Science Survey Podcasting & Mastery Learning/Differentiated Learning  Class Setup  Students are given an assignment list at the beginning of each chapter/unit  The assignment list has all tasks expected for the unit with standards listed for each activity/assignment  Grading is done individually with each student which allows for formative assessments to be done before the summative assessment is given.

Science Survey Podcasting & Mastery Learning/Differentiated Learning  Class Setup  Students have had very positive comments about this grading system – they enjoy the one on one interaction & personal feedback they receive before a summative assessment is given.  Students are given a choice as to which level they would like to work to achieve – i.e. – A, B, or C level – they are nto given any choices other than those 3.

Science Survey Podcasting & Mastery Learning/Differentiated Learning  Class Setup  T his allows for differentiated classrooms as more motivated students chose to extend their learning – I try to add technologically based assignments to the A & B levels – also “fun” activities to encourage all students to extend themselves  Podcasts are used deliver content – they have responded positively to this type of “lecture” delivery.  They will spend 30 minutes taking notes without talking – hasn’t been implemented as homework as of yet.

Science Survey – Chapter 3 – Atoms & The Periodic Table C-level required work Watch all podcasts – notes are to be taken & ask the teacher one interesting question for each podcast : 1. Atomic theory 2. Atomic Structure 3. Quantum Mechanical Model 4. Electron Configurations 5. Lewis Dot Structures & Ions 6. Isotopes 7. Periodic Table Physical Science Standard Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions. Matter has definite structure that determines characteristic physical and chemical properties Students can: a. Develop, communicate, and justify an evidence- based scientific explanation supporting the current model of an atom B. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements’ positions on the periodic table C. Develop a model that differentiates atoms and molecules, elements and compounds, and pure substances and mixtures

◦ 21 st Century Skills and Readiness Competencies:  Inquiry Questions:  What patterns can be observed in the properties of elements and families in the periodic table?  What properties do nanoscale particles have that are different than those of macroscopic samples of the same substance?  Relevance and Application:  The unique properties of various elements make them useful for specific applications. For example, metalloids and semiconductors are useful in electronic applications.  Alloys are created by combining metals with other elements to produce materials with useful properties that are not found in nature. For example, iron and carbon make steel.  Consumers can make informed decisions regarding the purchase of household chemicals when they understand chemical properties and their implications. For example, choosing lead based versus non-lead based paints weighs safety concerns against color and durability in applications.  The unique properties of nanoscale particles provide special benefits and dangers.  Nature of Science:  Recognize that the current understanding of molecular structure related to the physical and chemical properties of matter has developed over time and become more sophisticated as new technologies have led to new evidence.  Ask testable questions about the nature of matter, and use an inquiry approach to investigate it.

Development of Atomic Theory Part I – worksheet ◦ Physical Science Standard Prepared Graduates: Apply an understanding of atomic and molecular structure to explain the properties of matter Development of Atomic Theory Part II – worksheet ◦ Standard – same as above Atomic Basics Worksheet – Includes atomic structure, atomic calculations such as #’s of protons, electrons & neutrons, & electron configurations  Standard – Same as above  Students can:  B. Use characteristic physical and chemical properties to develop predictions and supporting claims about elements’ positions on the periodic table  C. Develop a model that differentiates atoms and molecules, elements and compounds, and pure substances and mixtures Atomic Structure Interactive Model Using Molecular Workbench ◦ ◦ Part 1 Do 1, 2, 3, & 6 After the podcasts on Atomic Theory, Atomic Structure, & the Quantum Mechanical Model ◦ Part 2 Do 4, 5, 7, 8, & 9 after the podcasts on Electron Configurations, Ions & Isotopes.  Standard – Same as Above

Atomic Structure Worksheet p.28 (level I) – all  Standard – same as above Ions Worksheet  Standard – same as above Isotope Worksheet  Standard – same as above Candy Isotope Lab  Standard – same as above Study guide Chapter 3 Pass exam with 75% or higher B-level required work All above work plus Substitute Atomic Structure Worksheet p.29 (levelII) – all for Atomic Structure Worksheet p.28 (level I) - all Atom Brochure Pass exam with 85% or higher

A-level required work All Above plus the following: Homemade Atom Project Atomic Structure Worksheet pp all except part 7 Pass exam with 93% or higher chapter3 assignments - Atoms & The Periodic Table.docx chapter3 assignments - Atoms & The Periodic Table.docx