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.
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.
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.
I used Google Slides to create my science prompts and students accessed the slides via Google Drive to complete for homework. They kept a marble composition notebook and wrote the questions and answers into their notebooks and we discussed each one at the start of class.
Next year, I am going to try a different approach. Some students had difficulty keeping their notebook up to date. Using a pocket folder with prongs (like this one) I am going to print 4 prompts per page and photocopy them ahead of time, essentially making a workbook with about 100 prompts on 13 double sided pages. This will help keep students more organized and have access to the information for review easily. This is on my summer list of things to do 🙂
You can download the pdf file of the prompts (Science Prompts 2015-16 Public) I used this year with my 6th graders. Please keep in mind that many are from ScienceSpot.net and you can find her starters with answer keys sorted by category here and her Mystery Photos here – (the kids loved the mystery photo challenges!)
You can also use Activity Pages from BrainPOP.com (here is a free example) as starters or writing prompts. Almost every video has an activity page that you can download and use with your students.
Additional samples of science prompts available – see the images below:
to edit this spreadsheet, make a copy for each map, then share editing rights with each group of students who will be working on that map
if you don’t use Google Drive, you can download the Google Sheet as an Excel spreadsheet
ex: Map A data is shared with 4 students from period 1, 4 students from period 2, 4 students from period 3, 4 students from period 4, and 4 students from period 5. When done, they will have 200EQs plotted and color coded on the table top map.
Colored pencils or markers per map
1 Table sized map per lab group (3-6 students) – printed and assembled
The map will remain on the table, as the next class comes in, they will add the data for their assigned region(s) to the same map as the class before them
Provide each lab group with an assortment of bottles
Students will arrange the bottles from lightest to heaviest by making observations
They will record the order of the bottles and their contents with #1 as the lightest and #10 the heaviest on their handout
my groups used 9 bottles, but there is room on the handout for 10
Using the set of masses, they will estimate the mass of each bottle by holding a bottle in one hand and a mass in the other hand, recording their estimations on the handout
Procedures – Part 2
Students will transfer their estimation to the back page
Using the TBB they will record the actual masses of the bottles
Then they will rank the bottles from lightest (#1) to heaviest (#10) and compare their estimation to the actual masses. How close were the estimations to the actual masses? Did they place the bottles in the correct order?
You can also use these bottles as part of your density unit, see my blog entry for more information.
This was the first time I tried this activity, and I was really happy with how well it worked in the classroom. Students were engaged and worked as a team to complete each challenge. Due to time, most groups did not complete all 6 of the tasks, but that wasn’t my goal. Collaboration, Communication, and Perseverance were my objectives.
Day 6 – Nature of Science (Tangrams Activity) (link) & Intro to “I am a scientist” (blog link)
This was the first time I used this activity and it lead to a nice discussion about learning new things, being challenged, and persevering and how somethings seem really hard at first, but then once you master it, it becomes easier.
This was an updated version of an activity that I have done each year, and it was much more engaging for the students, they enjoyed the challenge of finding the broken rules. This also reinforced their reading comprehension, being able to use clues from the text, evaluating text, summarizing the safety rules into 2-3 words only, to name a few.
Demo & Discussion – For this part of the lesson, students will not handle the bottles, they will answer discussion questions based on their observations only.
Share observations about the bottles.
What do the bottles have in common?
What is different about the bottles?
What do you think the original contents of the bottle were?
What phases of matter are shown?
Are any of these bottles empty? Explain.
Do all of these bottles have air in them?
Which bottle has more air in it: Cotton Balls or Water? Explain.
Which bottle is filled the most? Least?
Which bottle has has the most ‘stuff’ in it? Least?
Which bottle is the heaviest? Lightest?
How would you order these bottles from lightest to heaviest?
Estimate the mass of each bottle in grams.
Which bottle is the densest?
How would you arrange these bottles from least to most dense?
Which of these bottles can have more of the same ‘stuff’ added to the inside of the bottle? Explain.
Which bottle(s) would float in a tank of water? (I do this at the very end of the lesson with everyone at the sink)
Hands On Exploration
Each group will have one set of bottles or take turns using the demo bottles and sharing their findings.
Using a triple beam balance, the volume of the bottles, and a tank of water, answer as many of the questions above as you can. (for our calculations, we use the volume of the bottle’s original content (500 mL of sport drink) to give us an approximate density, not the actual density – for comparison purposes only)
How did your findings compare to your observations and predictions?
Dunk tank – time to find out which one will float!
Give each group of students a new set of bottles (ones that they have brought in from home) and have them make observations, predictions, and density calculations.
Additional Bottle Ideas:
laundry detergent – liquid or powder
different shapes of pasta
pop corn kernels or popped
Have each student bring in a bottle from home filled with the contents of their choice so that you have enough bottle to compare. Match similar bottle shapes/sizes together for each group or match similar contents in different sized bottles for comparison.
You can also use these bottles as part of a Triple Beam Balance Activity (blog entry).