This is a nice review sheet to practice identifying Qualitative and Quantitive observations. Qualitative (think quality) are observations you can’t really put a number on, while Quantitative (think quantity) are observations that are measurable or have a number value. In this exercise, I have the students also underline the word(s) that help them decide if the observation is Qualitative or Quantitative.
For fun, and to review Inferences, I have the students infer what the dog is thinking as s/he listens to the human given directions 🙂
Our school has been using Power School, formerly known as Haiku, to post homework and resources for our students. This is how I have my 6th grade page set up:
It also ties into Google Drive and I am able to create a shared folder for each unit which allows students to access handouts, Google Slides, Google Sheets, etc… I simply drop them into the folder and kids have instant access to all files. I can also add links to additional resources such as videos or interactive websites.
There is also an assignment calendar feed that aggregates all of their classes homework onto one calendar. For assignment details, they can click on the link to see homework specifics. I also use the gradebook which is a great feature. Students can see all of their science grades as well as current average.
If you use a Learning Management System, how do you use it with your students?
Here is a simple experiment to incorporate making predictions and reading graduated cylinders. I have two 1-Liter graduated cylinders set up, one in a glass cylinder with blue food coloring and one in a plastic graduated cylinder with green food coloring.
I filled both with water a few days before the start of school and an equal amount of drops of food coloring. Students will make predictions on small post-it notes and place it on the drawing of a large graduated cylinder. Where do they think the water level will be at the end of school? Will it evaporate before school ends? By what date?
I will also have them come up with factors that affect the rate of evaporation on larger post-it notes. What affects evaporation? Will the air in our classroom be drier in the Winter when the heat is on? Is our classroom humid now since it is warm out?
I will post their predictions and questions next week. At the start of the month, I will also post the volume so they can see the evaporation rates over time.
Sample of slides of information for Wavelite by Isabella:
This activity has become a yearly tradition and I leave the mineral cubes hanging in my classroom from May of one year to the following May, then return it them in 7th grade.
Google Slides Template – students will make a copy and share their slides with you. All information and images are placed inside of the 4in x 4in text box
Students will research and work on their slides during 2-3 class periods, the rest is on their own time, including crafting and designing the mineral cube
I give students a 6x6x6 cardboard box, but they can make one of their own out of any type of cardboard, such as cereal boxes.
Mineral Cube Choices and Rubric Spreadsheet: Student can choose any mineral of their choice (there are over 3,000 named minerals) but their mineral has to be used for something, it can’t be a collector’s sample or very rare. We have a draft pick and no two students can have the same mineral.
Balancing Chemical Equations Activity – one of my long time favorite activities. Students will learn how to read formulas, count atoms, create and read chemical equations, and balance chemical equations using a hands on activity with color coded formulas cards.
Lesson Resources: Create one set of materials for each pair of students. Store in a large zip-top bag
This is one of my favorite projects of the year and using Google Draw allowed the students to work on it both in class and at home. In the past, we used a software program to design the posters, but it had a lot of restrictions as to when and where they could work on their posters. By using Google Draw, students were also able to share their posters with me and I could proofread it much more easily and offer suggestions.
We hold a scientist ‘draft pick’ when making our selections. Students come up with a list of their ‘top 10’ scientists and each student draws a number. I select a number randomly and whoever has that number gets to choose first. Once a scientist has been chosen, no one else is allowed to pick that person. Sometimes students choose to spin the “Wheel of Science” when they are not sure who to pick and will allow the wheel to pick for them.
Google Draw to design your poster – Print in color on 8 ½ x 11 paper
First, middle, and last name of your scientist
Picture of your scientist
His/her birthday (Month, Day, Year if available)
ONE sentence of why they are famous or “wanted”
This sentence has to be approved
Country he/she was born in
Where he/she did their work – was it at their home, at a school, a lab, etc
Date of death or current age if living today
Summarize His/Her accomplishments in your own words:
One paragraph using 3 – 5 complete sentences
Your name in the bottom RIGHT corner of your poster
List of your sources used for information, pictures, etc on a separate Google Doc.
Choose up to 4 of the following requirements to add to your poster:
A quote by your scientist
1 – 2 additional pictures of your scientist
A picture of what they worked on
Where they went to school/college
If they had any other jobs
Family information: husband/wife, children, parents, brothers, sisters
What else was happening in history when this scientist was famous
Did this scientist work with another scientist?
Who was it and what did they do?
Are there any museums or other places that are named after your scientist? Where is it?
New for 2016 – to see the older version with additional lesson details, please visit my post from last year.
Before starting the activity, I set the stage that they are a group of archeologists and have discovered an ancient tablet at an archeological dig site. Unfortunately, the tablet is broken and as they excavate, they only find a few pieces at a time. What does the ancient table say? Scientists all over the world try to decipher the ancient text…
Words to cut apart (pdf) – this year I removed the word “bone” to change it up a little
white paper cut into 1/4ths or small index cards
This year, I wanted to try something different for this lesson. Instead of seeing how close each group came to the original phrase that was on the “tablet”, I wanted each group to analyze the findings from the other groups to compare their findings and look for similarities and differences. This would be similar to a gallery walk (see video below) but without students explaining their posters, they would view posters at their own pace and choose any 3 posters to compare for each category.
Note – this lesson plan is a modification of the original lesson plan from The University of California Museum of Paleontology (link)
I updated my Dunkin’ for DensityLesson for 2016, I use this lesson with my 6th graders as part of our unit on properties of matter. I wanted it to be more data driven and have them analyze the data from all of their trials, and then compare their data to their classmates. I changed the objective to:
Change the density of the film canister so that 90-99% of the canister is suspending under water.