Well, as much as I hate to admit it…my mind has started
wandering towards the return of the school year. School supply lists and sales
are popping up everywhere, so it is natural to start back-of-the mind brain
cycling (too bad this doesn’t burn as many calories as we spend doing it, eh?)
of ideas.
Last Spring, I saw a posting on Pinterest for EyedropperVolcanoes; a lesson designed for preschoolers to create a pan full of volcanoes. I teach 6 classes of 20+ 5th Graders,
and baking soda volcanoes are fun but not in our TEKS. I liked the idea of
using eyedroppers and creating reactions, however I wanted to focus on some
other areas of investigation. So this is
how I extended the lesson to accommodate more kids, at 5th grade
level, keep it hands on for all of the students, and build our investigative
senses.
My first criterion was everything had to be set up so that I
could build up a scientific scenario. I like it easy-breezy; the students like
it when the labs weave into a story line. I did not want them to see the “ingredients”
as it takes some of the magic out of the story! As I have usually about 130
students in a day, it had to be ready to go, all students participate, and
relaxing!
For set up, I used paper plates, and made enough for one set
up at each table of 4 students. Each plate had a small amount of baking soda pocketed
into layers of flour.
I also provided two beakers with two eyedroppers in each beaker. One was just water, and the other was just vinegar.
I used neon food color to make the colors bold and scientific looking; I use
this to differentiate the fluids during the lab. We do discuss water-based
solutions versus acidic based solutions during the lab. The kids get to experience
the differences, hands-on.
Each class starts with a fresh plate of flour, and replenished
beakers as needed.
The scenario I shared with my students went something like
this: we are scientists who were hired to examine some unknown soil samples,
possibly from the moon or Mars. It is our purpose to examine the properties of
the soil, and determine some information for classification. We are comparing
and contrasting the samples to what we know about soil on Earth. (All through
this scenario and lab, the students are contributing to the conversation
practicing and applying investigative vocabulary…I have found that performing
as the absent-minded professor versus the all-questioning teacher draws out
more from the students!).
I have one student at each table use the water “solution” (I
indicate by color…they don’t know its water), and place four or so random drops
on their “soil” sample. Everyone gets a turn with eyedroppers, so I only have
one student at a time place their drops, while everyone makes OBSERVATIONS of
reactions in of solution and soil. Naturally, nothing really occurs, but have
each table report their observations to the class. Sometimes the water rolls and puddles, maybe
creates a groove/rut in the “soil”, sometimes the “solution” forms a crater,
etc. The conversations are valid, so let those kids share!
Have the next student do the same with the vinegar “solution.”
This of course gets a lot of
oohs-and-aahs. Have the same observation share time. This reminds students in an
easy lesson to watch their own lab, and not look at others…they miss it on both
tables! And you never have to say a word!
Because we want to verify our results and the reactions were
intriguing, we repeat the water-based solution again. Share results. And
then repeat with the acid-based solution. Share results. I would walk around and
monitor results, chat with the tables, use a pipette to give a big stream of
vinegar into the pile for the grand finale for the big Wows!
We did this lab on a shortened class schedule day, so
classes ran about 25 minutes, which was plenty of time for all of this (and
even some independent experimenting), and then clean up and set up for next
class period. The kids love to help, and we only had one spillage of some flour
mixture.
I will do this lab again, (earlier this year with a regular
class schedule of 45 minutes), to allow the students to finish lab with a
written summary and conclusion. I have
students write the science-y words we used on the white-board, as this is a
great reward system for using vocabulary. The students like this; even my most
quiet kids will contribute to discussions to get the chance to write on the
board. We all help with spelling,
because Science has so many funny words. They can use the word bank they create
as reference for their write-ups.
I love labs like this, because the students are so focused
and trying so hard. They will ask if we can do it again the next day, IF I have
any “moon soil” left, and will bring it up as examples at review!
Let me know if you try the Moon Soil Lab. I would love to hear feedback!
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