Welcome to the FOSS Mixtures & Solution Workshop!

1. Welcome to the FOSS Mixtures & Solution Workshop!

2. A Quick Share About Me~ Charlotte McDonald FOSS Consultant 12 years in the classroom 18 years as district science coordinator & school improvement specialist cmcdonald54@comcast.net About You~ Name: Grade: Years teaching grade level:

3. Goals for You • Participate in FOSS Investigations and see how they are part of the larger goals of the kit • See how inquiry learning models are woven into the lessons/investigations • Get to know the FOSS Lessons, equipment, manual, assessments, fossweb, DVD and Science Stories. • Get answers to your questions. • Feel more confident about teaching Mixtures and Solutions.

4. Your Roles Today Teacher Student X

5. Participant Expectations • Actively participate • Keep and share your science notebook • Make connections to your classroom • Suspend judgment and take risks

6. What’s the Best Way to Learn About FOSS? Experience it!

7. Collaborative Groups GETTER 1 –getting and returning materials/equipment GETTER 2 – getting and returning chemicals STARTER – sees that everyone gets a turn and that everyone contributes to the investigation. REPORTER – makes sure that everyone has recorded the information. Reports group data to class.

8. Investigation 1 Separating Mixtures

9. SAFETY Never taste materials unless given permission. Feel materials when given permission. Do not blow and breathe heavily on materials Wafting – technique to smell materials Goggles

10. Observe Materials • Record observations about: • Gravel • Powder • Salt

11. Inquiry/Focus Questions • What do you think will happen if you add water to each cup containing the dry materials? • Predict • Quick Write • Investigate

12. Question What is happening, when you put two materials together?

13. Word Bank

14. Question How can these mixtures be separated?

15. Question Which mixtures were separated by the screen?

16. Filter and Stand Use the paper filter in the stand to see if you can separate mixtures. Which mixture was separated by the paper filter. How are the screen the filter similar and different?

17. Salt Mixture? What happened to the salt mixture?

18. Content/Inquiry Chart What happens if you add water to a cup containing dry materials? How can a mixture be separated?

19. Review Thinking About Mixtures (student sheet #3) Add to Content/Inquiry Chart

20. Question: Part 2 How might you separate the ingredients in a solution?

21. Questions Will a solution made with 50 ml of water and a spoon of salt have the same mass as 50 ml of water? How can you find out? Use Student Sheet 1.4.

22. Word Bank Solute Solvent

23. Question How can you separate the salt from the water? How can you get the salt back?

24. Formative Assessment Response Sheet – Separating Mixtures 4 – if the student writes that Kim is not correct; includes information that explains that a solution is a special kind of mixture in which one material (solute) dissolves in another material (solvent); says that a solution is always a mixture, but a mixture is not always a solution.

25. Observing Crystals Mixtures and Solutions Journal entry.

26. Performance Assessment Separating a Dry Mixture Make a plan

28. 5 E Instructional Model Engage Explore Explain Elaborate Evaluate

29. Teachers Guide Questions

30. Kit and Materials • Equipment for 32 students working in 8 collaborative groups of 4 students • Enough consumable items for at least two classroom uses • Very few teacher-supplied items required

31. FOSS Science Stories • Developed to accompany each module • Content-rich readings that integrate language arts • Big books for all K-2 Science Stories • K-2 Science Stories are designed around images • Grades 3-6 Science Stories are related directly to the modules • Spanish editions available

32. Investigation 2 • Is there a limit to the amount of salt that can dissolve in 50 ml of water?

33. Review What is a Solution? How did we make a solution?

34. Challenge How can we find out what might happen if you keep adding salt to 50 ml of water? Make a plan.

36. Saturated Solution How do you know if you have a saturated solution? How much salt did it take to saturate 50 ml of water?

37. Discuss Plans Use Student Sheet “Saturating A Solution” Make a chart with each group’s results.

38. Word Bank Solution Solvent Solute Universal Solvent

39. What We Learned Salt will dissolve in water until it reaches saturation. No more salt will dissolve once saturation is reached. The amount of salt in a saturated solution can be determined by weighing the saturated solution and subtracting the mass of the water.

40. Citric-Acid Saturation How can we find out how many grams of citric acid it took to saturate 50 ml of water?

41. Charts Solubility – is how a solid dissolves in liquid which is a property of the solid. Citric acid is about four times more soluble in water than salt.

42. The Saturation Puzzle Performance Assessment: Can you identify the mystery chemical. Student Sheet: Chemical Data Sheet Will the mystery chemical form crystals?

43. Comparing The Crystals Compare evaporating dishes of salt, citric acid and Epsom salts. Use your journal to record the results.

44. What We Learned Some materials form crystals with characteristic shapes that can be used for identification.

45. Break

46. FOSSWEB.COM • Interactive games and simulations • Resources for students • Teacher community • Connects school to home

47. Further Investigations 3.2., 3.3., 4.1., 4.2., 4.3 In groups, plan an investigation to teach to the whole group. You will have 9 minutes to present.

48. Summative Assessment With a partner answer the questions on part of the Summative Assessment Check your work when completed.

49. Clean up Clean up of all equipment is VERY important. Citric acid is sticky and salt solution can be very hard to remove from plastic. Screw all lids on tightly so chemicals will be protected.

50. Kit Inventory