Even though I have taught life science most of my career and not physical science, I still feel it is important for students to understand polarity and electronegativity. If students don't understand polarity, they won't understand why the cell membrane has a hydrophobic and hydrophilic region. Understanding polarity also helps them understand protein folding and so many other macromolecule concepts. Because of this, I spend time before my cells unit reviewing the periodic table, bonding, and polarity. Here are a list of some resources you may find helpful!
The website Middle School Chemistry has a ton of free chemistry lessons and labs aimed at lower secondary grades, including this one on why water is a polar molecule. You can check out the lab here.
This resource is a cartoon called "The Bare Essentials of Polarity" and uses polar bears and penguins to help students visually understand polarity and electronegativity. I use it every year and get so many "ah-ha" moments by the end. You can download the cartoon here.
Similar to the cartoon listed above, I created this review worksheet that uses a tug of war as an analogy for polarity. It would be a great homework assignment following your polarity lesson. You can check it out here.
If you have access to computers, PHET has a free interactive website where students can play around with and observe the polarity of different molecules. You can access the interactive here.
Want to add a little coloring to your polarity lesson? Check out this polarity color-by-number activity to give your students a bit of a brain break. You can find it here.
My friend at Science with Mrs. Lau created this free electronegativity reference page you can print and have students keep in their binders. You can download it here.
I haven't tried this last lab, but it looks like a blast! Students use food coloring, paper, and shaving cream to make observations about polar molecules. You can check it out here.
I hope one or two of those links are useful to you! If you have any other favorites, drop them in the comments, I'd love to check them out!
When we ask students to review each other's work and give feedback, we often hear...
"Why did you do that?" or
"It's just wrong." or
"It's good" (even when it's not).
Teaching students to give effective feedback is hard and takes a lot of student practice. And then more practice. If you are using project based learning in your classroom, peer feedback is a vital part of the process (you can read more about PBL here). But it's worth it when you get to the point where students give feedback that is meaningful and actionable, and you are receiving higher quality work at the end. It's going to save you a lot of grading time!
So, where do you begin?
1. Always begin by modeling what good feedback looks like.
Pass out a sample lab report, essay, or whatever assignment your class will be completing. Walk the students through the strengths and weaknesses of the assignment, and show them that feedback needs to be specific in order for the person to improve. Show them how it is possible to be honest and be kind at the same time.
2. Don't ask them to give feedback on everything all at once.
It can be overwhelming if a student gets back their lab report or essay and it is covered from top to bottom in red pen. Instead, beak it down into smaller chunks. On the first round of feedback, have students look for and highlight the thesis or hypothesis and write in tips to make it more clear. On the second round have them look for and highlight supporting details or data and write in any clarifying questions. On the third round they can check for grammatical errors.... you get the picture. By breaking it down into smaller, manageable chunks you are making it easier on both the student giving the feedback and the student receiving the feedback.
3. Feedback should be actionable.
Make sure that if students leave comments, they need to be actionable. If they just write "paragraph needs work" in the margin, that isn't helpful. Why does it need work? What specifically needs to be improved? If the feedback isn't clear, the author of the assignment can go back and ask "What did you mean when you wrote this?" and get some clarification.
4. Feedback should be timely.
One mistake is waiting until the very end of the assignment or project to do a round of peer evaluations. If the assignment is due on a Friday and you wait until Wednesday or Thursday to give feedback, it can be too late. Students are busy after school with jobs and sports and need time to make edits. By giving feedback multiple times along the way, it will save them a lot of frustration and time at the end. Also, plan ahead and build in class time for editing instead of having them do it all at home.
5. Feedback can be anonymous.
Sometimes students don't want to offend or hurt feelings when giving feedback, so they only leave nice comments instead of being completely honest. By providing methods of anonymous feedback such as sticky notes, gallery walks, or removing names and numbering the papers instead, you are allowing students to be more honest in their critique. That being said, you are opening the door to negative comments as well. Be sure to go over expectations with students prior to the activity, and if problems do arise, have a way to track down the offender (try different pen colors or group them in small groups to narrow down the possibilities).
I love this video of "Austin's Butterfly" and show it to my high school students even though it is of elementary kiddos. It shows the process of giving feedback where "they were specific but they weren't mean about it."
Sentence frames are also a great way for students to give structured feedback, especially when they don't know where to begin. If you would like to check out some FREE peer feedback forms I have used with my students, you can download them here.