Module Teaching Guide for Origins
of the Elements and Stories of Their Discovery
Origins
of the Elements and Stories of Their Discovery is made possible by funding
from NASA
through the Space
Telescope Science Institute's IDEAS Program, and CUIP,
the Chicago Public Schools | University of Chicago Internet Project. Lessons
were written by Jacqueline Barge, Walter Payton College Prepatory High
School, Chicago Public
Schools, with expert review of content by Donald G. York, Horace B.
Horton Professor of Astronomy and Astrophysics, University
of Chicago. Lessons are aligned to the Illinois
Learning Standards and National
Science Education Standards.
Aim
Rationale
Audience
Prerequisites
Subject Matter
Technology Requirements
Learning Objectives
Instructional Plan
Field Trip Information
Assessment Ideas
Examples of Technology Integration Practices
The Origins of the Elements and Stories of Their Discovery is a curriculum module for middle school and junior high students. It presents highlights from the history of the elements and stories of how they were discovered from the 4th century B.C.E. to the 20th century. Students will learn theories about the elements from ancient times to modern, understand the conceptual and procedural organization of the elements, identify the characteristic properties of all matter, and apply this knowledge to explain theories about the origins of the Universe. The module is intended to be used with our Interactive Periodic Table, which accompanies the lessons.
The pursuit of answers to what is the essential material that makes up the Universe has been a vital human activity throughout history. When the Periodic Table of the Elements (1869) is introduced to middle school students, little context is offered to help them understand its significance, such as what was known about matter and the elements prior to the 19th century. Stories about the elements and their discovery provide context that helps students understand the Periodic Table as a conceptual model linking many fields of science, while highlighting the human drama of philosophical and scientific inquiry.
This module was developed to address standards for middle school and junior high students; however, anyone interested in learning more about the history of the Periodic Table of the Elements may find it of interest, also.
- reading at the 5th
grade level
- use of Internet browsers
- facility using a mouse and keyboarding skills
The subject matter of this module is physical sciences and chemistry for grades 6-8.
Internet-connected computer(s) with the Flash 7 plug-in installed. See the section Examples of Technology Integration Practices for suggestions on how to use the module in the classroom or lab setting.
Learning
Objectives
The lessons are aligned with the standards for learning listed below.
Please refer to individual lesson guides for specific learning objectives
addressed in each lesson.
Illinois Learning Standards for science for middle/junior high school:
State Goal 12, Stage C
State Goal 13, Stage B
National
Science Education Standards for 5th-8th grade:
Unifying Concepts and Processes Standard: Systems, Order, and Organization;
Evidence, Models, and Explanation; Constancy, Change, and Measurement
Content Standard A Science as Inquiry: Understandings about Scientific
Inquiry
Content Standard B Physical Science: Transfer of Energy; Properties and
Changes of Properties in Matter
Content Standard D Earth and Space Science: Structure of the Earth System
Content Standard E Science and Technology: Understandings about Science
and Technology
Content Standard F Science in Personal and Social Perspectives: Science
and Technology in Society
Content Standard G History and Nature of Science: Science as Human Endeavor;
History of Science; Nature of Science
·Preview
the lesson yourself before beginning.
·Before beginning instruction, engage students
in activities that build and/or assess prior knowledge about the elements
in general, as well as the Periodic Table. Work with students to develop
some understanding for the concepts and vocabulary they will encounter
when reading the lessons. Preparation may involve some research in which
students address a general few focus questions and share what they learn
with the class.
·Provide an overview of the lesson for students
before instruction.
·Demonstrate navigation of the lesson and
use of interactive features.
·Allow time for students to explore and become
accustomed to the interface and interactive features before beginning
instruction.
·During the instructional phase, support
students' comprehension of the material by periodically engaging the group
in critical thinking activities. For example, the lessons include an interactive
journal with essay questions that are intended to be open-ended and thought-provoking.
These questions could be used in a group setting to help students reflect
on what they are learning. During this phase graphic organizers can be
completed as a class activity to review and/or summarize the lesson.
·Be aware that reader fatigue usually occurs
after 20 minutes. Take a break from reading to engage in discussion, review
concepts, look at images, etc.
Teachers wishing to use a field trip in conjunction with this module may visit the Museum of Science and Industry’s Regenstein Hall of Chemistry and Grainger Hall of Basic Science; The Adler Planetarium and Astronomy Museum; and the Art Institute of Chicago’s Ancient Greek collection.
Additional Activities (linked to under Teacher Resources on the Origins of the Elements home page as well as on the first page of each lesson) provide suggested activities for assessment. Web Links section of the lesson will direct students to online research materials available on the eCUIP Digital Library and other resources. Teachers may also wish to use graphic organizers, summary techniques, and revisit preconceptions activities to evaluate student learning to assess learning.
Examples
of Technology Integration Practices
Students in Illinois are expected to use appropriate instruments,
electronic equipment, computers and networks to access information, process
ideas, and communicate results.
Technology today provides a channel through which students can gather knowledge of the past, search information about today and make hypotheses regarding the future. This technology includes databases, computer programs, on-line services and interactive telecommunications. It allows students to gather and process data from a variety of sources, including museums and libraries. Students can share ideas and information not only with their classmates, but with a "virtual classroom" of students from across the world.
Computer lab
Seat students in pairs at computers, a strong reader with a student who needs help reading and have them take turns reading together OR seat students singly at computers.
It is helpful for the teacher and/or tech coordinator to start the lesson by reading through a few pages or a section (or have students take turns reading). If there is a projector in the lab, the teacher can also model navigation and interactive elements for students as they go through the first pages as a group.
The lessons include an online journal. Teachers may model note taking, as this is a skill that takes practice. Encourage students to write down anything of interest in their journals as well as unfamiliar terms. Students working in pairs can each type in their answers in the online journal. When more than one student is answering in the journal, they should write their name by their answer to identify their response from others.
Set a goal for students so they read up to a certain point in the lesson or for a certain amount of time, for example, "read up to page 13" or "we will stop in 15 minutes." The progress bar at the top of the screen allows teachers to walk around the room and quickly notice if students are falling behind or moving too fast; it also indicates which pages have an activity the student has not completed, such as a journal question or interactive.
When students reach their assigned goal, stop and ask how students are doing. You could prepare questions related to the content, or simply check in to see if students are having difficulties with navigation or reading.
Depending on the reading level of students, it may take more than one class session to complete a lesson. An approach to completing a lesson if time is a concern is to form groups among your students to read a few sections of the lesson. Then convene the entire class to report on their sections to the rest of the class. In between reports students could make predictions about what will happen next.
Teachers are strongly encouraged to allow for discussion time after the lesson so students can reflect and give feedback on what they learned.
Classroom
One or more workstations in the classroom
Be sure to model navigation and identify interactive features for students before they begin. Arrange students into small groups with the assignment of reading 3 or 4 sections of the lesson. Each group takes turns on the computer/computers to complete their assignment. The group can respond to questions in the online journal, taking turns typing in their answers or responding as a group. (When more than one student is answering in the journal, they should write their name by their answer to identify their response from others.) Convene the entire class to report on their sections to the rest of the class. Reports can take the form of presentations or can be given as a re-enactment of what students read. In between reports ask students to predict what will happen next. Students may be incentivized to have time on the computer alone to read parts of the lesson they did not study as a group.
Teachers are strongly encouraged to allow for discussion time after the lesson so students can reflect and give feedback on what they learned.
One workstation and a projector in the classroom
This arrangement allows for group participation in the lessons. The teacher may lead students through parts of the lesson and ask for volunteer readers from the audience. Students may volunteer to run the mouse, read, or try out the interactives. Many of the lessons are written with multiple voices, and are excellent choices for presenting the lesson like a play with students assigned roles (check lesson teaching guides under instructional uses for lessons that fit this category well). The journal questions can be provided to students beforehand so that they may write down their individual responses during the group session. Students may be incentivized to have time on the computer alone to read the lesson.
As always, teachers are strongly encouraged to allow for discussion time after the lesson so students can reflect and give feedback on what they learned.
_________________________________________________________________
This resource is made possible by funding from NASA
through the Space
Telescope Science Institute's IDEAS Program
Chicago Public Schools | University of Chicago Internet Project
(CUIP)