Science, Cat's In The Bag, & Being Quirky

The Scientific Method! Again! I'm in such a science-y mood! By the time kiddos get to me in 6th grade they can repeat it and know all about it. #thestruggleisreal to make it awesome and exciting by the time they are in 6th grade. And doing something they will remember and LOVE is such a challenge. Scientific Method Fun is found with a few centers and one lab that we do. The LAB is called "Cat's in the BAG". MEOW! I use it to setup my expectations for how I want students to complete labs (the detail, organization, and descriptions I expect). I think the first year I called it Mystery Bag but it didn't have the same allure as "Cat's in the Bag!" so thus the title stuck. 6th graders like quirky. And I do too.

The purpose of this lab is to get students to write detailed notes and describe things--science isn't just science--it's writing too! To make sure your students know what is expected and how detailed they need to be it's important to set the stage for that.  ALSO we make connections to the scientific method!

(bags can also be just plain jane lunch bags too!)

First I label all of the bags #1, #2, #3, #4, #5, #6, #7, #8 (I recommend no more than 8 otherwise things can get a little out of hand). I put one object in each bag and rolllllll it shut and then I got town stapling the bags sealed. I typically pick things that my students are familiar with and are around our classroom. Even the simplest objects can throw them for a loop!
I set up stations around the room and have those numbered as well.

Beginning with the kiddos I set up expectations for what I will be looking for (it is the beginning of the school year so brushing off those summer cobwebs is a struggle but it has to be done!). Sometimes I show past students examples of great labs or I make up my own (both good and bad). This is a really important part so they understand while yes, this lab is play, we are also doing science. It really sets the tone for the rest of the labs so I make sure I get it right the first time.

When the draw a super cool picture of what they think is in the bag...I encourage them to show their work with their groups and discuss together. This gets them excited and it also makes it so I don't get chicken scratch and lame-o work (I don't ever tell them this but you know the feeling after you've prepped and kids are doing awesome things and then you get work that is like :\ why did we do allllllll of this???). So I try and help them solve my teacher pet peeve problem without telling them about my teacher pet peeve. WIN!WIN!

We go over the lab rules. Students are to guess what's in the bag they can shake, touch and gently feel the bag to see what's in it (no shaking or doing anything crazy with the bag) then they have to discuss, draw and write a detailed description about what the think it is. Then do a final check of what is in the bag. The groups have to come up with a consensus as to what it is and fully fill out their lab sheets.

Students go from station to station trying to get this figured out!

The big reveal. We do the whole drum roll y'all. Make it exciting and meaningful right!?! Make it MAGICAL. We reveal and there is so much energy in the room from having correctly identified things in the bag, shock as to that really weird one was a staples, and its just all so FUN and SCIENTIFIC. I also have a prize if someone guesses them all correctly but it has never happened. Ha!

Then comes the discussion and connection to the scientific method (specifically about making observations, taking notes, and not guessing--have an educated guess). And they get it but you have to make these connections or else the whole lab was just play. And then the scientific method BECOMES REAL and your expectations become concrete. They weren't just guessing what was in the bags. Some are close, some are way, off, and some are spot on. And that's exactly how science works isn't it? Much like the bags the answer to our questions is hidden and we have to question, research, develop an idea, experiment, look at the data, and put the facts together.

Results? Data? Which side of the fence are you on? Or are you like me and use both?!?

(where's the monkey emoji covering it's eyes when you need it?!?)
ALSO...I have these so we can look at the parts of the scientific method.

Their exit ticket for the lab is to have a completed lab sheet. We work on a lot of this together. The question? WHAT'S IN THE BAG?, etc. So they put on finishing touches, write a reflection (how does this apply to science/the scientific method/experiments?), and turn in the lab. and TA-DAA! It's a fun one one and a great lab for the beginning of the year.

My students love this and they remember it. For some it's their favorite lab throughout the school year (over roasting starbursts and caramel popcorn scale models which is shocking to me ha! but I'm all about schnacks!).

If you'd like it all in a handy dandy PDF shoot me an email @ theteachyteacher@gmail.com and I'll happily pass it along.

***(update) After receiving requests for this activity from teachers all over (seriously! Israel and Zambia included) and my inbox being completely flooded (I LOVE you all!)  I have posted it in my tpt store here (and follow along too)!

And it is totally FREE!

Still feel free to email me for a pdf or to say hello!

Follow me on TPT for more school awesomeness! >>HERE!<<

>>>>>>>>>>>Wanting another fun scientific method activity? Click here!<<<<<<<<<<<<<<<

Over and Out!