Iron in my cereal

The students will learn how much iron they are putting in their bodies. This is a hands on activity for the students to work on their data analysis, observation and writing skills. This activity will lead into our nutrition unit.

I used this in a 3rd and 4th grade combined class. I had the students in groups of 3 or 4 at the most. It did lead into our nutrition unit.

Have the students pour 2 cups of cereal in a bowl. Each group should have a different kind of cereal. Add sufficient water to completely cover the cereal. They will then mash the cereal with a spoon. Stir the magnet through the crushed cereal. Make sure to go to the bottom of the bowl. Look for the black "fuzz" or iron on the magnet. Use a paper towel or napkin to wipe the magnet off so that you can see the "fuzz". I will then have the students make some general observation about their findings. Does grinding the cereal finer make it easier to find the iron? Do you see a large or small amount of "fuzz?" Then the students and chose a different kind of cereal and do the same process. Did their results turn out the same as the previous one? Did you do something different to make the outcome different? Do you notice any differences between the two cereals? They can test up to 3 or 4 different cereals. They then need to write up a short report on their findings and give some reasoning on why they think there are differences or similarities among the cereals.
8-10 different cereals
magnets
bowls
spoons
water
paper towels or napkins

The main activity comes from:
http://chemistry.about.com/cs/howtos/ht/ironfromcereal.htm

The water doesn't not need to be measured because iron doesn't dissolve in water. The more finely ground the cereal is the easier it will be to get to the iron. Make sure they put the magnet in the bottom of the bowl because iron does sink. I don't tell the students this information until we readdress their findings down the road in the unit.

The group will discuss their findings with in the group and then an each student will write a short report about their findings. That will include reasoning on why they think findings are what they are. Later in the unit we will re-address their reports to see if they would change any of their deductions or change the way they processed the cereal.

3.1.1.2.4 Construct reasonable explanations based on evidence collected from observations or experiments.
3.1.1.2.1 Generate questions that can be answered when scientific knowledge is combined with knowledge gained from one's own observations or investigations.
4.2.1.1.1 Measure temperature, volume, weight and length using appropriate tools and units.