How To Teach The Atom And Bonding

Transcription

1 An Instructional Unit Resource Guide for the Ninth Grade Curriculum Based on Principles of Universal Design and Differentiated Instruction Structure of Atoms and Bonding Designed By Elaine Marshall Rebecca Hahn Ridgeview High School 1

2 Authors Note This resource guide was designed by Rebecca Hahn and Elaine Marshall, teachers at Ridgeview High School. Ridgeview District #19 is a K-12 consolidated school with students from several small towns and surrounding rural areas in central Illinois. Rebecca is a physics/chemistry teacher with a degree from Illinois State University. Elaine is a special education teacher with degrees from Illinois Wesleyan University and Western Illinois University. Both teachers consider themselves moderately capable in the use of technology. Technical expertise is provided by their school in the form of a part-time technical coordinator. Together at Ridgeview, Rebecca and Elaine teach a freshman/sophomore physical science class, which includes numerous special, needs students. Curriculum modification is necessary in this class to deal with issues such as attention deficit, low motivation, lack of required math skills for this science class, inabilities to read at grade level, and a variety of learning styles and abilities. This unit was designed as an attempt to provide more variety in teaching style and curriculum in order to overcome some of the above difficulties. The unit will be the fifth unit used during the school year, following units devoted to the themes of 1) Intro. to Physical Science, 2) General Properties of Matter, 3) Physical and Chemical Changes, and 4) Mixtures, Elements, and Compounds. Questions regarding design or use of this unit can be addressed to Rebecca at rhahn@ridgeview19.org or Elaine at emarshal@ridgeview19.org 2

3 Standards 12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures). 12.C.4b Analyze and explain the atomic and nuclear structure of matter. 13.A.4c Describe how scientific knowledge, explanations and technological designs may change with new information over time (e.g., the understanding of DNA, the design of computers). These standards based on the Illinois Learning Standards found at 3

4 Planning Pyramid What should students know? Some students will: identify isotopes as atoms with differing numbers of neutrons identify indirect evidence that led to the study of atomic structure differentiate between ionic and covalent bonding Most students will: identify changes in the model of the atom through history identify atomic number and atomic mass from the periodic table understand the number of electrons located in each energy level use the rule of 8 to identify elements that can form bonds explain how common compounds are formed All students will: identify protons, neutrons, and electrons as parts of an atom locate protons and neutrons in the nucleus of atoms understand that electrons are located in energy levels around the nucleus understand that atoms join together to form compounds identify common compounds such as H 2 O and CO 2 4

5 Teacher Library additional information to supplement your text info on atoms w/quiz additional info about atoms timeline history discovery of the electron advanced on bonding stu baker s web page info about atomic structure info with links to activities activity ideas activity for making model atoms worksheet for mapping ideas activity for making model atoms ForPeriodicTableAtomsGoodIdea46.htm edible model of the atom on-line periodic tables with extras comicstrips related to the theme interactive periodic table interactive periodic table 5

6 Learner Activities sites that engage students of all levels movie and quiz for poor readers interactive info about atoms atom builder activity interactive look at the atom 6

7 Assessment make your own vocabulary puzzles make on-line quizzes or use those created by other teachers make your own on-line quizzes design your own rubric for assessing models of atoms Chapter test, which can be read to students with special needs. 7

8 Modifications Planning for Academic Diversity For students that can not read at grade level, Write:OUTLOUD software or ReadPlease at in combination with Microsoft Word allow for downloading sites off the Internet, and using digital speech to read the information to the student. Using the autosummarize feature of Microsoft Word is helpful in making text easier to read for those who have the need. If a student has difficulty comprehending the material try using an activity using a different learning style. The autosummarizing feature of Microsoft Word can be helpful in simplifying text. If students have difficulty mastering the vocabulary of the unit, some suggestions include, old-fashioned flash cards, which are still quite useful. Word puzzles at are effective tools. Other vocabulary development instruction and resources are at and If you have students who need the instructional materials in a language other than English, explore Bablefish at If you have students who have difficulty with handwriting, either speed or accuracy, then, try using a word processing program instead. If students need test taking practice as a study strategy for mastering the content of the unit, then...use on-line quizzes at orhttp://school.discovery.com/quizcenter/quizcenter.html If students have difficulty completing homework, one strategy you may wish to consider is shortening assignments, or using alternative activities to practice the same concepts. Instruction on study skills strategies can be found at If you have students who need additional challenge, then have them explore more advanced websites. 8