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
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 used this lesson after we had already learned how to balance chemical equations using the hands on lesson I created and described below (also found on my Chemistry page):
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:
We worked through the problems together and I called on students to first identify the chemical reaction and then balance the equation. After a few slides, they began to recognize the types of reactions quickly and had a good understanding of how to identify and balance the equations.
Cabbage Juice in an Erlenmeyer Flask with a pipette
micro-wells or small clear bathroom cups
litmus paper – blue and red
beakers and pipettes for each solution
Substances to test – diluted in water
You can have all of these set up at one station and students can pick one up and take one to their desk for testing, then return it to the station and choose another substance- you don’t have to have a complete set for each group.
Erlenmeyer flasks filled with red, yellow, and blue solutions of food coloring and water
5 drops of food coloring per 200 mL (25 per 1L)
3 x 25 mL Graduated Cylinders
3 x 10 mL Graduated Cylinders
beaker filled with clean water
large beaker for used water
this activity took 2x 50 minute class periods
This lab is an updated version of the classic Rainbow Lab (link) that has been around since the 80’s (Measuring Liquid Volume with a Graduated Cylinder 1988). I used this for many years with my 5th graders, and previously with my 6th graders in the early 2000’s. Now that I am teaching 6th grade again, I wanted to make it more open ended and challenging. The purpose of the original version of the lab was twofold: First – could they follow directions carefully to make a rainbow? Second – how precisely can they measure liquid volume?
For the new version of this lab, I created new objectives and assessed the students based on their problem solving, collaboration, and measuring skills.
Students will be able to precisely measure liquids with a graduated cylinder
Students will be able to create their own lab procedures using the given parameters to guide them
Students will create new mixtures and solutions
Students will be able to record accurate data
Students will collaborate and problem solve to achieve a common goal
Students will test, evaluate, and select the best proportions to create the colors orange, green, and purple
each group made 3-4 different combinations for each color and had to, as a group, determine which combinations of primary colors created the best secondary colors
Students will follow proper lab procedures to avoid color contamination
Students will record and analyze data from the whole grade and compare their findings to the averages from each group, what patterns or trends did they notice in the data?
Students will create their own ‘designer’ color and share it with the class
this was fun way to wrap up the activity, we had a ‘fashion’ show with each group coming up to the front of the room to showcase their newly created and named colors
if time allowed, at the end we made a rainbow with each student holding their test tube and standing next to a person who had a color similar to their own, from Red to Purple
This sugar density activity is one I have never tried before, I actually ‘borrowed’ the idea from my son’s HS Chemistry Teacher. He came home and told me they made different colored layers using only sugar, food coloring, and water. I immediately jumped on the computer and thought about how to use this in my 6th grade classes, we are in the middle of our density unit and it would be a perfect opportunity to try it out.
One of my goals for this year is re-examine my lessons and see which activities I can make more open-ended when appropriate. For this activity, most of the resources I found told the students exactly how much sugar to put in each layer and what order to place the colors into the test tube or some other type of container. I didn’t want my students to follow step by step procedures, but wanted it to be more of an exploration type of activity. I had no idea how this would turn out but gave it shot anyway.
I gave them the problem, the parameters, the tools to complete the activity, and sent them on their way. It was great to see them figure out how to solve the problem, talk out strategies, and to see them go through the trial and error process. Each group came up with a different way to solve the problem and some groups struggled more than others. I met with each group to facilitate, ask questions, and had them explain to me what they were doing and why. Overall, it was a successful lesson, they enjoyed the activity, and it really solidified their understanding of density.
I am also incorporating more open ended writing in science and I enjoyed reading their reflections about the activity.
For this activity, I used the set of density blocks from Flinn Scientific. Each group of students had 6 blocks made of the same material. Their challenge was to identify the material using their measurement skills to calculate the mass, volume, and density of each block. This activity also reinforced the concept that the density of an object is constant.