Ice ½ cup table salt for every two students Ice cream or beverage in the quart-sized bag seal with as much air out of the bag as possible – Ice and salt in freezer bag quart-sized bag in size squeeze with ice in exterior – – bag Ice cream mixture Gallon of whole milk (pour out enough to put 1.5 to 2 cups of sugar) add – vanilla or chocolate to taste Earth science: Rocks and minerals: Fog machine: Olympics: Project Wet: Cookie mining: variety of chocolate chip cookies, graph paper, paperclips, and toothpicks – good for mining/conservation discussions Relative distance from space: Life science: Owl pellets (good for predator/prey relationships): Smoker’s lung: Decalcified eggs: vinegar and non-boiled eggs good for osmosis and diffusion cell – – membrane Digestive demo: Objective: Students will describe the processes and parts of the digestive system using appropriate vocabulary. Materials: Left over foods to constitute meals” “3 Blender Bag labeled small intestines Beakers one with green water amylase (enzyme in saliva breaks down carbs), – – – red water hydrochloric acid, and yellow water (bile) – Nylon hose Basin Scissors Procedure: Label parts with one color and processes with another Where does digestion begin? Mouth mastication – Salivary glands enzyme amylase – – Place breakfast in blender with amylase masticate – Move food to esophagus peristalsis – Stomach add hydrochloric acid and bile churn – – After 4 hours move to small intestine (baggie) – repeat process – Discuss small intestine approximately 21 feet in adults (15 feet in 10 year-olds) – – composed of villi remove nutrients – Dinner repeat process –
Ice ½ cup table salt for every two students Ice cream or beverage in the quart-sized bag – seal with as much air out of the bag as possible Ice and salt in freezer bag – quart-sized bag in size – squeeze with ice in exterior bag Ice cream mixture – Gallon of whole milk (pour out enough to put 1.5 to 2 cups of sugar) add vanilla or chocolate to taste Earth science: Rocks and minerals: Fog machine: Olympics: Project Wet: Cookie mining: variety of chocolate chip cookies, graph paper, paperclips, and toothpicks – good for mining/conservation discussions Relative distance from space: Life science: Owl pellets (good for predator/prey relationships): Smoker’s lung: Decalcified eggs: vinegar and non-boiled eggs – good for osmosis and diffusion – cell membrane Digestive demo: Objective: Students will describe the processes and parts of the digestive system using appropriate vocabulary. Materials: Left over foods to constitute “3 meals” Blender Bag labeled small intestines Beakers – one with green water – amylase (enzyme in saliva – breaks down carbs), red water – hydrochloric acid, and yellow water (bile) Nylon hose Basin Scissors Procedure: Label parts with one color and processes with another Where does digestion begin? Mouth – mastication Salivary glands – enzyme – amylase Place breakfast in blender with amylase – masticate Move food to esophagus – peristalsis Stomach – add hydrochloric acid and bile – churn After 4 hours – move to small intestine (baggie) – repeat process Discuss small intestine – approximately 21 feet in adults (15 feet in 10 year-olds) – composed of villi – remove nutrients Dinner – repeat process
resources_-_updated_2017.docx