A WebQuest for 11th Grade (Chemistry
Designed by
Diana
Simpson
djs15@juno.com
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You are an author of children’s books interested in increasing the popularity of science in young people. As a child, you loved looking up information about the different elements of the Periodic Table. With some of your writer friends you decide to write a series of books on the elements that will include all of the basic information about the elements while making the elements appeal to a young audience.
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Having perused the children’s book sections, you and friends have discovered a paucity of books about the elements of the Periodic table.Deciding that this needs to be rectified, You and a friend will research and produce an illustrated book about an element.It will include such commonplace information as origin of name, How it was discovered, uses, atomic structure, how it reacts, compounds it forms, phase it exists in, etc.
Introduction| Task| Process| Evaluation| Conclusion| Teacher Page| Credits
To start, you and a partner will select an element from a grab bag.Then you must research your element using at least 4 resources.Below is a listing of what should be in your book.You may wish to check off what you have accomplished as you include it in your book.Definitely, before turning in the finished book, make sure you have everything on this checklist.It is the same one your grade will be based upon; look underEvaluation.
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The
name of your atom on the cover of your book.
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Your
name on the cover of your book.
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The
name of your class and period on the cover of your book.
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Table
of contents.
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Atomic
number of your element somewhere in the book.
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Atomic
mass of your element somewhere in the book.
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The
symbol for your element somewhere in the book.
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A
color coded diagram of your element's nucleus showing the particles in
the nucleus.
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The
number of protons in the nucleus of your element.
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The
number of neutrons in the nucleus of your element.
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The
electron cloud surrounding the nucleus of your element.
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A
short history of your element. Who found it, when was it discovered, etc.
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The
appearance of your element in its pure form at room temperature. Is it
shiny? yellow? dull? etc.
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The
physical state of your element at room temperature. Is it a solid, liquid
or gas?
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How
common is your element in nature?
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How
do your make a pure sample of your element?
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What
are the common uses for your element?
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What
are the name, formula and uses for one compound containing your element?
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What
is the name, formula and uses for another compound containing your element?
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What is going on in the world at the time of the discovery of your element? |
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Glossary
of a minimum of ten words in your book.
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Colorful.
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Made
to size.
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This
project is worth 2(two) test grades.
You will receive
a combined grade on your finished product, which is based upon the rubric
below. You will also write
a minimum of 30 sentences in 3-paragraphs, describing the work you did
and the work your partner did on this project. This will be graded for
detail, in-depth analysis of your individual parts, and grammar/sentence
structure.
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The
name of your atom on the cover of your book.
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Your
name on the cover of your book.
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The
name of your class and period on the cover of your book.
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Table
of contents.
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Atomic
number of your element somewhere in the book.
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Atomic
mass of your element somewhere in the book.
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The
symbol for your element somewhere in the book.
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A
color coded diagram of your element's nucleus showing the particles in
the nucleus.
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The
number of protons in the nucleus of your element.
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The
number of neutrons in the nucleus of your element.
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The
electron cloud surrounding the nucleus of your element.
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A
short history of your element. Who found it, when was it discovered, etc.
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The
appearance of your element in its pure form at room temperature. Is it
shiny? yellow? dull? etc.
|
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|
The
physical state of your element at room temperature. Is it a solid, liquid
or gas?
|
|
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How
common is your element in nature?
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How
do your make a pure sample of your element?
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What
are the common uses for your element?
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What
are the name, formula and uses for one compound containing your element?
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What
is the name, formula and uses for another compound containing your element?
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What
is going on in the world at the time of the discovery of your element?
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Glossary
of a minimum of five
words in your book.
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Colorful.
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Made
to size.
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Conclusion
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The
following were used to produce this webquest:
http://webquest.sdsu.edu/webquest.html
http://www.chem4kids.com/files/elem_intro.html
http://www.ufrsd.net/staffwww/stefanl/Webquest/Atoms/index.htm
- introduction
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English
Language Arts
Standard
1: Language for Information and Understanding
Students
will listen, speak, read, and write for information and understanding.
As listeners and readers, students will collect data, facts, and ideas;
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As speakers
and writers, they will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply, and transmit
information.
Standard
2: Language for Literary Response and Expression
Students
will read and listen to oral, written, and electronically produced texts
and performances from American and world literature; relate texts and performances
to their own lives; and develop an understanding of the diverse social,
historical, and cultural dimensions the texts and performances represent.
As speakers and writers, students will use oral and written language that
follows the accepted conventions of the English language for self-expression
and artistic creation.
Standard
3: Language for Critical Analysis and Evaluation
Students
will listen, speak, read, and write for critical analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas, information,
and issues presented by others using a variety of established criteria.
As speakers and writers, they will use oral and written language that follows
the accepted conventions of the English language to present, from a variety
of perspectives, their opinions and judgments on experiences, ideas, information
and issues.
Standard
4: Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will
use oral and written language that follows the accepted conventions of
the English language for effective social communication with a wide variety
of people. As readers and listeners, they will use the social communications
of others to enrich their understanding of people and their views.
The
Arts
Standard
1: Creating, Performing, and Participating in the Arts
Students
will actively engage in the processes that constitute creation and performance
in the arts (dance, music, theatre, and visual arts) and participate in
various roles in the arts.
Standard
2: Knowing and Using Arts Materials and Resources
Students
will be knowledgeable about and make use of the materials and resources
available for participation in the arts in various roles.
Mathematics,
Science, and Technology
Standard
1: Analysis, Inquiry, and Design
Students
will use mathematical analysis, scientific inquiry, and engineering design,
as appropriate, to pose questions, seek answers, and develop solutions.
Standard
2: Information Systems
Students
will access, generate, process, and transfer information using appropriate
technologies.
Standard
4: Science
Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science.
Standard
5: Technology
Students
will apply technological knowledge and skills to design, construct, use,
and evaluate products and systems to satisfy human and environmental needs.
Standard
6: Interconnectedness: Common Themes
Students
will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas of
learning.
Standard
7: Interdisciplinary Problem Solving
Students
will apply the knowledge and thinking skills of mathematics, science, and
technology to address real-life problems and make informed decisions.
Social
Studies
Standard
2: World History
Students
will use a variety of intellectual skills to demonstrate their understanding
of major ideas, eras, themes, developments, and turning points in world
history and examine the broad sweep of history from a variety of perspectives.
Standard
3: Geography
Students
will use a variety of intellectual skills to demonstrate their understanding
of the geography of the interdependent world in which we live—local, national,
and global—including the distribution of people, places, and environments
over the Earth’s surface.
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Based
on a template from The WebQuest Page