Interactive Notebook

Mystery Powders Lab

Mystery Powders lab

Students completed one of my favorite labs and one that is definitely a crowd pleaser. They are tasked with helping the police solve a crime and find who stole the missing wedding cake. Using water, acetic acid, and iodine as reagents, students compare their results to the data analyzed by the crime lab and determine who dunnit.

Students who are absent can watch this video and complete the lab report as if they were in class.

Matter Stations Project

Matter Stations Project

Students were able to take ownership of their own learning as they worked independently, with phone buddies, or in groups to brainstorm and complete a variety of stations. After two days in class (block schedule) students who did not complete their work were expected to do it at home over the weekend. The assignments required a lot from each student so it was counted as a test grade. The use of a rubric made grading each project easy.

 

Station 1-Word Splash

Students were provided a list of words and had to determine whether they described physical or chemical properties.

Slide04

Using iPads, students watched the following video and completed the guided notes.

Station 3 Determining Properties

Students had to figure out ways to determine whether an unknown substance had the physical properties listed in the foldable.

Station 4 What is Matter

Using iPads, students watched the following video and completed the guided notes.

Station 5 Properties and Changes Foldable

Students had to create foldable using the information they’d collected in prior stations. Each term had to be defined and pictures included to show an understanding of the difference between physical and chemical properties and changes.

Station 6 Brainpop

Using iPads, students watched the BrainPop video before completing the think sheet.

Station 7 Read It Match It Students had two tasks at this station. First, for the READ IT portion, they had to read five separate cards with information about physical properties. After reading, students had to choose one or two tidbits of important information and document it on their paper. In the MATCH IT section, students had to spread out 24 cards in front of them. They were responsible for matching the term to the definition and then documenting the information in their Station 7 booklet.

Station 8 ECM

Students had to create a graphic organizer, separating elements, compounds, and mixture cards that they’d cut out. Students could use their textbooks as well as any notes obtained at prior stations.