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ICE extensions
| 3rd GRADE |
LIGHT/REFLECTION
Key Vocabulary:
Light
Reflect
Bounce
Project
Target
ACTIVITY-REFLECTION RELAY GAME!
To use the laws of reflection to bounce a beam of light around a classroom to hit targets and to attain the lowest elapsed time to hit the targets. \
Materials Needed:
3 pocket sized mirrors for each group
One filmstrip projector, strong flashlight or laser pointer
Several targets
Rules:
- The light beam must strike each of the three mirrors before hitting the target. There may be obstacles that the beam of light will have to be directed around.
- The team members must cooperate to direct the beam of light to the target while using all three mirrors to change the light's path.
- Each team must hit a different target.
- Each team will be given up to five minutes of preparation time before the clock is started to time the 'official' time.
Scoring:
- Each team will be timed with the lowest time being the winner.
- No team will be allowed to use more than two minutes to accomplish the task.
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ACID/BASE
Key Vocabulary:
Acid
Base
Lemon
Milk
Vinegar
Chemical
Reation
Variable
Control
Test
Observe
Molecules
Sour
Bitter
ACTIVITY-EXPERIMENT AND WRITING
Every chemical can be classified as an acid, base or neutral. Acids and bases are often food in foods, either naturally or artificially, but are usually very dilute and will not harm most people. Foods that are sour often contain one or more acids; those that taste bitter often contain bases.
There are many chemicals called indicators whose color depends on the presence and strength of an acid or base. One natural indicator is red cabbage juice. Scientists often use a mixture of indicators in water and/or alcohol (called universal indicators) or indicators absorbed into paper, such as ph or litmus paper.
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Red/ Pink: Acid
Purple: Neutral
Green/ Blue: Base
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Introduce the flavors of acids and bases and have students discuss foods that have these flavors. Then provide an array of foods for children to try. Have them make hypotheses, based on flavor, of whether the food contains more acids or bases. Use litmus paper to verify their hypotheses.
- Have students keep track of their hypotheses and write down why they think each food contains acid or bases. Were they right? Which foods do they prefer and why?
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RECOMMENDED BOOKS
Children Need Food by H. Undy
Mmmm, Cookies by R. Munsch
What Happens to a Hamburger by P.showers
The food book by Goodheart-Wilcox
Incredible Edible Science by N. Babbitt
The Edible Pyramid by L.Leedy
Ask About the World of Food by A. Rocard
We're making breakfast for mother by S. Neitzel
Gregory, the Terrible Eater by M. Shartmat
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REFERENCES
50 Nifty Science Fair Projects by Carol Amato and Eric Ladizinsky (Cabbage Chemistry)
Biology Experiments for Children by Ethel Hanauer (Taste and areas of the tongue)
Chemicals, Health, Environment and Me (CHEM) by (Chemicals in the Kitchen)
Science Fun by D. Nevins
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MATTER
Key Vocabulary:
Solid
Liquid
Gas
Three States of Matter
Molecules
Fast
Slow
Evaporate
Freeze
Water
Air
Close Together
Far Apart
ACTIVITY - READ-ALOUD
Hot as an Ice Cube by Philip Balestrino
Concepts to develop:
- Everything is made of tiny particles called molecules.
- Molecules are always moving.
- Temperature is a measure of how hot or cold something is.
- Heating something makes its temperature rise.
- As it cools off its temperature falls.
- The faster the molecules in something move, the hotter it is. The more you heat something, the faster the molecules move. This is what causes its temperature to rise.
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ACTIVITY - PE
Remind children of the game they played with Edventure More pretending to be molecules. Review that as frozen water they were very still, and as the temperature rises they move more rapidly. Now you are ready for some exercise! Using vocabulary such as: Hot, Warm, Cold, Sizzling, Chilly, Freezing, Boiling, Steamy, Solid, Liquid and Gas, have them show by their actions what the molecules would do in that state. You can also play tag, but they must move as molecules as you shout out the vocabulary as they play.
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ACTIVITY-WRITING
Discuss the concept that everything is made up of molecules. Show them a "mosaic picture" made up ahead of time from paper punches. This is a simplified exaggeration of something being made up of little things. Encourage them to look at several items with hand-held microscopes (30x). Cloth, colors on covers of workbooks, and leaves are good for viewing small parts that are invisible to the eye. Emphasize that they are still not seeing molecules, which are even tinier than each dot they see on the book cover.
- Have students write about why molecules are important.
- Have them write from the point of view of a molecule. Write about a day in the life of a molecule. What would they do? What makes them move fast and slow?
- Make a classroom chart/list of Solids, Liquids and Gases. Keep adding to it as children identify more at home and around the school. You can even have them bring in pictures or draw, sort and label solids, liquids and gases.
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LENSES
Key Vocabulary:
Lens
Light
Reflect
Refract
Enlarge
Telescope
Microscope
Bounce
Project
ACTIVITY- DISCUSSION/EXPLORATION
Please note, you can use any part of this lesson as a separate piece of review, or each lesson can be done whole-class. Activity sheets can be replaced with journals and recorded observations, or a discussion and whole-class chart at the end of each activity.
Materials Needed:
Overhead projector
Paper
Black marker
Light box with arrow on screen
Large lens with long focal length
concave lenses
convex lenses
plain glass
baggie filled with water
spray bottle filled with water
meter sticks
lens holders
baggies
- Hand out baggies filled with a convex lens, a concave lens and a plain piece of glass. Students explore and discuss what they observe about these objects.
- Set up the overhead projector removing or lowering the arm. Explain that the overhead projector has a lens with a light below it. Turn off the lights and spray a steady stream of water over and above the lens. Students will observe that a sort of funnel can be seen with a narrowing in the middle. The point at which the spray of water narrows represents the focal point (the point at which the light rays converge).
- Hold a piece of blank paper over the lens and find the focal point. Children will be able to observe that the light will be smallest and most intense at that point. Then take a black marker and darken the center of the paper. Hold the paper over the lens again at the focal point. Students will observe the paper begin to smoke.
- Show students the light box with the arrow on it. Observe the direction of the arrow. Turn off the lights and project the image of the arrow on the wall. Students will observe that the image is upside down.
Stations-Students will be divided into cooperative groups of four. Create an activity sheet for each student with activities to be performed and questions to be answered at each station.
Station #1 - Display convex lenses with various focal lengths. Students will focus the overhead light onto a paper and notice the distance between the lens and the brightest image (this is called the focal length). They will do this for all of the lenses, make observations about the focal length of these lenses and record any other observations.
Station #2 - Students will find an object in the room and describe the image that they see when they look at it through a baggie filled with water. Students will determine whether the baggie is an example of a lens. (Florence glass can also be used if you have it.)
Station #3 - Attach two convex lenses, one with a relatively short focal length and the other a long focal length, to a meter stick using lens holders. Students will look through one lens and then both lenses. Then they will focus on an object far away by moving the lenses back and forth on the meter stick. Students will determine what happens to the image and what this device could be used for. (Telescope)
Station #4 - Attach two convex lenses, both with short focal lengths of about 5 cm., to a meter stick using the lens holders. Students will move the lenses back and forth and focus on a written page from a newspaper or the like. Students will determine what happens to the image and what this device could be used for. (Microscope)
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Featuring hands-on activities designed by the Bay Areas best:
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