ingridscience

Chemistry activities selection

Summary
A diverse selection of appealing chemistry activities for discussion of molecules and chemical reactions.
Curriculum connection (2005 science topic)
Physical Science: Chemistry (grade 7)
Procedure

These fun activities are not particularly connected, except that they can all be discussed in terms of chemistry.
I used them in camp and workshop settings, but can be adapted for the classroom.

Optional: hand out name tags, that depict the molecules to be used in the workshop (see image for baking soda/soda drink/rocket/bubbles lesson).

Introduce the building blocks of chemistry through molecular models, and discuss what they represent.

Do a selection of the activities, focusing on the chemistry in each case.

Notes

CAGIS workshop covered baking soda/vinegar reaction, then soda drink, then rocket, then bubbles.
Eton Arrowsmith Camp played with molecule models, then did silly putty, soda drink, rocket.

Grades taught
Gr K
Gr 3
Gr 5
Gr 7

Motors

Summary
Make a simple motor to see how they work. Use a motor to make an art scribbling machine.
Procedure

Make a simple hand-wound motor, to show students how motors work.
Then use motors for other activities:
Build a motor into an electric circuit, and allow motor free-play, including making fans, buzz saws and spin art.
Use a motor to drive a scribbling machine. Offsetting the motor (making it wobble) changes the art made.

Grades taught
Gr 5
Gr 6
Gr 7

Biodiversity

Summary
Explore the diversity of living things through activities that highlight life's variation and compare the features of different living things.
Materials
  • materials in the activities
  • tree of life (evolutionary tree) poster e.g. this one
  • for bones activities: human skeleton and other animal skeletons images
  • for plant smell molecules: real plants to smell
Procedure

Use this awesome website: onezoom.org

Activity grouping ideas:

Biodiversity (and Biomes)

Optional: Look at a Biome map, discuss their broad climate differences, then focus in on our temperate rainforest of the Pacific Northwest.
Optional: Sun's angle on earth activity to explain the differences in climate.

Model a food web of the temperate rain forest.

Living things in any biome will use camouflage to increase their chances of survival. They use camouflage to hide from predators that want to eat them, or sneak up on prey that they want to eat.
Do the camouflage challenge, outside if possible.

Also see Biomes lesson plan for alternate activity ideas on this topic.

Biodiversity and Food webs (and Life cycles)

Look together at Tree of Life poster, and note the diversity of living things, and how they are similar and different from each other.

Look at an animal very different from us: worm observation. It has no legs, no bones. It does not have eyes like us but can sense light. Worms are found all over the world. There are several thousand species of worms!

Find all the animals on the poster that do not have bones - a lot of them!
Now we'll look at an animal that does have bones (like us).

Build the deer skeleton.

Make a food web of what the deer ate before it died, what may have killed it (predator), and what ate it after it died (birds of prey and animal scavengers, rats, worms, bacteria).
Compare its skeleton to ours and other mammal skeletons - find similarities and differences.

Optional: Food web model of deer and other Pacific Northwest living things.

Review living things discussed using the Tree of Life poster.

Biodiversity and survival

Do a habitat survey with food web to highlight how many living things there are in a tiny square. Extrapolate to the larger world and the enormous amount of biodiversity.

Animals are often coloured like their surroundings to help them hide. Camouflage helps both predators and prey.
Students can use their same square for the camouflage challenge.

Animal biodiversity: Pond dipping and deer skeleton

Pond dipping activity
We’ll look at some living things in pond water.
Use ID sheets to find out what students discover.

Look at an Evolutionary Tree poster
Ask students to find an animal that was in the pond water e.g. shrimp, floating pond plant.
(Crustacea for cyclops, shrimp and Daphnia; duck weed is a monocot plant)

Through evolution, over lots + lots + lots of time, one living thing changed and gave rise to another.
(3½ billion years ago life started, 900 million years ago multicellular life, 6 million years ago humans.)

None of these pond animals have bones.
Now we'll look at an animal with bones.

Deer skeleton activity
As the bones are placed, ask students to find the same bones in their body.
Compare the completed deer skeleton with images of other skeletons - find similarities and differences.

Summary
Living things are diverse, can be grouped, and are all related to each other.

Plant biodiversity: Flower colours and plant smell molecules

Look around. There are so many different living things. Write down students' ideas.
All these different living things have evolved to survive. They all have features that enable them to get food and water, and grow.
There are many different ways of surviving in this environment, so there is a diverse group of living things here in Vancouver and the Pacific Northwest. Other places and environments have their own diverse group of living things that have evolved to live there.
We'll focus today on plants and some ways that they are diverse.

Flowers are many different colours. We'll explore some chemistry of their colours.
Flower colour activity
Summarize the activity: Flowers use just a few molecules that they mix and match to make all their colours.
Why do plants have all these different colours? Why aren’t they just all the same colour?
To attract different insects to them for pollination. Insects pollinate the flowers, which then make seeds, so plants can make more of themselves. To survive, living things need to make more of themselves, to replace them when they die.

How else do flowers attract pollinators, other than bright colours? Smells.
There is a diverse range of smells that plants make, to attract pollinators and for other functions.
Either smell plants and discuss what each of their smells are for, or do another activity:
Smell molecule posting game for younger students.
Matching plant smells and discovering their smell molecules for older students.

Notes

The Food Chains lesson has similiar activities, but with a different discussion focus.
Pond dipping and posting game also make up the Classification lesson, but with a different discussion focus.

Grades taught
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6

Chemistry of plants and soil

Summary
Do soil tests, and understand the role that plants have in the nitrogen cycle.
Curriculum connection (2005 science topic)
Life Science: Needs of Living Things (grade 1)
Life Science: Plant Growth and Changes (grade 3)
Physical Science: Chemistry (grade 7)
Procedure

We will look at the chemistry of our environment.
What is chemistry? Everything is made up of molecules, too small to see, even the air.
Show model of molecules, made of atoms. We will show what is happening with the real molecules using these models. These molecules interact with each other, break apart and form other molecules.
We will look at the chemistry in soil and how living things use the soil molecules.

Walk to collect soil then back in the classroom, do soil tests.

Look at pH results and discuss how the pH changes (see soil test activity).

While the colour is developing for nitrogen test, use molecule models to look at the chemistry of nitrogen in the environment:
Nitrogen cycle with molecule models

Then look at nitrogen and phosphorus and potassium test results.
Discus importance of these other minerals (see soil test activity).

Many other minerals needed by plants.
We eat the plants and get these minerals too, and use them in our own chemistry.

Grades taught
Gr 6
Gr 7

Temperate rainforest plant features

Summary
Compare our temperate rainforest plants to those in a tropical rainforest, and find features they have in common.
Science topic (2005 curriculum connection)
Life Science: Needs of Living Things (grade 1)
Life Science: Plant Growth and Changes (grade 3)
Life Science: Habitats and Communities (grade 4)
Life Science: Ecosystems (grade 7)
Materials
  • temperate rainforest to walk in
  • clipboards and worksheet
Procedure

We live in a rainforest. What are differences between our rainforest and tropical?
Look for plants that have similar features to tropical rainforest plants, using the worksheet:

Find canopy, understory and forest floor layers
Find living things of the forest floor: ferns, fungi, mosses (not all plants)
Vines
Drip tips
Epiphytes
Evergreen trees (conifer instead of broadleaf)

Discussion:
Review what they have found.
Talk about how the soil is different between tropical and temperate rainforests. Although they both have relatively poor soils, temperate soil is rich compared to tropical rain forest soil. This is because the temperate rainforest is colder, and the soil has more acidity from the coniferous needles dropped, so decomposition is much slower, therefore more nutrients remain in the soil.

Grades taught
Gr 4

Plants of Temperate and Tropical rainforests

Summary
Look at leaf features and types of plants that are common to tropical plants and our native rainforest plants.
Curriculum connection (2005 science topic)
Life Science: Characteristics of Living Things (grade K)
Life Science: Needs of Living Things (grade 1)
Life Science: Plant Growth and Changes (grade 3)
Life Science: Habitats and Communities (grade 4)
Materials
  • plants with drip tips: indoor tropical plants, or planted beans etc
  • temparate rainforest to walk in
Procedure

This lesson will look at some features of leaves and compare tropical plants with our temperate rain forest plants.

Leaf features activity with discussion of the purpose of the purpose coating and drip tips.

Walk in the local forest, looking for types of plants and temperate rainforest plant features the same as in a tropical rainforest.

Return to classroom plants/planter boxes.
Ask which of the plants have drip tips and waxy coatings, and if any of them are vines.

Grades taught
Gr 4

Chemistry of Living Things

Summary
Understand flower colour, plants smells, bee pheromones in terms of molecules.
Procedure

Do a selection of the activities to understand the molecules and chemical reactions underlying processes in living things.

Notes

For Tyee primary and lower intermediate classes I did flower colours, then posting game with plant molecule smells
For Tyee Ks I did flower colours, then smelled lilac, rosemary and lavender, discussing why they have these smells (to attract or repel insects).
For Tyee intermediates I did flower colour, then plant smell matches and molecules, then optional bee pheromone molecules.
Gordon Elementary did flower colours then posting game with smell molecules.

Could also add tastes

Grades taught
Gr K
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6
Gr 7

Pulleys to pull each other together

Summary
Thread rope through pulleys on two rods, for students to feel how the force changes with different numbers of pulleys in the system.
Science topic (2005 curriculum connection)
Physical Science: Force and Motion (grade 1)
Physical Science: Forces and Simple Machines (grade 5)
Materials
  • strong rod, if wooden wider than 1/2" diameter (micr broke)
  • penknife or other sharp knife
  • small pulleys, two double and one single
  • metal rings that can fit through pulley loop
  • duct tape
  • strong light rope that can fit through pulleys
Procedure

Before the lesson, make small grooves in the wood where they pulleys will be placed, to fit the metal rings. See photos.
Add a metal ring to each pulley, then slide onto the rod - one double pulley on one side, and a double and single pulley on the other. Fit the ring into the grooves, then duct tape over the ring and groove to hold the ring in place.
Tie one end of the rope to the rod with the one double pulley.

Ask two students to face each other and hold the rods in front of them.
Feed the rope from its tied-off end through the double pulley on the other rod.
Hand the end to a third student to the side of the first rod where the rope started. Ask them to try and pull the students holding the rods together.
It will be hard, or impossible, depending on their relative strengths, as the same force is needed as the force pulling back - the pulley has only changed the direction of the force.

Now add some more pulleys into the system:
Feed the rope back and forth between the rods, threading it through a pulley each time.
There will now be 5 or 6 rope lengths pulling on one of the rods.
Ask the same student to pull the rods together, and to compare how much force it takes - it should be much easier.
They will need 1/5 or 1/6 of the force than previously, as the force is shared between all the rope lengths. In exchange for this decrease in force required, they will have to pull 5 or 6 times as much rope through the pulleys.

Notes

The power of this simple machine is demonstrated in the fact that my strong 1/2" dowel was broken with first use.
Need to use thicker dowels, or ones made of a stronger material (which can also have grooves cut in it).

Grades taught
Gr 4
Gr 5

Bike forces

Summary
Explore the forces on a bike.
Curriculum connection (2005 science topic)
Physical Science: Force and Motion (grade 1)
Physical Science: Forces and Simple Machines (grade 5)
Materials
Procedure

Set up as stand-alone stations.

Grades taught
Gr K
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6
Gr 7

Simple machines on a bike

Summary
After being able to recognize simple machines, find simple machines on a bike.
Science topic (2005 curriculum connection)
Physical Science: Force and Motion (grade 1)
Physical Science: Forces and Simple Machines (grade 5)
Materials
  • a bike with brakes
Procedure

A bike is a compound machine - an assembly of several simple machines.
Find the simple machines in a bike, and whether the force in is less over greater distance or more over less distance.

Wheel and axle: The wheels, pedals, crankset, cassette
Levers: brakes, gear shifters, handlebars
Inclined planes and wedges: Screws holding it together, teeth on the chain rings. Tyre repair kit (also a lever).
Pulleys: chain on gears. Parts of the shifting mechanisms, braking mechanisms, and the drive train (chain on gears).

Determine which way the force effect works in each case, the levers being the easiest to study:
The brake levers are moved with little force over a long distance to result in a great force over a small distance (the brake pad grasping the wheel rim/disc).
The handlebars are moved with little force over a large distance to result in a greater force over a smaller distance (the pivoting of the handlebar stem).
The pedals are pushed with little force over a large distance to result in a greater force over a smaller distance (turning the crankset).

See attachment for stand-alone activity, finding levers on a bike.

Attached documents
Grades taught
Gr 4
Gr 5
Gr 6