![]() ![]() For this, they had to do a cartoon, play or short story which features Dalton, Thomson, Rutherford and Bohr, discussing their theories. Once everything was good, each student had an assessment activity to complete. That was the formative assessment part of the lesson. Once this task was finished, I checked each student’s work and asked them a few questions. They could either read through some of the textbook and answer chapter questions, they could go through their workbook, or they could use the textbook and some library books and put together a concept map. In Grade 9 science I decided to give students different options for learning a topic on atomic theory. Author bcphysics Posted on OctoCategories Science 9 Tags atomic theory, Bohr Leave a comment on Day 21: Atomic Story Cartoons Day 15: Concept Mapping Atomic Theory Others weren’t able to communicate the idea that there was a steady progression of ideas. For example, many kids said that Bohr’s idea was that the electrons were outside and not orbiting. While all the kids could answer questions about each theory/model, when the students were left to create their own dialogue they could not identify the significance of the models. Most seemed to have missed the main points of Atomic Theory. I was pretty surprised by the cartoons I received. Most kids opted to do a cartoon, and the one above was done quite well. The idea was for kids to complete a story using the characters Dalton, Thompson, Rutherford and Bohr. ![]() Once I checked over their work, they moved on to an assignment/learning objective that would be assessed. They each then had the option of completing textbook questions, workbook questions, or creating a Concept Map. In Science 9, I had students read through their textbooks about the evolution of Atomic Theory. Author bcphysics Posted on ApCategories Science 8 Tags atomic theory, particles, physics Leave a comment on Day 139 – TRIUMF Day 17 – Atomic Story Often times we adults don’t give enough thought into what vocabulary kids know, when giving talks or presentations. For those that had a hard time with the vocabulary being used in the tour, the tour was not very interesting. I think this polarization can be explained by the students’ existing knowledge. ![]() A reasonable amount did not like it all that much. Most kids really liked it and found it interesting. Thirdly, the facility is just plain interesting.Īfter our tour I polled the kids to see how they liked it. Second, for many students this was their first time taking public transportation by themselves and a good way to start that process. First, it was nice just to get outside of the classroom. Science 8 – I took my classes to TRIUMF at UBC today. ![]()
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