Teaching science with a box supports the reinforcement of knowledge, facts, and ideas in any science subject area or science concept. Using a readily available cube shaped tissue boxes provide endless possibilities for teaching and learning science. Students use critical thinking skills as they learn to ask questions and develop a better understanding of science using inquiry.
The advantage of using cubed tissue boxes in science is twofold. First, tissues are a necessary item in classrooms for all those running noses and using empty tissue boxes supports recycling. Second, the shape allows for the possibility of stacking boxes to make connections within a concept or with other concepts.
How to Use Boxes for Science
Since tissue boxes are cubes, their six sided shape provides a uniform size and shape for displaying information. Students prepare their work using construction paper, word processing computer programs, art/paint computer programs, or other materials for attachment to the boxes.
Once students prepare their materials, they glue the materials to each side of the tissue box. It is important to allow students to be as creative as they like when completing science boxes.
The following are recommended uses for each side of the six sides of a tissue. Students select which side of the tissue box is the top.
- Top: The science concept or idea the box provides information about.
- Bottom: Student name and resources used in research of the science concept or idea.
- Side 1: A brief description, including some facts about the science concept or idea.
- Side 2: Use visual arts to represent the science concept; such as a diagram, picture, collage, etc.
- Side 3: Pictures of how the science concept or idea is applied to everyday life.
- Side 4: How the science concept or idea is connected to with other subjects, such as other science areas, math, history, etc.
Periodic Table of Elements (MS/HS)
Students are assigned or allowed to select an element from the periodic table of elements. Teachers need to ensure that all elements are covered by his/her classes. Example:
- Top: Carbon
- Bottom: Textbook and the Website – Web Elements and Element Collection (also the URLs)
- Side 1: Carbon is found free in nature in three allotropic forms: amorphous, graphite, and diamond. Facts: Symbol: C, Atomic Number: 6, Atomic Weight: 12. 0107, Periodic Table Group: 14, Classification: Non-metallic, Color: Graphite is black and diamond is clear, Melting Point: 3800 [or 3527 °C (6381 °F)] K, Boiling Point: 4300 [or 4027 °C (7281 °F)] K (liquid range: 500 K), Density of solid: 2267 kg m-3, and Molar volume: 5.29 cm3.
- Side 2: Student provides a visual of the schematic shell of a carbon atom.
- Side 3: Student provides a picture collage of diamonds, coal, graphite, etc.
- Side 4: Geology – Carbon is distributed widely in nature as calcium carbonate (limestone). Coal, petroleum, and natural gas are chiefly hydrocarbons. Carbon is found as carbon dioxide in the atmosphere of the earth and dissolved in all natural waters. Biology – Carbon is the key to life and by definition is present in all organic compounds.
Other Sample Uses of Science Boxes
Food Web (E/MS/HS)
Students are assigned specific organisms, plants, and animals in a food chain. Then the boxes are stacked according to their place in the food web.
Life Cycles (E/MS/HS)
Students are assigned to different life cycles, such as plants, trees, butterflies, humans, etc. Then boxes are stacked according to how each life cycle is dependent or interacts with each other.
Making Connections
Through the completion of science boxes, students develop a better understanding of science concepts. Twenty questions to ask students in science projects provide examples of how to help students make visual and concrete connections. It is important for them to internalize how their science concept interacts with or is dependent on other science concepts.
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