Unit
Planning Template
Teacher(s)____Brenda__Holland__________________________________________________________________________.
Subject(s)/Course(s):_Integrated Science__________________________________
Grade/Level: ____9________
Unit Topic/Focus:
____Nucleosynthesis
Unit ______________
Integration with other content areas (if applicable)_____Math______________________________________________________
Estimated time for
implementation:____________5 days____________________________________________
Connections to
previous/future learning: _Previous unit on Big Bang Theory. The next unit begins with Nuclear
Reactions. This unit continues on, in
more detail, the relationship between the parts of the atom (electron, neutron,
and proton) and the chemical characteristics of the atom.
__________________________________________________________________
Standards Visit the KDE Website for quick access to the Academic
Expectations, Program of Studies (Revised April 2006), and Core Content for
Assessment (Version 4.1). The documents on the KDE web site makes
it easier to copy and paste the standards you are addressing into your
standards-based unit of study and lessons plans.
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2.1
Students
understand scientific ways of thinking and working and use those methods to
solve real-life problems 2.2
Students identify, analyze, and use patterns such as
cycles and trends to understand past and present events and predict possible 2.4 Students use the concept
of scale and scientific models to explain the organization and functioning of
living and nonliving things and predict other characteristics that might be
observed 2.5 Students
understand that under certain conditions nature tends to remain the same or
move toward a balance |
SC-H-STM-S-8 Students will explain the organizational
structure (design) and communicate the usefulness of the Periodic Table to
determine potential combinations of elements SC-H-STM-U-1 Students will understand that the configuration of atoms in a molecule
determines the molecule’s properties. Shapes are particularly important in
how molecules interact with others. SC-H-STM-S-10 Students will
relate the chemical behavior of an element, including bonding, to its
location on the periodic table SC-H-EU-S-4 Students will
analyze the supporting evidence for the Big Bang theory of formation of the
universe |
SC-HS-1.1.1
Students will classify or make
generalizations about elements from data of observed patterns in atomic
structure and/or position on the periodic table.
The
periodic table is a consequence of the repeating pattern of outermost
electrons. DOK 2 SC-HS-1.1.2 Students will understand that the atom’s nucleus is
composed of protons and neutrons that are much more massive than electrons.
When an element has atoms that differ in the number of neutrons, these atoms
are called different isotopes of the element SC-HS-2.3.2 Students will: · describe the current scientific theory of the formation of the universe (Big Bang) and its evidence; · explain the role of gravity in the formation of the universe and it’s components. The current and
most widely accepted scientific theory of the mechanism of formation of the
universe (Big Bang) places the origin of the universe at a time between 10
and 20 billion years ago, when the universe began in a hot dense state.
According to this theory, the universe has been expanding since then. Early
in the history of the universe, the first atoms to form were mainly hydrogen
and helium. Over time, these elements clump together by gravitational
attraction to form trillions of stars. DOK 2 |
Interdisciplinary, Meaningful and Authentic Connections Big Idea: Structure and
Transformation of Matter (Physical Science) High School
A basic
understanding of matter is essential to the conceptual development of other big
ideas in science. By high school, students will be dealing with evidence from
both direct and indirect observations (microscopic level and smaller) to
consider theories related to change and conservation of matter. The use of
models (and an understanding of their scales and limitations) is an effective
means of learning about the structure of matter. Looking for patterns in
properties is also critical to comparing and explaining differences in matter.
Context (Unit
Organizer):
The story of the cosmos continues in this
unit as students learn that the first atoms, hydrogen and helium, were formed
within the first three minutes of the Big Bang.
In the first two lessons students investigate the structure of atoms
using simulations and models. As the
universe expands, so does the students’ investigations as they learn about the
formation of galaxies and stars and the processes within stars that produce the
remaining ninety naturally occurring elements in the universe. Upon completion of this unit of study,
students will have a working knowledge of the formation of the matter and
energy of the universe and confidently move onto the study of the changes that
matter undergoes; chemistry.
Essential Questions (3-5
questions that guide lesson planning/focus and demonstrate):
·
Is it possible to
identify an element if given only the # of protons (and/or electrons) ?
·
How does atomic
number relate to the periodic table?
·
What were the
first elements formed?
·
Explain how stars
begin to form.
Culminating Activity/Assessment:
The Summative assessment for this unit will be the project Matterville Mystery. Students will use what they have learned and rely on prior knowledge to solve the Matterville case. In completing this project, students will use a variety of learning tools (Internet, power point presentation(s), simulations, hands-on activities, and homework questions) that will address the many different learning styles of the students’.
The project encourages students to use a variety of presentation techniques (writing, drawing/diagrams/photos, technology (via power point presentation of findings, etc. )
There will be formative assessments throughout the unit. These assessments include: Warm-up questions, Exit cards, homework assignments, class activities ( Tom in a Bag, Rutherford Simulation).
Resources / Technology: Resources to be used that support teaching and
learning within the unit of study.
Outline
of Daily Plans
.
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Monday Begin class by asking students to list 5 things
they know/or think they know about atoms.
After creating their list; students will be
encouraged to share their list with the class. After opening activity, discuss The Rutherford Experiment by providing background information and showing an animated simulation of the gold foil experiment : http://facweb.eths.k12.il.us/weinerj/animated_gifs/Rutherfords_Gold_foil_exper.gif .com After the class discussion, explain to the class that today they
will be participating in a simulation of the Rutherford Experiment. The students will be divided up into groups of
6. Each group will be given a box lid
with a 3 cm diameter cylinder attached, marbles, and an activity sheet for
each student to complete and turn in at the end of class. At the end of class, students will be asked to
revisit the opening activity and add or correct information. Assessment:
Formative
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Tuesday Begin class with opening activity; Create an
organizer about the atom that addresses the following questions:
After the opening activity, explain to students
that in todays class they will be using beads in a
bag to represent an atom
model and identify the 3 subatomic particles . Furthermore they will associate the atomic
number with the number of
protons in an atom. They
will also discover that neutral atoms have the same number of protons and
electrons. This will also allow for a introduction to the Periodic Table of Elements. Prior to class, 8 zip lock bags with beads will
be made. Each bag will represent a different element. Green beads=protons,
Black beads=electrons, and White beads=neutrons. The bags will be labeled with the representative
elements name and symbol. Eight more
bags will also be created with “unknown” elements. Students will be placed into groups of 4 and
given the “known” bags to analyze.
The students will not be told which color beads represent which subatomic particle;
they will solve this question themselves.
After the “known” bags have been passed throughout the groups, the
bags containing the “unknown” elements will be passed around. Students will record their findings for both the
“known” and “unknown” elements on their activity sheets. Homework sheet (Calculating an Elements P.E.N.
Number) will be passed out. Assessment: Formative
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Wednesday Begin with opening activity;
Briefly review the Big Bang Theory and our
discussions thus far on atomic structure.
Students will be divided into groups of 4 and
asked to investigate the age of the elements in their bodies. They will also be given an activity sheet
to complete and turn in at the end of class. Students will be provided Internet access and
given the website www.thegreatstory.org to help with the assignment. There are 2 articles they will be using at
this site. Each group will jigsaw the reading by dividing the reading among the
group. After answering the questions independently, the
group will come to a consensus on the responses. Each group will share their findings with the
class. If computer access is not available, the articles
can be printed off and distributed in class. Assessment: Formative
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Thursday Begin class by completing group presentations from yesterday . Todays class will focus on reviewing what we have
covered this week: Big Bang, atoms,
subatomic particles, and an introduction to the periodic table. To help with the review and to help prepare for
tomorrows class, a virtual field trip, we will use the handout Matterville and the Assessment: Formative: 1. Class
handouts |
Friday Virtual Field Trip Day! Today in class we will journey to Matterville to assist in solving the Matterville
Mystery. Todays field trip will allow students to continue to
explore the topics will discussed this week and expand their ability to apply
the new knowledge. Please see the Virtual field trip link on my
website. Assessment: Summative:
The project allows for multiple intelligences. Students are encouraged to write, diagram,
and verbalize their learning. |
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