8)  Science concepts. The student knows how atoms form bonds to acquire a stable arrangement of electrons. The student is expected to:

(A)  identify characteristics of atoms involved in chemical bonding

(B)  investigate and compare the physical and chemical properties of ionic and covalent compounds;

(C)  compare the arrangement of atoms in molecules, ionic crystals, polymers, and metallic substances;

(10)  Science concepts. The student knows common oxidation-reduction reactions. The student is expected to:

(A)  identify oxidation-reduction processes; and

(B)  demonstrate and document the effects of a corrosion process and evaluate the importance of electroplating metals.

(11)  Science concepts. The student knows that balanced chemical equations are used to interpret and describe the interactions of matter. The student is expected to:

(A)  identify common elements and compounds using scientific nomenclature;

(B)  demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions; and

(C)  explain and balance chemical and nuclear equations using number of atoms, masses, and charge.

TAKS objective 1 and 4

 The students will develop a proposal for a half dollar size commemorative coin to celebrate one of the six pillars of character. In addition to the proposal, the student will be providing a rational which will exam their decision in the design process and selection of the pillar of character. The student will use the internet, computers, and varies materials to also create a unique visual or 3-d model of their coin design.

What physcial properties must material chosen for the new coin possess?

What other physical properties are desirable?

What chemical properties are required of the coin's material?

What other chemical properties are desirable?

Which would make the best primary material for the new coin: a metal, nonmetal, or metalloid? Explain.

What assumptions did you make in order to answer the preceding questions?

What alternative materials might be considered?

What are the advantages or disadvantages of these alternative?

Character Ed. Questions:

Which one or two of the six pillars do you think is important to raise the level of awareness about in the community? Explain.

What are symbols, icons or sayings which you could use to get your message across to the public? Make sure to describe and expalin the meanings assocated with them you are trying to use.

 The students will develop a proposal to the mint to commemorate one of the six pillars of character in a half dollars size coin, which reinforce good character.

 The students will conduct a search to determine the materials they would use to meet the design and the examples of symbols etc., which convey meanings and ideas in coins and medals.

The student will develop the original symbols or imagery they will use to depict their selected pillar to help influence the community.

Knowledge: The students are having to research the physical characteristics of different materials, elements, alloys, etc.

Comprehension and Analysis: The students will have to use their level of understanding of chemical properties and interactions to narrow down and then select the materials to use in the coin. The student will conduct a cost benefit analyses to determine the economic plausibility of their coin material choice.

Synthesis:The student will develop the original symbols or imagery they will use to depict their selected pillar in a proposal to the mint to commemorate one of the six pillars of character in a half dollars size coin, which reinforce good character.

Evaluation: They will also provide the rational for their decisions made during the design process.

The students will have access to the internet and computer bases software to gather and generate materials and images for their proposal.

Hnadouts on or discuss the six pillars of character.Modeling clay and paper products