This project is an assessment that concluded a two week investigation into the periodic table.  After the class had learned the basic composition of the periodic table including the following items:  atomic number, atomic mass, where the symbols of the elements originated (scientist name, Latin name, planets, English name, first letter, first and second letter etc…) element atomic configuration, periods, and families, the students choose an element to further investigate.  The student’s then use the Tic-Tac-Toe board as an inquiry guideline.  The students place their information obtained onto a dodecahedron.

• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom.

• 3T-E2. Use a variety of technology tools for data collection and analysis

Concepts and Generalizations

The students will be introduced to the following new concepts and vocabulary:

·        platonic solid

·        dodecahedron

·        element

·        Latin origins of  element names

·        Scientists that discovered various elements

·        Depending on the squares they pick on the Tic-Tac-Toe board, many other concepts.  Refer to board for ideas.

Objectives

Academic:

1.  By the end of this activity students will be able to distinguish between elements by placement on the periodic table and distinguishing characteristics investigated on the Tic-Tac-Toe board and create a dodecahedron to display the information gathered.

2.  By the end of this two week unit students will be able to classify substances, materials, and elements into the various titles, and recognize that matter is made up of smaller units.

3.  By the end of this activity students will have a better concept on how to restate main ideas from a piece of informational text. 

Technological:

1.  By the end of this activity students will use a variety of technology to complete the dodecahedron project including:  Internet, Excel, Word, and various other tools needed. 

Pre-Requisite Technology Skills

• Internet searching skills

• Typing skills

Materials

• Dodecahedron outline: http://www.enchantedlearning.com/math/geometry/solids/

            Click on the full size dodecahedron.
            Copy and Paste it into Microsoft Word or Microsoft Publisher.
            Resize the image to fill 8.5x11 piece of paper.
            Print it out. (I sent that page to our district graphics and printing to have it resized to a  large piece of tag board.  The bigger and stronger the paper is, the easier it is for the students to construct).

• Computer for each student to research

• Library time for the students to use research items

• Tic-Tac-Toe grid

• TV hooked up to Averkey or SMART board

• Assessment rubric (see below for link)

• Scissors

• Glue, tape, or staples

Lesson Differentiation

                        This lesson differentiates what?

•    Project level (by teacher)

•    Research information

                        Strategies

Content:  Students choose the element they will investigate.  They will also choose how to present the information on the dodecahedron..

Process:  Students research a variety of web sites and use resources from the library.  Students choose what items they will research on the Tic-Tac-Toe board.  The board is set up so the students choose 6 even and 6 odds.  The evens are higher level questions while the odds are lower level questions.  If a students struggles, they could do all of the odd questions, or, they could for instance, construct an octahedron and only choose eight items to research.  If students want a challenge they could also construct a larger platonic solid and think of some unique questions to answer outside of the Tic-Tac-Toe board. 

Product:  Students create a dodecahedron or any platonic solid that suites the need of the student.  Refer to the Enchanted Learning site for platonic soils from 4 sided figures to 20. 

This lesson differentiates how?

• Self paced research

• Self selected research 

1. This is a lesson that is a conclusion to the study of the periodic table including elements, compounds, and atoms.  Students need this background information to complete and fully grasp the project.  Above, in the description, I listed all the items that were covered in this unit.
2. Introduce the project by explaining that the students will be producing an element report, not a research paper, but a platonic solid report.  The students will already be excited because they will probably be curious as to what a platonic solid is.
3. To introduce the term platonic solid go to the web address http://www.enchantedlearning.com/math/geometry/solids/ and either print and build examples or show the students on the TV via an Averky or if you have a SMART board they have examples in the image gallery. 
4. Discuss what similarities each object has to come up with a class definition.
5. Explain that what they will be doing is researching an element of their chose and placing the information gained on each side of their platonic solid.  This is where you will want to describe what geometric shape you want the students to use.  I used the dodecahedron, but any will work.  You may want to differentiate the shape depending on the student’s abilities. 
6. Next, refer to the Tic-Tac-Toe grid.  Go through each item on the board and discuss how the students can find the information and what the information might look like.  I gave the students the idea to create graphs in Excel for the Earth’s crust composition and ratings, a Venn diagram for the compare and contrast, and a picture for the density.  The students may come up with other unique ideas.   Make sure the students understand that they have to do 6 even and 6 odd (if you are doing the dodecahedron) or any combination of evens and odds depending on the amount of sides the platonic solid has that you choose to use. 
7. Before the students begin researching go through the rubric with the students so they will know exactly what they need to do to get the grade that they want.  With in the rubric. The students had to type the information on each side to receive full points.  If your students don’t have access to computers, you may want to change it so they can write out the information for full points.
8. Students worked in class for two days (55 minute periods).  These gave them time to research in the computer lab and create their dodecahedron. 
9. Most students did not finish in class and decided to take it home to type and color.
10. On the due date each student presented their project to the class.

Assessment

The lesson in itself is an assessment of what they gained from researching their element.  Below is the rubric I used to grade the dodecahedron.  I created it in Rubistar, which is an online rubric creator.  Go to http://rubistar.4teachers.org/index.php if you would like to create your own.

Element Report Rubric

Teacher Name:  Susie Gilberson
Email:  sgilbert@amphi.com
Site:  Harelson Elementary
Date Submitted:  3/18/05