Archive for the ‘Laboratorio / Laboratory’ Category



In our school we are used to deal with CLIL activities in the Laboratory, and Project Based Learning has been successfully applied in 1º ESO (see ABP en el río 1 ESO (bil))


Nevertheless a calmed reflection on our work and a theoretical scaffolding of it should be very welcome, that is why I have found quite interesting this study: “Combining PBL and CLIL in the scientific laboratory” by Beatriz Álvarez Sánchez – ‎2016 –https://reunir.unir.net/bitstream/handle/123456789/3613/ALVAREZ%20SANCHEZ%2C%20BEATRIZ.pdf?sequence=1&isAllowed=y

As a clear conclusion of this study the author exposes that Task Based Learning is the most widespread approach it is not a real inquiry, as students are not expected to carry their own investigations but just following kind of lab recipes. A step forward go the Inquiry Based Learning approaches which bring the opportunity to develop higher level learning skills (referring to the Bloom´s taxonomy)

Resultado de imagen de bloom´s taxonomy experiments science clil


This other graph exposes these levels of Critical Thinking Skills and shows clear examples to implement them in activities.

Therefore, we will keep on working to move our labs towards a more active, critical and engaging methodology.





Read Full Post »

I have found on the net this fabulous book compiling lots of activities easy to do either in the school or at home: The little book of experiments.

You can download the e-book from their web page:

Full Booklet Pages 1-64 (1.5mb)

All New Experiments (2.4mb)

In the web of Planet Science you will also find a section with a searching engine of activities for teachers

and another section for the parents


Read Full Post »

The last lab practice that we did with 3º ESO was the “Eye dissection“.

To do this practice we used the brilliant resources about the  Cow’s Eye Dissection from the San Francisco Museum of science, art and human perception: Exploratorium, even if we dissected sheep´s eye (as you can see in the picture).

This web page includes  a video, tips, diagrams and a very useful step by step protocole to do the practice (Download here the step-by-step instructions -from exploratorium)

And now some pics from that day…

Read Full Post »

In order to learn about the locomotive system we made a funny activity using the interactive white board and also the skeleton model.

As a group of three or four was labelling some bones on the skeleton at one part of the classroom, the rest of the students were playing interactive games on the white board. Games like “Whack-A-Boneand Poke-A-Muscle.

The flashcards to label the skeleton have both: the English and Spanish name of the bone, but also the common and the more scientific name (like shoulder blade for scapula) and even there is a number to indicate how many of this bones we have in our body (v.gr. scapula -2-).

During these sessions, Johanna the assistant teacher was also in the classroom, so with the two of us inside we could better manage these activities.

We had fun and we learnt, that´s perfect.

Read Full Post »

Last week we enjoyed and learned with the kidney dissection, it was made easy quick and efficient.

Here you have a picture of what we saw, and down there is a more clear diagram from this web.

And now some pictures of the students on the dissection task.

Read Full Post »

A common lab practice in 4ESO is the DNA Extraction, before doing it in the laboratory it could be good to check this virtual practice.

In this slide presentation the process of DNA extraction is explained to make you understand its  scientific basis:

If you prefer watching a video, you can check this bilingual explanation of the lab practice.

May be you are wondering why did we add soap or detergent? or why did we add pineapple juice or tenderizer?

You can get a pdf script and more information from this excellent link:

Image by Jokulhaupar

And here by, you have a quick script to do this lab practice (based on this other one)

Home made DNA Extraction- Easy  Protocol:

  • Smash your organic sample until you get a soupy mixture. What we are going to want to use is the homogeneous solution in the middle. You probably won’t need all of this but it’s good to have extra just in case.
  • Add one tablespoonful of dish washing detergent (or soap) and a pinch of salt (NaCl) to the above solution. Slowly stir this for five minutes.
  • Add some drops of pineapple juice (or a pinch meat tenderizer) to the above solution. Again, stir for five minutes.
  • Pour and filter enough of the solution into your container to a level of two inches or so. Pour slowly out of the blender so you get the middle layer of solution.
  • Drizzle (Tilt the container and pour SLOWLY down the inside of the glass) cold alcohol into the above container. If you do this correctly, a clear layer of alcohol will be floating on top of the denser split pea solution. Add enough alcohol so there is a three inch layer above the split pea solution.
  • Now, let the container sit and observe the alcohol layer.

Read Full Post »

This week we had the lab practice to proof the presence and action of salivary amylase and the effect of pH.

The previous concepts needed were:  Starch / Amylase / Iodine test

  • Starch (or amylum) is a carbohydrate consisting of a large number of glucose units joined together.
  • Amylase is an enzyme that breaks starch down into sugar. Amylase is present in human saliva, where it begins the chemical process of digestion. Amylase splits starch to maltose.

  • The Iodine test is used to test for the presence of starch.
    Iodine solution (or lugol) reacts with starch producing a blue black color.
    In the picture you can see  two test tubes with the different iodine test results: positive (black) and negative (some orange)

The amylase action in a clear video:

And here the worksheet for this practice

One advice, it is better to chew for a couple of minutes the piece of bread inside your mouth in order to get a clear negative iodine test result.

Spitting is always funny.


This group performed a very good work in the laboratory.+

Next image is useful to sum up the practice and show the results (the picture was taken the day after the practice so the iodine test results are more clear in colour).

The important objective of this practice was to understand and be able to explain the Iodine test results in the four different test tubes.

These were some useful websites to prepare this practice:

Read Full Post »

Older Posts »