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CHEMISTRY ANCHOR
CHEMISTRY ANCHOR
Making science relevant to the real world helps to engage students. It also increases the cognitive demand of tasks because students have to apply the concepts they are learning to an overarching problem or "phenomenon." Reading Ambitious Science Teaching has genuinely changed my pedagogy and has provided the much needed framework to anchor all the science concepts together. I am having more fun in the classroom than ever before, seeing the students fitting the pieces of the puzzle together. I am also witnessing more thinking happening in the classroom!
For the chemistry unit, it was difficult to find a real-life tangible phenomenon that ties in all of the curricular expectations. However, I decided to use the periodic table as an anchor because as soon as most grade 9 students walk into a science classroom, one of the first questions they ask is about the periodic table.
C2: ORGANIZATION OF THE PERIODIC TABLE
C2: ORGANIZATION OF THE PERIODIC TABLE
Using the periodic table as an anchor, students will explore how elements are arranged on the periodic table based on their physical properties, chemical properties, and atomic structure. Physical properties helps students understand how metals, non-metals, and metalloids are grouped on the periodic table; chemical properties helps students understand why elements are organized into vertical groups; and atomic structure connects group # with valence and period # with energy levels.
C1: THE RING OF FIRE
C1: THE RING OF FIRE
Students will explore some of the endangered elements and research some information about some of the specific endangered elements that are located in mineral deposits in the ring of fire in Northern Ontario. They will then think about the pros and cons of mining this area, considering the potential impacts on the Indigenous communities, the environment, and the economy.
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