Elite Element Detectives

	Elite Element Detectives
Author(s):	Jodi Shuck – W401 24000
Grade Level:	Sixth
Timeframe:	3 days; 45 minutes per day
Lesson Description or Explanation	The lesson is used to help students learn about the Periodic Table of Elements and about molecular composition. Students take the role of “element detectives” who are trying to solve the mystery of the Elite Element gang. There are three stations in the room where they will be looking at “evidence” in the form of a witness statement that is recorded on a digital recorder, a graffiti wall with the gang’s symbol, and ID cards that were left behind in one of the suspect’s wallet at the crime scene. After collecting evidence, students go to the Periodic Table of Elements court where they will try to provide evidence to convict the gang members. The “gang” is a water molecule made up of three gang members (elements) the Hydrogen twins and Oxygen. Through this exploration, students will learn that elements are atoms and molecules are composed of elements.
Indiana Curricular Standards	Scientific Inquiry 6.1.2 Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses* and explanations, in order to make sense of the evidence. Models and Scale 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	3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem Solving, and Decision Making: Students apply digital tools to gather, evaluate, and use information.
Assessments Formative/Summative	Formative: Students will be collecting evidence and reflecting on their investigation in their science journals. I will review these journals to see if students are taking adequate notes, collecting useful evidence, and making hypotheses. Summative: Students will be taking all of the evidence they have collected and presenting it at “court”. They will need to take information they have previously learned about atoms, evidence collected in journals, and a model of their molecule to “convict” the elements. This will provide a wonderful way for students to apply knowledge they have gained in this lesson and previous lessons on physical science.
Prior Knowledge	Curricular Knowledge or Skills: Students have previously been learning about matter, atoms, and the Periodic Table in several lessons. A KLEW chart will be constructed with the students detailing what they already know about atoms and molecules and, at the end of the lesson, what they learned about atoms and molecules, what evidence supports their learning and what they still wonder about the concepts. By having students complete the know column of the chart, I will be able to assess what students have previously learned about atoms and can then scaffold on their understandings. The lesson will help build on what students already understand about physical science. Technology Knowledge: Students will need knowledge in operating a digital camera, listening to a digital recording, and using Microsoft PowerPoint.
Technology	Http://www.webelements.com can be used for the students to research the Periodic Table. The website is interactive and gives facts about the elements which will be crucial for students to collect in order to decide which elements are in the “gang”. Hardware: Students will be using a digital recorder to listen to witness statement. They can also be given digital cameras to take pictures of the crime scene (graffiti wall). Software: Students can use PowerPoint to make a presentation of evidence collected, pictures, and sound clips to present in “court”
Procedure	Day One: · As a class, we will begin a KLEW chart to assess what the students already understand about physical science. Basically, we will be filling out the know column of our chart. · Students will be given a “Confidential” folder containing a letter from Chief Medeleev (creator of the Period Table) asking for their help in solving the mystery of the “Elite Element” gang who have been terrorizing the city. · Students will then be divided into three groups and asked to visit each crime scene until it is time to switch stations. · Each station contains another lesson from the Chief and explains what he would like the “detectives” to do at each crime scene. Stations: · One: Students are asked to listen to a recording of a witness who heard the gang talking about how since they have joined forces they are everywhere and the witness heard splashing by his pool. They will take notes on the recording. · Two: A wallet was found containing ID cards for all of the gang members. The cards contain the atomic number of each gang member, how many protons each one has, and additional facts such as oxygen’s card state that is has been all around the world and hydrogen states that it has a twin brother (two atoms of hydrogen in the molecule). Students are then asked to make a model of their molecule using cookies, icing, and candy. By looking at the number of protons, students can complete a model for each of the elements (3). Students can then take a picture of their models to present in court. · Three: A brick wall (made of cardboard) is displayed in which the elements have graffitied the phrase “Water Rules”. Students need to take a picture of the wall and record their thoughts in their science journals. · Students will have ten minutes at each station then will be required to move to another station so that they will be able to visit all three. · They will have the opportunity to look at www.webelements.com to view the Periodic Table if it is helpful to their case. Day 2: · Students will work with their group to construct a PowerPoint presentation that will presented in the Periodic Table of Elements Court. · They will upload their pictures of the crime scene and atoms models onto their presentation as well as upload the audio recording from the witness. · They will need to present aspects and evidence from their science journals that will help convict the “defendants”. Day 3: · Students will explain which elements they believe are part of the Elite Element Gang supported by evidence supplied in their presentations in front of the court. · After all groups have presented their cases, we will decide who the culprits are (a water molecule). · We will complete the KLEW chart using information the students have learned throughout this exploration and support their findings with evidence they have collected.
Differentiated Instruction
ESL	Every note that the Chief delivers to the detectives can be written in both English and Spanish (or other languages based on need). Also, the witness recording can be said in English and another accommodating language for ESL students so that everyone can understand the message.
Challenge/Extend	For students who need to be challenged further, the lesson can be modified using a more complex molecule. Stations can be set up for these students will contain crime scenes from a “gang” containing more members such as a sugar molecule. Their atom molecules will be more complex and require more time to construct than the water molecule. These students can also present their case to the class which may actually help other students begin to further understand molecules. A separate KLEW for advanced students may also be beneficial.
Special Needs	Because this lesson requires the use of sight and sound, many modifications would need to be made to accommodate students with special needs. · For students who have trouble seeing, the Chief letters can be read to them by a partner. A smaller version of the graffiti wall can also be made using Braille so that the students can read the message. For these students to contribute to the presentation, adaptation tools offered by Microsoft would aid in their participation. For example, the On-Screen Keyboard can be used for students who have trouble seeing the keys or a joystick can be used for these students to operate functions of PowerPoint. · Hearing impaired students can be assisted by having the witness message typed out for them. Audio used in presentations can be adjusted on the computer using Microsoft’s Assistive Technology so that these learners can hear the presentations. Also, students can talk into a microphone while giving their presentations so that everyone can hear their case. · Visual representations of content of the investigation including the graffiti wall can be useful for students who need to see concepts in order to internalize them. Because students will be making models taking pictures to represent their findings, I feel this lesson is very beneficial for visual learners. ·