Atoms and Elements

Grade 9 Unit Plan

Submitted in Partial Fulfillment

of the Requirements for EAQ1301Y-S-7001

Debora Bachewich

Justin Ng

Ontario Institute for Studies in Education / University of Toronto

1

July 23, 2008

Course Instructors: Jeany Ellis & Janine Extavour

Contents

Unit Overview: Expectation Sequence …………………………………………………………3-5Unit Overview: Rationale for Sequence of Expectations ………………………………………...6Unit Overview: Teaching Challenge ……………………………………………………………..7Unit Overview: Alternate Student Conceptions ………………………………………………….8Issue Analysis: Lesson 1 ………………………………………………………………………9-10Issue Analysis: Lesson 2 ……………………………………………………………………..11-12Issue Analysis: Lesson 3 ……………………………………………………………………..13-15Issue Analysis: Scenario Handout ………………………………………………………………16Issue Analysis: Four Articles ………………………………………………………………...17-26Issue Analysis: Assessments ………………………………………………………………...27-31Issue Analysis: Demo Activity ………………………………………………………………32-33Issue Analysis: Resource List …………………………………………………………………...34Rich Task ………………………………………………………………………………………..35Rich Task: Student Handout …………………………………………………………………….36Rich Task: Assessments ……………………………………………………………………..37-40

2

Science, Grade 9, Academic, SNC1D Assessment ToolsStrand: CHEMISTRY: ATOMS AND ELEMENTS Achievement Chart

Rub

rics

Hom

ewor

kC

heck

list

Trac

king

She

etW

rite

up la

b Pe

er e

valu

atio

nSe

lf ev

alua

tion

Self

/Gro

up P

roje

ct

Pres

enta

tion

Q

uest

ions

/Obs

erve

Qui

z/ T

est

Seat

wor

kA

ssig

nmen

t

Specific Expectations…………………………………………………… K/U I C MCLESSON 1: INTRO. TO CHEMISTY & SAFETYDemonstrate knowledge of laboratory safety and disposal procedures while conducting investigations (e.g. wear safety glasses, practice orderliness and cleanliness, be aware of WHMIS guidelines and emergency procedures, be aware of proper handling and storage procedures

● ● ● ● ●

LESSON 2: MATTER, MODELS & ATOMSExplain the characteristics and utility of a scientific model ● ● ●Describe and explain the particle theory of matter ● ● ●Describe an element as a pure substance made up of one type of particle or atom with its own distinct properties

● ●

Recognize compounds as pure substances which may be broken down into elements by chemical means

● ●

Use proper notation to represent elements, incl. their atomic number and mass number (e.g. represent the C-12 isotope, which has an atomic number of 6 and a mass number of 12, as 12 C) 6

● ● ●

LESSON 3: COMPOUNDS & ELEMENTSIdentify and write the symbols for common elements and the formulae for common compounds (e.g. C, Cl, N, H2O, CO2 NaCl

● ● ● ●

Demonstrate the skills required to plan and conduct an inquiry into the properties of elements and compounds, using instruments, tools, and apparatus safely, accurately, and effectively (e.g. investigate the reactions of some metals and some non-metals)

● ● ●

Identify, through their observations, the characteristic physical and chemical properties of common elements and compounds (e.g. aluminum is a good conductor of heat; magnesium reacts with oxygen to produce magnesium oxide

● ● ●

Describe through observations, the evidence for chemical changes (e.g., changes in colour, production of a gas, formation of a precipitate, production or absorption of heat, production of light

● ● ●

Gather and record qualitative and quantitative data using an appropriate format, and analyze the data to explain how the evidence gathered

● ● ● ●

3

supports or refutes an initial hypotheses (e.g. conclude from data obtained from the electrolysis of water that the proportion of hydrogen to oxygen in water molecules in 2:1)Strand: CHEMISTRY: ATOMS AND ELEMENTS Achievement Chart

Rub

rics

Hom

ewor

kC

heck

list T

rack

ing

Shee

tW

rite

up la

b Pe

er e

valu

atio

nSe

lf ev

alua

tion

Self

/Gro

up P

roje

ct

Pres

enta

tion

Q

uest

ions

/Obs

erve

Qui

z/ T

est

Seat

wor

kA

ssig

nmen

t

Specific Expectations…………………………………………………………………

K/U I C MC

Communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats, and evaluate the processes used in planning, problem-solving, decision making and completing the task (e.g. use appropriate vocabulary such as substance, compound, element, atomic number, mass number

● ● ● ● ● ● ● ● ● ● ●

Design and conduct experiments to determine the physical and chemical properties of everyday and common laboratory substances such as carbon, copper nitrate, starch, and wax (e.g. physical properties,: colour, change of state, solubility; chemical properties: combustibility, reaction with water

● ● ● ● ● ●

Compare the physical and chemical properties of elements to assess their potential uses and associated risks (e.g. hydrogen versus helium in balloons, copper versus aluminum in wiring, copper versus lead in plumbing)

● ● ● ● ● ● ● ● ● ● ●

Describe the methods used to extract elements in Canada, and outline associated economic and environmental considerations (e.g. use various sources to explain how gold, nickel, carbon, or uranium is obtained and refined)

● ● ● ● ● ● ● ●

Investigate potential careers associated with an understanding of the physical and chemical properties of elements and compounds

● ●

LESSON 4: MODELS FOR ATOMSDescribe the evolution of models of the atom (e.g., from Dalton to Bohr) ● ● ●Describe the Bohr-Rutherford model of atomic structure and apply it to atoms and their common ions to atomic number 20

● ● ●

Use molecular models to illustrate the structure of simple molecules (e.g. H2, O2, H2O, NH3, CH4, CO2)

● ● ● ● ●

LESSON 5: PERIODIC TABLEIdentify general features of the periodic table ( e.g., arrangement of the elements based on atomic Structure, groups or families of elements, periods or horizontal rows

● ● ●

4

Formulate definitions of major variable and other aspects of their investigations (e.g. define mass, electrons, protons, neutrons, ions, and isotopes)

● ● ● ●

Formulate scientific questions about physical and chemical properties of elements and compounds

● ● ●

Compare similarities in properties both between and within families of elements to similarities in their atomic structure ( e.g., alkali metals, halogens, noble gases)

● ● ● ● ● ●

Relate the Bohr-Rutherford atomic model to properties of elements and their positions in the periodic table

● ● ● ● ● ●

Strand: CHEMISTRY: ATOMS AND ELEMENTS Achievement Chart

Rub

rics

Hom

ewor

kC

heck

list T

rack

ing

Shee

tW

rite

up la

b Pe

er e

valu

atio

nSe

lf ev

alua

tion

Self

/Gro

up P

roje

ct

Pres

enta

tion

Q

uest

ions

/Obs

erve

Qui

z/ T

est

Seat

wor

kA

ssig

nmen

t

Specific Expectations…………………………………………………………………

K/U I C MC

Use the periodic table to predict the physical and chemical characteristics of an element ( e.g. predict that a metal such as sodium will be extremely reactive with a non-metal such as chlorine

● ● ● ● ● ● ●

Select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen

● ● ● ● ● ● ●

Describe technologies that have depended on understanding atomic and molecular structure (e.g. television, X-rays, nuclear medicine, nuclear power, electron microscopy)

● ● ● ● ● ● ● ●

LESSON 6: DENSITY OF MATTERSolve density problems – given any two of mass, volume, and density, determine the third – using the formula: density = mass volume and appropriate SI units

● ● ● ● ● ● ●

Note:The following Overall Expectations must be met by the end of this course, where students●demonstrate an understanding of chemical reactions, the symbolic systems used to describe them, and the factors affecting their rates;●design and conduct investigations of chemical reactions, using standard scientific procedures, and communicate the results;●determine why knowledge of chemical reactions is important in developing consumer products and industrial processes and in addressing environmental concerns.Whereas, the above chart lists Specific Expectations where the teacher and/or dept. determine which ones they will focus on as they plan learning activities for their students.

5

Teaching Strategies:With the goal of an active, experimental approach to learning, students should be participating regularly in laboratory activities. Hands on activities reinforce learning of scientific concepts and promotes scientific investigation skills. In addition to labs, the teacher should include: diagrams, small group and whole class activities. Some labs can incorporate group investigation. Also, use of a poster activity and case studies help to link science to a real scientific problem to enhance real life learning.

Reference: Ministry of Education and Training Science grades 9 and 10 curriculum document, 1999.Lang, Hellmut and David Evans, Models, Strategies, and Methods for Effective Teaching, Pearson, 2006Bennett, and Carol Rolheiser, Beyond Monet, Bookation Inc, Canada, 2001

6

Rationale for Sequence of Expectations

1) Introduction of expected behaviours therefore, begin with intro. to chemistry and safety behaviour/skills expected in the science classroom

2) Prerequisite Learning: Gr. 8 students have the following prerequisite knowledge and skills where they have been introduced to particle theory, the effects of temperature on the density of solids, liquids, and gases and the relationship between these concepts, the next step is advancement of knowledge.

3) The adolescent brain evolves to operate at more complex levels of thinking 1, concepts that require analysis therefore, higher order thinking skills are planned toward the end of each lesson

The sequencing for the chart was devised by incorporating several perspectives:▪ a review of the textbook, Nelson Science 9 Chapter 2, Elements and Compounds▪ the expectations from the Ministry document ▪ to focus on students, student input was solicited

I asked my grade 11 son who is an academic student (just completed Chemistry this term) to participate in a lively discussion of what the flow of expectations should be. Those discussions evolved into the final document. The discussions that followed included: what should be learned first, overall sequencing, expected previous knowledge, simple to more complex skills and concrete to abstract2 expectations. Abstract learning expectations were placed towards the end of each lesson within the unit.

The format for the chart was to be ease of use, with expectations matched to the achievement chart categories. A number of assessment tools that could be utilized were identified with the goal that a visual review indicated that a variety of tools were applied to this strand.

Rationale for Assessment Tool chosen

The choice of assessment tools was to provide a variety that would collect a range of information before, during and at the end of the unit. Peer and self-evaluation by the student(s) provide another perspective of their learning and a focus of responsibility for learning on the student. A rubric is a learner-centred tool as it provides a set of guidelines for different achievement levels the student can choose to model. Also, some tools like a checklist can be a quick snapshot of student progress within a busy classroom setting. The tools were reviewed to reflect the expectations listed, including more than one type if applicable.

Resources:1,2Santrock, John et al., Educational Psychology, McGraw-Hill Ryerson, Toronto, 2004 p. 44Lang, Hellmut and David Evans, Models, Strategies, and Methods for Effective Teaching, Pearson, 2006Bennett, and Carol Rolheiser, Beyond Monet, Bookation Inc, Canada, 2001

7

TEACHING CHALLENGE:

1) Safety consciousness in the Science classroom.

To many students an accident is unavoidable. They just happen. The challenge to overcome is to change the student’s misconception to appropriate attitudes and actions in the classroom based on knowledge and teacher expectations.

STRATEGY:

1)Review and post expected science classroom behaviour/attitudes. Make the list enforceable. 2)Model expected behaviour. Proper techniques and procedures.3)Preplanning of lab experiments. 4)Science classroom should contain all safety features: enough goggles for all students, proper disposal of sharps, working gas turn off valve, fire blanket, current fire extinguisher, working eye wash station, and protocol should an accident occur.Activity: Role play a couple of “accidents” with students in groups. What would you do if…?5) Hazardous materials labeled and stored properly.Activity: Have students create a WHMIS label or safety poster. Post these in the classroom.6)Use checklist for expected lab behaviour: how to light Bunsen burner, the steps of scientific inquiry, and performance of lab activity.

8

Alternate student conceptions during this CHEM unit

Students are a summary of experiences to date. Challenges to instruction, and therefore student learning could include the following perceptions that students have.

1) e.g. Students believe:It is impossible to distinguish between solids if they are all white powders or between

clear, colourless liquids. Most substances can be distinguished on the basis of their physical

and /or chemical properties.1

Activity: Matter is not always as it appears. Matter can quickly change states under certain conditions or matter can be changed by a chemical reaction and remain in the same state.

Imagine you are around a campfire making hot chocolate and toasting marshmallows. What changes in matter can you identify? Was a new substance formed? What prompted the changes? Do you think it is safe to cook over a campfire? What are some of the other properties of matter that were not discussed?

2) e.g. Students may perceive:Models are scaled down or scaled up replicas of a tangible thing. A model is a mental picture used to describe a theory, a process or an object.2

Activity: Have students identify models they may have at home. Some like a car are replicas in size or design. An instruction manual of a computer game can be helpful for hints or troubleshooting. Both of these can be helpful in helping us understand, but they are not identical to the real object.3) Students may believe:

The periodic table is simply a data chart of the properties of the elements. The periodic table is used to predict the chemical reactions of the elements.4

Activity: Compare the periodic table to a general clothing store floor design. How is the store organized. i.e. shoes, children’s clothes, etc.? Why is this strategy important? Draw comparisons to the purpose of the periodic table.

References: *Bula, Michael et al.,Science 9 Teacher’s Resource, Nelson Thomson Learning, 2000

1 Pg. 1-212 Pg. 1-663 Pg. 1-175

9

BLM T-20 Lesson Plan Template #1

PLANNING THE LESSON Time:60 min

Date: July 16, 2008______________________________ Title of the Lesson: Issue Analysis Lesson 1______

Curriculum Area: Grade 9 Science – Chemistry _______ Unit of Study: Atoms and Elements_____________

Background Information: Where does this lesson fit into your overall unit planning — introductory, middle, culminating?This lesson connects science learning with STSE principles; students are expected to have learned the fundamentals of Atoms and Elements. Accordingly, this lesson should be taught in the later-half of the unit.

Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn?

Academic:Overall:- describe technologies associated with the refinement, use, and recycling of chemical elements and compoundsSTSE Specific:- compare the physical and chemical properties of elements to assess their potential uses and associated risks (e.g., hydrogen versus helium in balloons, copper versus aluminum in wiring, copper versus lead in plumbing)

Social:- discuss open-ended, multi-sided issues with classmates in an agreeable manner- make group decisions based on information gathered

Assessment Strategies: How will you assess the learning expectations?X Observation X Learning Log/Journal Presentation/PerformanceX Anecdotal Notes Self-assessment Audio/Video/Technological Presentation

Work Samples Peer-assessment Project Interview/Conference X Rubric Oral Reports Checklist

Indicators: How will you know that your students have achieved the expectations? What will achievement look like?In this lesson, students should be discussing the topic in small groups. An ideal student would be attentively listening to his/her peers and offering insightful comments. Furthermore, an exit pass will be used to assess the student’s learning progress/process.Modifications: How will you change the lesson to meet the needs of individual students?X Increase time, space, amount X Scribe Use manipulatives

Decrease X Oral explanation X Include visuals Change Peer tutor/Partner Extend

- allow a sufficient wait time for answers to lower student stress- include both oral and visual information to suit the multiple intelligences

Materials/Resources: What will you need to prepare in advance?

Teacher Resources- scenario handouts (1 per

student)- ticket-out-the-door (1 per

student)

Human Resources Student Materials- pencil/pen

- scrap paper

Equipment- pictures of toys/toy jewelry- large labels (numbers 1, 2,

3, 4) to put around the classroom

(continued)

Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.10

DELIVERING THE LESSON

Timing

3 min

Grouping* Mental Set:

- show the pictures of toys and toy jewelry to the students. For each picture, ask students to raise their hand if they’ve seen the toy (or something similar to it) in real life (maybe their younger brother or sister had it). Tell the students that these toys and toy jewelry have dangerous amounts of lead in them

Materials/Resources

- pictures of toys and toy jewelry

W

X

S I

2 min X

Sharing the Purpose/Objectives:- let the students know that we’re examining the issue of lead in children’s toys and toy jewelry. Write the objective prominently on the board

3 min

20 min

5 min

5 min

5 min

10 min

X

X

X

X

X

X

Body: (Input, Modeling, Check for Understanding, Guided Practice, Independent Practice)

Input: handouts- Distribute the scenario handouts, one per student.

Guided/Individual Practice: jigsaw- divide the class into groups of 4- number each group member, 1 to 4- each group member will be responsible for reading a specific part of the scenario sheet- all the students numbered 1 will meet in a corner of the room, read and discuss a specific section of the scenario handout; similarly, the 2s, 3s, and 4s will go to other corners and read + discuss their own sections- finally, the students return to their original groups of four- each student is now an ‘expert’ in the section that they read, and will share that information with the rest of the group

Check for Understanding: q&a- ask a few questions to see that all groups are understanding

Modeling: four corners- next, ask the class who they think is most responsible for the children becoming lead-poisoned: the toy manufacturers, the government, the parents, or the toy stores- explain that each student must move to one corner of the classroom depending on their answer

Guided Practice: four corners- let the students move to their corners and discuss a little

Check for Understanding: q&a- leaving them still in their corners, ask some questions to generate discussion

- scenario handouts

- large labels (numbers 1, 2, 3, 4) to put around the classroom

7 min X Closure: Exit pass- before they leave, each student must write 3 statements on a piece of scrap paper:“I learned…”“I agree with…”“I wonder…”

- scrap paper

Personal Notes/Reminders/Homework/Other Considerations: none*Grouping: W = Whole class; S = Small group; I = Independent

Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.11

BLM T-20 Lesson Plan Template #1

PLANNING THE LESSON Time:60 min

Date: July 16, 2008______________________________ Title of the Lesson: Issue Analysis Lesson 2______

Curriculum Area: Grade 9 Science – Chemistry _______ Unit of Study: Atoms and Elements_____________

Background Information: Where does this lesson fit into your overall unit planning — introductory, middle, culminating?This is the second Issue Analysis Lesson; it should be taught in the later-half of the unit.

Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn?

Academic:Overall:- describe technologies associated with the refinement, use, and recycling of chemical elements and compoundsSpecific:- select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;

Social:- work in pairs to research and analyze data

Assessment Strategies: How will you assess the learning expectations?X Observation Learning Log/Journal Presentation/PerformanceX Anecdotal Notes Self-assessment Audio/Video/Technological PresentationX Work Samples Peer-assessment Project

Interview/Conference X Rubric Oral Reports Checklist

Indicators: How will you know that your students have achieved the expectations? What will achievement look like?This lesson is mainly a work period. The only assessment is of their work process, which can be mainly through observation, anecdotal notes, and work samples.

Modifications: How will you change the lesson to meet the needs of individual students? Increase time, space, amount Scribe Use manipulatives Decrease X Oral explanation X Include visuals Change Peer tutor/Partner Extend

- include both oral and visual information to suit the multiple intelligences

Materials/Resources: What will you need to prepare in advance?

Teacher Resources- process rubric- pros/cons table

-LeadDemo handout

Human Resources Student Materials- pencil/pen

- paper

Equipment- book computer lab (if

available; otherwise bring books/print materials)

(continued)

Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.12

DELIVERING THE LESSON

Timing

10 min

Grouping* Mental Set:

- set up a demo combining lead (II) nitrate and potassium iodide, using the bright yellow product to illustrate why lead is useful in paints- since lead (II) nitrate is a strong oxidizer, it is probably a good idea to keep it away from students

Materials/Resources

-see the “LeadDemo” handout

W

X

S I

3 min X

Sharing the Purpose/Objectives:- let the students know that we’re going to be doing some research and analysis

5 min

5 min

35 min

X

X

X

Body: (Input, Modeling, Check for Understanding, Guided Practice, Independent Practice)

Modeling:- divide the students into groups of 2 in any way that you like- explain to them that they will be researching and analyzing the issue further- each group will be given a major stake-holder to analyze: the parents, the government, or the manufacturers- their task is to determine the two possible courses of action that their stake-holder can make: one action that makes the children safer, and the alternative action that doesn’t- for each course of action, the group must generate a pros/cons table and a paragraph explaining what they think would be the result if the action was taken- the groups will have one class period to research and write about it

Input: pros/cons table- distribute the process rubric, and pros/cons table- explain that the pros/cons table (and paragraphs) will be marked according to the process rubric

Individual Practice- for the remainder of the class time, the students may work- if a library or a computer lab is available, allow students to do research there; else just have them draft ideas- anything not finished in class must be finished at home

- as they work, walk around and make observations/notes as well as helping them out

- computer lab (or print materials)

- process rubric- pros/cons table

2 minClosure: - let them know that next class they will be debating

Personal Notes/Reminders/Homework/Other Considerations:- remind students to bring the rubric to the next class because it will be used to mark their work

*Grouping: W = Whole class; S = Small group; I = Independent

13

BLM T-20 Lesson Plan Template #1

PLANNING THE LESSON Time:60 min

Date: July 16, 2008______________________________ Title of the Lesson: Issue Analysis Lesson 3______

Curriculum Area: Grade 9 Science – Chemistry _______ Unit of Study: Atoms and Elements_____________

Background Information: Where does this lesson fit into your overall unit planning — introductory, middle, culminating?This is the third Issue Analysis Lesson; it should be taught in the later-half of the unit.

Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn?

Academic:Overall:- describe technologies associated with the refinement, use, and recycling of chemical elements and compoundsSpecific:- communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats, and evaluate the processes used in planning, problem solving, decision making, and completing the task;

Social:- debating in front of the class- being respectful of peers who are speaking

Assessment Strategies: How will you assess the learning expectations?X Observation Learning Log/Journal X Presentation/PerformanceX Anecdotal Notes Self-assessment Audio/Video/Technological PresentationX Work Samples Peer-assessment Project

Interview/Conference X Rubric Oral Reports Checklist

Indicators: How will you know that your students have achieved the expectations? What will achievement look like?The students will be debating given questions about the topic. Their performance will be tracked on a performance checklist.

Modifications: How will you change the lesson to meet the needs of individual students? Increase time, space, amount Scribe X Use manipulatives Decrease Oral explanation Include visuals Change Peer tutor/Partner Extend

- allow students to make jot notes and refer to them if they need it

Materials/Resources: What will you need to prepare in advance?

Teacher Resources- performance checklist

Human Resources Student Materials- process rubric- pros/cons table

Equipment

(continued)

14

DELIVERING THE LESSON

Timing

3 min

Grouping* Mental Set:

- collect the process rubric and pros/cons chart which should have been finished for homework

Materials/ResourcesW S I

2 min XSharing the Purpose/Objectives:- let the students know they will be debating today

50 min X

Body: (Input, Modeling, Check for Understanding, Guided Practice, Independent Practice)

Guided Practice:- divide the class into teams of 3 to 6 depending on the class size- ideally, the students should be grouped according to the major stakeholders that they researched for their pros/cons list; this will make them more knowledgeable for their debates- teams will take turns doing little debates in front of the class- 2 teams will be brought to the front of the class, and a topic question will be given- assign the “for” and “against” sides arbitrarily, or flip a coin and let students call it- the two teams will be allowed roughly 6 minutes to debate; let them know that they are being evaluated, meaning participation is mandatory- have fun with it; use the following debate questions:

Parents Would it be a good idea for parents to allow no products

containing lead into the home at all? Imagine a poor family that can only afford cheap toys that

may contain lead. In this case, would it be better for the family not to buy any toys at all?

Government Should the government create restrictions on the amount

of lead in toys and toy jewelry? A proposal was made that the government not change

anything, but tax the manufacturers based on the amount of lead in their toys/jewelry. Is this a good idea?

What should the penalties be for those companies who break the rules? Who break the rules more than once?

Should Canadian companies export toys/jewelry that doesn’t meet Canadian standards be allowed to export to countries that have no restrictions?

Manufacturers Is it a good idea for manufacturers to eliminate the use of

lead in making toys and toy jewelry? Imagine the manufacturer didn’t reduce the amount of

lead, but label every single toy and jewelry item with the amount of lead it contained. Would that be a good idea?

- performance checklist

15

Toy Stores When toys/jewelry is recalled in large amounts what are

the implications for both the importer, and exporter? Would it be a good idea for toy stores to boycott toys from

countries whose goods are untested (e.g. China) and sell only the more expensive toys?

General Should toys be tested for lead before being allowed to be

sold? If so, who should bear the cost of testing the toys? Should adult jewelry that contains lead be available in the

marketplace?

5 min XClosure: - wrap up the Issue Analysis Lessons with a quick debrief; remind the students of what has been learned, and help students make meaningful connections to STSE

Personal Notes/Reminders/Homework/Other Considerations:- none

*Grouping: W = Whole class; S = Small group; I = Independent

16

Who’s Poisoning My Baby Brother (or Sister)??A Case Study

Lead (Pb) is a common element with many uses, but it’s also harmful to humans. How would you feel if you found out that somebody was poisoning your younger brother (or sister)? Believe it or not, this HAS already happened in North America, on a wide-scale basis. How did this atrocity take place? Read on.

Activity: JigsawGroups of: 4Procedure:

1. In your groups, number yourselves off 1, 2, 3, and 4.2. All the “1”s will move to one corner of the room. They will all silently read article #1:

“Lead in toys and jewellery”. When everyone is finished, they will have time to discuss it. They are now the expert group on article #1.

3. Similarly, all the “2”s will get together and read article #2. “3”s will read article #3, and “4”s will read article #4.

4. After discussing the article, each student is to go back to their original group (of 4 students).

5. The four students in the group each have expert knowledge about a different article. They will take a few minutes to explain their knowledge (in your own words – don’t just read the article!) to the rest of the group.

Article #1: Lead in toys and jewellery- a look at the story about the problem

Article #2: Lead poisoning- examining what lead can do when it gets inside of you

Article #3: Why do they Put Lead Paint in Toys?- the manufacturer’s perspective- a look at some of the reasons why lead is used in the first place

Article #4: Lead in toys and jewellery- the government’s perspective: what can be done?

17

ARTICLE #1http://www.cbc.ca/consumers/market/files/health/lead/index.html

C B C M A R K E T P L A C E : H E A L T H » L E A DLead in toys and jewelleryBroadcast: March 6, 2001 | Producer: Ines Colabrese; Researcher: Leonardo PallejaStory update>>

In the past 10 years, Canadians have bought a lot of products containing dangerous amounts of lead: from blinds to soft plastic toys to children's raincoats.

Many of those products are intended specifically for children. That's a big worry, because few materials hurt children as much as lead. It can delay intellectual development, cause children to behave aggressively, and aggravate health problems later in life.

You'd think that would be enough to get the lead out of products intended for children. Yet, it may be surprising to find that there are still more sources of lead in toys and in jewellery sold for children.

Three years ago, seven-year-old Lyndsey Svendsen of Calgary came very close to suffering from lead poisoning. It was all because of a little pendant that was part of a necklace.

Like many children, small objects in Lyndsey's hands sometimes wound up in her mouth. So it was with the pendant.

When the necklace broke, Lyndsey's father, Norm, noticed what he thought was lead. A quick test from a commercial kit confirmed their fears.

Paediatrician Dr. Starr Cardwell found that Lyndsey was just a hair away from being classified a lead poisoned child.

"I would describe this as an eye-opener," Cardwell told Marketplace. "An eye-opener that has me concerned about the health of children across the country."

For three months, Lyndsey underwent regular blood tests to monitor her lead levels.

18

Lyndsey's mother, Lesley, thought her daughter could not be an isolated incident. The jewellery her daughter was playing with was widely available across the country.

Lesley Svendsen contacted the local Calgary media. She did interviews for radio and television and let Health Canada know about her concerns.

"Health Canada has been on this," Lesley Svendsen said. "Initially they came and picked up the necklace and sent it to their lab and the results came back and said it was pure."

It was pure — 100 per cent lead.

N o t a n i s o l a t e d c a s e

"We had no reason to believe it was an isolated case," Health Canada's Charles Ethier told Marketplace. "That's one of the reasons that prompted us to carry on with the survey, to see if there were other products out there that might contain lead."

Ethier is the Director General of Health Canada's Product Safety Program. He sent members of his department shopping. They bought 95 pieces of jewellery intended for children. More than two-thirds contained between 50 and 100 per cent lead.

The worry is what that could do to children, especially since they love to put things in their mouths. That's one of the most harmful ways of ingesting lead.

It doesn't take much lead to start causing problems in children, says Kathleen Cooper, a senior researcher with the Canadian Environmental Law Association and a specialist on lead.

"Just by way of comparison," Cooper told Marketplace, "the amount of lead that can start to cause developmental problems in a child's brain is the amount of lead you can put on the head of pin."

Health Canada agrees that it takes very little lead to cause problems for children.

Marketplace asked to see the list of 95 pieces of toy jewellery the department tested, so we could report which ones had high levels of lead.

19

Health Canada's Charles Ethier declined.

"I would be concerned about providing a list," Ethier told Marketplace, "because that might give consumers a false sense of security that it was limited only to that list of jewellery".

Ethier recommends that parents be cautious about all types of jewellery that might be inexpensive or that might appear to contain lead.

"If there are specific items that consumers want to know about," Ethier added, "they can contact us and we'll them whether that was something that we tested but to give out a list would not accomplish the objective that we're trying to meet."

Ethier says his department can quickly confirm whether the jewellery you are worried about contains lead — if it's one of the 95 products they tested. Otherwise Health Canada might ask you to send in the product and they will test it.

We took Ethier up on his offer and called Health Canada's Toronto office to see if products we'd seen on store shelves were on their lead list.

The Health Canada representative was unable to give us specific information.

"I wouldn't be able to tell you," he said over the phone. "Some would have lots of lead, some would have nothing. Our warning said to avoid the product all together. Because we couldn't identify specifics."

20

ARTICLE #2http://www.bchealthguide.org/kbase/topic/major/hw119898/cause.htmhttp://www.bchealthguide.org/kbase/topic/major/hw119898/course.htm

Lead PoisoningCause

Lead poisoning is caused by eating or breathing lead-contaminated substances. Small children may get lead poisoning by licking, chewing, or eating lead-based paint on toys or woodwork such as windowsills. Small children also may be exposed by breathing, swallowing, or playing in lead-contaminated dust or soil.

Although lead poisoning can sometimes result from a single large dose of lead, it usually is caused by months or years of exposure. Because lead cannot be seen, tasted, or smelled, people usually do not know when they are being exposed. Nearly everyone has some lead in his or her body.

Before its harmful effects were realized, lead was used in most gasolines, paints, water pipes, food and drink cans, and many other products. For example, house paint made before 1950 often contained as much as 50% lead. Paint manufactured up until 1972 still contained lead. In 2000, the Canadian Mortgage Association estimated that 15% of housing in Canada was built before 1950.5 As many as three-quarters of houses built before 1980 may have inside walls and woodwork painted with lead-based paint.2

Environmental regulations have reduced sources of lead pollution, significantly reducing lead in paint, gasoline, plumbing systems, and food and drink cans.8 However, lead does not break down, so any lead already present in soil or water will stay there unless it is physically removed.

What Happens

People are exposed to lead by eating or breathing lead-contaminated substances. Lead poisoning can be caused by a single large dose of lead, although it is usually the result of exposure to small amounts of lead over a long period of time.

Lead is slowly eliminated from the body in urine, bowel movements, and, to a very small extent, sweat. When the body is exposed to more lead than it can get rid of, it stores the extra lead in the blood, organs, bones, and teeth, and lead poisoning results. Lead can damage the kidneys, central nervous system (brain and spinal cord), and reproductive system, and cause high blood pressure. Lead is especially harmful to a child's developing brain.

21

Blood lead levels are measured in micromoles per litre (mcmol/L) or micrograms per decilitre (mcg/dL). There are different opinions among scientists and doctors on what is a safe level of lead in the blood. Lead has no known function in the body—its natural level in people before the industrial revolution in the 1800s and early 1900s was near zero.

Health effects of high blood lead levels in children

Children are more easily and significantly affected by high blood lead levels than adults.11 High levels of lead in the blood are caused by lead poisoning. There are five classes of lead poisoning, according to the United States Centers for Disease Control and Prevention (CDC). These levels range from class 1 (less than 0.48 mcmol/L [10 mcg/dL]) to class 5 (a medical emergency of at least 3.36 mcmol/L [70 mcg/dL]).

Lead blood level classes

Class Blood lead level Effects in children

1

Less than 0.48 micromoles per litre (mcmol/L)

or 1–9 micrograms per decilitre (mcg/dL)

Possible learning problems

2A 0.48–0.68 mcmol/L or 10–14 mcg/dL

Hearing problems, slowed growth, learning problems

2B 0.70–0.96 mcmol/L or 15–19 mcg/dL

3 0.97–2.1 mcmol/L or 20–44 mcg/dL

Headache, weight loss, nervous system problems

4 2.17–3.33 mcmol/L or 45–69 mcg/dL

Severe stomach cramps, poor production of red blood cells (anemia), seizures

5 More than 3.33 mcmol/L or more than 69 mcg/dL Severe brain damage leading to death

22

Children who were exposed to lead before birth may be underweight and have low intelligence, attention-span problems, and other signs of nervous system damage.

A recent study showed that declines in IQ can be seen in children with blood lead concentrations below 0.48 mcmol/L (10 mcg/dL), the level of concern defined by the U.S. Centers for Disease Control and Prevention and the World Health Organization.10

Health effects of high blood lead levels in adults

High blood lead levels affect adults in several ways.11

Blood lead levels above 0.48 mcmol/L (10 mcg/dL) may affect blood cell development.

Blood lead levels above 1.92 mcmol/L (40 mcg/dL) can affect the function of:

o The blood and the body's ability to form hemoglobin. o The nervous system, causing symptoms such as fatigue,

irritability, memory loss, and slow reaction time. o The kidneys, causing chronic kidney disease and kidney failure. o The reproductive system, causing decreased sperm counts

and increased numbers of abnormal sperm. Very high levels can cause miscarriage or stillbirth.

High blood lead levels may also cause high blood pressure.

Unfortunately, people may not have noticeable symptoms until blood lead levels are high enough to cause serious damage to body systems.

23

ARTICLE #3http://www.slate.com/id/2172289/

Why Do They Put Lead Paint in Toys?IT'S BRIGHT, CHEAP, AND LASTS FOREVER.By Christopher BeamPosted Wednesday, Aug. 15, 2007, at 6:24 PM ET

Toy manufacturer Mattel recalled nearly 19 million Chinese-made toys Tuesday, including 436,000 toy cars containing lead paint. That was only two weeks after yanking nearly a million of its Fisher-Price toys for preschoolers because of lead content. Why would a toymaker ever use lead paint? Because it's bright, durable, flexible, fast-drying, and cheap. Paint manufacturers mix in different lead compounds depending on the color of the paint. Lead chromates, for example, can enhance a yellow or orange hue. Municipal workers often use lead paint because it resists the color-dimming effects of ultraviolet light: The double yellow line in the middle of the road? That's loaded with lead. Paint manufacturers also add lead and other heavy metals to make paint stick better instead of flaking off. Price is also a factor: China mass-produces the stuff, and coloring agents like lead chromate are generally cheaper than organic pigments. (That said, added lead used to be a luxury. A house painter in the early 20th century would show up to a job with two buckets—one for the paint substrate, one for the lead powder. The more lead he added, the better the paint, the higher the price.)Lead paint has other qualities that make it attractive to manufacturers. For one thing, it resists mildew, making it perfect for wood furniture and other surfaces likely to get wet. It's also anti-corrosive: Ship makers have historically applied a coating of lead paint, often containing the red mineral litharge, to the bottom of metal ships' hulls. (The Romans used lead paint, too—that's why the paint on some of their ruins is so well-preserved.)

But for all its utility, lead is dangerous even in small quantities. In 1978, the U.S. Consumer Product Safety Commission made it illegal to use any paint containing more than 0.06 percent lead for residential structures, hospitals, and children's products. But it's still widely used

24

on bridges, tanks, towers, heavy equipment, parking lots, road signs, and other large-scale projects. There's still lead in most consumer paints, too—just much, much less. Many paint manufacturers now use safer alternatives like zinc, although it doesn't quite match lead's luster or strength.*People have known about lead's harmful effects for centuries. Benjamin Franklin once wrote a letter about the "bad Effects of Lead taken inwardly," and some 19th-century paint companies ran newspaper ads bragging about their lead-free paint. President George H.W. Bush's dog, Millie, attracted national attention to the dangers of lead poisoning in 1992, when she got sick from breathing lead dust during White House renovations. In 2006, the state of Rhode Island won a lawsuit against three major paint companies, which were ordered to clean up 300,000 contaminated homes. Got a question about today's news? Ask the Explainer .Explainer thanks Richard Baker of Baker Environmental Consulting and

Angelo Caparelli of Adviron.

Correction, Aug. 16, 2007: This article originally stated that bromide is a metal used in paint. It is actually an ion of bromine, which is a halogen, not a metal. (Return to the corrected sentence.)Correction, Aug. 24, 2007: The original version of this article

included a photograph of Batman toys manufactured by Mattel. The

company did recall some Batman toys, but not because they contained

lead paint.

25

ARTICLE #4http://www.cbc.ca/consumers/market/files/health/lead/index.html

C B C M A R K E T P L A C E : H E A L T H » L E A DLead in toys and jewelleryBroadcast: March 6, 2001 | Producer: Ines Colabrese; Researcher: Leonardo Palleja

H e a l t h C a n a d a a s k s i n d u s t r y t o r e s t r i c t l e a d l e v e l s

Health Canada has asked the jewellery industry to keep lead levels down to 65 parts per million.

Health Canada says that number allows for lead that is pervasive in our world. Anything at or below 65 PPM shows that there is no additional lead added to the product.

With that in mind, Marketplace set out to see if there is still jewellery on the shelves meant for children, containing lead levels higher than 65 parts per million.

We bought two pieces of jewellery, both from Toys R Us:

a heart pendant necklace: lead content of 80,287 parts per million

a candy pendant necklace: lead content 88,954 parts per million

Both products had the name Bevy's Babes on the tag. We contacted Toys R Us and informed them of our test results.

The chain sent the following reply by e-mail:

"Based on the information you have provided us with today … we have pulled that product off the floor."

We also took our results to Health Canada's Charles Ethier — and asked him why these items could still be on Canadian store shelves.

"There is nothing preventing the sale of those particular items at the retail level," Ethier explained. "Those products are not regulated and there is nothing preventing their sale."

Jewellery isn't the only children's product made with lead. Over the past 10 years many products for children have been found to have lead in them. Health Canada says it will begin testing for lead in toys this summer. We wanted to see what was available.

Marketplace tested this piece of jewellery. Its lead content registered 88,954 PPM. The acceptable limit is 65.

This piece registered 80,287 PPM. For more results from the Marketplace lead tests, click here.

26

M a r k e t p l a c e t e s t s t o y s a n d n o v e l t i e s

Marketplace tested ten toys and novelty items. The toys we bought came back with very low levels of lead. But the novelty items didn't fare so well.

key chain — 165 PPM paint on some pencils — 289 PPM more results

For several years, Health Canada has been saying it will soon have a new policy, maybe even a law banning lead from products especially those for children.

Ethier says it has been put off until at least 2002. He stresses that Canada needs a regulation prohibiting intentional addition of lead in consumer products for household use. He says the law is needed now.

"Like any regulatory process it's very long, it's very complicated," Ethier notes. "It's a step by step process that we have to go through."

Health Canada does have the power to get hazardous consumer products off the shelves. The department announces many recalls and advisories — which are reported on this website. But -except in very rare circumstances- the recall process is voluntary.

The federal government lacks the power to demand that an industry recall consumer products. It can recall medical devices and a few other things. With respect to consumer products it's not a recall, it's a warning or an advisory.

For the Svendsens their story did not end with the first pendant.

"It was a year later, she was at a birthday party with seven little 6 year old girls," Lesley Svendsen recalls. "They received their treat bags at the end of the party. I was looking through their treat bags and out comes this necklace."

It too was made of lead.

Dr. Cardwell has that necklace in her files now. One indication that a pendant may be made of lead is you can write with it. Lesley Svendsen wants change from the retail end. She has this plea for the industry:

"I beg of you, please stop putting this stuff on your shelves. These are children. How dare they?"

27

EXIT PASS: LOOK-FORS (lesson 1)

“I learned..”“I agree/disagree with..”“I wonder..”

In the exit pass, we’re simply looking for students to show that they have processed the information from the readings and discussions. Therefore, feedback in the form of a written comment will be more useful to the students than a mark.

A well-written exit pass is meant to hit the various levels of Bloom’s Taxonomy, and should contain sentences which are more than just two or three words. The first statement should make specific reference to things that were read or discussed in class (knowledge/comprehension). The second sentence should make connections to the students own personal belief/moral system (analysis or evaluation). The third sentence tests the student’s ability to extrapolate the learning into a hypothetical situation (application or synthesis).

28

PEFORMANCE CHECKLIST: DEBATE (lesson 3)Note: Students don’t need to have demonstrated every single column of this table; it is merely a checklist for the teacher to track what the students have done during their debates.

Student’s Name Dem

onst

rate

d K

now

ledg

e (e

vide

nce

of re

sear

ch)

Orig

inal

ity(I

nsig

htfu

l Ide

as)

Pres

enta

tion

Skill

s (v

erba

l and

non

-ver

bal)

List

enin

g an

d Q

uest

ioni

ng

Skill

s (ta

king

deb

ate

forw

ard)

Adh

erin

g to

Deb

atin

g Pr

oced

ures

Team

wor

k an

d Pa

rtici

patio

n

29

PROCESS ASSESSMENT RUBRIC (lesson 2)Level 1 Level 2 Level 3 Level 4

Knowledge & Understanding

Information is incorrect, incomplete or irrelevant.

Information has not been paraphrased in student’s own words.

Information is somewhat correct, comprehensive and relevant.

Some information is explained in student’s own words.

Information is mostly correct, comprehensive and relevant.

Information is explained in student’s own words.

Information is entirely correct, comprehensive and relevant.

Information is concisely explained in student’s own words.

Research Information is mostly from a single point of view.

Some evidence of information that shows different points of view.

Evidence of information that shows different points of view.

Evidence of information that covers almost all perspectives.

Making Connections

Demonstrates limited understanding of scientific knowledge in relation to the scenario.

Demonstrates little depth of understanding when analyzing the issues.

Demonstrates understanding of scientific knowledge in relation to the scenario.

Demonstrates some depth of understanding when analyzing the issues.

Applies understanding of scientific knowledge to the given scenario.

Demonstrates considerable depth of understanding when analyzing the issues.

Applies understanding of knowledge to the given scenario with above-average effectiveness.

Analyzes complex social and economic issues with a high degree of understanding.

Group Members:_____________________________________________________

Teacher’s Comments:__________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

30

Instructions: Research about the stakeholder assigned to you, and think about 2 courses of actions that could be taken (1 that benefits children, and another that doesn’t). For each action, come up with a pros/cons list, and then write a paragraph about what you think the outcome would be of taking the action. Use the two pages provided.

Group Members:________________________________________

Stakeholder:_______________________________________

Course of Action:________________________________________

PROS CONS

Explain in a paragraph the possible result(s) if this course of action was followed:

31

Instructions: Research about the stakeholder assigned to you, and think about 2 courses of actions that could be taken (1 that benefits children, and another that doesn’t). For each action, come up with a pros/cons list, and then write a paragraph about what you think the outcome would be of taking the action. Use the two pages provided.

Group Members:________________________________________

Stakeholder:_______________________________________

Course of Action:________________________________________

PROS CONS

Explain in a paragraph the possible result(s) if this course of action was followed:

32

Golden Experiment

Beautiful lead (II) iodide… but deadly.

Lead (II) ions and iodide ions can be combined to form a beautiful bright yellow precipitate. This is one of the more spectacular precipitation reactions. When a colorless solution of potassium iodide and a colorless solution of lead acetate or lead nitrate are added to each other, then a beautiful precipitate is formed.

This is a beautiful experiment, but one has to be very careful with the lead (II) compounds. Unfortunately, these are very poisonous. Lead (II) ions are a cumulative poison. Multiple small doses, spread out over a long period of time add up to form dangerous doses. So, when performing this experiment, be particularly

careful not to be exposed to the lead (II) compounds.

Required chemicals for first experiment:

potassium iodide (sodium iodide also is suitable as substitute)

lead acetate (lead nitrate also is suitable as substitute)

distilled water

Required equipment:

test tube or erlenmeyer flask

Safety:

Lead acetate or lead nitrate is very toxic.

Disposal:

The yellow solid, left over after the experiment should be treated as chemical waste, it should not be disposed of as normal household waste.

Preparation of a bright yellow precipitate of PbI2

Dissolve some potassium iodide in water and put this aside. Use approximately 70 mg of solid but not too much, as that makes the precipitate of lead iodide soluble again. Using a quantity like this assures that excess amount of iodide is used.

Add the two solutions to each other. A really beautiful bright precipitate of lead (II) iodide is formed. It is remarkably brightly colored.

33

What's Happening

The potassium iodide reacts with the lead (II) nitrate to yield lead (II) iodide and potassium nitrate. However, lead (II) iodide is not very soluble in water, and thus precipitates out as a yellow solid. It is important to note, though, that it is not completely insoluble. Some (and occasionally all, depending on the solute to solvent ratio) can be forced back into solution by stirring.

The compound PbI2 is slightly soluble in hot water, it is insoluble in cold water. It is remarkable that this solid is yellow, while the ions, from which it is made are colorless. The yellow solid is a mainly covalent compound.

34

Resource List

Websites:

CBC Newshttp://www.cbc.ca/consumers/market/files/health/lead/index.html

BC Health Guidehttp://www.bchealthguide.org/kbase/topic/major/hw119898/cause.htmhttp://www.bchealthguide.org/kbase/topic/major/hw119898/course.htm

Slate.comhttp://www.slate.com/id/2172289/

Science Made Alivehttp://woelen.scheikunde.net/science/chem/exps/pbi2_2/index.html

Print:

Bula, Michael et al. Science 9 Teacher's Resource. Nelson Thomson Learning. Scarborough. 2000

For Teachers:

Ministry of Education, The Ontario Curriculum, Grades 9 and 10: Science. Queen’s Printer for Ontario, 1999.

S. Schwartz and M. Pollishuke, Creating the Dynamic Classroom. Toronto: Pearson Education Canada Inc., 2005.

35

Rich Performance Task and Assessment ToolsTaskStudents will create a picture book to explain one or more scientific concepts learned in the Atoms & Elements unit. The target audience of the storybook includes any children younger than the students themselves. (see the Student Handout for further details)

RationaleThis project is great for grade 9 students because it gives them an opportunity to draw on their creative, linguistic, and artistic skills to apply knowledge learned in Science class. Since Grade 9 Science is a mandatory course, this task format allows a number of different learning interests to be expressed in addition to science expectations. The project will engage student interest and encourage science as a course option through a fun, engaging activity. Additionally, it is a great way to integrate literacy and art into the science program.

The timeline of tasks is suitable for grade 9 students, who may still need guidance to completing large projects.

Science ExpectationsIn creating the storybook, students are required to address at least one of the expectations in the “STSE” category in the curriculum document. They will likely tie-in many more of the expectations from the “Understanding Basic Concepts” category, which are not listed here.

Expectation Achievement ChartK/U I C A

- describe the methods used to extract elements in Canada, and outline associated economic and environmental considerations;

● ● ●

- compare the physical and chemical properties of elements and assess their potential uses and associated risks;

● ●

- describe technologies that have depended on understanding atomic and molecular structure;

● ● ●

- investigate potential careers associated with an understanding of physical and chemical properties of elements and compounds;

● ●

- select and integrate information from various sources, including electronic and print sources, community resources, and personally collected data, to answer the questions chosen;

●

- communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language and formats, and evaluate the processes used in planning, problem solving, decision making, and completing the task;

● ●

- Any of the expectations listed in the “Understanding” category of the curriculum document. It will depend on the topic that each student chooses;

●

36

Creating a Picture Storybook (handout for students)

Kids are full of questions! Imagine that a younger brother/sister or friend asked you how the T.V. worked? Since we’ve just finished our unit on Atoms and Elements, you have some idea and you want to show off just how smart you are. But what would you say? How would you explain it in a way that isn’t confusing to the younger person?

TaskCreate a picture storybook to teach one or more science concept(s) to a younger brother, sister, cousin, or friend. The science concept(s) should be something that we have dealt with in the Atoms and Elements Unit, and should relate to the STSEs. You may use one of the following examples, or come up with a story idea of your own.

Example: Write a storybook describing a technology that has depended on understanding atomic and molecular structure, like the television, or X-rays.)

Example: Write a storybook that describes a potential career associated with an understanding of the physical and chemical properties of elements and compounds, like a person who designs perfume and develops make-up.

Requirements completed individually completed within 1 week (see timeline below) 4-10 pages, no larger than 8.5”x11” and no smaller than 4”x6” 3-10 sentences per page; pages must include illustrations (can be hand drawn or computer

generated.) A cover, including title, author, and picture bound in an appropriate way (e.g. staples along the spine) see the PRODUCT ASSESSMENT RUBRIC for details

TimelineThe project can be broken down into the following steps to make it easier and help you to be successful each day. You will have in-class time to work, and the teacher will be checking daily to see that you’re on schedule. You are responsible to have the teacher sign

By the end of: Have completed:Day 1 (today) Select an appropriate topic for your picture storybook. Have teacher

approve topic. Begin Research. Plan book format.Day 2 Research information (jot notes, record resource materials) and/or plan

your storybook outline (storyboard, web diagram, or other form of brainstorming).

Day 4 Draft completed. Have somebody look at it. Begin working on final copy.

Day 5 Continue working. Anything unfinished must be completed at home.Due: Hand in the completed book.

37

PROCESS CHECKLIST: PICTURE BOOK

Student’s Name Day

1: S

elec

ted

an a

ppro

pria

te

topi

c fo

r the

pic

ture

boo

k.

Day

2: D

emon

stra

ted

rese

arch

an

d/or

pla

nnin

g. (j

ot n

otes

, re

sour

ces,

stor

yboa

rd, o

ther

form

or

bra

inst

orm

ing)

Day

4: D

raft

com

plet

ed.

Beg

an

wor

k on

fina

l pic

ture

boo

k.

Day

5: E

ffic

ient

use

of c

lass

tim

e to

wor

k.

Day

6: B

ook

com

plet

ed.

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.

38

PRODUCT ASSESSMENT RUBRIC: PICTURE BOOKStorybook Rubric 50-59% 60-69% 70-79% 80-100%

LevelCriteria

1Emerging

2Developing

3Competent

4Wow

K/Understanding – 25%▪problem-solving skills▪key concepts▪understanding▪science skills & knowledge▪scientific terminology▪quality of information▪from Atoms & Elements unit

▫No discernable concepts explained.▫Information contained blatant errors.

▫Limited depth and breadth▫Storybook reflects limited understanding of concepts.

▫Uses scientific terminology, symbols, conventions, and SI units with limited accuracy or not used.

▫Weakly explained 1-2 concepts.▫Information contained some errors.

▫Some depth and breadth

▫Storybook reflects some understanding of concepts.

▫Uses scientific terminology, symbols, conventions, and SI units with some accuracy and seldom used.

▫Explained at least 1-2 concepts.▫Information was correct, and showed the ideas learned in the course.

▫Sufficient depth and breadth▫Storybook reflects sufficient understanding of concepts.

▫Uses scientific terminology, symbols, conventions, and SI units with accuracy.

▫Explained more than1-2 concepts.▫Information was correct, and showed the ideas beyond what was learned in the course.▫High degree of depth and breath▫Storybook reflected a thorough and insightful understanding of concepts.▫Uses appropriate scientific terminology, symbols, conventions, and SI units with accuracy, no errors.

Thinking/Inquiry – 25%▪organization▪use of information▪interpretation▪use of resources▪analysis

▫Sequence of story is difficult to follow.

▫Interpretation was weak, difficult to link to unit.

▫Cover art diminishes the appeal of the book.▫Uses critical and creative thinking skills with limited use and effectiveness.

▫Reader has difficulty following work because author jumps around.

▫Interpretation was satisfactory, with some degree of a link to unit information.▫Cover art mostly effective.▫Uses critical and creative thinking skills with moderate effectiveness.

▫Story is presented in a logical sequence which a reader can follow.

▫Interpretation relates to unit.

▫Cover art is effective.

▫Uses critical and creative thinking skills effectively.

▫Story is logical, in an interesting sequence which the reader can follow.▫Interpretation provides strong links to unit strong.

▫Cover art draws-in the reader.▫Uses critical and creative thinking skills with a high degree of effectiveness.

39

PRODUCT ASSESSMENT RUBRIC: PICTURE BOOK (continued)Level

Criteria1

Emerging2

Developing3

Competent4

WowApplication – 30%▪making connections▪clarity▪logic▪related graphics/art

▫Connections were made with limited clarity and logic.▫Few connections.

▫Demonstrates limited understanding of science and technology-based problems.

▫Artwork detracts from the story told by the words.▫No diagrams/artwork

▫Connections were made with some clarity and logic.▫Makes some connections in familiar contexts▫Demonstrates understanding of science and technology-based problems.

▫Artwork generally supports the story told by the words.▫Diagram/artwork is messy. No labels, although required.

▫Connections were made with considerable clarity and logic.▫Makes connections in familiar and some unfamiliar contexts▫Applies understanding of science and technology-based problems in everyday life

▫Artwork enhances the story told by the words.

▫Diagram/artwork is neatly drawn/copied, labeled and illustrates the principles involved

▫Connections were made with a high degree of clarity and logic.▫Makes connections in familiar and unfamiliar contexts.▫Demonstrates a thorough and insightful understanding of science and technology-based problems in everyday life▫Artwork meaningfully brings the story to life.

▫Diagram/artwork is neatly drawn/copied, labeled and highly illustrates the principles involved

Communication – 20%▪target audience▪page limit▪numbered pages▪cover▪binding▪font▪layout▪writing style▪title

▫Significantly above/below 3-10 sentences per page.▫Ideas presented with limited clarity and precision.▫Writing style is totally confusing for a younger audience. ▫Communicates with a limited sense of reader and purpose

▫Illegible writing

▫Slightly above/below 3-10 sentences per page.

▫Ideas presented with some clarity and precision.▫Writing style is a bit challenging for a younger audience.▫Communicates with a some sense of reader and purpose

▫Legible writing, some ill-

▫3-10 sentences per page.

▫Ideas presented with considerable clarity and precision.▫Writing style is appropriate for a younger audience.▫Communicates with a clear sense of reader and purpose

▫ Legible writing

▫3-10 sentences per page, used effectively.

▫Ideas presented with clearly and precisely.

▫Writing style is captivating for a younger audience.▫Communicates by adjusting message and style to suit reader and purpose▫Word processed or typed

40

▫Title is confusing.▫Book/pages is falling apart.

formed letters, print too small or too large,▫Title is a little unclear. ▫Book is loosely bound. (e.g. One staple in top corner.)

▫Title is informative▫Book is appropriately bound. (e.g. staples along the spine.)

▫Title is informative and eye-catching.▫Book is creatively bound in an interesting format.

41