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2nd year Lesson Plan atom and modelling  (1).docx

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This YouTube video was helpful to show students just how small an atom is. It put the reality of the atom size into perspective for students, in terms that they will understand.  

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This YouTube video was helpful to show students just how small an atom is. It put the reality of the atom size into perspective for students, in terms that they will understand.  

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https://www.youtube.com/watch?v=yQP4UJhNn0I

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CW3; Students should be able to describe and model the structure of the atom in terms of the nucleus, protons, neutrons and electrons; comparing mass and charge of protons, neutrons and electrons

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Before school placement I found this article and read it when feeling overwhelmed about the new changes with the specification.  I found this article was very relatable when thinking back to my experiences of junior cert science, as my experience of learning science was straight from a text book. This article encapsulated for me the differences between the old 'syllabus' and new 'specification'. it also helped me with my planning, as it emphasised ' learning is guided by an interactive environment where students workwith each other'. It helped with planning as I have as much lesson as possible with engaging activities and very student led.

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Before school placement I found this article and read it when feeling overwhelmed about the new changes with the specification.  I found this article was very relatable when thinking back to my experiences of junior cert science, as my experience of learning science was straight from a text book. This article encapsulated for me the differences between the old 'syllabus' and new 'specification'. it also helped me with my planning, as it emphasised ' learning is guided by an interactive environment where students workwith each other'. It helped with planning as I have as much lesson as possible with engaging activities and very student led.

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https://ed.psu.edu/pds/teacher-inquiry/2005/davisl2005.pdf

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Unit of Learning incorporating Learning outcome being unpacked:

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Unit of Learning incorporating Learning outcome being unpacked:

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Along with investigating activities on 'pinterest' I continued looking around for resources and came across a similar idea here:https://science.howstuffworks.com/innovation/scientific-experiments/how-to-make-model-of-atom.htm 

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Along with investigating activities on 'pinterest' I continued looking around for resources and came across a similar idea here:https://science.howstuffworks.com/innovation/scientific-experiments/how-to-make-model-of-atom.htm 

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Describe - Develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model CW 3 PW 7 BW 2 BW 4 BW 7

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Describe - Develop a detailed picture or image of, for example, a structure or a process; using words or diagrams where appropriate; produce a plan, simulation or model CW 3 PW 7 BW 2 BW 4 BW 7

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This is the piece of literature/ research I used when planning my unit and lesson. An investigation was carried out into the misunderstanding students have around chemistry, and how these misconceptions effect students understanding. ' Students tend to see phenomena at the macroscopic level, whereas chemistry requires them to think at the microscopic level.' This phrase shaped my planning as it encouraged me to have a lot of active learning within class for students to actually see whats going on in the world of science. 

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This is the piece of literature/ research I used when planning my unit and lesson. An investigation was carried out into the misunderstanding students have around chemistry, and how these misconceptions effect students understanding. ' Students tend to see phenomena at the macroscopic level, whereas chemistry requires them to think at the microscopic level.' This phrase shaped my planning as it encouraged me to have a lot of active learning within class for students to actually see whats going on in the world of science. 

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http://www.leeds.ac.uk/educol/documents/143722.htm

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'Pinterest' is a good site as it is full of creative ideas to get students actively learning and engaged in class with a range of different topics.  

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'Pinterest' is a good site as it is full of creative ideas to get students actively learning and engaged in class with a range of different topics.  

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https://www.pinterest.ie/pin/126523070755975046/?lp=true

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Scoilnet is a huge aid when it comes to planning for classes. its resources range from powerpoint, to videos, to games/ activities. The link below shows one of the many videos used to explain the atom and out the size of the atom into perspective.

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Scoilnet is a huge aid when it comes to planning for classes. its resources range from powerpoint, to videos, to games/ activities. The link below shows one of the many videos used to explain the atom and out the size of the atom into perspective.

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https://www.youtube.com/watch?v=yQP4UJhNn0I

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Model - Generate a mathematical representation (e.g., number, graph,equation, geometric figure); diagrams;physical replicas for real world or mathematical objects; properties; actions or relationships EaS 2 EaS 4 CW 2 CW 3

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Model - Generate a mathematical representation (e.g., number, graph,equation, geometric figure); diagrams;physical replicas for real world or mathematical objects; properties; actions or relationships EaS 2 EaS 4 CW 2 CW 3

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Being creative (students must create their specific atom using equipment provided without being told how to use the equipment by teacher. This will encourage students to be creative with the equipment provided.)
Being numerate (carry out calculations to work out no. of protons, neutrons, electrons in a specific atom allocated to students by teacher. This will assess students ability to calculate the different subatomic particles and will highlight any difficulties to the teacher that the students might be facing.)
Communicating (communicate their model to class and to teacher with an explanation of how they calculated number of protons, neutrons and electrons. This will show whether or not students are understanding and able to explain what is going on. It will also get students used to the idea of speaking and presenting in front of peers)
managing myself ( students will work independently and have to manage oneself with making decisions and the designing of ones model. This will encourage independent thinking and students ability to communicate their ideas effectively),
managing information( using periodic table students must decide what information is relevant for their task and students must decide what way they will use the equipment provided)  thinking & staying well ( remaining calm and composed and asking questions if stuck, thinking for oneself and making informed decisions)

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NoS5, - ' Students should be able to review and reflect on the skills and thinking used in carrying out investigations, and apply their learning and skills to solving problems in unfamiliar contexts' In this lesson students  are encouraged to think independently and apply their knowledge to the task in a way that makes sense to them, and will be easy for them to present their models to their peers, supporting students learning.
NoS7,- ' Students should be able to organise and communicate their research and investigative findings in a variety of ways fit for purpose and audience, using relevant scientific terminology and representations'. To support students learning, students will have to communicate their model to their peers using appropriate terminology, while thinking logically and reasoning when explaining to the class.
CW2,- Students should be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation ' students will be able to make the links between the model they have just formed to the theory behind it, and it later lessons when bonding is covered models will be used to demonstrate these different bonds. this will help students see bonding physically, and make sense of why the the previous activity was carried out.
CW3;  'Students should be able to describe and model the structure of the atom in terms of the nucleus, protons, neutrons and electrons; comparing mass and charge of protons, neutrons and electrons'   students will be able to describe the model that they've made and how/why the made it the way they did- explanations of each calculation will be required by students to encourage learning and confidence in students in their own abilities.