My favorite emails to receive are photos of labs from my courses! I love them. It makes all the hard work of writing worth it! This is a scrapbook of photos I have received since the beginning of October. Let’s start with something really impressive!

I owe everyone who sent me photos and poems before October an apology. My email service changed to a new format and deleted all my old emails, which is where I was storing the photos people sent to me. Please resend your photo if you do not see it here. I learned my lesson; I will not wait to post photos ever again!

Ashley is 12 (7th grade) and homeschooled for the first time this year. Her sister, Valerie, is 10 (5th grade) and will join our homeschool adventure next year. The girls’ mom told me the main reason Valerie wants to homeschool with us besides spending more time with me, is all the fun experiments we have been doing. She wants to get her hands dirty and feel and smell science.

Elvi made this.

She mixes her love for science with a love of theater and performing. (I do too Elvi!)

This project was her favourite biology project of the year!

The next 4 photos are from the World’s best co-op class ever! (This was the intro the woman running the co-op class suggested. I love this. That means they are having a great time. Teaching is hard. If everyone is still loving it 6 months into it, They are lucky!) The video is also from a co-op class! Homeschool and science! The perfect combination!!

I get more DNA transcription models than anything else, except qwitekutesnutes (most of which were sadly deleted)

This is a great experiment from RSO Life 1.

The Braun kids look like they are having a great day of science, don’t they!

My goal with this series of posts is to make it easier for anyone who wants to teach a science co-op. Teaching is a LOT of work. I respect the time and energy you as an educator are taking to teach science and this is my way of making it a little easier for you.

Note 1: You’re going to have to match the lab with the text. I changed the scheduled weeks where some of the labs are done in co-op class from the order they occur in the book.

Note 2: No change means that there is no change to the quantities as listed in the Material List in the Student Guide.

Note 3: I am assuming every student has their own textbook.

Note 4: Some of the labs have been assigned to do at home. I am assuming that the parents are responsible for the supplies for those labs which are all common household items.

Week

Material List REAL Science Odyssey Chemistry 1 Co-op

1

The physical tests: Each student should go through and do the tests individually but you only need one set up for the entire group.The chemical tests: Have students work singly or in pairs conducting the chemical tests. You will need to multiply the amount of materials needed for the chemical tests by the number of students to determine the amount of materials you will need.

2

The Atom LabsLab #1: no change

Lab #2: no change

3

The Types! Lab: You need to decide how many sets of elements your class will make. The instructions are for making one set with some marshmallows leftover. Increase the amount of supplies if you are going to make more than one set of elements.

4

The Parts! Lab: 2 balloons per studentThe Alphabet Lab #1: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. At this time. Make sure you have all of these supplies you need for each student to make their periodic table.

5

Atomic Numbers Lab #1: You will need to multiply the amount of materials by the number of students todetermine the amounts you will need if done individually. I recommend doing this individually by the way.Atomic Numbers Lab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

6

Massive Matters Lab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. If you can borrow some kitchen scales from parents for today’s lab. This lab will run more smoothly.

7

Periodic Play Dough Lab: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

8

We Are Family Lab: Have students work singly or in small groups. You will need to multiply the amount of materials by the number of groups to determine the amounts you will need.

9

If lab is done in class do it as a group. There will be no change for the amount of materials. If the lab is done at home you will not need any materials for the lab today.

10

Make sure students have all the supplies they need to make their Element Book at the start of week 10.I like to have students do labs not watch them. This lab does have the potential to be a bit of a mess though – just warning you. You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

11

You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

12

You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

13

No change, perform this lab as a group.

14

Double or triple the amount of ingredients for the Group 15 Lab to make sure you have enough for entire class.

15

The Group 16 Lab # 1 requires a stove. If labis done in class do it as a group. There will be no change for the amount of materials. If the labis done at home you will not need any materials for the lab today.The Group 16 Lab #2, double or triple the amount of supplies to ensure you have enough. Cut the potato into fourths, or eighths that way you will use fewer potatoes for more students

16

Lab #1: No changeLab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. Add to the supply list 2 freezer baggies per student.

17

1 balloon per student

18

1 set of puzzle pieces per studentLab, pages 239 – 241: A minimum of 14 toothpicks per student and 23 gumdrops (in assorted colors) per student

19

Lab, pages 243 – 245: There is no change to the water and oil amounts, all other materialswill be increased so that there is enough for each studentLab, pages 251: 1 celery stalk and glass for each student, you probably want 2 contains of blue food coloring to ensure you have enough

20

Lab, pages 261 – 264: Increase the number of supplies per student

21

10 to 15 Lego pieces per student

22

Read over the procedure on page 277, for Part 2 decide if you want 1 set of three baggies a few set of three baggies or 1 group of three baggies per student

23

Lab #1, page 283: I think there is muchto be gained from having students take these measurements themselves, but one of the measurements is for the boiling point of water. The amounts of the materials depend on whether you do this lab in a demonstration fashion or have each student do it themselves.Lab #2, page 287: have pre-made Jell-O and a box of Jell-O with cold water so students can see that you made it from a solid and liquid. Had a jar of peanut butter, a jar of mayonnaise, multiply the containers, bowls, plates, and spoons by the number of students

24

Lab #2, page 297: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

25

Lab, page 303: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

26

Lab, page 309: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

27

Lab #1, page 319: no changeLab #2, page 293: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

28

Lab #1, page 329: 1 can of soda for every 1 to 3 students, multiply the number of glasses by the number of studentsLab #2, page 333: no change

Activity page 337: 1 kite per student

29

Lab #1, page 341: You will need to multiply the amount of materials by the number of students todetermine the amounts you will need.Lab #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. If space is limited students could work in pairs or groups of three.

30

Lab, page 259: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

31

Labs #1 and #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

32

Make enough cabbage indicator for the entire class, 2 ¼ cups per student, you will use it this week and next week. Make a minimum of three coffee filters for each student.Lab #2, page 377: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

33

Labs #1 and #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need.

34

Labs #1 and #2: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. For Lab #2 you need one piece of fruit and V-8 juice for every 2 to 4 students.

35

Lab, page 401: You will need to multiply the amount of materials by the number of students to determine the amounts you will need. Add one freezer baggie per student to the material list.

36

Lab #1, page 407: Each student should have a stopwatch or watch (the timer on an iPhone works great).Lab #2, page 411: Do this as a demonstration. It is a great lab to end the year on. No change to the amounts in the material list.

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Check out our materials list for RSO Biology here.

REAL Science Odyssey Chemistry 1 is a great choice for a science co-op, however because it was designed to be done 2 days a week it presents some scheduling challenges when conducting the labs in 1 day. You might want to teach this class 2 days per week, if you do, follow the format in the book as laid out on pages 14 – 16 of RSO Chemistry 1. If you don’t, some weeks will require parents to do work at home. This schedule is for doing the class 1 day per week.

Note: The page numbers below are for the written text. If you have an e-book these page numbers will be a little off. Refer to the schedule in the book if there is any confusion about page numbers.

For more general information about teaching a science co-op read my blog article, Using REAL Science Odyssey for a Homeschool Co-op: General Notes.

Unless noted I recommend the following format for your class each week:

In class

Read the theory

Conduct the lab

At Home

Crossword Puzzle, when there is one

Some assignments and projects, as indicated below

For more general information about teaching a science co-op read my blog article, Using REAL Science Odyssey for a Homeschool Co-op: General Notes.

Unless noted I recommend the following format for your class each week:

In class

Read the theory

Conduct the lab

At Home

Crossword Puzzle, when there is one

Some assignments and projects, as indicated below

Week 1

The first week of class can be a bit hectic. I suggest you divide the week up this way

In class: Lab #2 pages 27 – 30

*** It is very important you go over the process you are using when conducting this lab. Discuss the scientific method, what it means, and how it is being applied.

At home: Lab #1 and the crossword puzzle pages 23 – 25, 31

Week 2

Each week discuss the parts to the scientific method. These are on the lab sheets for most labs. By the end of the year you want students to be fluent in the vocabulary used when applying the scientific method.

Lab #1 pages 37 – 39

Lab #2 pages 43 – 44

Week 3

At home: Read over pages 46 – 47 and Make Parts poster page 47

In class:

Do the Parts! Lab: 49 – 51 next week

Types! Lab: pages 54 – 61, There will be plenty of time for students to do this individually, but you could have students work on this together, so that the entire class makes this on a large table building one element at a time. If you do, make sure everyone participates (maybe put the labels in a hat and have students choose one, and make that element when it is his or her turn; if you have more than 10 students have students work in pairs for the larger elements like neon).

Week 4

There is a lot of sitting around today so I would suggest breaking it up by

Read pages 66 – 67

Do Parts! Lab: 49 – 51: Have an extra balloon for each student to take home, so they can share this demonstration with their family. Ask students to teach their family what is happening in this experiment.

Do The Alphabet Lab #1 pages 69 – 73: Work through this methodically with your students. Students will be using this periodic table for several more chapters DO NOT let them take it home!!!

Have student do pages 75 – 79 at home, unless you have time at the end of class in which case have them do page 75 in class

Week 5

There are three parts to the Atomic Numbers section

Atomic Numbers Lab #1 can be done as a demonstration or individually it is up to you

While you wait the 20 minutes for the final observation for Lab #1: Read over page 81 and have students fill in the atomic numbers section on their periodic table.

Atomic Numbers Lab #2 start in class, if students don’t finish it have them finish it at home

Week 6

In class:

Read over pages 95 – 96 and have students fill in the assigned section on their periodic table

Do Massive Matters Lab #2

At home: Massive Matters Lab #1

Week 7

Read over page 105 and have students fill in the assigned section on their periodic table

Do the Lab, page 111

Save the worksheet page 109 for last in case you need to have students do it at home

Week 8

In class:

Read over page 113 – 115 and have students fill in the atomic numbers section on their periodic table

Do Lab 119 – 122; take your time with this lab. It is a really good one

At home: page 117

Week 9

The lab on page 129 – 131 requires an oven. If this is a problem for you:

Fill in worksheet pages 125 – 127

Have students (with parental supervision) do the lab at home and bring the muffins in for a tasting party. If you do this have student mix in berries or chocolate chips (assign this individually) so you have some variation in the muffins.

You should have completed periodic tables to put on walls or desks for students to show off to their parents. This is the end of Unit 3, so it is a good place to take the time to do this.

Week 10

Over the next 9 weeks students will be creating a book for the first three rows of the periodic table going across by group. There is some drawing to be done each week. Class time for this can be problematic because some students will take 5 minutes to do the same task another student take 55 minutes on.

Each week for the next 8 weeks: Read over the For My Notebook page and make notes about the elements in the spaces on the pages for the Element Book.

I will give you my advice each week, but you might need to tweak it.

Recruit 1 or a group of parents to do the work on pages 139 – 140 for each student

This week In class:

Read page 136: have students follow along on their periodic table

Fill out page 137 and glue it to their book. Do not let students take this home.

Read page 141: have students fill in the Facts section on page 149. This and every other week, have students work on the rest of the page at home.

Do Lab page 143 – 145

Read page 142: have students fill in the Facts section on page 151. This and every other week, have students work on the rest of the page at home.

Week 11

The Lab for this week< Crystal Creation, is short and will not be completed until next week. Students should be able to do all the work for their Element Book including decorating it in class.

Week 12

Make observations for the Crystal Creation Lab page 157.

Expect a fun mess with the lab today! Save some of this for week 26. It will stay good if you refrigerate it.

Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.

Week 13

Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.

The lab requires an oven. Try to round up a toaster oven if you need to. This lab is fun and yummy.

Week 14

Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.

The lab requires an oven and a mixer. A toaster oven will work.

Week 15

Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.

There are 2 labs for this week.

The lab on page 193 requires a heat source. Have students do it at home if that is a problem. A toaster oven will not work.

Do the lab on pages 195 – 197

Week 16

Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home.

There are 2 labs for this week.

Lab #1 needs to be done as a demonstration. Bleach is too toxic and caustic to risk having a group of students use it.

You will start Lab #2 today and finish it next week. There are a few changes to the procedure so that this lab can be done by all the students. Change the procedure instructions for Procedure 8 in the book to Let the egg sit for 7 full days. Do not refrigerate the egg. Have students make the vinegar solution in a double baggie. If the egg breaks and leaks out of the baggies it will be badly stinky!!! Have students take the baggied egg home and complete the experiment at home the next day. Have them share their observations at the start of next week’s class.

Week 17

Students should be able to do all the work for their Element Book in class. If they cannot have students complete the pages at home. You might even be able to put the books together. If you do not have a refrigerator in class, use an ice chest with ice in it. Perform the experiment while working on the Element Books. Have a balloon for each student to celebrate the end of the unit or just use 1. If you have a balloon for each student, have everyone put their balloon in the cold source at the same time so all the cold air does not get out from being opened repeatedly.

Week 18

There are 3 labs/activities this week. The Lab on page 243 – 245 will be done at the start of next week.

The puzzle pages 233 – 235: You might want to have 1 set of pieces per student pre-cut. If you do consider asking parents or students to bring these pre-cut pieces with them to class.

Lab #1 pages 239 – 241

Week 19

Begin class with the lab page 251, set a timer for 1 hour and make the second observation. I am not sure if this experiment will last over a week. You are going to need to check on it after 24 hours, and take a photo. Then you can wait a week and see. That way your students can use your photo as the final observation if they have to.

Lab page 243 – 245

Worksheet page 249

Week 20

Lab 261 – 264

Have students finish today with the worksheet page 255 – 259. They can complete this at home if you run out of time.

Week 21

Have student complete the poem at home.

Start class with Activity #1 on pages 269 and 271

Have student share poems if they are so inclined.

Have students do Activity #2 on pages 269 – 270 and 273

Week 22

Do pages 275 – 279

Week 23

Do pages 281 – 289: Use a microwave if you have to in order to boil water. An electric tea kettle will also work.

Have the ingredients for Jell-o present, but make a batch of Jell-o ahead of time so students can make observations about the Jell-O in class.

Week 24

Do pages 291 – 300: You have a group of students so why not use them for a density demonstrations. Mark off a space on the ground that will just fit all the students standing as a group. Have the students fill the space 1 by 1. Have the students move around in the marked off area. This will show them how much less space there is to move when more particles (people) occupy the same amount of space.

Week 25

Take a look at the lab on pages 303 to 305. The amount of set up time is perfect. But the lab takes 1 week to complete and you make a hot sugary solution. It is a good lab though.

You have a group: do the group activity on page 304

Week 26

Do pages 307 – 315: Use the slime you saved

Week 27

Do page 317 – 325: To do the lab on page 319 in 1 lab period. Use 3 bottles. Take one bottle and freeze it with the cap off the day before class. Bring the bottle to class, but take a photo in case it starts to melt before class starts. Suggest students put a bottle with the cap off with a dish under it in the freezer overnight to observe the expansion of water for themselves.

Week 28

Pages 327 to 337: There are three activities/labs this week. You should be able to get through them all. You will need a microwave and 1 or more kites. If it isn’t windy, the kite is optional.

Week 29

Pages 339 – 347

Week 30

Pages 353 – 361: You will need pre-frozen Kool-Aid

Week 31

Pages 363 – 371

Week 32

Pages 373 – 379: The indicator should be made at home. Do Step 1 at home and bring the indicator to class. Have kids make the coffee filter pH paper from Step 1 in class. They will use it next week.

Week 33

Pages 381 – 387

Week 34

Pages 389 – 397

Week 35

Pages 399 – 403: Have students make the solution for Day 1. You are going to need to make the same solution the day before so you can do the entire experiment in 1 day. Have students take the solution home in a baggie so they can see the results for their own solution. Alternatively, you could leave it a week and have students make their observations next week.