Lesson Plans Dry
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This game makes the interconnection of the food web very concrete. As the bottom of the food web is impacted, the whole web becomes more fragile and eventually collapses. Whale Jenga A Food Game. Earths' Acid Test, Nature In this activity you will test the effects of acid on eggshells to see firsthand the effects ocean acidification can have on calcifying organisms. In this lesson developed by the Aquarium of the Bay , this 20 minute demonstration can be used for small groups of guests or students.
A Teacher's Guide to Dry Ice Experiments in Chemistry
The demonstration and accompanying presentation allow participants to understand the value and importance of how human activities influence the health of the ocean and how changes in the ocean ecosystem affect marine and human life. PH and the Ocean's Balance In this activity for grades , learn how a small shift in the ocean's PH can impact marine organisms.
Building Blocks of the Sea In this activity for grades , students learn how ocean acidification can impact shelss of marine organisms. Rugose Reef Tag In this activity for grades , students learn how a healthy reef provides protection for small fish. What does it mean for oysters? In this activity for grades , students learn how ocean acidification affects marine animals that we depend on for healthy coastal waters food and a sustainable coastal economy. This activity visually demonstrates how CO 2 gas from sources like internal combustion engines can change seawater chemistry and make it more acidic.
The longer the fruit is allowed to freeze the better the cracking sound will be. This is similar to demo 7, but instead of freezing fruit, you will substitute a ping-pong ball. For best results, leave the ping-pong ball in for insert time. Add more LN2 if necessary. Fish the now partially deflated ping-pong ball on a table and again smash with a hammer. If the ball is sufficiently frozen it will shatter like glass. Again add a banana to the beaker full of LN2 at this point the beaker should be frosted over and allow it to freeze for insert time.
Remove the banana with tongs, use a nail with a wide head not finishing nail and use it like a hammer to drive a nail in a block of wood. As I am demonstrating the dry ice and LN2 my students are recording in their notebooks what they are observing. I stay away from the words "taking notes'" as this has been an overused phrase and often means busy work in the eyes of students. In their science notebooks, students divide their paper up into nine equal sections. I tell them to draw a giant hashtag that covers their entire page. Each section should be numbered and labeled to correspond with each demonstration.
At this point the kids are to document "what" they see and save the "why" for later.
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- Eighth grade Lesson Dry Ice /Liquid Nitrogen Demonstration.
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It is important to emphasize that they can use diagrams as well as words or both to describe the event. Their documentation must be thorough enough that it will still remind them of the details three days later. If they think they would forget something in three days, they must include it in their documentation process.
If they include a picture I tell them that it is only a rough drawing doesn't need to be in color and it must include labels to describe the event in total. As a culminating activity on the next day, the students create a detailed drawing of two events and describe why the event occurred they way it did.
Dry Ice /Liquid Nitrogen Demonstration
They will divide their paper in half and use their notes from the previous day. The pictures must be neat final product , include labels, a description of the event, highlight the temperatures involved, and use a minimum of three colors. After the last demonstration I check very carefully to see if any stray pieces of dry ice may be floating around the room. I make sure to collect the remaining dry ice and put it away. Many students ask where they can get dry ice and LN2 and my typical response is "at the science store".
I also ask the class what sublimation is and if boiling means "hot". These demonstrations serve as a good bookend to that lab. If there is any leftover LN2, I have the kids raise their feet off the ground and I splash the remaining LN2 across the floor, under their feet.
The LN2 freezes any dirt into clumps and those clumps roll across the floor. Bubbles filled with helium will float to the ceiling and pop, raining white fog below.
NGSS Background
Steve Spangler put LN2 in a sealed 2-liter bottle and put it under an inverted plastic gallon trashcan. The exploding 2-liter bottle sends the trashcan almost feet into the air.
- Lesson Plan – Fun with Dry Ice Teresa Morales!
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Use this example at your own risk as you are demonstrating a dangerous bomb to your students. I would love to put a nose cone and fins on the trashcan, effectively turning it into a giant rocket - just don't have the courage yet!
Hands-On Activities
BetterLesson helps teachers and leaders make growth towards professional goals. Sign Up Log In. Unit 2 Unit 1: First Week of School Unit 2: States of Matter Unit 3: Periodic Table Unit 4: Atomic Structure Unit 5: Chemical Reactions Unit 6: Density and Buoyancy Unit 8: Earth, Moon, and Sun Unit Solar System Unit Chemical and Physical Changes Lab.
The tank will now fill up with carbon dioxide. What does it mean for oysters? Students probably do not know, so it will be fun to have them hypothesize. However, rings will freeze, without knowing it the damage will be inflicted. For each of the following situations, write down what you observed and a possible explanation for what happened. Draw another showing how the molecules look when they are in the gas phase. Add the dry ice to the beaker and observe.
Introduction to the Demonstrations. Students will be able to observe uncommon states of matter, such as dry ice sublimating solid to gas and liquid nitrogen boiling at room temperature liquid to gas. Big Idea Your kids are treated to "rock star" science as they watch amazing and perplexing tricks with dry ice and liquid nitrogen.
MS-PS Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. SP8 Obtaining, evaluating, and communicating information.
Obtaining, evaluating, and communicating information CCC: Demo 1 — dry ice in a beaker of warm water This is the first demonstration of the period. Demo 2 — dancing coin, screaming spoon Break another piece of dry ice off and place it in the center of the desk. Create ghost bubbles by cutting the tops off the soda bottle. Make the hole smaller than the bottom of the funnel. Cover the hole with the funnel and attach a length of rubber tubing onto the narrow end of the funnel.
Purchase your dry ice the afternoon before, or if possible on the morning of the described in this lesson plan (provided it is stored appropriately to avoid. Lesson Plan – Fun with Dry Ice Teresa Morales Purpose: To examine the properties of gases and solids in relationship to dry ice and to study sublimation, .
Cut a small hole in the bottom of the 2 oz portion cup. Leave enough space to insert the rubbing tubing and the CO2 probe. Dip the portion cup into a solution of soapy water and watch the bubble grow. Measure the CO2 concentration inside the bubble and then shake the bubble free from the cup. When it hits the ground the bubble will burst releasing the foggy CO2. Why does the CO2 fog not rise like steam but sink? Why must the dry ice be handled with gloves on? What changes when the CO2 is forced through the narrow end of the tunnel?
Does the temperature of the CO2 change when it is changed from a solid to a gas?