#students #collaboratively #groups #explore #experiments #station #lesson… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 7
📚 Topic: Magnetic Fields
👩🔬 Experiments: 4 in one 😃
1. Plotting magnetic field lines around a bar magnet and identifying null points
2. Magnetic Fields – Observing Magnetic Force
3. Magnet Interactions – Exploring Magnetic Poles
4. Magnetic Field Experiment with Staples
💭 Work Style: Group Work
Grade 7 #students worked #collaboratively in four #groups to #explore the fascinating world of magnets 🧲 through hands-on #experiments. I shared demonstration videos for each of the four experiments and gave students the freedom to choose which one they wanted to begin with. Each group was provided with a full set of materials to complete all four experiments. After finishing one, they rotated to the next #station.
One of the highlights of the #lesson was a #creative moment when students used iron filings and bar #magnets to design a “magnetic smiley face.” 😃 Initially used to trace #magnetic field lines, the filings became a medium for student expression—showcasing both their understanding and #creativity.
Students also mapped magnetic field lines using a #compass and bar magnets. In another station, they observed magnetic #attraction and #repulsion using a setup of a stand, rope, and magnets. A different group explored magnetic force using metal staples.
I intentionally offered multiple experiment options within the same #class period because each activity was concise yet meaningful. While it wasn’t necessary to complete all experiments in one session, students frequently visited other #stations to observe their peers in action, sparking #curiosity and collaboration.
Managing multiple group experiments simultaneously can be challenging for the teacher to manage, but seeing students engaged, learning, and enjoying the process makes it entirely worthwhile 👩🏫
#Grade7Science #MagneticFields #StudentCreativity #HandsOnLearning #ScienceExperiments #CambridgeCurriculum #InquiryBasedLearning #InteractiveLearning #ScienceInAction #CollaborativeLearning #STEMEducation #TeacherLife #MiddleSchoolScience #StudentEngagement
#magnet #students #creativity #collaboration #thinking #grade7science… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 7
📚 Topic: Magnetic Fields
👩🔬 Experiment: Exploring magnetic fields through attraction and repulsion, measuring magnetic distances, counting paper clips attracted by a magnet, and investigating magnet poles.
💭 Work Style: Individual, Pair, and Group Activities
Grade 7 students had an exciting hands-on experience exploring the fascinating properties of magnets 🧲. They measured the distance at which magnetic forces act, tested how many paper clips each #magnet could attract, and conducted various experiments with the poles of magnets to understand attraction and repulsion better.
Through individual, pair, and group work, #students engaged in inquiry-based learning, fostering #creativity, #collaboration, and scientific #thinking!
#Grade7Science #MagneticFields #StudentCreativity #HandsOnLearning #ScienceExperiments #CambridgeCurriculum #InquiryBasedLearning #InteractiveLearning #ScienceInAction #CollaborativeLearning #STEMEducation #MiddleSchoolScience #StudentEngagement #Teacher #ScienceTeacher #BiologyTeacher #Education
Grade 7 students debate CRISPR ethics in science class | Sabina Mammadova posted on the topic | LinkedIn🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 7
📚 Topic: Fertilisation and Fetal Development
👩🔬 Activity: Debate – Is it ethical to genetically modify embryos to prevent diseases? (Application of CRISPR Technology)
💭 Work Style: Group Work
In our recent #science class, we explored the ethical implications of #CRISPR technology through a structured debate activity. #Students were randomly assigned to affirmative, negative, and judge teams 🔍📝Over one lesson, each group prepared #arguments, #statements, and #facts related to the question: "Is it ethical to genetically modify embryos to prevent diseases?" (Application of CRISPR Technology) 🧬
The judge team conducted #research on both perspectives, identified possible arguments, and used a #rubric I provided to fairly assess the #debate. They also assigned a #timekeeper within their team ⏳
In the following #lesson, one representative from each side debated their points. This time, rather than simply presenting their arguments individually, students engaged in a real-time #discussion, challenging each other’s points using their prepared facts and reasoning 🎙️
This approach is powerful teaching method in terms of enhancing students’ skills in scientific #argumentation, research, critical #thinking, public speaking, active #listening, and self-confidence. Most importantly, it allowed them to #explore cutting-edge science like CRISPR from multiple perspectives—scientific, ethical, and societal 🔬👩🔬
#Debate #CRISPR #Grade7Science #CambridgeCurriculum #InquiryBasedLearning #InteractiveLearning #CollaborativeLearning #StudentAgency #ScienceTeacher #MiddleSchoolScience #EthicsInScience #PublicSpeaking #StudentEngagement #Teacher #Educator #ScienceTeacher #BiologyTeacher #Education
Grade 7 students plan and conduct solubility investigations in groups | Sabina Mammadova posted on the topic | LinkedIn🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 7
📚 Topic: Planning a Solubility Investigation
👩🔬 Experiment: Planning and Conducting Experiments, Documenting in Lab Reports
🤝 Work Style: Group Work
The topic was #Planning a Solubility #Investigation. While we were discussing independent, dependent, and controlled #variables and formulating #research questions, I decided to expand the scope of the activity 👩🔬🥽
Group leaders and members were identified, and each team chose the #experiment they wanted to conduct. I shared a #lab report template with them, which included: Title, Research Question, Hypothesis, Introduction/Background, Variables, Materials, #Methodology, #Data Collection, Data Processing/Analysis, #Discussion/#Evaluation, Conclusion, References, and Appendices.
The experiments #students designed included:
• Measuring #pulse before and after specific exercises
• Measuring the time it takes for #plastic bags with different surface areas to fall from two different heights
• Measuring the #temperature change in the reaction between vinegar and baking soda
• #Comparing the absorbency of tissue, regular paper, and cardboard
• #Measuring how different amounts of Mentos affect the reaction with Coke, and determining how much Coke remains in the bottle
• And several others
I loved how #independently they evaluated their own processes, found solutions to problems during #experimentation, and repeated trials to improve data accuracy. Naturally, mistakes happened—but that is part of authentic #scientific learning. I cannot imagine a #learning process without mistakes 👩🏫
My role was to guide them, intervene only when necessary, provide a safe environment, and give them the space to #explore. The entire process—from planning, to #conducting the experiments, to completing the lab #report—took four days 🔭🔬
I believe this #experience also serves as excellent preparation for Internal Assessments (#IA) and the Extended Essay (#EE) in the #IB Diploma Programme. Of course, it was also challenging for me as a #teacher, since each #group was working on a different experiment. But seeing how much they enjoyed experimenting made me enjoy it as well 😊
One World International School Singapore
#Grade7 #Science #Experiment #CambridgeCurriculum #BiologyTeacher #ScienceTeacher #Education #Educator #InquiryBasedLearning #PracticalSkills #ScienceExperiments #LabSkills #ScientificInquiry #HandsOnLearning #STEM #StudentEngagement #STEMEducation #AppliedScience #STEMProjects #ClassroomExperiments #PracticalLearning #InquiryLearning #LearningByDoing #21stCenturySkills #CriticalThinking #ProblemSolving #StudentCenteredLearning #ActiveLearning #CollaborativeLearning #OWIS #OneWorldInternationalSchool #Singapore
