Lesson Plans Developed at Drexel Penn For Use in Central High Schools General Chemistry

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Lesson Plans Developed at Drexel / PennFor Use
in Central High Schools General Chemistry
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Introduction

• This lesson is the first in a series of lessons
  based on the use of modeling to enhance the
  teaching of various concepts presented in the
  general chemistry curriculum.
• Modeling is used extensively throughout science
  to enable the researcher and his or her
  colleagues to better visualize the materials and
  processes being studied.

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• Developing in our high school science students
  the ability to create and use models will provide
  a number benefits. Among those will be an
  increased understanding of the material being
  studied and an enhanced ability to think
  conceptually.

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• The topics to be covered in this series of
• lessons will be
• the scientific method,
• systems of measurement,
• atomic theory, bonding,
• VSEPR theory, and
• the Gas Laws.
• The students will research each topic as is done
  in university research labs today
• In teams, with each member responsible for a
• portion of the work in very specified
  areas.

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• This will be a model that the students will use
  several times throughout the year.
• It emulates the theory that the students should
  be in charge of their own learning, with the
  teacher acting as a guide on the side instead of
  as the sage on the stage.

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Lesson Title

• How Do We Learn?
• (and how can we be sure our learning is correct?)

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Standards Being Addressed

• 3.1.10
• B (Models) and
• C (Patterns),
• 3.2.10
• A (Nature of Sci. Knowledge),
• B (Process Knowledge),
• C (Use method of sci. inquiry),
• D (Apply Sci. Method)
• 3.7.10
• B (apply appropriate instruments to problem
  solving),
• C (apply basic computer operations),
• D (utilize appropriate software)
• E (complete an online research assignment).

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• II. Assessments Used Each student will produce
  a form of the scientific method, explaining each
  step. (See Rubric.)
• III. Enduring Understandings What the
  scientific method is.
• IV. Important Knowledge, Concepts, Principles,
  Skills, and Facts the scientific method and how
  it is applied, how they learn best, and how to be
  skeptical.
• V. Objectives The student should be able to
  (TSSBAT ) list the steps in the scientific method
  and apply them in the solving of a problem.

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• VI. Methods Brief lecture, class discussion,
  notes on board to help focus.
• VII. Materials board and chalk or projector
  and markers or computer and projector (perhaps
  Inspiration).
• VIII. Assignments Research (Go find) at least
  2 versions of the scientific method. Pick one
  that you favor and explain why you chose it, i.e.
  why do you think its a better model than the
  other(s).

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• The rubric for guiding and evaluating the
  students product follows

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• IX. Procedures
• 1. Pose the question
• How do we learn? . . .and how do you learn best?
• 2. Pull out some answers, noting them on the
  screen.
• 3. Have students prioritize (favor) each, e.g.
• Directed Were told . . . or told to read.
• Do we believe the source? How can we be sure?
• Accidental Experience or discovery
• Self-directed
  
  Research reading or creating
• 4. Then ask How can we be sure this is a
  reliable method? Then work toward the idea of a
  model to follow the model we call the scientific
  method! . . . and hence, the HW assignment.
• 5. The following day the teacher goes over the
  assignment once each team submits their proposal,
  discussing the proposals according to the above
  rubric . . . and arriving at a conclusion of the
  best method.

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Thats all, folks!