Author(s): Jessica Begines
Grade Level: 6th
Timeframe: Science period for 2-3 days
Lesson Description or Explanation:
To describe the basic composition of atoms
To describe and illustrate how elements can bond
Indiana Curricular Standards:
6.3.19 Investigate that materials may be composed of parts that are too small to be seen without magnification.
6.6.2 Understand and describe that scientists are still working out the details of what the basic kinds of matter are on the smallest scale, and of how they combine, or can be made to combine, to make other substances.
6.7.2 Use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous.
ISTE Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
To describe the basic composition of atoms
To describe and illustrate how elements can bond
Indiana Curricular Standards:
6.3.19 Investigate that materials may be composed of parts that are too small to be seen without magnification.
6.6.2 Understand and describe that scientists are still working out the details of what the basic kinds of matter are on the smallest scale, and of how they combine, or can be made to combine, to make other substances.
6.7.2 Use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous.
ISTE Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Assessments
Formative/Summative:
Creation of marshmallow compound that show the proper elements and have correct labels.
Final presentation of animated atom bonding.
Prior Knowledge:
Curricular Knowledge or Skills:
Provide students with plain white paper and a pencil. Then ask them to draw what an atom looks like and what many atoms look like in different states of matter (solid, liquid, gas).
The information gathered from their drawings would be a way to connect to this lesson.
Technology:
Internet Resources:
http://www.youtube.com/watch?v=R6_vWWGjt10
http://www.historyforkids.org/scienceforkids/chemistry/atoms/ionic.htm
Hardware:
Smartboard
Digital Cameras
Computers
Software:
Animation-ish
Procedure:
Day 1
-Have discussion about atoms and the parts that make them up. Talk about electrons in particular.
-Watch video about atoms and bonding and visit website. Present students with images of elements bonding and books about atoms.
-Students explore with element bonding trying to explain these bonds. By creating simple compounds using marshmallows and toothpicks.
-Students use the digital cameras to upload pictures of their marshmallow compounds onto the computer.
-Students print out copies of the picture to include in their science journals.
-Students write in science journals thoughts, ideas, and questions.
-Students can draw pictures of element bonding as well.
Day 2
-Students use the information they learned from creating their compound and from websites to create an animated video of atoms bonding with Animation-ish. They work in small groups.
-Students use the Smartboard to work together in creating this animated video. Each group gets a turn to create their own version of animated bonding.
-Students present to the rest of the class the videos they created and explain the bonding process in the compounds they selected.
-Students write in science journals thoughts, ideas, and questions.
-Students can draw pictures of element bonding as well.
Differentiated Instruction
ESL:
For ESL students, we would use google translator to translate the websites to Spanish. Also, they would be encouraged to create Spanish and English labels in their animation.
Challenge/Extend:
For groups who want a challenge, they could branch out into understanding ionic and covalent bonding and how they are different. They could use what they learn through research to create new animations to share with the class.
Special Needs:
Using the Smartboard puts things on a much larger scale to make it easier to work with and eases up on the requirement for hand-eye coordination. Also, by working in groups, this can be a collaborative effort and use the strengths of each student.
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