## Making Predictions

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.

## Balancing Equations: A Hands on Activity

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

• Worksheet: handout with directions (pdf)
• Formula cards (pdf) – laminate and reuse each year
• Coefficient cards (pdf) – laminate and reuse each year
• Answer Key for the balanced equations (pdf)
• You can also print the slides then laminate to use as Task Cards at a hands on station with beads to represent each atom
• For more advanced students, you can use molecular models and build each model.
• Practice balancing equations worksheet (pdf) and more from ScienceSpot.net

https://www.instagram.com/p/BvfHwICgiUfro_4i4_XtVN2oHfiJIbvP_DX8QM0/

## Famous Scientists “Wanted Poster” Using Google Draw

Lesson Information

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.

Basic Requirements:

1. Google Draw to design your poster – Print in color on 8 ½ x 11 paper
2. First, middle, and last name of your scientist
4. His/her birthday (Month, Day, Year if available)
5. ONE sentence of why they are famous or “wanted”
• This sentence has to be approved
6. Country he/she was born in
7. Where he/she did their work – was it at their home, at a school, a lab, etc
8. Date of death or current age if living today
9. Summarize His/Her accomplishments in your own words:
• One paragraph using 3 – 5 complete sentences
11. 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:

1. A quote by your scientist
3. A picture of what they worked on
4. Where they went to school/college
5. If they had any other jobs
6. Family information: husband/wife, children, parents, brothers, sisters
7. What else was happening in history when this scientist was famous
8. Did this scientist work with another scientist?
• Who was it and what did they do?
9. Are there any museums or other places that are named after your scientist? Where is it?

Added 12/26/16: I first posted this lesson in 2000 (as Liz Belasic) here is a version from 2002 with  additional details

## D & T Activity Updated for 2016

New for 2016 – to see the older version with additional lesson details, please visit my post from last year.

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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…

Materials:

• Original Worksheet: (pdf)
• Worksheet to compare posters (Google Doc)
• Words to cut apart (pdf) – this year I removed the word “bone” to change it up a little
• construction paper
• white paper cut into 1/4ths or small index cards
• glue sticks
• colored pencils

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)

## Updated: Dunkin’ for Density using Google Sheets

Updated 2018 – Spreadsheet that will graph 20 trials, along with the Density of Water

Purpose: Change the density of the film canister so that 97-99% of the canister is suspending under water (very SLOWLY floating from the bottom to the top of the tank).

Materials:

• Film canisters with secure lids – one per student
• small objects of different masses – pebbles, pennies, etc…
• lunch tray to hold materials for each group of students
• deep enough ‘tank’ and a spoon to fish items out
• Triple Beam Balance
• Towels

Set up hints – students prep items at their table then come up to the tank. After dunking, dry off with towels (I just drop it onto a thick folded up towel next to the tank). I have a bank of TBBs set up on the side of the classroom – students find the mass on their assigned TBBs then record results. Repeat trials. Towards the end of class, students enter all their data into the spreadsheet then I give them the volume of their film canister. Depending on the type of film canister, the volumes are about 39-41 mL. Confirm with a large graduated cylinder or water displacement tank.

## How to edit Google Slides to meet your needs

I have been getting a lot of requests for editing access to the Google Slides on my blog, so I wrote this tutorial on how to save and edit any of the Google Slides on my website. I can’t permit editing rights because it will change my copy of the slides and your edits will be visible to everyone that visits my blog.

How to edit Google Slides – Step by step tutorial (Public)

Hope this helps!

Thanks,

Liz

## Scientific and Engineering Practices (SEP 1 to SEP8) Consolidated

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This post highlights the eight Scientific and Engineering Practices and spotlights a few lessons related to each practice. I had this as eight separate posts but decided to consolidate for easier viewing.

For more details and examples about the Science and Engineering Practices, visit NSTA.

Tag: SEP8 – click for more lessons that cover this practice

Tag: SEP7 – click for more lessons that cover this practice

Tag: SEP6 – click for more lessons that cover this practice

Tag: SEP5 – click for more lessons that cover this practice

Tag: SEP4 – click for more lessons that cover this practice

Tag: SEP3 – click for more lessons that cover this practice

Tag: SEP2 – click for more lessons that cover this practice

Tag: SEP1 – click for more lessons that cover this practice

## Atomic Model Timeline

Materials:

This is a great explanation as well – he has tons of Chemistry videos which are geared more towards High School and College Students.

## The Atoms Family

Materials:

• Google Slide Presentation (Public) – a fun way to introduce the parts of the atom and how to determine the numbers of protons, neutrons, and electrons. Get ready to do some singing and snapping 🙂
• Handoutsvia ScienceSpot.net

## Vocabulary Bundle – Google Draw Template for Cut & Paste Activities

I created new templates to create your own vocab cut and paste worksheets. The files are located in the Google Drive Folder and were made using Google Draw.

To edit the template, you will need to select:

• “File” then “Make a Copy”
• Rename the copy
• Make edits for your science unit

Google Drive Folder (link): I have all of my vocab sheets posted in one folder so they are easy to find and access. If I find or create any more vocab sheets, they will be included in this folder.

Below are some fun ways to incorporate vocabulary into your lesson plans:

• Cut & Paste: Have students cut out the definitions and paste or tape them next to the correct word.
• Flashcards: Students will cut out each vocab word and paste it to the front of an index card, then they will cut out and paste the correct definition on to the back of the index card.
• Find Your Partner: Give half of the class a vocabulary word and the other half of the class a definition. They will look for their partner and record their answer. Have them come to you to pick up a new word and a new definition and find new partners.
• Quiz, Quiz, Trade: Using the flashcards, give each student one vocab word. They will go around the room and quiz each other. After quizzing each other, they will trade flashcards and find a new partner.
• Matching: Create a vocab set by laminating and cutting out the words and definitions. Place the words and definitions into a ziptop bag. Have each student or pair of students match the words with their definitions.
• Go Fish: Using the matching set above you can play Go Fish. Deal out 3-5 cards per player (depending on the number of students and vocab words) and place the rest upside down in the center. Students will ask each other for a vocab word or a definition, if they don’t have it, they will say “Go Fish” and the student will pick a card from the pile. If they have a matching set, they will place it down. If not, they will add the card to their hand. The first person to place all their cards down wins.
• Old Maid: Using the matching set above, you can remove one of the vocab words or definitions from the set. Students will deal out all the cards. Students will pick a card from the person to their right. If they have a matching set, they will set it down. The first person to place all their cards down, wins, the person left with the vocab word or definition without that doesn’t have a matching card is the “Old Maid”.
• Dominoes: Using the matching set above, you can have 3-4 students shuffle the words and definitions and deal out to each student. Have one person start by placing a vocab word on the table. If the next person has the definition, have them place it on the table touching the vocab word. The next person will place a vocab word on the table touching the definition of the previous word, and so on until all the words and definitions are used. The first one to get rid of all their cards wins.  If a students doesn’t have a definition or new vocab word to put down, they will skip their turn.
• Stations: You can set up stations around the room with different vocabulary activities and students can rotate through the stations.

To make any of these games more challenging, you can combine 2 or 3 related sets of vocab into the mix. If you have any other fun ways to review vocabulary, please add to the comment section below.

Note: If you are having trouble seeing the handouts in ‘preview mode’ and it seems to be stuck in the loading phase, click on the boxed arrow (pop-out button) on the top right to open the pdf and view the rest of the pages.