921-McCallister,+R

Rebekah McAllister EDC-921 – Final Project 8th Grade Science


 * Introduction:**

The technology I am integrating from EDC 921 includes effectively using the Internet as a research tool and using a class wiki for student collaboration. This inclusion of technology** invites students to become active learners and pursue knowledge using multiple modes of learning. ** I will incorporate a Research Website Online Evaluation guide I found on the Internet so students will be more likely to choose Internet resources of higher informational quality. The purpose of using a class wiki is to give students an opportunity to cooperatively research, study and create together outside of the classroom. Student will use the wiki to access their group’s attachments, images and sound bites from one location to collaborate and edit the project together to fulfill their specific roles. The class wiki has been especially helpful as currently my district has switched Internet safety software and students are unable to access their email accounts. The only way for them to attach and compile their PowerPoint slides is via the class wiki. I am so glad that this resource is available and students appreciate (now more than ever) this new means of connecting with each other. 2/3 weeks of independent research and group project collaboration and completion. || Physical Science || 8th grade || · Students will be able to determine the properties of all the elements due to the location on the periodic table. · Students will access the Internet to research their specific elements and to answer specific questions related to their assigned element on the periodic table. · Students will demonstrate knowledge and skills in technology through the use of the class wiki in which they will collaborate in groups of four as they complete their seven slide group PowerPoint presentation. · Students will write an essay on an element which will discuss its’ properties, history and uses in society. · Students will present their element PowerPoint presentation on the class Smartboard. || How does the structure of an atom relate to the periodic table? What are the trends going down a column? What are the trends going left in a row? How do elements affect our everyday lives? || //Given graphic or written information, classify matter as atom/molecule or element/compound (Not the structure of an atom).// PS1 (7-8) – 5
 * Title: **//Element Experts//** ||
 * Overall days: 8 days for project assignment introduction and initial group research.
 * Discipline/Content Area Focus:
 * Grade Level:
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 * //PS1 (5-8) MAS –5//**
 * Students demonstrate an**
 * understanding of the structure of matter by …**
 * 5a** using models or diagrams to show the difference between atoms and molecules.

You are going to become an Element Expert. A what, you ask? Your will become an **//“expert”//** and research an element on the periodic table using the Internet. You will be learning //everything// about this element. The meaning and importance of the elements on the periodic table will grow and change with your increasing knowledge of chemistry. Each student in your group will also become an Element Expert on a specific element. You and your fellow experts will create an Element Expert Square that includes all the element information found on the Periodic Table of Elements and then hang them together on the wall of the classroom to create a periodic table to showcase your “expertise.” After learning all about your assigned element and completing the Element Expert Square, you will write a five paragraph essay on your element.
 * 5b** classifying common elements and compounds using symbols and simple chemical formulas. ||
 * **Prompt:**

You will continue to work on your essay outside of class. You will discover relationships among periodic table families when you collaborate with students who have been assigned elements in the same periodic family using the class wiki. Groups based on element families will combine their expertise on their element and the element’s family to create one PowerPoint showcasing each of their elements and the unique features of the family they represent.

I will introduce this unit after we have covered matter, physical and chemical changes and the structure of the atom. Students will also have been introduced to the information found on the periodic table and its organization. In addition, they have prior knowledge and are familiar with using Microsoft PowerPoint and the Science Research Website Evaluation Sheet.
 * Pre-activities:**

I will assign pre-selected elements (elements 1-96) in order to ensure that each student will research a different element. As the class already knows how to read the information on an element square, they will also be expected to focus on the history, physical and chemical properties and uses of their particular element. From their research, they must locate the following information about the element: //Symbol// //Element Name// //Atomic Number// //Atomic Mass// //Is it a solid, liquid or gas?// //Boiling/Melting point// //Is it a metal, nonmetal// //or metalloid?// //Family Name// //Who discovered it?// //When discovered?// //How is it used?(must have 2 uses)// //Physical and chemical// //Properties// //Unusual/ interesting facts// //Graphics – pictures of element or materials// //made using the element(must have 2)// Student groups will read online informational articles about their element’s family, answer the Element Expert Families Questions and fill in the Element Expert Families Information Sheet. They will share the information about their element’s family with the class (one student will read their completed question sheet out loud.) Students will go to the computer lab to complete the Element Experts Webquest which will give them a better understanding of their element’s family characteristics and properties. Students will create an Element Experts Square that includes all the information found on The Periodic Table of Elements. They will use the Periodic Element Square worksheet for the guidelines to create their element square. Once the squares are complete, I will hang them on the wall to create a large classroom size periodic table that the students can refer to during class. Students will write a five paragraph essay on their element which will discuss the properties, history, uses and any interesting facts. They will use the Research Website Evaluation Sheet to choose Internet resources of high informational quality. All rubrics and the checklist will be explained to students before they write the essay to ensure they understand what is expected of them and the vocabulary used. The entire period will be spent doing independent research on the Internet in the computer lab and starting their essay. They will be provided with citation sheets for recording each source and a sheet explaining how to site each type of source that they use on a reference sheet. Students will attach the reference sheet to indicate where their information was obtained on their essay. Students will be grouped in fours by the families of their elements on the periodic table and create a PowerPoint that summarizes each students’ essay and states the similarities between their element to the group’s elements. I will present a PowerPoint on the Smartboard on the element Carbon as a benchmark. Groups will collaborate outside of school via the class wiki to compile their slides into one PowerPoint presentation. They will refer to the PowerPoint Presentation Rubric for details. Students are expected to make at least one slide per group member for their own element and at least two slides as a group that includes their families’ similarities. After completing the individual portion of the presentation, students will work in collaborative groups of four using the wiki using the Element Experts Wiki Roles Sheet. Approximately 2 weeks will be needed for the students to collaborate on the wiki and create the presentation. Each “Element Expert” group will present their element slides before the class using the Smartboard. I will score each presentation according to the Element Experts PowerPoint Presentation Rubric. || [|Element Experts Unit Worksheets and Wiki Roles.doc]
 * Day 1**
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 * Day 7**
 * Day 8 (after a minimum of 2 weeks)**
 * **Materials:**

Element Experts - Group Wiki and PowerPoint Element Experts - Group Project PowerPoint Requirement Rubric Element Experts - Essay Requirement Checklist Element Experts - Families Information Sheet Element Experts - Element Information Sheet Element Experts - Periodic Element Square Element Experts - Reference Requirements Element Experts - From online - [|Research Website Evaluation Sheet] Element Experts - Wiki Roles Element Experts - Element Webquest Computer lab with Internet and Microsoft PowerPoint Access to websites – http://chemicool.com/ and http://www.chem4kids.com/files/elem_intro.html Smartboard Wiki - [] Colored paper Markers || Element, proton, neutron, electron, atomic mass, atomic number, row, column, positive, negative, neutral, families, physical properties, chemical properties, metal, metalloids and non-metals. || Students will work in heterogeneous grouping of students to ensure that low performers are placed with peers who will help to keep them motivated and engaged. I will scaffold instruction to facilitate more one-on-one teaching for remediation such as how to use search engines effectively. Students will use multiple graphic organizers over an extended period of time as well as a use a checklist/guidelines sheet that will ensure task completion by all students; this is especially designed for students who have trouble with organization and time management. Students will be allowed additional time to complete work after school for concept clarification w ith opportunities for revision of the element essay. Students will also have an essay checklist designed specifically for this process to ensure that all students are able to reach the standard. Additional accommodations according to student IEP’s will be incorporated as needed. || Students could search on the Internet for periodic tables to compare from around the world showing that the information on it is universal. || The five paragraph essay on the element and a group PowerPoint will be assessed using the Essay Requirement Checklist and the Group Project PowerPoint Requirement Rubric. ||
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