Students were able to take ownership of their own learning as they worked independently, with phone buddies, or in groups to brainstorm and complete a variety of stations. After two days in class (block schedule) students who did not complete their work were expected to do it at home over the weekend. The assignments required a lot from each student so it was counted as a test grade. The use of a rubric made grading each project easy.
Students were provided a list of words and had to determine whether they described physical or chemical properties.
Using iPads, students watched the following video and completed the guided notes.
[youtube]https://www.youtube.com/watch?v=Q2SZcr4Xx0E[/youtube]
Students had to figure out ways to determine whether an unknown substance had the physical properties listed in the foldable.
Using iPads, students watched the following video and completed the guided notes.
[youtube]https://www.youtube.com/watch?v=gh4lJudq4pg[/youtube]
Students had to create foldable using the information they’d collected in prior stations. Each term had to be defined and pictures included to show an understanding of the difference between physical and chemical properties and changes.
Using iPads, students watched the BrainPop video before completing the think sheet.
Students had two tasks at this station. First, for the READ IT portion, they had to read five separate cards with information about physical properties. After reading, students had to choose one or two tidbits of important information and document it on their paper. In the MATCH IT section, students had to spread out 24 cards in front of them. They were responsible for matching the term to the definition and then documenting the information in their Station 7 booklet.
Students had to create a graphic organizer, separating elements, compounds, and mixture cards that they’d cut out. Students could use their textbooks as well as any notes obtained at prior stations.
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