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Abstract
Students will be introduced to the Stoichiometry Project that
will be completed by the end of the unit. Students will begin
research into origin, history, uses and qualities of product.
Lesson fundamental understandings:
Essential
Questions: 1. What is the origin of my product?
2.
What is history of my product from its origin to present?
3. What
are uses for my product?
4. What qualities of my product make it
useful?
Standards
National Standards UNDERSTANDINGS ABOUT
SCIENTIFIC INQUIRY * Scientists usually inquire about how physical,
living, or designed systems function. Conceptual principles and
knowledge guide scientific inquiries. Historical and current
scientific knowledge influence the design and interpretation of
investigations and the evaluation of proposed explanations made by
other scientists.
State Standards Nevada: 19.12.1-
Identify and determine the credibility of sources of information
based on the techniques used to gather that information 20.12.1 -
Demonstrate curiosity, honesty and skepticism in doing science
22.12.3 - Discuss scientific topics by restating or summarizing
accurately what others have said. 24.12.4 - Maintain a permanent
record of procedures, data, analyses, decisions and understandings
of scientific investigations
Lesson
Prerequisite Skills
Prior to the unit students have acquired the following
information and technoloy skills: internet research skills
Teacher
Information/Situations/Setting/Time Time Frame: 30
minutes to read and discuss the project as a whole
Overnight for
students to decide on product
15 minutes to gather product
decisions from students
As many days as you wish for internet
research;
preferably 1 45-minute period for teacher supervised
research. The students can do the rest on their own
time
Materials/Resources
See Second Quarter Handout
and Step 1 Worksheet
(attached)
NOTE: This project may be
done over the second quarter rather than as a project embedded in
the last unit of the quarter (2nd quarter: chemical bonding;
chemical formulas and compounds; chemical equations and reactions;
stoichiometry). If done as a quarter project, you may consider doing
this research during the first unit of the quarter.
Pre-lesson
preparation
Xerox handouts; make sure there is library or
internet
time available
Assessment
Students will begin making entries in a project journal and will
continue during the entire process. At specific times, the journal
will be turned in along with the appropriate evaluation form.
Students will rate their work as Satisfactory (S) or Unsatisfactory
(U). Each will sign the statement and make any comments they deem
necessary for the teacher's clarification (i.e., someone absent; one
student doing writing primarily and the other doing the laboratory
work, etc). The teacher will then use the same grading form, but use
a numerical system to rate the project's progress.
See Step 1
Evaluation Form (attached)
Student Activity/Tasks 1. Go over
project requirements and choose partner (teacher discretion)
2.
Choose product (teacher discretion)
3. Internet research (see
Step 1 Worksheet)
Enrichment/Alternate Activity:
Alternative: Students may use books in the library in addition to
web research. An interesting source is "Extraordinary Origins of
Everyday Things" by Charles Panati (1987) Harper & Row
Publishers, New York
Cross-Curricular:
English - Research a topic
Technology
Requirements/Tools/Materials
Internet access, on-line encyclopedias or discs such as Encarta
Acknowledgements:
Additional Resources
Main
URL:
Related Lessons
Related Resources
Chemicals
RUs Quarter Project
Step
1 Worksheet
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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