ingridscience

Show all the students the different cards and demonstrate and practice the noise for each one.
Whale sounds can be found online, though note that often the sounds are played faster so that we can hear them. This site indicates how much the sound is changed, including http://www.nefsc.noaa.gov/psb/acoustics/sounds.html. The humpback and blue whale are the classic whale sounds.
Play one round with 3 students where all students are blue whales. They can hear each other's noises and respond to each other.
Then distribute all cards, and ask blue whales to find each other, with all the other noises going on - it is much harder.
This is what whales face with the increased noise pollution from man, along with the noise pollution already there from other natural phenomena in their environment.

Directions from the Exploratorium procedure modified slightly:

Students can touch the eye before starting (then they should wash hands before doing another activity).

Cut off the fat. This protects the eye.
Make a small nick in the sclera to let some vitreous humour come out, then cut the eye in half so the front is separated from the back.
Here is the pupil, a hole - you can look through it now. Pull out the iris (black in cows).
The sclera is really tough - it protects the front of the eye - hear the layers with the blade.

Take out the lens.
If it is intact, put it on newsprint to see it magnify the words.
(The lens is good for the students to touch).

[Maybe take a break and add other lens activities in here.]

Look at the back of the eye.
Shiny tapetum in the back of the eye. Cow's are awake at night.
The pink retina converges at the blind spot.
The optic nerve emerges at the back of the blind spot.

Assemble the slices of bone into a complete bone. Cues to how they fit together include the outside shape of the bone, the placement of the marrow hole, spongy bone and the hole for a blood vessel.

Marrow is inside bones. Red marrow, in spongy bone, makes blood cells (red and white). Yellow marrow, in the bone shaft, stores fat.

Bone slices like this can be used to make prints, if you are willing to let them get inky.

Depending on the manufacturing of sour candies, distribute candies in this way:
If the sour candies have visible white acid crystals on the outside (but the regular skittles do not), whole candies should be distributed to students.
If the sour candies have the same appearance (apart from colour) to the regular candies, cut candies in half before distributing to students.

Students use the coffee stir stick to add a small scoop of baking soda to a few wells of the tray. Squirt water into the wells to dissolve the baking soda and make a concentrated baking soda solution.
If a sour candy has a coating of acid crystals:
Distribute candies to the students so that they can add the whole candy to each well of the tray. As the sour candies have a coating of visible white acid crystals, students will confirm that sour candies behave differently in baking soda solution from regular candies. They should see that the sour candies make bubbles when added to the baking soda solution, whereas the regular candies do not. The sour candies have an acid added to their coating, which chemically reacts with the baking soda to produce bubbles of gas.
If a sour candy looks identical (apart from colour) to regular candies:
Give students half candies to test. Give them sour and regular candy-halves and ask them which make bubbles when added to the baking soda solution in their own wells of the tray (wait a few minutes before comparing). The candy halves that continuously make bubbles are the sour candies. The candy halves that maybe make a few bubbles but the stop are the regular candies. Ask students to predict which are sour candies and which are regular. Confirm by reading the packet - (although some students will already be familiar with the candy and know already!)

If appropriate, discuss the chemical reaction:
The baking soda (HCO2) reacts with the H atoms of the sour candy coating/inside to make carbon dioxide (CO2) gas.
Students can use molecular models to figure out the reaction: give them the starting molecules, ask them to make water (H2O) and figure out what other molecule is made. When they use up all the atoms and bonds, and fill all the holes on the atoms, they should arrive at CO2, which is a gas, and makes the bubbles that they see.