SNorton

Shara Norton Dr. Julie Coiro EDC 448 09 March 2010 **Diverse Text Set **   > > > > > > > Text Summary: This text is an article that discusses how chemistry can be seen in everyday life. It gives a chemical explanation for how lighters, matches, and antifreeze work. It also discusses a few common chemical compounds such as acetone, sodium bicarbonate (baking soda), and hydrogen peroxide. > >  > >  > >   All of these texts would be available to my students throughout the unit, with the exception of Text #10, as it is a lesson plan for teacher reference. I would begin this unit by showing the students Text #6 and asking them to brainstorm about elements and compounds for homework. In the next class I would introduce elements and compounds by showing Text #7, a music video about elements and compounds, and providing them a print-out of the lyrics. After introducing the topic and engaging students, I would then use Text #1. Text #1 is the students’ text book so they would already have that provided to them. When beginning the lesson on Elements and Compounds I would model to the students how to read the textbook, since it can be difficult and overwhelming to understand. After we go over the text and the students read the section, I would have them complete the “Section Assessment” to check for understanding, either in class with a partner, or to complete as a homework assignment. I would also provide Text #3, The Periodic Table of the Elements, at the beginning of the unit because it is a very important resource for students when discussing elements and their properties. Text #2 would be used as in informal assessment where students work in groups to read the poem and answer the questions. Text #4 is an article that discusses how we see chemistry in our everyday life and what types of compounds we come across on a day to day basis. This text is advanced and introduces a lot of new vocabulary so I would read this text in class twice: first I would read it out loud to the students, modeling and explaining the most difficult sections, then I would have the students work in partners to read this article again. After they read the text I would have them discuss in small groups what they learned, and share their experiences and connections to the text. Lastly, Texts #8 & 9 would be used as a fun review; one in class with a partner and one for homework. With this compilation of texts, I believe students will have many opportunities to learn in many different ways about elements, compounds, and matter. All of these texts will complement each other, as they each highlight something important in the unit of Matter and Change.  __Content Objective: __ Students will be able to classify matter into elements, compounds, heterogeneous mixtures, or homogeneous mixtures. Standards:K-12 GSEs in Physical Science //<span style="font-family: 'Arial','sans-serif'; line-height: 115%;">(independent of size or amount of substance)
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Context for using the text set: **<span style="font-family: 'Arial','sans-serif'; line-height: 115%;">This text set is designed for tenth and eleventh grade students who are taking an introductory level Chemistry class. The topic of the text set is Matter and Change – with a focus on distinguishing between elements, compounds, and mixtures. This topic is an essential topic for understanding chemistry because it becomes a building block for all other topics. In this text set, there is a wide assortment of texts, ranging from a textbook to a YouTube video about an elements and compounds song, with a variety of reading levels to ensure all the needs of the students are met. In addition to there being different reading levels within the texts, these texts will also help students see the material from different perspectives in order to gain a deeper understanding of the topic.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">A. Print Resources: **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #1: Chemistry Textbook **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Matta, M., Staley, D., Waterman, E., Wilbraham, A. (2008). Matter and change. In //Chemistry// (39-51). Boston, MA: Pearson Prentice Hall.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: Chapter 2 of this book discusses matter and change. The chapter is divided into three subsections: Properties of Matter, Mixtures, and Elements and Compounds. Each section introduces new vocabulary, provides key concepts, makes connections to the world, and uses visuals to explain difficult concepts. At the end of each section, there is a “Section Assessment” that encourages students to think critically about what they just read.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because it is a very valuable resource for students, as it is their main textbook and primary source of information. There is so much information about matter, elements, and compounds in this text. Not only does the book provide factual information, it also provides text-to-world connections, objectives / key concepts for each section, and photographs, tables, and graphs that illustrate the difficult concepts in this chapter. I also chose this book because it is well organized and is appealing to the eye. The pictures and colors will grab the students’ attention and help them focus better on the reading.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: This textbook can be a very valuable resource to students if they know how to use it. In class I would perform a Think-Aloud to show students how to read this text. I would model for them how to find the definitions to words they do not know, how to make connections and inferences about the things they read that sound familiar, and how to use the visuals to clarify what they read. Since this book is the primary source of information on this topic, I would spend a long time making sure students understand the information by doing Connect-Two vocabulary activities, student Think-Aloud’s, and Section Assessments.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment #1 for a copy of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #2: Elements, Compounds, and Mixtures Poem w/ Worksheet **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Sliberstein, E. (2002). //Elements, compounds, and mixtures//. Retrieved March 6, 2010 from: [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This is a poem this discusses the three types of matter: elements, compounds, and mixtures. There is a worksheet that goes along with the poem in which students have to find the answers to questions by looking within the poem.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because it helps students understand the differences between elements, compounds, and mixtures, as well as explaining how they are related to each other. Since there is so much new vocabulary in this topic of matter and change, I thought that it would be important for students to not only memorize the definitions, but also be able to realize that there are connections between the words. This poem helps break down the definition of each word and provides examples that students will be able to remember.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would use this text as a classroom activity where students would work together in small groups to read the poem and answer the corresponding questions. I would be walking around the room to monitor the discussions, answer questions, and informally assess students’ understanding.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment #2 for a copy of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #3: Periodic Table of the Elements **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: n.a. (2009). //Periodic table of the elements//. [Table]. Brewton-Parker College, Decatur, Georgia. Retrieved on March 8, 2010 from [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This is a table that consists of all the known elements in the world. There are more than 90 elements systematically arranged on the table based on various trends and composition. This table provides information about each element’s atomic mass, atomic number, composition and trends such as electronegativity.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I picked this text because it is essential for understanding the properties of elements and how atoms of elements bond to make compounds. This table provides all the information my students would need to know about any of the elements. This table also makes it easier to see how each element is related to one another because it is a visual table.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: even though the Periodic Table of the Elements is printed in the cover of their textbook, I would hand out a paper copy of the table when we begin this lesson so they can write any notes on it about trends and other useful information. This table can be a very valuable resource if it is used properly, so I would be sure to teach my students how to read it by explaining what information can be found on it. Since it is so small and there is so much information printed on it, it can be overwhelming but I would model to my students
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment #3 for a copy of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #4: Chemistry in Everyday Life Article **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Dave. (2010, February 3). //Everyday life chemistry.// Retrieved on March 6, 2010 from ArticlesBase Website at [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because even though it is a difficult text, it gives good examples of how the topics we learn in class about elements, compounds and mixtures can be applied to everyday life. When students can make text-to-self connections, it is easier for them to understand and remember the information.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: This text is very difficult to read because it provides very technical explanations and introduces new vocabulary. For this reason, I would read this text in class twice: first I would read it out loud to the students, modeling and explaining the most difficult sections, then I would have the students work in partners to read this article again. After the partners read this text together, I would then have students form into groups of four and discuss what they read and share their experiences with these everyday compounds and any other chemical compounds.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment #4 for a copy of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #5: Pure Substances Chart **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: n.a. (2010). //Elements and compounds.// [Chart]. Government of South Australia. Retrieved on March 8, 2010 from [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This is a flow chart that separates pure substances into elements and compounds. It then separates elements into atoms and molecules and separates compounds into molecules and ions. It gives an example and an illustration of each of the sub-groups.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because it is a visual chart that simply breaks down the species of matter. I also liked that it showed an example of each, so students can visualize the new vocabulary.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would give each student a copy of this flow chart for them to refer to throughout the unit. When I hand it out I would read it to the class and explain how it is organized in order for students to truly understand the organization of the flow chart.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment #5 for a copy of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">B. Media Resources **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #6: “Atoms in my Life” Music Video **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: NyeTunes. (2008, September 25). //<span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Bill Nye the science guy - "atoms in my life" (disney mix) //<span style="font-family: 'Arial','sans-serif'; line-height: 115%;">. Retrieved March 5, 2010 from []
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This is an educational parody of the song “Semi-Charmed Life” by Third Eye Blind. This is a song about atoms and how they make up the things around us. It is a very short video, but it gives a good overview of the topic of atoms, molecules, elements, and compounds.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because Bill Nye the Science Guy is someone familiar to students so it will grab their attention. It gives a very quick, but powerful overview of the types of matter and how they are connected. I also think this text will show students how elements, compounds, and mixtures make up the whole world, and I think it would excite them to learn more about the topic.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would use this text in the class before we start studying this chapter as a preview to what is coming next. Since the video focuses on how atoms are all around us, I would ask each student to make a list of the elements, compounds, and mixtures they encounter in their day-to-day life for homework. This would be a good way to get conversation going in the next class and lead right into the topic of Matter and Change.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: This is music video so I did not include an attachment of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #7: “Meet the Elements” Music Video **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Boingboingvideo. (2009, September 08). They might be giants: “//Meet the elements” (bb video).// Retrieved March 6, 2010 from [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This text is a music video. It is an educational song about all the elements that can be found on the Periodic Table and how they can be seen in everyday life. It has a catchy tune and a bright colored animated video that illustrates the lyrics.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I selected this song because it is cheerful and interesting. Not only is the song catchy and fun, but it also very educational and it will help students remember that elements combine to create everything around us. It puts into perspective how important it is to understand elements and compounds because they are the building blocks of everything in the world.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would use this video to introduce the topic of matter and change. I think it is a fun way to grab students’ attention and make them interested in the topic. The lyrics of this song are very accurate and do a good job of explaining the topic, so I would provide students with a print-out of the lyrics for them to read along with and refer back to in the future.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment # 7 for a copy of the lyrics of this text. The video can be found at: [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">C. Online interactive resources **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #8: Chemistry Rags to Riches Trivia Game (Elements and Compounds) **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Mishkin, P. (2010). //Mixtures, elements, and compounds//. Retrieved March 6, 2010 from Quia Website at [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This text is an online interactive website based on the hit game show “Who Wants to be a Millionaire”. It asks various questions about the properties of elements, compounds and mixtures. With each correct answer, the student progresses on to the next level, and may ultimately “win” $1,000,000.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because it is a fun way to review the materials we learn in class. It allows students to become competitive with one another while learning and reviewing at the same time. It also would be an informal assessment for me to see how well each student understands the topic.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would use this text as a review activity at the end of the lesson. I would allow students to work in partners, either to work together to get the answers, or to compete to see who can “win” the most money. Students learn best when they are able to collaborate with their peers and work together to come to their answers.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: This is an interactive website so I did not include an attachment of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #9: Interactive Review and Practice Quiz **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Dana, S. [n.d.]. //Review and practice on classification of matter.// Retrieved March 6, 2010 from [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This is an online interactive quiz about the classification of matter that gives the student feedback and helps explain the correct answer if the student answers the question incorrectly.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because it highlights the most important information from the chapter on Matter and Change. Not only does it ask the most prevalent questions, but if a student get’s an answer wrong, it gives a hint that makes the student really think to get the correct answer.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would use this text as a review at the end of the unit. I would assign it as a homework assignment and have students turn in a print-out of their results. This would allow my students to review the most important concepts and to see which areas they need to study the most and it would also allow me to assess each student and see how they are doing.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: This is an interactive website so I did not include an attachment of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">D. Instructional Resources **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text #10: Lesson Plan **<span style="font-family: 'Arial','sans-serif'; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Citation: Discovery Education. (2010). //Elements of chemistry: Compounds and reactions.// Retrieved March 8, 2010 from Discovery Education Website at [].
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Text Summary: This is a teacher’s guide to an online compound investigation activity. It includes a program description, a lesson plan summary, student objectives, materials, procedures, assessment, important vocabulary terms and definitions, and academic standards.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Rationale: I chose this text because it is an interactive project that will compliment the elements and compounds topic very well. Students will be able to become more familiar with common compounds and substances that they use each day. Since this project deals with “real-life-application” as opposed to “theory” students will have a greater interest in it and they will learn valuable lessons from researching common substances.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Use of text: I would use this text as an in-class and at home assignment. We would begin the activity in class where I would be able to guide students, answer questions, and make clarifications. After working on the project during the class period, I would ask students to finish their research at home. We would discuss what they learned in the next class period.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Attachment: See attachment #10 for a copy of this text.
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Using these texts together in the classroom: **
 * <span style="font-family: 'Arial','sans-serif'; line-height: 115%;">Learning Objectives: **
 * <span style="font-family: 'Arial','sans-serif';">PS 1 **<span style="font-family: 'Arial','sans-serif';">All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another

//
 * <span style="font-family: 'Arial','sans-serif';">PS1 (9-11)–2 Students demonstrate an understanding of characteristic properties of matter by … **
 * <span style="font-family: 'Arial','sans-serif';">2a **<span style="font-family: 'Arial','sans-serif';">using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how the understanding of atomic structure has changed over time.

<span style="font-family: 'Arial','sans-serif';"> __<span style="font-family: 'Arial','sans-serif';">Reading Objective: __ <span style="font-family: 'Arial','sans-serif';">Students will be able to use context clues to identify the meaning and understand the relationships between vocabulary words.
 * <span style="font-family: 'Arial','sans-serif';">PS1 (5-6) – 5 Students demonstrate an understanding of the structure of matter by … **
 * <span style="font-family: 'Arial','sans-serif';">5a **<span style="font-family: 'Arial','sans-serif';">distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.
 * <span style="color: black; font-family: 'Arial','sans-serif';">R–10–2.1a **<span style="color: black; font-family: 'Arial','sans-serif';"> Using strategies to unlock meaning (e.g., knowledge of word structure including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge). <span style="font-family: 'Arial','sans-serif';">