Topic 3: Building Molecules and Compounds

Science

Atoms are the smallest units of matter that still retain the fundamental chemical properties of an element

A compound is a distinct group of atoms held together by chemical bonds.

The two major types of chemical bonds: covalent bonds and ionic bonds. In covalent bonds, two atoms share electrons, while in ionic bonds, electrons are fully transferred between two atoms so that ions are formed.

A covalent bond is formed when two atoms share electrons. In a covalent bond, the stability of the bond comes from the shared electrostatic attraction between the two positively charged atomic nuclei and the shared, negatively charged electrons between them.

What was the point of this activity?

The purpose of this activity was to understand the properties of elements, how they look, what components they are made up of and how they bond.

Explain how you would introduce this to your class?

I would introduce this to my class by creating a memory game to help them remember the elements atomic number and mass.

Where do you see a student having difficulty with this?

Difficulty in this activity could stem from students not remembering what the atomic mass and number represent and differentiating between the two numbers. They may also have trouble thinking about why certain elements can bond and which ones can double bond.

 

What changes or extensions could you do to this activity?

I could extend this activity by playing interactive games with them or watching videos so they can understand the basic concepts more before jumping into this activity.

Topic 2: Sink/Float

Science

Density is a measure of mass per unit of volume.

The average density of an object equals its total mass divided by its total volume.

An object made from a comparatively dense material (such as iron) will have less volume than an object of equal mass made from some less dense substance (such as water).

Items with a higher density of 1 will sink

Items with a density below 1 will float

Same size does not equal same density

What was the point of this activity?

The purpose of this activity was to show how the density of water determines whether something sinks or floats. They can see the different variations of density in everyday items.

Explain how you would introduce this to your class?

I would introduce this to my class by asking what the students already knew about density then, holding up items and having them guess whether or not they would sink or float.

Where do you see a student having difficulty with this?

Difficulty in this activity could stem from students not understanding why certain items that appeared heavier floated while others sank, like the Coke vs, Diet Coke example. This could be a little frustrating for them.

 

What changes or extensions could you do to this activity?

I could extend this activity by having students bring in household items and testing whether they sank or floated. We could even take this activity outside to gather items.

Topic 2: Mass and Density Activity

Science

Density is a measure of mass per unit of volume.

The average density of an object equals its total mass divided by its total volume.

An object made from a comparatively dense material (such as iron) will have less volume than an object of equal mass made from some less dense substance (such as water).

What was the point of this activity?

The purpose of this activity was to show different variations of mass and density and allow them to come up with measurements for it.

Explain how you would introduce this to your class?

I would introduce this to my class by allowing my students to guess which objects would have the largest mass. I would ask them which object they thought was the heaviest/lightest and ask why.

Where do you see a student having difficulty with this?

Difficulty in this activity could stem from younger students not being able to count the mass to accurately weigh the objects in grams and adding them together. Another difficulty be would the accuracy of the weight if the scale is not centered correctly.

 

What changes or extensions could you do to this activity?

I could extend this activity by using classroom objects or going outside to find things in nature to find the mass of them.

 

Topic 1: Volume Activity

Topic 1: Size and Matter Activity

Science

Understanding volume and how to calculate it

Differentiating between width, length, and height.

Using small counting blocks to calculate area

Volume is the quantity of three-dimensional space occupied by a liquid, solid, or gas

What was the point of this activity?

The purpose of this activity was for students to be able to understand volume and allow them to get a visual demonstration of it. It allows students to learn measurements and dimensions.

 Explain how you would introduce this to your class?

I would start with the water cylinder demonstration and the large cube and I would ask if they think if the water would fit in the cube or I would ask them how many small cubes could fit in the large one.

 

Where do you see a student having difficulty with this?

I could see difficulty happening with children not understanding depth and why the water is able to fit in the big cube, especially if they are too young.

What changes or extensions could you do to this activity?

I could extend this activity by using different shape so they can see how water will fill every shape and show how volume can differ from different size containers.

Topic 1 Measurement Activity

Topic #1 Measurement Activity

Science

The student will be able to understand the metric system and how to read and measure through centimeters.

The student will be able to differentiate between inches, centimeters, and meters

The student will be able to make appropriate estimations of measurements

What was the point of this activity?

The point of this activity is to help students to be precise in measurement using everyday items. It allows the students to see the measurements and use their body parts and give them visual representations of it.

How would you introduce this to your class?

As a beginning activity, I would put students in small groups and make them make educated guesses about their certain items such as, fingers, desk, shoe, and legs and then at the end of the activity, I would compare their guesses to their findings to see how close/far they were.

 

Where do you see children have difficulties with this?

I can see students have difficulties if they came from a different culture and were not used to our metric system so it could be a little difficult getting acclimated to it. Another difficulty younger students could face is getting a precise number when measuring their hand. They may need help keeping the ruler still.

What changes or extensions could you do to this activity?

I could have my children do a scavenger hunt as we went around the school and outdoors to measure things they find. We can work together to measure large things.

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