Floresville ISD LoTi Lesson Plan

 

Character Ed LoTi: Chemistry and C. Oppenheimer: D. L. Buchanan 
 

 

 

Lesson Information
Title of Lesson Character Ed LoTi: Chemistry and C. Oppenheimer: D. L. Buchanan
Grade Levels 8th
Subject Science
Course No course information associated with this lesson.
Authors and Contributors

dbuchanan 
Lesson Submission Date 11/29/2006 3:46:29 PM
Lesson Approval Date 2/21/2007 8:05:00 AM


 

Learning Objectives
TEKS /
Student Expectations 		(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) connect Grade 8 science concepts with the history of science and contributions of scientists. 8) Science concepts. The student knows that matter is composed of atoms. The student is expected to: (A) describe the structure and parts of an atom; and (B) identify the properties of an atom including mass and electrical charge.
Targeted TAKS /
Department Objectives 		The student will demonstrate an understanding of the structures and properties of matter. (8.8) Science concepts. The student knows that matter is composed of atoms. The student is expected to (A) describe the structure and parts of an atom; and (B) identify the properties of an atom including mass and electrical charge.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		In science, just because we CAN do something, does it mean we SHOULD do something? Who is Charles Oppenheimer? What is his connection to the death of over 100,000 people? From whose viewpoint are we or from what angle or perspective are we debating this issue?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description Knowledge: students will: A. research C. Oppenheimer/Hiroshima B. memorize the parts of the atom and their charges Comprehension and application: students will: A. discuss the long term outcomes of the bombing B. draw and label an atom with parts and charges Analysis, synthesis and evaluation: students will: A. debate and write a persuasive essay over the responsiblilty of scientist B. design, create a model of an atom and evaluate peers models. (no Styrofoam material allowed, must be made from items scrounged from home!)

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Adjusted Questions , Flexible Grouping , Graphic Organizers ,
Description Flexible groups will be made with heterogenous groups for the debate teams and researching. Resource students will have the use of SAC to assist them with the research and typing their shortened essays. Resources students will also have the use of a teacher made graphic organizer to assist them on research. G/T students will be required to evaluate the long term effects of the bombing in Hiroshima and discuss the future implications of future scientific discoveries; i.e. cloning, stem cell research, etc. They will also be able to use index cards with notes during the debate. G/T students will be required to make a atom model that is free standing. and resource students will be able to make a 3-d'ish poster if they are struggling with the model.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Students will use the internet to research Hiroshima, Charles Oppenheimer and the atom. The teacher will use the internet to prep for the lesson by gathering pictures of the bombing of Hiroshima and Charles Oppenheimer. If the laptops are available; students will use word to type their essays.
Web Resources

 

Assessment
Assessments

A)rubric ID # is: 1349146 B)rubric ID # is: 1349149  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsWe will use the topic of atoms,(while addressing the necessary TEKS/TAKS), to teach the students to make models, have debates and the big issue of Responsibility. Especially in this age of technology, scienctist will face new, bigger and more (gray), areas that will have large social and moral issues to decide.

EBAMPart A: Responsiblity: As scientist, just because we have the ability to do something, does this mean we should do it? After researching C. Oppenheimer on the internet, books, and handouts, students will debate the issue. Then they will write a persuasive essay about it for the culminating task. Part B: the students will design, create and evaluate models of atoms without using any store bought items in order to make them think. (modeling)

Performance TaskThe teacher will open the unit with a slide show with picutes of Hiroshima after the bombing. This will lead to the engaging questions and discussion about the responsiblity of scientists and their discoveries. Teacher will now explain the atom, it parts and charges and discuss how the splitting of the atom brought about the atomic bomb era. Students will draw, label and identify the parts of the atom and its charges. Students will rotate using the computers for internet research, library books and handouts for their information about Charles Oppenheimer and the bombing of Hiroshima. Students waiting to do their reserach, will work on a design and making their model of the atom. The model must be made using items scrounged from their home, not store bought strofoam materials. This will encourge more thought into the project. After finishing their project, a minimum of three other students must evalute and sign off on a rubric. When the research is finished; students will work in teams of 3's and 4's to debate: Should C. Oppenheimer have released his discovery that ended the war but killed over 100,000 people? After the debate, students will write a persuasive essay titled: If you were Charles Oppenheimer; would you or should you, release your discovery? Again, students must peer evaluate before they turn in the final paper.

ResourcesTeacher library books teacher handouts science books internet word processor