Brain-Based Lesson: Polymers
Overview
The concept of polymers is taught after students have learned about atoms and molecules. We first build up the background knowledge of the Periodic Table of Elements and the structure of an atom, then begin to combine atoms to create molecules. We create models of atoms and molecules, allowing students to visualize what is normally unable to be seen (a Science and Engineering Practice). Students learn that the way we combine atoms (structure) and the atoms we use (composition) impact the properties that a substance will have. After some time, we begin to introduce that we can combine molecules together in similar ways that we combine atoms. These repeating patterns of molecules are called polymers. Which is where this lesson falls. This is their instruction into what a polymer is, its naming conventions, and how depending on the molecule used, we can create synthetic materials that have specific properties that suit our needs.
Brian-Based Lesson: Polymers
Lesson Objectives:
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| Grade: 7th GradeTime frame: 76 Minutes | Lesson Title: Polymers - Balloons and Death Skewers of Science | ||
Brain-based Strategies Used in the Lesson:
| Formative or Summative Assessments:Formative assessment includes asking probing questions during our Active Learning Session, watching students complete the challenge after modeling what they have learned, and looking at their completed models of the polymer structure of a balloon. The models can also be collected and graded as summative assessment to determine their understanding of modeling in science and their understanding of polymers. | ||
| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?The concept of polymers is taught after students have learned about atoms and molecules. We first build up the background knowledge of the Periodic Table of Elements and the structure of an atom, then begin to combine atoms to create molecules. We create models of atoms and molecules, allowing students to visualize what is normally unable to be seen (a Science and Engineering Practice). Students learn that the way we combine atoms (structure) and the atoms we use (composition) impact the properties that a substance will have. After some time, we begin to introduce that we can combine molecules together in similar ways that we combine atoms. These repeating patterns of molecules are called polymers. Which is where this lesson falls. This is their instruction into what a polymer is, its naming conventions, and how depending on the molecule used, we can create synthetic materials that have specific properties that suit our needs. | |||
Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.
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| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures. Science and Engineering Practices (SEPs): Developing and Using ModelsCrosscutting Concepts (CCCs): Scale, Proportion, and Quantity | |||
Technology used:
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| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 20Mins | Introduction: Setting the StageAs the students enter the class, there are some materials on their desks in front of them. (Students know not to bother any materials until proper safety and instructional guidelines are explained) Once the students are seated, I grab a balloon (dipped in vegetable oil) and ask them what would happen if I were to poke the balloon with the bamboo skewer. Students state that it will pop or deflate instantly and with humor and grandiose nature I stab the skewer into the balloon popping it instantly. I then grab another balloon and ask the students if I should try again. (They obviously say yes) I take the skewer, dip it in oil and strategically place it while pushing and twisting until the skewer goes through the balloon. I then ask them the question which is the phenomena of study: “How is it possible to put a sharpened stick into a balloon without popping it?” The students are then asked to generate questions and record observations of what they saw. In small groups they are able to discuss questions and observations and to begin thinking about how they would go about completing this task. They are able to brainstorm a procedure or generate questions they want to test. (all Science and Engineering Practices that are apart of the Next Generation Science Standards Curriculum for 3-Dimensional Learning)We then take a moment to discuss safety, which can be either wholly teacher-led or allowing time for a class discussion on best safety practices and equipment for this activity. (I prefer the teacher-led as it allows me to emphasize safety while also getting to make a few jokes about the “bamboo death skewers of science” and if not held tightly while inserting into a balloon, “FLYING bamboo death skewers of science.”) I then ask the students to give this a try and begin trying to recreate what I did in front of them. . . hands on engagement activity. . . loud popping noises ensue. | ||
| 15 Mins. | Introduce New Information: ContentOur desks are then moved to the outside edge of the classroom and we gathered in the center of the room to start our content instruction where they learned the academic vocabulary needed to understand this phenomenon. We used root words to break down the meaning of a polymer and mixed in with a few jokes here and there, they learned that balloons were made of repeating groups of molecules bonded together called polymers.I ask the students to then get into groups of trimers and to connect all the class together by holding on to the middle of other trimers until no hands are free. This creates a jumbled web of students in the middle of the classroom. I then proceed to tell them they have created a balloon and must act accordingly. I begin to act like I am blowing air into them, and they (eventually) realize that they are to spread out. I proceed to move through the lesson myself acting as the bamboo skewer cutting through the balloon at different points showing how depending on where we place the skewer, the balloon may pop or stay inflated due to the number of molecules in that area that are not under stress from being inflated. I then send the students back to their desks to determine where those areas are on an inflated balloon, and to draw a model of what we would see in those areas compared to the other places with less molecules. | ||
| 10 Mins | Hands-on Activity Steps: (Prepare ways for students to practice the new information.)Students then get a balloon and draw multiple dots all over the balloon with a sharpie then proceed to inflate it. They notice that depending on the location of the dots, they will expand to vary degrees, with some expanding a lot and some not at all. They are then able to use their skewer to puncture the balloon in the locations not under stress to finally accomplish skewering their balloon (formative assessment). | ||
| 15 Mins. | Feedback: Instructor feedback?The students are then required to use their iPads to create a model using images and markup tools to show where the balloon is able to be punctured and provide insight as to why. Students practice their modeling skills to allow them to visualize what is not able to normally be seen with just their eyes. Models allow them to observe the unobservable at a scale that is too small to see but able to be observed at the macro scale (Crosscutting Concept of Scale, Proportion, and Quantity). | ||
| Homework or in-class assignment | Assessment(s): (assignments and/or activities)
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Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.
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