Lesson Summary: Students learn some of the
properties and uses of common elements
Instructional
Objectives:
1. Students will list the properties and uses of
three common elements.
2. The group will decide which of the three elements
will be the group's favorite.
3. The group, through a presenter, will give reasons
for their choice of element.
Materials:
ITEM NUMBER NEEDED
Action Chemistry Textbook Two per group
Modern Chemistry Textbook Two per group
Chemical property worksheet One per person
Favorite Element Worksheet One per group
Time Required: One class period ( 47 minutes)
Decisions
Group Size: Four
Assignment To Groups:
Random. Students receive UNO® cards at the very
beginning of the class. Students are then divided into groups by their
number. All the one's form a group, two's form a group and so on.
Roles: The following roles correspond with
the cards' color:
Red
-Uses the Modern Chemistry Textbook as a resource and is the time keeper
Blue
-Uses the Action Chemistry Textbook as a resource and is the encourager
Green
-Uses the Modern Chemistry Textbook as a resource, also the only person
who can ask the teacher a question
from the group
Yellow
-Uses the Action Chemistry Textbook as a resource and is the recorder of
the group's reasons for their favorite element
The Lesson
Instructional Task:
Part One:
Using the textbooks as resources, each student will
make a list of five important facts, properties and uses of the following
three elements: Carbon, Oxygen and Copper.
Part Two:
After the students compile this list, they will
then compare their facts with the other students in the group. They will
also update their own list by adding facts and properties to their list.
Part Three:
The group will jointly decide on a favorite element.
After deciding their favorite element, the group will prepare a statement
for their reasons. The recorder will write down the reasons as stated by
the group. The finished statement will be signed by all of the group members.
The group will then vote (not force) for a group presenter who will read
the statement before the other groups during the groups' presentations.
Positive Interdependence:
In order for the group to complete the assigned
task, each student in the group must follow his/her assigned task. Since
the member with the blue card is the only person who can ask the teacher
questions, this will encourage members to talk to each other before asking
the teacher a question.
In part one, each student will contribute to a pool
of information for each of the elements. In part two, students go over
their answers and update their own list. This will require them to share
information with other members in the group. Finally, in part three, the
group will decide on a favorite element. The students will list the reasons
for their pick and the recorder will compile these reasons on the Group's
Favorite Element Worksheet. The finished statement will be signed by all
of the group members. A representative from the group will present the
reasons for the groups favorite element. Students will receive bonus points
if their group properly completes the assignment.
Individual
Accountability:
Each member is to be ready to defend and explain
the reason for their favorite element. Their signatures on the worksheet
mean that they agree with the reasons and can defend them. Each student
is also required to complete a list of the facts and properties of the
elements and keep this in their notebooks. This chemical property worksheet
will become part of the notebook check which will be part of their grade.
Criteria for success:
1. Five points for student's updated list of facts
and properties of the elements.
2. Five points for the group's list of reasons for
their favorite element.
3. Five points for the oral presentation.
4. Five points for proper group behavior.
Expected Behavior:
1. Work together.
2. Share information.
3. Discuss the facts and properties of the elements.
4. Listen and explain.
5. Use 6-inch voices.
6. Compliment good behavior.
Monitoring
and Processing
Monitoring:
Formally observe each group for a similar period
of time. Using the observation form, giving points on a scale of 1 to 5
for proper behavior modeling. Informally, make sure that everyone participates
and that each group ends on time.
Intervening:
Intervene in the groups to point out good behavior
models, to explain or clarify difficult concepts, and to answer questions
raised by the group. Remember that you can only answer a group's question
when asked by the member with the blue card.
Processing:
At the end of the lesson, have the students evaluate
how well they did on the lesson and how well they worked as a group. Have
them set one group goal which they will work on in the future.
