Because pyramids are thought to have special powers in some cultures, it is believed that plants that grow beneath a pyramid will be stronger, bigger and healthier than other plants. For this controlled experiment, ask students to form a hypothesis that reflects their predictions about how well a plant is able to grow beneath a simple pyramid and without a pyramid. A simple pyramid can be constructed out of twigs and string or toothpicks and glue. Once your 6th graders have made a hypothesis, set up an experiment station where both plants receive the same amount of sunlight, water and soil. Place a pyramid on top of one plant and leave the other plant uncovered. Maintain an identical watering schedule for both plants and wait until the plants have grown fully. Analyze the results and ask students to reflect on their hypothesis. Address questions about why the results turned out as they did, how the plants differ and possible reasons for any difference in the outcome of each plant.
In this controlled experiment, students can learn about heat and the way it affects elements at a molecular level. For this experiment you will need three heat-safe containers, heating plates, a thermometer, sugar and water. Put the exact same amount water into each of the three heat-safe containers and measure out the same amount of sugar to put into each container using grams as a measuring point. Place each container onto a heating plate. Ask students to form a hypothesis about whether a higher water temperature will dissolve more sugar than a lower water temperature. Heat one container until the water reaches the boiling point, or about 212 degrees F, heat another to about 150 degrees F and heat another to only 100 degrees F. Keep each container at the selected heat level for the same amount of time, approximately two minutes, then remove them from the heat source and carefully pour the water out of each container into another container, using a coffee filter to strain. Measure the amount of sugar left over and compare that to your students' theories. Address issues concerning why the experiment turned out the way it did and possible reasons for the amount of sugar left in each container.
For this experiment, students can involve themselves in the experiment and learn something about themselves. To complete this experiment, create three different sheets of simple mathematical equations that are similar in difficulty for the students to complete. Ask the students to form a hypothesis about whether they will perform better or worse with music playing in the background. Give the sheets to the students and play a song with a fast tempo while the students complete the work. Collect the sheets and hand out the second sheet of mathematical equations and play classical music, such as Beethoven or Bach, while the students complete their sheets. Collect the sheets and hand out the last sheet of equations. Keep the room silent as students complete the sheet. Hand the sheets back to the students and correct each one together as a class. Have the students evaluate their own performance based on the atmosphere of the classroom and discuss the possible reasons for the outcome of your experiment.
In this controlled experiment, students will learn how different factors affect the buoyancy of an egg. You will need three clear containers that can hold up to two cups of water, table salt and three raw eggs. Fill each container will two cups of water, put 6 tbsp of salt in one container, 3 tbsp salt in another and no salt in the last. Ask students to write a hypothesis about which container will give each egg the most buoyancy. Place an egg in each container and measure the difference in buoyancy. Which egg floats the most? Which doesn't float at all? Instruct students to analyze the results and discuss possible reasons why each egg floats differently. Explain how more adding salt to the water gives the water greater density and gives the egg more buoyancy.