Cover design: David Keller Opening page illustrations: David Keller Text illustrations: Janet Moneymaker, Rebecca W. Keller, PhD

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3 Cover design: David Keller Opening page illustrations: David Keller Text illustrations: Janet Moneymaker, Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be reproduced in any manner whatsoever without written permission. Focus On Elementary Chemistry Student Textbook (softcover) ISBN Published by Gravitas Publications, Inc.

4 CONTENTS iii CHAPTER 1 ATOMS Atoms Different Atoms Atoms Stick Together Making Observations Summary 8 CHAPTER 2 MOLECULES Atoms Are Building Blocks Atoms Form Molecules Atoms Follow Rules Summary 16 CHAPTER 3 MOLECULES MEET When Molecules Meet Molecules Switch Atoms Molecules Join Together Molecules Break Apart Reactions Are Everywhere Reactions Follow Rules We Can See Reactions Summary 26 CHAPTER 4 ACIDS AND BASES Special Molecules Acids and Bases Are Different H and OH Groups Both Are Important Summary 33 CHAPTER 5 ACIDS AND BASES REACT When Acids and Bases Meet Acid-Base Reactions Important Acid-Base Reactions Observing Acid-Base Reactions Summary 4 1

5 iv CONTENTS CHAPTER 6 MIXTURES Mixing Mixtures Some Mixtures Dissolve Dissolving Soap Summary 52 CHAPTER 7 UN-MIXING Un-mixing Evaporation Sorting By Hand Using Tools Using Tricks Summary 59 CHAPTER 8 FOOD AND TASTE Tasty Molecules The Amazing Tongue Large Tasty Molecules Summary 66 CHAPTER 9 MOLECULAR CHAINS Chains of Molecules Different Polymers Polymers Can Change Summary 73 CHAPTER 10 MOLECULES IN YOUR BODY Special Polymers Proteins Tiny Machines DNA A Blueprint Summary 79

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7 2 Focus On Elementary Chemistry 1.1 Atoms Have you ever wondered if the Moon is really made of green cheese? Have you ever thought the clouds might be made of cotton candy?

8 Chapter 1: Atoms 3 Have you ever wanted to know what makes carrots orange... or peas green? Have you ever wondered why brussels sprouts couldn t taste more like sweet cherries, or asparagus taste more like candy canes? Everything around us has a different shape or flavor or color, because everything around us was designed with different atoms put together in different

9 4 Focus On Elementary Chemistry ways. Atoms are very small things we can t see with only our eyes. The Moon is not really made of green cheese. It is made of atoms that are found in rocks and dirt. Clouds are not made of cotton candy, but of atoms found in air and water.

10 Chapter 1: Atoms 5 Carrots are orange because their atoms are arranged in a way that makes them orange. Peas are green because their atoms are arranged in a way that makes them green. Brussels sprouts and asparagus don t taste sweet like cherries or candy canes because the atoms inside brussels sprouts and asparagus are not arranged in a way that makes them sweet. 1.2 Different Atoms There are over 100 different atoms. Carbon, oxygen, and nitrogen are the names of a few different atoms. Atoms are very small; they are so small that you can t see them with only your eyes. Even though we can t see atoms we can draw them as little balls.

11 6 Focus On Elementary Chemistry 1.3 Atoms Stick Together Atoms can be by themselves, or they can hook to other atoms to make molecules. We will learn more about molecules in Chapter 2. Atoms can stick together in many different ways. The different ways that atoms stick to other atoms make things different from each other.

12 1.4 Making Observations Chapter 1: Atoms 7 How do we know everything is made of atoms if we can t see them with our eyes? We know about atoms because of the way things look and the way things behave. To learn about atoms, scientists make very careful observations about the world around them. But scientists aren t the only ones who make observations. Everyone does! Making observations just means looking at things and wondering about them. You make observations all the time. For example, when you see an ant crawling on the ground, you are making an observation. You might ask yourself, What color is the ant? How many legs does it have?

13 8 Focus On Elementary Chemistry Does it crawl in a straight line, or does it wander? All of these questions, and many others, can be answered by making careful observations. Observations are a very important part of science, because it takes careful observations to discover new things. You might think you know what something looks like, but when you observe it carefully, you might find something new! 1.5 Summary Everything is made of atoms. Atoms are very small things we can t see using only our eyes. Atoms can stick to other atoms to make things taste different, feel different, look different, or smell different. Making careful observations helps scientists and you make new discoveries about the world.

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15 18 Focus On Elementary Chemistry 3.1 When Molecules Meet In the last chapter we saw that atoms hook together to make molecules. We also found that atoms must obey rules. Each atom hooks to other atoms in its own way. But what happens when one molecule meets another molecule? What do they do? Do they change or do they stay the same? Sometimes when one molecule meets another molecule, they react. This means that there is a change in the way the atoms of the molecules are hooked together.

16 Chapter 3: Molecules Meet Molecules Switch Atoms Sometimes molecules react by switching atoms [exchanging partners]. In the example below, two molecules meet and trade atoms. As a result, two new molecules are made.

17 20 Focus On Elementary Chemistry 3.3 Molecules Join Together Sometimes when molecules meet, they join together. In this example, two chlorine atoms in a chlorine gas molecule meet two sodium atoms. The chlorine atoms and the sodium atoms combine to make table salt! 3.4 Molecules Break Apart Sometimes molecules might simply break apart to form new molecules. In the next example, two

18 Chapter 3: Molecules Meet 21 water molecules break apart and then join together to make oxygen gas and hydrogen gas.

19 22 Focus On Elementary Chemistry All of these examples show how molecules and atoms react with one another. It is important to realize that in every reaction atoms are neither created nor destroyed. Atoms can rearrange themselves and change places to make new molecules, but atoms never simply appear or disappear. 3.5 Reactions Are Everywhere When atoms switch places, join together, or leave, a chemical reaction has occurred. There are lots of chemical reactions. They go on all the time and all around us. For example, the gasoline inside a car reacts with oxygen to provide energy for the car to move.

20 Chapter 3: Molecules Meet 23 Reactions occur when you bake bread or cook an egg. Even the red rust you find on your metal shovel if you leave it in the rain is caused by a chemical reaction.

21 24 Focus On Elementary Chemistry Reactions occur inside your body. When you eat a piece of cheese or drink a glass of milk, reactions occur inside your mouth. These reactions help break down the food molecules into smaller pieces. Inside your stomach there are strong molecules that break your food down still further. Even when you breathe, reactions inside your lungs help oxygen get into your blood so it can be carried through your body. Reactions are everywhere. 3.6 Reactions Follow Rules Reactions also have to follow rules. Not every molecule will react with every other molecule or atom. Some molecules won t react at all. For example, the noble gases, such as neon, helium, and argon usually don t react with any other molecules.

22 Chapter 3: Molecules Meet 25 Some molecules react with lots of other molecules. Water will react with many things. Water will even start a fire in some reactions! 3.7 We Can See Reactions Often we can observe something happening if a reaction is occurring. Sometimes we can see bubbles. Sometimes we might see little particles form that look like sand. Sometimes the glass might change temperature in our hands if a reaction is happening. There could also be fire, an explosion, or a color change. All of these observations tell us that a reaction may be happening.

23 26 Focus On Elementary Chemistry 3.8 Summary When atoms get rearranged, a chemical reaction has occurred. Atoms can switch places, join together, or separate from each other. In a chemical reaction, atoms rearrange but are never created or destroyed. Reactions occur everywhere. We may be seeing a reaction take place when there are bubbles, color changes, or temperature changes.

24 ELEMENTARY Laboratory Workbook Rebecca W. Keller, PhD

25 Cover design: David Keller Opening page: David Keller, Rebecca W. Keller, PhD Illustrations: Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Focus On Elementary Chemistry Laboratory Workbook ISBN: Published by Gravitas Publications, Inc. Printed in the United States

26 Focus On Elementary Chemistry Laboratory Workbook iii Dedicated to: Kimberly, Christopher, Katy, Lee, Lorien, Sam, Ben, Joshua, and Joseph

27 iv Focus On Elementary Chemistry Laboratory Workbook A Note From the Author Hi! In this curriculum you are going to learn the first step of the scientific method: Making good observations! Each chapter in this workbook has four sections. The first section is called Think About It. Here you will answer some questions to help you get started with the experiment. In the second section, called Observe It, you will perform an experiment and observe the results. Then, in the section called What Did You Discover, you will write down or draw what you observed in the experiment. Finally, in the Why section, you will learn about the reasons why you may have observed certain things while doing the experiment. These experiments will help you learn the first step of the scientific method, and... they re lots of fun! Enjoy! Rebecca W. Keller, Ph.D.

28 Focus On Elementary Chemistry Laboratory Workbook v Contents Experiment 1: WHAT IS IT MADE OF? 1 Experiment 2: FOLLOW THE RULES! 10 Experiment 3: WHAT WILL HAPPEN? 20 Experiment 4: SOUR OR NOT SOUR? 31 Experiment 5: PINK AND GREEN TOGETHER 42 Experiment 6: MAKE IT MIX! 49 Experiment 7: MAKE IT UN-MIX! 55 Experiment 8: SALTY OR SWEET? 67 Experiment 9: MAKING GOO! 79 Experiment 10: MAKE IT RISE! 84

29 Experiment 1 What Is It Made Of?

30 2 Focus On Elementary Chemistry Laboratory Workbook I. Think About It Write down the name of an object and describe what you think about it, using words and drawings.

31 Experiment 1: What Is It Made Of? 3 II. Observe It Write down the name of the object and then describe what you see, using words and drawings.

32 4 Focus On Elementary Chemistry Laboratory Workbook I. Think About It Write down the name of an object and describe what you think about it, using words and drawings.

33 Experiment 1: What Is It Made Of? 5 II. Observe It Write down the name of the object and then describe what you see, using words and drawings.

34 6 Focus On Elementary Chemistry Laboratory Workbook I. Think About It Write down the name of an object and describe what you think about it, using words and drawings.

35 Experiment 1: What Is It Made Of? 7 II. Observe It Write down the name of the object and then describe what you see, using words and drawings.

36 8 Focus On Elementary Chemistry Laboratory Workbook III. What Did You Discover? Were the things you looked at the same as you expected them to be, or different? How were they the same? How were they different? Did you expect the objects to be the same on the inside and the outside, or different? Which ones were the same? Which ones were different?

37 Experiment 1: What Is It Made Of? 9 IV. Why? When we look at things around us, we often don t notice the small details. In fact, some things are too small to see with our eyes. Atoms, for example, are too small to see with our eyes, but we know that everything is made of atoms. When we take the time to look for small details, we often find amazing things we have never seen before. For example, we notice that some of the things we see are similar to each other. Different kinds of crackers, for instance, have some things that are the same about them. Many crackers are square or round. However, we also notice that even though two things may seem the same, they are not exactly the same. No two round crackers are exactly the same, and no two square crackers are exactly the same. Each one is unique. We can see the ways in which things are unique when we look at the little details. The same is true of you. You may look similar to your mom or dad, sister or brother, but you are not exactly the same. You, too, are unique.

38 Experiment 3 What Will Happen?

39 Experiment 3: What Will Happen? 21 I. Think About It Look at all of the things on the table. Describe them. What do they smell like? A B C D What color are they? A B C D Are they thick or thin? A B C D

40 22 Focus On Elementary Chemistry Laboratory Workbook II. Observe It What will happen if you add A to B? Can you guess? Now, add A to B. What happened? Describe what happened and draw a picture.

41 What will happen if you add A to C? Can you guess? Experiment 3: What Will Happen? 23 Now, add A to C. What happened? Describe what happened and draw a picture.

42 24 Focus On Elementary Chemistry Laboratory Workbook What will happen if you add A to D? Can you guess? Now, add A to D. What happened? Describe what happened and draw a picture.

43 What will happen if you add B to C? Can you guess? Experiment 3: What Will Happen? 25 Now, add B to C. What happened? Describe what happened and draw a picture.

44 26 Focus On Elementary Chemistry Laboratory Workbook What will happen if you add B to D? Can you guess? Now, add B to D. What happened? Describe what happened and draw a picture.

45 What will happen if you add C to D? Can you guess? Experiment 3: What Will Happen? 27 Now, add C to D. What happened? Describe what happened and draw a picture.

46 28 Focus On Elementary Chemistry Laboratory Workbook Summary Summarize your answers. Did lemon juice (A) react with vinegar (B)? Did lemon juice (A) react with milk (C)? Did lemon juice (A) react with baking soda (D)? Did vinegar (B) react with milk (C)? Did vinegar (B) react with baking soda (D)? Did milk (C) react with baking soda (D)?

47 III. What Did You Discover? What happened when you added A to B? Experiment 3: What Will Happen? 29 What happened when you added A to D? Were they different? If so, how? Were some of the reactions the same? Which ones? Could you guess what would happen before you added them together? Did you guess correctly? Why or why not?

48 30 Focus On Elementary Chemistry Laboratory Workbook IV. Why? Why did some of the liquids you mixed react and some did not? It turns out that not every molecule will react with every other molecule. Molecules follow rules when they react, just like atoms follow rules to make molecules. The rules tell the molecules which molecules they can react with and which molecules they can t react with. Vinegar and lemon juice both react with milk. Vinegar and lemon juice also both react with baking soda. Vinegar and lemon juice are similar to each other, and that is why they react in similar ways. Although both vinegar and lemon juice reacted with milk and baking soda, the reactions were different. When added to milk, the vinegar and the lemon juice each made the milk curdle. When added to baking soda, the vinegar and the lemon juice each made bubbles. Milk and baking soda do not have the same type of molecules in them, so they had different types of chemical reactions with the vinegar and the lemon juice. The molecules combined in different ways.

49 ELEMENTARY Teacher s Manual Rebecca W. Keller, PhD

50 Cover design: David Keller Opening page: David Keller, Rebecca W. Keller, PhD Illustrations: Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Focus On Elementary Chemistry Teacher s Manual ISBN Published by Gravitas Publications, Inc. Printed in United States

51 Focus On Elementary Chemistry Teacher s Manual iii A Note From the Author This curriculum is designed to provide an introduction to chemistry for students in kindergarten through fourth grade. The Focus On Elementary Chemistry Laboratory Workbook is intended to be the first step in developing a framework for real science. The series of experiments in the Laboratory Workbook will help students develop the skills for the first step in the scientific method making good observations. There are four sections in each chapter. Section I, Think About It, provides questions for the students to think about before they begin the experiment. Section II, Observe It, directs the students in setting up and performing an experiment, collecting data, and observing what happens during the experiment. Section III, What Did You Discover?, gives the students an opportunity to summarize the observations they have made. Section IV, Why?, provides a short explanation for what they may or may not have observed. Each experiment takes up to 1 hour to do. The materials needed for each are listed in the charts on the next two pages as well as at the beginning of each experiment. Enjoy! Rebecca W. Keller, PhD

52 Materials at a Glance Experiment 1 Experiment 2 Experiment 3 Experiment 4 Experiment 5 magnifying glass objects such as: cotton balls rubber bands pencil Several food items such as: crackers cheese marshmallow bean color-coated candy (such as M&Ms) Legos marshmallows, small (1 pkg) marshmallows, large (1 pkg) toothpicks 4 clear plastic cups marking pen measuring cup measuring spoons food items [180 ml (3/4 cups) each:] lemon juice vinegar milk water baking soda, [90 ml (6 Tbsp.)] 8 clear plastic cups measuring cup measuring spoons marking pen large saucepan knife one head red cabbage distilled water [approx. 1.5 liters, (6 cups)] food items, [60 ml, 1/4 cup each]: white grape juice milk lemon juice grapefruit juice mineral water antacid tablets (1-2), try Tums, plain, white, extra strength baking soda, [5 ml (1 tsp.)] 15 clear plastic cups measuring cup measuring spoons marking pen red cabbage juice leftover from Experiment 4 food items [approx. 300 ml (1 1/4 cups) each]: vinegar lemon juice mineral water distilled water, [25 ml (5 tsp.)] baking soda [25 ml (5 tsp.)] antacid tablets, 5 or more (try Tums plain, white, extra strength) Experiment 6 Experiment 7 Experiment 8 Experiment 9 Experiment or more clear plastic cups measuring cup measuring spoons liquid soap marking pen food items [approx. 60 ml (1/4 cup each)]: water milk juice vegetable oil melted butter clear plastic cups or glasses, several measuring cup 3 paper bags 5-10 small rocks Legos (handful) sand (handful) sugar (handful) salt (handful) water food coloring, several colors white coffee filters white paper scissors pencil tape marshmallows (1 or 2) ripe banana green banana pretzels or salty crackers (several) raw potato cooked potato other food items blindfold Elmer s white glue [approx ml (1/8-1/4 cup)] liquid laundry starch [approx ml (1/8-1/4 cup)]* plastic cup 30 paper clips *In place of liquid laundry starch, you can use a mixture of equal parts cornstarch and borax mixed with enough water to dissolve them. active dry yeast [1 pkg. 7 grams (.25 oz)] lukewarm water [.5 liter (2 cups)] sugar [30 ml (2 Tbsp.)] vegetable oil [approx. 60 ml (4 Tbsp.)] flour [1 liter (4 cups)] measuring cups measuring spoons marking pen 4 mixing bowls mixing spoon 2 bread pans or cookie sheets refrigerator oven timer

53 Materials at a Glance By type and quantity Equipment Food Items Materials bowls, mixing (4) bread pans or cookie sheets (2) knife magnifying glass measuring cup measuring spoons oven refrigerator saucepan, large scissors spoon, mixing timer antacid tablets (6 or more), try Tums, plain, white, extra strength baking soda, [120 ml (9 Tbsp.)] banana, green (1) banana, ripe (1) bean butter, melted [60 ml (1/4 cup)] cabbage, red (1 head) candy, color-coated (such as M&Ms), a few pieces cheese (1 piece) crackers (several) flour [1 liter (4 cups)] food items to taste (several), Exper. 8 fruit juice, any [60 ml, 1/4 cup)] grape juice, white [60 ml (1/4 cup)] grapefruit juice [60 ml (1/4 cup)] lemon juice [540 ml (2 1/4 cups)] marshmallows, large (1 pkg) marshmallows, small (1 pkg) milk [300 ml (1 1/4 cups)] oil, vegetable [120 ml, 1/2 cup] potato, cooked (1) potato, raw (1) pretzels or salty crackers (several) salt (handful) sugar (handful) toothpicks (1 pkg) vinegar [480 ml (2 cups)] water, distilled [1.5 liters (6 cups)] water, distilled [.25 ml (5 tsp.)] water, mineral [360 ml (1 1/2 cups)] water, tap water, tap, lukewarm [.5 liter (2 cups)] yeast, active dry, 1 pkg [7 grams (.25 oz)] blindfold coffee filters, white (1 or more) cotton ball (1-2) cups, clear plastic, 15 (more, if they are not reused) or glasses food coloring, several colors glue, Elmer s white [approx ml (1/8-1/4 cup)] laundry starch, liquid [approx ml (1/8-1/4 cup)]* Legos (handful) objects to be observed (Exper. 1) paper bags (3) paper clips (30) paper, white (several sheets) pen, marking pencil rocks, small (5-10) rubber bands sand (handful) soap, liquid [25 ml (5 tsp.)] tape *In place of liquid laundry starch, you can use a mixture of equal parts cornstarch and borax mixed with enough water to dissolve them.

54 vi Focus On Elementary Chemistry Teacher s Manual Contents Experiment 1: WHAT IS IT MADE OF? 1 Experiment 2: FOLLOW THE RULES! 6 Experiment 3: WHAT WILL HAPPEN? 13 Experiment 4: SOUR OR NOT SOUR? 18 Experiment 5: PINK AND GREEN TOGETHER 24 Experiment 6: MAKE IT MIX! 30 Experiment 7: MAKE IT UN-MIX! 35 Experiment 8: SALTY OR SWEET? 43 Experiment 9: MAKING GOO! 46 Experiment 10: MAKE IT RISE! 49

55 Experiment 1 What Is It Made Of? Materials needed: magnifying glass household items such as: cotton balls rubber bands pencil several food items such as: crackers cheese marshmallow bean color-coated candy (such as M&Ms)

56 2 Focus On Elementary Chemistry Teacher s Manual Objectives In this experiment the students will be introduced to atoms. Atoms are the building blocks of all things. The objectives of this lesson are: To help younger students make careful observations by noticing details. To develop a vocabulary to describe their observations. Experiment I. Think About It In this experiment students will think about and describe the features of an object such as a cracker, a piece of cheese, or a piece of candy. Then they will observe the actual object. Without allowing the students to look at the object, help them describe it, using both words and pictures. Direct their inquiry with questions. For example: What color is a cracker? Is a cracker hard (like a plastic toy) or soft (like a feather)? Is a cracker large (like an elephant) or small (like a mouse)? Is a cracker smooth (like a marble) or rough (like sandpaper)?

57 Experiment 1: What Is It Made Of? 3 Using a cracker as an example, the students answers may look something like this: (Answers may vary.) Write down the name of an object and describe what you think about it, using words and drawings. cracker brown round scratchy crumbly II. Observe It Next, have the students look carefully at the object. Using the magnifying glass, have them examine the object and make careful observations about its details and features. Ask them if the object looks different than they thought it would. Direct their investigation with questions such as the following: Is the cracker as large (or as small) as you thought it would be? Is the cracker smooth or rough? What color is the cracker? Is it exactly brown? or white? Does it have other colors in it?

58 4 Focus On Elementary Chemistry Teacher s Manual What happens to the cracker if you break it in half? Is it the same on the inside as on the outside? What does the cracker look like under the magnifying glass? Can you describe what you see? Often students discover that they have not seen or thought about some detail of an object. For example, sometimes crackers have holes on the top. This may be a detail they have never noticed. Or there may be stripes or speckles in the cracker that they haven t observed before. Also, they can observe that some objects are the same on the inside as they are on the outside, like crackers and cotton balls, but other things are not the same on the inside and the outside, like color-coated candy or pinto beans. For this part of the experiment, again using a cracker as an example, the students answers may look something like this: (Answers may vary.) Write down the name of the object and then describe what you see, using words and drawings. cracker white and brown speckles holes on top

59 Experiment 1: What Is It Made Of? 5 Have the students repeat this exercise with two or three more objects. Remember to have them describe the item first without looking at it. They can observe as many items as they want to, describing the item first without looking at it, and then carefully observing the item with a magnifying glass. III. What Did You Discover? The questions in this section of the Laboratory Workbook can be answered verbally or in writing, depending on the writing ability of the students. Help the students think about their observations as they answer these questions. Have the students compare their list of descriptions of each object before and after they looked at it, and help them notice where an observation was the same as what they expected to see and where an observation differed from their expectations. IV. Why? Read Section 1.4 of the Focus On Elementary Chemistry Student Textbook with the students, and discuss the importance of making careful observations. Have the students think about how their observations of the objects helped them to learn more about the objects.

60 Experiment 3 What Will Happen? Materials needed: 4 clear plastic cups or glasses marking pen measuring cup measuring spoons the following food items: lemon juice ml (3/4 cup) vinegar ml (3/4 cup) milk ml (3/4 cup) baking soda - 90 ml (6 Tbsp.) water ml (3/4 cup)

61 14 Focus On Elementary Chemistry Teacher s Manual Objectives In this unit students will observe chemical reactions. The objectives of this lesson are: To have students observe changes that occur in some substances when they undergo chemical reactions. To help students understand that not all substances will react chemically when mixed together. Experiment Setup to do ahead of time: Label the plastic cups A, B, C, and D. Pour 60 ml (1/4 cup) of lemon juice into cup A. Pour 60 ml (1/4 cup) of vinegar into cup B. Pour 60 ml (1/4 cup) of milk into cup C. Pour 60 ml (1/4 cup) of water into cup D and add 30 ml (two tablespoons) of baking soda. Mix until the baking soda is completely dissolved. (Each cup will be refilled twice with the same amount of the same liquid.) Set the cups on a table. Do not tell the students what is in each cup. I. Think About It Have the students examine the contents of each cup. They should observe the smell and color of the liquids and whether they are thick or thin. Have them write down what they observe, or record the answers for them.

62 Experiment 3: What Will Happen? 15 II. Observe It Cups A and B Ask the students what they think will happen if they add the contents of cup A to cup B. Have them write down their guess. Next, have them pour the contents of cup A into cup B. Have them observe and record what happens. Vinegar and lemon juice do not react, so they should not observe much happening. Rinse the cups with water. Refill cup A with 60 ml (1/4 cup) of lemon juice and cup B with 60 ml (1/4 cup)of vinegar. Cups A and C Ask the students what they think will happen if they add the contents of cup A to cup C. Have them write down their answers. Now have them pour the contents of cup A into cup C. Help them record what happens. The students will observe clumps forming in the milk as the lemon juice curdles the milk. This is a chemical reaction. The clumps are proteins in the milk that have been denatured (had their original properties changed) by the lemon juice. The clumps form a precipitate. Rinse the cups with water. Refill cup A with 60 ml (1/4 cup) cup of lemon juice and cup C with 60 ml (1/4 cup) of milk. Cups A and D Ask the students what they think will happen if they add the contents of cup A to cup D. Have them write down their answers. Have them pour the contents of cup A into cup D. Help them record what happens. They should observe a chemical reaction occurring between the lemon juice and the baking soda. The chemical reaction gives off bubbles which should be visible. If this does not happen, pour out the contents of cup D. Make a new mixture of water and baking

63 16 Focus On Elementary Chemistry Teacher s Manual soda, and add twice as much baking soda. It doesn t matter whether or not all of the baking soda is dissolved. Then repeat the experiment. Rinse the cups with water. Refill cup D with 60 ml (1/4 cup) of baking soda water. Cups B and C Next, ask the students what they think will happen if they add the contents of cup B to cup C. Have them write down their answers. Have them pour the contents of cup B into cup C. Help them record what happens. They should observe a chemical reaction similar to that of Step. The vinegar should cause the milk to curdle. Rinse the cups with water. Refill cup B with 60 ml (1/4 cup) of vinegar and cup C with 60 ml (1/4 cup) of milk. Cups B and D Next, ask the students what they think will happen if they add the contents of cup B to cup D. Have them write down their answers. Have them pour the contents of cup B into cup D. Help them record what happens. They should observe a chemical reaction similar to that of Step. The vinegar and baking soda should react, and the mixture should give off bubbles. Rinse the cups with water. Refill cup D with 60 ml (1/4 cup) of baking soda water. Cups C and D Ask the students what they think will happen if they add the contents of cup C to cup D. Have them write down their answers. Have them pour the contents of cup C into cup D. Help them record what happens. They should not observe any chemical reaction taking place. The milk will not curdle, nor will there be any visible bubbles or any other signs of a chemical reaction taking place. Have the students pour out the contents of cup D and clean up the experiment space.

64 Experiment 3: What Will Happen? 17 Summary Have the students summarize their results. The answers are provided below. Did lemon juice A react with vinegar B? Did lemon juice A react with milk C? Did lemon juice A react with baking soda D? Did vinegar B react with milk C? Did vinegar B react with baking soda D? Did milk C react with baking soda D? no yes yes yes yes no III. What Did You Discover? Help the students answer the questions in this section of the workbook. Their answers may vary. IV. Why? Discuss the similarities and differences between the four liquids. Explain that vinegar and lemon juice are made of similar kinds of molecules, and milk and baking soda are not similar to them. Although lemon juice and vinegar are not identical, they behave in similar ways because they are composed of similar kinds of molecules.

65 Elementary Lesson Plan Focus On Elementary Chemistry Rebecca W. Keller, PhD

66 Copyright 2014 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be used or reproduced in any manner whatsoever without written permission. Focus On Elementary Chemistry Lesson Plan Published by Gravitas Publications, Inc.

67 FOCUS ON ELEMENTARY CHEMISTRY LESSON PLAN Overview Teaching Real Science-4-Kids is as easy as Introduce content. 2. Perform an experiment. 3. Make connections. RS4K comes in easy-to-use modules that focus on a particular subject. Each subject module is designed to introduce your child to one of the foundational building blocks of science. Once your child has been introduced to these foundational subjects, he or she can build their science education from the ground up, understanding, mastering, and quickly learning new science information. The Lesson Plan This is a weekly lesson plan that will walk you through the elementary curriculum. There are 20 weeks of instruction for each subject module. You can teach the 20 weeks in one semester or one year depending on the age of your child. You decide how fast or slow to go with your child. If you are not sure about the pace, start slowly. It is better that your child learns fewer facts with more understanding than be overwhelmed by too much information. You also don t want to slow down an advanced learner. Here is a suggested guideline. Age 5-6: a subject module (20 weeks) in one year. Age 7-8: a subject module in one semester, combining two weeks of the Lesson Plan into one week of study. Each week is divided into three sections: content, experiment, and connections. 1. The content directs your child to learn the scientific facts in each subject. 2. The experiment allows your child to learn the steps of the scientific method. 3. Connections between science and language, history, and art are explored. You can modify the lesson plan as desired. There is no wrong way to teach science if you let your child explore, investigate, ask questions, examine, and observe everything they find interesting. The elementary age group is about bringing learning to life through play, and learning science through play is our approach. In the Connections section of this Lesson Plan, there are many suggestions for additional study meant to engage you and your child in further explorations of science. These are open inquiry questions, so don t worry about trying to form right answers. Instead, these are suggestions for exploration, and exploration is the first step in learning. Every chapter has been aligned to the National Science Standards. (taken from the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press) Before You Begin Open the teacher s manuals for the subject modules you have purchased. Look at the materials list for each subject module. Using a large container or bin, collect the nonperishable items from the lists. Organize the items in your container. This will help you be prepared for the experiments for each subject module. Look through this lesson plan, which is easy to use and will help you organize your child s study. Need Help? We are here to help you! We have several support options available. If you like online communities, we have a Yahoo group that discusses experiments and ideas and even provides contacts for resale of RS4K curriculum. RS4K has a Facebook Fanpage where you can meet other RS4K users and ask questions directly to Dr. Keller. You can us and talk to our friendly staff who will be happy to help you with any questions you might have. office@gravitaspublications.com

68 2 Real Science-4-Kids Week 1 Chapter 1 Atoms Content DAY 1 Read Chapter 1, Sections to your child. Allow open discussion and let your child ask questions. Explore questions using the internet or library. Experiment DAY 2 Perform Experiment 1: What Is It Made Of? Follow the Teacher s Manual for this experiment. It will walk you through each step of the experiment. Connections DAY 3 Open the Student Textbook to Chapter 1 and discuss the word atom. Ask your child where we get words and what they think the word atom means. (You can look up the word atom in a dictionary or on the internet.) DAY 4 Take a break. Review DAY 5 Review the text with your child. Ask if they have any questions about atoms or about what things are made of. Discuss any questions they have. Read the Summary at the end of the chapter. Notes

69 FOCUS ON ELEMENTARY CHEMISTRY LESSON PLAN 3 Week 2 Chapter 1 Atoms Content DAY 1 Pick one section of Chapter 1 that interests your student. Spend 30 minutes discussing this section and looking up additional information in the library or on the internet. Experiment DAY 2 Discuss the results from Experiment 1. Repeat the experiment with different items chosen by your child. This is open inquiry and will help your child explore observations. Connections DAY 3 Ask your child about their own history. Where were they born? When were they born? What time were they born? This is history. Tell them that the discovery of atoms has a history too. DAY 4 Have your student draw an atom and a molecule. What do they think a large molecule built of atoms might look like? Review DAY 5 Exam. Have your student take the Chapter 1 quiz online or print it out to take it. Standards Science as Inquiry - Content Standard A P Ask a question about objects (what are things made of?). Plan and conduct a simple experiment. Physical Science - Content Standard B P Matter exists as different substances (made of atoms). Science and Technology - Content Standard E P Tools help scientists make better observations (e.g., magnifying glass). History and Nature of Science - Content Standard G P Science has a history, and people have been studying nature through science for a long time. From the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press.

70 4 Real Science-4-Kids Week 5 Chapter 3 Molecules Meet Content DAY 1 Read Chapter 3, Sections to your child. Allow open discussion and let your child ask questions. Explore questions using the internet or library. Experiment DAY 2 Perform Experiment 3: What Will Happen? Follow the Teacher s Manual for this experiment. It will walk you through each step of the experiment. Connections DAY 3 Open the Student Textbook to Chapter 3 and discuss the word water. Ask your child where they think the word water comes from. (You can look up the word water in a dictionary or on the internet.) DAY 4 Take a break. Review DAY 5 Review the text with your child. Ask if they have any questions about how molecules react with atoms and other molecules. Read the Summary at the end of the chapter. Notes

71 FOCUS ON ELEMENTARY CHEMISTRY LESSON PLAN 5 Week 6 Chapter 3 Molecules Meet Content DAY 1 Pick one section of Chapter 3 that interests your student. Spend 30 minutes discussing this section and looking up additional information in the library or on the internet. Experiment DAY 2 Discuss the results from Experiment 3. Repeat the experiment with food items chosen by your child. This is open inquiry and will help your child explore observations. Connections DAY 3 Ask your child about the history of chemical reactions. How did we find out about how molecules meet other molecules? (By doing experiments and making observations) This is open inquiry; use this opportunity to explore. DAY 4 Have your child draw a chemical reaction. Have them draw what they think happens with the molecules of gas in a car. Review DAY 5 Exam. Have your student take the Chapter 3 quiz online or print it out to take it. Standards Science as Inquiry - Content Standard A P Types of scientific investigation include describing events, such as chemical reactions. Physical Science - Content Standard B P Objects (e.g., molecules) have the ability to react with other objects (e.g., other molecules). Science and Technology - Content Standard E P Students should be able to evaluate their own results (e.g., observing which solutions react and which don t). History and Nature of Science - Content Standard G P Many different people (both men and women of all races) have studied chemical reactions and how they work. From the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press.

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73 Cover design: Layout design: Original Content: Derrick Wood and Marjie Bassler Karen Wood and Derrick Wood Karen Wood Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this booklet may be used or reproduced in any manner whatsoever without written permission. Focus On Elementary Chemistry Study Folder and Answer Key ISBN # Published by Gravitas Publications, Inc. Special thanks to Marjie Bassler for copy editing and review of the manuscript. Also, a special thank you to all of the parents and students from Intelligent By Design Science Enrichment Education classes for their critical evaluation of the text. Finally, special thanks to Rebecca W. Keller, PhD, for her encouragement to go forward with this project.

74 Focus On Elementary Chemistry Directions Student Folder Cover Page i ii Chapter 1 Atoms 1 Note Flappers 1.3B, 1.5B, 1.5C and 1.5D 1a Chapter 2 Molecules 2 Chapter 3 Molecules Meet 3 Note Flappers 3.5A, 3.5B and 3.6 3a Chapter 4 Acids and Bases 4 Note Flappers 4.4A and 4.4B 4a Chapter 5 Acids and Bases React 5 Note Flappers 5.3B, 5.4A and 5.4B 5a Chapter 6 Mixtures 6 Note Flappers 6.4B and 6.5A 6a Chapter 7 Un-Mixing 7 Note Flappers: TOOLS 7a Chapter 8 Food and Taste 8 Note Flappers 8.3B and 8.3C 8a Chapter 9 Molecular Chains 9 Note Flappers 9.3A and 9.3B 9a Chapter 10 Molecules In Your Body 10 Note Flappers 10.3A and 10.3C 10a

75 center center This study folder is an aid to help you memorize key words/terminologies and definitions. To use this guide simply write the missing word(s) in the empty spaces within each sentence. Some definitions require more description which may need to be in the form of a sentence defining the word(s). Some sections of the chapter ask you to draw pictures and label them. To assemble the Study Folder, begin by cutting out each Student Note Page section along the line labeled CUT HERE then glue that cut out page onto one of the sections of your manila folder. Use the front and back of the tri-fold folder. (Note: If you downloaded this file, you will need to purchase two manila folders separately.) Some pages have Note Flappers associated with them, and these flappers will be cut out individually. Simply match the TAB number on the Note Flapper with the TAB number on the chapter page. This kit contains the Student Note Pages and a Teacher s Answer Key. The Student Note Page Sections 1-5 will be glued onto one folder and Chapters 6-10 onto the second folder. Each tri-fold folder will provide FIVE sections to glue the Student Note Page sections onto. A narrower Study Folder cover sheet is included and can be used by the student as the cover for either of the two folders. The cover can be cut out and glued to the front section of either folder. Remember this is YOUR personal Study Folder. Make as many notes in it as you like. Have fun learning! Open your manila folder flat. Now make two NEW folds about 1/3 away from the center fold. Glue one cut out Student Note Page section to one of the FIVE folded sections. Use both sides of the folder. fold here 1/3 from center Original center fold We recommend only gluing one Student Note Page section at a time as it is being discussed. If you use a glue stick, apply the glue liberally to both pieces being glued. i

76 GLUE TAB 1.5D HERE. GLUE TAB 1. 3B HERE. CUT HERE Write the atom guy s name. CUT HERE CHAPTER 1: ATOMS Focus On Elementary Chemistry 1.1A 1.2A Fill in the missing letters Answer: 1.2B 1.2C Pick your favorite atom guy from page 5 and draw it. Please circle Answer: 1.3A 1.4 To learn about YOU need to make careful 1.5A Please check all that apply 1.5E 1

77 TAB 1.5B TAB 1.3B CUT HERE GLUE TAB 1.5C HERE. TAB 1.5D CUT HERE GLUE TAB 1.5B HERE. TAB 1.5C CUT HERE CUT HERE Note Flappers for Chapter 1 Cut out each Note Flapper individually. Then, following the directions below, glue each Note Flapper on the Chapter 1 page, matching the TAB number with a glue TAB here label on the Chapter 1 page. The three remaining Note Flappers will STACK on top of each other. From bottom to top: glue TAB 1.5D to the Chapter 1 page, glue TAB 1.5C next, and finally glue TAB 1.5B to the top of the stack. CUT HERE CUT HERE CUT HERE CUT HERE 1.3B The different ways stick together make everything different. 1.5B 1.5C Add the faces and arms to make 2 water molecules. CUT HERE CUT HERE CUT HERE Note Flapper 1.3B matches to GLUE TAB 1.3B HERE. CUT HERE 1.5D CUT HERE 1a

78 GLUE TAB 3.6 HERE. CUT HERE CUT HERE CHAPTER CHAPTER 3: MOLECULES #: MEET What happens when one molecule meets another molecule? 3.1A Fill in the missing letters 3.1B Focus On Elementary Chemistry 3.2A 3.2B Two molecules meet. Color the atom guys and draw their arms hooked together. The hydrogen atom and the sodium atom switch places Two new molecules are made. 3.3A hydrogen chlorine HYDROGEN CHLORIDE sodium oxygen hydrogen SODIUM HYDROXIDE sodium chlorine SODIUM CHLORIDE (table salt) hydrogen oxygen WATER hydrogen 3.3B Color the atom guys and draw their arms hooked together. 1 2 chlorine chlorine sodium sodium sodium chlorine sodium chlorine CHLORINE GAS MOLECULE SODIUM ATOMS TABLE SALT SODIUM CHLORIDE 3.4A 3.4B Color the atom guys and draw their arms hooking together. 1 Two water molecules. Two water molecules break apart. 2 3 New molecules are made. HYDROGEN GAS OXYGEN GAS 3.7. Tell your MOM about observations that show a reaction may be happening and then write your answers. Check off each one when finished HINT: the beginning letter is given for each word 3

79 CUT HERE GLUE TAB 3.5B HERE. TAB 3.6 CUT HERE GLUE TAB 3.5A HERE. TAB 3.5B CUT HERE TAB 3.5A The three Note Flappers will STACK on top of each other. From bottom to top: GlueTAB 3.6 to the Chapter 3 page. Glue 3.5B next, and finally glue 3.5A to the top of the stack. CUT HERE Note Flappers for Chapter 3 Directions: Cut out each Note Flapper individually. Then, following the directions below, glue each Note Flapper on the Chapter 3 page, matching the TAB number with a glue TAB here label on the Chapter 3 page. CUT HERE CUT HERE CUT HERE 3.5A When a chemical reaction has occurred. 3.5B CUT HERE Chemical reactions occur EVERYWHERE. Tell your MOM about chemical reactions mentioned in Section 5 of Chapter 3. HINT: a picture reminder is given for each reaction Place a check mark next to each one as you name the reactions 3.6 CUT HERE Chemical reactions have to follow rules just like Which of does not react? HINT: Two words beginning with an N and a G CUT HERE 3a

80 Name Date Focus On Elementary Chemistry, Chapter 1 Quiz for Chapter 1, Elementary Chemistry (15 questions, 10 points each, 150 points total) 1. Which atoms make up water? (Check all that apply.) (10 points) Oxygen Chlorine Carbon Hydrogen 2. Which of these are atoms? (Check all that apply.) (10 points) Cotton candy Oxygen Hydrogen Brussel sprouts Carbon Phosphorus 3. The moon is really made of green cheese. (10 points) True False 4. Pick an important method scientists use to learn about atoms. (10 points) Scientists don't do experiments to test their ideas. Scientists don't think about what things are made of. Scientists make careful observations about the world around them. 5. Which are clouds made of? (Check all that apply.) (10 points) Atoms found in diamonds Atoms found in air Fluffy and light cotton candy Atoms found in water 6. What are the atoms that are commonly found in rocks? (Check all that apply.) (10 points)

81 Neon Oxygen Silicon Sodium 7. When making an observation, you are looking at things and wondering about them. (10 points) True False 8. What happens when atoms stick to other atoms? (Check all that apply.) (10 points) Things smell different Things look different Things taste different Things feel different 9. How do atoms stick together? (10 points) Atoms can stick together in only one way. Atoms can stick together in many different ways. Atoms can never stick together. Atoms can only stick together with gum, glue, or tape. 10. Chlorine is a green, poisonous gas. (10 points) True False 11. When sodium, oxygen, and hydrogen stick together, they form a dangerous chemical. (10 points) True False 12. There are more than 100 different atoms. (10 points) True False 13. Atoms can hook to other atoms to make molecules. (10 points) True False

82 14. Using page 6 in your Pre-Level 1 Chemistry book, match the following. (10 points) Chlorine-chlorine 2 carbon atoms, 6 hydrogen atoms, and 1 oxygen atom hydrogen-oxygen-hydrogen Sodium-oxygen-hydrogen a. Alcohol b. Sugar c. A dangerous chemical d. A green poisonous gas e. What some rocks are made of f. Water 6 carbon atoms, 12 hydrogen atoms, and 6 oxygen atoms Silicon with four oxygen atoms 15. Atoms are very small things that we can't see with only our eyes. (10 points) True False

83 Answer Sheet Focus On Elementary Chemistry, Chapter 1 Quiz for Chapter 1, Elementary Chemistry (15 questions, 10 points each, 150 points total) Oxygen, Hydrogen Oxygen, Hydrogen, Carbon, Phosphorus False Scientists make careful observations about the world around them. Atoms found in air, Atoms found in water Oxygen, Silicon True Things smell different, Things look different, Things taste different, Things feel different Atoms can stick together in many different ways. True True True True d, a, f, c, b, e 15. True

84 Name Date Focus On Elementary Chemistry, Chapter 3 Quiz for Chapter 3, Elementary Chemistry (15 questions, 10 points each, 150 points total) 1. Chemical reactions can occur inside your body. (10 points) True False 2. Molecules can join together, like when two chlorine atoms meet two sodium atoms and combine to make table salt. (10 points) True False 3. In every chemical reaction, atoms are neither created nor destroyed. (10 points) True False 4. Inside your stomach, there are strong molecules that break down your food. (10 points) True False 5. Identify three noble gases. (10 points) Helium Oxygen Argon Neon Chlorine 6. What happens when atoms get rearranged? (10 points) A chemical reaction has not happened yet. A chemical reaction has happened. A chemical reaction will not happen. 7. Match the molecules with the results of their reactions. (10 points)

85 Hydrogen chloride and sodium hydroxide meet and trade atoms Chlorine gas molecules and sodium atoms join together a. Sodium chloride (table salt) and water b. Hydrogen gas and oxygen gas c. Table salt Water molecules break apart 8. Atoms can never switch places, join together, or separate from each other. (10 points) True False 9. What happens if you leave a metal shovel outside in the rain? (10 points) The metal will have red rust on it. The metal will have sand particles on it. The metal will have bubbles all over it. 10. Gasoline inside a car will react with oxygen to provide energy for the car to move. (10 points) True False 11. Chemical reactions can only occur in a few places. (10 points) True False 12. Sometimes molecules might break apart to form new molecules. (10 points) True False 13. Sometimes when one molecule meets another molecule, it reacts. This means something changes in the way the atoms are hooked together. (10 points) True False 14. Molecules never react by switching atoms or exchanging partners. (10 points) True False

86 15. Identify signs of a chemical reaction. (Check all that apply.) (10 points) Temperature changes Color changes Particles that look like sand Bubbles Answer Sheet Focus On Elementary Chemistry, Chapter 3 Quiz for Chapter 3, Elementary Chemistry (15 questions, 10 points each, 150 points total) True True True True Helium, Argon, Neon A chemical reaction has happened. a, c, b False The metal will have red rust on it. True False True True False 15. Temperature changes, Color changes, Particles that look like sand, Bubbles

87 Name Date Focus On Elementary Chemistry Midterm 1, Chapters 1-5 Midterm quiz for Chapters 1-5, Elementary Chemistry (15 questions, 10 points each, 150 points total) Sample questions: Chapters 1 & 3 1. How do atoms stick together? (10 points) Atoms can stick together in only one way. Atoms can stick together in many different ways. Atoms can never stick together. Atoms can only stick together with gum, glue, or tape. 2. What happens when atoms stick to other atoms? (Check all that apply.) (10 points) Things smell different. Things look different. Things taste different. Things feel different. 3. Which atoms make up water? (Check all that apply.) (10 points) Oxygen Chlorine Carbon Hydrogen 7. Match the molecules with the results of their reactions. (10 points) Water molecules break apart Chlorine gas molecules and sodium atoms join together Hydrogen chloride and sodium hydroxide meet and trade atoms a. Sodium chloride (table salt) and water b. Table salt c. Hydrogen gas and oxygen gas 8. In every chemical reaction, atoms are neither created nor destroyed. (10 points) True False

88 9. Identify signs of a chemical reaction. (Check all that apply.) (10 points) Temperature changes Color changes Particles that look like sand Bubbles Answer Sheet Focus On Elementary Chemistry Midterm 1, Chapters 1-5 Midterm quiz for Chapters 1-5, Elementary Chemistry (15 questions, 10 points each, 150 points total) Sample questions: Chapters 1 & Atoms can stick together in many different ways. Things smell different., Things look different., Things taste different., Things feel different. Oxygen, Hydrogen c, b, a True 9. Temperature changes, Color changes, Particles that look like sand, Bubbles

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90 Illustrations: Janet Moneymaker Copyright 2017 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be used or reproduced in any manner whatsoever without written permission. Focus On Elementary Chemistry Graphics Package Published by Gravitas Publications Inc. Real Science-4-Kids

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