Legos and Modeling....

WHAT AM I DOING TO HELP KIDS ACHIEVE?

HOW DO I KNOW WHEN THEY ARE THERE?

WHAT IS THE EVIDENCE?

     First, I have to mention something about the isotope lab.  It worked amazingly well.  Students got the mass of 10 plain MM's and 10 peanut MM's.  Then they then had 10 mixed and had to find the ratio.  A few used algebra and some did guess and check.  All but 1 group got it correct.  If I were to do it again, I would have used pretzel MM's because they are probably more uniform.  Mike also had the idea to use a mixture of 20 instead of 10.   Overall, it is a keeper.

     Also, I did a modeling activity with legos.  First, I had students draw 3 hydrogen molecules and a calcium (the particulate level) and then model with legos.  They then had to "build" the products but could only use one calcium.  Kids figured out excess and limiting.  Although it is very rough...here is the video.

     In academic I am trying something different.  I am having students get data on flame tests and spectral tubes, they will have to develop a tri fold on how the information explains the nature of the atom and then they can use the lab on a quest over spectral lines and the atom.  I'll post about it later....

Differentiating, History and Isotopes...

WHAT AM I DOING TO HELP KIDS ACHIEVE?

HOW DO I KNOW WHEN THEY ARE THERE?

WHAT IS THE EVIDENCE?

     I wish I had a picture of this one.  We were getting into a bit of history of the atom and I really did not want to do a boring lecture.  I have three classes.  I got about 15 to 20 scientists name, gave each group a name and a poster and said let's do a who, what, where, when, why and how for the person's contribution to the model of the atom.  I then put them up in historical order.  It turned out kind of cool because it is now a tool I can use for the rest of the year and even the kids who might not be great at research were able to add to the creativity of it.  I also am going to give them a list with all the scientists and tell them that they will need to get some basic information off the poster.

     We are also doing an inquiry lab on isotopes.  I am going to give them 10 peanut MM's and 10 plain MM's.  They have to find the mass of each "isotope".  I am then going to provide them with a sealed envelope that has 10 MM's and a combination of peanut and plain.  Students will have to develop some way of figuring out how many of each.  They are not allowed to open the envelopes until they come up with an answer and describe their method.  The closer they are to the correct ratio, the more MM's they get to eat.  Since, I love MM's, I am not planning on providing much help....