Iron+in+Cereal

Brittany Beggs: blb278@psu.edu Jennifer Mason: jmm5537@psu.edu Douglas Mallas: dvm5073@psu.edu
 * Iron in Cereal: Properties and Functions **
 * Names and Contacts: **

Grades 6-8; Properties of Iron
 * Grade Level and Topic: **

3.2.7 B. Apply process knowledge to make and interpret observations - Describe relationships by making inferences and predictions
 * Educational Standards: **
 * Pennsylvania State Standards: **

3.4.7A: Describe concepts about the structure and properties of matter

3.4.7C: Identify and explain the principles of force and motion Physical Science, //Content Standard B//:
 * National Science Education Content Standard: **
 * As a result of activities in grades 5-8, all students should develop an understanding of: **
 * ** Motions and Forces **

1) Students should be able to identify that iron has magnetic properties 2) Students should be able to explain that a physical change will not alter the magnetic properties of iron 3) Students should recognize that iron is a vital mineral for living organisms
 * Instructional Objectives: **

This lesson is designed to promote scientific inquiry and illustrate certain scientific concepts, including magnetic force and the nature of the physical properties of matter. Through the Predict, Observe, Explain (POE) model of instruction, the educator will use iron-fortified cereal and a magnet to demonstrate the magnetic properties of iron and the consistency of these properties despite physical changes to the substance. After establishing that iron is present in the cereal, the students will discuss the biological roles of iron in living organisms and the importance of its presence in certain foods. This will allow students to see science at work in the broader world (i.e. nutrition, food manufacturing).
 * Content Explanation: **

To ensure that each student formulates an individual prediction, a worksheet with space for writing a prediction and explanation for all three situations will be distributed. Also, each student will have an opportunity to explain his or her reasoning regarding his or her prediction. The fact that this lesson is predominantly visual will be helpful for any ESL/ELL students who may have difficulties in understanding. In order to keep full attention on the science at hand, any conversations that do not relate to the lesson will be minimized. Finally, to assist in the discussion of the biological roles of iron, a second worksheet will be used with several questions and space for notes.
 * Administrative Considerations: **

For this lesson, the following materials are necessary: - Iron-fortified breakfast cereal (//Total// preferred) - Strong Magnet - Water - Petri Dishes (4) - Mortar and Pestle (2-3) - White Sheet of Paper (5) Initially, several pieces of whole cereal will be placed on a piece of paper. A strong magnet will be placed near the cereal and any interactions will be observed. Then, the cereal will be crushed into a fine dust, and any interactions with the magnet will be observed. Finally, the crushed cereal will be placed in a petri dish, and a small amount of water (25ml) will be added to cover the cereal dust. A small amount of iron should become visible after this mixture is interacted with and manipulated by the magnet. __ Introduction: Elicit, Engage, and Predict __ (2-3 minutes)
 * Materials, Equipment, and Set Up: **
 * For the interest of time and best results, the crushed cereal will be prepared beforehand.
 * Body of Lesson: **

- Introduce ourselves and learn the students’ names - Establish the hypothesis that iron is in cereal - Probe students for ways to test the hypothesis
 * What substances are in cereal?
 * Are there any metals in cereal?
 * How do we know?
 * How can we prove it?

__ Predict, Observe, Explain Demonstrations __ (10 minutes)


 * 1) A. Whole Cereal and Magnet Interaction

(1) Predict (2) Observe (3) Explain
 * Have students write down predictions and explanations
 * Have each student state their prediction and reasoning
 * Perform Demonstration
 * Feedback on what happened


 * 1) B. Crushed Cereal and Magnet Interaction

(4) Predict (5) Observe (6) Explain
 * Have students write down predictions and explanations
 * Have each student state their prediction and reasoning
 * Perform Demonstration
 * Feedback on what happened


 * 1) C. Cereal Solution and Magnet Interaction

(7) Predict (8) Observe (9) Explain
 * Have students write down predictions and explanations
 * Have each student state their prediction and reasoning
 * Perform Demonstration
 * Feedback on what happened

__ Discussion __ (6-8 minutes)

A. Discussion of interactions
 * What did we find?
 * How did we find it?
 * What can we say about our hypothesis?

B. Bridge to Iron Discussion
 * How did the cereal and iron behave in the presence of the magnet?
 * Was the interaction consistent?

C. Iron Discussion
 * Where in the body does the iron go?
 * What could its function be?
 * Probe the students to think about this function?
 * Why would iron go to the bloodstream?
 * What would be its role?

__ Conclusion __ (1-2 minutes)

- Extension to the Broader World
 * Reason for iron in food
 * Iron Deficiency
 * Based on our findings that iron is in cereal, how can iron deficiency be treated?
 * Evaluation of the importance of iron-fortification