Barometers

In the sixth grade science, we just wrapped up out chapter on the atmosphere.  As part of that chapter, we focused on altitude, density of air, and air pressure.  We learned that a barometer can be used to measure the air pressure.  Students worked in small groups to build a model mercury barometer.  They used a 1 liter bottle, water, a pipet, and clay.  Students filled the bottle half way with water and put the pipet in enough to touch the water, but not the bottom of the bottle.  Then they secured the pipet while plugging the bottle with clay.  To simulate air pressure, students lightly squeezed the bottle.  As they did, the water level rose just like the mercury would in a barometer.

Viscosity Races

During our study of volcanoes, viscosity became an important word in each sixth grader's vocabulary.  In order for students to have a good grasp on how viscosity is a property used to describe liquids, we hosted Viscosity Races!  After introducing the word and discussing some examples, I gave students a list of materials that would be available to them during this lab.  Students worked with a buddy to brainstorm a procedure the class could use to compare the viscosity of various liquids.  After working in pairs, we discussed our ideas as a class and agreed on a procedure.  The next day, students worked in groups of four and were given four liquids.  They worked together to build a ramp and have the four liquids "compete" in a viscosity race.  Below are some pictures and the guided lab I used.

Illinois State Standards:

11.A.3a  Formulate hypotheses that can be tested by collecting data.

11.A.3b  Conduct scientific experiments that control all but one variable.

11.A.3d  Explain the existence of unexpected results in a data set.

11.B.3b  Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.

11.B.3e  Evaluate the test results based on established criteria, note sources of error and recommend improvements.

12.C.3b  Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).

Objectives:

Students will:

-design a controlled experiment

-create a data table to record results of experiment

-identify possible sources of error 

-compare the viscosities of various liquids

Assessment:

Students were assessed based on their data collection, analysis, and conclusion in their lab report.  Students were required to identify two possible sources of error, identify two ways to improve their experiment, explain how the different viscosities affected the results, and confirm or disprove their hypothesis.

Journey to the Center of the Earth

As the 6th graders learned about the layers of the Earth, I had them create a diary about their personal journey to the inner core.  I give them basic guidelines like how many entries and the required information.  From there, I encourage them to use their imagination.  I am always surprised at how much the students enjoy doing this project and I always love reading them.  I end up laughing out loud as I read them because they are so funny and creative.

Objectives:
Students will:

-describe how temperature and pressure change as depth of Earth increases

-sequence the layers of Earth

-describe characteristics of Earth’s layers

-compare and contrast lithosphere with asthenosphere

-compare and contrast outer core with inner core

Assessment:

Students were assessed based on the accuracy and completeness of their journals.  Creativity and neatness were also part of the grading rubric.

Here are the directions I give my students:  Diary Directions

Here are some of the final products:

Candy Plate Boundaries and Fault Foldable

This lesson was modified from a lesson on Science Spot (Candy Plate Tectonics).  I chose to use this idea to teach plate boundaries.  We used Twix bars to demonstrate divergent boundaries, AirHeads to teach convergent boundaries, and Starbursts to teach transform boundaries.  Once again, students were excited about this lesson because they were able to eat!

Here is the guided lesson:  Candy Activity

After this lesson, we soon moved on to learning about different types of stresses and faults.  It was great because students had a strong understanding of types of boundaries so they were able to make connections back to the activity as they learned about stresses and faults.  To emphasize these connections, students created the following foldable.

Fault Foldable

Illinois State Standards:

12.E.3a. Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics). 

Objectives:

Students will:

-create models of plate boundaries using candy

-explain movements of different plate boundaries

-compare plate boundaries with stresses such as tension, compression, and shearing

-explain how stress in the Earth's surface results in faults

-identify the hanging wall and footwall

-explain how the plates move in different types of faults

Assessment:

Students were assessed based on their participation in the activity.  During the activity, students answered questions demonstrating their understanding of plate boundaries.  As they completed each part of the activity, they checked in with me to verbally explain how the activity connected to plate boundaries.  Their completion of the foldable demonstrated student's ability to make connections to their prior knowledge and identify types of faults.

Edible Rocks

This lesson was inspired by a fellow Pinner (Click Here for Original Lesson).  I modified it slightly to make it work with what I had.  Regardless, the students LOVED this activity (pretty sure they will love anything with food).  In addition to being fun, it was a memorable activity for students.  Even the next week as we wrapped up our rock unit, students were making connections back to the edible rock activity.  Overall, it was a great success!

Illinois State Standards:

12.E.2a. Identify and explain natural cycles of the Earth's land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).   

Objectives:

Students will:

-create rocks out of everyday materials

-explain how sedimentary, igneous, and metamorphic rocks are made

-compare the activity to natural processes that form rocks

Assessment:

Students were assessed based on their participation in the lab.  As they worked through the lab, students  answered questions that required them to make connections to how the activity compared to the natural processes of rock formation.

Topographic Maps

The first chapter in sixth grade science discussed landforms, maps, and globes.  The most unfamiliar map for them was the topographic map.  We spend a great deal of time interpreting these maps, making our own keys, and understanding what information the map can provide.  To enforce the students' understanding, they created their own topographic maps.  I provided each group with a clay "landform", a pie pan covered in plastic wrap with a small opening to pour water, a beaker, and water.  Students placed their landform in the pie pan and poured water into the pan in intervals of 200mL.  Each time they they poured 200mL, they used a dry erase marker to trace the outline of the water around the clay landform.  As they continued to do this, they created multiple contour lines showing the  elevation of their landforms.  From there, student created a key for their map.  Here are some of the topographic maps.

Creep Meters

The 6th grade class designed and created replicas of creep meters to measure earthquakes.  This inquiry based activity required students to work together and be creative with the materials provided (wooden blocks, clay, pulleys, nails, lunch trays, tape, and ruler).

Illinois State Standards:

12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).

11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.

11.B.3d Test the prototype using available materials, instruments and technology and record the data.

11.B.3e Evaluate the test results based on established criteria, not sources of error and recommend improvements.

Objectives:

Students will:

-design a model creep meter

-explain how the model is similar to an actual creep meter

-demonstrate how a creep meter works using the model

Assessment:

Students were assessed based on their final creep meter model.  Once it was completed, they presented it to the class and explained how each part of the model corresponded with each part of a real creep meter.  Lastly, they demonstrated how their model worked.