Acids & Bases Venn Diagram, Notes
Group SmartBoard Activity (25 minutes): For this activity, I broke it up into 5 parts.
Part 1: General Discussion about acids and bases, pH, and indicators. Most 5th graders didn’t really have a lot of prior knowledge on this topic.
Part 2: Explained how they were going to watch a BrainPOP movie on acids and bases, and to listen for facts presented in the movie. Using the list of facts on their handout, they were to write an “A” next to the facts that related to acids, and a “B” next to facts that related to Bases.
Part 3: Gave the students about 3-4 minutes to compare their fact lists with their lab partners. They may not have all the facts categorized, and that was ok.
Part 4: I explained how one person from each group was going to come up to the board and drag one fact into the Venn Diagram. If they were correct, everyone wrote that fact into the Venn diagram on their handout. Students had to choose who would go up for each turn, and what fact they would place. It was a good opportunity for collaboration and coming to a consensus. If the answer was incorrect, they had to drag the fact back to the bottom of the board.
Part 5: Go over all the answers, make sure that their notes reflected the notes that were on the board.
The activity worked really well, the students were on task and it was a nice way to introduce new information in an interactive way.
I uploaded the notebook file to SMART Exchange, not sure if its fully functioning yet, here is the link.
Notebook/Links:
Balancing Equations
Last week I showed the kids how to balance chemical equations. We used a lesson that I started using about 13 years ago when I taught 6th grade. Last year I thought I’d have the 5th graders try it, and was really impressed with how quickly they got the hang of it. This years class was balancing equations like pros, too!
By this point in our lessons, the kids are very familiar with recognizing element symbols, counting atoms, and reading chemical formulas. I showed them how chemical equation have two sides: products and reactants. I also introduced the “yields” symbol and how to read an equation. Having the laminated cards, as well as the color coding, allowed the students to process the information visually, tactilely , mathematically, and verbally.
They worked in pairs to set up and solve the equations. I introduced the first equation to the class and how to count the atoms on either side of the yield sign. Then I explained that it was like solving a puzzle, or balancing a see-saw. You want the same amount of “stuff” on either side. And the only way to solve it, was pretty much by trial and error and don’t be afraid to make a mistake. I also explained that only the coefficients could be added to the front of a molecule, and they couldn’t change the subscripts.
At first, they were a little intimidated and looked at me like “OMG, this is impossible!” I told them they could do it, just relax, try it, and then ask me for help if you get stuck. With a little encouragement, they got started and once they solved the first one on their own, they were on a roll! They worked at their own pace and solved the equations in any order they wanted. I didn’t expect them to finish all the problems, but most kids solved 70% of the problems, those that worked faster did more, and those that needed more time, did less. I floated around the room and monitored, checked work, and helped as needed.
The students called me over when they had a balanced equation so I could check their work before they moved on to the next problem. The kids were on task, talking about the equations, setting up equations, placing the coefficients into the equations and quickly swapping them out as needed, and they were excited. It was almost like a game for them. For some of the kids, they could just look at the equation and figure it out in seconds!
Notebook/Links:
- pg. 108 – Balancing Equations Activity
- pg. 109 – Practice- Balancing Equations pg 1
- http://www.middleschoolscience.com/balance.html
- online tutorial
Updated Notebook Pages
Here are some updated pictures of the notebook that we use:
Notebook resources:
- pg. 84 – Color the Periodic Table Notes, PPT, and Periodic Table (kept in folder)
- pg. 85 – Read About it: BrainPOP- Mendeleev
- pg. 86 – Shells and Valence Electrons Study Guide Notes, PPT
- pg. 87 – Practice: Periods & Groups
- pg. 88 – Atoms Vocab pg. 1
- pg. 89 – Atoms Vocab pg. 2
- pg. 90 – How to Draw Bohr Diagrams: Notes, PPT,
- pg. 91 – Practice: Bohr Diagrams
- pg. 92 – Lewis Structure Notes Booklet/Foldable Pgs 1, 4 & pgs 2, 3, PowerPoint Lesson
- pg. 93 – Practice: Lewis Structures
- pg. 94 – Ionic and Covalent Bonding Notes, Smart Board File
- pg. 95 – Practice – Ionic or Covalent Bond?
Cut-n-Paste Vocab Template for MS Publisher
I’ve had a few requests for a cut-n-paste template to use for vocabulary, so I made a generic one that can be modified using Microsoft publisher. I do not have a template for word, I find its so much easier to use publisher for this application.
There are three pages. You can fit up to 12 vocab words and definitions in one document. To change the word, click on “Vocab” and enter the word you would like to use in each box. Click on “definition” to type your definition. Replace the picture with a picture of your choice or you can leave it blank, the kids can draw their own picture in that space.
After you have created your vocab set, you can save it as a pub or pdf file. I usually save it as a pdf, its looks more finished and can be opened by anyone if they don’t have Publisher to open the original file.
Let me know if you use it, would love to post a copy of it on this blog! Thanks!
http://www.middleschoolscience.com/vocab-cut-n-paste-template-isn.pub - when prompted to, save it to your computer.
Molecular Models – Stations Activity
In the past few weeks, we learned about the periodic table, atoms, Bohr diagrams, Lewis structures, and bonding. The kids are really comfortable with using the periodic table and we’ve been having fun with it. Below is a list of teacher lead activities that we completed. We also enjoyed the Periodic Videos from our friends in England!
Today we set up and started our stations lab for building molecular models. I don’t have enough models for everyone to have their own set, so I broke it down and set up stations for the kids to build them. I also added some “make your own” for those pairs of students who are waiting for one of the other stations.
The kids will rotate through the stations making 3-4 molecules per station. For the Lewis Structures, I have the students try it, if not, they just draw the Lewis Structure for the individual atoms. For a 5th grader, drawing a Lewis structure for more than 2 atoms bonded together is a tough concept.
Below are some pics of how I set up the stations. I am using large 4×6 colored index cards for the stations. Glucose is a challenge station, each year I have one or two groups figure it out with only one or two clues from me. I don’t tell them its a ring structure, my clue is that it’s not a straight chain.
Notebook resources:
- pg. 84 – Color the Periodic Table Notes, PPT, and Periodic Table (kept in folder)
- pg. 85 – Read About it: BrainPOP- Mendeleev
- pg. 86 – Shells and Valence Electrons Study Guide Notes, PPT
- pg. 87 – Practice: Periods & Groups
- pg. 88 – Atoms Vocab pg. 1
- pg. 89 – Atoms Vocab pg. 2
- pg. 90 – How to Draw Bohr Diagrams: Notes, PPT,
- pg. 91 – Practice: Bohr Diagrams
- pg. 92 – Lewis Structure Notes Booklet/Foldable Pgs 1, 4 & pgs 2, 3, PowerPoint Lesson
- pg. 93 – Practice: Lewis Structures
- pg. 94 – Ionic and Covalent Bonding Notes, Smart Board File
- pg. 95 – Practice – Ionic or Covalent Bond?
- pg. 96 – 101 – Making Molecular Models, Models Answer Key PPT
Atoms Family
“The Atoms Family” is an activity I have used many times and I still enjoy, and the kids get a kick out of it. There is a great power point to go along with it and I reformatted the handouts to fit into their interactive notebooks. I did find a great video clip that another teacher posted showing her class singing the song.
After we sang it, I showed the video to my classes and they thought it was so cool to see these older kids singing the same song. We then did the Atoms Family Math handout. After doing a problem together, I had volunteers come up to the SmartBoard to solve the problems while everyone else tried them on their own, checking their answers with the ones on the board. After the first few problems, they worked at their own pace, and I checked their answers individually.
To glue the handout into the notebook, I folded over the whole left edge into a 1/2 in tab and showed them how to glue the tab part into their notebook so that the handout was attached to the page and they were able to flip the handout back and forth to see both sides. Will post a picture of it soon.
Here are the handouts and ppt:
Atomic Model Timeline Foldable
Using a great power point I found online, I created this atomic model timeline foldable to go along with it. The person who made the ppt, used images from the BrainPOP movie for the atomic models and scientists, and an image of Bohr from an episode of the Simpsons . I photocopied it so that it would be 2-sided. The students then folded it in half using the ”hot dog” fold and cut along the dotted lines to make flaps that lifted.
As we discussed the power point, they took bulleted notes on the flap for each model/scientist. We also talked about how Bohr worked on the Atomic Bomb during WW2, about Einstein’s letter to Roosevelt, the race against the Germans to build the first atomic bomb, and the bombing of Japan. Next time we meet, I want to show some quick video clips from the movie “Fat Man, Little Boy” and actual footage from the Trinity testing.
One of my personal goals this year was to incorporate more history and information about these fascinating people into our studies. In the past I always felt like I didn’t have enough time, but this year I am weaving it in and it doesn’t really take up as much time as I thought it might.
After break, I will take some pics of completed timelines and the jigsaw activity we did with notes from the BrainPOP Movie.
Here is the timeline: Atomic Model Timeline Foldable
Chromatography
Just wanted to post this quickly. We completed a chromatography lab using coffee filter paper and washable markers. We were able to show how to physically separate a mixture. Each student received one piece of filter paper with a black marker spot on it. Since I only had one black marker, I prepared all the filter papers. It was easy and quick to do, I could prepare three at a time, the marker bleeds through from the top layer. I wanted to use the black as a control so that all the students could have a reference. Each student then chose two colors to place next to the black dot.
You can use water if you don’t have rubbing alcohol, it doesn’t really change the results much. Each student had a paper cup and poured in about 15 mL of water, it didn’t have to be exact. They slowly placed their filter paper into the cup, being careful not to let the paper fall into the cup. It contaminates the water and the student will have to start all over again with a new piece and clean water. I also showed them how to fold over the top of the paper over the lip of the cup to help it stay in place.
Students were to represent what their filter paper looked like in their lab sheet and make observations. Once they were done, we let the papers dry (have students write their names in pencil at the top of the filter paper) and then attached it into their notebooks. Analysis questions were written into the right page of their notebook.
Handout:
Rainbow Lab
One of my favorite activities is the Rainbow Lab. This is a great activity for practicing their measurement skills, ability to follow directions, precision, working as a group, following correct lab procedures, equipment use and identification, solutions, mixtures, physical changes, problem solving, etc… It’s chock-full of stuff.
What I also love about this lab is the importance of not fudging your data, and reporting what actually happened in the lab, not what you think should have happened, or covering up “mistakes”. If one of your lab partners spilled the yellow, you have to account for the loss of the yellow in your data, how it affected your measurements, etc. What do we do if someone breaks a test tube? What if I spilled something onto my clothes or skin? How can I avoid contamination of my colors when using only one graduated cylinder?
To set up this lab, I use a concentration of 5 drops of food coloring per 100 mL of water. Each group gets one set of test tubes, a beaker for waste water, a beaker of clean water, a pipette, 25 mL graduated cylinder, 3 flasks, and stoppers. The stoppers are important because if a group does not finish the experiment in one class and has to continue the next day, it prevents evaporation – which would alter their data.
Before I start a lab, we always meet as a group, usually around a table with one set-up. I explained the lab, and talked about what a solution is, and what the solutes and solvents were for this lab. We talked about how this was a homogeneous solution, the food coloring does not settle out over time.
I stress the importance of avoiding contamination, or the “Big C”. We don’t want colors mixing together and making muddy colors. I show them how to rinse out their graduated cylinder between measurements, and dumping the “dirty” water into the waste water beaker. I show them how to twist the graduated cylinder as they pour, this cleans the sides of any food coloring residue. I also reminded them about the meniscus when reading measurements.
When completed, the measurements for each test tube should read A-F: 10, 11, 10, 11, 10, 11 with a total of 63 mL. They also have to account for having more or less than 63 mL, where did the extra volume come from if they went over? Where did it go if they were short?
I don’t tell the kids how much they should have had until the next day, when we go over the analysis questions.
Handout:
- Rainbow Lab- updated for the interactive notebook
Candle Observation
Just wanted to post this quick, last week we completed a candle observation activity. I broke the activity up into 3 parts: making observations for 5-10 minutes before the candle is lit, 15 minutes for observing the candle as it burned, and about 5-10 minutes after the candle was blown out. For each set of observations, they had to have one picture, ask 1 or 2 questions, and list 10 or more observations. I also provided rulers so they could take measurements of how tall the candle is, how big the wick was, the width of the candle, etc. For safety reasons, I lit the candles and made sure that the girls tied their hair back with string or a hair tie if they had one. I also placed the candles into beakers since I didn’t have candle holders.
This was a simple activity, but the kids loved it, and it was a great way to review a lot of the skills we learned this year. They were also able to observe physical and chemical changes, and watch the wax melt and “freeze” – I reminded them that changing from a liquid to a solid can happen at any temperature, it depends on the substance you are talking about.
Handouts:
