Measuring liquids and solids, physical and chemical changes, and how to write a correct hypothesis has never been more fun! Your students will be spreading the word around campus about how cool your science class is! Not only do you cover important academic concepts, but your students get to create a "tree" that grows crystals overnight! Uses only common, inexpensive materials (most of which are probably already in your lab)!
This lesson allows you to review the water cycle (evaporation), capillary action, crystallization, all while reminding students what a correct hypothesis is and how to develop an experiment to test that hypothesis in a totally engaging way. This is also a perfect lab to emphasize following instructions and correctly measuring in a lab setting.
I use this lab with my middle school students to review several key concepts: measuring solids and liquids in the lab using a scale and a graduated cylinder, a quick review of physical changes and the water cycle (evaporation), and the proper way to develop a hypothesis and how to test that hypothesis with an experiment.
Even though I use this with my middle grade students high school students could benefit from topics covered such as colloids, capillary action, and crystallization. The lab is fun for students, and covers many important academic topics (lab safety, hypothesis, measurement, etc.). Addresses many common core and Next Generation Science Standards (NGSS). Works well with interactive notebooks!
Only a few simple materials required. Bundle includes: a detailed description (with photos) of how to perform the lab for teachers, a step by step student guide of how to complete the lab for students, two versions of the student lab sheet (one sized for interactive notebooks and marked for cutting, and a regular 8.5 x 11 version), student wrap-up worksheet (covers writing hypotheses correctly and developing experiments that test hypotheses), student example of interactive notebook entry, links to many web based videos as enrichment, additional resources, and a full explanation of how the lab works so you don’t get caught off guard by student questions! All fonts used to create the lesson are included and are 100% free so you can use them to create your own products, even lessons you plan to sell on TPT!
Lesson was created for elementary and middle school students and reinforces many English language arts common core standards (such as: “Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context”). RST 6-8.3, RST 6-8.4
Approximately two to three class periods in length (as a point of reference, I teach a 50-minute class). Note: I generally complete this lab in three days and I incorporate the wrap up worksheet as class work. Created by Mister Science
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Next Generation Science Standards (NGSS) addressed in this lesson:
Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
This standard is covered when students develop their own hypothesis and then answer that hypothesis by conducting the experiment.
For my fellow Texans:
This lab covers the following TEKS:
(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
(A) use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment.
This TEK is met when use their interactive notebooks or science journals to record observations and potential hypotheses. It is further met when students use graduated cylinders to measure the correct amount of liquids needed for the lab and a triple beam balance to measure the correct amount of solids for the lab.
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;
(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
This TEK is met when students create a hypothesis of what may happen in the experiment based on their observations and previous knowledge. This TEK is further reinforced when students complete a conclusion activity that has them practice creating a correctly stated hypothesis from a question and then developing an experiment based on a hypothesis.
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