Chart Examples - Chemistry by Ms. Jones

Freshman Accelerated Chemistry KMT and Pressure Charts
I began our discussion of pressure using a CCD. Students made their predictions about the definition of pressure. The final definition was not given until days later after the students had fully explored pressure. 

We then explored pressure using syringes. One of my goals for this unit was to help my students develop their own models. Each student had their own syringe. We began by setting our syringes to 7 mL and capping them creating a system for us to explore. We drew our first model, indicating the components. We compressed our 7 mL of air to 3 mL and drew another model to show what had happened to the air particles. I explained that when using a model to describe scientific phenomena we often need to include descriptions.  We then expanded our air particles to have 10 mL of volume and developed another model. Each model followed the same process: students developed a prediction model in their notebook, shared the model with their group and refined if needed and then each group contributed to the class model. 
The final step was to revise our initial models to include the orange "direction of movement when you let go." I then had the students write about why the syringe moved that way in their notebooks using provided frames. After writing they were asked to read their explanations in their groups and come up with a group consensus. Each group wrote theirs on 11x17 paper and we discussed strengths and weaknesses of each. 

 

The next day we continued to explore pressure models using a vacuum. We looked at two models: a balloon and a small amount of water in a beaker. Each time we drew an initial model as a class. I had students make predictions about what would happen when the air particles outside were removed using a new/revised model. At the end of this day we retured to our CCD and developed a final definition for pressure. 

On their formative assessment for this section of KMT students were asked to develop a model to explain why a pool floatie left outside would deflate in the winter. They were to assume that no air particles could escape the floatie. Once I obtain permission from students and their parents I will post some exemplars here. 

Elements, Compounds and Mixtures
I began this lesson by having my students do an open card sort in their groups with about 20 regular household items. My students had spent the last class completing the "Classification of Matter POGIL Activity" so I was hoping they would attempt to classify the cards in that manner. Many groups did but a few did not. I asked groups to justifiy why they groups the cards using the frames. 

• The items in this group belong together because__________________.
• ________________ does not belong with these items because _________________. 

Then we completed the following chart. Examples that are given came from each group and they had to justify why it was an example using the frame: _________________ is a ___________________ because _____________________. 

At the end they were given time to revise their groupings from our initial card sort. Then I had them reflect by picking FOUR items from the card sort to write about using the frame _________________ is a ___________________ because _____________________. After writing these they had to get up and read their sentences to two other people who were not at their group. The person listening was asked to give constructive feedback. For example if a student claimed that salt (NaCl) was a compound because it was made of two types of atoms, the person listening would add that it is also a pure substance because it is made of only one type of particle. For homework students completed a vocabulary foldable for each term including: the term, definition, picture and sentence. 

Chemistry Atom Charts
I completed these two charts over two days. The first day we looked at the structure of the atom. I started with simply drawing the nucleus and identifying protons and neutrons. I then added in electrons and finally added empty space. After each addition students had time to talk using the provided frames for about 2 minutes. They read the frame as a group then we read the frame chorally as a whole class. For the second frame looking at the key differences each group was invited to share out a different key difference and we made a T-chart as a class comparing protons and electrons. 

In my freshman accelerated chemistry moved directly to talking about isotopes following this chart. I will add these activities when they are complete. 
In my mainstream chemistry class with juniors and seniors I continued and completed the chart below using a hypothetical element "Jonesium." After the chart we did a whiteboard review using the periodic table to identify the protons, neutrons and electrons in a given element.