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Helmke

Page history last edited by Elisa.Helmke@st.bemidjistate.edu 13 years, 8 months ago

Creative Curriculum Front Page

 

Ready for Review

 

Elements: Matter's Most Valuable Players

 

 

 

 

 

 

     Come meet matter's most valuable elements that make up everything around us! In this lesson, you and your students will be actively engaged with the elements that make up the world around us.  Your class will meet the Matter's MVP's when they graffiti the wall, sing songs, watch short clips on You Tube and Teacher Tube, compete in games, become human molecules, split water molecules, construct molecular models out random materials, demonstrate their understandings using technology, and celebrate together at Matter's MVP party.

 

Name of Lesson:       Elements: Matter's Most Valuable Players 

Where/for whom you will teach it:

 

As the introduction to the chemistry unit, this following lesson will be implemented at Wayzata East Middle School in five different 6th grade science classes with approximately 28 - 30 students in each class. It will take 17 days and will occur in the 6th grade science classroom, the 6th grade locker bank (a large open space), computer lab, and library presentation area.

 

Risk and Joy:

 

The joy within the lessons will be exposed when students...

  • engage with the scientific concepts through a variety of multiple intelligences. 
  • make choices on how they will demonstrate their understandings.   
  • interact and communicate with each other.
  • deepen their understandings about world around them. 
  • increase their connections to the world around them. 
  • construct creative molecular and atomic models out of a variety of materials. 
  • continue to build a solid foundation for their future science classes.
  • communicate their personal and academic growth. 
  • celebrate and share their understandings.

 

My risks and worries:

  • Are there too many concepts within the 17 days?   
  • What if students aren't able to make connections?   
  • Since my students have a wide range of technological and academic skills, will students struggle?   
  • What if a student falls behind in an assignment or task because of lack of skills? 
  • Since my students come from wide range of socioeconomic back grounds and family structures, how I can support students with their assignments and learning outside of the classroom?  
  • What if a student becomes stuck during the creative process, how can I encourage him/her without sharing my ideas?
  • Was there enough time for students to process and think creatively?
  • Majority of the textbooks and science teachers begin the atom and end with the uses of elements, but I decided to reverse the order so students could make personal connections to elements first. Was this a good decision ?
  • Some of my students struggle with focusing when there is too much activity going on around them. How can I help them keep their focus?
  • What if server goes down while my students are using the computers?   
  • What if students do not save their work on the computer or save it in the wrong place? 
  • How can I encourage students to be team players with each other through the learning process?  

 

 

If money and time were not object, I would.....

  • put an addition on to my classroom so students have room to move.
  • install group science tables that have a sink in the middle of each one and stools that surround them.
  • take out the old carpet in my classroom and lay down tile so messes on the floor are easy to clean up.
  • purchase the Delta Educations' Foss Chemical Interactions Kit.
  • have a laptop cart in my classroom with wireless access.
  • make sure all of my students had access to a computer and internet at home.
  • organize a field trips to various companies so students could interview chemists.
  • have students spend a half day or whole day with a chemist in a laboratory.
  • have students be mentored by University of Minnesota chemistry majors. 
  • interview professional chemists so I can create authentic assessments.
  • organize a field trip to Los Alamos National Laboratory in Los Alamos, New Mexico. 
  • visit and then organize a field trip to FermiLab in Batavia, Illinois. They offer a variety of options for educators and their classrooms. 
  • write grants and find funding to support learning in my classroom.

 

 

Preparation/Materials/Resources/Venue 

 

Preparation

  • 4 large pieces of butcher paper with questions for graffiti wall
  • Uses of Elements Rubric and Handout
  • 15 text abbreviations on individual cards and 15 matching meanings on other individual cards
  • 7 sets of Chemical Symbol Memory in ziploc bags. Each game will contain 15 elements with matching derivation of the element's name on index cards.
  • Smart Notebook slide on a oxygen and water molecule.
  • Smart Notebook slide for Take A Water Break! Lab
  • 5 sets of 7 molecular diagrams of 4 elements and 5 compounds 
  • Color coded element signs of students when making human molecules   
  • 7 set of subatomic particle characteristic cards
  • Smart Notebook for students to classify subatomic particle characteristics
  • Summative Assessment Handout and Rubric
  • Hydrogen MVP Poster to show as example

Materials:

  • Extra markers and computer paper for graffiti wall 
  • Class set of scissors  
  • Class set of glue sticks
  • A package of multiple colored construction paper
  • 100 Index Cards
  • String/yarn
  • Take  A Water Break! - 30 pieces of copper hookup wire, 60 alligator clips, 15 small glass jars,  150 pieces of mechanical lead, 15 9volt batteries, and water  
  • Student science journals 
  • Padilla Ph.D., Michael. (2005). Prentice Hall Science Explorer: Chemical Building Blocks. Upper Saddle River, New Jersey. Pearson Education, Inc.
  • Computer software:  Comic Life, i-movie, Microsoft Word, Smart Notebook, Garage Band

          (note: By this unit, students will have experience in all of the above software)

  • Colored Printer
  • Extra supplies or a donation container for students to make molecular models at school if needed. 
  • Helium balloons for MVP party

Resources:

  • Brandolini Ph.D, Anita (2003). Fizz, Bubble, and Flash: Element Explorations and Atom Adventures for Hands-On Science Fun. Charlotte, Vermont: Williamson Publishing.
  • Smartboard with Projector
  • Surround Sound in classroom
  • Teacher Moodle Account  
  • Periodic Table in Student Planners
  • You Tube 
  • Teacher Tube
  • Explore Learning Account

Venue:

  • 6th grade classroom 
  • Computer Lab 
  • 6th grade locker bank
  • 6th grade presentation area

 

Audience considerations  

 

Since my audience is 11 to 12 years old, my first consideration is that the learning activities need to be differentiated with multiple learning styles, preteen friendly, engaging, and relevant to their lives. Every year, my students enjoy sing science songs and watching videos, so I included music videos in the lessons for them to sing along with at school and at home. In addition, the lessons need to include peer interaction and team work because majority of the students enjoy talking and struggle to be quiet for a long period of time. Finally by 6th grade in Wayzata, students are experienced in all of the software that I selected. However, If they want to do pod-casts or Voice-Thread, it can be an option too even though I have limited knowledge.

 

The next consideration is that even though majority of my students have a working computers and Internet, approximately 10% do not have access to Moodle at home. Therefore, it will be important for me to have extra handouts available and burn cds of the songs so they can play them on the stereo. Another consideration is that my team will be teaching the 6th grade English Language Leaner students so I will need to make accommodations before I begin the lessons and work with their ELL teachers and paras.

 

The final consideration is that by 6th grade, students in Wayzata are conditioned to focus on the right answer, so when being creative, they struggle because there is more than way to communicate an understanding. From previous experiences, I anticipate that I will have to encourage them through their creative journey while also allow them time to explore the creative possibilities so they don't become frustrated.

 

Standards Met:

 

Strand: The Nature of Science and Engineering

Sub-strand 3: Interactions Among Science, Technology, Engineering, Mathematics, and Society

 

Benchmark  6.1.3.4.1  Determine and use appropriate safe procedures, tools,

measurements, graphs and mathematical analses to describe and investigate natural and designed systems in a physical science context.

 

 

Note: In Wayzata Public Schools, this standard is to be covered in 6th grade curriculum even though is not in the 6th grade standards. 

 

Strand:  Physical Science

Sub-strand: Matter

 

Standard: The idea that matter is made up of atoms and molecules provide the basis for understanding the properties.

 

Benchmarks:

7.2.1.1.1  Recognize that all substances are composed of one or more of approximately one hundred elements and that the periodic table organizes the elements into groups with similar properties

7.2.1.1.2  Describe the differences between elements and compounds in terms of atoms and molecules

 

In the Science MCA -III Test Specifications Booklet, item specifications were noted for each benchmark:

7.2.1.1.1

  • Groupings will be limited to metals, non-metals, and metalloids
  • Items that refer to the periodic table will include relevant information from the periodic table

7.2.1.1.2 

  • Items will not include chemical formulas or equations

 

 

 

Learner Objectives/Essential Questions

 

Students will: 

  • Distinguish the differences and similarities between a compound and an element.
  • Explain how elements are used are where they can be found.
  • Explain the relationship between atom, element, com pound, molecule, and matter. 
  • Explain the importance of chemical symbols.
  • Read a chemical formula by identifying the name of the element(s) and number of atoms.  
  • Describe an element with its appropriate number of subatomic particles in the proper location.
  • Describe the different characteristics of a proton, neutron, and electron. and then explain how their relationships effect the atomic structure of an element.
  • Locate an element on the periodic table by the subatomic particle information.
  • Interpret the element' square on the periodic table of elements.
  • Describe the size of an atom and explain the importance of using models. 

 

Students will create/produce...

  • A class graffiti wall that displays images and words relating to concept of matter. 
  • A product of his/her choice that demonstrates how elements are used.
  • A human molecule using people as elements and hands as chemical bonds. 
  • Hydrogen and oxygen when splitting a water molecule.
  • Models of two different molecules out of materials of his/her choice. 
  • Models of atomic structure for different elements.
  • An element Most Valuable Player poster for an element of their choice that the demonstrates their understanding of key concepts. 

 

Essential Questions throughout the Introduction to Matter Unit that apply to these lessons:

  1. How would you describe matter?
  2. What are some examples of matter?
  3. Where do you interact with matter? 

 

Essential Questions for Elements: Matter's Most Valuable Players: 

  1.  What makes up matter?
  2.  Why are models useful for understanding atoms and molecules?
  3.  What are the problems with using models for understanding atoms and molecules?
  4.  How is an atom like a Lego piece?
  5.  How does the atomic structure of one element similar to another element?
  6.  How does the atomic structure of one element different from another element?
  7.  What analogies could be used to compare the mass of neutron or proton to the mass of the electron?
  8.  Why is a carbon atom neutral and an hydrogen is not?
  9.  Why is the periodic table of elements not in alphabetical order?
  10. Predict the size of gold based on its atomic structure. How does it compare to silver?
  11.  Where can you find elements? Compounds?
  12.  How are elements and compounds used in your everyday life?
  13. How are text message abbreviations similar to chemical symbols?
  14. How were elements given their name and their chemical symbols?

 

 

Key Skills/Understandings/Vocabulary

 

Students will be able to demonstrate the following skills:

  • Read and comprehend the periodic table of elements.
  • Read a chemical formula and identify the elements and number of atoms.
  • Locate an element on the periodic table by its subatomic particle information.
  • Identify an element by its subatomic particle information.
  • Classify subatomic characteristics when using proton, neutron, and electron as the categories.
  • Construct a model of an atom, element, and compound. 

 

Students will understand that….

  • Atoms are building block of all matter: solids, liquids, gases, and plasma.
  • The negatively charged electrons that surround the nucleus as a cloud. 
  • Electrons are approximately 2000 times smaller than a proton or neutron. Yet because they have so much energy, electrons need lots of space to move around the nucleus. Therefore, almost all of atom is empty space.
  • The positively charged protons and the neutral neutrons found in the nucleus make up nearly all the mass of an atom.
  • All elements have a different atomic structure because each element has a different number of protons, neutrons, and    

               electrons.

  • Chemical symbols on the periodic table are abbreviations of the element and used in chemical formulas.
  • Elements are arranged in order by their atomic number. 
  • Molecules are a combination of the same atoms called elements or different atoms called compounds.
  • Since an atom cannot be seen with an optical microscope, a model is a useful tool to learn more about its structure and    

               properties.

  •  Models do not represent the size of the subatomic particles, atoms and molecules nor the distance.

 

Key Vocabulary:

  • Atom
  • Atomic Mass
  • Atomic Unit 
  • Chemical Symbol 
  • Chemical Formula
  • Electron
  • Electron Cloud
  • Element 
  • Matter
  • Molecule
  • Neutron
  • Nucleus
  • Periodic Table 
  • Proton

 

"A Periodic Poem" will be read, posted in classroom, and used as the cover to their packet with all of their handouts.

 

A Periodic Poem - By Anita Brandolini, Ph.D.

 

 

Each element has a spot on the Periodic Table,

Whether metal or gas, radioactive or stable.

You can find out is atomic number, its chemical symbol, its weight,

And from its position, its physical state.

 

Elements lined up in columns and rows,

The reason for this order, as each chemist knows,

Is that atoms are made up of still smaller bits,

(Figuring this out tested scientists' wits!)

 

In the nucleus, protons and neutrons are found,

And a cloud of electrons is buzzing around.

First take one proton, put in its place;

Now you have hydrogen, the simplest case.

 

Add two neutrons and one more proton,

And suddenly, the hydrogen's gone!

Now you have helium, quite different stuff...

You get the picture; I've said enough.

 

These tiny particles; they're like building blocks

That make people and buildings, flowers and rocks.

They create all of the elements we find

In everyday things of every kind!

 

 

 

Anticipatory Set/Snappy Launch

 

 Day 1 -   Create a graffiti wall using colorful and creative words and images.

               a. There will be 3 large pieces of butcher paper with one of the following questions:

                           How would you describe matter?

                           What are examples of matter?

                           Where do you interact with matter? 

                b. As a large group, questions will be read aloud.

                c. Students will record the questions in their journal and leave 6 or more lines to answer with words and possibly      

                          change or add to it through out his/her learning process.

                d.  As a large group, briefly review prior knowledge of the states of matter and measuring matter so students in order                                  to help students make a connection to the word "matter".

                e. As a group of 4 at their table and then a large group, students will have an opportunity to share their responses.

                f. Each student will have an opportunity to draw his/her word and/or image for each question. Then the student will                              share his/her image with the class by gluing it on the large butcher paper for that question. If students do not                                finish before the end of class, students can add to the wall at the beginning of class throughout their learning  

                       process.

                g. The graffiti wall of responses will be posted along the back wall of the classroom.

 

Day 2 -  Meet the Elements

             a. Add a fourth large butcher paper with the transition question and entry into science journal: 

                 What makes up matter?  Connect yesterday's lesson with today's prompt. Students can also add to this prompt        

                 throughout their learning process and there will time at the end of day 9 to add to the graffiti wall.

 

 

              b.  Introduce theme song, They Might Be Giants: "Meet the Elements".  It will be posted on our class Moodle site for                           students to access outside of class time. Since 6th graders love music and videos, the video will be requested and                     played everyday.

 

 

                YouTube plugin error  

 

               c.  As a table and then entire group, students will record question and response in science journal and then discuss 

                    this prompt:  Since the first day of middle school, how do we get to know each other? What are the stages of 

                    knowing one another?  Connect this prompt with understanding elements. example: Name, nickname, attributes 

                     about the person,etc.

 

 

               d. Students can use their planner's periodic table as well as the posted the Periodic Table of Elements on the          

                   Smartboard using http://periodic.lanl.gov/default.htm from Los Alamos National Laboratory to meet the elements.

 

 

               e. What  information is included in each element's square? (chemical symbol, atomic mass, atomic number)  

                   Even though this might seem overwhelming or confusing right now, focus on the name of the element. 

 

               f.  In their science journal, students will draw three columns to classify the names of the elements. In the first column,                      students will the list names of they know. The middle column will be elements students do not know, and the last                        column will names of elements that they think are silly or clever.  Students will have an opportunity to share with                           classmates.

 

 

               e. As a class, read through the names on the periodic table of elements and then share

                   http://www.privatehand.com/flash/elements.html, Tom Lehrer's Element song with the names of the Elements.

                   This link will be posted on the class Moodle site so students can reference the pronunciations and sing the names                       of the elements.

 

             Exit ticket:  Name an element that you recognized? Where have you experienced this element?

                               Name an element that you would like to more about? Why?

                               Name an element that has a silly or clever name? Explain why you picked that element.

 

   

 

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:

  1. Where can you find elements?
  2.  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)

 

 

      YouTube plugin error

 

 

 

 

 

            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. 

 

 

 

Culminating Projects and Summative Assessments  -  MVP Poster, Element Model, and MVP Party

 

 

Days 13 - 15 -  Begin Summative Assessment

For three days, students will be using Comic Life, http://comiclife.com/, in the computer lab as partners. One partner will be the experience techie and the other be novice. Each group will create a most valuable player poster for an element of their choice. The theme, related pictures, and communication style will be chosen by the student, but the following information with a graphic needs to be included in the poster: There will also be a save every 5 minute rule and there will be a timer in the room.

 

Note: There will be option for a student to choose to change it from an athlete to a musician, actor/actress, or any other analogy.

 

1) Name the back of the jersey (Name of Element)

2) Nickname on the team (Chemical Symbol)

3) Number on the jersey (Atomic Number)

4) Number of Points Scored (Protons)

5) Size: (Protons + Neutrons = Atomic Mass)

6) Number of Penalties: (Electrons)

7) Picture (Atomic Structure)

8) Coach (Discover)

9) Birthplace (Country of Discover)

10) Highlight Year (Year it was discovered)

11) Team Members ( 3 different chemical formulas and name team members)

12) 5 Career Highlights (How is it used?)

Bonus: Take a risk and be creative with your project. On your rubric you will need to explain the risk and why it was a risk for your group.

 

The following sources will be posted on our class Moodle site:

http://www.webelements.com/

http://periodic.lanl.gov/default.htm

http://en.wikipedia.org/wiki/Dictionary_of_chemical_formulas

 

 I will have an example of Hydrogen's MVP Element Poster and a rubic posted on their class Moodle site as well as review all expectations with them before they begin their summative assessment.

 

Day 16- Peer Feedback

When finished with the poster, students will be giving each other peer feedback using the rubric.  After making changes and additions, student will upload their final product on Moodle, so I can give feedback, evaluate their understanding with the rubric, and print out a final copy on color printer. Their final MVP posters will be displayed at the MVP party and then outside in the hallway. In addition to uploading their final project, students will answer reflection questions on Moodle concerning the assessment and understandings.

 

In addition, to creating the poster, each student will construct a model of the element's atomic structure either before school, after school, or at home.  The model will be constructed out of appropriate materials of their choice to represent the protons, neutrons, electrons, nucleus, and electron cloud. A rubric be used to evaluate their understanding, and it will be given to each student before he/she begins construction. A handout will also be given to give them a framework to help them organize their construction process.

 

Day 17  - MVP Party

 

To ensure that all students will be ready for the MVP party it will take place days after the last day in the computer lab. The MVP party will a held in the library presentation area, and it will be decorated with helium (an element) balloons and element songs will be playing on the sound system. My students will create invitations to send to the other team's 6 grade science class. Our guests will be evaluating the projects using the rubric as well as learning from the students as they share their posters and models.  Each student will be standing by his/her element model with the poster on the wall next to it. I will also take pictures of the final products using a digital camera, so I can post them by class on Picasa Web.  

    

Feedback to Students

  

When giving feedback to students, I need to....

  • Use descriptive praise
  • Respond immediately in individual, small group, or large group discussions
  •   By provide an open and positive environment, so students feel free to communicate with me
  • Use clear language on their rubrics
  • Have peers give feedback before turning in final summative assessment
  • Respond immediately to student emails 
  • Encourage active participation
  • Model constructive criticism
  • Allow for revision of work within a timely manner
  • Have times available before or after school for private conversations.

 

Student will be give me feedback by....

  • How their demonstrated understandings compared to the rubric
  • Questions asked in class
  • Discussions in class
  • Their science journal entries
  • Responding to questions at the end of each rubric
  • Individual suggestions of considerations that need to be added or changed
  • Sending me an e-mail 

 

Modifications/Self Assessment:

  

During the lessons, I will evaluate the lessons by asking the following:

  • Do I need to allow more time? If yes, which lessons?
  • When did students request more time? Why?
  • Were my students confused? What misconceptions or misunderstandings caused the road block?
  • Were my students able to demonstrate the understandings? Which ones to students struggle? Why?
  • Did students enjoy singing the songs?
  • What feedback did I receive from the students about the music videos?
  • Did students request additional options when choosing how to demonstrate their understandings?

          If so, what were they?

  • What were the roadblocks when students were using technology?
  • Were my rubrics clear? Any changes? Missing anything?
  • When did students appear engaged and interactive with their learning?
  • Any management issues when allowing choices? 
  • Is there anything that needs more clarification? What misconceptions do they still have?
  • What skills or understandings need more time in future lessons?

 

 

 Meet The Teacher:  Elisa Helmke

 

 

 

 

In 2000, Ms. Helmke graduated from University of Illinois at Chicago with a B.A in Elementary Education K-8. After graduating, Ms. Helmke  received her first teaching position as an 8th grade science teacher at Northeast Middle School in Minneapolis, Minnesota. After her second year of teaching, she decided to take a position in her neighborhood at Banneker Middle School as a 6th grade science teacher. Unfortunately her position was cut the following year because Banneker was going to close, so Ms. Helmke took another position as an 8th grade science teach at Franklin Middle School, and she was tenured at the end of the school year.  However to Ms. Helmke's surprise, her position was cut again because Franklin's doors were to be closed. In pursuit of stability, Ms. Helmke took a 6th grade science position in Wayzata School District, and for the past six years, she has continued to promote student achievement by building relationships with her students and their families, creating unique lessons, and connecting the concepts to interests of her middle school students.  

 

 

 

 

 

 

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 :)

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