chemistry sub assignment

I've created 30 middle school science activities to fill in any absences you might have from your classroom.

The Problem with Sub Plans

When I was in the classroom, I had challenges finding or creating meaningful things for my students to do when I had to be out.  I wanted them to learn and be productive, but I didn't want to overwhelm my substitute.  After all, most subs aren't trained to be science teachers.

My experience was that bored, unchallenged middle school students were like predators waiting to pounce on their prey of an unprepared substitute.   The students needed solid work to do, a clear understanding of my expectations, and a way to be held accountable for their effort. I needed fail-proof lessons that could be handed to anyone who was asked to take over my classroom unexpectedly.

It wasn't until I left the classroom that I had the time to create a resource that met the following criteria.

• Student-led
• Self-contained (no prior student knowledge necessary)
• Clear and concise directions for the substitute and the students
• Easy behavior feedback system for the substitute
• Distance learning and 1:1 option
• NO student downtime

I'm proud of the sub plan bundle and think it should be included in every middle school science teacher's tool-belt.

What's Included in These Middle School Science Lessons?

The full sub plan bundle comes with 30 middle school science lessons and includes all of the features listed below.

• Creative activities that remove all downtime
• Substitute directions and letter from you to the sub
• Answer keys
• Letter of instructions for your students
• Behavior checkpoints throughout the lesson
• Engaging warm-up
• Comprehensive lesson over the topic
• Extension activities for early finishers
• Summative assessments
• A class set of handouts for teachers of multiple sections
• Student PDF formatted for use in an LMS such as Google Classroom
• Student PDF formatted for online annotation with products such as Kami
• Google form option and printable answer sheet
• Editable versions of documents

I'm happy to say the science sub plans include files for your remote learning environments such as Google Classroom. Your digital options now include:

• Using an online student answer sheet (in Google Forms) for remote learning or 1-1 classrooms
• Getting guidance for online use with a distance learning PPT and video tutorial
• Assigning a student PDF through your LMS (such as Google Classroom)
• Assigning a student PDF that can be used for online annotation with products such as Kami

How Could You Use Sub Plans In Your Classroom?

The sub-plans are versatile and can be used in countless ways.  Here are a few suggestions on how I would use the articles in my own classes:

• Sub Plans - Planning for a sub is a HASSLE!  Everything you need to make your substitute look like a veteran teacher is included.  They will be appreciative of the clear plans and want to sub for you again and again.
• Distance Learning - Whether you have students working from home or in a 1:1 situation on campus, the science sub plans are a perfect match for a paperless classroom.  Student PDFs and the Google Forms response sheet will ensure your students can work on the lesson in any situation.
• Whole-Class Instruction - The science sub plans are stand-alone units that can be integrated into your current instruction and be used to enhance existing lessons.
• ISS or Detention - When students end up in ISS they will need a lesson that's meaningful.  Simply print it out or send it to the student digitally.
• Absent or Missing Work - Students miss days and often times a demo or a lab can't be made up.  The science sub plans are a great supplement for these situations.

What Topics are Included in the Sub Plans Bundle

The sub plans are complete stand-alone lessons that can be used in class or for distance learning.  Below is the comprehensive list of all the articles included in the Sub Plan Bundle .  Each is also available for purchase separately.

• Day and Night - Students begin the day and night lesson with a warm-up puzzle. They then read a passage and complete an activity over modeling the day and night cycle of Earth. They also fill out a data table and answer some questions about the day and night cycle. For early finishers, there are extensions to either create a bumper sticker or work through a scenario and questions about day and night. Students end the day and night lesson with an assessment activity or an exit ticket.
• Fossils and Geologic Time - Students begin the fossils and geologic time lesson with a warm-up puzzle. They then read a passage and complete an activity creating their own story outline. They work through an engaging scenario that demonstrates how the organism is ultimately fossilized. For early finishers, there are extensions to either use their story to create a comic or analyze a graphic about the Grand Canyon. Students end the fossils and geologic time lesson with an assessment activity or exit ticket.
• Lunar Cycle - Students begin the lunar cycle lesson with a warm-up puzzle. They then read a passage and complete an activity where they create their own song lyrics about the lunar cycle. For early finishers, there are extensions to either complete a graphic organizer about the lunar cycle or fill in the missing pieces of a smaller graphic organizer. They end the lesson with an assessment activity or exit ticket.
• Natural Disaster - Students begin the natural disaster lesson with a warm-up activity. They then read a passage and complete an activity designing their own hurricane-proof house. For early finishers, there are extensions to either create a Venn diagram about hurricanes and tornadoes or to use a world map and decide which locations are best for hurricanes and tornadoes. They end the lesson with an assessment activity or exit ticket.
• Planets - Students begin the planet's lesson with a warm-up activity. They then read a data table and complete an activity to help understand more characteristics about planets such as gravity and orbits. For early finishers, there are extensions to either create a graph using planet characteristics or sketch a t-shirt design for a new sport they created. Students end the planets lesson with an assessment activity or exit ticket.
• Plate Tectonics - Students begin the plate tectonics lesson with a warm-up graphic organizer. They then read a passage and complete an activity where they label diagrams as divergent, convergent, and transform plate boundaries and describe what is happening at each plate boundary. For early finishers, there are extensions to either analyze a world map and answer some questions about the different plate boundaries, or to come up with a metaphor or simile for each of the plate boundary diagrams. Students end the plate tectonics lesson with an assessment activity or exit ticket.
• Seasons - Students begin the seasons lesson with a warm-up puzzle. They then read a passage and create a model how the Earth and Sun are related to each other during different seasons. Students then write a letter to someone in the southern hemisphere and explain seasons and the length of day and night from their hometown. Students also solve a puzzle using the characteristics of each season. For early finishers, there are extensions to either create a quick quiz about the seasons or illustrate a holiday card for someone in another hemisphere. Students end the seasons lesson with an assessment activity or exit ticket.
• Topographic Maps -Students begin the topographic maps lesson with a warm-up puzzle. They then read a passage and complete an activity where they answer questions and illustrate their own topographic map. For early finishers, there are extensions to either use a topo map to navigate a hiking trail or create a brochure persuading visitors to come to their state park. Students end the topographic maps lesson with an assessment activity or exit ticket.
• Weather - Students begin the weather lesson with a warm-up puzzle. They then read a passage and create their own weather maps from a data set. They also focus on weather-related vocabulary. For early finishers, there are extensions to either create a wanted poster for a particular weather condition or read a short passage about El Nino and La Nina and answer the corresponding questions. Students end the weather lesson with an assessment activity or exit ticket.
• Weathering and Erosion -Students begin the weathering and erosion lesson with a warm-up puzzle. They then read a passage and match weathering, erosion, and deposition to images. They also create their own infographic. For early finishers, there are extensions to either analyze weather and erosion in the Grand Canyon or create a comic strip detailing weathering, erosion, and deposition. Students end the weathering and erosion lesson with an assessment activity or exit ticket.
• Atoms -Students begin the atoms lesson with a warm-up puzzle. They then read a passage and complete an activity that walks them through the characteristics of atoms. They also build their own atoms on the answer document. For early finishers, there is an extension to analyze valence electrons and how they related to the periodic table. Students end the atoms lesson with an assessment activity or exit ticket.
• Balancing Chemical Equations - Students begin the balancing chemical equations lesson with a warm-up puzzle. They then read a passage and complete an activity where they determine if equations are balanced or unbalanced. For early finishers, there is an extension to balance chemical equations.
• Electric and Magnetic Forces - Students begin the electromagnetic energy lesson with a warm-up activity. They then read a passage and complete an activity about an electromagnetic experiment. Students also build a graphic organizer for electromagnetic vocabulary such as electricity, conductor, insulator, magnet, magnetism, and magnetic field. For early finishers, there are extensions to either analyze an experiment or create a list of daily items that use electricity, magnetism, or both. Students end the electric and magnetic forces lesson with an assessment activity or exit ticket.
• Energy Transformation - Students begin the energy transformations lesson with a warm-up puzzle. They then read a passage and complete an activity where students identify the energy transformations in a set of images. They also fill out a graphic organizer with descriptions and illustrations of common energy transformations. For early finishers, there are extensions to either draw an energy transformation from their daily lives or come up with a list of three transformations they have encountered that week. Students end the energy transformations lesson with an assessment activity or exit ticket.
• Graphing Motion - Students begin the graphing motion lesson with a warm-up puzzle. They then read a passage and complete an activity that analyzes motion graphs. For early finishers, there are extensions to either create their own motion graph or write a short story about one of the existing motion graphs. They finish the lesson with an assessment activity or exit ticket.
• Newton's Laws - Students begin the Newton's Laws lesson with a warm-up puzzle. They then read a passage and complete an activity to match scenarios to the correct law. Students then analyze a diagram and explain how it relates to Newton's Laws. For early finishers, there are extensions to either sketch a Rube Goldberg machine and describe how it relates to Newton's Laws or create a real-life scenario for each of the three laws. Students end the Newton's Laws lesson with an assessment activity or exit ticket.
• Periodic Table - Students begin the periodic table lesson with a warm-up activity. They then read a passage and analyze the periodic table to uncover patterns and characteristics. Students also create their own page for an element book where they describe the properties of their chosen element. For early finishers, there are extensions to either create a fictitious text message conversation about the periodic table or match elements with their properties using a data chart. Students end the periodic table lesson with an assessment activity or exit ticket.
• Potential and Kinetic Energy - Students begin the potential and kinetic energy lesson with a warm-up activity. They then read a passage and complete an activity where they categorize images as potential energy, kinetic energy, or both. Students also calculate potential energy at different heights. For early finishers, there are extensions to either create a song about potential and kinetic energy or create an acrostic poem.
• Properties of Waves - Students begin the properties of waves lesson with a warm-up puzzle. They then read a passage and complete an activity analyzing characteristics of both transverse and longitudinal waves. Students then draw a wave based on a given scenario. For early finishers, there are extensions to either perform an experiment with a balloon or draw out several different waves given an image as a baseline. Students end the properties of waves lesson with an assessment activity or exit ticket.
• Thermal Energy - Students begin the thermal energy lesson with a warm-up activity. They then read a passage and complete an activity where they match images to conduction, convection, or radiation. Students then analyze a diagram answer questions about conductors and insulators. For early finishers, there are extensions to either complete a Venn diagram or sketch a shelter to help insulate penguins. Students end the thermal energy lesson with an assessment activity or exit ticket.
• Adaptations - Students begin the adaptations lesson with a warm-up puzzle. They then read a passage and complete an activity over behavioral and physical animal adaptations in which they illustrate different adaptations. For early finishers, there are extensions to either draw a fictitious plant and animal organism to adapt in a desert habitat, or study Galapagos finch beaks and explain how each of the beaks has adapted to their environments. Students end the adaptations lesson with an assessment activity or exit ticket.
• Biotic and Biotic Factors - Students begin the biotic and abiotic factors lesson with a warm-up activity. They then read a passage and complete an activity over biotic and abiotic factors. Next, they categorize abiotic and biotic factors by looking at a picture of a rainforest and a desert ecosystem. For early finishers, there are extensions to either draw a local ecosystem and list the biotic and abiotic factors or play a creative game. Students end the biotic and abiotic factors lesson with an assessment activity or exit ticket.
• Body Systems - Students begin the body systems lesson with a warm-up puzzle. They then read a passage and complete an activity where they design a booklet and label the main organs and functions of each body system. They then use their booklets to answer questions about different body systems. For early finishers, there are extensions to either describe how the skeletal and muscular system work together to provide movement or describe what body systems need to work together to digest a meal. Students end the body systems lesson with an assessment activity or exit ticket.
• Cell Theory - Students begin the cell theory lesson with a warm-up puzzle. They then read a passage and complete an activity to construct a timeline of the key contributions to the cell theory. Next, students play a cell theory memory game. For early finishers, there are extensions to either pretend they are Robert Hooke and write a letter that describes their emotions to a colleague after looking at cells under a microscope or illustrate what Robert Hooke saw in 1665 as he was looking through his microscope. Students end the cell theory lesson with an assessment activity or exit ticket.
• Dichotomous Keys - Students begin the dichotomous keys lesson with a warm-up puzzle. They then read a passage and complete an activity that uses a dichotomous key to identify unknown creatures and name them. For early finishers, there are extensions to either create their own dichotomous key using classroom objects, or analyze the word dichotomous and draw a sketch to help them remember it. Students end the dichotomous keys lesson with an assessment activity or exit ticket.
• Ecosystems - Students begin the ecosystems lesson with a warm-up puzzle. They then read a passage and create an infographic from the ecosystems article. Next, they use a graphic organizer to break down some of the ecosystems vocabulary such as biome, predator, prey, producer, and consumer. For early finishers, there are extensions to either choose a biome and describe the characteristics of the ecosystem or complete a Venn diagram about ecosystems and biomes. Students end the ecosystem lesson with an assessment activity or exit ticket.
• Food Webs - Students begin food webs lesson with a warm-up activity. They then read a passage and complete an activity with trading cards about food chains and food webs in different ecosystems. For early finishers, there are extensions to either complete a food web puzzle or analyze a food chain and describe the organism's relationship as predator/prey or consumer/producer.
• Genetics - Students begin the genetics lesson with a warm-up puzzle about DNA. They then read a passage and complete an activity where they analyze a table and answer questions about homozygous dominant, heterozygous, and homozygous recessive traits. For early finishers, there are extensions to either build monster parents and describe the genotype and phenotype of different traits or illustrate a monster parent with some given traits. Students end the genetics lesson with an assessment activity or exit ticket.
• Photosynthesis - Students begin the photosynthesis lesson with a warm-up puzzle. They then read a passage and complete an activity over the photosynthesis formula with cards. Next, they create a short skit that requires them to use key vocabulary: chloroplast, light energy, carbon dioxide, water, glucose, and oxygen. For early finishers, there are extensions to either analyze a table about photosynthesis and color the picture of a plant or create a diagram that shows the products and reactants during photosynthesis. Students end the photosynthesis lesson with an assessment activity or exit ticket.
• Prokaryotic and Eukaryotic Cells - Students begin the prokaryotic and eukaryotic cells lesson with a warm-up puzzle. They then read a passage and complete a Venn diagram about prokaryotic and eukaryotic cells. Next, they create jerseys for cell "teams" and create team members based on the characteristics of each type of cell. For early finishers, there are extensions to either color code the two different cells or create an acrostic poem about them. Stop worrying about having to create engaging lessons while you're away.  Purchase the Sub Plan Bundle here .

10 Ready-to-use Chemistry Lesson Plans that will Engage Your Students

Chemistry. For some students a blessing, for some a nightmare. Chemistry class catches students’ interests either completely or not at all. And since, unlike what students expect, teaching chemistry isn’t about doing awesome chemistry experiments all the time, it’s important that you teach this subject well. Sure, there are experiments involved, but there’s much more to chemistry than only that.

So, how on earth can you make the rest appealing to students as well? Let me show you. It’s all about the interactivity and visibility of the learning material. It’s all about your imagination.

Let’s explore some interactive chemistry lessons!🔍

10 Interactive lesson examples for chemistry teachers

I created some free chemistry lesson plans or material that you can use right away. These are just basic chemistry lesson plan examples, but might give you the inspiration to create some more challenging chemistry exercises or widgets as well.

The exercises below include middle school chemistry lessons as well as high school chemistry lessons. All these exercises are made with BookWidgets. If you want to give it a try, just sign up and get started right away. You can also copy the widgets I created to your own BookWidgets account and adjust them if you want.

Danger symbols

1. randomness.

In this first example, I used the BookWidgets randomness widget . I added all the danger symbols to the randomness template. You have to spin the wheel for each student and ask them what the symbol means. It’s a good exercise to see which student actually studied the symbols. It’s also fun for students, because they don’t really know what they are going to get. Believe me, you have your students’ attention more than ever! Click on the image to open the exercise.

The periodic table

When you think about chemistry, you think about the periodic table or chemistry table. And of course, there are so many chemistry teaching resources about this topic. Just take a look at how you can be creative when teaching the chemistry table elements to your students. Modifying the chemistry learning material can result in significant changes and increased focus of your students.

2. Hotspot Image

For this one below, I added different hotspots to an image of the periodic table. Now students can see better what those chemical elements really mean and what they represent. Click on the image to take a look, then click on the different elements in this interactive periodic table.

In this example, I only represented the most known elements.

3. Pair Matching

When you want your students to learn the complete periodic table by heart, you could use the Pair Matching widget . Let your students match the element names with their abbreviation. What a fun way to learn!

Here, your students also have to learn the elements of the periodic table by heart. The only difference is the learning method. You, as a teacher, write the element abbreviations on the chalkboard, one by one. Students have to look for the complete element name on their bingo sheet and tick it off. When a student has ticked off 5 elements in a row, he has bingo! Every student will get a different bingo sheet.

Click on the image to take a look!

When assessing your students, you can use the quiz widget . Even when it comes to the periodic table. You don’t always need paper. The quiz widget has a lot of fun question types that makes it possible to stay digital.

Do you know the answers of this example? Give it a try!

Separation techniques

6. wordsearch.

In this example, students have learned the 8 separation techniques. Now, they have to be able to sum them all up and, more important, find them in the word search . You could give them the techniques to make it easier, but what’s the fun in that? After finding all the techniques you can ask your students to explain them.

Are you able to find them all?

Chemistry experiments

7. timeline.

The adaptable timeline widget makes it possible for students to add text and images. As a teacher, you insert some instructions to the different events for each phase of the experiment. Now, let your students follow the instructions and steps. They have to write down their findings and add pictures of their experiment in each stage.

Of course, students can submit the complete timeline at the end of the assignment.

Take a look at these experiment instructions of the egg and the bottle.

8. Worksheet

Of course you can also create a simple digital worksheet as well. Take a look at this example below. In this BookWidgets worksheet , you can choose between more than 20 different interactive question types . The photo question type is just perfect to have some fun with chemistry experiments.

Pure substances and mixtures

9. worksheet.

When teaching your students about pure substances and mixtures, the worksheet widget is the perfect match. In this example I used the “Picture drag & drop” question type. This makes learning about this subject more visual and interactive.

Want to give it a try? Click on the image to open the example exercise.

Chemical formulas and equations

As I’ve said before, the quiz and worksheet offer an enormous choice of question types. There are even two question types especially made for chemistry teachers! These question types are perfect for organic chemistry lessons. They teach students to build ionic compounds and to find out if given chemical equations are balanced or not. I bet you can’t find this question type anywhere else!

Take a look at this example below.

Wrapping up

So, we’re at the end of this post. These online chemistry lesson ideas are just the tip of the iceberg. With the right imagination and ideas , you can create any exercise you want. Are you still interested in searching online for more inspiration? Click here .🖱️

Join our Facebook BookWidgets user group and share your ideas with other teachers, ask for advice and get inspired by others. You also have the opportunity to follow us on Twitter for inspiration across a range of educational areas.

Not yet a BookWidgets account? No problem, you can start for free and create your first widget or exercise right here: Create My Own Widget Now

Join hundreds of thousands of subscribers, and get the best content on technology in education.

BookWidgets enables teachers to create fun and interactive lessons for tablets, smartphones, and computers.

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High School Chemistry Education Resources

Acs education publications.

Access ChemMatters Magazine

ChemMatters , ACS's award-winning high school chemistry magazine, helps high school students make connections between chemistry and the world around them. 

Explore  free online articles , along with downloadable puzzles and Teacher’s Guides that contain reading comprehension questions and additional resources. Full digital issues are available by subscription or through AACT membership .

Get Access to Chemistry in the Community

A first-year high school textbook that teaches chemistry concepts through the lens of societal issues. Chemistry in the Community Webinars > Request e-Book >

Journal of Chemical Education

For those interested in the teaching and learning of chemistry at the middle school level and above. About the Journal >

Resources for Teaching High School Chemistry

Resources for Remote Teaching During the COVID-19 Pandemic – ChemEd X ChemEd X, published under the ACS Division of Chemical Education, curated this list of resources and lessons that teachers can use over the coming weeks.

How to Succeed in Online Classes During the COVID-19 Pandemic – inChemistry COVID-19 is a monster situation to deal with, but you can still take control of your learning and keep up with classes. Here are 6 things you can do to thrive in distance learning.

Energy Foundations for High School Chemistry Free, fully-developed laboratory investigations, demos, student readings, and multimedia you can use to teach the big ideas about energy. The entire collection is available for free download in PDF format.

Landmark Lesson Plans Inquiry-based student activities based on ACS National Historic Chemical Landmark subjects. Designed for use in high school chemistry and history lesson planning. Green Chemistry Educational Resources Introduce your students to green chemistry concepts.

Teaching Chemistry to Students with Disabilities (PDF) A manual for high schools, colleges, and graduate programs, 4th edition. Published by the ACS Committee on Chemists with Disabilities. Addresses needs of students with learning and physical disabilities.

High School Chemistry Safety Resources

Safety Data Sheets: Information that Could Save Your Life Teach your students how to assess hazards related to chemicals with this ChemMatters article.

ACS Guidelines and Recommendations for Teaching Middle and High School Chemistry Find research-based information about instruction, core ideas, safety, sustainability, and the professional responsibilities of teachers.

Chemical & Laboratory Safety - High School Labs Read guidelines and resources that were developed with high school teachers in mind, using the RAMP framework for scientific safety.

Support for Educators

Find more information for chemistry educators, including professional development opportunities, grants and awards, and standards and guidelines.

Opportunities for Students

Learn more about ACS programs and activities for high school students, including ACS ChemClub, Chemistry Olympiad, Project SEED, and the ACS Scholars program.

Resources by Topic

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Easy Sub Plans for Cold & Flu Season (Or Any Time!)

By AACT on February 1, 2023

Coming up with sub plans is always a nuisance -- especially if you're feeling sick or dealing with an emergency! But with a wide variety of self-guided student resources available in the AACT classroom resource library, you can have your chemistry sub plans ready to go in just a few minutes! Check out the resources below and be prepared for the next time you need to miss a class. (These are also great to have on hand as backup when students finish tests and assignments early!)

Literacy-based Lessons:

There are a number of resources available to AACT members that use scientific informational texts as a way for students to both learn scientific content and develop their reading and literacy skills. Take a look at these easy-to-use resources:

ACS National Historic Chemical Landmarks Program

These lesson plans were originally developed through the American Chemical Society’s National Historic Chemical Landmarks Program . Under this program, ACS grants Landmark status to seminal achievements in the history of the chemical sciences and provides a record of their contributions to chemistry and society in the United States. Any of the lessons in this collection could be easily used as plans for a substitute teacher, as most of the activities are self-guided. Covering topics ranging from medical breakthroughs to environmental discoveries to the lives and work of barrier-breaking chemists, you are bound to find something of interest for your students to learn about how chemistry impacts society! Simply download and distribute (digitally or in print) whichever student documents from the Landmarks lesson of your choice you want your students to complete. 

ChemMatters Articles

Did you know that AACT members have access to all of the ChemMatters articles published since the magazine was launched in 1983? With over 1,000 articles to choose from on a wide variety of real-world chemistry topics, including sports, personal care products, the philosophy of chemistry, food chemistry, space chemistry, and much more. There is something in the archive for everyone! You can select articles for everyone to read or allow students to browse the archive and pick their own articles. AACT members can generate a Student Pass that will enable students to access any ChemMatters article in the archive (or any video or animation) for a 7-day period.

Provide the student handout from this short reading reflection activity , and they can use it with any ChemMatters article! Additionally, this resource has replay value -- the questions are general enough that they can be used over and over, with any informational text you might give your students ( ChemMatters or otherwise).

For a more in-depth reading resource that can also be used numerous times with a wide variety of texts, check out the Chemistry Close Read activity as well.

Video-based Lessons:

AACT's multimedia page has a number of video collections with associated student worksheets that could easily be incorporated into a sub plan. A substitute teacher could show the videos, or if your students have their own devices, they could watch them with headphones at their own pace if you use the Student Pass feature. Just provide the student handouts and let them watch and learn! Ingenious Video Series

Ingenious is a video series from the American Chemical Society about how leading-edge chemistry is taking on the world’s most urgent issues to advance everyone’s quality of life and secure our shared future. Ingenious spotlights stories from the front lines of chemistry research and development, where passionate innovators are stepping up to confront problems like pollution, over-fishing, sustainability, and personal safety. Each of the 10 videos is between 5 to 7 minutes long and has an accompanying resource with a question sheet that can be given to students.

Spellbound: How Kids Become Scientists Video Series

Spellbound, a video series produced for the 2011 observance of the International Year of Chemistry, tells the story of scientists whose childhood curiosity about everyday things helped them launch careers in the lab, win Nobel Prizes, and make other achievements. Their curiosity, mentors, role models, and other early childhood experiences may point to approaches that can be used to encourage young people into careers in the science, technology, engineering, and mathematics (STEM) fields. Each of the 8 videos is between 4 and 7 minutes long and has an accompanying resource with a question sheet that can be given to students.

Founders of Chemistry Video Series

How did chemistry become the study of electrons and the periodic table? Many great minds were responsible for making discoveries that led to modern chemistry. This video series allows viewers to travel back in time to explore the lives of the most influential individuals in chemistry. Each of the 12 videos is between 4 and 8 minutes long and has an accompanying resource with a question sheet that can be given to students.

Sam Kean's Disappearing Spoon Video Series

Each video in this classroom resource series tells the story of an element from the periodic table. The name of the series may be familiar to you because the video content has been adapted, with author involvement, from the widely popular book  The Disappearing Spoon: And Other True Tales of Madness, Love, and the History of the World from the Periodic Table of the Elements , by Sam Kean. Each of the 12 videos is between 3 and 6 minutes long and there is one question sheet for all of the videos that can be given to students as-is, or you can edit it to include just the video questions for certain elements.

Take a look at all of our videos to see if anything else catches your eye!

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Welcome to the Chemistry Library. This Living Library is a principal hub of the LibreTexts project , which is a multi-institutional collaborative venture to develop the next generation of open-access texts to improve postsecondary education at all levels of higher learning. The LibreTexts approach is highly collaborative where an Open Access textbook environment is under constant revision by students, faculty, and outside experts to supplant conventional paper-based books.

Faculty Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Available answer keys will be provided to faculty who adopt Waymaker or OHM courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool.

You can view these faculty-contributed assignments below or throughout the course.

Discussions

The following discussion assignments will also be preloaded (into the discussion-board tool) in your learning management system if you import the course. They can be used as is, modified, or removed. You can preview them below:

Optional Reading-Based Discussions

If you wish, you can include the following prompt to encourage students to complete their reading and discuss class topics with their peers.

Discussion Board Standards

It is expected that students will complete the assigned textbook readings prior to posting responses to the discussion board. Student interaction is encouraged. The goal of these online discussions is to simulate the sort of group discussion that can occur in traditional classroom settings. Therefore, students must post comments to at least two classmates. In addition, the instructor may post their reaction to student comments.

The instructor will assess the quality of student contributions towards group discussion and determine a grade for each unit/chapter.

• Student discussion must be relevant to the specific question being discussed.
• Students should demonstrate their understanding of the issues, theories, and problems from their textbook readings and homework. Good student commentary will make reference to specific textbook readings and make use of the terminology introduced in the chapter.
• Students should respond to the discussion questions with an attitude of proper objectivity and a willingness to discuss matters with others who do not share their viewpoint. Criticism of theories or ideas is appropriate; however, the tone of this criticism should remain scholarly rather than personal.
• Students are encouraged to make use of examples and counter-examples, compare and contrast theories, make reference to past learning, indicate problems or difficulties they have with the theories, and draw out the relevant implications of the discussion.
• Students may also raise questions they have about the readings and discuss possible answers provided these questions are relevant to the topic of the discussion.

Consider the discussions as opportunities to share ideas about this exciting material with your classmates—enjoy this!

• Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
• Reading-Based Discussions. Authored by : Shawn Shields. Provided by : Germanna Community College. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

chemistry sub work

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Chemistry sub work

Chemistry Sub Plans and Independent Work Bundle No Prep Print and Go Lessons

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2.8: Assignment- Chemistry in Biology

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Open Pedagogy Assignments are assignments in which students use their agency and creativity to create knowledge artifacts that can support their own learning, their classmates’ learning, and the learning of students around the world. (See this peer-reviewed article for more details.) The assignment on this page is aligned to a learning outcome of Biology for Non-Majors I and we’ve identified the module where the reading appears. The assignment can be created with basic web and computing tools, a cell phone camera or any video recording device, Google or Word documents, and your learning management system.

Learning Objectives

• Identify the principles of chemistry that are integral to biology.

In the module on Chemistry, we provide a general overview of how the principles of chemistry form the basis of biology. For this assignment, you are going to reflect upon which concept(s) in this module were most difficult for you to learn.

The product of your work will help future students to learn about some of the most difficult concepts in the course. Thus, think of your audience as friends who are taking Biology for Nonmajors in the next term. You want to help them understand a concept in the course that was particularly difficult for you.

First, identify a concept from this module that you struggled to learn regarding the basic principles of chemistry in biology. Review the content in the module and anything further you learned in class. Then, think of how you would explain the concept in your own words to a friend who is also taking the course. Keep these questions in mind:

• What was missing when you first tried to grasp the concept? In other words, did you have to read something twice?
• How could things have been phrased or framed differently? In other words, did you look up a word or concept to understand it?
• How would you rewrite an example or how the concept was presented?

Second, using your cell phone or any other recording device, create a short video explaining the topic in your own words. You don’t have to edit or create a professional-grade film. You’ve most likely have done this type of recording already on social media, so feel free to use the same informal conversational tone. Use additional images or tips that would have been helpful for you.

Lastly, share the video with your instructor. After grading and with your permission, your video may appear in future sections of the course to improve other students’ learning.

A Note To Teachers: The first time your students complete this assignment, choose the best ones and ask students for permission to include them in future sections. Just post the videos in the appropriate module in the LMS. The idea is to have students generate content that other students can learn from in this assignment.

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Chemistry: Assignment Research

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Introduction

This guide to basic assignment research outlines a simple but effective approach to finding information for your assignment. It is based on the resources described elsewhere in this subject guide and on the UC Library web site. Depending on your topic and your level of study, you may need to rearrange or review these steps where necessary

Check the rest of this subject guide carefully for additional subject resources and, where available, appropriate topic guides

1. Define your topic

Make sure you understand the topic. Identify the main concepts or keywords in your question to help you develop a search strategy.

2. Gather background information

Use dictionaries and encyclopedias to find definitions and background information. Articles from specialised subject encyclopedias are authoritative and often substantial

Read more on

• Dictionaries, Encyclopedias and Handbooks for Chemistry

3. Think about what information you need

• How much information do you need? Lecturers often give guidelines on the number of sources you should use
• Do you need current information or is older material relevant? Sometimes you might need both, as you might have to give both the historic background and the current situation of a topic
• Do you need primary sources that give an original account of research, or secondary sources that are interpretations of someone else's work?

If you do not understand what you have to do for an assignment, ask your lecturer, your tutor or someone at the Academic Skills Centre

4. Find books

Search the library catalogue

• Check for books on High Demand .
• Use Title and Keyword anywhere searches to find additional material.
• When you find a useful title, click its subject headings to find books on similar subjects.

Read more on:

• Finding Chemistry Books and Ebooks

5. Find journal articles

6. Find information on the Internet

• a government department (.gov or .govt.nz)
• an academic (.edu or .ac.nz or published in a reputable journal)
• a business (what are they selling?)
• or a random non-expert?

Use Google Scholar to find reliable journal articles, or the Advanced Search features of Google to restrict your search to results from more reputable sources.

• Web searching

7. Evaluate your sources

• Critically Analyzing Information Sources (Cornell University)
• How to spot fake news .

8. Cite your sources

• Citing your sources

9. Write your assignment

See our writing guides page for books that have useful hints for writing on technical subjects.

Visit the  Academic Skills Centre  for workshops and/or personal help.

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• Last Updated: Apr 12, 2024 2:48 PM
• URL: https://canterbury.libguides.com/chem

Substitute teacher in Hays County under investigation over assignment involving puppets

A substitute teacher at Johnson High School has been suspended and is under investigation after assigning students an exercise that simulated murder.

According to Hays CISD, students reported that the substitute, while teaching a theater arts class, assigned them to create a puppet show that depicted one of the puppets being murdered. Another group of students also reported that they were assigned to create a performance that simulated a mass shooting involving puppets.

The district said that while it is unclear if the assignment was specifically to create scenes that depicted murder, or if they were designed to fall within parameters of an assignment, assigning or allowing a performance of that nature "would be disturbing and unacceptable conduct for an educator in Hays CISD."

Both Johnson High School and Hays CISD issued apologies to students and parents, pledging to never allow an assignment of its nature to be assigned again.

The substitute had been hired by Hays CISD in January. In addition to the investigation into this incident, the district said it will also look into "other general classroom management concerns" regarding the substitute.

The district said that the investigation's findings could lead to the substitute not being asked to return and, potentially, referral law enforcement and the Texas Education Agency's (TEA) educator misconduct portal.

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