## Acids & Bases Venn Diagram Activity

Updated 4/13/2020

1. I made a slight modification of this activity by making it an interactive Google Slide.
2. In Google Classroom, assign the activity and make a copy for each student.
3. Students are able to drag the text boxes (using the arrow keys worked best) into the Venn Diagram.
4. Grade for completion or accuracy.

Materials:

• New Version
• Acids & Bases Google Slides (Public)
• Handout – print pages 3 & 4 or page 5 Acids & Bases Venn Diagram pdf
• Glue & scissors if using as cut ‘n paste activity
• Optional – red & blue colored pens or pencils
• Older Versions
• Acids & Bases Venn Diagram worksheet (pdf)

This is a fun activity to get students thinking about the properties of acids and bases based on their prior knowledge. Then using what they know, can they figure out the rest of the properties?

I like to do this activity as a friendly competition and see how many each pair of students can answer correctly. Before the students place items into the Venn diagram, I ask them to look at the properties and write a red “A” next to the property if they think it belongs to an acid, a blue “B” if they think it belongs to bases, and “AB” if it belongs to both categories.

Once they have completed categorizing the properties on their own, have each student share their answers with their seat partner. What was the same? What was different? Have them discuss their reasoning for each answer and try to come to a consensus. (You can add an additional step by asking partners to compare answers with another set of partners.) When they are ready, reveal each answer, one at a time, and discuss. Students will write (or glue in) each property into the Venn diagram.

Please click on the tags below to find additional lessons on Acids, Bases, and pH.

## What is a Mineral? Sorting Activity

Udated 4/16/20 – Distance Learning Version

Students will watch a video on the 5 properties of minerals and sort using Google Slides

• Using Google Classroom – assign the Google Slides and make a copy for each student.
• Students will turn in their assignment for grading.
• For incorrect answers, I colored the boxes in orange so students can see which ones do not belong.

Resources:

I use this activity as an introduction to my minerals and mining unit. Students learn the 5 properties of minerals (SNIFC) and apply them to a variety of items to categorize each item as either a mineral or non-mineral.

I also have the slides in a pdf format if you would like to have the students sort the items first, then discuss each item and why they think it is or isn’t a mineral. Then, they can view the answers afterwards.

## Planet Sorting Activity – Comparing, Contrasting, and Categorizing the Planets

I used this activity last week with my 6th graders and I was happy with how the activity went. Students were engaged, challenged, and made great observations about the planets. They came up with a variety of ways to organize the planets into categories based on data from the fact cards.

It was challenging to come up with categories that neither student had used yet once they met with their 3rd partner. This lead to longer discussions and deeper thinking between each pair, which lead to categorizing the planets in categories that were less obvious at first.

Students worked at their own pace and let me know when they needed a new partner. This staggered the pairings and allowed both the students who needed more time and the students who worked quickly to work at a pace that was comfortable for them. Students also enjoyed trading partners and changing seats.

Materials

• Teacher or student created Planet Fact or Planet Trading Cards (public link) or (blog entry)
• Planet Sorting Activity Handout (pdf)

Part 1

1. On your desk, you will have a set of planet fact cards.
2. You and your partner will sort the planets according to each category.
3. Write down one fact for each planet within the category.

Part 2

1. For the next 5 categories, you and your partners will create new ways to sort the planets.
2. Create the first new category with your partner and have it approved before starting.
3. Write the title of your category on the line.
4. Label the headings for each column, how will you sort the planets?
5. Give one fact for each planet used.
6. You must use at least 5 planets to complete the category.
7. When you and your partner are done, have your work checked and then you will be paired up with a new partner.
9. You will create 5 different categories with 5 different partners.
10. When you are done, you can work on the challenges in small groups.

Possible Categories that students will use:

1. Period of revolution shorter or longer than Earth?
2. Period of rotation shorter or longer than Earth?
3. Number of rings – more or less than ______?
4. Atmosphere has Hydrogen or doesn’t have Hydrogen?
1. Helium, Carbon Dioxide, and other gases can be used, too
5. Planet was discovered before or after ____________
6. Planet known since Ancient Times or discovered after _________
7. Temperature is either below or above ________ ºC
8. Planet has one average temperature (- or +) or a range of temperatures (- to +)
9. Average temperature of planet is colder or hotter than Earth
10. One day is shorter or longer than a year
11. Planet is tilted sideways or planet is not tilted sideways
12. Planet has life or doesn’t have life
13. Planet has liquid water or doesn’t have liquid water
14. Planets you can see or can’t see easily without a telescope
15. Planets that have or don’t have phases we can see from Earth