Build Your Grade 4-7 Science Program Successfully

BUILD YOUR GRADE 4-7 SCIENCE PROGRAM SUCCESSFULLY

Gr. 4-7

Mould Terrariums:

Building a firm foundation

with slimy science

A science mini-unit written by

Anne MacLean

(email: )

BLACKLINE MASTERS (BLM’S)

& ANSWER KEYS

MOULD TERRARIAUMS

EXPERIMENT SET UP

TO DO LIST:

1. Prepare your jar label: On the tag or label provided, write your name(s), the start date of the experiment, and the food item(s) that will be placed in the jar.

2. Prepare the food: if your food item(s) are large pieces, cut the food into chunks about 3 cm. in length.

3. Dip each piece of food into some water and place it at the bottom of your jar. Try to spread out the pieces at the bottom of your jar so they are close to each other, but not in a heap.

4. Put the lid on the jar and put your label/tag on top of the lid

5. Wrap tape around the edge of the lid to seal the jar and attach the label.

6. Place a piece of saran wrap over the lid of your jar and secure it with an elastic band.

7. Place your jar in the designated space in the classroom: ______.

FINAL THOUGHTS: Think about the experiment we’ve just set up. In what ways are the jars and the ways they have been set up similar? How are the jars different? List your ideas in the chart below: (PFA)

The jars are similar because each has….. / The jars are different because each has…

FOOD SAMPLE OPTIONS:

(Very small portions are needed: approximately ¾ cup only.)

Veggies & Fruit / Cheese / Grain Products / ‘Snack’ Food
- carrots
- peppers (red, green)
- potato
- broccoli
- tomato
- lettuce
- zucchini
- cucumber
- avocado
-
- banana
- orange
- apple
- grapes
- pear / - cheddar
- mozzarella
- marble
- brie
- farmer’s
- / - bread (whole wheat)
- bread (homemade)
- bagel
- scone
- roll/bun
- flatbread
- homemade baking (cookie, slice, muffin) / store-bought snacks such as:
- crackers
- cookies
- cake
- cupcake
- muffin
- popcorn
- fruit leather
- granola bar
- potato chips

FOOD SIGN-UP: PARTNERS/FOOD SAMPLE

(Circle the name of the partner bringing in the food.)

Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item:
Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item:
Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item:
Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item: / Partners:
Food Item:

SCIENCE EXPERIMENT:

Student Name: ______needs to bring the following food item to school by: ______.

The less ‘fresh’…. the better!!

Thanks for your help!

Food Item: ______Amount: ______

SCIENCE EXPERIMENT:

Student Name: ______needs to bring the following food item to school by: ______.

The less ‘fresh’…. the better!!

Thanks for your help!

Food Item: ______Amount: ______

SCIENCE EXPERIMENT:

Student Name: ______needs to bring the following food item to school by: ______.

The less ‘fresh’…. the better!!

Thanks for your help!

Food Item: ______Amount: ______

SCIENCE EXPERIMENT:

Student Name: ______needs to bring the following food item to school by: ______.

The less ‘fresh’…. the better!!

Thanks for your help!

Food Item: ______Amount: ______

WORD LIST FOR OBSERVATIONS:

Word/Phrases that describe shape: / Words/Phrases that describe texture:
Words/Phrases that describe colour: / Important science words:
· object
· substance
· moisture
· liquid

MOULD TERRARIUMS Food: ______

OBSERVATION LOG Name: ______Partner: ______

Diagram / Notes
Date: ______ / ______
______
______
______
______
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My prediction: ______
______
______
______
______
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Date: ______ / ______
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______
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______
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Date: ______ / ______
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THE ‘FAIR TEST’

In science, a proper experiment is often called a ‘fair test’. There are lots of things in an experiment that could change or could affect the results. These things are all called variables. To perform a fair test, you must plan and make sure that only one variable is changed or made different and all of the other variables stay the same. The changed variable is called the independent variable and the unchanged variables are called the controlled variables. The results of the experiment are called the dependent variable(s).

Think about our experiment and the ways in which all of the jars are the same and different. Sort the variables into the following chart:

Controlled variables (the parts of the experiment that are similar): / Independent variables (the part of the experiment that is different): / Dependent variable:
The changes that we are waiting for…
What we’re predicting might happen…

What happens to food that never gets eaten?

Sub-topic 1: Getting our food

Almost all of the food we eat comes from plants and animals. Here are some examples: Fruits and vegetables are plants. Meat comes from animals such as chickens, cows and fish. Cheeses are often made from cow’s milk or from soya beans. Wheat flour, eggs, nuts and raisins are sometimes used to make bread, cookies and crackers. Even chocolate comes from the cacao plant.

Most food items are taken from the farms, orchards and ranches and sent to companies that clean, prepare and pack for the grocery stores. Then these food items are sent to the grocery store where we buy them and take them home to eat.

In the right column, write at least 2 key ideas that answer your Q1.

Sub-topic 2: Uneaten food

After a while, all food will begin to break down or rot. Every food item rots differently, but each food item will change as it rots. It may look, smell, taste or feel different. We should never touch, smell or taste food that is rotting- or that we think is rotting. That’s because there are all kinds of micro-organisms that are growing and feeding on the food and making it decay or rot. If people eat rotten food, they are also eating these micro-organisms and doing this may make them sick.

1. In the right column, write at least 2 key ideas that answer your Q2.

2. In the space below, write 2 words or phrases from the paragraph you’ve just read that mean the same as ‘rot’.

Sub-topic 3: Ways to stop rotting

People who grow, prepare, package or sell food want their food items to last as long as possible. No one is going to buy rotten food! To make food last longer, it must be preserved in some way. Preserving food just means finding ways to slow down or delay the rotting process. People have tried to find good ways to preserve food for a long time (centuries, in fact!). Here are two types of preservation methods that are used a lot: 1. controlling the temperature during food preparation or storage and 2. using chemicals called preservatives. Some preservation methods are healthier than other methods. It is important to understand the best ways to preserve food so we can all be healthy.

1. In the right column, write at least 2 key ideas that answer your Q3.

2. HOMEWORK: Look in your kitchen cupboards and find 2 – 3 food items that contain preservatives. Record the information in the chart below:

Food Item / Contains these preservatives:

Note: Some common preservatives include: salt, vinegar, ethanol, or ‘chemical’ words that have the words ‘nitrate’, ‘sorbate’ or ‘sorbic acid’ ( like ‘potassium sorbate’), or ‘propionate’ (like ‘calcium propionate’), or ‘sulphite’/’sulfite’.

CRITERIA:

· All sub-topics are reworded into clear, answerable questions and written in the right column.

· All bold words are listed and defined in the left column.

· All ‘pause’ questions are answered accurately using point form answers (PFA’s)

What happens to food that never gets eaten?

Sub-topic 1: Getting our food

In the right column, write at least 2 key ideas that answer your Q1.

Sub-topic 2: Uneaten food

3. In the right column, write at least 2 key ideas that answer your Q2.

4. In the space below, write 2 words or phrases from the paragraph you’ve just read that mean the same as ‘rot’.

Sub-topic 3: Ways to stop rotting

3. In the right column, write at least 2 key ideas that answer your Q3.

4. HOMEWORK: Look in your kitchen cupboards and find 2 – 3 food items that contain preservatives. Record the information in the chart below:

Food Item / Contains these preservatives:

CRITERIA:

· All sub-topics are reworded into clear, answerable questions and written in the right column.

· All bold words are listed and defined in the left column.

· All ‘pause’ questions are answered accurately using point form answers (PFA’s)

HOMEWORK: Name: ______

Look in your kitchen cupboards and find 2 – 3 food items that contain preservatives. Record the information in the chart below.

Food Item / Contains these preservatives:

HOMEWORK: Name: ______

Look in your kitchen cupboards and find 2 – 3 food items that contain preservatives. Record the information in the chart below.

Food Item / Contains these preservatives:

What is mould?

Sub-topic 1: Facts about mould

There are thousands of different kinds of mould that grow in many different colours. Mould can look fuzzy or woolly because it is made up of lots and lots of tiny tubes called filaments. Mould cannot make its own food, so it is not a plant. Instead, mould is a type of fungus.

In the right column, write at least 3 key ideas about mould.

Sub-topic 2: Growing mould

___Mould starts its life as a small dust particle called a spore. ___ The spore floats through the air until ___ it lands on a substance it can eat. ___ If the temperature is just right and there is enough water, the spore will become mould. It will grow filaments and make more spores. ___ Mould gets its food by squirting special juices, called enzymes, into the substance. ___ These enzymes break up or dissolve the food and turn it into slime. ___ The mould filaments then ‘suck up’ or absorb the slime. Yummy!

1. In the right column, write 1 or 2 facts about mould growth that you didn’t know before you read sub-topic 2.

2. On the lines above ( ___ ), write the numbers 1 to 7 in order. These are the 7 key events that happen as mould grows. Summarize the steps in the comic strip on the following page using the following criteria:

· Draw one picture for each event.

· First use pencil and then color each drawing.

· You may use speech balloons, thought bubbles or labels if you wish.

· Your drawings should clearly show what is happening in each event during mould growth.

CRITERIA

· All sub-topics are re-worded into clear, answerable questions and written in the right column.

· All bold words are listed and defined in the left column.

· All ‘pause’ questions are answered accurately using point form answers (PFA’s)

TITLE: ______BY: ______

1 / 2 / 3 / 4
5 / 6 / 7 / 8
To be continued…

What is mould?

Sub-topic 1: Facts about mould

In the right column, write at least 3 key ideas about mould.

Sub-topic 2: Growing mould