Exploring Our Fluid Earth

is there an electronic version of the phases of inquiry activity that we have to do for this module. I only see the teacher's edition but I would like the draft version so I can use some of it as a hand out.

Most students got good results with their systems and observed the formation of gases. I took them through a very short note taking about the terms "hydrolysis" and "electrolysis" and the chemical formula for the reaction. The flow of electrons, cathode, anode were briefly mentioned. It was a little beyond them. There is just so much new vocabulary in science students can easily get overwhelmed. I think there may be a "typo" in the teacher answers to the activity questions. I'm pretty sure there should be more H2 than O2.

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Attached are the TSI lesson plan as well as both lab write-ups. I broke it into two parts because of time constraints and to provide scaffolding for my students

My students really liked this activity. It was slightly out of place when I taught it because we are not starting our Chemistry unit until after our unit on Waves, but I felt that the students took their new knowledge of cohesion and adhesion and applied it to what they learned about waves, including why water is able to form plunging breakers and how it moves in a general mass.

Attached are the documents I used for the activity with my students. They glued the half pages on the left sides of their notebook and took notes and observations on the right sides.

Properties of Water activity with 9th grade Marine Science students.

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I did the electrolysis lab with 5,6,7, and 8th graders. They were all able to follow the directions and have a successful circuit. Here are some of the modifications that I made: I measured the pipette stems before the lab, so all that they had to do was cut them evenly. I made sure the graphite was the proper length and allowed them to place the pin holes in a marked dot on the bulb of the pipette. We mixed up the colors of alligator clips so that it was easier to read and draw their "t" and "-" connections.

Here is my last lesson plan.

This was soooooo hard. Some of my challenges are that I am just not that techy (I hate to admit it) and I was working on one school computer that would not cooperate so changed to another school computer that has "newer" programs that I kind of had to figure out. I spent a lot of time looking for my documents that I took pictures of with my cell phone because my home printer/scanner stopped working about three weeks ago and I haven't had time to trouble shoot. So I did get my pictures to stand upright but some are so BIG and some are so small. I sent in the elements section by section.

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I modified the lesson by making a worksheet for the students to fill out. I put the directions on the table with the supplies for each group and gave each student a worksheet. It is only two pages so they were more likely to do the whole thing.

For some reason the students like filling out a table with questions than the question with a big blank space after it that makes it look like lots of reading and writing. Hope it can help someone.

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This lesson was super fun. The best yet. I was a little nervous in that I waited til the deadline to do it and that we were a little pressed for time. But my li'l sixth graders rocked it! I modified it a little (simplified a couple of steps and didn't do Part E with the capillary tubes). But they really enjoyed sticking the rulers together and floating the paper clips. I have just glanced through the write ups, but from conversations during the experiment, they really seemed to be grasping the concepts of both adhesion and cohesion. Yayyy us!

My students truly enjoyed getting their feet "wet" and doing this activities. Normally I would have my students write their predictions as their hypothesis statement, but I liked how the hypothesis was actually after the students conducted the experiment. I think this helped my students see that the scientific process is not linear as they have been taught.

Here is my Properties of Water Lesson Plan.

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