Jigsaws − 1 September, 2007
This article is the third in a series which starts here.
One of my favorite activities in class is called a Jigsaw. My sixth grade science students work in groups quite frequently (if they're mature enough to handle the responsibility). In a Jigsaw, each group (3 to 4 members) is given a subject to teach to the rest of the class. Generally these fit together into the unit, and provide the background information they need for the labs or projects we're about to do.
Once they have a topic, I typically ask for two things: a poster, and a written presentation. All I ask is that these must match --- the poster should be mostly pictures, charts, graphs, and other visual aids; the written report should be the words they would use to explain the poster.
Now, this year's sixth grade class is smart. They have consistently impressed me with their work ethic and science abilities. I tell them that, as a teacher, this is what we dream of. I've had my hands full trying to challenge them --- and that's the best problem you can have.
So, I've been asking more of them. Not more grunt work --- higher level questions.
For example:
Below you see an example poster from the Chemistry unit. The subject at hand was Physical and Chemical Changes. Well, each group was assigned a topic, for instance physical properties. They could not just define the term. They had to compare their subject to its opposite (eg chemical properties), then come up with examples to illustrate their point.
So here's a group (Kisha, Melanie, and Whitney -- look in the lower right corner) assigned "Chemical Changes." I do NOT tell them how to do their projects. I only set the rules and tell them my expectations. Kids are very creative. In science, one of the worst things you can do is micromanage them. Plus, it's fun being surprised by them.
You'll definitely find a surprise in this picture.
Let's have a look.
Now, in case 6th grade science was a good while ago for you, let me review: in a physical change, the substance remains the same. In a chemical change, a new substance is created. My usual question to prove one or the other is "Is it the same thing as you had before?" For example, cutting paper just makes smaller bits of paper; the same thing. Burning the paper, though, produces ash and smoke. Therefore, cutting is a physical change, and burning is a chemical change.
Now the poster. We're starting at the top.
The copper wire example refers to a lab we did --- splitting water into hydrogen and oxygen with electricity.
The second thread follows the changes that a cake goes through . . . from beginning to end (literally). Mixing the cake: physical change. Baking: chemical. Cutting the cake: physical.
Eating the cake: physical (your teeth just mash it up into smaller bits).
And then . . .
Well, the digestive process is clearly illustrated here as a chemical change. I mean--
it's obviously not the same substance as before . . . .
Continued.
One of my favorite activities in class is called a Jigsaw. My sixth grade science students work in groups quite frequently (if they're mature enough to handle the responsibility). In a Jigsaw, each group (3 to 4 members) is given a subject to teach to the rest of the class. Generally these fit together into the unit, and provide the background information they need for the labs or projects we're about to do.
Once they have a topic, I typically ask for two things: a poster, and a written presentation. All I ask is that these must match --- the poster should be mostly pictures, charts, graphs, and other visual aids; the written report should be the words they would use to explain the poster.
Now, this year's sixth grade class is smart. They have consistently impressed me with their work ethic and science abilities. I tell them that, as a teacher, this is what we dream of. I've had my hands full trying to challenge them --- and that's the best problem you can have.
So, I've been asking more of them. Not more grunt work --- higher level questions.
For example:
Below you see an example poster from the Chemistry unit. The subject at hand was Physical and Chemical Changes. Well, each group was assigned a topic, for instance physical properties. They could not just define the term. They had to compare their subject to its opposite (eg chemical properties), then come up with examples to illustrate their point.
So here's a group (Kisha, Melanie, and Whitney -- look in the lower right corner) assigned "Chemical Changes." I do NOT tell them how to do their projects. I only set the rules and tell them my expectations. Kids are very creative. In science, one of the worst things you can do is micromanage them. Plus, it's fun being surprised by them.
You'll definitely find a surprise in this picture.
Let's have a look.
Now, in case 6th grade science was a good while ago for you, let me review: in a physical change, the substance remains the same. In a chemical change, a new substance is created. My usual question to prove one or the other is "Is it the same thing as you had before?" For example, cutting paper just makes smaller bits of paper; the same thing. Burning the paper, though, produces ash and smoke. Therefore, cutting is a physical change, and burning is a chemical change.
Now the poster. We're starting at the top.
The copper wire example refers to a lab we did --- splitting water into hydrogen and oxygen with electricity.
The second thread follows the changes that a cake goes through . . . from beginning to end (literally). Mixing the cake: physical change. Baking: chemical. Cutting the cake: physical.
Eating the cake: physical (your teeth just mash it up into smaller bits).
And then . . .
Well, the digestive process is clearly illustrated here as a chemical change. I mean--
it's obviously not the same substance as before . . . .
Continued.
physchem
