“Got Chemistry”
~ A Returning Developer ~
For further information contact…
Hillary Hendrix
Inwood Elementary
2200 Ave G NW
Winter Haven, Florida
Route: B
(863) 291-5369
[email protected]
2009 - 2010 Idea Catalog of Excellence
n PROGR AM OVERVIEW
The area of Science is much
neglected in classrooms, due to a lack
of time. It is essential that students of all
ages participate in hands-on activities in
Science to increase their engagement,
vocabulary, achievement, and future
success. This innovative program
provides teachers an opportunity to
create engaging, hands-on experiences
for their students in the area of science
with minimal effort on their part.
In celebration of National Chemistry
Week, this program encompasses all
aspects of the school; demonstrations
conducted by the principal and assistant
principal on the morning news show and
hands-on experiments in all classrooms
in all grade levels, Physical Education
classes, A r t classes, and Music
classes. Students actively participate in
engaging hands-on activities related to
chemistry concepts to increase student
understanding of annually assessed
Science Benchmarks.
Through implementation of “Got
Chemistry” students are able to gain an
understanding of the scientific method
and apply their knowledge to conduct
experiments and investigations relating
to real world chemistry. Students are
also able to increase their scientific
vocabulary and apply it to everyday
conversations; get students talking
about science.
Kindergarten students participate in
activities that focuses on states of matter.
After conducting experiments, students
demonstrate their understanding by
making observations about their school
lunch.
First grade students make “flubber”
by creating and mixing dif ferent
solutions and observing the different
properties and their ability to distort
drawn images by pulling, twisting
and shifting. The students also lead
engaging conversations about their
observations.
S e c o n d g r a d e o b s e r ve s t h e
properties of liquids compared to water
using a Double Bubble Map or Venn
diagram students are able to compare
and contrast the properties.
Third grade students recrystalize
crystals. Students dissolve a variety of
crystals in water and then allow them
to recrystallize in order find, which two
are the same and observe how crystals
bond together.
Fourth grade students learn the
value of detergent and how its properties
help different materials mix.
Fifth grade students experiment
with polishing pennies using chemical
reactions with acids and bases to see
which one would make the penny shine
like new again.
One of student’s favorite activities
was investigating the movement of
molecules. Making dots with Sharpie
markers students create designs on
fabric, and then add drops of alcohol
and observe the solubility of the fabric,
color mixing and the movement of
molecules to form a new design. This
highlights a few of the many exciting
activities students participated in during
the school wide celebration of National
Chemistry week.
This program can be implemented in
a regular classroom with the exception
of the Physical Education (PE) Lesson,
which requires use of a PE field. The
following materials are required and
can often be found at the school: balls,
meter sticks, jars with lids, beakers,
stopwatches, pennies, thermometers,
various containers, droppers, pipettes,
an d p l ay m at s. Pl e as e s e e t h e
attached materials sheet for additional
materials.
“Got Chemistry”
n OVER ALL VALUE
n LESSON PLAN TITLES
This program was first implemented
during National Chemistry Week 2008.
The program was found to be a great
success that resulted in increased
student achievement. Students were
assessed on individual lessons using the
attached rubric and anecdotal notes that
were made while observing students.
1 Sharpie Pen Science
Growth in student achievement
is determined by c alculating the
percentage of growth from the Harcourt
Science Assessment test 1 and test 2.
Prior to implementation, students were
substantially deficient in mastery of
annually assessed science benchmarks.
Based on the Harc our t Sc ienc e
Assessment the majority of students
in grade 3-5 tested below the 50th
percentile, demonstrating non-mastery.
Students in grades K-2 were identified to
be substantially deficient through teacher
observation. After implementation of
the program, the majority of students
demonstrated at least 20% growth
in student achievement. Best of all
students were talking about science and
associating learned concepts to their
everyday life.
7 Temperature Effects on Ball
Bounceability
Making Science fun and exciting for
students is key. The program not only
makes science fun and exciting, but
it gets students talking about science
and applying concepts to their daily
lives; linking what they know to what
they have learned and increasing their
vocabulary.
2 Secret Goldenrod Messages
3 Newspaper Collage
n MATERIALS
Materials are listed with each lesson
plan. Overall budget for materials
(including pricing and suppliers) follows
the lesson plans.
4 Marker Butterflies
5 Super Shrinkers
6 Test Your Reaction Time
8 Hydrophobic Swimsuit
9 Magic Sand
10Regular Sand vs. Magic Sand
11 Iron for Breakfast
12The Bounce of Playgrounds and
Gym Floors
13Bubble Blowup
14Sunscreens and SPF Ratings
n ABOUT THE DEVELOPER
Hillar y Hendrix has a B.S. in
Elementary Education and a Masters
degree in Educational Leadership
from the University of South Florida
and is certified in Exceptional Student
Education. She has been a third grade
teacher at Inwood Elementary for three
years as well as the owner of “Hillary
Hendrix’s Helping Hands Tutoring”.
Hillary enjoys teaching and finding
new innovative ways to meet students’
needs.
15It’s a Gas
16State Your Solution
17A State Debate
18Solving Dissolving
19Fabulous Flubber
20Water – Clearly Unique
21Goop to Go
22Disappearing Statues
23Recrystallizing Crystals
24Universal Indictor Rainbow Trout
25If Mixing Is Urgetn – Try Detergent
26Polishing Pennies
All Lesson plans have been adapted
from Steve Spangler and the American
Chemical Society. In addition, all lesson
plans have been adapted for grades K5. Depending on the level of students
experiments may be implemented in
the classroom as a demonstration or
small group.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 1: Sharpie Pen Science
n SUBJECTS COVERED
n DIRECTIONS
Science
Procedures
1. Place the plastic cup inside the
middle of the t-shirt. Position the
opening of the cup directly under the
section of the shirt that you want to
decorate. Stretch the rubber band
over the t-shirt and the cup to secure
the shirt in place.
n GR ADES
Kindergarten - Five
n OBJECTIVES
Students will observe the movement of
molecules and chemical reaction
between two substances.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
n MATERIALS
• Pre-washed white t-shirt
• Markers - Red, Orange, Yellow,
Green, Blue, Purple
• Plastic Cup
• Rubber Band
• Rubbing Alcohol (70% from the
Drug Store)
2. Place about 6 dots of ink from one
marker in a circle pattern about the
size of a quarter in the center of the
stretched out fabric. If you like, use
another color maker to fill in spaces
in between the first dots. There
should be a quarter size circles of
dots in the middle of the plastic cup
opening when you are finished.
3. Slowly squeeze approximately
20 drops of rubbing alcohol into
the center of the circle of dots.
As the rubbing alcohol absorbs
into the fabric, the ink spreads
in a circular pattern expanding
outward from the center. The result
Is a beautiful flower-like pattern,
however, students often remark that
the design looks like the colorful
surface of a compact disc.
patterns as you like. The secret is to
keep your patterns small and in the
center of the design area on the shin. DO
NOT flood the design area with rubbing
alcohol. The key is to drip the rubbing
alcohol slowly in the center of the shirt
and allow the molecules of ink to spread
outward from the center.
How does it work?
This is really a lesson in the concepts
of solubility, color mixing, and the
movement of molecules. The Sharpie
markers contain permanent ink, which
will not wash away with water. However,
the molecules of ink are soluble in
another solvent called rubbing alcohol.
This solvent carries the different colors
of ink with it as it spreads in a circular
pattern from the center of the shirt.
4. Apply as much or as little rubbing
alcohol as desired, but do not let the
pattern spread beyond the edges
of the cup. Allow the developed
design to dry for 3 to 5 minutes
before moving on to a new area of
the shin.
You’ll enjoy experimenting with
various patterns, dot sizes, and color
combinations. Instead of using dots, try
drawing a small square with each side
being a different color, or use primary
colors to draw a geometric shape,
and accent it with dots of secondary
colors. Half circles, wavy lines, and
polygons all make unique patterns
when rubbing alcohol travels across
the ink. Your designs are only limited by
your imagination. Try as many different
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 2: Secret Goldenrod Messages
n SUBJECTS COVERED
Science
n MATERIALS
• Measuring spoons
Procedures
• Powdered laundry detergent
1. Place 1/2 teaspoon of detergent
in a cup. Add 3 tablespoons of
water and mix well. Label this cup
“detergent”.
• 4 Plastic cups
n GR ADES
• Pencil or pen
Kindergarten - Five
• Masking tape
• Baking soda
n OBJECTIVES
Students will observe how chemicals
can indicate something by changing
colors by painting paper with acids
and bases.
• Water
• Vinegar
• Water
• Goldenrod paper
• Piece of white candle or crayon
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
n DIRECTIONS
• Cotton swabs or paintbrushes
NOTE: This activity only works with
paper that has been dyed with
natural goldenrod pigment. Many
synthetic dyes will not change colors
in the same way.
2. Place 1/2 teaspoon of baking soda
in a cup with 2 tablespoons of water
and mix well. Label this cup “baking
soda”.
3. Pour a small amount of vinegar into
a third cup and label it “vinegar”.
4. Label a 4th cup “water” and add
some tap water to it.
5. Using the white candle or white
crayon, write your name or a
secret message or picture on the
goldenrod paper.
6. Swab or paint over what you wrote
with the detergent solution.
7. Now try painting the goldenrod
paper with the other liquids.
8. Put the paper aside to dry.
9. Thoroughly clean the work area and
wash your hands.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 3: Newspaper Collage
n SUBJECTS COVERED
n DIRECTIONS
Going a Step Beyond:
Science
Procedures
n GR ADES
1. Carefully use the scissors to cut out
a small color picture or comic from
the newspaper.
1. Repeat the above activity except this
time, transfer something with words
on it.
Kindergarten - Five
n OBJECTIVES
Students will learn that inks, vinegar, and
paper are all made of chemicals and
observe how they interact with one
another to transfer pictures.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
n MATERIALS
• Color pictures from a newspaper
• White vinegar in a small cup
• Cotton swabs
• Metal teaspoon
• Paper towels
• Scissors
• White paper
2. Dip a cotton swab in the vinegar.
Lightly moisten the picture you want
to copy by wiping the picture with the
vinegar-soaked swab. Make sure to
cover every part of the picture with
vinegar.
3. Place the picture between two
paper towels and press hard for 5
to 10 seconds to dry off any excess
vinegar.
2. Observe how the appearance of this
transfer compares to the transfer of
the picture.
3. To make the words easier to read,
turn the paper over and use a cotton
swab to rub a little baby oil on the
back of the paper.
4. Observe what happens.
4. Place the picture with the side to
be copied face down on a piece of
white paper.
5. Place another piece of white paper
on top and rub hard with the bottom
of a teaspoon. Make sure to rub over
the entire picture.
6. Remove both the upper paper and
the piece of newspaper. There
should be a transfer of the picture
on the bottom white paper. (If the
transfer is too faint, repeat the
process with a different picture
but rub with the edge of the spoon
instead of the bottom.)
7. Choose a different picture and
repeat steps 1-6, placing the second
picture at a different location on the
some piece of white paper when the
transfer is made.
8. Repeat Step 7 until the collage has
several different pictures transferred
onto it.
9. Thoroughly clean up the work area
and wash your hands.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 4: Marker Butterflies
n SUBJECTS COVERED
Science
n MATERIALS
• 2 circular white coffee filter
Procedures
• 1 pipe cleaner
1. Place the coffee filters on top of a
piece of scrap paper. Use several
different color markers to create a
design or pattern on each coffee
filter. Please note that this design
will be changed when the directions
in Step 3 are carried out.
• Water-based markers (various
colors)
n GR ADES
• Scrap paper (do not use
newspaper)
Kindergarten - Five
• Paintbrush
• Paper towel
n OBJECTIVES
Students will observe how water affects
color when placed on a ver y
absorbent material.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
n DIRECTIONS
• Cup of rinse water
2. Place both coffee filters on another
piece of scrap paper.
3. Dip the paintbrush in the water and
paint over the designs with the wet
brush. Be certain to rinse the brush
in the water several times while you
are painting with the water. Watch
how the designs change.
4. Fold the pipe cleaner in half. Hold
the pipe cleaner about 2 cm from
the fold and twist two times. This
will leave a small loop.
5. Scrunch one of the coffee filters
along an imaginary line down the
middle of the filter to produce one
set of the butterfly’s wings.
6. Place this filter inside the open ends
of the pipe cleaner, centering it close
to the twisted end.
7. Repeat Step 5 with the other coffee
filter. This is the second of the
butterfly’s wings. Place it above
the first filter, inside the open ends
of the pipe cleaner. Turn down the
ends of the pipe cleaner to look like
antennas.
8. Twist the two pieces of pipe cleaner
together about 4 cm from the open
end of the pipe cleaner. This will hold
the two filters in place.
9. Turn down the ends of the pipe
cleaner to look like antennas.
10. Thoroughly clean the work area and
wash your hands.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 5: Super Shrinkers
n SUBJECTS COVERED
Science
n GR ADES
n MATERIALS
• Conventional or toaster oven
Procedures
• Clear polystyrene (PS) containers
(#6 recycle code)
1. Have your adult partner preheat the
oven to 325° F.
• Blunt-ended scissors
2. Make sure the piece of plastic is
clean and free of dust.
• Colored permanent markers
Three - Five
• Metric ruler
• Cookie sheet or metal tray
• Aluminum foil
n OBJECTIVES
Students will learn how the materials
in plastic allow it to change states
of matter.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
n DIRECTIONS
• Oven miffs
NOTE: Make sure your container is a
“number 6” recyclable plastic. Look
for the number on the bottom of the
container. Other types of plastics
will not work. Good places to look
for “number 6” containers are at
your local deli or grocery store salad
bar. If the edges of your final product
are rough, your adult partner can
help you to smooth them with
sandpaper.
3. Carefully cut a design of your choice
from the plastic.
4. Use permanent markers to draw or
write something on your piece of
plastic. The more color you use, the
more intense your final piece will be.
If you write something, make your
letters big and thick.
5. Measure and record the length and
width of the plastic with the ruler at
the longest and widest parts.
6. Cover a cookie sheet or metal tray
with aluminum foil and place your
design on the foil.
7. Ask your adult partner to place the
tray in the oven. If you have a glass
oven door, you will see the plastic
curl at the edges and then flatten
again. When this happens, the
plastic is finished shrinking. This
should take less than two minutes.
8. Have your adult partner take the
tray out of the oven using the oven
mitts. Be careful. It will be hot! Place
the hot tray on a heat-resistant
surface.
9. Do not touch your newly created
piece of art until it has completely
cooled. Your adult partner will tell
you when it is ready to be touched.
10. When it has cooled, take your design
off the cookie sheet and measure
the length and width as you did in
Step 5. Thoroughly clean the work
area and wash your hands.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 6: Test Your Reaction Time
n SUBJECTS COVERED
Science
Three - Five
n OBJECTIVES
Students will learn about reaction time;
they will learn how to record reaction
time, chart and graph data, compare
results, and its importance.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
n DIRECTIONS
• Centimeter-scale ruler
What to Do:
• Calculator
1. Have a partner hold out his or her
thumb and index finger. Hold the
ruler so that the 0-cm mark is level
between the tops of your partner’s
fingers.
• Graph paper
n GR ADES
n MATERIALS
2. Have your partner catch the ruler
with the thumb and index finger
when you release it. (Do not let your
partner know when you will release
the ruler.)
3. Record the position of the fingers on
the ruler when your partner catches
it. (See figure.)
4. Repeat steps 1-3 for at least three
trials. Calculate the average.
5. Calculate the reaction time using the
following formula: t = V2d/g where
t is the reaction time in seconds, d
is the distance the ruler fell in cm
(position of fingers), and g is the
acceleration due to gravity (980
cm/sect).
6. Collect data for each student in the
class and plot a histogram of the
reaction times. What is the mean
reaction time? What is the fastest
reaction time? The slowest? Do you
see any relationship between those
who play a lot of sports and their
reaction times? How about those
who play a lot of video games?
For this activity, the mean reaction
time for young adults is about 0.19
seconds.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 7: Temperature Effects on Ball Bounceability
n SUBJECTS COVERED
Science
n MATERIALS
• various sports balls, such as
– ping-pong balls
– tennis balls
n GR ADES
– baseballs
Three - Five
– golf balls
• access to a freezer
• uniform hard surface such as table
top or linoleum or wood floor
n OBJECTIVES
Students will learn how temperature
affects the bounceability of a ball.
n SUNSHINE STATE
STANDARDS
SC.2.N.1.1
Raise questions about the natural
world investigate them and generate
appropriate explanations.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools
• meterstick
• graph paper
n DIRECTIONS
What to Do:
1) Look at and feel each of the sports
balls but don’t bounce them yet.
What variables do you think might
affect how high a ball will bounce?
Which ball do you think will be the
best bouncer? Which ball the worst?
Why?
2) As a group, design an experiment
to determine which ball is the best
bouncer.
3) Test each ball for bounceability.
Measure only the first bounce upon
dropping and include at least three
trials per ball.
4) Create a table to record your data.
Record the results in your data table
and make a graph of your results.
5) Place the balls in the freezer for 24
hours
6) Repeat steps 3-4 with the balls from
the freezer.
7) How did the colder temperature
affect each ball’s ability to bounce?
8) Why do you think the cold had
the effect it did on each ball? In
particular, how do you think the air
inside the hollow balls is affected by
the decrease in temperature? Relate
this to the bouncing behavior you
observed.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 8: Hydrophobic Swimsuit
n SUBJECTS COVERED
Science
The big buzz at the 2008 Beijing
Olympics was the Speedo LZR Racer®
swimsuit, in which 23 world swimming
records were broken. This new, high-end
swimsuit, which was designed with the
help of NASA, features a water-repellent
polyurethane membrane to reduce drag
and improve speed. Materials that repel
water are called “hydrophobic” and have
many interesting and useful properties.
In this activity, you explore the behavior
of Magic Sand, a common hydrophobic
play material.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
n MATERIALS
n GR ADES
• Magic Sand
Two - Five
• plastic spoon
• clear plastic cup filled with water
n OBJECTIVES
Students will observe the behavior of
Magic Sand, a common hydrophobic
play material.
n DIRECTIONS
Procedures
1) Feel the Magic Sand. Now pour
a few spoonfuls of it into a cup of
water and look at it from different
directions. What do you observe?
Does the sand look like it’s getting
wet?
2) Sprinkle a little more sand on the
surface of the water so the sand
floats. Slowly and carefully push the
tip of your finger slightly down on the
sand so that you can see your finger
in the water. What do you observe?
Remove your finger. What does it
feel like?
3) Carefully pour most of the water
out of the cup. Try not to lose too
much of the sand. Watch the sand
as you pour off the water, then feel
the sand. Did it get wet?
• paper towels
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 9: Magic Sand
n SUBJECTS COVERED
Science
n MATERIALS
• Regular sand
n DIRECTIONS
• Water, cups
What Makes Magic Sand
Magic?
• Plastic soda bottle
1) Fill a cup 3/4 full with water.
n GR ADES
• Vegetable oil
Kindergarten - Five
• Food coloring
2) Slowly pour Magic Sand in a
continuous stream into the water.
Look closely at the sand. What
is that silver-like coating on the
sand?
• Plastic spoons
n OBJECTIVES
Students will investigate Magic Sand to
determine understand how it can
remain dry even after it has been
dumped into a container of water.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
3) Pour off the water from the sand
into a second container. Let them
touch the sand and see what they
find. To everyone’s amazement, the
sand is completely dry! To better
understand how Magic Sand works,
try this demonstration...
4) Fill a plastic soda bottle (16 oz.
works well) 3/4 full with water.
5) Fill the remaining portion of the
bottle with vegetable oil or mineral
oil. Immediately, the students will
notice that the oil and water do not
mix.
6) Add a few drops of food coloring to
the mixture. Notice how the food
coloring only colors the water and
not the oil.., even when the bottle is
shaken.
SC.2.N.1.2
How does it work?
This is a great demonstration to
introduce students to the properties of
substances that are hydrophobic and
hydrophilic. Hydrophobic substances do
not mix with water.
Compare observations made by
different groups using the same
tools.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 10: Regular Sand vs. Magic Sand
n SUBJECTS COVERED
Science
n MATERIALS
• 2 cups of magic sand
Making Magic Sand Wet
• Water
1) Pour a small amount of Magic Sand
in a cup of water. As expected, the
Magic Sand stays dry.
• Liquid detergent
n GR ADES
• Spoon
Kindergarten - Five
• Clear plastic cups
n OBJECTIVES
Students will investigate why some
forms of sand sink when placed in
water and why others float.
n DIRECTIONS
2) Add about 12 drops of liquid detergent
to the water and use a spoon to stir
the mixture. Soap breaks down the
oil coating on the sand and lowers
its hydrophobic properties.
3) Adding soap removes the “magic”
from Magic Sand and causes it to
behave like regular sand. The secret
is revealed!
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
HHH
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 11: Iron for Breakfast
n SUBJECTS COVERED
Science
n MATERIALS
• Wheaties or other iron-fortified food
that lists iron or reduced iron as an
ingredient, such as Total, Carnation
Instant Breakfast, or iron-fortified
grits
n GR ADES
• 2 nonmetallic containers, about 500
mL (2 cups) in volume
Three - Five
• unsharpened pencil
• cow magnet
n OBJECTIVES
Students will be able to verify the
presence of iron in iron-fortified
cereal.
• plastic bag
• magnifying lens
• 3 twist ties or rubber bands
• piece of white paper
• water
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
n DIRECTIONS
Procedures
1. Make a magnetic stirrer by attaching
a magnet to an unsharpened pencil
using twist ties or rubber bands.
Insert the stirrer into a small plastic
bag. Remove as much of the air
inside the bag as possible and
fasten the bag snuggly around
the stirrer with a twist tie or rubber
band.
2. Pour 1 cup of cereal into a nonmetallic
container followed by 1 cup of water.
Stir the cereal-water mixture with
the stirrer assembly made in step
1 for about 10 minutes or until the
cereal is a fine slurry.
3. Rem ove t he st ir rer f r om t he
container and gently swirl it in
another container of clean water to
remove the cereal. Gently shake off
excess water or allow to air dry. Do
not wipe the stirrer!
4. Over a sheet of white paper, undo
the tie from the plastic bag and pull
the stirrer out of the bag, allowing
any iron filings to fall onto the
paper.
Note: Do not let the magnet
directly touch the iron filings,
because once in contact with the
magnet, the filing are extremely
difficult to remove.
5. Place the magnet under the paper
and move it around, observing the
magnetic behavior of the filings.
Examine the filings with a magnifying
lens.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 12: The Bounce of Playgrounds & Gym Floors
n SUBJECTS COVERED
n MATERIALS
• various sports balls, including
Science
– ping-pong balls
– tennis balls
n GR ADES
– baseballs
Kindergarten - Five
– golf balls
• different surfaces to bounce the
balls on (such as carpet, grass, floor
tile, ceiling tile, wood, cardboard,
cork, foam pad, Styrofoam)
n OBJECTIVES
Students will investigate how the surface
of a gym, tennis court, or playground
affect the bounceability of a ball.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
• meterstick
• graph paper
n DIRECTIONS
Procedures
1) Choose one ball from a variety for
sports balls to be your test ball.
2) Look at and feel each of the different
surfaces but don’t bounce the ball
on them yet. On what surfaces do
you think the ball will bounce best?
Why?
3) As a group, design an experiment
to determine how different surfaces
affect how high your ball bounces.
Write your experimental design and
create a data table to record your
observations.
4) Conduct your experiment. Record the
results in your data table and make
a graph of your results using graph
paper. How do different surface
affect how high the ball bounces?
How do the results compare with
your predictions? Why did the ball
bounce better on some surfaces
than others?
5) Compare your results with those of
others who used different balls.
How It Works:
What determines how high balls
bounce on different surfaces? During the
bounce, both the shape of the ball and
the shape of the surface are deformed.
The height of the bounce is determined
by how much energy of compression
is returned as the shape of both the
ball and the surface go back to normal.
Each ball type and surface type interact
differently, producing a unique result.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 13: Bubble Blowup
n SUBJECTS COVERED
Science
Students will gain an understanding of
their lung capacity.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
1. Pour a small puddle of bubble
solution in the center of the tray and
add 3 mL (Y4 tablespoon) distilled
water. Use your hands to smear the
solution all over the tray. (The whole
tray should be wet.)
• metric ruler
n OBJECTIVES
Procedures
• plastic tray at least 25 cm x 25 cm
(10 inches x 10 inches) in area
• “bubble solution”
Kindergarten - Five
Compare observations made by
different groups using the same
tools.
n DIRECTIONS
• ‘pipet‘
• distilled water
n GR ADES
n MATERIALS
2. Pour another puddle of bubble
solution in a corner of the tray. Dip
your straw into the liquid and blow
some bubbles, holding your straw
1-2 cm above the tray.
3. Dip the straw again, and while
holding it near the center of the
tray, take a big breath and blow
the biggest bubble dome you can
without taking another breath.
Pop the bubble and measure the
diameter (longest distance across a
circle) of the ring of soap left behind
(in cm). Half of the diameter is called
the radius of the circle. Write the
radius in your data table.
4. The volume of a sphere is:
V = (4/3) x (n) x (r3), where r is
the radius
5. Calculate the volume and divide it
by half (because the bubble domes
are half-spheres).This is your lung
capacity in cubic centimeters, cm3.
(Cubic centimeters are equivalent to
milliliters.)
6. Do steps 3-5 two more times and
calculate the average. Record your
results in the data table.
7. Compare your results with the rest
of the class. Who has the largest
lung capacity (blew the biggest
bubble)?
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 14: Sunscreens and SPF Ratings
n SUBJECTS COVERED
n MATERIALS
• 3-5 UV detection beads (all the
same color)
Science
6. Slide the black paper into the gallonsized plastic bag.
Using a clean cotton swab for
each sun protection product,
spread a small amount of the
appropriate product on the
bag over each bead in a circle
about 1.5 inches (about 4 cm)
in diameter. Apply the same
amount of product evenly over
each bead.
Create a data table like the
example at left. Record the SPF
of each product, the starting
shade of each bead, and the time
of day and weather conditions.
Cover the bag and bead setup
with a thick cloth or another
material that does not allow
sunlight to penetrate. Take the
setup outside in direct sunlight.
Remove the cloth but not the
plastic bag. Observe and record
the shade of each bead (such
as white, nearly white, light,
medium, and dark.) If you can’t
see through the plastic, take the
setup indoors, open the bag, and
immediately observe the beads.
What is the trend between the
shade changes of the beads and
the SPF ratings?
• Black construction paper
• Scissors
n GR ADES
• gallon-sized plastic bag
Kindergarten - Five
• Glue
• Cotton swabs
n OBJECTIVES
Students will understand that sunscreens
contain chemical agents that safely
absorb the UV radiation and convert
the energy into heat through a
chemical reaction.
• 2-4 sun protection products having
a wide range of SPF ratings (include
at least one with an SPF rating of 8
or below)
n DIRECTIONS
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.5.N.1.3
Recognize and explain the need for
repeated trials.
What to Do:
1. Place the UV detection beads in
direct sunlight and observe what
happens.
2. Then, remove the beads from the
sunlight. What happens? Working
indoors, cut black paper to fit inside
a gallon-sized plastic bag.
3. Evenly space UV detection beads on
the black paper, one bead for each
sun protection product you will test
and one bead for the control.
4. Glue the beads to the paper, making
sure not to get glue on the tops of
the beads. Let dry.
5. Label the paper next to each bead
with the SPF rating of the sun
protection product you are going to
test. The control bead will get no sun
protection product (0 SPF).
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 15: It’s a Gas
n SUBJECTS COVERED
Science
n MATERIALS
• Empty 4 oz. plastic bottle, clean
Procedures
• Water
1) Fill the plastic bottle half way with
water.
• Effervescent antacid tablet
n GR ADES
• Paper towel
Two - Five
• Latex balloon (about 30 cm or 12
inches inflated diameter)
• Clock/Timer
n OBJECTIVES
Students will understand that chemical
reactions happen when some
substances are mixed together.
Students will understand that chemical
reactions sometimes make products
cannot be seen and if they cannot
be seen how to find a way to show
that they are there.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
n DIRECTIONS
2) Break one tablet into several pieces
over a paper towel. Carefully place
the pieces into the water.
3) Hold the bottle steady while your
adult par tner quickly pulls the
opening of the balloon over the
bottle.
4) Look at the balloon once it is on the
bottle so you can later draw a picture
of it in the “What Did You Observe?”
section.
5) Use the clock or timer and see what
happens to the balloon in a minute’s
time.
6) Af ter one minute has passed,
remove the balloon from the bottle
by pinching the neck and gently
pulling it off the mouth of the bottle.
Slowly release the air from the
balloon.
7) Draw a picture of the balloon just
after you put it in the bottle and one
after a minute has passed in the
“What Did You Observe?” section.
8) Pour the liquids into the drain and
throw away the balloon and other
materials. Thoroughly clean the
work area and wash your hands.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 16: State Your Solution
n SUBJECTS COVERED
Science
n MATERIALS
• 3 clear plastic cups
Procedures:
• Water
1) Pour water into two plastic cups until
they are ¾ full.
• Powdered drink mix (Kool-Aid
Grape works well)
n GR ADES
• Food Coloring (blue and yellow)
Three - Five
• Carbonated water
• Salt or sugar
• M&Ms (plain)
n OBJECTIVES
Students will understand that chemical
reactions happen when some
substances are mixed together.
Students will understand that chemical
reactions sometimes make products
cannot be seen and if they cannot
be seen how to find a way to show
that they are there.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
n DIRECTIONS
• Straw
2) Place 1 drop of blue and 1 drop of
yellow food coloring into one of the
cups. Do not stir/
3) Place a small amount of drink mix on
the surface of the water in the other
cup. Do not stir.
4) Watch both cups from the side. What
do you observe?
5) Stir the contents of both cups. Look
at the solutions in the cups. What
happened to the solid drink mix and
the liquid food coloring? Why do you
think that you cannot see them as
separate from the water anymore?
6) Fill another clear plastic cup about
¾ full of carbonated water. The
bubbles you see are carbon dioxide
gas. Sprinkle a little salt or sugar on
the surface of the soda. What do you
notice? Do you think there is more
gas in the soda that you cannot
see?
7) Place an M&M in the soda and see if
more gas bubbles form. Do you think
that carbon dioxide gas is dissolved
in the water?
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 17: A State Debate
n SUBJECTS COVERED
Science
n MATERIALS
• Shaving cream
Procedures
• Paper towel
1) Place a small mound of shaving
cream on paper towel. Look at the
shaving cream. Would you call it
a solid, liquid, or gas? Why? One
characteristic of a solid is that it
keeps its shape without being in a
container. Does this make shaving
cream a solid? Why or why not.
• Penny
n GR ADES
• Magnifying glass (optional)
Two - Five
• Activity
n OBJECTIVES
n DIRECTIONS
Students will learn how to determine
if a substance should be called a
solid, liquid, gas, or something in
between.
2) Very gently place a penny on top
of the shaving cream. What do you
observe? Does the shaving cream
acct most like a solid, liquid or
gas?
n SUNSHINE STATE
STANDARDS
3) Shaving cream is very light. Look at
it closely with a magnifying glass if
available. What do you think makes
it so light? Does this make you
change your opinion of the state of
matter?
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
4) Rub a little shaving cream between
your thumb and index finger. Does
it feel like a solid, liquid, or gas?
5)
Leave the shaving cream blob out
over night. Look at it very closely
the next day. How has it changed?
How has the state changed? Leave
it for a few more days and see if it
has changed state.
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 18: Solving Dissolving
n SUBJECTS COVERED
Science
n MATERIALS
• 3 clear plastic cups
Procedures:
• Masking tape
1. Place 1 tablespoon of sugar in a
zip-closing bag. Add 2 drops of food
coloring. Seal the bag so that it has
air in it. Shave vigorously until the
sugar is evenly colored.
• Pen
n GR ADES
• Measuring spoons
One - Five
• Water
• Isopropyl alcohol
• Vegetable oil
n OBJECTIVES
• Zip-closing plastic bag
Students will compare the dissolving
power of some liquids.
• Sugar
• Food coloring
• Popsicle stick or straw
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
n DIRECTIONS
NOTE: When using isoprophyl alcohol,
be sure to read and follow all safety
warnings on the label. Be sure all
participants are using properly fitted
goggles.
2. Use masking tape to label 3 cups
of water, alcohol, and oil. Place 1
teaspoon of water, alcohol, and oil
into their labeled cups.
3. Add ½ teaspoon of the colored sugar
to each cup. Stir with a popsicle stick
or straw.
4. What do you notice in each cup?
Does the color seem to dissolve
differently in the different liquids?
How about the sugar? Which liquid
was the best dissolver for both the
color and the sugar?
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 19: Fabulous Flubber
n SUBJECTS COVERED
Science
n GR ADES
n MATERIALS
• Elmer’s glue
Procedures
• 20 Mule Team Borax (Be sure to
read and follow cautions on Borax
box label)
1. Place 2 teaspoons of water in a
small plastic cup. Add ¼ teaspoons
of borax and swirl until as much
borax dissolves as possible.
• 2 small plastic cups
Kindergarten - Five
• Popsicle stick
• Water
• Water soluble markers
n OBJECTIVES
Students will create a material that is
flexible and observe what happens
when the surface color is added and
the shape is changed.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
n DIRECTIONS
2. Place 2 teaspoons of water in
another cups and add 2 teaspoons
of Elmer’s glue. Mix with a Popsicle
stick.
3. Continue mixing the glue and water
solution, and have your partner
slowly add the borax solution. You
will only need to use a small portion
of the Borax solution.
4. When you have some nice thick
flubber, pull it off the Popsicle stick
and move it back and forth between
your hands.
5. Flatten your Flubber into a pancake
and use the markers to make a
design on the Flubber.
6. Pull and stretch the Flubber so your
Flubber design changes in weird
and wild ways!
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
2009 - 2010 Idea Catalog of Excellence
HHH
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 20: Water – Clearly Unique
n SUBJECTS COVERED
Science
n MATERIALS
• 3 clear plastic cups
Procedures:
• Masking tape
1. Use the masking tape and pen to
label your 3 cups water, alcohol,
and oil.
• Pen
n GR ADES
• Water
Three - Five
• Isopropyl alcohol
• Mineral oil
• Straws or droppers
n OBJECTIVES
• Wax paper
Students will be able to conduct tests to
see the difference between water
and some other liquids that look
very similar.
• Brown coffee filter
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
n DIRECTIONS
NOTE: When using isopropyl alcohol,
be sure to read and follow all safety
warnings on the label. Be sure all
participants are wearing properly
fitting goggles.
2. Place about ½ teaspoon of each
liquid in its labeled cup.
3. Using separate straws or droppers,
place a drop of each liquid on a
piece of wax paper. Do all the liquids
look the same on wax paper? Tilt the
paper to let the drops move a little.
What do you notice?
4. Tear open a brown coffee filter and
lay it out flat. Again using separate
straws or droppers, place a drop of
each liquid on the coffee filter paper.
Is there anything similar or different
about how the liquids absorb into
the paper?
5. Gently wave the coffee filter back
and forth to try to make the liquids
evaporate. Check to see if there
are any differences in how fast the
different liquids evaporate.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 21: Goop to Go
n SUBJECTS COVERED
Science
n MATERIALS
• Elmer’s glue
Procedures
• Tide powdered laundry detergent
1. Place 1 teaspoon of Elmer’s glue
and 1 teaspoon of water into a small
cup. Stir to mix.
• Liquid starch (not aerosol can)
n GR ADES
• Paper towels
Kindergarten - Five
• Measuring spoons
• Water
• Small plastic cups
n OBJECTIVES
• Straws or spoons for stirring
Students will be able to make polymers
by mixing different liquids.
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
n DIRECTIONS
2. Place 1 teaspoon of Tide powdered
laundry detergent into a different
small cup. Add 1 tablespoon of
water. Stir to mix.
3. While stirring the glue-water solution
with a straw, your partner should
slowly add the Tide-water solution
until a white glob forms in the cup.
(This may take between half and all
of the detergent solution.)
4. Remove the glob and place it
between 2 paper towels. Press
down gently to soak up some of
the excess liquid. Pick up the glob
and see what it feels like. Does it
stretch, wiggle, and bounce? Can it
be molded?
5. Place 1 teaspoon of Elmer’s glue
into a small cup.
6. While stirring with a straw, your
partner should slowly add liquid
starch until a white glob forms in the
cup. (This will probably take 2 to 3
tablespoons of liquid starch.)
7. Remove the glob and place it on
a paper towel. What do you notice
about this polymer compared to the
first? Take it off the paper towel and
move it between your hands.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 22: Disappearing Statues
n SUBJECTS COVERED
Science
n MATERIALS
• Pencil
Procedures:
• 2 antacid tablets
1. Using the pencil, draw a face or
picture on the smooth side of each
antacid tablet.
• Small disposable paper plate
n GR ADES
• 2 disposable paper or plastic cups
Two - Five
• Marking pen
• Masking tape
• 2 droppers
n OBJECTIVES
• Measuring spoon
Students will be able to observe a
chemical reaction between two
substances made of the same
chemical.
• Water
n SUNSHINE STATE
STANDARDS
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
n DIRECTIONS
• Vinegar
2. Place the 2 antacid tablets on a
paper plate with your drawings face
up. One of the tablets should be on
the right side of the paper plate, and
the other should be on the left.
3. Using the masking tape and pen,
label one cup “Water” and one cup
“Vinegar”.
4. Ask your adult partner to help you
pour 1 tablespoon of water into the
“Water” cup and 1 tablespoon of
vinegar into the “Vinegar” cup.
5. Label the droppers with a “W” for
water and a “V” for vinegar.
6. Using the “W” dropper, carefully
place 3 drops of water onto one
of the antacid tablets. Watch what
happens to the tablet.
7. Using the dropper labeled “V”
carefully place 3 drops of vinegar
onto one of the antacid tablets.
Watch what happens to the tablet.
SC.2.N.1.1
Raise questions about the natural
world investigate them and generate
appropriate explanations.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 23: Recrystallizing Crystals
n SUBJECTS COVERED
Science
n MATERIALS
• Salt
Procedures
• Epsom salt
1. Label your cups salt, Epsom salt,
MSG, and kosher salt. Then place
about 1 teaspoon of hot tap water
into each cup.
• MSG
n GR ADES
• Coarse kosher salt
Three - Five
• 4 cups
• Hot tap water
• 4 cotton swabs
n OBJECTIVES
• White paper
Students will be able to dissolve
crystals in water and allow them to
recrystallize to determine which 2
are really the same.
• Black permanent marker
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
n DIRECTIONS
• Teaspoon
2. Place 1 level teaspoon of each
crystal into its labeled cup. You and
your partner should swirl each cup
for about 1 minute.
3. Not all of the crystal will be dissolved,
but enough will go into the water that
it can be recrystallized.
4. Divide a piece of paper into 4 equal
areas. Label the areas salt, Epsom
salt, MSG, and kosher salt. Use a
black permanent marker to make a
circle about the size of a quarter in
each area.
5. Tilt the salt cup so that the liquid
moves to one side. Dip a cotton
swab into the liquid and spread it
around on the black dot in the salt
area of the paper. Dip and spread 2
more times to get a fair amount of
liquid on the black dot.
6. Repeat step 5 for all the others.
Allow the paper to sit undisturbed
for an hour. Look at the crystals
with just your eyes and then with a
magnifier.
7. What do you observe? Do the salt
and kosher salt seem similar?
SC.3.P.8.3
Compare materials and objects
according to properties.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 24: Universal Indicator Rainbow Trout
n SUBJECTS COVERED
n MATERIALS
• Universal indicator solution
(available at chemical supply
houses)
Science
• Lemon juice
n GR ADES
• Liquid laundry detergent
Three - Five
• Index card with nonshiny finish
• Rainbow trout pattern
• Masking tape
n OBJECTIVES
Students will conduct experiments to
show how color changes can help
identify 2 kinds of chemicals called
acids and bases.
• Paintbrush
• Cotton swabs
• Water
• 3 small plastic cups
• Paper towels
• Pencil, pen
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
• Scissors
• Teaspoon
n DIRECTIONS
Procedures:
1. Trace the rainbow trout pattern onto
the index card. Cut out the fish and
lay it on a paper towel.
2. Use masking tape and a pen to
label the 3 plastic cups, each with
one of the following names: “Lemon
Juice”,”Universal Indicator Solution”,
and ”Laundry Detergent”.
3. Add a small amount of lemon juice
to the correct cup. In the “Laundry
Detergent” cup, add a small amount
of detergent and 1 teaspoon of
water.
4. Place about 40 drops of universal
indicator into the correct cup. Use
the paintbrush to completely cover
the fish with this green solution. The
fish will change color because of
the way the solution reacts with the
kind of paper you are using. If the
paper turns out a salmon color, the
paper is very acidic. If the paper is
closer to a green color, the paper is
considered to be acid free.
5. The fish can be wet or dry to do this
step. Dip a cotton swap in lemon
juice and paint a few stripes, dots,
or other designs on the fish. Do not
cover the entire fish with designs.
Observe what happens.
6. Dip a different cotton swab into
the detergent solution. Paint more
stripes or dots on the fish. Compare
what happens with the detergent and
what happened with the lemon juice
was used to make the designs.
7. Allow the fish to dry and observe
what happens to the colors.
8. Thoroughly clean the area and wash
your hands.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 25: If Mixing Is Urgent – Try Detergent
n SUBJECTS COVERED
Science
n MATERIALS
• White index card
Procedures
• 1 Zip-closing plastic bag
1. Place the index card inside the
plastic bag and close the bag.
• Masking tape
n GR ADES
• Marker
Two - Five
• Measuring spoons
• 3 small disposable paper or plastic
cups (3 oz.)
n OBJECTIVES
• Water
Students will learn how detergent really
helps oil and water mix!
• Vegetable oil
• Food coloring (blue, red, or green)
• Liquid dish detergent
• Dropper
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
SC.2.N.1.2
Compare observations made by
different groups using the same
tools.
SC.3.P.8.3
Compare materials and objects
according to properties.
n DIRECTIONS
• Toothpicks
2. Use the masking tape and pen to
label one of the cups “vegetable oil”,
“water” and the third “detergent”.
3. Place about 1 tablespoon of water
into the proper cup. Add 1 drop of
food coloring to the water and swirl
to mix.
4. Place about 1 teaspoon of vegetable
oil in the cup labeled “vegetable
oil”, and about 1 teaspoon of dish
detergent in the labeled cup.
5. Use your dropper to add 6 drops of
colored water on the plastic bag.
6. Do the same thing on another spot
on the bag so that you have 2 large
drops of colored water on the bag in
separate places.
7. You can use the same dropper to
add a few drops of oil to the water
in each area. Does the oil mix with
the water or does it stay separate?
8. Use a toothpick to stir the water and
oil in one of the areas. Does the oil
stay mixed with the water, or does
it separate when you stop mixing?
9. Dip a clean toothpick in the liquid
dish detergent. Use this toothpick to
stir the other area of oil and water.
Does it look like the oil and water
are mixing any better than they did
without the detergent? Keep stirring
to see how well the oil and water
can be mixed. Does the oil mix with
the water now? If the oil and the
water are not mixing completely, you
may want to dip the toothpick in the
detergent again, and then stir the oil
an water some more.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plan No 26: Polishing Pennies
n SUBJECTS COVERED
Science
n MATERIALS
• Masking tape
Procedures:
• Pen
1. Use the masking tape and pen to
label the cups: “lemon juice”, “cola”,
“detergent”, “vinegar”, and “water”.
• 6 small disposable plastic cups
(3 oz.)
n GR ADES
• 5 old, dull pennies
Three - Five
• Water
• Dilute liquid dishwashing
detergent (1/4 teaspoon detergent
per 1 cup of water)
n OBJECTIVES
Students will learn the best way to make
pennies shine like new again.
• Lemon juice
• Cola
• Vinegar
• Paper towels
n SUNSHINE STATE
STANDARDS
SC.4.N.1.3
Explain that science does not always
follow a rigidly defined method but
does involve the use of observation
and evidence.
SC.K.N.1.5
Recognize that learning can come
from careful observation.
n DIRECTIONS
• Clock or timer
2. Place a penny in each of the cups,
and describe each.
3. Pour enough water, lemon juice,
cola, vinegar, and detergent into the
labeled cups so that each penny is
completely covered.
4. Wait 3 to 5 minutes.
5. Use a plastic spoon to remove the
penny from the lemon juice cup and
observe how it looks.
6. Polish the penny with a paper towel.
Observe what color rubs off on the
paper towel.
7. Place the penny on the work surface
in front of the cup from which it was
removed.
8. Repeat steps 6-7 for each liquid.
9. Wait 5 minutes after the pennies are
out of their solutions.
10. Thoroughly clean the work area and
wash your hands. Rinse the pennies
with water, and dry them. Pour all
liquids down the drain, and place all
other materials in the trash.
HHH
2009 - 2010 Idea Catalog of Excellence
“Got Chemistry”
Hillary Hendrix
Lesson Plans Materials Budget
Materials Budget
Supplier
Item Description
Cost
Quantity
Total Cost
Wal-Mart
Quart size Ziploc Bags (200)
1.44
5
7.20
___________________________________________________________________________________________________________________________
Kool-Aid Packets
.10
10
1.00
___________________________________________________________________________________________________________________________
2-Liter Carbonated Water
.97
3
2.91
___________________________________________________________________________________________________________________________
Small bag of plain M&Ms
.67
2
1.34
___________________________________________________________________________________________________________________________
Wheaties Cereal
3.47
2
6.94
___________________________________________________________________________________________________________________________
Measuring spoon sets
.97
15
14.55
___________________________________________________________________________________________________________________________
Spray Adhesive
1.97
1 can
1.97
___________________________________________________________________________________________________________________________
Pitcher
.97
10
9.70
___________________________________________________________________________________________________________________________
Alcohol 1.27
5
6.35
___________________________________________________________________________________________________________________________
Mineral oil
1.74
2
3.48
___________________________________________________________________________________________________________________________
Liquid Starch
1.76
2
3.52
___________________________________________________________________________________________________________________________
Kosher Salt
1.26
4
5.04
___________________________________________________________________________________________________________________________
Dessert size paper plates
.97
5 pkg
4.85
___________________________________________________________________________________________________________________________
Liquid laundry soap (medium size)
3.97
1
3.97
___________________________________________________________________________________________________________________________
2-Liter of Cola
.69
1
.69
___________________________________________________________________________________________________________________________
Dixie cups (700)
2.52
4
10.08
___________________________________________________________________________________________________________________________
Fabric scraps (cotton)
1.50
2
3.00
___________________________________________________________________________________________________________________________
Bucket
1.97
1
1.97
___________________________________________________________________________________________________________________________
Corn Starch
.89
10
8.9
___________________________________________________________________________________________________________________________
Straws (non-bendy) (600)
1.22
6
7.32
___________________________________________________________________________________________________________________________
Gallon of Gatorade 3.47
1
3.47
___________________________________________________________________________________________________________________________
Gallon of Juice
1.97
1
1.97
___________________________________________________________________________________________________________________________
Gallon of Distilled Water
.76
2
1.52
___________________________________________________________________________________________________________________________
Cotton Swabs
1.27
2
2.54
___________________________________________________________________________________________________________________________
3% Hydrogen Peroxide .97
4
3.88
___________________________________________________________________________________________________________________________
Yeast (25 individual packets)
.97
25
24.25
___________________________________________________________________________________________________________________________
Gallon of Whole Milk
3.49
1
3.49
___________________________________________________________________________________________________________________________
9-Volt battery (2 pack)
1.97
2
4.94
___________________________________________________________________________________________________________________________
Pipe Cleaner (500)
.46
5
2.30
___________________________________________________________________________________________________________________________
Green Paint
.97
1 bottle
.97
___________________________________________________________________________________________________________________________
Food Coloring
1.96
1 box
1.96
___________________________________________________________________________________________________________________________
Washable markers
.97
6
5.82
___________________________________________________________________________________________________________________________
Water Soluble Colored Sharpie Markers
16.47
1
16.47
___________________________________________________________________________________________________________________________
Spray Bottle
.97
6
5.82
___________________________________________________________________________________________________________________________
Colored Plastic Wrap
1.46
3
4.38
___________________________________________________________________________________________________________________________
Plastic Spoons
1.27
2009 - 2010 Idea Catalog of Excellence
3
3.81
“Got Chemistry”
Hillary Hendrix
Lesson Plans Materials Budget
Materials Budget (cont.)
Supplier
Item Description
Cost
Quantity
Total Cost
Wal-Mart
Sugar Cubes
2.37
3
7.11
___________________________________________________________________________________________________________________________
Ziploc Plastic Food Storage Containers
2.48
2
4.96
___________________________________________________________________________________________________________________________
Playground Sand
2.49
1
2.49
___________________________________________________________________________________________________________________________
Sam’s Club
Clear Cups (1,000/100 per pack)
7.48
10 pkgs
74.80
___________________________________________________________________________________________________________________________
Radio Shack
Buzzer Model 273-55
3.49
6
20.94
___________________________________________________________________________________________________________________________
Frey Scientific
Applying the Scientific Method Kit 120-7485-31
25.95
4
103.80
___________________________________________________________________________________________________________________________
Nasco Science
Teaching Chemistry with Toys SB33440M
21.95
1
21.95
___________________________________________________________________________________________________________________________
Space Sand SB43147M
30.95
2
61.90
___________________________________________________________________________________________________________________________
Student Times TB17781M
33.95
1
33.95
___________________________________________________________________________________________________________________________
Beakers SB19214
8.95
3.
26.85
___________________________________________________________________________________________________________________________
Flasks 125ml SB02764M
3.55
4
14.20
___________________________________________________________________________________________________________________________
Flasks 500ml SB2766M
4.65
4
18.60
___________________________________________________________________________________________________________________________
Flasks 1,000ml SB02767M
7.55
4
30.20
___________________________________________________________________________________________________________________________
Cool Chemistry Connections SB44643M
7.95
1
7.95
___________________________________________________________________________________________________________________________
Steve Spangler
Water Gel Powder (1 lb)
19.95
1
19.95
___________________________________________________________________________________________________________________________
Water Jelly Crystals (1/2 lb)WSAC-625 8.95
2
17.90
___________________________________________________________________________________________________________________________
Insta-Snow Powder (1 lb) WSNO-650
24.95
1
24.95
___________________________________________________________________________________________________________________________
UV Energy Beads (250 beads) WUVB-250
6.95
2
13.90
___________________________________________________________________________________________________________________________
Mega Play and Freeze WFRZ-300
44.95
1
44.95
___________________________________________________________________________________________________________________________
Magnetic Wands (15 wands) WMWD-150
19.95
1
19.95
___________________________________________________________________________________________________________________________
True Colors WTIN-100
4.95
2
9.90
___________________________________________________________________________________________________________________________
Sharpie-Pen Science WSRP-100
13.95
1
13.95
___________________________________________________________________________________________________________________________
Tye-Dye Lab Coats WTDC-100 small
___________________________________________________________________________________________________________________________
WTDC-200 medium
29.95
2
59.90
___________________________________________________________________________________________________________________________
Clear Spheres Kit 9.95
1
9.95
___________________________________________________________________________________________________________________________
Large Growing Alligator (10 pk) WALG-150
12.95
1
12.95
___________________________________________________________________________________________________________________________
Small Growing Alligator (10 pk) WALG-110
3.95
2
7.90
___________________________________________________________________________________________________________________________
Dollar Tree
Growing Capsules
1.00
5
5.00
___________________________________________________________________________________________________________________________
Hillary Hendrix
Teacher__________________________________________
Inwood Elementary
School:__________________________________________
Subtotal
$800.32
_______________________________________________
Tax if applicable
00.00
_______________________________________________
Shipping if applicable
00.00
_______________________________________________
TOTAL
BUDGET
AMOUNT
2009 - 2010 Idea Catalog of Excellence
$800.32
“Got Chemistry”
Rubric
Hillary Hendrix
2009 - 2010 Idea Catalog of Excellence