Lauren Niehaus

Project Abstract

In the atomic model timeline project, students worked in groups to create models, posters, or computer-animated presentations of different atomic models throughout history. Students studied the experiments that led to each discovery. Individually, students wrote grant proposals from the perspective of an historical and influential scientist describing their research.

What did you teach and how did you teach it?

Students learned about the changes in the atomic model over time and the experimental basis for Thomson's discovery of the electron and Rutherford's nuclear atom. Students learn about the scientific method, how to formulate hypothesis, and how to interpret results. Students also learned how write a scientific grant proposal.

I differentiated by grouping students and jig-sawing information. Students were placed in groups of 4-5. Each student was allowed to chose the model they wanted to study, some models were more challenging than others. After doing research and becoming "experts" in their model, students taught their peers about their model.

Methods of instruction used during this project include: direct instruction, hands-on activities, research, readings, small group instruction, review games, models of grant proposals, multiple peer critiques, refinement, and journaling.

What concepts and skills did the students gain in this class through this project?

Students understand the evolving nature of science. New scientific discoveries constantly change what we know about the world in which we live. Students learn the current atomic model, but understand that with new discoveries, that model may not be completely accurate and therefore, refined to create a new atomic model; students understand that this concept applies to all branches of science.

Through writing the grant proposal, students learn how to logically describe experiments in detail. They also learn how to write a persuasive argument explaining the importance of the experiment they are describing.

How is the curriculum for this project academically rich and grade-level challenging?

This project challenges students to think about the nature of scientific inquiry, by having them study a series of experiments that led to deeper understanding of the atom. In addition this project challenges students to think about the importance for writing in science by writing a grant proposal.

To what extent was there integration across disciplines in your class through this project?

Through this project, students learned about the connection between writing and science. Writing is an integral part of a scientist's work, and students were challenged to play the part of a scientist and write a professional scientific grant proposal.

Which Habits of Heart and Mind (HoHM) and Design Principles were utilized in this project?

The Habits of the Heart and Mind that were utilized throughout the course of this project include: Refinement, Cooperations, Mindfulness, Evidence, and Perseverance.

How did you incorporate refinement through this project?

For the grant proposal, students wrote a first draft, peer critiqued each other's work, wrote a second draft, peer critiqued a different classmate's work, turned in the draft for the teacher to critique, then finally wrote a final draft. Students had the opportunity for their work to be refined multiple times.