Tag Archives: student led

Solution Riddles

InTASC 3, InTASC 8, , , ,
Riddle clues hidden throughout the classroom.
Riddle clues hidden throughout the classroom.

I adapted the http://espace.bsu.edu/akhouck/2015/10/08/find-me-a-solution-please/ lab from Chemistry II for the Chemistry I students to use as a lab in preparation for the end of unit lab practical exam that some students had chosen to take.  Aside from reinforcing solution chemistry calculations, this lab offered more in class practice using volumetric glassware and their associated techniques.  A problem arose when each lab group required 3 volumetric flasks and our room only had a total of 12 flasks available for use.  In order to circumvent extra large lab groups, but still keep students engaged, I composed a nine question problem set involving molarity, molality and dilution caluclations.  In order to solve the problems, students had to answer riddles and find clues hidden around our room.  At each location students solved a particular problem and then moved on to find a the next clue to solve.

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Preassessment Gallery Walk: Gas Laws

InTASC 3, , ,

We began the Gas Laws unit with a gallery walk preassessment to see how much, if any, knowledge the students had regarding the Kinetic Molecular Theory.  All eight postulates of the theory were written on the white boards around the room.  Students were grouped into pairs and given dry erase markers and asked whether or not they agreed with the written statements of:

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States of Matter Sort

InTASC 3, , , , ,

Chemistry I students last discussed the states of matter in sixth grade, but they are also used as a discussion lead in to thermodynamics in chemistry.  Because students have experience with states of matter, I wanted to find an engaging way to activate previous knowledge and begin our thermochemistry unit.  I generated a list of eight properties of each of the three common states of matter, printed them on colored sheets of paper, cut them into slips and mixed them together in a bucket.  Then I divided the class into three teams and assigned each team a state of matter to represent and asked them to pull eight random slips from the bucket.  The teams were to discuss amongst themselves whether or not each of the eight slips they pulled out matched their state of matter.  If the group found that some of the slips descriptions didn’t define their state, they were to trade with another group until they found descriptions that did, but not to have more than eight slips at once.

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Balancing Chemical Reaction Equations Using Beads

InTASC 3, InTASC 8, , , , , , , , ,

Kinesthetic activities are one of my favorite ways to engage students in their learning.  We utilized several methods in modeling the art of balancing chemical reaction equations, but one of my favorite activities was balancing reactions using beads.

Balancing equations using beads.
Balancing equations using beads.


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