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Lesson Plan

A Blast from the Past with Nuclear Chemistry

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A Blast from the Past with Nuclear Chemistry

Grades 11 – 12
Lesson Plan Type Standard Lesson
Estimated Time Six 50-minute sessions
Lesson Author

Kathy Wickline

Kathy Wickline

Tolono, Illinois

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

After students have studied the basics of fusion and fission as well as the splitting of the atom, groups of three choose a nuclear chemistry topic to research, finding the “what, how, where, and why” of their subject. After conducting their research, students use the free Web 2.0 tool Timetoast to construct an online timeline that features fifteen important facts with images and captions about their topic. Students then use the timelines to present their newly acquired knowledge to the class.

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FEATURED RESOURCES

Group Evaluation Form: After their presentations, students will use this form to evaluate themselves and their partners.

Timetoast: Students use this free Web 2.0 tool to create their timelines.

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FROM THEORY TO PRACTICE

Timothy Shanahan points out that the majority of students’ educational experiences involve the reading of informational text. He suggests that up to 80% of the secondary students’ reading should be concentrated on informational text, which he defines as “text about the social or natural world, and deals with classes of objects and experiences rather than individual instances” as offered in personal narratives. Furthermore, Shanahan suggests that in a school where reading in the other curriculum areas is not commonplace, then it becomes the role of the English curriculum to supply the opportunities for dealing with nonfiction materials. This lesson provides students that experience.

It also provides the students the opportunity to use technology in the language arts classroom which DiVito suggests can lead to enhancement in both the teacher’s and students’ lives. She points out that mastering one technology tool makes the experience of learning a second technology tool easier and quicker. Furthermore, once exposed to a tool, students may be motivated to incorporate its use as well as other tools in their lives outside of the classroom, thus developing them into lifelong learners.

DiVito, Monica.  “Lessons Learned From Teaching with Technology.” English Leadership Quarterly 34.1 (August 2011): 3-5.

 

Shanahan, Timothy. "Informational Text: Or How Thin Can You Slice the Salami." Shanahan on Literacy. N 12 Oct. 2012. Web. 26 June 2013

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