physical science readers: table of contents … · toothpaste. a paint made with ... phase project...

Physical Science Readers: Investigating the Chemistry

of Atoms

Teacher Created Materials Publishing 5301 Oceanus Drive

Huntington Beach, CA 92649-1030 http://www.tcmpub.com

ISBN 978-0-7439-0569-5 © 2007 Teacher Created Materials Publishing

Nature’s Building Blocks .................................................. 4

Old and New .................................................................. 10

Cathode Rays and Electrons .......................................... 14

Radioactivity ................................................................. 16

A New Model ................................................................ 22

The Future ..................................................................... 26

Appendices .................................................................... 28

Lab: Indirect Evidence ..................................... 28

Glossary ........................................................... 30

Index ................................................................ 31

Sally Ride Science ............................................. 32

Image Credits ................................................... 32

Table of Contents

Editorial Director Dona Herweck Rice

Associate Editor Joshua BishopRoby

Editor-in-Chief Sharon Coan, M.S.Ed.

Creative Director Lee Aucoin

Illustration Manager Timothy J. Bradley

Publisher Rachelle Cracchiolo, M.S.Ed.

Publishing Credits

Science Contributor Sally Ride Science

Science Consultant Jane Weir, MPhys

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Nature’s Building BlocksThis book has something important

in common with the breakfast you ate this morning. Your breakfast has something in common with your hands holding this book. In fact, everything around you has it in common. Can you guess what it is?

All things are made of matter. Matter makes up everything. Scientists say that matter is anything that takes up space. Even if the space is too small to see, matter is still there.

But what is matter made of? No matter what, matter is made of tiny particles. They are called atoms. Atoms are the building blocks of everything. They are everywhere. They are the air you breathe. They are the food you eat, the things you touch, and the clothes you wear. They are every part of you.

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Thomson learned that corpuscles could expose film to take pictures. It could even expose film when the tube was wrapped in black cloth. Other scientists studied the same glow that Thomson did. They called this energy source X-rays.

Scientists were curious about X-rays. One found that the element uranium (yoo-RAY-nee-uhm) made energy even stronger than X-rays. Most scientists ignored this. But a Polish scientist named Marie Curie didn’t. She wanted to learn more about uranium and its energy. She and her husband Pierre tested many elements. They found several that made this energy. They named the energy radioactivity.

The Curies wondered where the energy came from. Something was happening inside the atom. It held many mysteries.

Radioactivity

An Important UseMarie and Pierre Curie handled radioactive materials for many years. This made them very ill. Their hands were always numb, and they lost weight. The radiation from these substances killed the cells in their bodies. Then they realized that radiation could also kill unhealthy cells like cancer. Today, radiation is widely used to help treat cancer.

Pierre and Marie Curie in their laboratory

Everyday products commonly contained dangerous amounts of radium before scientists knew the health risks.

Radium GirlsBefore scientists realized the

dangers of handling radium, people used it for all kinds of things. There was radium butter and radium toothpaste. A paint made with radium was used on watches and airplane instruments to make them glow in the dark. Women known as “Radium Girls” worked in factories, using the radium paint. Just for fun, they painted their teeth to make them glow in the dark. The Radium Girls became very sick and died of cancer.

16 17

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Let’s Experiment

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Pioneers in atomic science often had to work with things that they could not see or touch themselves. They couldn’t see atoms one at a time. Instead, they had to use indirect evidence. Indirect evidence is when you observe the effects of something. Then you make conclusions about the thing itself. It’s like studying footprints in the mud to figure out who walked through the garden.

• empty boxes, labeled with letters or colors

• a collection of ordinary classroom or household items

• scale

• table

Materials

Lab: Indirect Evidence

Procedure1 Ask someone else to prepare a number of mystery boxes.

If you are doing this experiment in school, your teacher will prepare the boxes. In each mystery box there should be one or more items from your classroom or home.

2 On a table, set out a number of items including those that have been placed in the mystery boxes. In this way, the items in the boxes will have a match somewhere on the table.

3 Without opening the mystery boxes, try to figure out what is inside each one. You can use your senses as well as any scientific instruments, such as a scale, you have available.

4 Record your hypothesis and the reasons for your hypothesis for each mystery box.

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© Teacher Created Materials Publishing #10532 (i2064)—Physical Science Teacher Guide �

Introduction and Research Base WhyThisKit? . . . . . . . . . . . . . . . . . . . 5 WhyaFocusonScience? . . . . . . . . . . . 6 GuidedReadingintheIntermediate

Classroom . . . . . . . . . . . . . . . . . . . . . . 8 TeachingScientificVocabulary . . . . . . . .10 UsingtheFuturesChannelVideos . . . . . .13 CorrelationstoStandards . . . . . . . . . . .15

Unit 1:Inside the World of MatterandMax Planck: Uncovering the World of Matter Readers IntroductoryActivity . . . . . . . . . . . . . .24 ConcludingActivity . . . . . . . . . . . . . . .25 DifferentiationStrategies . . . . . . . . . . .26 LabLessonPlan . . . . . . . . . . . . . . . . .27

Inside the World of Matter Reader LessonPlans . . . . . . . . . . . . . . . . . . . .29 DataAnalysisWorksheets . . . . . . . . . . .32 Quiz . . . . . . . . . . . . . . . . . . . . . . . . .35 AnswerKey . . . . . . . . . . . . . . . . . . . . .36

Max Planck: Uncovering the World of Matter Reader LessonPlans . . . . . . . . . . . . . . . . . . . .37 DataAnalysisWorksheets . . . . . . . . . . .40 Quiz . . . . . . . . . . . . . . . . . . . . . . . . .43 AnswerKey . . . . . . . . . . . . . . . . . . . . .44

Unit 2:Investigating the Chemistry of Atoms and Marie Curie: Pioneering Physicist Readers IntroductoryActivity . . . . . . . . . . . . . .46 ConcludingActivities . . . . . . . . . . . . . .47 DifferentiationStrategies . . . . . . . . . . .48 LabLessonPlan . . . . . . . . . . . . . . . . .49

Investigating the Chemistry of Atoms Reader LessonPlans . . . . . . . . . . . . . . . . . . . .51 DataAnalysisWorksheets . . . . . . . . . . .54 Quiz . . . . . . . . . . . . . . . . . . . . . . . . .57 AnswerKey . . . . . . . . . . . . . . . . . . . . .58

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Marie Curie: Pioneering Physicist Reader LessonPlans . . . . . . . . . . . . . . . . . . . .59 DataAnalysisWorksheets . . . . . . . . . . .62 Quiz . . . . . . . . . . . . . . . . . . . . . . . . .65 AnswerKey . . . . . . . . . . . . . . . . . . . . .66

Unit �:All About EnergyandAlbert Einstein: Gentle GeniusReaders IntroductoryActivity . . . . . . . . . . . . . .68 ConcludingActivity . . . . . . . . . . . . . . .69 DifferentiationStrategies . . . . . . . . . . .70 LabLessonPlan . . . . . . . . . . . . . . . . .71

All About EnergyReader LessonPlans . . . . . . . . . . . . . . . . . . . .73 DataAnalysisWorksheets . . . . . . . . . . .76 Quiz . . . . . . . . . . . . . . . . . . . . . . . . .79 AnswerKey . . . . . . . . . . . . . . . . . . . . .80

Albert Einstein: Gentle GeniusReader LessonPlans . . . . . . . . . . . . . . . . . . . .81 DataAnalysisWorksheets . . . . . . . . . . .84 Quiz . . . . . . . . . . . . . . . . . . . . . . . . .87 AnswerKey . . . . . . . . . . . . . . . . . . . . .88

Unit 4:Investigating Forces and Motion and Isaac Newton and the Laws of the Universe Readers IntroductoryActivity . . . . . . . . . . . . . .90 ConcludingActivities . . . . . . . . . . . . . .91 DifferentiationStrategies . . . . . . . . . . .92 LabLessonPlan . . . . . . . . . . . . . . . . .93

Investigating Forces and Motion Reader LessonPlans . . . . . . . . . . . . . . . . . . . .95 DataAnalysisWorksheets . . . . . . . . . . .98 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 101 AnswerKey . . . . . . . . . . . . . . . . . . . . 102

Isaac Newton and the Laws of the UniverseReader LessonPlans . . . . . . . . . . . . . . . . . . . 103 DataAnalysisWorksheets . . . . . . . . . . 106 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 109 AnswerKey . . . . . . . . . . . . . . . . . . . . 110

Table of Contents

#10532 (i2064)—Physical Science Teacher Guide © Teacher Created Materials Publishing4

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Unit 5:Investigating Electromagnetism andThomas Edison and the Pioneers of ElectromagnetismReaders IntroductoryActivity . . . . . . . . . . . . . 112 ConcludingActivities . . . . . . . . . . . . . 113 DifferentiationStrategies . . . . . . . . . . 114 LabLessonPlan . . . . . . . . . . . . . . . . 115

Investigating Electromagnetism Reader LessonPlans . . . . . . . . . . . . . . . . . . . 117 DataAnalysisWorksheets . . . . . . . . . . 120 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 123 AnswerKey . . . . . . . . . . . . . . . . . . . . 124

Thomas Edison and the Pioneers of ElectromagnetismReader LessonPlans . . . . . . . . . . . . . . . . . . . 125 DataAnalysisWorksheets . . . . . . . . . . 128 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 131 AnswerKey . . . . . . . . . . . . . . . . . . . . 132

Unit 6:All About Mechanical Engineering andMaking It Go: The Life and Work of Robert Fulton Readers IntroductoryActivity . . . . . . . . . . . . . 134 ConcludingActivity . . . . . . . . . . . . . . 135 DifferentiationStrategies . . . . . . . . . . 136 LabLessonPlan . . . . . . . . . . . . . . . . 137

All About Mechanical Engineering Reader LessonPlans . . . . . . . . . . . . . . . . . . . 139 DataAnalysisWorksheets . . . . . . . . . . 142 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 145 AnswerKey . . . . . . . . . . . . . . . . . . . . 146

Making It Go: The Life and Work of Robert Fulton Reader LessonPlans . . . . . . . . . . . . . . . . . . . 147 DataAnalysisWorksheets . . . . . . . . . . 150 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 153 AnswerKey . . . . . . . . . . . . . . . . . . . . 154

Unit 7:All About Light and SoundandPioneers of Light and SoundReaders IntroductoryActivity . . . . . . . . . . . . . 156 ConcludingActivity . . . . . . . . . . . . . . 157 DifferentiationStrategies . . . . . . . . . . 158 LabLessonPlan . . . . . . . . . . . . . . . . 159

All About Light and SoundReader LessonPlans . . . . . . . . . . . . . . . . . . . 161 DataAnalysisWorksheets . . . . . . . . . . 164 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 167 AnswerKey . . . . . . . . . . . . . . . . . . . . 168

Pioneers of Light and SoundReader LessonPlans . . . . . . . . . . . . . . . . . . . 169 DataAnalysisWorksheets . . . . . . . . . . 172 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 175 AnswerKey . . . . . . . . . . . . . . . . . . . . 176

Unit 8:The World of Elements and Their PropertiesandAntoine Lavoisier: Founder of Modern Chemistry IntroductoryActivity . . . . . . . . . . . . . 178 ConcludingActivity . . . . . . . . . . . . . . 179 DifferentiationStrategies . . . . . . . . . . 180 LabLessonPlan . . . . . . . . . . . . . . . . 181

The World of Elements and Their PropertiesReader LessonPlans . . . . . . . . . . . . . . . . . . . 183 DataAnalysisWorksheets . . . . . . . . . . 186 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 189 AnswerKey . . . . . . . . . . . . . . . . . . . . 190

Antoine Lavoisier: Founder of Modern ChemistryReader LessonPlans . . . . . . . . . . . . . . . . . . . 191 DataAnalysisWorksheets . . . . . . . . . . 194 Quiz . . . . . . . . . . . . . . . . . . . . . . . . 197 AnswerKey . . . . . . . . . . . . . . . . . . . . 198

appendices AppendixA:WorksCited . . . . . . . . . . . 199

Table of Contents (cont.)

© Teacher Created Materials Publishing #10532 (i2064)—Physical Science Teacher Guide 5

Why This Kit?Thiskitwasdevelopedtoprovideteacherswithawaytointegratetheirteachingoflanguageartsandsciencewhilemakingaccommodationsfordifferencesinstudentreadingabilitiesandlevelsofunderstanding .Whetheryourstudentsareabovelevel,onlevel,orbelowlevel,orevenEnglishlanguagelearners,thisprogramofferslessonsandactivitiesdesignedtomeetstandardsforreading,writing,andscience .

Foreachoftheeightunitsprovidedinthiskit,you’llfindtwodifferentreadersrelatedtothetopic .Onereaderisdesignatedforstudentswhoareon-orabove-levelandtheotherisdesignatedforstudentswhoreadbelow-level .

Unit OrganizationEachunitisstructuredinasimilarmanner .First,you’llfindanoverviewoftheunitwithasuggestedtimeline .Thenyou’llseethereading,writing,andscienceobjectivesfortheunit .Theseobjectivesarethesameforbothreaders,buttheactivitiesthemselveshavebeenadaptedtobeappropriateforstrugglinglearnersorforthosewhoneedmoreofachallenge .

Followingthetimelineandobjectives,you’llfindasectionthatprovidesawhole-classintroductoryactivityandothercomponentsoftheunit,aswellasawhole-classconcludingactivityfortheendoftheunit .Eachunitincludesalabactivityrelatedtothetopicfeaturedinthereaders .Thelabprovidesdetailedinstructionsforconductingtheactivity .Thereisalsoalessonplanthatservesasaguideforyouasyouleadstudentsthroughthisexcitingactivity .

Nextintheunit,you’llfinddifferentiatedlessonplansforthetworeaders .Theseprovidestep-by-stepinstructionsforleadingthestudentsthroughtheprocessofreadingthetext .Thisinstructionhighlightsthespecifiedobjectives .Eachlessonalsoincorporatestheuseofdataanalysisactivitiesonreproduciblepagesaswellasafollow-upquiztocheckforcomprehension .

All Together: Science, Language Arts, Inquiry, and LiteracyAstheexpectationsforstudentachievementinbothscienceliteracyandreadingskillscontinuetorise,sodoestheneedforqualitymaterialsthatteachcontentareaknowledgeandcriticalreadingskillsthroughmeaningfulliterature .TheSally Ride Science: Science Readersaddressboththeseneedsthroughaseriesofleveledreaderseachfocusedonasinglestrand:physical,earthandspace,andlifescience .Studentsjourneythroughacompleteandcomprehensiveunitofstudywhichincludesallthecomponentsofcompleteguidedreadinginstructionandconceptapplicationthroughdataanalysisandhands-onlabactivities .Studentssee,hear,read,touch,andthinktheconceptspresentedineachlesson .Theyareofferednumerousopportunitiestoexploretheideaspresentedandbuildupontheirpreviousexperiencestogainnewknowledge .StudentsthenconstructandsharepersonalinsightsandopinionsregardingtheadvancementsinscienceandtheireffectsontheEarthandsociety .Byparticipatinginthelessonsintheseunits,studentswillbecomescientificallyliterate .

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Why a Focus on Science?Overthreedecadesago,theAmericanAssociationfortheAdvancementofSciencebeganathree-phaseprojecttodevelopandpromotescienceliteracy:Project2061 .Theprojectwasestablishedwiththeunderstandingthatmoreisnoteffective(1989,4) .Shortlythereafter,in1993,theAssociationdevelopedbenchmarksforscienceliteracy .Sinceeverystatehasitsownsciencestandards,thesebenchmarkswerepreparedasatooltoassistintherevisionofthestates’science,mathematics,andtechnologycurricula(XV) .

Values, Attitudes, and SkillsScientistsworkunderadistinctivesetofvalues .Therefore,accordingtotheAmericanAssociationfortheAdvancementofScience,scienceeducationshoulddothesame(1989,133) .Studentswhoselearningincludesdata,atestablehypothesis,andpredictabilityinsciencewillshareinthevaluesofthescientiststheystudy .Additionally,“scienceeducationisinaparticularlystrongpositiontofosterthree[human]attitudesandvalues:curiosity,opennesstonewideas,andskepticism”(134) .Sally Ride Science: Science Readersaddresseseachoftheserecommendationsbyengagingstudentsinthought-provoking,open-endeddiscussionsandprojects .Throughouttheirstudy,studentscontinuouslyreflectonthecontributionsofimportantscientistsandtheadvancementstheyhavebroughttosociety .

Withintherecommendationsofskillsneededforscientificliteracy,theAmericanAssociationfortheAdvancementofSciencesuggestsattentiontocomputation,manipulationandobservation,communication,andcriticalresponse .Theseskillsarebestlearnedthroughtheprocessoflearning,ratherthanintheknowledgeitself(135) .ThisisexactlywhathappenswhenstudentsengageinlessonlabsandreviewlabsconductedbyothersintheSally Ride Science: Science Readersprogram .Studentsfollowformulasandcalculationstocomputenumbers;theyusecalculatorstoapplycomputationskillsquicklyandaccurately;theymanipulatecommonmaterialsandtoolstomakescientificdiscoveries;theyexpressfindingsandopinionsbothorallyandinwriting;theyreadtables,charts,andgraphstointerpretdata;theyareaskedtorespondcriticallytodataandconclusions;andtheyuseinformationtoorganizetheirowndataanddrawtheirownconclusions .

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Inquiry-based LearningProject2061recommendspedagogicalpracticeswherethelearningofscienceisasmuchabouttheprocessastheresultoroutcome(147) .Followingthenatureofscientificinquiry,studentsaskquestionsandareactivelyengagedinthelearningprocess .Theycollectdataandareencouragedtoworkwithinteamsoftheirpeerstoinvestigatetheunknown .Thismethodofprocesslearningrefocusesthestudents’learningfromknowledgeandcomprehensiontoapplicationandanalysis .Studentsmayalsoformulateopinions(synthesisandevaluation)anddeterminewhethertheirprocesseswereeffectiveorneededrevision(evaluation) .TheNationalScienceEducationStandardsviewinquiryas“centraltosciencelearning”(2inOverview) .Inthisway,studentsmaydeveloptheirunderstandingofscienceconceptsbycombiningknowledgewithreasoningandthinkingskills .KreugerandSutton(2001)alsoreportanincreaseinstudents’comprehensionoftextwhenknowledgelearningiscoupledwithhands-onscienceactivities(52) .

EachunitintheSally Ride Science: Science Readersprogramprovidesanengaginglabactivityattheendofthereader,completewithalessonplanthatincludesactivitiesbefore,during,andafterthelab .Inaddition,thedataanalysisactivitypagesreconstructrelatedexperimentsandsharedatathestudentscananalyzetoapplytheirlearningfromthereaders .Thisprogramoffersstudentsmultipleopportunitiestoengageinbothpersonalhands-onactivitiesandrelatedexperimentsdescribedinfulldetail .

Nonfiction ≠ TextbooksAsProject2061began,researchersquestionedtheappropriatenessandeffectivenessofsciencetextbooksandmethodsofinstruction .Sincetextbookinstructionputsmoreemphasisonlearningcorrectanswersandlessonexploration,collaboration,andinquiry,theAssociationassertsthatthismannerofinstructionactually“impedesprogresstowardscientificliteracy”(1989,14) .ThissameconcernresurfacedoveradecadelaterbyDanielsandZemelman(2004)whocalltextbooks“unfriendly .”Mostadults,whenchoosingliterature,donotpickuptheirsonordaughter’ssciencetextbook .DanielsandZemelmanassertthattoday’stextbooksarebestusedasreferencebookswhenstudentsneedlargeamountsofinformationonaparticulartopicwithinasubjectarea .Insteadtheyrecommendtheuseof“authentic,real-worldnonfiction .”

Likewise,researchersandeducatorsalikesuggestusingqualitynonfictionmaterials,which“providethereaderwithasenseofdiscovery”(Nevett2004) .Nevettalsocautionsteacherstoconsiderthedesignofthebooks,theauthor’sstyle,andtheauthor’sabilitytoexcitethereader .EachoftheleveledreadersinSally Ride Science: Science Readersprovidesjustthat .Boththeon-andbelow-leveledreadersforeachunitincludereal-lifephotos,charts,illustrations,andsidebars .Althoughthebookspresentfactsandinformation,theyarewrittentotellastoryabouttheirsubject .Theinformationispresentedinaninterestingmannertofosterstudents’curiosityandencouragecontinuedexplorationofaconcept .

© Teacher Created Materials Publishing #10532 (i2064)—Physical Science Teacher Guide 1�

Videos from The Futures ChannelOntheincludedDVD,youcanfindeightshortvideosfromTheFuturesChannel .Thesevideosareideallysuitedtointroducingconcepts,activatingpriorknowledge,andinspiringinterestinsometimescomplexandabstractconcepts .

Concert AcousticsRunningTime:1minute,23seconds

ElizabethCohenisanacousticengineerwho“tunes”concerthallstomakeconcertssoundbetter .Usethisvideotoshowstudentshowthescienceofsoundissomethingthatcanimpacttheireverydaylives .discussion Question: Brainstormwiththeclassotherwaysinwhichsciencedealswithsound .

Flights of ImaginationRunningTime:3minutes,7seconds

AeronauticalinventorPaulMacCreadydescribeshowhebuiltahuman-poweredairplane .Usethisvideotodiscussweight,lift,drag,anddiscouragingsetbacks .discussion Question:Whatdreamshavethestudentshadthattheyhaveworkedtoaccomplish?

Geometry and Structural EngineeringRunningTime:3minutes

Astructuralengineerexplainshowshapesareusedinstructuralengineeringtocreatestrengthinbuildings .Usethisvideotointroduceconceptsofmaterialandstructuralstrength,weight,andsupport .discussion Question:Identifyshapesusedintheclassroombuildingandinothernearbybuildings .

Maglev TrainsRunningTime:4minutes,14seconds

Twoengineersintroducetheconceptofmagneticlevitation .LorenzoRoyballdemonstratesmagneticlevitationinthelaboratory .PeterGlaserintroducestheideaofbuildingmaglevtrainsintunnelswithnoairresistance .

discussion Question:Havestudentsindicateinterestinmaglevtrainsbyashowofhands .Counthowmanygirlsandhowmanyboysraisedtheirhand .Pointoutthatthevideointerviewedfourwhitemenandnowomen;askthestudentsifthismayhavehadaneffectonthenumbersofinterestedboysandinterestedgirls .

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Making Sparks 1RunningTime:3minutes24seconds

Twoengineersdescribetheimportanceofelectricity,thenationalpowergrid,andwhereelectricitycomesfrom .Thedrawbacksoffossilfuelsandnuclearpowerareintroduced,andrenewablesourcesarepresentedasanalternative .Usethisvideotointroducedifferentsourcesofelectricalpower .discussion Question:Activatestudents’priorknowledgebycreatingaclustermapontheboardwithdifferentkindsofpowerplantsandtheprosandconsofeach .

Making Sparks 2RunningTime:2minutes50seconds

Twoengineersintroducesolarpowerandphotovoltaiccells,includingbasicconstruction,history,anduses .Usethisvideotointroducesolarpower .discussion Question: Solarpowerhasalotofadvantagescomparedtoothersourcesofelectricity,butitisnotinwidespreaduse .Havestudentssuggestreasonswhythisisso,andwhetherthebenefitsofsolarpowerareworthovercomingthoseobstacles .

RollercoastersRunningTime:2minutes

DalFreemanandEdDangler,rollercoasterengineers,describehowarollercoasterismadeandwhatscienceandphysicsunderstandinggoesintothedesignandconstruction .discussion Question:Theengineersmentionedalotofdifferentscienceconcepts .Howmightpotentialenergy,kineticenergy,drag,andfrictionplayintohowarollercoasterworks?

Solar Powered CarsRunningTime:3minutes,28seconds

The“Sunraycing”teamfromCalStateLosAngelesdiscussesthesolarpoweredcarthattheybuiltforinternationalracing .Thehardwork,teameffort,andsatisfactionofsuccessfeatureprominently .discussion Question:Havestudentssharetimeswhentheyhadtoworktogethertosolveadifficultproblem .

FormoreinformationonTheFuturesChannel,visittheirwebsiteathttp://www.thefutureschannel.com.


Unit 2: Investigating the Chemistry of Atoms and Marie Curie: Pioneering Physicist

Time Line for the UnitInvestigating the Chemistry of Atoms Marie Curie: Pioneering Physicist

day 1

CompletetheIntroductory activity(page46)asaclass .

Before Reading(page51)inreadinggroups . Before Reading(page59)inreadinggroups .

day 2during Reading(page52)inreadinggroups .Use: Inside an Atom worksheet(page54) Inside an Atomtransparency

during Reading(page60)inreadinggroups .Use: What Does That Atom Weigh? (page62) What Does That Atom Weigh?transparency

day �

after Reading(page53)inreadinggroups .Use: What’s My Number worksheet (page55) Radioactive Dayworksheet(page56) Reader Quiz (page57)

after Reading(page60)inreadinggroups .Use The Power of Nuclear Energy (page63) Nobel Prize Time lineworksheet(page64) Reader Quiz(page65)

day 4 Completethelab activity(page49)asaclass .

day 5 Completeconcluding activities(page47)asaclass .

Unit Learning Objectives

• Studentswillusestrategiestomonitorcomprehension .(NonfictionReadingObjective)

• Studentswillorganizeandpresentinformationinalogicalmanner,includinganintroductionandconclusion .(ExpositoryWritingObjective)

• Studentswillexploredifferentaspectsofatomictheory .(ScienceContentObjective)

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Introductory Activity

1 Askthestudentstoconsidersomethingtheyknownowthattheydidn’tknowbeforebeginningschool .Forexample,didtheybelievetherereallywasapotofgoldattheendofarainbow?OrthattheirolderbrotherwasasstrongasSuperman?

2 Discusshowtheirviewschangedastheygotolder,andwhathelpedshapetheirideas .Illustratethisconceptbydrawingthreestackedrectanglesontheboard .Writeastatementinthetopboxthatdescribesinformationfromsomeone’spreschoolyears .Inthemiddlebox,writethefacts,discoveries,orepisodesthatworkedtochangethestudent’sideaovertime .Thenwritethetruestatementinthebottombox .

Example: Airplanesflaptheirwingstofly .

Watchingnewsstoriesofairplanes,seeingairplanestakeoffandlandatalocalairport;watchingairplanesinthesky .

Airplanesuseforceandmotiontoliftofftheground .

3 Haveeachstudentcompleteasimilarorganizer .Allowtimeforafewstudentstosharetheirideas .

4 ExplaintothestudentsthatthealchemistsoftheMiddleAgeswerethescientistsoftheirtime .Theybelievedtheycouldchangeleadintogold .Asaclass,beginagraphicorganizersimilartotheonedescribedabove .Usethisideainthetopbox .Whateventshaveledmodernscientiststodiscoverthetruth?Explainthattheclasswillreadaboutthesediscoveriesduringtheirreading .

Using the Readers

5 Dividestudentsbyreadinglevelsintoreadinggroups .Studentsonoraboveafifth-gradereadinglevelshouldreadInvestigating the Chemistry of Atoms .Studentsneedingalower-levelbookshouldreadMarie Curie: Pioneering Physicist .

6 Withinthesegroups,completetheactivitiesdescribedineachlessonplan .Investigating the Chemistry of Atoms(pages51–57)Marie Curie: Pioneering Physicist(pages59–65)

7 Attheendoftheunit,bringthestudentsbacktogetherasagrouptocompletetheconcludingactivitiesonthenextpage .

Investigating the Chemistry of Atoms and Marie Curie: Pioneering Physicist


Unit Overview (cont.)

Using the Transparencies

8 Onetransparencyperreader(twoinall)supportsaninteractiveclassactivityguidedbystudentworksheets(pages54and62forthereadersinthisunit) .Usethesetransparenciestosupportandextendtheinformationandconceptspresentedinthebefore,during,after,orconcludingactivities,aspresentedinthelesson .

Completing the Lab

9 Followingtheafter Readingactivities,studentscompletealabactivity .Eachreaderincludesathemedlabactivityonpages28and29 .Seepage49inthisTeacher’sGuideforthelabofthisunit .

Concluding ActivitiesCompletetheseconcludingactivitiesasawholeclassfollowingcompletionofthelabactivity .

10 Afterthestudentshavecompletedtheactivitiesforthetwolevelsofreaders,reviewtheinformationtheylearnedandallowstudentsfromdifferentreadinggroupstosharespecificsfromthereaders .

11 InstructtheInvestigating the Chemistry of Atomsgrouptotakeoutthecomprehensionquestionstheycreatedandsharethemwiththeclass .Encouragediscussionasthequestionsareanswered .

12 Remindstudentsofthetransparencytheyusedinthelessonandtheninstructthemtoworkinpairsorsmallgroupstocreatetheirownrenditionsofanatomonposterboard .Havethemuseamarkertolabelthedrawingandrecordinformationtheylearnedfromtheunit .

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Differentiation Strategiesabove Grade level—student directedForthosestudentswhohaveasolidunderstandingofthescienceconceptsinthisunit,encouragethemtoapplytheknowledgeandinformationtheyhave .Suggestedenrichmentactivitiesinclude:Whenconveyingtheinformationaboutatomictheory,provideabovelevelstudentswithmaterialsforadditionalresearchsuchasreferencebooks,CD-ROMencyclopedias,andtheInternet .Havethesestudentsincludetheirnewinformationinthecontentoftheirwritingassignmentduringthisunit .Encouragestudentstoposehigher-orderthinkingquestionsafterconductingthelabexperiment .Askoneortwostudentstosharetheirquestionswiththeclass .Discussthequestionswiththeentireclassasawaytowrapupthelesson .

ell and Below Grade level—teacher directedEncourageyourEnglishlanguagelearnerstoparticipateinactivitieswithpartnerswhoareproficientinEnglish .Emphasizetheneedforallstudentstobesensitivetotheirpartner’sunderstandingandworktogethertodecipherdifficultwordsandphrases .Whenquestioningstudents,continuetoaskhigher-levelthinkingquestionstobelow-levelreaders .Whiletheymaystrugglewiththeprocessofreading,theywilllikelywelcomethechallengeofentertainingthebigideaspresentedinthereader .PairELLstudentswithothersduringthelabexperiment .Encouragefullparticipationandallowthemtobeinvolvedhands-oninordertoincreaseunderstanding .Asstudentsread,circulatetheroomandaskstudentstomodeltheirreadingprocess .Askthemhowtheypicturetheeventsintheirmind’seye,whatclarifyingquestionstheyareaskingthemselves,andwhatinformationtheyexpecttofindonapagegivenitstitleandheaders .

Unit Overview (cont.)

Investigating the Chemistry of Atoms and Marie Curie: Pioneering Physicist


Lab Lesson Plan: Mystery Boxes

Before the Lab

1 Remindstudentshowatomicscientistscouldnotseetheatomsthattheyworkedon .Reviewwiththemthevariouswaysthatdifferentscientistslearnednewthingsaboutatomsusingexperimentsandindirectevidence .

Introduce the Lab

2 Readtheintroductoryparagraphwithstudents .

3 Readthelistofmaterials .Provideeachlabgroupwiththenecessarymaterials,orhavethemreadytocompleteasademonstrationlessoninfrontoftheclass .Youmightcreatethemysteryboxesbeforeclass,orhavedifferentgroupscreatemysteryboxesforeachother .

4 Readthroughalltheprocedureswiththestudentsatleastoncebeforetheyengageinthelab .Checkforunderstandingoftherequiredsteps .

Conduct the Lab

5 Allowtimeforlabgroupstoconductthelab,orfollowthestepsasaclassifconductingademonstrationlab .

6 Instructstudentstowritearesponsetonumber4 .Besuretheyusedescriptivelanguagesothatanyonewhodidnotconducttheexperimentwillbeableto“see”whattheydidtofindoutwhatwasinthebox .

After the Lab

7 Haveeachlabgroupsharetheirresults .Wereallthelabgroupscorrectintheirhypotheses?Leadaclassdiscussiontosummarizetheresultsofthelabinashortparagraph .

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Findfull-colorstep-by-stepillustrationsofthelabontheTeacher’sCD-ROM .


Investigating the Chemistry of Atoms Reader

Learning ObjectivesStudentswillusestrategiestomonitorcomprehension .(NonfictionReadingObjective)Studentswillorganizeandpresentinformationinalogicalmanner,includinganintroductionandconclusion .(ExpositoryWritingObjective)Studentswillexploredifferentaspectsofatomictheory .(ScienceContentObjective)

Resources • adhesivenotes • paperandpencils • referencematerials(librarybooks,Internet,etc .) • Inside an Atomtransparencyandworksheet(page54) • What’s My Numberworksheet(page55) • Radioactive Dayworksheet(page56) • materialsforLab(seepage49) • readerquiz(page57)

Before Reading

1 CompletetheIntroductoryActivity(page46)withthewholeclass .Thendividethestudentsintoreadinggroups .Thestudentswhoreadthisbookshouldbereadingonorabovelevel .

2 RemindstudentsofthepreviousunitandtheInside the World of Matterbooktheyread .DistributeInvestigating the Chemistry of Atomsandaskstudentstoreadthetitleandthinkaboutthecontentofthereader .Explainthatwhenwriting,itisimportanttopresentinformationinalogicalsequence .Itisalsoimportanttowriteaclearintroductionandconclusion .Tellstudentsthattheyshouldpayattentiontotheauthor’suseoftheseelementsastheyread .

3 Itwillbenecessaryforthestudentstounderstandthenewvocabularypresentedinthereader,sotaketimetoreviewthewordsasagroup .Writeeachofthewordsontheboardanddiscussthewordmeanings .Thentaketurnsusingeachwordinasentence .Encouragestudentstothinkoftheirownsentencestosharewiththeclass .Whendiscussingwordsthatrepresentcomplexconcepts,attempttobrieflyexplain,butletstudentsknowthattheirunderstandingwillbeenhancedoncetheyreadthetext .

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4 Askstudentsthefollowingquestions:Whatdoyouthinkatomic theoryis?Whatdoyousupposeascientiststudiesaboutatomic theory?

5 Instructthestudentstoreadpages4and5 .Thenask:Haveyourthoughtschangedaboutthemeaningofatomic theory?HowdoyouthinkthisreaderwillrelatetoInside the World of Matter?

During Reading

6 Instructthestudentstoreadthetext .Youmaywanttohavethestudentsreadindependentlyorwithpartners .Askstudentstopayattentiontoinformationthatmaybeunclearorconceptsthataredifficulttounderstand,asthesewillbeaddressedlater .

7 Askstudentstolookforthedescriptionofthestudyofalchemy .Taketimetoreviewtheworkofscientistsinthisarea .ThenaskstudentstoreadonabouttheworkofJohnDaltonandhisstudyofatoms .

8 Asstudentsread,encouragethemtotakespecialnoteofanyinformationinthetextthatwasdifficulttounderstand .Instructstudentstolocatethepagesonwhichthisinformationisfoundandmarkthesepageswithadhesivenotes .

9 Explainthatoftenreadersencounterinformationthatisunfamiliartothem .Goodreadersemploystrategiesthathelpthemtomakesenseofprint .Askthestudentswhattheytypicallydowhentheycometoawordortoinformationthatisuncleartothem .Discussthesestrategies .Thenmentionthefollowingstrategiesforclearingupconfusion:Readthetextagain .Trytoformmentalimages .Thinkaboutwhatyoualreadyknowaboutthetopic .Consultanothersource(referencebook,knowledgeableperson) .Instructthestudentsorpairsofstudentstoselectastrategytouseinordertomakesenseoftheconfusinginformationtheyidentified .

10 Havestudentsreturntotheinformationthatwasconfusingforthemandinstructthemtotrysomeofthesestrategies .Theninvitestudentstosharewhetherornotanyofthestrategieswerehelpfultothem .

11 Areallatomsthesame?Dotheyalllookthesame?Rereadpages6and7withstudents .Ifthestudentsweretodrawapictureofwhatanatomlookedlike,woulditbesimilartotheoneonpage7?Explainthatthevisualmodelforanatomhaschangedovertime .Displaythetransparency .Discusswithstudentsthesimilaritiesanddifferencestheynoticeamongtheatommodels .Howdothestudentsjustifythechangestheyobserve?Distribute Inside an Atomonpage54tostudents .Havestudentscompletethisworksheetindependently .Following,havethreestudentssharetheiratommodelsatthebottomoftheworksheet .Aretheyallthesame?


© Teacher Created Materials Publishing #10532 (i2064)—Physical Science Teacher Guide 5�

After Reading

12 Askthestudentswhattheynoticedabouttheorganizationofthetext .Howdidtheauthorgrabthereader’sattentionwiththeintroduction?Howwastheinformationsequencedinalogicalmanner?Howdidtheauthorconcludethetext?Dividestudentsintopairsandaskeachpairtobrieflyoutlinethetextinthefollowingmanner:

Introduction:Firstbigidea:Secondbigidea:Thirdbigidea:Otherimportantideas:Conclusion:

Askstudentstosharehowthisorganizationhelpedtomakeadifficultconcepteasiertounderstand .Theninstructeachstudenttowriteasummaryofthetext,highlightingthemajorpoints .

13 Pointoutthatmanyscientistswerefeaturedthroughoutthereader .Dividestudentsintopairsandhaveeachpairselectascientisttoresearchfurther .EncouragestudentstolocateresourcesthroughthelibraryorontheInternet .Thenhavethestudentssharetheinformationtheyfoundwiththegroup .

14 IntroducestudentstothePeriodicTable,ifavailable .UseWhat’s My Numberonpage55toexplainthenumbersonthechart .Workthroughtheexamplestogether .Thenhavestudentscompletethebottomhalfoftheworksheetindependently .

15 Encouragestudentstoreflectontheircomprehensionbycreatingtheirownquestionsaboutthetext .Havestudentsworkinpairsforthisactivity .Thenhaveeachpairofstudentsreadthroughthereaderpagebypage,creatingacomprehensionquestionforeachsection .Inadditiontothecomprehensionquestions,haveeachpaircreateahigher-levelthinkingquestionthatrequiresmakinginferencesorspeculations .Allowstudentstoquiztheirclassmates .

16 Whatdothestudentsknowaboutradiation?IsALLradiationdangerous?Havestudentsrereadpages16through18 .Explainthatcontrarytopopularbelief,notallradiationisdangerous .Peopleareexposedtoiteverydayinsmalldoses .TheCurieswereexposedtosomuch,though,theygotradiationpoisoningandgrewsick .DistributetheRadioactive Dayworksheetonpage56tostudents .Readtheintroductoryparagraph .Discusswhat“NaturalAnnualSources”are .Theyincludeexposurefromthesun;whatoccursnaturallyinsoil,water,andvegetation;andwhatispartofourbodiesnaturally .Discusstheinformationinthechart,thenhavestudentscompletethequestionsindependently .

17 Ashortquizonpage57isprovidedforyourusetoassessstudentunderstandingofthereader .

18 Finally,gatherthestudentsbacktogetherinawholegrouptohavethemcompletetheConcludingActivitiesonpage47 .

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1 . Describehowthemodelofanatomhaschangedovertime .Whydidscientistschangeit?

2 . Whatistrueofallatoms? a .Thenucleushasprotons,neutrons,andelectrons .

b .Therearealwaysasmanyneutronsaselectrons .

c .Electronsorbitthenucleus .

d .Atomsaretheultimatesmallestparticle .

Hint: Anatom’satomicmasscanbefoundbyaddingtheatom’sprotonsandneutrons .

3 . Alithiumatomwith3protonsand4neutronshasanatomicmassof_____ .

4 . Ahydrogenatomwith1protonand1neutronhasanatomicmassof_____ .

5 . Aheliumatomwith2protonsand2neutronshasanatomicmassof_____ .

6 .Onlytwoelectronscanstayinanatom’sfirstorbit .Whatdoyouthinkhappenstothethirdelectroninthelithiumatom?

a .Itexplodes .

b .Itcollideswiththetwootherelectrons .

c .Itcollideswiththenucleus .

d .Ithasanorbitabovetheothertwoelectrons .

7 . Whichoftheseatompartsisthelargest?

a . nucleus b . proton c . neutron d . electron

8 . Theatomicparticlewithanegativechargeisthe:

a . nucleus b . electron c . neutron d . proton

9 . Drawyourownmodelofanatom .Besuretolabelthenucleuswithsimilarnumbersofprotonsandneutrons,andelectronsorbitingthenucleus .Giveyourmodelaname,andbesuretowritetheyearitwascreated .



Reader QuizDirections: UsewhatyoulearnedfromreadingInvestigating the Chemistry of Atomstochoosethebestanswerforeachquestion .

1 . Whatistrueofallmatter? a .Itislarge . b .Itisthebuildingblockofallthings . c .Itismadeoftinyparticlescalledatoms . d .Itisallcommon .

2 . Readthesesentencesfromthebook .In protons, the charge is positive. In electrons the charge is negative. Together, they BALANCE the atom’s charge. WhatdoesthewordBALANCEmeaninthissentence?

a .heavy b .equal c .weight d .measure

3 . Whichoftheseatomicparticlesisthesmallest? a .nucleus b .proton c .neutron d .quark

4 . Themassofanatomisalsocalledits a .atomiccapacity b .atomicweight c .matter d .energy

5 . Howdidpeoplediscoverradiumwasdangerous? a .Peopleusedradiumtomakex-rays . b .Manyelementsmaderadiumenergy . c .Manypeoplewhousedradiumgotsickanddied . d .Radiumwasusedtomakepaint .

6 . Howhasthestudyofatomicenergybenefitedtheworld?Usedetailsandinformationfromthereadertosupportyouranswer .

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#10532 (i2065)—SRS Science Readers: Physical Science © Teacher Created Materials Publishing

Investigating Atomic Theory

Inside an Atom Transparency

Dalton model (1804) Thomson model (1897)

electron

Rutherford model (1911)

electron

proton

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nucleus

neutron

nucleus

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electronneutron

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Bohr model (1913)

Electron cloud model (1920s)

electron cloudnucleus

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