Procedure: Instruction, Independent Practice and Formative Assessments
Day 3: Uses of Elements Part 1
In the computer lab, students will be investigating the uses of at least 25 elements using Los Alamos National Laboratory's periodic table. http://periodic.lanl.gov/dfault.htm to answer the following essential questions:
- Where can you find elements?
- How are elements used in your everyday life?
Students will be recording the information collected in data table found in their science journal. If they finish before the end of class, students can choose to add more elements or begin day 4.
Day 4. Uses of Elements Part 2
Using the information from the previous day, students can choose one of the following options to demonstrate how 25 elements or more can be found in their everyday life:
a. Write a creative short story on Microsoft Word
b. Create a digital story using i-movie
c. Using garage band, create a song
d. Your idea, teacher approved
A rubric will be used to assess understanding and quality of communicating understanding.
Assignment will be due in 2 days to allow for extra work time before and after school if needed.
Day 5. Chemical Symbols
a. Divide the class in half. The first half will have text message abbreviation and the other half will have the matching
meaning. The objective is to have students find each other. For example: One student will have "bf" and the other will have "best friend". http://www.webopedia.com/quick_ref/textmessageabbreviations.asp
b. Ask the following questions:
1) How are chemical symbols similar to text message abbreviations?
2) What do you notice about the chemical symbols used to represent the elements?
(Most chemical symbols are the first letter or first two letters of the name. However, some chemical symbols are
the first two letters of the element's Latin name)
3) How do you think elements received their name?
c. As a table group, students will play Chemical Symbol Memory. Students have to match the index card with the name of the element/symbol to another index card with the Derivation of the Name. There will be 15 elements, and I will use http://www.ausetute.com.au/elemhist.html as a resource.
d. Independent Practice - Have students write at least 10 puns for each element and include the chemical symbol. Example: Helps remove wrinkles out of fabric - Iron - Fe
The puns will be shared throughout the remaining Chemistry Unit in the beginning of class.
Day 6 and 7 - Share Uses of Element Projects
Using the project rubric, students will first assess their digital project in the computer lab. Then 2 other students will
give them peer feedback on their digital project using the rubric. For the reminder of the time, students can choose to
make any changes or additions before uploading their final project for my feedback on Moodle. When they upload their
project to Moodle, each student will also answer reflection questions concerning the project.
Day 8- Molecules
a. Watch Eureka! Episode 22 - Atoms (Note: Its starts 21 seconds into clip)
b. On the Smartboard, post an image of an oxygen molecule and water molecule with the atoms labeled with the name of the element. Students will compare and contrast an element and a compound using a Venn Diagram that will recorded in their science journals.
c. Human Molecule Relay Race - In the sixth grade locker bank, groups of 5 to 6 students will work together become a molecule that represents common everyday molecules like salt, sugar, aspirin, baking soda, calcium, oxygen, and iron. Student teams will line up on side and given the 7 molecule diagrams with the chemical formula that they must become. On the other side, there will be plenty of color coded signs for each element that will be worn by students and there hands will be the chemical bonds.
d. Independent Practice: From a handout, each students will select a element molecule and compound molecule and construct models for each one out of materials of his/her choice. He/she will also create a key to communicate understanding. A handout with a rubric with reflection questions will be used to evaluate understanding.
Day 9 - Take a Water Break!
This lab is from Anita Brandolini's Fizz, Bubble, and Flash; Element Explorations and Atom Adventures, pg. 14 -15.
Here's an explanation for your understanding of the lab, but not to be shared with the students. They will come up with their own conclusion at the end of the scientific process and share with classmates as a class.
Explanation: Water and carbon (the pencil lead) both conduct electricity, providing a pathway along which it flows. When the wires are connected to the battery, electrons travel around and around in a circle from the battery, along one wire, through the lead, across the water, through the other lead and wire, and back into the battery. As this electrical current passes through the water, it breaks water, H2O, into its elements, hydrogen and oxygen. Those bubbles that form along the leads were hydrogen and oxygen. This simple yet amazing process is called electrolysis.
There will be a lab Smart Notebook using the scientific method as the frame, and each student will record the lab in their science journal which will include a conclusion/summarary.
Day 10 -How small is an atom?
The Phantom wants to create life sized models of atoms, and he wants your help! Help the Phantom investigate the world of the very small by cutting a 28 centimeter strip of paper in half as many times as you can. If you can cut the strip of paper in half 31 times you will end up with a piece of paper the size of an atom. Use website for lesson.
http://www.miamisci.org/af/sln/phantom/papercutting.html
Using Smart Notebook, students will match comparisons with measurement, and record predictions and actual measurements in their science journal.
Day 11 - Subatomic Particles of An Atom
a. Galley Walk - Students will keep their 2 molecule models and their table, but they will walk around for 5 minutes with cut up pieces of paper to write comments on to place next to other students projects. Students will also give
themselves a self-evaluation and answer reflection questions.
Expectations about comments will be reviewed beforehand.
b. Bill Nye Atoms Part 1 http://www.teachertube.com/viewVideo.php?video_id=105573
c. Before reading, as a table group, students will classify characteristics of protons, neutrons, and electrons that are written on individual small sheets of paper.
d. Then as a class, we read Chapter 3, Section 1, "Introduction to Atoms" from Prentice Hall 's Chemical Building
Block. In between paragraphs about the subatomic particle, table groups can move any characteristic card to
another subatomic particle category.
e .When finished reading, students will write "Who am I? " clues for each particles on index cards. The cards will be used the next day to review the characteristics or each subatomic particle.
f. As a class, we will sing the Atoms Family Song http://bussongs.com/songs/the_atoms_family.php
to the tune of the Addam' Family. The link will be posted on class Moodle site so students can read lyrics and sing
outside of class.
Day 12 - Atomic Structure of an Element
a. As a table, students will review characteristics of the subatomic particles with "Who am I?"
b. As a class on the Smartboard, we will use Explore Learning's Element Builder
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=424
The Element Builder Gizmo shows an atom and students can add electrons, protons, and neutrons. Review questions:
Which particles are located in the nucleus?
Which particles orbit around the nucleus?
What happens when we add protons? neutrons? electrons?
What are the properties of protons, neutrons, andelectrons?
Next, we will turn on Show Element Symbol and Element Notation. Three numbers surround the chemical Symbol: the atomic mass, the atomic number, and electrical charge if the element isn't neutral. Ask the following questions:
Which number is equal to the number of protons in the atom?
How can you calculate the number of neutrons (N) in an atom?
Which particle (proton, neutron, or electron) has a positive charge?
Negative charge? No charge at all?
c. Add to the fourth Graffiti Wall question, What makes up matter?
d. Independent Practice: Students can choose one of the following:
1) Write directions on how to build an element and read a periodic table square.
2) Draw the atomic structure for two different elements with their periodic table square and then use a
Venn Diagram to compare and contrast.
|
Comments (23)
carla@schoolcraft.org said
at 7:21 pm on Jul 21, 2010
I love the title...I was immediately hooked...what will I learn? Can't wait to see the final version!
Elisa.Helmke@st.bemidjistate.edu said
at 3:29 pm on Jul 24, 2010
Thanks. Its based off the theme and summative assessment.
catherine.landis@st.bemidjistate.edu said
at 9:46 pm on Jul 21, 2010
You have so many great ideas - You Tube, Smart board. I love the movement piece of doing the relay game. The students will be engaged by that.
Jaci Fritz said
at 6:50 pm on Jul 22, 2010
This looks great! I love the text abbreviation game you are doing, that is something that the kids can really connect to!
Smith said
at 8:44 pm on Jul 22, 2010
yeah you really have some great activities and connect it to the student's life. I don't know if you can change this at all, and mine might be the same way, but because it was wider than the screen it made it sometimes difficult to read the lesson as I had to keep scrolling back and forth (not a biggie just thought I would mention it). In your essential questions I was wondering if you could also try to incorporate some even higher level question words such as "compare/contrast", "predict", or "speculate" to get them thinking even more. Good work
Elisa.Helmke@st.bemidjistate.edu said
at 3:32 pm on Jul 24, 2010
Thanks for the suggestions. I already have compare/contrast, but the questions use "similar and different", but I will include a prediction question.
Brent Boblinski said
at 9:47 am on Jul 23, 2010
I like how you activate their prior knowledge about matter by asking the students what matter is to them. Every grade 6 kid has some idea of matter. Some will have fallacies, but that's part of the teachable moment. Is there any way to get them doing a simple lab to integrate the concepts. When I taught science, I found that labs gave a hands- on component to the learning, and really helped in understanding the concept. Maybe something like a weak acid and a weak base making salt water might be a simple lab.
Elisa.Helmke@st.bemidjistate.edu said
at 12:40 pm on Jul 23, 2010
Yes, there are labs that I use, but I decided to implement them after these lessons because I want a foundation laid for to connect with in order to understand those labs.
Brent Boblinski said
at 8:59 am on Jul 24, 2010
That makes sense. Labs help all kids, but especially your kinesthetic learners.
Elisa.Helmke@st.bemidjistate.edu said
at 3:28 pm on Jul 24, 2010
After much thought, I agreed with you about the lab addition in lesson, so I added one from a favorite book, Fizz, Bubble, and Flash by Anita Brandolini Ph.D. I just added one because the remaining of them I want to use after the MVP party when teaching the concept about groups and properties.
michael.palm@... said
at 2:34 pm on Jul 23, 2010
I like how you utilize the technology in your lesson. Very nice videos. I like how the class will create a graffiti wall. That seems like a great thing to have in the lesson. This is very well laid out and well structured. Looks great to me.
Linda Bruning said
at 5:40 pm on Jul 23, 2010
Wow - you have come a long way with this lesson!!! I love the graffitti wall, I love the making up atoms and bonds with bodies!!! You are inciorporating a lot of technology and activities - my only question would be are you doing activities just to do activities and not allowing them enough time to reflect about what the activities are all about and where the connections are between the activities and what they are learning. That is one of the things I have learned aklong the way - creative, technical activities are great - but unbless I take the time to make the connections between learning and the material we are just doing activities to do activities and they are "fun" more than "learning" - that was a big learning leap for me in incorporating the arts and core curriculum - just thought I would share.
Brent Boblinski said
at 9:01 am on Jul 24, 2010
Good point, Linda. Reflection time is definitely important. Sometimes I'm guilty of having some great activities, only to later realize I didn't give the kids enough time to reflect on their learning.
Elisa.Helmke@st.bemidjistate.edu said
at 3:49 pm on Jul 24, 2010
I am excited to implement the graffiti wall and the human molecules with the students into the Intro to Chemistry Unit! The molecule relay might be a little chaotic but when creating the game, I thought it was a good idea for them to engage the concepts with their bodies as well as promote teamwork. As for the graffiti wall, I've never tried it before, but I can't wait to see their colorful artistic product that demonstrates their understandings.
I also appreciate you question about just doing activities and allowing for reflection. First, the activities were carefully arranged in a particular order so the students can connect one concept to the next, so even they might be "fun", there is a purpose that is directly related back to the essential questions and understandings. Then for reflection, I just added some more opportunities with their rubrics and at the end of some days. Thanks for the suggestion because I often struggle with allowing processing time.
Linda Bruning said
at 7:53 am on Jul 27, 2010
Oh, Elisa, a little controlled choas can be a good thing! I love doing walls like that - it makes their learning visible. Another thing you might do is create a graffiti poem where you post the for word or two and then students add on to it. It could stay up for the whole unit and as they learn new things you start new verses.
Elisa.Helmke@st.bemidjistate.edu said
at 9:10 pm on Jul 27, 2010
GREAT IDEA! It will be an addition and/or something that I could do for another unit. Thanks.
catherine.landis@st.bemidjistate.edu said
at 8:45 pm on Jul 24, 2010
I like the essential questions you're presenting. It helps students think more critically about the science concepts. Doing some cross-curricular activities keep the connection between subject areas going, especially in the upper grades.
Barbara Bridges said
at 12:28 pm on Jul 25, 2010
Excellent! You were working hard while I was chopping in the galley! I will give you a detailed review later or tomorrow
Elisa.Helmke@st.bemidjistate.edu said
at 9:17 pm on Jul 27, 2010
Thanks. Overall I very happy with how it turned out after working very hard on it. However,there's always changes or new ideas, but that's the beauty of it all.
Also, when I first started creating this lesson, I was very stuck and in a serious rut because I was thinking of how I have taught it in the past and how majority of middle school teachers introduce atoms. However, once I started breaking old useless neurons and forming new patterns, it took off.
jeffrey.swanson@... said
at 11:27 pm on Jul 26, 2010
I'm going to find that They Might Be Giants song for my chemistry class. I always play music during our Warm Up at the beginning of class, so this would be a great one when we're in the middle of our element memorization!
Elisa.Helmke@st.bemidjistate.edu said
at 9:11 pm on Jul 27, 2010
I just found out that they have other science songs :) and you can purchase their cd!
Barbara Bridges said
at 7:43 am on Jul 31, 2010
Your invitation is wonderful! How about putting it in a graphic to add even more appeal?
Grading Criteria for Final Project
R: Concerns. How about assigning working pairs...one techie maven and one "beginner"? Saving the save every five minutes rule!
R: Encouraging creative risk taking...how about a bonus point/prize for most risky/creative?
If money and time were not object, I would.....Select ONE wish and make it happen each year -finding in OR outside funding!
LOVE the graffiti wall! brilliant!!
A Periodic Poem - By Anita Brandolini, Ph.D. Excellent Launch
Procedure looks very complete with an appropriate amount of variety for this age group. Impressive use of existing technologies and learning modules... Why re-invent the wheel??
Your assessment plans look so very creative and exciting! The students will really enjoy AND understand your learner objectives.
Re: Ambitious aspect. YES, but your 17 day time line and delivery methodologies will be succesful.
WOW on this lesson.
Elisa.Helmke@st.bemidjistate.edu said
at 2:40 pm on Jul 31, 2010
Thanks for the good suggestions! I included them in updated lesson. I also figured how how to add pictures if I couldn't drag or drop them :)
You don't have permission to comment on this page.