![]() ![]() ![]() Use this opportunity to clear up misunderstandings. Discussion: Many of these clues spark some clarifying discussions with students.Silently using a hand-held sharpener with intense and deliberate concentration. : Put some paper clips on the table where theĬontestants are sitting and pick them up using a magnet. : With all the dramatics and flare that a teacher can : Pour a small amount of vinegar to some baking : Drop tablet into clear cup with water and say : Light a match, or light a butane/handheld Salt dissolve in water: Say nothing as you pour some salt in a.Ice Cube Melts: Just hold an ice cube in your hand as it.Preparation for the Demo Clues: Put demo materials behind a cardboard barrier so students can’t see what is being prepared, then reveal the clue to students in a fun-surprising manner.I like to remain silent during demos to allow students to process what is going on.Prizes can be awarded to winning teams, but I like to have students put their names on their color-number slips of paper and do drawings at the end for prizes.The color represents the team, the number represents the contestant number and who they are competing against.This is MY favorite method that ensures everyone participates. Two different colored slips of paper that are numbered 1 through 15 (if you have 30 students) randomly distributed to students.Sometimes it is hard to get everyone to participate and the same students want to keep coming up to play.But here are some options: Options for Choosing Teams: Deciding teams can be a challenge.Points are awarded for correct answers.The teacher can award a point for the correct answer and an additional point when students can support their answer choice.(Additional point is an optional modification to game).When the clue is read by the teacher, the student who smacks the “X” first gets to answer the question for their team.If they answer incorrectly, then the other person gets to try.The flyswatters are a fun way to simulate buzzers and keeps things light-hearted. Students sit (or stand depending on height of table) face to face across from each other with flyswatters perpendicular to the table.Put an “X” or sticker on the table beforehand.This is a great review after concepts have been introduced and can be used in a variety of ways. Print one set of the clue cards on cardstock or paste on cardstock.After all teams have their cards sorted, go through cards as a class to see if students properly placed them. Give teams 5-10 minutes to sort them into two piles: Physical Properties and Chemical Properties.The teacher can prepare the sorting cards by cutting them apart and putting them in envelopes to be distributed to teams or can have the teams cut them apart. For example, I have nine tables of 3-4 students, so I print off nine sets of cards. Print one set of sorting cards for each table group of students in your class.Part 2, is a Game Show review style team challenge of the concepts learned. Part 1, “Sorting Cards” can be used as an introduction to a lesson on physical and chemical changes. There are two different parts to this activity.An operational fire extinguisher should be in the classroom.When lighting the match and wooden splint, be cautious with the flame.Hot plates should be turned off and unplugged as soon as they are no longer needed. Exercise caution when using a heat source.Do not reach over it, tie back hair, and secure loose clothing. ![]() Keep flames away from flammable substances. Always use caution around open flames.When students complete the lab, instruct them how to clean up their materials and dispose of any chemicals.Students should wash their hands thoroughly before leaving the lab.Always wear safety goggles when handling chemicals in the lab.Student Sorting Cards (1 set per group).This activity supports students’ understanding of Determine and support if examples are physical or chemical changes.Determine and support if examples are physical or chemical properties.MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.īy the end of this activity, students should be able to.5-PS1-3: Make observations and measurements to identify materials based on their properties.This activity will help prepare your students to meet the performance expectations in the following standards: Then they will compete in teams to identify whether given situations represent a physical change or a chemical change, or a physical or a chemical property.Įlementary School, Middle School, or High School In this activity, students will first complete a card sort to best categorize examples of change as physical or chemical change. ![]()
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