foss® at home - school district of clayton
TRANSCRIPT
1Mixtures and solutions
FOSS at HOme
FOSS® at HOme mixtureS and SOlutiOnS The FOSS® (Full Option Science System™) program offers a number of ways to get parents involved in their child’s science education. Included here are short descriptions of several ways to bridge from classroom to home.
Letter to Parents. The letter to parents can be sent home at the start of a new science module. The letter describes what children will be learning and ways that parents can enrich the science-learning experience.
FOSS Science Stories. FOSS Science Stories is a series of original books developed to accompany and enrich the FOSS modules. The books include a variety of articles written in a number of styles, including narrative tales, expository articles, technical readings, and historical accounts.
Here are some suggestions for using FOSS Science Stories at home. • Expository and Historical/Biographical Readings. The
expository and historical/biographical readings provide excellent opportunities for students and parents to discuss the science content students are learning in the module. Specific articles include Mixtures and Solutions, The Air You Breathe, What Is Matter Made Of?, and The Metals.
• Technical Readings. The technical readings provide good opportunities for students to do a science activity at home with their families or follow instructions for a science project. For example, students could do the activity outlined in Grow Your Own Crystals as homework or for their end-of- module project.
• “Questions to Explore.” Students can read the article in class and then answer the “Questions to Explore” at home in their science notebooks. You might consider this strategy after students read What a Reaction! or The Periodic Table.
• After the Story. See the Science Stories folio in the Teacher Guide for suggestions on how to extend the stories at home. For example, after students read A Salty Story, you might have students use library or Internet resources to write a report on iodine deficiency or the World Health Organization.
No. 1—Teacher Sheet
mixtureS and SOlutiOnS
Student Sheets. Throughout the module, students complete various recording and response sheets. Students should bring the sheets and/ or their science notebooks home for families to review and discuss. For example, student sheet number 3, Thinking about Mixtures, is a good opportunity for students to explain and review with parents that a mixture combines two or more materials that don’t change and can be separated. A solution, which is a kind of mixture, forms when a material dissolves in a liquid (solvent) and cannot be retrieved with a filter.
Home/School Connections. Home/School Connections are activities developed specifically for the whole family to enjoy at home. For example, in Investigation 2 (student sheet number 25), students can concoct a homemade version of silicone putty from common supermarket and variety-store materials. The main ingredients are plain white glue and a saturated solution of borax, the cleaning product. The resulting stretchy, bouncy stuff can entertain and amuse its creator for days. And if the recipe is modified to make it more fluid, new properties emerge.
Interdisciplinary Extensions. Each investigation has suggestions for art, language, math, social studies, and science extensions. These are good family activities. For example, after Investigation 4 students and their families can investigate the similarities and differences between baking soda and baking powder, both used in cooking. The reaction of baking powder in water of different temperatures might suggest a difference and might be a clue to the ingredients in baking powder. Students might also do the Math Problem of the Week at home.
FOSSweb (www.fossweb.com). FOSSweb is an interactive website where families can find instructional activities and interactive simulations specifically designed for each FOSS module.
NOTE: Pages 3 and 4 of this folio can be photocopied and sent home for parents to read. Those pages provide information on the resources for students and their families on FOSSweb.
NOTE: All student sheets, including the Letter to Parents, Home/School Connection, and Math Problem of the Week, are available in FOSS Teacher Guides and online at www.fossweb.com. They are also available in Spanish. See For Parents and Teachers: Home/ School Connection on page 4 of this folio.
No. 25—Student Sheet
No. 20—Student Sheet
FOSS Mixtures and Solutions Module © The Regents of the University of California Can be duplicated for classroom or workshop use.
Name
Date
MATH EXTENSION—PROBLEM OF THE WEEK INVESTIGATION 1: SEPARATING MIXTURES
Problem of the Week No. 20—Student Sheet
Andy had a box of animal crackers. He counted them out and found 20 cookies:
7 elephants 6 tigers 5 monkeys 2 zebras
If Andy put all the animal crackers back into the box and took one out without looking, what is the probability of his choosing
a. an elephant?
b. a tiger?
c. a monkey?
d. a zebra?
Does the sum of the probabilities a, b, c, and d equal 1?
3Mixtures and solutions
FOSS at HOme
FOSSWeB (WWW.FOSSWeB.COm) The FOSS program maintains a resource-rich website for students and their families and friends. To explore the resources available for the Mixtures and Solutions Module, first enter www.fossweb.com in your browser.
The FOSS website requires plug-ins for your browser. We recommend that you click the “Test Your Browser” link at the bottom of the home page before you begin to ensure your computer has the minimum requirements.
Click the grades 3–6 icon to get a menu that links to each of the 3–6 modules. There you can choose Mixtures and Solutions and travel to a wealth of information and activities specific to this module.
actiVities In the Mixtures and Solutions Module, you’ll find an activity called Junkyard Analysis. Introduce this activity after students have completed Investigation 1, Separating Mixtures. Children dig up items in a junkyard and decide whether the item will create a mixture or solution when added to water. You might ask,
• What is a mixture? • What is a solution? • What are some of the mixtures and solutions we have
investigated?
Review the introductory screen. Click anywhere on the screen to move to the activity. Click the bulldozer. An item will appear in the bulldozer’s shovel. Click and drag the item to the junkyard analyzer. If you get stuck while dragging the item, release the item and try again. Once the item is analyzed, click the Dunk button to see if the object dissolves in water. Together, decide whether the object will dissolve and choose either solution or mixture. Before children try the activity on their own, you might suggest they do one or more of the following:
• Make a list of the most common elements in all the objects. • Make different categories of the objects using different
reasons: objects that contain carbon, objects that contain iron, objects that are or were part of living things (fishbone, spinach, rice).
• Record the composition of each object.
Then use their records for discussion. Ask, • What do you notice when you compare the compositions?
4 full option science systeM
mixtureS and SOlutiOnS
MOVIES
The Movies section includes a chemist explaining the difference between physical and chemical changes.
PICTURES
In the Pictures section, you can view images of different aspects of chemistry. These pictures might be used as a starting point for further research for the end-of-module project.
WEBSITES
The Websites section includes links to sites that can extend and enrich children’s experiences with the Mixtures and Solutions Module.
VOCABULARY
In the Vocabulary section, you will find the glossary words and definitions used in the Mixtures and Solutions Module. They are provided in English and Spanish.
BOOKS/SOFTWARE
This section includes an annotated list of books, videos, and software recommended for the Mixtures and Solutions Module. You should be able to find many of these titles at your local library.
FOR PARENTS AND TEACHERS: HOME/SCHOOL CONNECTION
The For Parents and Teachers section includes the Home/School Connection that describes ways for families to do science together. For example, in Investigation 3, students can broaden their understanding of crystal formation to include crystals that form in a solution and crystals that form in air above a solution. Two tried- and-true techniques for making crystals are suggested for students to try with friends and families at home. Both techniques use materials that can be found at home or purchased at the grocery store. Look in this section for other resources included in a downloadable PDF file, including a general letter introducing the module, student projects, and math problems that relate to the science investigations.
1014954Copyright The Regents of the University of California
FOSS at HOme
FOSS® at HOme mixtureS and SOlutiOnS The FOSS® (Full Option Science System™) program offers a number of ways to get parents involved in their child’s science education. Included here are short descriptions of several ways to bridge from classroom to home.
Letter to Parents. The letter to parents can be sent home at the start of a new science module. The letter describes what children will be learning and ways that parents can enrich the science-learning experience.
FOSS Science Stories. FOSS Science Stories is a series of original books developed to accompany and enrich the FOSS modules. The books include a variety of articles written in a number of styles, including narrative tales, expository articles, technical readings, and historical accounts.
Here are some suggestions for using FOSS Science Stories at home. • Expository and Historical/Biographical Readings. The
expository and historical/biographical readings provide excellent opportunities for students and parents to discuss the science content students are learning in the module. Specific articles include Mixtures and Solutions, The Air You Breathe, What Is Matter Made Of?, and The Metals.
• Technical Readings. The technical readings provide good opportunities for students to do a science activity at home with their families or follow instructions for a science project. For example, students could do the activity outlined in Grow Your Own Crystals as homework or for their end-of- module project.
• “Questions to Explore.” Students can read the article in class and then answer the “Questions to Explore” at home in their science notebooks. You might consider this strategy after students read What a Reaction! or The Periodic Table.
• After the Story. See the Science Stories folio in the Teacher Guide for suggestions on how to extend the stories at home. For example, after students read A Salty Story, you might have students use library or Internet resources to write a report on iodine deficiency or the World Health Organization.
No. 1—Teacher Sheet
mixtureS and SOlutiOnS
Student Sheets. Throughout the module, students complete various recording and response sheets. Students should bring the sheets and/ or their science notebooks home for families to review and discuss. For example, student sheet number 3, Thinking about Mixtures, is a good opportunity for students to explain and review with parents that a mixture combines two or more materials that don’t change and can be separated. A solution, which is a kind of mixture, forms when a material dissolves in a liquid (solvent) and cannot be retrieved with a filter.
Home/School Connections. Home/School Connections are activities developed specifically for the whole family to enjoy at home. For example, in Investigation 2 (student sheet number 25), students can concoct a homemade version of silicone putty from common supermarket and variety-store materials. The main ingredients are plain white glue and a saturated solution of borax, the cleaning product. The resulting stretchy, bouncy stuff can entertain and amuse its creator for days. And if the recipe is modified to make it more fluid, new properties emerge.
Interdisciplinary Extensions. Each investigation has suggestions for art, language, math, social studies, and science extensions. These are good family activities. For example, after Investigation 4 students and their families can investigate the similarities and differences between baking soda and baking powder, both used in cooking. The reaction of baking powder in water of different temperatures might suggest a difference and might be a clue to the ingredients in baking powder. Students might also do the Math Problem of the Week at home.
FOSSweb (www.fossweb.com). FOSSweb is an interactive website where families can find instructional activities and interactive simulations specifically designed for each FOSS module.
NOTE: Pages 3 and 4 of this folio can be photocopied and sent home for parents to read. Those pages provide information on the resources for students and their families on FOSSweb.
NOTE: All student sheets, including the Letter to Parents, Home/School Connection, and Math Problem of the Week, are available in FOSS Teacher Guides and online at www.fossweb.com. They are also available in Spanish. See For Parents and Teachers: Home/ School Connection on page 4 of this folio.
No. 25—Student Sheet
No. 20—Student Sheet
FOSS Mixtures and Solutions Module © The Regents of the University of California Can be duplicated for classroom or workshop use.
Name
Date
MATH EXTENSION—PROBLEM OF THE WEEK INVESTIGATION 1: SEPARATING MIXTURES
Problem of the Week No. 20—Student Sheet
Andy had a box of animal crackers. He counted them out and found 20 cookies:
7 elephants 6 tigers 5 monkeys 2 zebras
If Andy put all the animal crackers back into the box and took one out without looking, what is the probability of his choosing
a. an elephant?
b. a tiger?
c. a monkey?
d. a zebra?
Does the sum of the probabilities a, b, c, and d equal 1?
3Mixtures and solutions
FOSS at HOme
FOSSWeB (WWW.FOSSWeB.COm) The FOSS program maintains a resource-rich website for students and their families and friends. To explore the resources available for the Mixtures and Solutions Module, first enter www.fossweb.com in your browser.
The FOSS website requires plug-ins for your browser. We recommend that you click the “Test Your Browser” link at the bottom of the home page before you begin to ensure your computer has the minimum requirements.
Click the grades 3–6 icon to get a menu that links to each of the 3–6 modules. There you can choose Mixtures and Solutions and travel to a wealth of information and activities specific to this module.
actiVities In the Mixtures and Solutions Module, you’ll find an activity called Junkyard Analysis. Introduce this activity after students have completed Investigation 1, Separating Mixtures. Children dig up items in a junkyard and decide whether the item will create a mixture or solution when added to water. You might ask,
• What is a mixture? • What is a solution? • What are some of the mixtures and solutions we have
investigated?
Review the introductory screen. Click anywhere on the screen to move to the activity. Click the bulldozer. An item will appear in the bulldozer’s shovel. Click and drag the item to the junkyard analyzer. If you get stuck while dragging the item, release the item and try again. Once the item is analyzed, click the Dunk button to see if the object dissolves in water. Together, decide whether the object will dissolve and choose either solution or mixture. Before children try the activity on their own, you might suggest they do one or more of the following:
• Make a list of the most common elements in all the objects. • Make different categories of the objects using different
reasons: objects that contain carbon, objects that contain iron, objects that are or were part of living things (fishbone, spinach, rice).
• Record the composition of each object.
Then use their records for discussion. Ask, • What do you notice when you compare the compositions?
4 full option science systeM
mixtureS and SOlutiOnS
MOVIES
The Movies section includes a chemist explaining the difference between physical and chemical changes.
PICTURES
In the Pictures section, you can view images of different aspects of chemistry. These pictures might be used as a starting point for further research for the end-of-module project.
WEBSITES
The Websites section includes links to sites that can extend and enrich children’s experiences with the Mixtures and Solutions Module.
VOCABULARY
In the Vocabulary section, you will find the glossary words and definitions used in the Mixtures and Solutions Module. They are provided in English and Spanish.
BOOKS/SOFTWARE
This section includes an annotated list of books, videos, and software recommended for the Mixtures and Solutions Module. You should be able to find many of these titles at your local library.
FOR PARENTS AND TEACHERS: HOME/SCHOOL CONNECTION
The For Parents and Teachers section includes the Home/School Connection that describes ways for families to do science together. For example, in Investigation 3, students can broaden their understanding of crystal formation to include crystals that form in a solution and crystals that form in air above a solution. Two tried- and-true techniques for making crystals are suggested for students to try with friends and families at home. Both techniques use materials that can be found at home or purchased at the grocery store. Look in this section for other resources included in a downloadable PDF file, including a general letter introducing the module, student projects, and math problems that relate to the science investigations.
1014954Copyright The Regents of the University of California