edited by:
cherni~tryfor kid/
RICHARD SEINER University of Vtah Salt Lake City. UT 841 12
Elementary School Chemistry Activities Spencer L. Seagerl Box 2503, Weber State College, Ogden, UT 84408 Karen T. Swenson H. Guy Child Elementary School, Ogden. UT 84403 During the 1980-81 school year oneof us (SLS) had a child enrolled a t Marlon Hills Elementary School who was taught by the other (KTS). As a result of that association we coll& orated during the year to prepare and teach six laboratorytype chemistry activities that were offered as part of a 6week enrichment program at the school. During the program each student chose one special course and studied i t for 2 hours each of the 6 weeks. The chemistry activities constituted one of the snecial courses. The enthusiastic response of the students to the course encouraged us to attempt to put the activities into a form that could be used in the regular . elementary classroom science program. ~~~~~~~
~~
Problems and Encouragement Encountered Our emerience with the enrichment program revealed some problems that had to be overcome if theictivities were to be suitable for general classroom use: (1) The activities were too long to fit bell into a regular classroom schedule, (2) most supplies and equipment we used had to be obtained from a college or high school, (3) some of the materials used were deemed too hazardous to be used with the supervision normally available in a regular classroom, and (4) teachers exhibited a great deal of reluctance about using such activities in their classes. On the positive side, our enrichment experiences instilled in us an opinion we have since found is shared by others (I): elementary students are by nature scientifically inclined. They are definitely not turned off to science, have no fear of science, and delight in doing handson science activities. Approach to Solving the Problems After evaluating the enrichment activities on the basis of the problems associated with adapting them to regular classroom use, we decided to start over and develop essentially new activities that overcame as many of the problems as possible. The problem of excessive length was easy to solve, we devised shorter activities that took 35 to 45 minutes of class time to perform. The problem of obtaining supplies and equipment was solved by making an extensive survey of chemicals and usable equipment that were readily available from regular retail outlets such as supermarkets, hardware stores, craft stores, and drugstores. The activities were then designed using only these available materials. Table 1contains some examples of the equipment and chemical materials used. Most of the problems associated with the use of hazardous materials were eliminated by using materials the students might normally find in their own homes. Of course some of these are still quite hazardous, for example, sodium hydrox-
Table 1.
Examples Of Substitute Materials Used
Normally Used Equipment or chamic~l Reaction containers (test tubes, beakers, etc.1 Filter paper Solid chemical storage containers Liquid storage containers Volumetric ware (cylinders. burets, pipets) Acids Bases iodine Alcohol Phenolphthalein indicator
Substitute Used in Activities Clear plastic cups. 1 or. Clear plastic cups. 4 oz-8 01. Piastic foam egg cartons Coffee maker filter paper son mavgarine tubs with lids Miscellaneous bottles, jars, etc. Plastic spoons and eye droppers White vinegar and boric acid Lye, cleaning ammonia, and washing soda Tincture of iodine 70% isopmpyi rubbing alcohol Laxative tablet edract
ide (lye). By properly designing the activities such,problems were minimized. In the case of lye, for example, the students work only with very dilute solutions. We also wrote a short safetv lesson and auiz which was -given to the students before any experimental work was done. The Teacher Reluctance Problem The fourth problem, that of teacher hesitancy to use the activities in classroom settings, is perhaps the most difficult to solve. I t is not surprising that many elementary school teachers have the fear of science, and especially chemistry, that is found in most of the general population (except, apparenrlv, rlcmmtilry schuol students). After 311, most clemrntar). teachers are expecred I
