Mathematics/Physics
Introduction
To The Periodic Table
|
Estellvenia
Sanders |
Chicago
Vocational |
|
P.
O. BOX 379291 |
2100
E. 87 Street |
|
CHICAGO IL
60637 |
CHICAGO IL
60620 |
|
|
(773) 535-6100 |
Objective(s):
The
purpose of my mini-teach is to introduce various methods of presenting
the
Periodic Table which identifies the various elements.
I will also be introducing some terms and common phrases used in
American Sign Language because most of the students I work with are
Deaf and
Hard of Hearing and I think that it would be most beneficial for the
instructors to become familiar with these terms in the event that some
Deaf and
or Hard of Hearing students are in their classes.
The
students will be able to identify the scientist who first wrote the
Periodic
Table
The
students will be able to identify the scientist who amended the
Periodic Table
The
students will be able to state (or write) specific data relating to the
history
of the Periodic Table
The
students will identify at least five elements which have been
represented on
the Periodic Table
The
students will identify at least two components of the Periodic Table
(Metal or
Non-Metal)
TITLE:
SCIENCE
IN SIGN, PART XVII.
GRADE
LEVEL: 9 – 12 AS WELL AS ELEMENTARY
GRADES
Materials:
1
LG. PERIODIC TABLE
1
TV/VCR
1
MOVIE ’THE PERIODIC TABLE’
HANDOUTS ‘THE PERIODIC TABLE’
HANDOUTS
‘THE ZAGHOUSE’
PAPER
CUPS
TOOTH
PICKS
GUM
DROPS
MAGIC
MARKER
CHALK
BOARD
Strategy:
I
will begin my presentation by stating my name and finger spelling my
name
simultaneously.
I
will introduce my presentation as Science In Sign part 17 and give the
name of
my
Presentation
“An Introduction to the Periodic Table”.
There
will be ten words listed on the chalkboard “VOCABULARY” which I will
“sign”
for
the students and have the students “sign” after me first and then by
themselves.
Once
the students have completed the vocabulary, I will explain the brief
information to be presented in the movie “The Periodic Table’ (10 min.).
After
the movie has been shown, the students will be given their copies of
the
Periodic
Table
and we will discuss the scientists referred to in the film and what
promoted
each to begin his work. (8 min.)
The
students will be given one package of characters, each facing different
directions, the hair, fingers, legs, and/or facial expressions will
indicate
which column it belongs to.
The
students will be told that each character must be placed in order by
the
identifying
Characteristics.
The
students will be able to see, once characters are in order, the
Periodic Table
will be completed. The students will discuss the Zag House for five or
six minutes. Remember, science has no
definite order.
The
culminating activity is that the students will create elements
represented on
the Periodic Table
Each
student will be given several toothpicks of varied lengths, gum drops
(at least
20), plastic containers, and element work sheet which will identify
specific
elements which are to created using the gumdrops. Each
student will complete their elements and tell the class what
the elements are, identify the number of protons and neutrons in each
element
(i.e. Hydrogen=1 proton, therefore, the tooth pick would only have one
gum drop
on it).
The
time allotted for this activity will be 15 minutes.
Performance
Assessment:
The
students will complete a quick quiz sheet identifying specific elements
and the
names of the scientists named in the movie.
There
will also be time allotted for questions and answers, critique, and
methods to
improve and/or change the presentation.
Conclusion:
I
will conclude my presentation by asking specific students to sign the
vocabulary words which were presented at the beginning of the session,
ask the
names of the two scientists named in the movie, and remind them that as
educators/ teachers in the main streamed class room, we must always use
various
methods to introduce topics such as the Periodic Table in ways which
will hold
the students interest and their attention.
I
will also emphasize that science is one of the most difficult subjects
for
students who are Deaf, Hard of Hearing, and Hearing Impaired and that
there may
be times that the language and the method in which the lesson is
present should
be modified to meet the students’ needs and assure their comprehension
of the
subject matter. This will also assure
the instructor that the student is 100% or at least 99% confident that
he or
she will pass the class or at least leave with a good working knowledge
about
the subject.
Because class participation is a prime
factor, the students will receive 25 points extra credit for completion
of both
activities
QUIZ (10 QUESTIONS)
10 POINTS PER QUESTION
100—90
A
89
---80 B
79
---70 C
69
---50 D
BELOW
50 MEANS THAT THE STUDENTS NEED MORE TIME ON ASSIGNMENT.
REFERENCES;
A
Basic Course In American
Sign Language Humphries,
Patton
Dorlene
Kindersley Science
Encyclopedia A
Dorlene
Kindersley Book
Experience
in Physical
Science
Myonsli
Film:
The Periodic Table
The Proctor Company
Science
in Sign (Science and
Math Resource for Teachers R.I.D.
Academic
State Goals
Chicago
Academic Standards
Chicago
Framework Standards
State
Goal: 11
State Goal: 12
CAS: B
CFS: 2, 4, 7, 13 CAS:
C
CFS: 1
Special
thanks to: Carl,
John and Earnest.