__ImagineIT - Phase 2__

__ImagineIT - Phase 2__

Alpha Chemistry, Grades 9-10

Continuous throughout, beginning with the first three units: Measurement, the Atom, and the Mole.

I will use the quote by Democritus, “In order to understand the very large, we must understand the very small”, and make sure students are understanding this is the underlying theme throughout the school year. Each of the above units will allow students to explore the atomic, microscopic, and macroscopic scales within each concept. This again is the foundation for which they will build their understanding in chemistry.

In the unit on measurement, we will focus on density because 1) students will be learning how to utilize measurements with multiple units; and 2) there are many student misconceptions in regards to how the density of the same substance does not change (intensive property) no matter the amount. Students will also learn how to use the density formula and understand water displacement. Students will then do two laboratory activities in which they find densities of an unknown metal - “The Density of Metals Lab” and another lab to be determined. Both laboratory activities require students to collect and plot data in order to find density. From here, I am going to ask students to show their understanding by using a multimodal application, such as drawing, a story, video, music, etc.

In the unit on the atom, the goal is to understand what the atom is. I want my students to create a visual representation about how small the atom is in relation to everyday objects. In this unit, I will expand upon “Rutherford’s Gold Foil Experiment”. Currently, this lab has a target (the atom) in between carbon paper and a dark color paper. Students act as the apparatus that fires alpha particles (a marble) one hundred times at their target. Students then analyzed their “hits” and show how a small percentage hits the nucleus, concluding the atom is mostly empty space. This leads into the charges of the nucleus and the space around.

In the unit on the mole, the goal is to understand what the mole means in chemistry. There is a lot of math in this unit, so the focus will be on understanding conversions. But, in the case of the mole, students will be able to make relationships between moles and mass, and how one is impossible to count, while the other is able to be measured. Both are dependent upon each other in order to be useful in chemistry. In this unit, I will expand upon the “Finding Moles” activity. In this activity, student will figure out how much/many mass, moles, and representative particles there are in copper, chalk, and chewing gum. An extension of the mole unit will be to have students calculate how much a mole of certain objects are, such as a mole of sand or a mole of water.

Each of the above units keep the underlying Big Idea of in order to understand what we can see, the very large, we need to understand what we do not see, the very small. Understanding that the context holds the Big Idea together, the content will be continuous throughout the quarter, following the above described lessons. My pedagogy will remain the same, but intertwining technology. The technology will focus on hands on activities, pencils, calculators, Chromebooks, chemistry laboratory materials, whiteboards, etc. My plan is to continue repurposing and improvising lessons to make them more meaningful to my students. In order to do this, I hope to find time for more meaningful hands-on activities. Some assignment ideas would be reflections of the Big Idea in relationship to a quote, an article, or even a picture. This would allow the students to show their relationship to the Big Idea in a more abstract way. By doing this, my pedagogy will become less technical and allow for more depth of each of the concepts. This is something that will be very new for me.

Continuous throughout, beginning with the first three units: Measurement, the Atom, and the Mole.

I will use the quote by Democritus, “In order to understand the very large, we must understand the very small”, and make sure students are understanding this is the underlying theme throughout the school year. Each of the above units will allow students to explore the atomic, microscopic, and macroscopic scales within each concept. This again is the foundation for which they will build their understanding in chemistry.

In the unit on measurement, we will focus on density because 1) students will be learning how to utilize measurements with multiple units; and 2) there are many student misconceptions in regards to how the density of the same substance does not change (intensive property) no matter the amount. Students will also learn how to use the density formula and understand water displacement. Students will then do two laboratory activities in which they find densities of an unknown metal - “The Density of Metals Lab” and another lab to be determined. Both laboratory activities require students to collect and plot data in order to find density. From here, I am going to ask students to show their understanding by using a multimodal application, such as drawing, a story, video, music, etc.

In the unit on the atom, the goal is to understand what the atom is. I want my students to create a visual representation about how small the atom is in relation to everyday objects. In this unit, I will expand upon “Rutherford’s Gold Foil Experiment”. Currently, this lab has a target (the atom) in between carbon paper and a dark color paper. Students act as the apparatus that fires alpha particles (a marble) one hundred times at their target. Students then analyzed their “hits” and show how a small percentage hits the nucleus, concluding the atom is mostly empty space. This leads into the charges of the nucleus and the space around.

In the unit on the mole, the goal is to understand what the mole means in chemistry. There is a lot of math in this unit, so the focus will be on understanding conversions. But, in the case of the mole, students will be able to make relationships between moles and mass, and how one is impossible to count, while the other is able to be measured. Both are dependent upon each other in order to be useful in chemistry. In this unit, I will expand upon the “Finding Moles” activity. In this activity, student will figure out how much/many mass, moles, and representative particles there are in copper, chalk, and chewing gum. An extension of the mole unit will be to have students calculate how much a mole of certain objects are, such as a mole of sand or a mole of water.

Each of the above units keep the underlying Big Idea of in order to understand what we can see, the very large, we need to understand what we do not see, the very small. Understanding that the context holds the Big Idea together, the content will be continuous throughout the quarter, following the above described lessons. My pedagogy will remain the same, but intertwining technology. The technology will focus on hands on activities, pencils, calculators, Chromebooks, chemistry laboratory materials, whiteboards, etc. My plan is to continue repurposing and improvising lessons to make them more meaningful to my students. In order to do this, I hope to find time for more meaningful hands-on activities. Some assignment ideas would be reflections of the Big Idea in relationship to a quote, an article, or even a picture. This would allow the students to show their relationship to the Big Idea in a more abstract way. By doing this, my pedagogy will become less technical and allow for more depth of each of the concepts. This is something that will be very new for me.