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Standard Indicator
                                                                                                 3.6.5
 It’s About Time
  Purpose
    Students will observe and describe how some changes are very slow            extending
    and some are very fast and that some of these changes may be hard                THE
    to see and/or record.                                                                  ACTIVITY
  Materials                                                                      Read Grand Canyon
                                                                                 National Park by David
    For each student: copy of Black Line Master (BLM) It’s About Time,           Peterson with your
    pencil, crayons or markers                                                   students. The Grand
    For each group of students: cold/flu tablet containing sodium                Canyon is a great
    bicarbonate, 3 transparent plastic cups, tap water, vinegar, baking          example of change
    soda, penny, graduated cylinder, paper towels, clock or watch, metric        taking place over many,
    measuring spoons                                                             many years.
    For the class: wall clock

  Activity
    A. Pre-Activity Discussion
      1. Discuss with students that when scientists perform experiments,
                                                                                connecting
         they are very careful to record their data (e.g., Thomas Edison         across the
         recorded how long each of the different filaments lasted in a
         light bulb).
                                                                                       curriculum
      2. Explain that sometimes changes occur so quickly or so slowly that       English/
         they are difficult to measure and record. Often, it is difficult to     Language Arts
         record just how quickly or how slowly a change takes place.             Encourage students to
      3. Ask students to think about each of the following:                      use the thesaurus as
            How fast can you blink your eyes?                                    they look for words to
            How long does it take your hair to grow a centimeter or an inch?     describe changes that
         Accept all reasonable answers. Encourage students to be                 occur quickly or slowly.
         descriptive.                                                            Make a list of adjectives
      4. Challenge students to think of examples of other changes that           on the chalkboard.
         occur quickly and slowly. Ask: “Can you think of something that         Encourage students to
         happens so quickly it would be hard to measure? Can you think           create similes such as
         of something that happens so slowly that it would be hard               slow as a snail or quick
         to measure?”                                                            as a fox.

    B. Small Group Activity
       1. Divide the class into small groups and distribute a copy of the
                                                                                                                 Standard 6




          BLM It’s About Time to each student and a set of experiment
          supplies to each group.
                                                                                   Standards Links
                                                               (continued)     3.1.1, 3.1.2, 3.1.3, 3.2.2
Standard 6 / Curriculum Framework / Activity 4
Indiana Science Grade 3 Standards Resource, February 2003                                             page 223
Activity (continued)
                           2. Review with students the procedure written on the BLM It’s
                              About Time. Tell students that the start time is when they place
                              the object in the liquid and the stop time is when the change is
                              finished. Discuss with students how they could measure the start
                              and stop times. Looking at the wall clock, review how to use
                              seconds, minutes, and hours to measure the length of a change.
                           3. Encourage students to follow the directions completely and be
                              descriptive in their drawing and writing on the BLM. Allow
                              students to begin their experiment.
                           4. When students have had enough time to observe cup 3, ask them
                              to stop experimenting and finish their BLMs. Then ask them to
                              share their drawings and descriptions with the rest of the class.
                           5. Discuss with students what happened in the cups and the speed
                              of the changes. Most students will probably state that nothing
                              occurred in the third cup with the penny and water. Ask: “Do you
                              think a change could be occurring that is happening so slowly
                              that we cannot see it?”
                           6. Ask students: “How can we find out?” Guide students, if
                              necessary, to say that the cup should be observed for several days
                              to see if any change takes place. (Eventually, the water will
                              evaporate.)
                           7. Have students observe the penny and water for several days.
                           8. After several days of observation, have the students discuss the
                              changes they observe with the penny and water. Ask students:
                              “Are the water and penny the same as they were a few days ago?
                              Did you see the change happen?”


                        Questions for Review

                         Basic Concepts and Processes
                         After students have completed the activity, ask questions such as:

                              Were any of the changes so quick you had a hard time
                              seeing them?

                              Were any of the changes so slow that you had a hard time
                              seeing them?

                                How did you measure the change?

                                How did you measure the time taken for the baking soda
                                and vinegar to react?
Standard 6




                                                                  Standard 6 / Curriculum Framework / Activity 4
             page 224                                Indiana Science Grade 3 Standards Resource, February 2003
It’s About Time                                                        Name:

                                                            1.   For each reaction, be sure to record the start and stop times.
                                                            2.   Pour 100 milliliters of water into the first and third cups. Pour 100 milliliters of vinegar into the second cup.
                                                            3.   Put the cold/flu tablet into the first cup. Draw a picture of the change that occurs. Is it a fast or slow change?
                                                            4.   Put 5 milliliters of baking soda into the vinegar. Draw a picture of the change that occurs. Is it fast or slow?
                                                            5.   Put the penny into the third cup. Draw a picture of the change that occurs. Is it a fast or slow change?




Standard 6 / Curriculum Framework / Activity 4
                                                            Start time: _______ Stop time: _______ Start time: _______ Stop time: _______ Start time: _______ Stop time: _______




Indiana Science Grade 3 Standards Resource, February 2003
                                                                       Cold/flu Tablet in Water                       Baking Soda in Vinegar                             Penny in Water

                                                            Describe the change that took place in each cup.




              page 225
    Black Line Master 1
It’s About Time

Teacher Directions
         Distribute a copy of the BLM It’s About Time to each student. Make sure each group has all
         of the supplies necessary to perform the experiment.

         Instruct students to measure the start and stop time of each reaction and describe each reaction
         in the box below the corresponding cup. Remind students that the start time is when they place
         the object in the liquid and the stop time is when the reaction has finished. Make sure the
         students understand to only do one test at a time or they will not be able to observe everything.

         Allow each group to perform the three tests. When students have observed cup 3 for a while,
         have them finish their BLMs, reconvene, and share their results.



Answer Key
          The cold/flu tablet and water reaction is most easily observed and recorded with a clock.
          The tablet fizzes and eventually dissolves.

          The baking soda and water react immediately. Accept all descriptions that allude to a very
          fast change.

          The water and penny reaction will occur very slowly. The change is most likely to be observed
          over a period of days, when the water is evaporated and the penny has changed in appearance.




Black Line Master 1                                                            Standard 6 / Curriculum Framework / Activity 4
page 226                                                          Indiana Science Grade 3 Standards Resource, February 2003

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Indiana state standard 3.6.5

  • 1. Standard Indicator 3.6.5 It’s About Time Purpose Students will observe and describe how some changes are very slow extending and some are very fast and that some of these changes may be hard THE to see and/or record. ACTIVITY Materials Read Grand Canyon National Park by David For each student: copy of Black Line Master (BLM) It’s About Time, Peterson with your pencil, crayons or markers students. The Grand For each group of students: cold/flu tablet containing sodium Canyon is a great bicarbonate, 3 transparent plastic cups, tap water, vinegar, baking example of change soda, penny, graduated cylinder, paper towels, clock or watch, metric taking place over many, measuring spoons many years. For the class: wall clock Activity A. Pre-Activity Discussion 1. Discuss with students that when scientists perform experiments, connecting they are very careful to record their data (e.g., Thomas Edison across the recorded how long each of the different filaments lasted in a light bulb). curriculum 2. Explain that sometimes changes occur so quickly or so slowly that English/ they are difficult to measure and record. Often, it is difficult to Language Arts record just how quickly or how slowly a change takes place. Encourage students to 3. Ask students to think about each of the following: use the thesaurus as How fast can you blink your eyes? they look for words to How long does it take your hair to grow a centimeter or an inch? describe changes that Accept all reasonable answers. Encourage students to be occur quickly or slowly. descriptive. Make a list of adjectives 4. Challenge students to think of examples of other changes that on the chalkboard. occur quickly and slowly. Ask: “Can you think of something that Encourage students to happens so quickly it would be hard to measure? Can you think create similes such as of something that happens so slowly that it would be hard slow as a snail or quick to measure?” as a fox. B. Small Group Activity 1. Divide the class into small groups and distribute a copy of the Standard 6 BLM It’s About Time to each student and a set of experiment supplies to each group. Standards Links (continued) 3.1.1, 3.1.2, 3.1.3, 3.2.2 Standard 6 / Curriculum Framework / Activity 4 Indiana Science Grade 3 Standards Resource, February 2003 page 223
  • 2. Activity (continued) 2. Review with students the procedure written on the BLM It’s About Time. Tell students that the start time is when they place the object in the liquid and the stop time is when the change is finished. Discuss with students how they could measure the start and stop times. Looking at the wall clock, review how to use seconds, minutes, and hours to measure the length of a change. 3. Encourage students to follow the directions completely and be descriptive in their drawing and writing on the BLM. Allow students to begin their experiment. 4. When students have had enough time to observe cup 3, ask them to stop experimenting and finish their BLMs. Then ask them to share their drawings and descriptions with the rest of the class. 5. Discuss with students what happened in the cups and the speed of the changes. Most students will probably state that nothing occurred in the third cup with the penny and water. Ask: “Do you think a change could be occurring that is happening so slowly that we cannot see it?” 6. Ask students: “How can we find out?” Guide students, if necessary, to say that the cup should be observed for several days to see if any change takes place. (Eventually, the water will evaporate.) 7. Have students observe the penny and water for several days. 8. After several days of observation, have the students discuss the changes they observe with the penny and water. Ask students: “Are the water and penny the same as they were a few days ago? Did you see the change happen?” Questions for Review Basic Concepts and Processes After students have completed the activity, ask questions such as: Were any of the changes so quick you had a hard time seeing them? Were any of the changes so slow that you had a hard time seeing them? How did you measure the change? How did you measure the time taken for the baking soda and vinegar to react? Standard 6 Standard 6 / Curriculum Framework / Activity 4 page 224 Indiana Science Grade 3 Standards Resource, February 2003
  • 3. It’s About Time Name: 1. For each reaction, be sure to record the start and stop times. 2. Pour 100 milliliters of water into the first and third cups. Pour 100 milliliters of vinegar into the second cup. 3. Put the cold/flu tablet into the first cup. Draw a picture of the change that occurs. Is it a fast or slow change? 4. Put 5 milliliters of baking soda into the vinegar. Draw a picture of the change that occurs. Is it fast or slow? 5. Put the penny into the third cup. Draw a picture of the change that occurs. Is it a fast or slow change? Standard 6 / Curriculum Framework / Activity 4 Start time: _______ Stop time: _______ Start time: _______ Stop time: _______ Start time: _______ Stop time: _______ Indiana Science Grade 3 Standards Resource, February 2003 Cold/flu Tablet in Water Baking Soda in Vinegar Penny in Water Describe the change that took place in each cup. page 225 Black Line Master 1
  • 4. It’s About Time Teacher Directions Distribute a copy of the BLM It’s About Time to each student. Make sure each group has all of the supplies necessary to perform the experiment. Instruct students to measure the start and stop time of each reaction and describe each reaction in the box below the corresponding cup. Remind students that the start time is when they place the object in the liquid and the stop time is when the reaction has finished. Make sure the students understand to only do one test at a time or they will not be able to observe everything. Allow each group to perform the three tests. When students have observed cup 3 for a while, have them finish their BLMs, reconvene, and share their results. Answer Key The cold/flu tablet and water reaction is most easily observed and recorded with a clock. The tablet fizzes and eventually dissolves. The baking soda and water react immediately. Accept all descriptions that allude to a very fast change. The water and penny reaction will occur very slowly. The change is most likely to be observed over a period of days, when the water is evaporated and the penny has changed in appearance. Black Line Master 1 Standard 6 / Curriculum Framework / Activity 4 page 226 Indiana Science Grade 3 Standards Resource, February 2003