welcome to the foss mixtures & solution workshop!
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Welcome to the FOSS Mixtures & Solution Workshop!. A Quick Share. About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as district science coordinator & school improvement specialist [email protected] About You~ Name: Grade: - PowerPoint PPT PresentationTRANSCRIPT
Welcome to the FOSS Mixtures & Solution
Workshop!
A Quick Share
About Me~Charlotte McDonaldFOSS Consultant12 years in the classroom18 years as district science coordinator & school improvement [email protected]
About You~Name:Grade:Years teaching grade level:
Goals for You Participate in FOSS Investigations and see
how they are part of the larger goals of the kit See how inquiry learning models are woven
into the lessons/investigations Get to know the FOSS Lessons, equipment,
manual, assessments, fossweb, DVD and Science Stories.
Get answers to your questions. Feel more confident about teaching Mixtures
and Solutions.
Your Roles Today
Student Teacher
Participant Expectations Actively participate Keep and share your science notebook Make connections to your classroom Suspend judgment and take risks
What’s the Best Way to Learn About FOSS?
Experience it!
QuickTime™ and a decompressor
are needed to see this picture.
Collaborative Groups GETTER 1 –getting and returning
materials/equipment GETTER 2 – getting and returning
chemicals STARTER – sees that everyone gets a
turn and that everyone contributes to the investigation.
REPORTER – makes sure that everyone has recorded the information. Reports group data to class.
Investigation 1
Separating Mixtures
SAFETY
Never taste materials unless given permission.
Feel materials when given permission. Do not blow and breathe heavily on
materials Wafting – technique to smell materials Goggles
Observe Materials
Record observations about:–Gravel–Powder–Salt
Inquiry/Focus Questions
What do you think will happen if you add water to each cup containing the dry materials?
Predict Quick Write Investigate
Question
What is happening, when you put two materials together?
Word Bank
Question
How can these mixtures be separated?
Question
Which mixtures were separated by the screen?
Filter and Stand
Use the paper filter in the stand to see if you can separate mixtures.
Which mixture was separated by the paper filter.
How are the screen the filter similar and different?
Salt Mixture?
What happened to the salt mixture?
Content/Inquiry Chart
What happens if you add water to a cup containing dry materials?
How can a mixture be separated?
Review
Thinking About Mixtures (student sheet #3)
Add to Content/Inquiry Chart
Question: Part 2
How might you separate the ingredients in a solution?
Questions
Will a solution made with 50 ml of water and a spoon of salt have the same mass as 50 ml of water?
How can you find out? Use Student Sheet 1.4.
Word Bank
SoluteSolvent
Question
How can you separate the salt from the water?
How can you get the salt back?
Formative Assessment
Response Sheet – Separating Mixtures 4 – if the student writes that Kim is not
correct; includes information that explains that a solution is a special kind of mixture in which one material (solute) dissolves in another material (solvent); says that a solution is always a mixture, but a mixture is not always a solution.
Observing Crystals
Mixtures and Solutions Journal entry.
Performance Assessment
Separating a Dry Mixture Make a plan
Planning Step General Plan Steps to follow:
1. What should be changed?
1. 1.
2. What should be kept the same?
2. 2.
3. How differences will be observed or measured?
3. 3.
5 E Instructional Model
EngageExploreExplainElaborateEvaluate
Teachers Guide
Questions
Kit and Materials Equipment for 32 students working in
8 collaborative groups of 4 students Enough consumable items for at least
two classroom uses Very few teacher-supplied
items required
FOSS Science Stories Developed to accompany each
module Content-rich readings that integrate
language arts Big books for all K-2 Science Stories K-2 Science Stories are designed
around images Grades 3-6 Science Stories are
related directly to the modules Spanish editions available
Investigation 2
Is there a limit to the amount of salt that can dissolve in 50 ml of water?
Review
What is a Solution?How did we make a solution?
Challenge
How can we find out what might happen if you keep adding salt to 50 ml of water?
Make a plan.
Planning Step General Plan Steps to follow:
1. What should be changed?
1. 1.
2. What should be kept the same?
2. 2.
3. How differences will be observed or measured?
3. 3.
Saturated Solution
How do you know if you have a saturated solution?
How much salt did it take to saturate 50 ml of water?
Discuss Plans
Use Student Sheet “Saturating A Solution”
Make a chart with each group’s results.
Word Bank
Solution Solvent Solute Universal Solvent
What We LearnedSalt will dissolve in water until it
reaches saturation. No more salt will dissolve once saturation is reached.
The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.
Citric-Acid Saturation
How can we find out how many grams of citric acid it took to saturate 50 ml of water?
Charts
Solubility – is how a solid dissolves in liquid which is a property of the solid.
Citric acid is about four times more soluble in water than salt.
The Saturation Puzzle
Performance Assessment: Can you identify the mystery chemical.
Student Sheet: Chemical Data Sheet
Will the mystery chemical form crystals?
Comparing The Crystals
Compare evaporating dishes of salt, citric acid and Epsom salts.
Use your journal to record the results.
What We Learned
Some materials form crystals with characteristic shapes that can be used for identification.
Break
FOSSWEB.COM
Interactive games and simulations
Resources for students Teacher community Connects school to
home
Further Investigations
3.2., 3.3., 4.1., 4.2., 4.3 In groups, plan an investigation to
teach to the whole group. You will have 9 minutes to present.
Summative Assessment
With a partner answer the questions on part of the Summative Assessment
Check your work when completed.
Clean up
Clean up of all equipment is VERY important. Citric acid is sticky and salt solution can be very hard to remove from plastic.
Screw all lids on tightly so chemicals will be protected.
Kit Inventory
Teacher Preparation Video
Overview of each investigation
Demonstrations on how to set up all Investigations
Footage of students doing activities
Time saving tips
How do you know if they know it?
What are some ways that FOSS provides for this question?
Goals of FOSS Scientific Literacy To provide all students with science experiences that are appropriate for
their cognitive development, serve as a foundation for more advanced study in science, and prepare them for life in an increasingly complex scientific and technological world.
Instructional Efficiency To provide all teachers with a flexible science program that reflects current research on learning and uses effective teaching and assessment methodologies.
FOSS Program Components
Teacher Guide
Science Stories
Kit and Materials
Teacher Preparation Video
FOSSWeb.com
Essential Features of Inquiry-from Inquiry in the National Science Education
Standards
1) Learner engages in scientifically oriented questions.
2) Learner gives priority to evidence in responding to questions.
3) Learner formulates explanations from evidence.
4) Learner connects explanations to scientific knowledge.
5) Learner communicates and justifies explanations.
Don’t just open books, open minds!
What questions do you still have about the kit?
Contact me at: [email protected]