Lesson Plan Adopt an Element Name: Pablo Garcia Mentor:

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1 T o g o d i r e c t l y t o a l e s s o n, c l i c k o n e o f t h e f o l l o w i n g l i n k s : A d o p t a n E l e m e n t E l e m e n t a n d A t o m A c t i v i t y F O R M A T I V E A S S E S S M E N T T O O L page 1 Lesson Plan Adopt an Element Name: Pablo Garcia Mentor: Grade Level: 8 th Grade Science Date: Content Standard: 8 th grade Physical Science Periodic Table Element(s): 7 b o Describe desired outcomes. Identify what students will know and be able to do. Specify key knowledge, skills and/or understandings that will result from this lesson. This activity will help students demonstrate their knowledge of an element: 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus. o Identify evidence of learning. Clarify how students will demonstrate their understanding, knowledge and/or skills. Determine the product or assessment that will be evidence of student learning. Adopt-an-Element Information sheet (with a minimum of 3 sources) attached. This needs to be neat, written in black ink, and contain all the information requested, including a list of sources on the back side. Advertisement that includes the element s symbol, name, atomic number, atomic mass, ad slogan, cost, and name. Students must follow this format: As Arsenic Arsenic s a sure fire way to deal with a nasty rat, it works better than a mean old cat! Atomic Mass Atomic Number Symbol & Name Slogan Cost = $3.20 for 1 gram Pedagogy in Practice Science John Smith Cost Name

2 LESSON PLAN TOOL PAGE 2 Students can add pictures or illustrations that show the various uses of the element, too. o List materials needed. Determine what materials and resources you will need during the lesson. Fact sheet Advertisement example for students to look at. Access to encyclopedias, science encyclopedia, science catalogs, magazines, & Internet sites (http://sciencespot.net has a list of periodic table sites you can find by going to Kid Zone, then Chemistry Links) o Open the lesson. Connect students prior knowledge, life experiences and interests with the learning goals of the lesson. Motivate, pique interest and engage the learner. Review with students how to read the periodic table. Have students share the kinds of elements used in materials they rely on all the time (like tables, chairs, skateboards, bikes, etc.). Explain that students have spent a lot of time learning about the periodic table, but this will be a chance for them to be creative, practice their research skills, and learn about one element in depth. o Provide instruction and modeling. Outline what you are going to teach and how. Sequence the instruction, and plan how you will differentiate the content and/or instructional methods to meet the learning needs of the students. Show students a model of what the finished advertisement should look like. Review with students how to find information in the research materials you provide access to. Go over the fact sheet to make sure students understand what data they should be collecting. Tell students the final due date of the project. o Facilitate guided practice. Plan student practice and interaction with the subject matter. Differentiate the process, content and/or product(s). Specify procedures, structures and time frames. If possible, sign up for library time so research information is readily available for students to use. Monitor students as they work, stopping them to ask for explanations, and answer any questions that arise. o Close the lesson. Summarize, debrief the lesson and/or foreshadow next steps. At the end of the day of research, have students take time to share what they learned that they didn t already know. This can be done in pairs, small groups, or as a whole class. Before students leave, have them write down a list of facts they still need to gather to complete the assignment.

3 LESSON PLAN TOOL PAGE 3 o Plan independent practice or review. Create a follow-up that students could do as homework or that could be used as review the next day. To help students plan, provide several days of in-class time, or have students create a timeline so they are learning to manage their time. Ask students to share their advertisements with the class.

4 Adopt-An-Element Fact Sheet Name Element Symbol Atomic Number Atomic Mass # of Protons # of Neutrons # of Electrons Melting Point Boiling Point Normal Phase C C Cost = for Classification: Nonmetal Metal Metalloid My element belongs to the family. Origin of Name Discovered by in Interesting Info: May include important uses, interesting facts, common compounds, etc

5 Adopt-An-Element Grade Sheet Name Advertisement = 24 points (40%) Provided basic information* Atomic # Symbol Cost Atomic mass Name Student s Name Slogan and pictures relevant Followed directions Neat, correct spelling/format, original Information Sheet = 36 points (60%) Provided basic information + 10 Name Symbol Atomic # Atomic Mass Protons Neutrons Electrons Melting Point Boiling Point Normal Phase Other information Cost Nonmetal/Metal/Metalloid Family Origin of Name Discovery & Date Interesting Information/Uses References Minimum of 3; provided required information; correct format Miscellaneous + 6 Black ink, complete sentences, correct spelling, neat Total Points = out of 60 = % A B C D F

6 Adopt-An-Element Project List Teacher Information Visit the Chemicool site for details on cost information. *Cost listed on Los Alamos **No cost available H Ga Re He Ge Os Li As Ir Be Se Pt B Br Au C Kr Hg N Rb Tl O Sr Pb F Y Bi Ne Zr Rn* Na Nb Ce Mg Mo Pr Al Tc* Nd Si Ru Pm* P Rh Sm S Pd Eu Cl Ag Gd Ar Cd Tb K In Dy Ca Sn Ho Sc Sb Er Ti Te Tm V I Yb Cr Xe Lu Mn Cs Th* Fe Ba Cm* Co La Cf* Ni Hf U** Cu Ta Ra** Zn W Es**

7 F O R M A T I V E A S S E S S M E N T T O O L page 1 Lesson Plan Element and Atom Activity Name: Pablo Garcia Mentor: Grade Level: 8 th Grade Science Date: Content Standard: 8 th grade Physical Science Periodic Table Element(s): 7 a, b o Describe desired outcomes. Identify what students will know and be able to do. Specify key knowledge, skills and/or understandings that will result from this lesson. This activity will help students learn the difference between an element and an atom. The following standards are directly addressed in this lesson: 7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept: a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases. b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus. o Identify evidence of learning. Clarify how students will demonstrate their understanding, knowledge and/or skills. Determine the product or assessment that will be evidence of student learning. Student construction and explanation of 3D model. o List materials needed. Determine what materials and resources you will need during the lesson. Wires Fishing Wire Gumballs (blue for protons, green for neutrons) o Open the lesson. Connect students prior knowledge, life experiences and interests with the learning goals of the lesson. Motivate, pique interest and engage the learner. Review with students what they have learned so far about the difference between elements and atoms. Explain that this activity will help them keep the differences straight.

8 LESSON PLAN TOOL PAGE 2 o Provide instruction and modeling. Outline what you are going to teach and how. Sequence the instruction, and plan how you will differentiate the content and/or instructional methods to meet the learning needs of the students. Pair off students. Assign each pairing an element from the Periodic Table. Show examples of previous students 3D models, but don t leave them out (so students have to do their own work). Provide time in class for students to construct their models. o Facilitate guided practice. Plan student practice and interaction with the subject matter. Differentiate the process, content and/or product(s). Specify procedures, structures and time frames. Monitor students as they work, checking on their models and quizzing them on why they are constructing the elements in the way they are. Provide time at the end of the construction for students to hang up their models. Have students rotate around the room in a gallery walk to see each pairing s work. o Close the lesson. Summarize, debrief the lesson and/or foreshadow next steps. After the gallery walk, ask students to share out what they noticed about the different models. Have students explain (either out loud or in a written reflection) what they learned from the experience. o Plan independent practice or review. Create a follow-up that students could do as homework or that could be used as review the next day. Either as a warm-up or a quiz that week, ask students to explain the difference between an atom and an element.

B I N G O B I N G O. Hf Cd Na Nb Lr. I Fl Fr Mo Si. Ho Bi Ce Eu Ac. Md Co P Pa Tc. Uut Rh K N. Sb At Md H. Bh Cm H Bi Es. Mo Uus Lu P F.

B I N G O B I N G O. Hf Cd Na Nb Lr. I Fl Fr Mo Si. Ho Bi Ce Eu Ac. Md Co P Pa Tc. Uut Rh K N. Sb At Md H. Bh Cm H Bi Es. Mo Uus Lu P F. Hf Cd Na Nb Lr Ho Bi Ce u Ac I Fl Fr Mo i Md Co P Pa Tc Uut Rh K N Dy Cl N Am b At Md H Y Bh Cm H Bi s Mo Uus Lu P F Cu Ar Ag Mg K Thomas Jefferson National Accelerator Facility - Office of cience ducation

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