Laboratories (Please PRINT this prior to arriving in class)
Presented in the Florida DOE Curriculum Planning Tool format

1. Mystery Boxes
SSS: Strand - C. Force and Motion; Benchmark; Goal 3 - 1, 2, 3, 4 and 7.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 10-20 minutes
Description: Observation Activity encouraging students to use all of their senses besides sight to collect data and make inferences about an object.
Purpose: Gain attention, initiate curiosity, improve observation skills, data collection and making connections.
Knowledge and Skills:Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Box with various materials - shells, dirt, pasta, etc.
Preparation: Gather materials, create small containers of each material
Procedure:

Pair up students - have one close eyes and feel objects in the small container and the other student collect good data records.  The objective is not to identify the object, but to walk through the process and become better at making good observations and inferences.
Assessment:   Measure objectives via in-class inquiry questions.

I. Knowledge - Describe your process in detailing useful information about each object.
II. Comprehension - Classify and then Infer from the data you collected - not necessarily what the object is called, but attributes and characteristics of the object.
III. Application - Predict how someone who did not know what the object was used for could interpret its use in another way.
IV. Analysis -  Distinguish between your qualitative and quantitative observations.
V. Synthesis - Create another brief lab which would demonstrate similar concepts as this one.
VI. Evaluation - Criticize this laboratory as a useful science education method.

2. Chewing Mass
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9.
Science Process: Observation, communication, measurement, prediction.
Time: 25-30 minutes
Description: Demonstration of The Nature of Matter.
Purpose: To determine life span of gum flavoring through weight and density.  Integrate mathematics and demonstrate the proper and appropriate use of analytical balances.
Knowledge and Skills: Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Several packs of sugar free chewing gum, analytical balance, 100 mL graduated cylinders, potable water.
Preparation: Gather materials, calibrate balances.
Procedure: 

1. Obtain two pieces of gum.
2. Place one unwrapped piece of gum in a graduated cylinder filled with 40 mL potable water. Record the difference in volume.  This is the initial volume of the gum (in mL).  Ideally, the experimenter would use the same piece of gum, but due to potential contamination, use the second similar piece of gum to proceed.
3. Weigh the second piece of gum on the analytical balance in its paper before the experiment.  Weigh the paper alone first, and then subtract the weight of the paper to get the true weight of the gum. Record this weight in grams (g).
4. Unwrap the gum you just weighed, designate a 'chewer' and chew for 1 minute.  Remove the gum from your mouth, place it back on the paper wrapper and weigh again on the balance.  Record the weight in grams.
5. Return the same piece of gum in your mouth and continue chewing.  Repeat this process of chewing and weighing every minute for for 10 readings. (Don’t forget to subtract the mass of the paper!) 

	Minute 1	Minute 2	Minute 3	Minute 4	Minute 5	Minute 6	Minute 7	Minute 8	Minute 9	Minute 10
Mass (grams)

6. Take ample qualitative notes on your observations - what do you smell, how many chews, how quickly they chew, if you observe any product stuck to the paper, fingers, teeth, etc. - everything and anything!
7. On the final reading, calculate the volume of the gum by placing it in the original graduate cylinder and measure the difference in the water level.  Record this difference in mL, this is the final volume for your gum. 
8. Compare the mass versus the time of the gum on a data table.

Mass (grams)
	Time (minutes)

• The objective is to determine if students can:
  organize and gather data by performing the experiment and placing data on properly labeled data table. 
• graph using appropriate scales and labels.
• calculate and compare beginning densities data in determining the life span of the gums. 
• recognize the weight as it changes and explore this change as a chemical or physical process.

Assessment:  Chart findings on the board - discuss the following questions:

I. Knowledge - What were some of your predictions made before, during and after the lab?
Observe data table. Did the mass increase or decrease after the gum was chewed for 10 minutes.  What does this mean?
II. Comprehension - Show in a graph.
III. Application - Predict what would happen to a regular piece of bubble gum? Explain this phenomenon.
IV. Analysis - What is the function of chewing for ten minutes?  What would be the most efficient time to stop chewing and come to the same conclusions?
V. Synthesis - Create another experiment that would demonstrate the same concept?
VI. Evaluation - Appraise the value of this laboratory, including how it could best be used in an elementary classroom.

3. Toothpaste
SSS:  Strands - A. The Nature of Matter; Benchmark - SC.A.1.1.1 - knows that objects can be described, classified and compared by their composition; Goal 3 - 1, 3 and 4.
Science Process: Observation, Communication, Measurement, Prediction, Inference.
Time: 30-40 minutes.
Description: Active method to involve students in critical thinking skills and producing science artifacts.
Purpose: To provide experience with hands-on science process.
Knowledge and Skills: Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Several small tubes of different brand toothpaste's, flat toothpicks, paper towels, paper, pencils, Karo syrup, TUMS tablets (calcium carbonate), baking soda, baking powder, water, ziplock bags, small Dixie cups, plastic spoons. 
Preparation: Gather resources.
Procedure:  

1. Place paper towels and toothpicks in front of each student. Walk around and squirt small amount of several brands of toothpaste.   Ask them to place a small amount on their toothpicks and walk through the science process - OBSERVE - smell - OBSERVE - taste (do NOT EAT) - OBSERVE - listen - OBSERVE - discuss amongst group members.
2. Document the attributes of toothpaste (white, thick, gooshy, minty, etc) and write these on your paper.  Ask each other what you think the ingredients are in toothpaste.   [note: calcium carbonate, baking soda, and baking powder are common ingredients of toothpaste]
3. Create your own formula for toothpaste using the ingredients stated and provided along with the attributes noted earlier.  Collect and mix the materials from your recipe into the ziplock® bag.  For example add 4 drops of syrup with 1 spoonful of calcium carbonate, or 6 drops of syrup with baking powder.  Or combine multiple ingredients - document ALL mixing procedures and amounts continually making critical observations, both qualitatively and quantitatively.
Assessment:  Measure objectives via in-class discussion of these questions:

I. Knowledge - What did you initially think was in toothpaste?
II. Comprehension - State in your own words how toothpaste works to help clean your teeth?
III. Application - Choose some of the materials which you would favor using as toothpaste and some that you would not use - providing rationale for each selection.
IV. Analysis - Describe the relationship between the ingredients and your teeth.
V. Synthesis - After you have completed the lab, create a recipe of the materials that you believe would produce the most optimal toothpaste.  Please include relative amounts (in metric, of course).
VI. Evaluation -  Compare and contrast your toothpaste with the manufactured toothpaste - be specific.

4. Polymers
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.2.2.1 - knows that materials may be made of parts too small to be seen without magnification; Goal 3 - 1 and 2.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 15-30 minutes
Description: Using diapers, extract the polymer that absorbs the water.  Chemically diapers are made of granules of polymers.  Polymers are long chain-like molecules.  When these polymers are exposed to water, they absorb many times its own weight in water.
Purpose: To provide additional experience in hands on science and inquiry.
Knowledge and Skills: Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Disposable diaper, large zip lock® bag, water, scissors, large cup
Preparation: Obtain materials and practice.
Procedure: 

1. Distribute each table with a disposable diaper and materials.
2. Cut the center of the diaper into strips about 2.5 cm wide.  Put all strips in the zip lock bag and seal. 
3. Shake the bag vigorously until small white granules begin to collect on the bottom. 
4. When about a spoonful of granules has collected at the bottom open the bag and discard the strips. 
5. Little by little, add water to the granules in the bottom of the bag. 
6. Mix the water and the granules by kneading the bag with your hands.  Alternately add water and knead until you are are satisfied with the texture.  The material will expand significantly.  When you are satisfied with the consistency - i.e. you believe it has absorbed as much water as it can and still remain in the solid phase, open the bag and scoop out  the goo. 
7. Perform the following MINIMUM experiments with the product:
    i) stretch
    ii) bounce (try different sizes)
    iii) throw
    iv) throw against different type of objects
    v) smell, listen to - OBSERVE
   vi) Others...
Assessment:  Measure objectives via in-class discussion with the questions:

I. Knowledge - Who, What, Why do the diaper granules act as they do?  Does it fly? How does it react to pressure?
II. Comprehension - State in your own words what you believe is happening throughout this experiment with the polymers.
III. Application - Predict the outcome if this 'goo' were applied to a home in the path of a forest fire.
IV. Analysis - Distinguish your goo with slime.
V. Synthesis - How would you test other properties of your goo? Be creative.
VI. Evaluation - Defend your rationale as to when enough water was added to the granules.

5. Reaction Time
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9; Strand - F. Processes of Life; Goal 3 - 1, 2, 4, and 6.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20-25 minutes.
Description: Discussing food science ideas for demonstrations.
Purpose: Students will have fun working with metrics and physics.
Knowledge and Skills: students will compare two different solutions and arrive at surprising results. The student will demonstrate their ability to follow directions and understand and be able to explain density.
Resources: Meter Stick, paper, pencil.
Preparation: Gather materials.
Procedure: 

How quick do you think you are? With the help of a colleague, you can find out and then correlate to a science concept.
1. Have your colleague hold a meter stick from the top so that it is up and down with the bottom several decimeters above the floor. Your colleague may have to stand on a chair to do this.
You hold your fingers opposite the 45 cm mark, but do not touch the stick! Without warning your colleague should let go of the meter stick, and you should try to catch it with your fingers.
Notice what cm mark your fingers are on when you catch the stick. Subtract this number from 45 or subtract 45 from the number to see how many centimeters the stick fell before you caught it. Try it several times to see if you get the same answer. Let your colleague try to catch it while you drop it. Who has the quickest reaction time? Your reaction time can be determined from the table below:

Assessment:  Measure objectives via in-class discussion questions.

I. Knowledge - Why do you think it takes time for your fingers to react when your eyes see the stick start to fall? Can you think of reasons the reaction time might be different for an adult and a child?
II. Comprehension - Graph your groups results and summarize why you believe the data points lie where they do.
III. Application - Explain the effect of physics on this activity.
IV. Analysis - What assumptions can you make about the conclusions?
V. Synthesis - Propose an alternative method to explore the same concept.
VI. Evaluation - Defend your outcomes as they relate to your predictions.

6. Owl Pellets
SSS: Strand - G. How Living Things Interact With Their Environment; Benchmark - SC.G.1.2.5 - knows that animals eat plants or other animals to acquire the energy they need for survival; Goal 3 - 1, 2, 4 and 7.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 30 minutes
Description:  Problem solving and working with science tools.
Purpose: Provide real time science issues experience.
Knowledge and Skills: Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Owl Pellets; Directions; Guide; Dissection kit - Print the following worksheets at http://www.carolina.com/owls/guide/pellets.asp  for the bird skeleton, mole skeleton, rat skeleton, bone identification and skull identification.
Preparation: Gather materials.
Procedure:  Read the Activity sheet and follow the directions.
Assessment:  Measure objectives via in-class lab, worksheets and questions.

I. Knowledge - Before this lab, where did you believe Owl Pellets came from?
II. Comprehension - State in your own words the digestive process of an owl.
III. Application - Predict the type and amount of animals you might find in your owl pellet.
IV. Analysis - Record the distinctions between some of the bones that you find in your pellet.
V. Synthesis - Design an appropriate assessment for young folk to perform during or after this laboratory.
VI. Evaluation - Appraise the value of this experience.

7. People Activity
SSS: Benchmark - all.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20-30 minutes.
Description: Discussing ideas on liberal education.
Purpose: To determine our history.
Knowledge and Skills: The purpose of this activity is for students to gather some idea on the people who had an impact on society.
Resources: None.
Preparation: NA.
Procedure: 

Print the form at http://www.jhargis.com/people.htm, review the information and be ready to work with this data in class.

I. Knowledge - Select ten of your favorite people on the list.
II. Comprehension - Classify whether these people are scientist, philosophers, etc.
III. Application - Choose five people who you believe made the most significant IMPACT on the past millennium. 
IV. Analysis - What themes can you identify from your data?
V. Synthesis - Formulate a theory which would test your ideas on who you believe to have made the greatest impact.
VI. Evaluation -  Defend your selection and theory.

7. Carbon Dioxide Activities and Competition
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.3.5 - knows the difference between a physical and chemical change; Goal 3 - 1, 2, 3, 4 and 7; and Strand - A. The Nature of Matter     Benchmark - SC.A. 1.2.5 - knows that materials made by chemically combining two or more substances may have properties that differ from the original materials; Goal 3 - 1, 3 and 4.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 30-45 minutes
Description: Using common substances to create carbon dioxide then demonstrating its properties.
Purpose: To provide hands on understanding of gases, and physical matter.
Knowledge and Skills: Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: For 1.  Baking soda, detergent, water, vinegar.  For 2. Quart soda bottle containing 1/2 cup of water and 1/2 cup vinegar. 
Preparation: Obtain materials and practice.
Procedure: 

1. Demonstrate the CO2 rocket in front of class using baking soda and vinegar to create CO2, pressure and pop a cork off a bottle. 
2. Explain that what produced the pressure was common household baking soda and vinegar.
3. Ask each group to develop their own 'recipe' or ratio of these two ingredients.
4. Each group will then add their ratio to a bottle and shoot the cork in a safe direction.  The distance will be recorded in meters and all data posted on the board.
5. After each group has finished, ask them again to come up with a modified version of their 'recipe' using the data on the board.
6. Each group will perform the launch again, using their new, secret recipe for the competition.  The group who shoots the cork the farthest, wins. 
Assessment:  Measure objectives via in-class discussion and the questions:

I. Knowledge - What was your first recipe?  What was your final recipe? Why?
II. Comprehension - Make Inferences on why you believe your recipe will work.
III. Application - Identify critical components of your plan to win the competition.
IV. Analysis - What science ideas and concepts apply in this activity?
V. Synthesis - Design another experiment which would address similar concepts.
VI. Evaluation - Compare this approach with a traditional method of teaching.

8. SuperBalls
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9; Strand - F. Processes of Life; Goal 3 - 1, 2, 4, and 6.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20-30 minutes.
Description: Discussing food science ideas for demonstrations.
Purpose: The students will mix two different solutions and arrive at surprising results. Is it a chemical or physical reaction? Helps child understand molecules.  The students will be able to demonstrate their ability to follow directions, understand and be able to explain the reaction and polymers and show an enjoyment and appreciation for Science..
Knowledge and Skills: students will compare two different solutions and arrive at surprising results. The student will demonstrate their ability to follow directions and understand and be able to explain density.
Resources: 25 ml Elmer's glue-all, 5 ml sodium borate solution **, 20 ml water (tap water), popsicle stick or stirring rod, plastic wrap, plastic bag, plastic cup
measuring spoons, graduated cylinder 50 ml, 5 oz. paper cup.
** To make the sodium borate solution, mix 4 grams of sodium borate (NaBO) or borax in water to make 100 ml of solution. Be sure it is dissolved.)
Preparation: Prepare ahead of time the sodium borate solution. 20-30 minutes.
Procedure: 

1. Fill a paper cup with about 2.5 cm of Elmer's glue, which is about 25 ml.
2. Using a graduated cylinder, measure 20 ml water, add it to the cup of glue. Stir well.
3. Add 1-5 drops of food coloring is desired and stir well.
4. Using a graduated cylinder, measure out 5 ml of sodium borate solution. Add it to the glue mixture and stir well.
5. Remove the solid material from the cup and pace it on a piece of plastic wrap.
6. Pull the solid off the stirring rod or popsicle stick, and let the material sit for a minute or two. The solid will be sticky for the first couple of minutes.
7. Putty is now ready to knead, roll, stretch, etc.
Assessment:  Measure objectives via in-class discussion and questions.

I. Knowledge - Does it stretch?  What happens when it is pulled hard?  Roll a piece into a ball and drop it on a hard surface. Does it bounce? Roll a piece into a ball and let sit on a flat surface. What do you observe?
II. Comprehension - Give an example of something similar to this material.
III. Application - Predict the outcome if this substance were heated or cooled.
IV. Analysis - What is the function of this substance?
V. Synthesis - How would you test the properties of this substance and subsequent uses.
VI. Evaluation - Evaluate this lab.

9. Paper Flight
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20 minutes.
Description: Discussing ideas for demonstrations.
Purpose: The students develop inquiry skills. 
Knowledge and Skills: The purpose of this activity is for students to gather some baseline information, make one variable and test the results, graph the distances flown for each of paper plane trail.  The students will make and fly a paper airplane, work cooperatively with a partner, be introduced to the terms hypothesis, variable, and average and organize and graph data collected.
Resources: Measuring tape, paper clips, paper, graph paper, and scissors.
Preparation: Gather materials.
Procedure: 

1. Students design and make a simple paper airplane.
2. Each student is given three trials to fly his/her plane. The flight distance will be measured in decimeters and called out by another student. After the three trials the student will organize the data from shortest flight to longest flight.
3. Using the same airplane design students will repeat the procedure using a paper clip on the end of the plane. This will be the one variable tested.
4. Using the same airplane design students will make flaps at the back of the plane. Flaps are made by cutting four slits on the rear edge of the wings and folding the slotted portion up. The plane is tested as before.
Assessment:  Measure objectives via in-class discussion.

DATA SHEET:
Name ____________________________
Date _____________________________

Distance flown (meters):
Trial 1 __________
Trial 2 __________
Trial 3 __________
Average distance _________________

Other information and observations:

I. Knowledge - Why perform a lab such as this?
II. Comprehension - Summarize the concepts in this lab.
III. Application - Identify the variables which could cause your plane to be more productive.
IV. Analysis - What is the relationship between your design and the flight pattern?
V. Synthesis - Propose and design an alternative plan for your plane.
VI. Evaluation - Judge your colleagues planes.

OTHER LABS

Random Walk
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20 minutes.
Description: Discussing ideas for demonstrations.
Purpose: The students develop inquiry skills. The students will be able to observe bubble movement, shape, and color and observe that warm air rises..
Knowledge and Skills: The purpose of this activity is for students to gather some baseline information, make one variable and test the results.
Resources: None.
Preparation: Gather materials.
Procedure:  Things in nature often move in complicated ways. You have probably watched the way a butterfly moves. The molecules of the air that you are breathing move in a similar way. This type of motion we call a random walk. You can also take a random walk.
Go out to a large room and mark a spot on the ground. Take with you a coin. Stand on the spot and flip the coin. If the coin comes up heads, turn to the right and take a large step. If the coin comes up tails, turn to the left and take a large step. Keep doing this many times and see where you end up.

If you flip the coin 25 times you will probably be about five steps away from where you started. This is because five times five equals 25. How far would you expect to be if you flipped the coin 100 times? A random walk is not a very fast way to get anywhere! When you try this, you will notice that sometimes you go much farther than you expect and sometimes you end up very close to where you started. But if you repeat it many times or get several of your friends to do it with you with coins of their own, the average distance should come out as expected. In science we can often predict what will happen on the average even when the process is random.
Assessment:  Measure objectives via in-class discussion.

Bubble Engineering
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9; Strand - F. Processes of Life; Goal 3 - 1, 2, 4, and 6.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20 minutes.
Description: Discussing ideas for demonstrations.
Purpose: The students develop inquiry skills. The students will be able to observe bubble movement, shape, and color and observe that warm air rises..
Knowledge and Skills: students will compare two different solutions and arrive at surprising results. The student will demonstrate their ability to follow directions and understand and be able to explain density.
Resources: Dictionary, Dishpans, bowls, jars and solution: 1 cup Joy dishwashing liquid and 8-9cups water (or bubble bottles), Drawing paper, pencils, crayons
Preparation: Gather materials.
Procedure:  l. Is a bubble a "sphere"? Look up the definition in a dictionary. Discuss "sphere" as a class.
2. Using florist wire, have each child make one end into any shape except a circle. [Or use bubble bottle]. What shape will the bubble be? Gently blow a bubble. What shape is the bubble? Students should observe each other's bubbles. Younger students may need to make a chart to reach a conclusion.
3. Draw a bubble on a piece of paper. Be careful to draw the shape correctly. What colors will you use to color it?
4. Discuss temperatures in your lungs and outside where you blow bubbles. You blew warm air into the soapsuds. Which direction did the bubbles go? What conclusion do you reach? Warm air rises. Students may want to measure bubbles.

TYING IT ALL TOGETHER: Most children enjoy blowing bubbles. During this activity, children observe, predict, and experiment with simple materials. They are actively involved throughout.
Assessment:  Measure objectives via in-class discussion.

Diffusion Ornaments
SSS:  Strand - A. The Nature of Matter; Benchmark - SC.A.1.3.5 - knows the difference between a physical and chemical change; Goal 3 - 1, 2, 3, 4 and 7.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 15 minutes to discuss.
Description: Using common materials to show chemical changes.
Purpose: Demonstrate chemical processes.
Knowledge and Skills:
Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: 1/2 cup applesauce, 8 tablespoons cinnamon, 1.5 tablespoons ground cloves, 1.5 tablespoons nutmeg, 1 cup measure, 3 small zip-log bags, bowl, aluminum foil, rolling pin, mixing spoon, spatula, paper towel, dull knife. 
Preparation: Gather material and instruments.
Procedure:  1. Gather ingredients, smell - OBSERVE and describe.
2. Make predictions about what will happen when items are mixed.  Will all the individual odors be observable? Will one predominate? What consistency will the mixture have?
3. Mix all of the spices and applesauce together in a bowl and stir well.  OBSERVE and smell the mixture.  The mixture should resemble soft dough, if it is too wet, add more cinnamon.
4. Spread mixture onto a sheet of aluminum.  Cover with another sheet of foil and roll with rolling pin to a thickness of 1/4 inch.
5. Cut the dough into about 3/4 inch x 3/4 inch square ornaments.  Poke a hole in the top with a pencil to attach string later.  With a spatula, remove each ornament from the foil and place on a piece of paper towel to dry.  Put names on towel.
6. Allow to dry for several days, turn over and dry again.
7. Attach string or ribbon to complete the ornament.
Assessment:  Measure objectives via in-class discussion.

Moon Walk
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20-30 minutes.
Description: Discussing ideas for demonstrations.
Purpose: To determine human needs for survival on the moon.
Knowledge and Skills: The purpose of this activity is for students to gather some baseline information.
Resources: None.
Preparation: Gather materials.
Procedure:  You and members of your spaceship crew are returning to the base ship after carrying out a 72-hour exploration of the sunlit side of the moon.  Your small spacecraft has crash-landed about 300 km from the base ship.  Most of the equipment on board has been destroyed. You must reach the base ship.  In addition to your spacesuits, your crew was able to remove the following items from the rocket craft: 
Self                        Group                        NASA                        Items recovered from crash
_____                        _____                        _____                        4 packages of food
_____                        _____                        _____                        20 meters of nylon rope
_____                        _____                        _____                        1 portable heating unit
_____                        _____                        _____                        1 magnetic compass
_____                        _____                        _____                        1 box of matches
_____                        _____                        _____                        1 first aid kit
_____                        _____                        _____                        2 - 50 kg tanks of oxygen
_____                        _____                        _____                        20 liters of water
_____                        _____                        _____                        1 star chart
_____                        _____                        _____                        1 case of dehydrated milk
_____                        _____                        _____                        solar receiver-transmitter
_____                        _____                        _____                        3 signal flares
_____                        _____                        _____                        1 piece of parachute fabric
_____                        _____                        _____                        1 flashlight
_____                        _____                        _____                        2 - 45-caliber pistols
Using your knowledge of the moon, rate each item in the list according to how important it will be to you for survival until you reach the base ship.  Number the most important item 1, and the least important 15.
Assessment:  Measure objectives via in-class discussion.

Compass Activity
SSS:  Strand - B. Energy; Benchmark - SC.B.1.2.2 - recognizes various forms of energy, such as electricity; Goal 3 - 1, 2, 4 and 7.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 15 minutes.
Description:  View surroundings and determine which direction they are from point of reference, then integrate art methods in drawing buildings.
Purpose: Determining relative and true directions.
Knowledge and Skills:
Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice; Feedback.
Resources: Compass, paper, pens.
Preparation: Gather material.
Procedure:  i. Take compass and paper outdoors away from building.
    ii. Look at the compass.  The four major categories are North, South, West and East. 
    iii. Turn the compass until it is pointing North.
    iv. Face the same direction that the needle is pointing.  Observe the buildings, trees, streets and other landmarks in front of you.  Draw these at the top of the paper.  Label the edge North.
    v. Make a one-quarter turn to your right.  You are now facing East.  On the right side of your paper, draw the landmarks in front of you and label this side East.
    vi. Make another one quarter turn, you should be facing South.   Repeat the procedure above.
    vii.  Make one more quarter turn right, you should be facing West.   Repeat the drawing procedure one final time.
Assessment:  Measure objectives via in-class discussion. 

Reaction Bags
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.3.5 - knows the difference between a physical and chemical change; Goal 3 - 1, 2, 3, 4 and 7.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 20 minutes to describe.
Description: Discussions.
Purpose: To provide practice working with chemicals and science objects.
Knowledge and Skills:
Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Calcium chloride, sodium bicarbonate, cabbage juice, spatula, zip lock bag, graduated cylinder.
Preparation: Obtain materials and practice.
Procedure:  Place one scoopful of calcium chloride into zip lock bag.   Place one scoopful of sodium bicarbonate into the bag.  Seal the bad, shake - OBSERVE.  Measure 10 mL cabbage juice.  Carefully add it to bag, flatten to remove air and seal.  Tilt the bag back and forth to wet all of the solid.   Squeezing the bag may also help.  OBSERVE.  If it gets too tight due to pressure, open the seal.  Color changes, formation of a gas, and changes in temperature from hot to cold. The reaction involves calcium chloride, sodium bicarbonate, and cabbage juice.  The reaction will go from hot to cold, change colors, and produce gas.
A. Did a noticeable reaction occur before the cabbage juice was added?
B. What color change did the cabbage juice go through?
C. Why does the bag inflate?
D. Does the reaction get hot or cold initially?
E. Does the reaction get hot or cold after 1 minute?
F. What OBSERVATIONS did you make that tell you a chemical reaction is taking place?  Assessment:  Measure objectives via in-class discussion.

Food Science Demonstration Ideas
SSS: Strand - A. The Nature of Matter; Benchmark - SC.A.1.2.1 - determines that the properties of materials can be compared and measured; Goal 3 - 2, 3, 6 and 9; Strand - F. Processes of Life;     Benchmark - SC.F.1.3.2 - knows that the structural basis of most organisms is the cell; Goal 3 - 1, 2, 4, and 6; and  Strand - F. Processes of Life; Benchmark - SC.F.1.2.1 - knows that the human body is made of systems with structures and functions; Goal 3 - 1, 2, 3, 4, 5 and 6.
Science Process: Observation, Communication, Measurement, Prediction.
Time: 10 minutes to describe.
Description: Discussing food science ideas for demonstrations.
Purpose: To provide additional resources for attention, engagement and stimulation of relevant science.
Knowledge and Skills:
Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Bananas; needle, thread. 
Preparation: Obtain materials and practice.
Procedure:  1. Banana surprise. Insert a threaded needle into one of the ridges of the peel and push it through under the skin to next ridge.  Pull the needle through, leaving a few inches of the tail end of the thread sticking out of the banana.  Reinsert the needle into the same hole and run it under the skin again to the next ridge.  Pull the needle through again, leaving the thread in both the first and second holes.  Continue around the banana like this until the needle comes out of the first hole you made.  The thread now circles the banana under the skin.  Gently pull the two ends of the thread, slicing the banana.  Thus, when someone peels the banana, it appears that someone has already opened, cut and sealed the banana.   Next, have them weigh the banana.  Peel, then weigh the peel and banana meat separately.  Calculate the percentage of actual edible portion is included in the fruit. 
2. Celery surprise
The crunch of the celery is due to water.  Set a piece of celery out overnight and it will be limp since the water drained out.  Then fill the cup with water and allow to set overnight.  The celery will absorb the water and become rigid again.
3. Tasteless Sugar
Need sugar and a paper towel.  First, stick out your tongue.  The next part is a bit strange, but trust me on this.  Use the paper towel to dry your tongue.   Your tongue must be very dry for this to work. Once your tongue is very dry, keep sticking it out and pour a little sugar onto it.  Now, notice what you taste.  Nothing, if you got it dry enough. Why?  In order for you to taste the sugar, it needs to be wet.  The liquid dissolves the sugar and carries it to your taste buds.  That is one of the jobs that your saliva performs.   When your mouth waters, it helps you to taste your food.
Assessment:  Measure objectives via in-class discussion.

Catapult
SSS:  Strand - C. Force and Motion; Benchmark - SC.C.2.2.1 - recognizes that forces of gravity, magnetism and electricity operate simple machines; Goal 3 - 1, 2, 4 and 7.
Science Process: Observation, Communication, Measurement, Inference, Prediction.
Time: 30 minutes.
Description: Create and problem solve physical mechanism.
Purpose: To continue troubleshooting in a process manner.
Knowledge and Skills:
Gain Attention; Objectives; Relate to Present Knowledge Base; Engage; Practice.
Resources: Popsicle sticks, masking tape, staplers, plastic spoons, rubber bands, string, tacks, paper clip, sponges and cardboard
Preparation: Gather materials.
Procedure:  Tape two of the Popsicle sticks together end to end.  Tape the spoon to one of the Popsicle sticks.  It will be the throwing arm.  Fold the Popsicle sticks so that they make and angle with the spoon facing in.   DOUBLE loop the rubber band and slip it over the angle made by the sticks.   The Popsicle stick without the spoon is the base arm of the catapult.  Staple the rubber band loops to the outside of the base arm.  The connections should be about four cm from the joint of the two sticks.  Tape both ends of the base arm down to the cardboard.  Tape the crossing Popsicle stick over the base arm close to the joint.  Use more tape to secure the base to the cardboard if needed.  Position the rubber band along the throwing arm and push a thumb tack into the Popsicle stick to hold it in place.  Attaching the rubber band too far from the joint will make the rubber band too tight to pull back.  Tie one end of the string to the arm near the head of the spoon.  Make a hole in the base directly behind the throwing arm.   Secure the string with tape and a paper clip so that the catapult only closes to about 140 degrees.  Pull back the throwing arm and catapult some cut up sponge projectiles. 

How far did they go?  Will the catapult throw further when the rubber band is near the joint of the Popsicle stick or far from the joint?  Will the catapult throw more accurately when the rubber band is near the joint of the Popsicle stick or far from the point?
Assessment:  Measure objectives via in-class discussion.