisms are not important
COMMON
MISCONCEPTIONS
DIFFERENTIATION
ADDITIONAL
RESOURCES
Humans provide food for other organisms.
Strategies to address misconceptions: Refer back to food webs and remind students how important all the organisms are for
keeping the ecosystem balanced and healthy. Misconceptions can be addressed through the use of Discovery Ed video clips,
pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Pair students with a carefully selected partner for reading or
writing activities. Provide research material for students. Break reading into small chunks. Allow students to work in groups. Limit number
of species choices.
Higher-Level: Allow students to access more websites to gather more information about species. Expect them to implement project or design a
school wide project.
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE
Textbook Resources: MacMillan Science (2010)
Websites: ODNR endangered species in Ohio http://www.dnr.state.oh.us/Home/wild_resourcessubhomepage/Resear
chandSurveys/OhioNaturalHeritageDatabase/rareplantsbycounty/tabi d/23654/Default.aspx ODNR wild life areas http://www.dnr.state.oh.us/Home/wild_resourcessubhomepage/Wildlife AreaMaps/tabid/19694/Default.aspx
8
Caesar Creek http://parks.ohiodnr.gov/caesarcreek Schoolyard habitat http://www.fws.gov/cno/conservation/schoolyard.cfm Why green matters
http://projectevergreen.com/pdf/EnvironmentalFactSheets.pdf Google earth http://www.google.com/earth/index.html backyard wild life habitat http://www.nrcs.usda.gov/wps/portal/nrcs/detail/national/newsroom/f eatures/?cid=nrcs143_023553 schoolyard wildlife habitat http://schoolgardens.org/wp- content/uploads/2012/09/Fact-Sheet.pdf endangered species http://www.fws.gov/midwest/endangered/lists/ohio-spp.html Caesar Creek field trip http://drydredgers.org/trip201005p1.htm ODNR bat info http://www.dnr.state.oh.us/Portals/9/pdf/pub370.pdf ODNR bat info http://www.dnr.state.oh.us/Home/species_a_to_z/SpeciesGuideIndex/i ndianabat/tabid/6662/Default.aspx More bat info http://www.fws.gov/midwest/endangered/mammals/index.html http://www.fws.gov/midwest/endangered/mammals/inba/inbafctsht.h tml trumpeter swan http://www.dnr.state.oh.us/Home/species_a_to_z/SpeciesGuideIndex/tr umpeterswan/tabid/6779/Default.aspx Karner blue butterfly http://www.fws.gov/midwest/endangered/insects/kbb/karnerbl.html Ohio History http://www.ohiohistorycentral.org/w/Welcome_To_Ohio_History_Central
Discovery Ed:
http://app.discoveryeducation.com/search?Ntt=trumpeter+swan
Movies/Videos: Bat video http://www.nature.nps.gov/multimedia/wns01/index.cfm Bat video http://www.youtube.com/watch?v=tGdGSTHZ_G4
9
Changing Environments -Engage- Teacher page
Students have already learned that environments change over time. Sometimes the
changes are fast sometimes they are slow. Students should also be aware that the
organisms interact and are affected by the biotic and abiotic factors in their environment
as well as they affect the other factors. It is a misconception that some children have
that and environment is just a collection of plants and animals. They may not understand
how interdependent they can be. Even the smallest organism can have a huge impact
when it provides food or causes disease for other animals. Use the following activity to
help get students thinking about how organisms affect each other. Help them to notice
that some changes are helpful and some are harmful. Sometimes a factor can be helpful
to one species, but can harm the others. Try to get students to think about the whole
population of a species and not just the individual animal. For example, a gardener cuts down a
diseased rose bush. This is bad for the rose bush itself but may protect the rest of the roses in
the garden from also getting the disease and dying. The activity the students will do is designed
to get them to think about whether a factor is beneficial or detrimental and for which organism it
is good or bad.
1. Copy and cut out cards.
2. Pass out cards to students. There are thirty, but they are parts of a group identified
by a number in the bottom right of the card. Do not tell the students this first if you want
them to find their partners by considering cause and effect relationships.
There are 6 groups of 3 and 2 groups of 6. (6 is a large number for a group, but it is
important to see how one factor creates a ripple of effects in the environment.)Feel
free to make your own or have students team up and share a card, to do the groups
of 6 as a whole class activity, whatever you would like.
3. Have students read their own card silently then stand and search out their group.
Explain that they have a cause card that asks the question," What is the impact?" or an
effect card that asks "Beneficial or detrimental? " They find members of their
group by explaining what is on the card and seeing which other students have a
matching situation. (Alternately, you can simply place students in groups.)
4. The student with the cause card (a) can be the leader and will read his or her card
first. The leader will also offer a brief summary at the end in order to answer the
"what is the impact?" question. Instruct students to read the cards and as a group
decide if the factors described on the effect cards (b-f) are beneficial or
detrimental and to which species they are beneficial or detrimental. Encourage a
discussion if students disagree because both sides may be correct.
5. Have each group share with the class by reading their cards and sharing their
answers.
6. Pass out and have students complete the exit ticket.
10
Changing Environments -Engage- Teacher page
Answers to engage activity-
+ for beneficial and - for detrimental
1b. woodpecker +
1c. ash tree -
2b. algae -
2c. puddle fish -
3b. bluebirds -
3c. cats +
4b. cardinals -
4c. mosquitos +
5b. bats -
other pond plant and animals +
5c. insects + plants -
6b. mice + ticks +
6c. young trees -
7b. elk +
7c. willow trees -
7d. beaver -
7e. elk -
7f. golden eagle -
8b. elk +
8c. willow + beaver +
other scavengers -
8d. organisms that live in wetland/pond created by beaver+ plants
and animals that depended on stream now blocked -
8e. deer, bison, sheep, cattle, ranchers -
8f. scavengers +
Columbus City Schools 11
Curriculum Leadership and Development
Science Department June 2013
Changing Environments -Engage-Exit ticket
Name ____________________________________ Date __________________
Give one example of a beneficial(helpful) impact. Explain the cause and effect.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Give one example of a detrimental (harmful) impact. Explain the cause and effect.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Changing Environments -Engage-Exit ticket
Name ____________________________________ Date __________________
Give one example of a beneficial (helpful) impact. Explain the cause and effect.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Give one example of a detrimental (harmful) impact. Explain the cause and effect.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
12
The emerald ash borer
was introduced into the
forests of Ohio.
What is the impact?
1a
The silver carp is a fish
introduced into ponds
and rivers.
What is the impact?
2a
The house sparrow is
originally from England,
but now lives all over the
United States.
What is the impact?
3a
Woodpeckers like to eat
emerald ash borers.
Beneficial or detrimental?
1b
The silver carp eats algae
which can help control
algal blooms which hurt
plant and animal life in
pond and lakes.
Beneficial or detrimental?
2b
House sparrows nest in the
same places as Bluebirds
and sometimes destroy
their eggs and take over
their homes.
Beneficial or detrimental?
3b
Ash borers lay eggs in the
ash tree which grow and
chew their way through the
tree which damages
and kills the tree.
Beneficial or detrimental?
1c
The silver carp reproduces
quickly and eats the same
food that smaller fish such
as puddle fish also need
to survive.
Beneficial or detrimental?
2c
House sparrows often feed
on seed on the ground
that has fallen from
feeders or flowers which
makes them easier food
for cats to catch.
Beneficial or detrimental?
3c
13
Cardinals like to eat the
honeysuckle berries, but Mosquitoes enjoy the
they are not as nutritious dense shade the bush
Bush honeysuckles grow
very quickly in woodlands.
What is their impact?
4a
White nose syndrome is a
fungus that grows on the
noses of brown bats.
What is its impact?
5a
as other berries and cause
them to have weaker
babies which are less likely
to survive.
Beneficial or detrimental?
4b
The white nose syndrome
fungus weakens and kills
the bats.
Beneficial or detrimental?
5b
honeysuckles provide for
shelter during the hot
parts of the day.
Beneficial or detrimental?
4c
Bats that are killed by the
white nose syndrome will
not be able to eat insects
that damage plants and
pass along disease.
Beneficial or detrimental?
5c
Japanese barberry grows
easily and quickly in our
forests.
What impact does it
have?
Mice and ticks like the
dense braches of the
Japanese barberry for
shelter.
Beneficial or detrimental?
The Japanese barberry
chokes out younger trees
and keeps them from
growing.
Beneficial or detrimental?
6a 6b 6c
14
Humans feared the wolf
would kill too much of their
livestock herds. So they
killed off all the wolves.
What was the impact?
With fewer wolves to prey
on the elk, the elk
population increased.
Beneficial or detrimental?
Because there were so
many more elk because
the wolves did not hunt
them, the elk ate many
more willow trees.
Beneficial or detrimental?
7a
Because so many willow
trees were eaten and did
not grow to maturity, the
beaver did not have
enough food or trees to
build shelters.
Beneficial or detrimental?
7d
Wolves are reintroduced
into the wild.
What is the impact?
8a
7b
Because there were fewer
willow trees and many
more elk, the elk also
started to run out of food.
Beneficial or detrimental?
7e
Elk are hunted by wolves.
The wolves take the
young, old, or weak elk
first. As the elk population
decreases, they
eventually become
stronger as a whole.
Beneficial or detrimental?
8b
7c
Scavengers, such as the
golden eagle relied on
meat left behind by the
wolf kills had a harder time
finding enough food all
year.
Beneficial or detrimental?
7f
With the wolves hunting
again the elk eat fewer
willow trees and the
beaver population can
now find food and trees to
build their shelter.
Beneficial or detrimental?
8c
15
Now that the beavers are
able to build their dams
again they plug up the
rivers and streams and
create a new habitat for
a different variety of
animals.
Beneficial or detrimental?
8d
The wolves also hunt other
animals such as deer,
bison, and sometimes
sheep or cattle belonging
to the ranchers.
Beneficial or detrimental?
8e
Scavengers get to eat the
left overs of animals killed
by wolves, so they have
more food the whole year
instead of starved animals in
winter or human hunter
remains.
Beneficial or detrimental?
8f
16
Changing Environments -Engage- Teacher page
Write a letter or email
Show two videos from national park website of kids asking questions and getting
answers.
http://www.nps.gov/cuva/forkids/exploring-park-ecosystems.htm
The web page also has useful information about the park ecosystems changing
over time.
http://blog.cleveland.com/metro/2008/09/ohio_zoos_are_leaders_in_reint.html
Also show this video of turtles being released. The article talks about conservation
projects that zoos are involved with including one to bring back Eastern Plains
garter snakes in cooperation with the Columbus Zoo and Westerville High School.
Wayne National Forest is reintroducing the American Burying Beetle. See website.
Students will write a letter or email to an organization requesting information about
how an ecosystem has changed over time. They can ask about endangered species
that may be in the area or used to be in the area. They can also ask
about how human actions have had beneficial or detrimental effects. Students will
elaborate on their learning in this unit by designing a project they can do that will
have a beneficial effect on an endangered species in Ohio. This may also be a
time for students to get in contact with an organization that can provide some type
of support. The following organizations may be helpful in providing information for
students.
17
Changing Environments -Engage- Teacher page
Write a letter or email
You may want to visit website for ODNR that shows endangered species in Ohio, so that
you and students can be a little more informed before writing your letters. List of Ohio's
endangered species.
Ohio Department of Natural Resources [email protected] email Central Ohio District Brad Kiger 1500 Dublin Road Columbus, Ohio 43215 (614) 644-3925 http://ohiodnr.com/tabid/877/Default.aspx Website to contact Ohio Nature Preserves. 2045 Morse Road,
Building C-3 Columbus, OH 43229-6693 (614) 265-6561
Ohio Wetland History http://ohiodnr.com/dnap/wetlands/history/tabi d/1001/Default.aspx
US Fish and Wildlife Services
4625 Morse Road, Suite 104 Columbus, OH 43230
phone: 614-416-8993
e-mail: [email protected]
Metro Parks 1069 W. Main Street Westerville, OH 43081
[email protected] Please call 614.891.0700 Monday-Friday 8:30 a.m. to 4 p.m. Metroparks info on
wetland management http://www.metroparks.net/E
ducationResourceManagem ent.aspx Wayne National Forest 13700 US Highway 33
Nelsonville, OH 45764 (740) 753-0101 http://www.fs.usda.gov/detail full/wayne/learning/history- culture/?cid=fsm9_006140
Megan Seymour Fish and Wildlife Biologist US Fish and Wildlife Services
4625 Morse Road, Suite 104 Columbus, OH 43230 phone: 614-416-8993 ext. 16 [email protected] The Columbus Zoo
conservation challenge http://www.columbuszoo.org
/the_zoo_to_you/conservatio
n_challenge/default.aspx . Contact [email protected] g or 614-724-3568 for more info.
The Wilds 14000 International Rd.
Cumberland, OH 43732 [email protected] 740-638-5030
Decide whether your students will write a traditional letter or compose an email that you
will send. Consider having students share their letters and composing one letter or email
as a class to send to the organizations.
ODNR does not at the time of writing this guide have hands on programs that the
students can participate in that deal with specifically with endangered species, but they
are aware of our new standards and are working on addressing them through their
programs, so keep them in mind as a potentially very helpful resource.
Provide a format that fits what you have been teaching in writing to have students
complete their final copy.
18
Changing Environments -Engage
Name __________________________________ Date _____________
Write a letter or email-rough draft
You have watched a few videos and have learned about how environments can
change and affect the organisms in them. Think about questions you have about how
Ecosystems in Ohio have changed or about organisms in danger of becoming extinct in Ohio.
Choose an organization such as the Ohio Department of Natural Resources, and
write a letter asking for information about your topic and answers to your questions.
Start the body of your letter by introducing yourself.
Inform the reader for the reason for your interest in the topic. Then
ask your question(s).
Thank the reader for reading your letter.
Use the format provided by your teacher to prepare your final copy.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
19
Changing Environments -Explore-Teacher page
Take students outside to look at the school yard. Help them identify different
features that may be habitats for organisms such a bird can rest or build a nest in a tree.
Earthworms underground can eat the decaying leaves that have fallen from
a tree. Mice or raccoon may get a drink from a puddle or a snack from the
garbage bins. Patches were grass grows could become wildflower gardens and
provide nectar for bees or hummingbirds. Black top may be great for playing
basketball, but it keeps trees from growing and helps make the area hotter.
When students return inside have them share their observations then answer the
bottom part about making improvements. This may help get them thinking about the
project they may do at the end of the unit.
20
Changing Environments -Explore
Name __________________________________ Date _____________
Tour the school grounds
Take a walk outside around the school. Notice the living things that you see and imagine
the ones who may be out of sight or may pass by later in the day. Make notes about
spaces that are or could be habitats for plants and animals. Notice areas that are good for
organisms and areas that could be improved. Identify who or what is responsible for the
benefits or detriments to the environment.
Write down your notes here.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Do you think your school yard is a healthy environment for wildlife? What changes can
be made to improve it?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
21
Changing Environments- Explain
Ohio Wildlife Timeline- Teacher page
Use the timeline provided by ODNR http://geosurvey.ohiodnr.gov/contacts-about-us/about-the-division/timeline-of-survey
One Ohio Wildlife History poster was sent to each elementary building. Additional posters
can be ordered through ODNR. Order form for timeline.
The activity can be done with or without the poster. The 58 page document provided at
the website at the top of the page shows a map of Ohio with a representation of animals
and trees present that year. On the side is a brief statement of what was going on at the
time that would have an effect on the loss, protection, or restoration of wildlife.
Example: 1770 George Washington mapped Ohio for soldiers and observed wolves,
mountain lions, black bears, bison, and elk in all parts of Ohio.
1803- Ohio becomes a state and the last bison in Ohio is killed.
1875- The great Black swamp is drained and replaced with farms.
1856- Wild Turkeys are reintroduced.
Examples of pages:
http://www.dnr.state.oh.us/portals/9/resources/History%20Timeline.pdf
Students will be able to see how the wildlife has changed and make connections to the
reasons why.
1919- The coyote is an example of an animal that benefited from the destruction of the forests
in Ohio. The coyote has the ability to adapt to various environments, but is native to more
open area than forests. When the forest habitat was diminished in Ohio and the wolves
hunted or migrated to no longer exist here, the coyote was able to move in. (The coyote
would have much more difficulty competing with the wolf for food and space. It
is not native to Ohio, but is now one of the regularly observed wild animals in Ohio.)
22
Notice that conservation or protection efforts often coincided with permission to hunt.
(Example the wild turkey1956, 1966)
Make sure students make connections to the loss of one type of organism affecting
others. Refer back to the black bear activity from the previous lesson. Even if the bear
can find enough food, it still needs a lot of vegetation, both trees and shrubs for shelter in order
to survive.
PROCEDURE Ask students how they think the wildlife in Ohio has changed over the past 200 years, just
get them thinking.
Show them the poster and ask them what they notice are similarities and differences
between years 1803, 1903, and 2003. (If you don't have the poster, use the online
document from ODNR) Point out the differences in human population and ask them what
they think is the connection and possible causes of the change in wildlife. They should notice
not only less animals, but also far less green and far less variety. Make sure they
also consider the improvement in 2003 from 1903. Why did that happen?
*Show students the 58 page document from ODNR.
http://geosurvey.ohiodnr.gov/contacts-about-us/about-the-division/timeline-of-survey
*Have students take turns reading the information, describing the map, and explaining
why the information is included. Does it inform about specific wildlife? Does it explain
human behavior that might impact wildlife? If so, what is the probable outcome? Does it
provide a cause and effect relationship of the impact on the Ohio wildlife?
* Have students take notes on graphic organizer. Deciding together which dates to use.
Help students if needed to include dates and info to reflect the diminishing forest and wildlife
and causes as well as efforts to restore, conserve, or protect and evidence of improvement.
If you have the resources: the idea to have students make their own timeline in the
room with a big map and pictures or models of animals and physically manipulating
them on the map(placing and removing as directed) could be a rather powerful activity
to really notice the changes. The timeline on the poster includes other events as a
reference to what else was going on in the world.
23
Changing Environments- Teacher Page
Name ________________________________ Date _________
Ohio Wildlife Timeline-Possible answers
Year Event Impact
1839
1920
1954
1956
2005
(cause)
Ohio is leading producer of
wheat. Most of forests were
cut down to make room for
farms and towns.
First wildlife area is established
in Ohio.
Last reported river otters in this
year perhaps caused by
pollution in streams and rivers.
Wild turkeys are reintroduced
to the forests which are still
recovering. Deer have been
making a comeback and can
now be hunted in whole state.
Eagles are making a
comeback as well as swans,
river otters snowshoe hares,
and Ospreys(info from several
years)
Beneficial(helpful) or Detrimental (harmful)
(effect)
Detrimental-Habitat for wildlife has been
destroyed. Without shelter and places to
find food, many more animals will die or
migrate
Beneficial to wildlife- offers a protected
space for both plants and animals to grow
and survive.
Detrimental- pollution that harms otters
probably also harmed fish and other
animals as well as plants living in or near
water.
Beneficial- Turkeys bring added diversity.
Hunting laws and licenses encourage an
interest in conserving wildlife so that there
will continue to be wildlife. There is an
increase in amount and variety of wildlife.
Beneficial-Efforts of wildlife groups and
laws have helped reintroduce species and
create habitats to encourage migration of
animals and growth of plants
.
Write a summary about how Ohio's wildlife has changed in the past 200 years. Include a
summary of the reasons for the changes. (Answers will vary.)
The wildlife in Ohio decreased in both number and variety as more humans moved in.
The people cut down forests to make farmland and to build homes. They also hunted
many of the big game animals and predators. Eventually people noticed that losing so
many plants and animals was not a good thing. They started to pass laws to protect
remaining wildlife and even set up programs to replace some of what was lost. Now Ohio
is improving, but it still does not have nearly as many plants and animals as it did 200
years ago.
24
Changing Environments- Explain
Name ________________________________ Date _________
Ohio Wildlife Timeline
Year Event Impact
Beneficial(helpful) or Detrimental (harmful)
(cause) (effect)
Write a summary about how Ohio's wildlife has changed in the past 200 years. Include a
summary of the reasons for the changes.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
25
Changing Environments- Explain-Teacher Page
Read about Cedar Bog(included). Make sure students understand that
Cedar Bog is in Ohio. It used to be covered by a glacier. It used to have mastodons and
mammoths eating its sedges. Ask students what is special about the plants growing
there? (They are from the ice ages and are the same type of plant that fed mammoths
and mastodons)
Read about Clifton Gorge.
Ask them what is special about the plants growing there. (The plants need cool moist
areas to grow, so they can't grow just anywhere. Some of the wild flowers are rare and even
endangered.
Ask students what is similar between Cedar Bog and Clifton Gorge. (They were both
created by a glacier and they both grow rare plants that aren't found in many places.)
Have students discuss what kinds of animals lived during the ice age when parts of Ohio were
covered with glaciers.
Use this Ohio History website to give you some background. Paragraph 10 will be
especially helpful. You can also use link at bottom to see a fossil skeleton of giant sloth.
Ask them why the animals became extinct. Students should answer that the environment
changed and the animals could not adapt so they died. Notice that even though Cedar
Bog still has plants that mastodons ate there were not nearly enough plants to feed all of them.
Make sure students know that much of Ohio was covered by an ocean even before the
glaciers. So even longer ago than the ice age the plants and animals that lived in most of
Ohio were very different, because they lived in an ocean. It is one of the reasons we find so
many water animal fossils in Ohio.
Next read about Wayne National Forest.
Use this website to see before and after reclamation pictures.
Have students complete an exit ticket.
Answers will vary but should describe that because the environment changed the plants
and animals that could live there also changed. They could also explain that some of the
changes are natural and some are caused by man.
Have them complete the graphic organizer. 26
Changing Environments- Explain- Exit Ticket
Name ________________________________ Date _________
Changing Ohio Ecosystems
Use the information you learned about Cedar Bog, Clifton Gorge, and Wayne National
Forest to answer this question. What is one way that an ecosystem has changed in Ohio?
Explain how the land changed and how that affected plants or animals living there.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Changing Environments- Explain- Exit Ticket
Name ________________________________ Date _________
Changing Ohio Ecosystems
Use the information you learned about Cedar Bog, Clifton Gorge, and Wayne National
Forest to answer this question. What is one way that an ecosystem has changed in Ohio?
Explain how the land changed and how that affected plants or animals living there.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
27
Cedar Bog http://www.ohiohistory.org/museums-and-historic-sites/museum--historic-sites-by-name/cedar-bog/history
Cedar Bog is a wetland. It is actually a fen and not a bog
because it is not acidic. It was created by a glacier that
receded about 20,000 years ago. Its water comes from
ground water that comes up from the gravel left behind by the
glacier. The glacier also brought special plants that are
not found in other places in Ohio. The constantly moving
water helps keep the area a special temperature range that
also allows unusual and rare plants to grow. The plants that
look like grasses are actually sedges. These plants made up a
huge part of the mastodon and mammoth's diet. The Cedar
bog is habitat to many species of rare or endangered plants
and animals in Ohio. The area was once over 7,000 acres,
but is now about 450 acres. It continues to change through
succession, but is being protected from more human
development so it can be conserved for future generations. 28
Changing Environments- Explain
Name ________________________________ Date _________
How Do People Affect Ecosystems? Page 144-148
Main idea:
People can harm an
ecosystem.
Add a detail Add a detail Add a detail
Main idea:
People can help an
ecosystem.
Add a detail Add a detail Add a detail
29
Changing Environments- Explain-teacher page
Possible answers include
Main idea:
People can harm an
ecosystem.
Add a detail
People can pollute the
water by using chemicals
on their farms, gardens or
yards.
Add a detail
People can pollute the air
when they burn coal, oil,
and gas.
Add a detail
People can turn prairies
and forests into farm land
or housing developments.
Main idea:
People can help an
ecosystem.
Add a detail
People can pass laws that
protect existing
ecosystems from being
destroyed.
Add a detail
People can conserve
resources by reducing,
reusing, and recycling.
Add a detail
People can restore
damaged ecosystems by
removing pollutants and
replacing things such as
soil and plants. 30
Changing Environments- Elaborate- Teacher page
Students will need time to research. If you are unable to get access to the
Internet for your students then you may need to choose a few species or
habitats and provide hard copies for students to do their research.
Students will use what they have learned and what they are interested in learning more
about in order to complete this project. Students will develop a project that they believe will
benefit an endangered species. They will need to learn a little about the species and
its habitat in order to develop a reasonable plan that takes into account other possible effects.
Examples can include things such as planting seeds that will provide food for a particular
bird or insect. Students may decide to convince their parents to plant trees that could
become a roosting sight for bats or even build a bat house. Students may want to make
a commercial to persuade farmers to be more careful with fertilizers or pesticides or to
raise money to donate to one of the wildlife
protection organizations.
They will need to develop a plan that they can
accomplish and be able to explain its possible benefits.
They will use the design cycle to do this.
To define the problem, students need to decide which
species they want to benefit. It can be a
plant such as ash tree, an animal such as the Indiana
bat.
They will need to do some research to learn what the species may need to have a better
chance to survive and reproduce. They should consider the example of the boy who planted
seeds to grow lupine to support the Karner blue butterfly. They will need to be able to
explain how this project will be a benefit to the species in question. If you allow them to
choose to raise money for a larger organization, they will have to explain how that
organization will be a benefit.
Once they have developed their plan they must make a presentation to the class to
explain what the plan is. This should include details about the species and the plan itself.
Students will listen to each other's presentations and ask questions or offer suggestions that
will help students improve or optimize their plans.
Students will complete an exit ticket explaining what improvements they will make to their plan
as well as evaluating one of the other projects.
31
OPTIONAL but really powerful possibilities: Students can write a persuasive essay to
encourage students, teachers, parents and others to support a plan. This essay can be
used as practice for the writing portfolio piece this quarter or possible as portfolio
piece itself. They can write about their own plan or a plan that they believe is better than their
own.
This can become an opportunity for students to carry out their plan and truly complete the
project. You may be able to get the whole 4th grade, the whole school, or even the whole
community involved in the project! Students can complete their own projects as they are
able or the class can choose one or two projects based on presentations and essays.
Consider allowing students to share their ideas with older students or a panel of people
from the community to get feedback and make their audience more authentic. Perhaps they
can even send their proposals to the ODNR or The Wilds or the Columbus Zoo or the Metro
Parks. This may allow the students to make more significant improvements to their projects.
The Ohio Department of Natural Resources website will be very helpful. They have
information pages for many of Ohio's species. They list what is endangered or threatened
in the state and even down to counties. The Indiana Bat is a species listed for Franklin
County. Many of the other species in Franklin County are mussels. The Karner Blue
butterfly is listed for Ohio, but it lives only in Northern Ohio. The trumpeter swan has been
moved to threatened status. Vernal pools are a special type of habitat that is
endangered in Ohio. You can find links to information about them as well. You may also
want to consider allowing students to use The Columbus Zoo or The Wilds as resources or
even "partners," however the students may not end up supporting species that are native
to Ohio or even the United States.
You will need to decide if students will work in groups or independently.
Day 1
Start by sharing a few examples with students. Karner
blue butterfly- 4th grade text page 194
Indiana bat- video link -
Distribute packet and explain the project. Do this in a way that works best for you and your
students. Let them know the final expectation as well as the steps they will take to get there.
The first page of packet is an overview and checklist. Students can use this to stay
focused on their task. It will also help you know what the students need to do next.
32
Day 2
The Define the Problem page is a place for the student to take notes as they do their
research. Use the http://ohiodnr.gov/ or others that you prefer. They may not be able to get
an answer to every question, but they should try.
Day 3-4
The Develop the Solution pages will keep the student focused to meet the rubric criteria.
Day 5 -6
Students will use the Improve the Solution Pages on the day they present their project and
conclude with an exit ticket.
WEBSITES
http://ohiodnr.gov/ animals that are underlined have a page with information. Links at top for
threatened or extirpated animals.
Use these and other sites or materials of your own choosing for students to research.
American Burrying beetle- website Wayne National Forest
Trumpeter Swan- http://ohiodnr.gov/ and Cleveland Zoo
33
Changing Environments- Elaborate-Benefit Project
Name ________________________________ Date _________
You have been learning about how organisms in a habitat are affected by both biotic
(living)and abiotic (non-living)factors. You have also learned about how humans impact
the environment. Sometimes they harm it and sometimes they benefit it. You are going to
design a project to bring a benefit to the environment. Use the design cycle to help.
Define the problem-
____Choose your species -______________________________
____Gather information so you know what will help the species and so you can persuade
others to help you.
Develop a solution-
____Decide what you can actually do to help.
____ Make a list of the steps in the order that you will do them.
____Get permission from parents, school, or whomever owns the property if you plan to be
making any changes.
____ Make a poster to present your idea to others.
Improve the solution-
____ Present your ideas to others.
____ Consider the ideas, questions and comments of others to improve your project.
____ Make changes to your project to improve it.
Conclusion-Exit ticket
____ Explain what changes you made to your project. ____
Evaluate one other project.
34
Changing Environments- Elaborate-Benefit Project
Name ________________________________ Date _________
Define the Problem
The first part is to define the problem.
You will do this by choosing a species that you want to help. The species can be a plant or
animal.
Next you have to do some research to learn what the organisms might need and how the
habitat can be improved to help the species. Use these questions to get your research
started. Use the back or notebook paper if you need space for your answers.
What is your species? ________________________________
What are the special needs of this species? (Shelter, food, growing conditions?)
What is special about its habitat? (Why does it live there? Could it live somewhere else?)
Why is it in danger?
How do other species interact with it? (Ex: What does it eat? What eats it?)
Why should people care about it? (This is an opinion that should be supported with facts.)
What can be done to help the species?
Who will you need to ask for help?
35
Changing Environments- Elaborate-Benefit Project
Name ________________________________ Date _________
Develop the Solution
Now is time to figure out how you can make a beneficial difference.
Use what you learned in your research to brainstorm some ways you can help.
What can you do? How will it help?
Before you choose, make sure you consider how it is likely to impact other species.
Choose one of the ideas above that you could actually do. Write a paragraph to explain
why you chose it. Be sure to explain how you think it will help. Use information from your
research to support your choice.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
36
Develop the Solution- page 2
Whose help or permission will you need in order to complete this project?
Name Why do you need them?
Ex: Drive me to the park? Permission to borrow tools? Permission to be on property or make
changes to it? Permission to do fund raiser at school?
How will you ask? Phone,
letter, in
person?
done
List all of the steps you will take in order to complete the project. Your plan must include
getting permission as a step. Make sure your steps are complete. Include a minimum of 4 steps.
1.
2.
3.
4.
5.
6.
Make a poster to present your project with these characteristics:
Name of species to be helped
Information about the species to encourage people to care about it (3 facts from define
problem page.
Explanation of how your project would benefit the species and prediction of how it might
affect other species as well.
Detailed steps so people can see that the plan is possible
Visuals to help the reader imagine the habitat or species to be helped are optional.
Practice presenting your poster so you are not just reading it and can convince
people that your idea is good.
37
Changing Environments- Elaborate-Benefit Project
Name ________________________________ Date _________
Improve the Solution
Questions or Ideas I really liked Things I will change
comments about from other in my project
my presentation presentations 38
Changing Environments- Elaborate-Benefit Project
Name ________________________________ Date _________
Improve the Solution- exit ticket
The purpose of presenting the projects is to learn from each other.
Evaluate one of the other projects. Decide how helpful you think it will be.
Support your opinion with facts about the species and the plan.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Explain what changes you will make to your project based on what you
learned during presentations. Explain how you think the changes will
improve your project.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
39
Changing Environments- Elaborate-Benefit Project-Rubric
Name ________________________________ Date _________
Criteria
Name of
species
Information about Species or habitat
Explanation about the
project's benefit
Steps to complete project
Oral presentation
3
Contains an accurate,
specific name that
identifies the species.
Contains at least three
facts that focus on
explaining why the
species matters, and
needs help.
Project plans show a
likely benefit for the
species by explaining
how the species will be
helped.
Shows at least 4 steps
Includes permission.
Feels complete.
Reasonable that it can
be accomplished.
Easily heard and
understood. Makes eye
contact. Smiles.
Refers to notes but does
not read entire
presentation.
2
Contains a general
name that may not
accurately identify
the species.
Contains at least 3
facts about the
species.
Project plans show a
possible benefit, but it
is not clear who or
what will benefit.
Shows at least 4 steps
Includes permission.
Feels complete.
Questionable that it
can be
accomplished.
Easily heard and
understood. Looks
away from audience.
Mostly reads off poster
or notecards.
1
Refers to just a
plant or animal.
Contains 1 or 2
facts about the
species.
Project plan
does not show a
benefit.
Shows 3 or less
steps. Excludes
permission.
Not easily heard
or understood.
Unprepared to
present.
40
4th Grade Science Unit:
No Bones About It
Unit Snapshot
Topic: Earth's Living History
Grade Level: 4
Summary
Duration:
15 - 30 minute classes
The following activities engage students in exploring how fossils provide
evidence that many species have changed over time.
CLEAR LEARNING TARGETS
"I can"statements
____ explain how fossils are used to learn about organisms that no longer exist
____ compare fossils to other fossils and living organisms to identify similarities and
differences.
____ design and carryout an experiment to discover how organisms can leave fossil
evidence.
____ infer possible facts about organisms and their environment based on
observations of fossils or models of fossils.
Activity Highlights and Suggested Timeframe
Engagement: http://www.fossilmuseum.net/museum-fossils.htm
Day 1
Days 2-3
Days 4-11
Day 12-13
Day 14
and on-going
Day 15
Compare images of fossils with modern day similar organisms.
Complete graphic organizer. Exploration: Make a fossil model. Use the fossil kit. Try to identify fossils in fossil kit using trade books or websites/Reading Support Books.
Explanation: Fossil movie. http://app.discoveryeducation.com/search?Ntt=fossil+life+an+introduction Read text. Fossils and animals lab
LaBrea Tar Pits http://www.tarpits.org/la-brea-tar-pits/timeline virtual field trip Writing a friendly letter
Elaboration: Experiment with different materials to make fossil models. What
evolutionary changes occurred? Worksheet from movie.
Evaluation: Learning from fossil tracks Assessment guide page AG 29 Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to thermal energy transfer. A teacher-created short cycle assessment will be administered at the end of
the unit to assess all clear learning targets (Day 14). Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. Students design a most valuable fossil baseball card for a fossil they research
1
LESSON PLANS
NEW LEARNING STANDARDS: 4.LS.2 Fossils can be compared to one another and to present-day organisms according to
their similarities and differences. The concept of biodiversity is expanded to include different classification schemes based upon shared internal and external characteristics of organisms. Most types of organisms that have lived on Earth no
longer exist. Fossils provide a point of comparison between the types of organisms that lived long ago and those
existing today.
CONTENT ELABORATION: (as stated in Ohio's New Learning Standards for Science) Fossils provide evidence that many plant and animal species are extinct and that many species have changed over time. The types of fossils that are present provide evidence about the nature of the environment at that time. As the environment changed so did the types of organisms that could survive in that
environment. The opportunity to learn about an increasing variety of living organisms, both the familiar and the exotic, should be provided. The observations and descriptions of organisms should become more precise in identifying similarities and differences based upon observed structures. Emphasis can still be on external features;
however, finer detail than before should be included. Hand lenses and microscopes should be routinely used. Microscopes are used not to study cell structure but to begin exploring the world of organisms that cannot be seen by the unaided eye. Non-Linnaean classification systems should be developed that focus on gross
anatomy, behavior patterns, habitats and other features.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices
STUDENT KNOWLEDGE:
Prior Concepts Related to Behavior, Growth and Changes PreK-2: Plants and animals have variations in their physical traits that enable them to survive in a particular environment. Living things that once lived on Earth no longer exist, as their needs were not met. Living things have basic
needs, which are met by obtaining materials from the physical environment. Grade 3: Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. Future Application of Concepts Grades 6-8: Diversity of species will be explored in greater detail. The study of Modern Cell Theory and rock formation is
required (Earth and Space Science). High School: The concepts of evolution and cell biology are explored.
2
MATERIALS: Engage
Pictures- copies of 2 examples for each group Projector Graphic organizers
Explore Lab manual work sheets LM 64 Seashells or other objects such as twigs Petroleum jelly Small plastic bowl (consider using recycled materials) Modeling clay Glue Fossil kit Graphic organizers Variety of fossil books from library (optional) Exit tickets
Explain Discovery education movie http://app.discoveryeducation.com/search? Ntt=fossil+life+an+introduction Exit tickets Text book Worksheets from ancillaries
o RS31 and 34-36 LM 66,67 Shell fossil from fossil kit Modern day shell Picture of elephant and wooly mammoth from teacher resource TR page 53 cards #56,57
Elaborate Soil (not potting mix, seed starter, or compost) Leaves (or other soft organism parts)
Twigs, seeds or other hard plant parts Cups or bowls(search recycle bins) Water Spoons or knives to stir and smooth mud
Optional: Sand, clay, maple syrup, salt, bread, glue Lab sheet Exit
tickets Worksheets from Discovery Ed
VOCABULARY: Primary
Abiotic Biotic Cast Ecosystem Extinct Fossil Record Migration Mold Populations Resources Trace
SAFETY
ADVANCED
PREPARATION
All lab safety rules, procedures, and precautions should be taken into consideration Students wash hands after handling glue, clay, soil, fossils, etc
Remind student to not eat clay, glue, or fossils.
Gather all needed supplies and materials for demonstrations/activities/investigations. Consider borrowing books from library about fossils. Consider planning field trip to look for fossils!
Watch video ahead of time. It provides a lot of background
information. Try the leaf fossil experiment to understand the idea.
3
Objective: Student will compare fossils to living organisms to identify similarities and differences.
What is the teacher doing? What are the students doing?
What do you think it is? What do you think it is? (Day 1) (Day 1)
Pass out graphic organizer. 1. Observe photos and share
ENGAGE (1 day)
(What will draw students into the learning? How will you determine
what your students already know about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the real world?)
Project pictures of fossils. Model or lead completing graphic organizer with
example of virola. Place students into small
groups of 2-4. Pass out pictures of fossils and
living organisms. Facilitate group work and
sharing of answers.
*point out misconception that if animals look alike then they evolved with similar paths.
Cuttlefish does not look like ammonite, yet they are closer relatives than the ammonite and
nautilus.
descriptions. 2. Complete chart with teacher
help. 3. Work in small groups to
compare fossils and living
organism pictures.
4. Share work with classmates.
Objective: Students will begin to form an understanding of how fossils were
made as well as explain how fossils might be classified based on
characteristics.
What is the teacher doing? Make a model fossil lab (Day 2)
Pass out lab sheet page. Arrange students into groups of
three or four. Each student should probably make his or her own fossil. They can support each other and share
materials as they work.
What are the students doing? Make a fossil model lab (Day 2)
1. Follow direction to make a model of a fossil.
2. Work with group to answer questions.
EXPLORE (2 days)
(How will the concept be developed? How is this relevant to
students' lives? What can be done
at this point to identify and address misconceptions?)
Monitor students as they
complete lab. Classify fossils (Day 2-3)
Use the fossil kit. Reserve one fossil for each group. Divide remaining fossils
between each group. Pass out graphic organizer and monitor students as they
classify fossils. When students have organized all fossils, give them one more fossil to add to one group
Pass out and encourage students to use precise language as they complete exit
tickets.
Classify fossils (Day 2-3) 3. Work in group to classify fossils. 4. Fill in graphic organizer with
details 5. Work with group to fit in one
more fossil.
6. Complete exit tickets.
4
Objective: Students will be able to explain how fossils can be used to learn about organisms that existed in the past.
What is the teacher doing? Fossil movie (Day 4)
Pass out movie exit ticket
Show students the intro to Fossils movie http://app.discoveryeducation
.com/search?Ntt=fossil+life+an +introduction
Chapter 4 lesson 1 (Days 5-6) *May also begin Fossils and animals lab
Introduce chapter 4 by quickly previewing with a look at pictures.
What are the students doing? Fossil movie (Day 4)
1. Watch movie 2. Complete exit ticket
Chapter 4
(Days 5-6) 3. Read chapter 4/lesson 1 4. Complete reading support
sheets.
EXPLAIN (8 days)
(What products could the students develop and share?
How will students share what they have learned? What can be
done at this point to identify and address misconceptions?)
*point out misconception that if animals look alike then they evolved with similar paths.
Modern day camel looks like the camel at rhe LeBrea Tarpits, and
they are related, but the llama is a closer relative.
Pass out reading support pages Monitor student progress
Fossil Fossils and animals lab (Day 7)
Introduce lab Pass out lab sheets Explain how students will take turns Monitor student progress.
Chapter 4 lesson 2 (Days 8-9)
Introduce lessonby quickly previewing with a look at pictures.
Pass out reading support pages Monitor student progress
LeBrea Tar Pits (Days 10-11)
Read to students Pass out friendly letter prompt to
introduce assignment.
Go on virtual field trip. Project website http://www.tarpits.org/la-brea- tar-pits/timeline Monitor student progress with the
letter.
Fossils and animals lab (Day 7)
5. Take turns completing lab and lab work sheets
6. Continue reading chapter 4
Chapter 4
(Days 8-9) 7. Read text 8. Complete reading support
sheets
LeBrea Tar pits (Days 10-11)
9. Participate in reading and virtual field trip
10. Write a letter about what would be seen.
5
Objective: Students will be able to design and carryout an experiment to discover how organisms can leave fossil evidence.
What is the teacher doing? What are the students doing? Leaf fossil experiment Leaf fossil experiment (Days 12-13) (Days 12-13)
ELABORATE (2 days)
(How will the new knowledge be reinforced, transferred to new
Demonstrate how to make fossil with leaf and clay. Assign students to groups of 3- 4.
1. Students observe demonstration.
and unique situations, or integrated with related
concepts?)
*point out misconception with
the whale evolving from a cow like animal.
Explain experimental procedures/distribute lab sheets Monitor student progress Distribute exit tickets
2. 3.
4.
5.
6.
Form a hypothesis Conduct experiment Record results
Analyze results Complete exit ticket.
How Organisms Changed (Day 13)
Continue with yesterday's
experiment if needed. Distribute worksheet Guide students through
answers.
How Organisms Changed (Day13)
7. Continue yesterday's experiment if needed
8. Complete worksheet about how animals have changed
9. Share answers.
Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions
related to fossils.
EVALUATE (on-going)
(What opportunities will students have to express their thinking? When will students reflect on
what they have learned? How
will you measure learning as it
Formative How will you measure learning as it occurs?
Consider developing a teacher-created formative
assessment.
Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?
1. Suggestions include: Learning from Fossil Tracks Performance
Assessment in teacher ancillary
occurs? What evidence of
student learning will you be looking for and/or collecting?)
1.
2.
3.
4.
5.
Graphic organizers Reading support pages Exit tickets Lab work sheets Friendly letter
EXTENSION
-Assessment Guide page AG 29 and AG30 and chapter review 3rd grade Science text(Toucan) pages 172-173
2. A teacher-created short cycle assessment will assess all clear
learning targets. INTERVENTION
1. Students can choose a particular fossil to research using library books or Internet and create a baseball card
featuring their special fossil.
1.http://www.discoveryeducation.c
om related videos 2. Instalab fossil find - page 158
in 3rd grade Science text book.
Students create their own fossil
EXTENSION/
INTERVENTION (1 day or as needed)
Template is included at the
end of the unit. 2. http://www.youtube.com/wat
ch?v=SEDfRy6DQns video that silently animates the making of a
fossil. Students could write a narration for the movie explaining what happens and why
fossils are important.
with small objects and see if a partner can figure out what
created it. 3. http://www.brighthub.com/en
vironment/science- environmental/articles/122335. aspx additional experiments for making fossils.
6
Students may have the misconception that if organisms look alike, then they automatically had the same evolutionary past. There are several chances to point out
the misconception throughout the lesson. 1. Ammonite and cuttlefish- Engage
COMMON
MISCONCEPTIONS
DIFFERENTIATION
ADDITIONAL
RESOURCES
2. Yesterday's camel (closer to llama than modern day camel.)-Explain 3. Cow like animal and whale- elaborate
Strategies to address misconceptions: Misconceptions can be addressed through the use of www.discoveryeducation.com video clips, pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Consider allowing students to work with a partner for reading
activities. Break reading into chunks such as jig saw to limit the amount
of reading each student must do.
Higher-Level: Challenge students to do more independent preparation for the elaborate section and bring in their own ideas or materials for making models of different fossils. They can even design their own method
for recording their results.
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.
Textbook Resources: MacMillan 2010
Websites: http://www.brighthub.com/environment/science- environmental/articles/122335.aspx additional experiments for making fossils. http://www.tarpits.org/la-brea-tar-pits/timeline LeBrea Tar pits virtual field trip http://www.fossilmuseum.net/museum-fossils.htm
Discovery Ed: http://app.discoveryeducation.com/search?Ntt=fossil+life+an+introduc tion
Movies/Videos: http://www.youtube.com/watch?v=SEDfRy6DQns Process of Becoming a Fossil
7
Fossils -Engage-Teacher Page
What do you think it is?
Compare Fossils and Present Day Organisms
Students will compare the photos of the fossils which came from the website
http://www.fossilmuseum.net/museum-fossils.htm , to photos of present day organisms. Part of the
content standard is to be able to describe and compare with precise details and also
to be able to explain what we can learn about fossils as applied to present day plants and
animals. Encourage students to be very clear and specific in their descriptions. The present
day organisms were chosen because they had the same name as the fossil except for the
ammonite and the stromatolite. The ammonite looks like a nautilus, but is more closely
related to the octopus, cuttlefish, or squid. This would be a good opportunity to explain to
students that often the softer body parts may have been eaten or decayed before they
could leave behind any remains to be fossilized. Scientists believe that the ammonite had body
parts such as tentacles extending from openings in its "shell." The stromatolite fossil is
one of the oldest fossils found and is believed to be similar to algae of today. It would have been a
mass of individual organisms that became fossilized in layers.
Procedure:
Look through all the pictures together by projecting them. Use the second set of photos that
are only one picture per page. Use the sliding arrow at the bottom of the page to
go between 100% and 70%. This will allow you to let students see just the fossil and guess what
it might be. Show just the fossil and ask students what they think it is. Then, slide the arrow to
70% and see both fossil and present day organism on screen at the same time.
(Note, the screen will magnify or minimize based on the location of the cursor.) Allow
students to briefly share some observations. Pass out graphic organizer.
Complete the chart for the Virola together or model it. Use the virola since the amber
may be the most unusual example of a fossil.
Then break students into small groups of 2-4 and give them two sets of pictures. Students
will do only two different comparisons. You can choose to have them all do the same two or
a bigger variety. Copy the first set of pictures that has the fossil and present day organism on
the same page.
Allow them to work in groups to complete the chart. Project
the photos again as students share answers.
Credit for photos is sited on the copied pages.
Print and copy the following pictures for students to compare and complete their graphic
organizer. Use the next set for projecting as big as possible 2 at a time on screen.
8
http://www.fossilmuseum.net/museum-fossils.htm
http://www.bing.com/images/search?q=club+sea+urchin&FORM=HDRSC2&id=E588F938BDEF09C5A0F75A763C52C9F10506F0BB&selectedIndex=72#view=detail&id=E588F938BDEF09C5A0F75A763C52C9F10506 F0BB&selectedIndex=0
9
http://www.fossilmuseum.net/museum-fossils.htm
http://www.bing.com/images/search?q=lung+fish&qpvt=lung+fish&FORM=IGRE#view=detail&id=1ECCAC92F1FD6F68E9EC4E442AF8DADA37D7FEFA&selectedIndex=9
10
http://www.fossilmuseum.net/museum-fossils.htm
http://www.bing.com/images/search?q=cuttle+fish&id=E28A46F0C6B635341633E75B93CFE8AAB5EA19FF&FORM=IQFRBA#view=detail&id=CA75FC1FBD1EFA0DAD2E9A6B69268D4586BCD472&selectedIndex =4
11
http://www.fossilmuseum.net/museum-fossils.htm
http://www.bing.com/images/search?q=brittle+star&id=8811E649951590926F7B5D7B52BCBE5C83084E28&FORM=IQFRBA#view=detail&id=8811E649951590926F7B5D7B52BCBE5C830 84E28&selectedIndex=0
13
http://www.fossilmuseum.net/museum-fossils.htm
http://www.bing.com/images/search?q=spiralina+Algae+Image&id=17D6B4265A18D4DF8
A8C89D32C8C964AAED0CBEF&FORM=IQFRBA&adlt=strict#view=detail&id=5076C398460E4 http://www.ohio.edu/plantbio/vislab/algaeimage/pages/spirulina.html 51B9DA2C9EC5B576FA926AF076E&selectedIndex=6
Below is a picture of the green mass of
organisms magnified. Each strand would
be an individual organism.
14
http://www.fossilmuseum.net/Fossil-Amber/Virola/A074B.jpg
http://www.bing.com/images/search?q=virola&qpvt=virola&FORM=IGRE&adlt=strict&id=D550A9F92D1E4D0EDCAA899B575F4DBAB6E1ADEC&selectedIndex=17#view=detail&id=0F 09130CAEE3559CAD029E617308E9BEAB62E65E&selectedIndex=38
15
Use the next set of images by
projecting them. Make sure the cursor is on the
page you want projected. When showing two pages, the
computer automatically shows an odd numbered page on
the left and an even numbered page on the
right. Different screen dimensions seem to allow for a
different fluctuation in zoom percentage. It seems
easiest to use the zoom slider bar in lower right corner
of screen to change from viewing a single page or two at a
time.
Show picture of one fossil. Students may not be as
creative in their observations and guesses if they see the present day organism with the fossil.
Ask: What do you think this is?
Show the fossil and modern day
representation by sliding zoom bar to the
left. Compare.
Go back to just one picture by sliding zoom bar to right
before changing to next fossil and repeating.
16
17
Sea urchin
18
19
Lungfish
20
Ammonite
21
Cuttlefish
22
23
Brittle Star
24
25
Rabbit
26
Stromatolite
27
Alga -each strand is
an individual organism. Mass of many algae matted
together.
28
29
Virola tree
30
Fossils -Engage- Teacher Page
How do fossils compare to modern day organisms?
Name of
modern day
organism:
Virola
Similarities
Both have little
flowers on the ends of
short stems
connected to a
larger stem. Each
flower shows 2 or 3
petals with a rounded
triangular shape kind of
like a tulip. (Change as you need to help your students.)
Differences
The fossil doesn't
show leaves. The
fossil does not have
green branches.
The fossil has fewer
branches.
Other ideas
such as other
organisms it is
similar to:
Looks like
buttercups or
other weeds in
my driveway. I
wonder if
those dots in
fossil are bugs.
31
Fossils -Engage
Name ____________________________________ Date __________________
How do fossils compare to modern day organisms?
Name of
modern day
organism:
Virola
Similarities
Differences
Other ideas
such as other
organisms it is
similar to:
32
Fossils -Explore- Teacher Page
Make a Fossil Model
You will need:
Small plastic bowls (or cups or plates or something to hold the fossil models for each student) Modeling clay (for each student to have a small handful) Petroleum jelly Seashells or other natural small objects (These can be shared) White glue(enough for each child to fill the mold of the shell)
Follow directions in lab manual page LM63 or page 153 of 3rd grade text.
Basically, press shell into clay, remove shell, fill impression with glue, wait. Carefully remove
glue cast. (Make one ahead of time so you can show students after they fill theirs with
glue so they can complete worksheet for lab today.) It will
take at least a day for glue to dry.
Students have just made a mold fossil (the clay part) and a cast fossil (the glue part). The
shell that was used represents the organism that made the fossil to begin with. The clay would
be the rock or sediment that the organism died in or on. The glue represents the
minerals that replaced (filled the space after the organism decayed) the organism once it was
totally gone.
Mold and cast types of fossils will be new vocabulary for the students. Consider taking
extra time to explain these words to them.
Facilitate as students complete page LM 64.
33
Fossils -Explore- Teacher Page
How can fossils be classified?
Every building should have received a fossil kit containing various fossils, a book about
fossils, and some magnifying lenses all contained in a small bucket. You may want to
borrow more books from the library or colleagues to help answer questions and curiosities
over the next few days. There are many fossils in the kit that you will be dividing between
your groups of students. Each group would probably need 10-15. If you have a very
large class and do not want to put too many students in a group then there are a few
suggestions for taking turns.
Give half of the groups only 3-4 fossils and have them use books or websites to try to
identify the fossils. Then switch the roles of groups on the following day.
Use the "Fish bowl" strategy where half the students are observing the other groups
work and reflecting on the conversations and work of the group. Switch roles for the
next day.
Move into the explain portion of lesson and set up stations so that over the course of the
next few days all students will have a chance to do this activity.
It would be tempting to do all the classifying yourself and have each group place one
last fossil into a group, but the students would be missing a chance to figure it out on
their own.
1. Suggested student groups of 3-4 students each. 2.
Pass out graphic organizer and fossils to groups.
3. Have students follow directions on paper. Place fossils in the graphic organizer so
they can see clearly the groups as can you as you monitor their work. There is not
necessarily a correct answer. It is more important that students are observing and
making decisions that can be supported with descriptions and observations. Being
able to classify is part of this science standard, so students will need some practice
and experience. The name they choose for each group could help identify the
group. It could be something like shell, or striped, or round
4. After each group has grouped all of their fossils, give them one more fossil to fit into
one of the groups. Students should make sure everyone one in the group
understands why it is placed there.
5. Distribute exit tickets to each student. Facilitate as they complete individually.
**Answers will vary on both the graphic organizer and exit ticket, but there should be
descriptive details and reasonable explanations.
34
Fossils -Explore- How can fossils be classified?
Name ____________________________________ Date __________________
Closely observe the fossils you have been given and try to describe what you see. Together decide how you could
classify the fossils into groups based on similarities. Make between 3 and 5 groups. Be prepared to explain your
classifications to others. Use the graphic organizer to place and describe your decisions. Place the fossils in the block so people can see your
groups.
Name each group Describe each group.
Put the
actual fossils
here.
Put the
actual fossils
here.
Put the
actual fossils
here.
Put the
actual
fossils
here.
Put the
actual
fossils
here.
35
Fossils -Explore- Exit Ticket
Name ____________________________________ Date __________________
What characteristics did your group use to classify your fossils?
How did you decide in which group to place your additional fossil?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Fossils -Explore- Exit Ticket
Name ____________________________________ Date __________________
What characteristics did your group use to classify your fossils?
How did you decide in which group to place your additional fossil?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
36
Fossils -Explain-Teacher Page
Fossil Life: An Introduction- www.unitedstreaming.com video
Click here to access the movie:
http://app.discoveryeducation.com/search?Ntt=fossil+life+an+introduction
As students watch the movie, they should be listening and looking for the answers to the
following questions.
1) What can we learn about the past by studying fossils?
Answers will vary, but should contain some of these ideas.
They can tell us what kinds of plants or animals lived in the area before. They can give us
details about the size or shapes of the organisms. They can tell us what kind of ecosystem
existed in the past, for example if a fossil of a shell is found, we learn that it was once
covered with water. Sometimes we can learn what the animal ate or if it laid eggs or even
how it defended itself.
2) Give examples of animals that are now extinct, but have present-day animals that are
similar to them in some way.
Answers will vary, but should contain some of these ideas:
Whales are like the Mosasaur from the past.
Giraffes are similar to the Plesiosaur from the past.
Dolphins are like the ichthyosaur.
Dogs are like the Creodant.
Pelicans are like flying dinosaurs from the past.
Students may also say that starfish, insects, spiders and crabs look very similar to fossils.
37
Fossils -Explain-Teacher Page continued
Most of the remaining "explain" section of the unit, uses the 3rd grade text
book and its ancillary materials. The reading support and homework pages
ask standard-appropriate questions which require students to apply
knowledge and use critical thinking skills as well as graphic organizers to
practice important reading skills. Choose the way that is most advantageous
for your students to accomplish the reading and answering tasks.
*Consider using these tasks as part of a station or rotation if needed so all
students can get hands on time with the fossil kit. Taking turns may also be
needed for all students will get a chance to compare the cards and shell for Fossils
and Animals lab.
1. Read 3rd grade Science (Toucan) text book. Chapter 4 pages 150-161along
with Reading support and homework pages RS33 and RS 34.
2. Have student groups take turns to complete the Fossil and Animal investigate
lab on page. Students will be comparing pictures of an elephant and woolly
mammoth as well as a shell and a fossil of a shell. Use picture cards from TR page
53/ cards 56 and 57. Use shell fossil from kit as well as present day sea shell. Take
turns while reading text. Use the lab manual pages LM66-LM67.
3. Read 3rd grade Science (Toucan) text book. Chapter 4 pages 162-166 along
with Reading support and homework pages RS35 and RS 36.
4. Read Stuck in the Muck page 168 together. Then take a with virtual fieldtrip
to LaBrea Tar Pits with this website http://www.tarpits.org/la-brea-tar-
pits/timeline as you go through the virtual field trip be sure to click on the
button to see the skeleton and then roll over for more info. Notice the details
like the sloth weighing 1500 pounds!
When you finish this, students will write a letter to a friend telling them
what would be seen if one visited the LeBrea Tar pits when the first fossils
were discovered. Use reading and support pages RS31 for letter format and
prompt.
38
Explain -Fossil Life: An introduction Video
Name ____________________________________ Date __________________
What can we learn about the past by studying fossils?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Give an example of animals that are now extinct, but have present-day
animals that are similar to them in some way.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Fossils - Explain - Fossil Life: An introduction video
Name ____________________________________ Date __________________
What can we learn about the past by studying fossils?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Give an example of animals that are now extinct, but have present-day
animals that are similar to them in some way.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
39
Fossils -Elaborate-Teacher Page
Experiment with Making Fossils
Objective: design and conduct an experiment to learn how soft bodied organisms leave
behind fossil evidence and why there are fewer soft bodied fossils. Ideas were taken partly from Gateway to Science by McGraw-Hill1985 Teacher's Resource Manual. pp 46
Materials:
Soil (not potting mixes, not seed starter, not compost - real clay may work best)
Leaves small enough for 2 per group
Harder plant parts such as twigs, bark, seeds
Cups or bowls( good time to search recycle bins)2 per group
Water
Plastic spoons or knives or craft sticks to stir and smooth the mud
Optional:
Sand, clay(real clay that will mix with water), maple syrup, salt, bread, glue
Procedure:
Quickly demonstrate making a fossil with some mud. (Do not use too much water.) Mix
some soil and water and smooth out the surface of the mud. Carefully place a
leaf on top of the soil and very gently press it onto the mud. (press it but don't
submerge it.) Wait just a minute then pull it off of the mud very carefully to see your
impression.
Note: Part of the reason for using a leaf is to see why it is harder for soft
bodied organisms to leave behind fossil evidence.
Ask students these questions:
1. What happened to the impression left by the leaf? 2.
How do you think this impression could be saved?
3. What do you think would happen if the mud was very wet?
4. What would happen if the soil was very dry?
Tell students that it is their turn to try to make a fossil model with different materials.
Place them into groups of three or four. Let them know which materials you have for them.
40
Fossils -Elaborate-Teacher page continued
Tell student that they must have a hypothesis that they need to show you before
they get materials. They should try different levels of wetness (with just soil and
water) or different sedimentary materials if you are providing them. You know your
students and your limits for potential messes, so you will need to consider the limits or
rules for their creativity.
Students should attempt 2 different sediments with 1 soft and 1 hard plant part each
for comparison.
Encourage students to be as precise in their note taking as possible.
Monitor student progress and assure them that even if they are unsuccessful in
making a fossil, they will be learning something that could help them next time.
OPTIONAL: If you have the time and materials, allow students to continue
experimenting beyond two types of sediment. Make sure that they apply what
they are learning as they go. Use the chart to determine what their next sediment will be.
Answers on their lab sheet will vary, depending on what they decide and their
results, but they should be specific and reasonable.
Fossils - Elaborate - Soft Bodied Fossil Experiment- Exit Ticket
Name ___TEACHER ANSWER KEY___ Date __________________
Why are their fewer fossils of soft bodied organisms such as plants? Use your
experiment experience to help explain your answer.
Answers should include that soft bodied organisms such as plants often decayed or
were eaten before they could become fossilized. It took very special conditions for
soft bodies organisms to become fossils. Students should explain some of the
difficulty they had in leaving an impression with their leaves.
41
Fossils - Elaborate - Soft Bodied Fossil Experiment
Names ___________________ _________________ Date __________________
____________________ __________________
What circumstances are likely to produce a fossil of a soft bodied organism?
1. Choose two types of sediment. (Vary the wetness or substance)
2. Write your hypothesis: example: If the leaf is pressed in ___________________(describe the
sediment) then it will leave an impression that could become a fossil.
Hypothesis: ____________________________________________________________________________
_______________________________________________________________________________________
3. Gather 2 leaves, 2 hard plant parts, water, sediment, (soil, sand, etc)2 bowls, stirring
utensil
4. Prepare and smooth your sediments in 2 bowls. Press the leaf into one of the sediments.
Record results.
5. Repeat step 4 with hard plant part. Then repeat with both parts in the 2nd sediment.
Fossil attempt
Description of
sediment (sand clay soil,
wet, dry) Be as specific as
1
Soft leaf
1
Hard body
part
2
Soft leaf
2
Hard body
part
possible.
Drawing of
fossil /
impression with
plant
part removed
Is this fossil
likely to survive?
What would
help make this
situation better for
the
fossil to survive?
42
Fossils - Elaborate - Soft Bodied Fossil Experiment- Exit Ticket
Name __________________________________ Date __________________
Why are their fewer fossils of soft bodied organisms such as plants? Use your experiment
experience to help explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Fossils - Elaborate - Soft Bodied Fossil Experiment- Exit Ticket
Name __________________________________ Date __________________
Why are their fewer fossils of soft bodied organisms such as plants? Use your experiment
experience to help explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
43
Fossils -Elaborate-Teacher Page
How Organisms Changed Worksheet
This worksheet is from Discovery Ed and is associated with the Fossil Life: An Introduction
video. It will produce a better copy if you go directly to this website http://gtm-
media.discoveryeducation.com/videos/Fossil%20Life%20An%20Introduction/487_BM.pdf
This is an interesting worksheet that attempts to explain some of the evolutionary changes
scientists believe present day species have experienced based partly on fossil evidence.
(Unfortunately the creator did not give an artist's rendition of the cow like ancient animal
and just gave us a picture of a cow. You may want to point that out to students so that they don't
think cows turn into whales.) Students have to do a reasonable amount of comparing
and inferring to decide which changes happened to each organism over time
The horse went through changes 3, 4, 7, and 10.
The whale went through changes 2,6, and 9.
The bird went through changes 1,5 and 8
Fossils - Extension
Students can choose a particular fossil to research using library books or Internet and
create a baseball card featuring their special fossil. See template on the next page.
44
Name __________________________________________
Time period of birth______________________________
Place of birth____________________________________
Description _________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
How I became a fossil _______________________________________
_____________________________________________________________
_____________________________________________________________
Modern day organisms that I can be compared to:
____________________________________________________________
____________________________________________________________
Things that scientists can learn from me:______________________
_____________________________________________________________
_____________________________________________________________
45
4th
Grade Science Unit:
Matter Matters - Conservation of Matter
Unit Snapshot
Topic: Electricity, Heat and Matter
Grade Level: 4
Summary
Duration:
14 days
This series of activities is for students to develop an understanding of the conservation of
matter by collecting experimental evidence from investigations. When an object is
broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes
state (solid, liquid, gas); the total amount of matter remains constant.
CLEAR LEARNING TARGETS
"I can"statements ____ based on experimental experiences, explain that matter remains constant when it undergoes a
change. ____ explain that when an object is broken into smaller pieces, the total amount of matter remains
constant. ____ explain that when a solid is dissolved in a liquid, the total amount of matter remains constant. ____ explain that when matter changes state (solid, liquid, gas), the total amount of matter remains
constant. ____explain that the sum of all of the parts in an object equals the mass of the object.
Activity Highlights and Suggested Timeframe
Engagement: Students are engaged in mass and volume comparisons, as well as
Days 1-3
Days 4-6
Day 7-10
Days 11-12
Day 13
and on-going
Days 14
formatively assessed through a KWL chart, and small hands-on activities using air,
balloons, and water.
Exploration: Students investigate mass changes when an object is broken into smaller pieces (clay and paper), when matter changes state (melting crayons), when a solid is dissolved (sugar cube in water). In each example, the matter is changed
and the amount of mass remains constant or is conserved. Explanation: In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). Students will explore textbook resources and videos related to matter and
conservation of matter. Elaboration: In this investigation students will work in small groups to investigate the conservation of matter using vinegar and baking soda in two different experiments. to create a reaction in a zip lock bag. The first time students will do the investigation with a zip lock bag that is not sealed and repeat the investigation with a sealed
bag.
Evaluation: Conduct formative and summative assessments of student understanding of concepts related to the conservation of matter. Results from the formative assessments should inform the teacher of instructional planning and decision-making. A teacher-created short cycle assessment will be administered at the end
of the unit to assess all clear learning targets.
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities as listed.
1
LESSON PLANS
NEW LEARNING STANDARDS: 4.PS.1 - The total amount of matter is conserved when it undergoes a change.
When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid, gas); the total amount of matter remains constant.
Note 1: At this grade, the discussion of conservation of matter should be limited to a macroscopic, observable
level. Note 2: States of matter are found in PS grade 3. Heating and cooling is one way to change the state of matter. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass
and weight being introduced at the middle school level. In Ohio, students will not be assessed on the difference
between mass and weight until Grade 6.
CONTENT ELABORATION: Some properties of objects may stay the same even when other properties change. For example, water can change from a liquid to a solid, but the mass* of the water remains the same. Parts of an object or material may be
assembled in different configurations, but the mass* remains the same. The sum of all of the parts in an object equals the
mass* of the object. When a solid is dissolved in a liquid, the mass* of the mixture is equal to the sum of the masses* of the liquid and solid. At this grade level, the discussion of conservation of matter should be limited to a macroscopic, observable level.
Conservation of matter must be developed from experimental evidence collected in the classroom. After the concept has been well established with experimental data and evidence, investigations can include interactions that are more complex where the mass* may not appear to stay constant (e.g., fizzing tablets in
water). Note: Mass* is an additive property of objects and volume is usually an additive property for the same material at the same conditions. However, volume is not always an additive property, especially if different substances
are involved. For example, mixing alcohol with water results in a volume that is significantly less than the sum of the volumes
SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices
2
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace. CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on other' ideas and expressing their
own clearly. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Changes in Matter PreK-2: Simple measuring instruments are used to observe and compare properties of objects. Changes in objects are
investigated. Grade 3: Objects are composed of matter, which has weight mass* and takes up space. Matter includes solids, liquid
and gases (air). Phase changes are explored. Future Application of Concepts Grades 6-8: Conservation of matter in phase changes and chemical reactions is explained by the number and type of
atoms remaining constant. The idea of conservation of energy is introduced.
MATERIALS: Engage
Balloon Over Bottle
digital scale or triple beam balance
per small group: deep bowl of hot water and
deep bowl of ice water, small balloon and plastic
bottle
o Balloon Balance (per group or demonstration):
meter stick
string
two balloons
Explore
o Clay and Paper (per group or for demonstration):
ball of clay 4
notecards
access to a digital scale
o Melted Crayons (per group or for demonstration):
3 crayons to be melted in microwave
small dish
access to digital scale.
o Involving Dissolving: (per group or for
demonstration):
beaker or cup 4
sugar cubes
spoon
access to a digital scale
VOCABULARY: Primary Conservation of Matter
Constant
Dissolving
Evaporation
Experimental Evidence
Gas
Liquid
Mass
Matter
Melting
Phase Change
Phases or States of Matter
Property
Solid
Volume
Weight
3
Explain o Disappearing Act (per small group or for
demonstration)
two identical glasses
access to a digital scale
water
plastic wrap
o Research:
access to the internet
textbook resources picture
books.
Elaborate
o A Whiz at Fizz (per small group or for demonstration): 1 gallon sized zip lock bag access to a digital scale or triple beam balance 4 small plastic cups baking soda vinegar goggles.
SAFETY
ADVANCED
PREPARATION
TEACHER
BACKGROUND
All lab safety rules, procedures, and precautions should be taken into consideration, especially when working with hotplates, candles, or other heat
related tools. Have fire extinguisher available, and understand how to use it properly. Tie loose clothing and hair away from face Wear safety glasses/goggles and lab apron if available
A digital scale is the best tool for teaching the concept of conservation of matter.
However, a triple beam balance or other scale that can measure to the nearest
tenth of a gram will also work. Gather all necessary materials and supplies for demonstrations/labs. Read the teacher background and possibly watch the videos related to matter to develop a deep understanding of the content and common student
misconceptions.
Essential Science for Teachers: Physical Science is a content course designed to help K-6 teachers enhance their understandings of matter as one of the "big ideas" in the physical sciences. The following videos on demand produced by Annenberg, are designed for teachers to improve their understanding of physical science and make them aware of common student misconceptions. It also
highlights ways to help students overcome misconceptions. The main goal of this course
is to provide teachers with learning opportunities that will directly inform their own classroom practice. While teachers should be aware of the ideas of
physical and chemical changes and the particle nature of matter, these topics are not
appropriate for this grade level. Each video is about an hour in length and is highly
recommended for the development of teacher content knowledge.
4
Essential Science for Teachers: Physical Science Session 3. Physical Changes and Conservation of Matter: http://www.learner.org/resources/series200.html What happens when sugar is dissolved in a glass of water or when a pot of water on the stove boils away? Do things ever really "disappear?" In everyday life,
observations that things "disappear" or "appear" seem to contradict one of the
fundamental laws of nature: matter can be neither created nor destroyed. In this session, teachers learn how the principles of the particle model are
consistent with conservation of matter. Essential Science for Teachers: Physical Science Session 4. Chemical Changes and Conservation of Matter: http://www.learner.org/resources/series200.html How can the particle model account for what happens when two clear liquids are mixed together and they produce a milky-white solid? What happens when iron rusts? Where do the elements come from? In this session, participants extend the particle model by looking inside the particles, learn about some early chemical pioneers, and in the process discover how the law of conservation of matter applies even at the scale of atoms and molecules. Case Studies in Science Education http://www.learner.org/resources/series21.html These case studies take science education reform to a personal level, where individuals struggle to make changes that matter. Follow Donna, Mike, Audrey, and other science teachers as they work to improve one aspect of their teaching. Each case follows a single teacher over the course of a year and is divided
into three modules: the teacher's background and the problem he or she chooses to
address, the chosen approach and implementation, and the outcome with assessment
by the teacher and his or her advisor. Objective: On Day 1 students develop a KWL chart to discuss concepts related
to matter to pre-assess student understanding of matter concepts. On Day 2, students place a balloon over a bottle and place the bottle in cold and warm water to determine any changes that take place in the mass and volume of the system. Misconceptions are addressed and development of an understanding conservation of mass is
started. On Day 3, students create a balance and compare the mass and volume of a balloon with and without air to address
ENGAGE common student misconceptions that mass and volume are the same
property and to demonstrate that air has mass.
(3 days) (What will draw students into the learning? How will you determine
what your students already know about the topic? What can be done at this point to identify and
address misconceptions? Where can connections are made to the real world?)
What is the teacher doing? For all activities:
Gather all supplies and determine if activities will be done in small groups or as a demonstration. A postal scale is very useful as a digital scale or triple beam
balance. -Any scale that measures to the
nearest tenth of a gram will work
well. When conducting the activities with
the digital scale, allow for a slight margin of error due to
sensitivities of the scale.
What are the students doing?
5
Students have many misconceptions about matter. Look for and address these as they
arise. for student discussion of the data and observations. Observe student participation in all aspects of
the lessons while asking higher- order
questions. Assist in the management of the lab
materials. As a formative assessment strategy, instruct students to write 3
things they learned in their science journal daily. Read the journals frequently to determine any
student misunderstandings.
KWL Chart (Day 1) Use the KWL (or other graphic organizer) to discuss matter and concepts from 3rd grade as a pre- assessment to student
understanding.
Balloon over Bottle (Day 2) See teacher page Copy and distribute the attached
student worksheets: Balloon Over Bottle Facilitate the activity and follow- up
with a discussion.
Balloon Balance (Day 3) See Teacher page Copy and distribute the attached student worksheets: Balloon Balance Facilitate the activity and follow- up
with a discussion.
KWL Chart (Day 1) 1. Students will use this chart to track
what they know, want to know, and
what they learn related to matter.
Balloon over Bottle (Day 2) 2. Students actively participate in
the activities and discussions. 3. Follow all safety guidelines. 4. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy.
Balloon Balance (Day 3) 5. Students actively participate in
the activities and discussions. 6. Follow all safety guidelines. 7. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy.
Objective: The standard indicates that students must develop an
understanding of conservation of matter though macroscopic observations. This investigation investigates mass changes when an
EXPLORE (3 days)
(How will the concept be developed? How is this relevant
object is broken into smaller pieces (clay and paper), when matter changes state (melting crayons), when a solid is dissolved (sugar cubes in water). In each example, matter is changed and the amount of
mass remains constant or is conserved. to students' lives? What can be
done at this point to identify and address misconceptions?)
What is the teacher doing? Teacher directions for the 3 Explore activities are located with the
student worksheets.
What are the students doing?
6
Clay and Paper (Day 4) Melting Crayons (Day 5) Involving Dissolving (Day 6)
See teacher pages Copy and distribute the attached student worksheets Facilitate the activity and follow- up
with a discussion.
Clay and Paper (Day 4) Melting Crayons (Day 5) Involving Dissolving (Day 6) 1. Students are expected actively
participate in the activities and
discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy.
Objective: Students have been given many opportunities to gain an
understanding of conservation of mass through experimental evidence collected in the Engage and Explore activities. In this investigation, students compare the changes in mass in an open (no cover over beaker of water) and closed system (cover over beaker of water). In this case, the mass doesn't stay the same in the open
container as the water changes to a gas due to evaporation. Students must be able to explain what happened to the mass of the open container if the law states that matter is conserved when a change is made. Students should conclude that the water has changed to a gas and that gas has mass and the mass of the evaporated water has gone into the air. Students will also explore textbook resources and videos related to matter and conservation of matter.
What is the teacher doing? Disappearing Act (Days 7-10)
See teacher page Copy and distribute the attached student worksheets
Students will be gathering data
What are the students doing? Disappearing Act (Days 7 -10) 1. Students are expected actively
participate in the activities and
discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their
EXPLAIN (4 days)
(What products could the students develop and share?
How will students share what they have learned? What can be
done at this point to identify and address misconceptions?)
on these days for the Disappearing Act activity but time should also be spent on further developing an understanding of the conservation of matter through the use of the internet,
videos and text resources. Read Chapter 5, Lesson 1 pp. 210- 217. Answer the Reading Review questions on page 217 of the Grade 4 Harcourt School Publishers textbook. Appropriate videos on the Conservation of mass are limited but this 5 minute one is worth viewing with students. Watch and discuss the video: https://www.teachingchannel.or g/videos/conservation-of-mass
science journal that they learned as an exit ticket and formative
assessment strategy. 4. Assist in the management of the
lab materials.
7
Objective: In this investigation students will work in small groups to investigate the conservation of matter. Student will mix vinegar and baking soda to create a reaction in a zip lock bag. The first time students will do
the investigation with a zip lock bag that is not sealed and repeat the investigation with a sealed bag. The mass will be measured before and after the reaction and students will be asked
ELABORATE to determine the differences in the mass of the two experiments.
(2 days) (How will the new knowledge be
reinforced, transferred to new and unique situations, or integrated with related
concepts?)
What is the teacher doing? A Whiz at Fizz (Days 11 and 12) 1. See teacher page 2. Copy and distribute the attached
student worksheets, "Conservation of
Matter - Elaborate Activity". 3. Facilitate the activities and follow-
up with a discussion.
What are the students doing? A Whiz at Fizz (Days 11 and 12)
1. Students are expected actively participate in the activities and
discussions. 2. Follow all safety guidelines. 3. Record 3 things daily in their
science journal that they learned as an exit ticket and formative
assessment strategy. Assist in the management of the lab
materials.
Objective: To conduct formative and summative assessments of student understanding of concepts related to conservation of matter. Results from the formative assessments should inform the teacher of
instructional planning and decision-making.
EVALUATE (1 day and on-going)
(What opportunities will students have to express their thinking? When will students reflect on
what they have learned? How
will you measure learning as it occurs? What evidence of
student learning will you be looking for and/or collecting?)
EXTENSION/
INTERVENTION (1 day or as needed)
Formative How will you measure learning as it occurs? 1. Consider developing additional
teacher-created formative assessments based upon student understanding or lack of understanding of the concepts.
2. Student knowledge and skills will be assessed through completion of student journal assignments, student performance, completed lab
worksheets, and research.
EXTENSION
1. Students create their own demonstrations of conservation of
matter and present to the class. 2. Evaluate research data providing
information about the decomposition time for paper,
glass, plastic and aluminum. Propose a sustainable plan that might be adopted by a larger population of citizens for minimizing
waste products and reserving more space in our landfills. Develop a
presentation that could be for an outside audience with the authority to implement the plan within a
community.
Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Teacher-created short cycle
assessment will assess all clear
learning targets.
INTERVENTION 1.http://www.discoveryeducation.com/
related videos 2. Provide picture books that explain
the concepts visually for struggling
students. 3. Keeping Warm, an interactive
simulation from BBC Schools, allows students to measure temperature changes over time for different
insulating materials. http://www.bbc.co.uk/bitesize/ks2/scien
ce/materials/keeping_warm/play/ 4. Melting and Freezing from Science
NetLinks gives an example of using inquiry to explore the mass of water, margarine and chocolate chips
8
before and after melting. To extend this, students can put the substances in the refrigerator or freezer to reform the solid and find the
mass again. http://sciencenetlinks.com/lessons/ water-3-melting-and-freezing/
Gases do not have mass*. Gases are not matter because most are invisible. When
things dissolve, they disappear. Melting and dissolving are
confused. Mass* and volume, which both describe an amount of matter, are the same
property. Breaking something or dissolving makes it weigh less.
Changing the shape changes the mass* and volume.
Students believe matter is lost during burning. Students believe that a warmed gas weighs less than the same gas that is
COMMON
MISCONCEPTIONS
DIFFERENTIATION
cooler (Driver, Squires, Rushworth & Wood-Robinson, 1994).
*While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight"
in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be
assessed on the differences between mass and weight until Grade 6. Strategies to address misconceptions: Misconceptions can be addressed through the use of United Streaming video clips, pictures/diagrams, simulations, as well as through the use of models. Lower-Level: Provide additional text resources (tradebooks, articles) that are
appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. Consider assigning the appropriate level information sheet to particular students.
Higher-Level: Consider having students create their own investigations related to conservation of matter, including pursuing research about this topics based on real-world applications (
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.
9
Textbook Resources: MacMillan 2010
Websites: http://www.ohiorc.org/standards/ohio/science/resources.aspx?id=8339&parent=8
015
ADDITIONAL
RESOURCES
Discovery Ed:
There are many videos on matter but nothing specific to conservation of matter
that is appropriate for this grade level.
Movies/Videos: Appropriate videos on the Conservation of mass are limited but this 5 minute one is worth viewing with students. Watch and discuss the video: https://www.teachingchannel.org/videos/conservation-of-mass
10
Engage Activities - Teacher Page
Day 1: Pre-Assessment: Use a KWL (or other graphic organizer) to
discuss matter and concepts from 3rd grade as a pre-assessment to
student understanding.
Day 2: Balloon Over Bottle (Air has Mass)
Materials: a digital scale or triple beam balance; per small group: deep bowl of hot water
and deep bowl of ice water, small balloon and plastic bottle.
1. Set up a bowl of hot and cold water for each group or as a demonstration.
2. Part 1: Place a small balloon over a water bottle and measure the mass using a digital
scale and record in Part 1 #3 of the data table on the student worksheet.
3. Part 2: Ask students to make to predict and record what will happen to the volume (Part
2 #1) and mass (Part 2 #3) when the bottle is placed in hot water.
4. Place the bottom of the bottle in the hot water. (The air will expand and the balloon will
begin to inflate creating an increase in the volume of the balloon)
5. Remove the bottle from the hot water and quickly place on digital scale (The mass
should be the same-mass has been conserved).
6. Record the mass (Part 2 #3) on the data sheet. Instruct students to complete Part 2 #4-5
on the data sheet to analyze any changes.
7. Part 3: Next, ask students to predict and record what will happen to the volume (Part 3
#1) and mass (Part 3 #2) when the bottle is placed in the ice water. Place the bottle in
the ice water. Discuss the visible changes. (The volume of the balloon decreases)
8. Measure and record the mass (Part 3 #3) on the data sheet. (The mass should be the
same-mass has been conserved)
9. Misconceptions: This activity clears up misconceptions that warmed gas weighs less than
cool and that gases are not matter because most are invisible.
10. Discuss the following concepts:
-The sum of all the parts equals the mass of the object.
-Matter: has mass and takes up space; Distinguish between mass* and volume; heating and
cooling (as described in 3rd grade) are ways matter can be changed.
11. Misconception: This discussion should clear up the misconception that mass* and
volume, which both describe an amount of matter, are the same property.
12. Summarizing the Data: Instruct students to summarize the data by answering the
questions on the student worksheet. (Students should conclude that the change in
temperature did not affect the mass of the system. Changes in temperature did affect
the volume of the system; warm air in the bottle had a greater volume than the cold air in the
bottle.
11
Day 3: Balloon Balance
Materials: (per group or demonstration): meter stick, string and two
balloons
1. This can be done in small groups or as a demonstration. Tie a string to the center of the
meter stick or dowel rod and test that the system is level.
2. Attach a deflated balloon to each end of the stick to demonstrate that the system is in
balance and the balloons have the same mass.
3. Remove a balloon from one end of the balance and inflate and reattach to the
balance.
4. Observe and record the changes that took place.
5. Misconception: This activity clears up misconception that air has mass and that mass and
volume, which both describe an amount of matter, are the same property. All matter (solids,
liquids and gases) have mass and take up space.
6. Discuss mass and volume. (The volume of the inflated balloon is greater than the deflated
balloon and the mass of the balloon with air is greater than the balloon without air)
7. Discuss that the balloon has changed by adding air. Air has mass. The balloon with air
(which has mass) has more mass and volume than a balloon without air. 8.
Instruct students to complete the attached worksheet.
12
Name: _________________________________________ Date: ______________________
KWL
What do you know about matter? What do you know about changes in matter? Complete the first
two columns of the chart. As we work through this unit, record new information learned under the
"Leaned" heading.
KNOW WANT TO KNOW LEARNED
13
Name: _________________________________________ Date: ___________
Balloon Over Bottle - Engage Activity
In this experiment you will be exploring changes in the mass and volume of a balloon and
bottle system when placed in cold and hot water. Follow the directions and complete the lab
worksheet. Important Vocabulary:
Matter (solids, liquids and gases) has mass and takes up space. Mass
is the sum of all the parts.
Volume is the amount of space something occupies.
Directions:
Part 1-Balloon Over Bottle:
1. Place a balloon over a water bottle and measure the mass (Part 1 #3) using a scale and
record on the data table.
Part 2-Bottle in Hot Water:
2. Make predictions about changes in the volume (Part 2 #1) and mass (Part 2 #2) of the
balloon/bottle system and record on the data table.
3. Place the bottom of the bottle in the hot water using caution not to get burned.
4. Remove the bottle from hot water and quickly place on digital scale. Record the mass
(Part 2 #3) on the data sheet.
5. Complete the remaining Part 2 questions.
Part 3- Bottle in Cold Water:
6. Make predictions about changes in the volume (Part 3 #1) and mass (Part 3 #2) of the
balloon/bottle system and record on the data table.
7. Place the bottom of the bottle in the ice water.
8. Remove the bottle from ice water and quickly place on digital scale. Record the mass
(Part 3 #3) on the data sheet.
9. Complete the remaining Part 3 questions.
Summarizing the Data:
10. Answer the questions.
14
Name: _________________________________________ Date: ___________
Balloon Over Bottle - Data Sheet
Data:
1. Do you predict the
volume of the
balloon will
change?
2. Do you predict the
mass will change?
3. Actual mass of
balloon and bottle
4. Did the mass
change?
5. What changes
happened to the
volume of the
balloon?
Part 1
Balloon Over Bottle
Part 2
Bottle in Hot Water
Part 3
Bottle in Cold Water
Summarizing the Data:
Did the change in temperature affect the mass of the system? Explain.
Did the change in temperature affect the volume of the system? Explain.
15
Name: ______Teacher Answer Key______ Date: ___________
Balloon Over Bottle - Engage Activity
Data:
Part 1 Part 2 Part 3
Balloon Over Bottle Bottle in Hot Water Bottle in Cold
Water
1. Do you predict the
volume of the
balloon will
change?
2. Do you predict the
mass will change?
3. Actual mass of
balloon and bottle
4. Did the mass
change?
5. What changes
happened to the
volume of the
balloon?
Summarizing the Data:
Answers will vary
Answers will vary
Answers will vary
No
The volume of the
balloon increased
Answers will vary
Answers will vary
Answers will vary
No
The volume of the
balloon decreased
Did the change in temperature affect the mass of the system? Explain.
The temperature did not affect the mass of the balloon and bottle. The mass was the same
for both hot and cold. Mass was conserved.
Did the change in temperature affect the volume of the system? Explain.
The change in temperature affected the volume of the balloon. The balloon's volume
increased when placed in hot water and decreased when placed in the cold water
16
Name: _________________________________________ Date: ___________
Balloon Balance - Engage Activity
The purpose of this activity is to compare the mass and volume of a balloon that is inflated to a
balloon that is deflated. Important Vocabulary:
Matter (solids, liquids and gases) has mass and takes up space. Mass
is the sum of all the parts.
Volume is the amount of space something occupies.
Directions:
1. Tie a string at the 50 cm mark of a meter stick and attach a string to both ends. Attach a
deflated balloon to the strings at each end of the stick. Hold the center string and check that the
stick is balanced.
2. Remove one balloon from the end of the balance and inflate and reattach to the
balance.
3. Observe and record the changes. You may draw models to help explain your thinking.
Answer the questions that follow.
When both balloons are Compare the mass of the two balloons:
deflated:
Draw a model:
Compare the volume of the two balloons:
When one balloon is inflated Compare the mass of the two balloons:
and the other balloon is
deflated:
Draw a model:
Compare the volume of the two balloons:
17
Name: _________________________________________ Date: ___________
Balloon Balance -ANSWER KEY
The purpose of this activity is to compare the mass and volume of a balloon that is inflated to a
balloon that is deflated. Important Vocabulary:
Matter (solids, liquids and gases) has mass and takes up space. Mass
is the sum of all the parts.
Volume is the amount of space something occupies.
Directions:
4. Tie a string at the 50 cm mark of a meter stick and attach a string to both ends. Attach a
deflated balloon to the strings at each end of the stick. Hold the center string and check that the
stick is balanced.
5. Remove one balloon from the end of the balance and inflate and reattach to the
balance.
6. Observe and record the changes. You may draw models to help explain your thinking.
Answer the questions that follow.
When both balloons are
deflated:
Draw a model:
When one balloon is inflated
and the other balloon is
deflated:
Draw a model:
Compare the mass of the two balloons:
The mass of the balloons is equal.
Compare the volume of the two balloons:
The volume of the balloons is the same or equal.
Compare the mass of the two balloons:
The mass of the inflated balloon is greater than the
mass of the deflated balloon. This is evident because
on the balance the side with the inflated balloon is
lower than the side with the deflated balloon.
Compare the volume of the two balloons:
The volume of the inflated balloon is greater than the
deflated balloon.
18
Clay and Paper - Explore Activities
Teacher Page
Copy and distribute the attached student worksheets, "Conservation of Matter-Explore Activity".
Day 4: Clay and Paper
Materials (per group or for demonstration): digital scale or triple beam balance; ball of clay
and 4 notecards
1. Each small group needs 4 notecards, a ball of clay and access to a digital scale. 2.
Instruct students to follow the directions on the student worksheet.
3. Students will be doing the following with the clay and paper:
Clay: calculate the mass of the clay/change the shape of the clay and
calculate mass again/tear the clay into two pieces and calculate mass again;
Notecards: calculate the mass of the notecards/crumble the notecards and
calculate mass again/tear the notecards and calculate mass again;
4. Discuss student observations.
5. Explain that the sum of all the parts equal the mass of the object.
6. Misconception: This activity clears up the misconception that breaking something or
dissolving makes it weigh less.
7. Misconception: This activity clears up the misconception that changing shape changes
mass.
8. Students should conclude that when broken into pieces the total amount of matter
remains the same. Students should also conclude that parts of an object or material may be
assembled in different configurations but the mass remains the same.
9. Instruct students to complete the lab worksheet.
Day 5: Melting Crayons
Materials (per group or for demonstration): 3 crayons to be melted in microwave and small
dish and access to digital scale
1.
2.
3.
4.
This activity can be done as a demonstration or in small groups.
Distribute the "Melting Crayons" worksheet attached.
Discuss the melting of the crayons as a change in the state of matter due to heat.
Students should follow the directions on the worksheet to determine the mass of the
crayons before and after melting. 19
5. Students should conclude that the mass of the crayons did not change (mass was
conserved) due to melting.
6. Misconception: This activity clears up the misconception that melting something makes it
weigh less.
7. Discuss student observations.
Day 6: Involving Dissolving
Materials: (per group or for demonstration): beaker or cup, 4 sugar cube, a spoon and
access to a digital scale
1. This activity can be done as a demonstration or in small groups.
2. Following the directions on the lab worksheet, students must determine the mass of 4
sugar cubes before and after dissolving.
3. Students should conclude that the mass of the sugar cubes before and after dissolving
does not change (mass was conserved).
4. Misconception: This activity clears up the misconception that dissolving something makes
it weigh less.
5. Discuss student observations.
20
Name: _________________________________________ Date: ___________
Clay and Paper - Explore Activity
Purpose: to explore mass, as it relates to changes in the size or shape of matter.
Directions: Complete the table below.
Clay
Mass of ball of clay
Change the shape of the clay
and calculate the mass
Tear clay into two parts and
calculate the mass of both
pieces
Mass of notecards
Crumple notecards into a ball
Mass
Observations
Paper and calculate the mass
Tear the notecards into two
pieces and calculate the mass
of the pieces
Did the total mass change as you made changes to the clay and paper? Explain.
21
Name: _________________________________________ Date: ___________
Clay and Paper - ANSWER KEY
Purpose: to explore mass, as it relates to changes in the size or shape of matter.
Directions: Complete the table below.
Clay
Mass of ball of clay
Change the shape of the
clay and calculate the mass
Tear clay into two parts and
calculate the mass of both
pieces
Mass of notecards
Crumple notecards into a ball
Mass
Observations
Answers will vary on this
chart
Paper and calculate the mass
Tear the notecards into two
pieces and calculate the
mass of the pieces
Did the total mass change as you made changes to the clay and paper? Explain.
Students should conclude that when broken into pieces the total amount of matter
remains the same. Students should also conclude that parts of an object or material may
be assembled in different configurations but the mass remains the same.
22
Name: _________________________________________ Date: ___________
Melting Crayons - Explore Activity
The purpose of this activity is to explore mass, as it relates to
changes in state of matter.
Directions: Complete the table below.
Melted
Mass of 3 crayons
Mass of container
Mass of container +
Mass Observations
Crayons crayons
Place crayons in
container and melt the
crayons in a microwave.
What is the mass of the
melted crayons + the
container
What is the mass of the
melted crayons (total mass -
the mass of the
container)
Did the total mass of the crayons change as you made changes to the crayons? Explain.
23
Name: _________________________________________ Date: ___________
Melting Crayons -ANSWER KEY
The purpose of this activity is to explore mass, as it relates to
changes in state of matter.
Directions: Complete the table below. stuffyoudontwant.com
Mass Observations
Mass of 3 crayons
Melted
Mass of container
Mass of container +
Answers on the chart will
vary
Crayons crayons
Place crayons in
container and melt the
crayons in a microwave.
What is the mass of the
melted crayons + the
container
What is the mass of the
melted crayons (total mass -
the mass of the
container)
Did the total mass of the crayons change as you made changes to the crayons? Explain.
Students should conclude that the mass of the crayons did not change after melting. The
change in the state of matter did not change the mass of the crayons. Mass was
conserved.
24
Name: _________________________________________ Date: ___________
Involving Dissolving - Explore Activities
The purpose of this activity is to explore mass, as it relates to
dissolving a solid.
Directions: Complete the table below.
Dissolving
Sugar
Cubes
Mass of 3 sugar cubes
Mass of cup of water
Mass of cup of water + 3
sugar cubes
Place the 3 sugar cubes
in water and stir. What is
the mass of the solution +
cup?
Mass
Observations
Did the total mass change after the sugar cubes dissolved in the water? Explain.
25
Name: _________________________________________ Date: ___________
Involving Dissolving -ANSWER KEY
The purpose of this activity is to explore mass as it relates to
dissolving a solid.
Directions: Complete the table below.
noveleats.com
Mass of 3 sugar cubes
Mass of cup of water
Dissolving Mass of cup of water
Mass
Observations
Answers will vary on this
chart
Sugar
Cubes
+ 3 sugar cubes
Place the 3 sugar
cubes in water and
stir. What is the mass of the
solution + cup?
Did the total mass change after the sugar cubes dissolved in the water? Explain.
Students should conclude the dissolving the sugar cubes did not change the mass.
Dissolving something does not make something weigh less. Mass was conserved.
26
Disappearing Act - Explain Activities
Teacher Page
Days 7-10: Disappearing Act
Students have been given many opportunities to gain an understanding of
conservation of mass through experimental evidence collected in the Engage
and Explore activities. In this investigation, students compare the changes in mass
in an open (no cover over beaker of water) and closed system (cover over
beaker of water). In this case, the mass doesn't stay the same in the open
container as the water changes to a gas due to evaporation. Students must be
able to explain what happened to the mass of the open container if the law
states that matter is conserved when a change is made. Students should
conclude that the water has changed to a gas and that gas has mass and the mass
of the evaporated water has gone into the air.
Materials: (per small group or for demonstration) two identical glasses; access to a
digital scale; water; plastic wrap
1. Copy and distribute the attached student worksheets, "Conservation of Matter -
Explain Activity - Disappearing Act"
2. Set up two identical beakers with 150 ml of water. One beaker will be the
uncovered beaker and the other will be the covered beaker.
3. Measure the mass of each beaker and record on your data table. Both beakers
should have equal mass.
4. Cover the top of one of the beakers with plastic wrap and leave one beaker
open.
5. Observe the changes daily for the next 3 days and record the observations on the
data table.
6. Record the mass and volume of each container daily. 7.
Record your responses to the questions below. 8. Discuss and
justify the reasons for the changes.
9. When water evaporates -explain why volume of water changes.
10. Discuss why the volume of water decreases when placed in an open container
and left to sit for an extended period of time. (From Visions into Practice - pg 120
of the standards)
11. Investigate what happens to the total amount of mass during many types of
changes.
27
Name: _________________________________________ Date: ___________
Disappearing Act
The purpose of this activity is to explore mass, as it relates to open and closed containers.
Important Vocabulary:
Matter (solids, liquids and gases) has mass and takes up space. Mass
is the sum of all the parts.
Volume is the amount of space something occupies.
Materials: two identical beakers; digital scale preferred; water;
plastic wrap
Directions:
1. Set up two identical beakers with 150 ml of water. One beaker will be the uncovered
beaker and the other will be the covered beaker.
2. Measure the mass of each beaker and record on your data table. Both beakers
should have equal mass.
3. Cover the top of one of the beakers with plastic wrap and leave one beaker open.
4. Observe the changes daily for the next 3 days and record the observations on the
data table.
5. Record the mass and volume of each container daily. 6.
Record your responses to the questions below. 7. Discuss and
justify the reasons for the changes.
Covered Beaker Uncovered Beaker
Mass Volume Mass Volume
Day 1
(start)
Day 2
Day 3
Day 4
28
Name: _________________________________________ Date: ___________
Record Observations of Changes
Covered Beaker Uncovered Beaker
Day 2
Day 3
Day 4
Questions:
1. Looking at the information on your data table, compare the changes in the volume
(amount) of water in the two containers over the 4 days. Explain.
2. What happened to the total amount of mass in each container at the end of the 4
days? Explain.
3. Where did the missing mass go?
29
Name: _________________________________________ Date: ___________
Disappearing Act - ANSWER KEY
The purpose of this activity is to explore mass as it relates to open and closed containers.
Important Vocabulary:
Matter (solids, liquids and gases) has mass and takes up space. Mass
is the sum of all the parts.
Volume is the amount of space something occupies.
Materials: two identical beakers; access to a digital scale; water;
plastic wrap
Directions: clker.com
1.
2.
3.
4.
5.
6.
7.
Set up two identical beakers with 150 ml of water. One beaker will be the uncovered
beaker and the other will be the covered beaker.
Measure the mass of each beaker and record on your data table. Both beakers should
have equal mass.
Cover the top of one of the beakers with plastic wrap and leave one beaker open.
Observe the changes daily for the next 3 days and record the observations on the data
table.
Record the mass and volume of each container daily. Record
your responses to the questions below. Discuss and justify the
reasons for the changes.
Questions:
1. Looking at the information on your data table, compare the changes in the volume
(amount) of water in the two containers over the 4 days. Explain.
Students should indicate that the volume of the water in the covered beaker remained
the same at 150 ml while the volume of the water in the open container decreased
due to evaporation.
2. What happened to the total amount of mass in each container at the end of the 4
days? Explain.
Students should indicate that the amount of mass in the closed beaker remained the
same. The amount of mass in the open beaker decreased. The water evaporated and the
missing mass is now in the form of a gas.
3. Where did the missing mass go?
Students should indicate that the water evaporated into the air and the missing mass is
now in the form of a gas.
30
A Wizz at Fizz -Elaborate Activities
Teacher Page
Lesson adapted from: http://www.nclark.net/conservation_of_matter_lab.pdf
Purpose: Students are proving the Law of Conservation of Mass after conducting an
experiment using vinegar and baking soda.
Materials: (per small group or for demonstration): 1 gallon sized zip lock bag; access to a digital
scale or triple beam balance; 4 small plastic cups, baking soda, vinegar, goggles .
Directions:
1. Fill two small cups equally with a small (1/2 of cup) amount of baking soda.
2. Fill two small cups halfway with equal amounts of baking soda.
3. Carefully place a cup of baking soda and a cup of vinegar in a gallon sized zip lock bag
being careful not to allow them to spill. DO NOT SEAL THE BAG.
4. Place on scale and measure and record the mass of the contents.
5. Pour the cup of vinegar into the baking soda. Allow the reaction to take place.
6. Record the mass after the reaction is complete. Answer the questions that follow the
chart.
7. Repeat steps 1-6 but SEAL THE BAG.
8. Compare the mass of the sealed bag to the unsealed bag.
9. What do the results indicate about your observations?
Results: Student should observe the Law of Conservation of Matter. Even though the
properties of the materials have changed by a reaction, the mass stays the same. By
comparing the masses of the two experiments, students should understand that the gas
given off, carbon dioxide, has mass and escapes from the open bag but not from the sealed
bag. Whether the mass after the reaction is captured or released, the mass is not "lost" but rather
goes into the air and is not measurable on the scale.
Extension:
This activity can be extended by providing alka-seltzer tablets, plastic bottle and a balloon.
Students can design their own investigation to observe and prove the Law of Conservation of
Matter. By placing an alka-seltzer tablet in water, a reaction takes place. Students can
place water in a plastic bottle and drop a tablet inside while quickly placing a balloon over the
bottle to capture the gas.
31
Name: ___________________________________ Date: ___________
A Wizz at Fizz
Purpose: Students will provide evidence to support the Law of Conservation of Mass after
conducting an experiment using vinegar and baking soda.
Materials: (per small group or for demonstration): 1 gallon sized zip lock bag; access to a
digital scale or triple beam balance; 4 small plastic cups, baking soda, vinegar,
goggles.
Directions:
1. Fill two small Dixie cups equally with a small amount of baking soda. 2. Fill
two small cups halfway with equal amounts of baking soda.
3. Carefully place the cup of baking soda and a cup of vinegar in a gallon sized zip lock
bag being careful not to allow them to spill. DO NOT SEAL THE BAG. 4.
Place on scale and measure and record the mass of the contents.
5. Pour the cup of vinegar into the baking soda. Allow the reaction to take place.
6. Record the mass after the reaction is complete. Answer the questions that follow the
chart.
Unsealed Bag:
Mass Before Reaction Mass After Reaction
What happened?
Why do you think this happened?
32
Name: _________________________________________ Date: ___________
7. Repeat steps 1-6 but SEAL THE BAG.
8. Compare the mass of the sealed bag to the unsealed bag.
9. What do the results indicate about your observations?
Sealed Bag:
Mass Before Reaction Mass After Reaction
What happened?
Why do you think this happened?
QUESTIONS:
1. How does the mass of the sealed and unsealed bags compare?
2. What does the Law of Conservation of Mass mean in your own words?
3. How does this experiment prove that mass was conserved?
4. What do you predict would happen to the mass of a 2 liter of soda that was left
open overnight? Explain.
33
Name: _________________________________________ Date: ___________
A Wizz at Fizz - ANSWER KEY
Unsealed Bag:
Mass Before Reaction Mass After Reaction
Answers will vary, but the mass after reaction should be
less than mass before the reaction.
Sealed Bag:
Mass Before Reaction Mass After Reaction
Answers will vary, but the mass after reaction should
equal the mass before the reaction.
1. How does the mass of the sealed and unsealed bags compare? Explain.
The mass of the unsealed bag should be less than the sealed bag. Gas escaped
from the unsealed bag and gases have mass. The mass escaped into the air but
was not lost.
2. What does the Law of Conservation of Mass mean in your own words?
The law says that when a change happens, mass stays the same or is conserved.
3. How does this experiment support the Law of Conservation of Mass?
When the bag was sealed the mass after the reaction was the same as before the
reaction.
4. What do you predict would happen to the mass of a 2 liter of soda that was left
open overnight? Explain.
The mass would be less because the gas bubbles would escape into the air from
the soda.
34