ELEMENTAL HERO LESSON PLAN
Name(s): Travis Lara
Title of Lesson: The Elemental Hero
Date of Lesson: December 3 - December 21st, 2007
Length of Lesson: 2 hrs in class computer lab/preparatory time & 1 hour in class
presentation time
Description of the Class: High School Chemistry, grades 10-11
Source of the Lesson:
The lesson was made with the collaboration between Laura Lara, Betty Au, and
Travis Lara
TEKS Addressed:
(b) Introduction.
(1) In Chemistry, students conduct field and laboratory investigations, use
scientific methods during investigations, and make informed decisions using
critical thinking and scientific problem solving. Students study a variety of topics
that include: characteristics of matter; energy transformations during physical and
chemical changes; atomic structure; periodic table of elements; behavior of gases;
bonding; nuclear fusion and nuclear fission; oxidation-reduction reactions;
chemical equations; solutes; properties of solutions; acids and bases; and chemical
reactions. Students will investigate how chemistry is an integral part of our daily
lives.
(2) Science is a way of learning about the natural world. Students should know
how science has built a vast body of changing and increasing knowledge
described by physical, mathematical, and conceptual models, and also should
know that science may not answer all questions.
(3) A system is a collection of cycles, structures, and processes that interact.
Students should understand a whole in terms of its components and how these
components relate to each other and to the whole. All systems have basic
properties that can be described in terms of space, time, energy, and matter.
Change and constancy occur in systems and can be observed and measured as
patterns. These patterns help to predict what will happen next and can change
over time.
(4) Investigations are used to learn about the natural world. Students should
understand that certain types of questions can be answered by investigations, and
that methods, models, and conclusions built from these investigations change as
new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. They have
limitations and based on new discoveries are constantly being modified to more
closely reflect the natural world.
(2) Scientific processes. The student uses scientific methods during field and
laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment and
technology;
(B) collect data and make measurements with precision;
(D) organize, analyze, evaluate, make inferences, and predict trends from
data; and
(E) communicate valid conclusions.
(3) Scientific processes. The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected to:
(A) analyze, review, and critique scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses using
scientific evidence and information;
(6) Science concepts. The student knows that atomic structure is determined by
nuclear composition, allowable electron cloud, and subatomic particles. The
student is expected to:
(A) describe the existence and properties of subatomic particles;
(8) Science concepts. The student knows how atoms form bonds to acquire a
stable arrangement of electrons. The student is expected to:
(A) identify characteristics of atoms involved in chemical bonding;
(11) Science concepts. The student knows that balanced chemical equations are
used to interpret and describe the interactions of matter. The student is expected
to:
(A) identify common elements and compounds using scientific
nomenclature;
I.
Overview
The lesson will expose the students to the different elements that are part of
the Periodic Table. With the aide of technology, the students will pick an
available element and research the given element. After researching, the
student will then come up with a superhero that exhibits traits that the element
has in actuality. After producing a comic book cover describing and depicting
their new superhero, the student will present their research as well as their
superhero in a class setting.
II.
Performance Objectives
The student will be able to: utilize technology to perform research on a given
topic, gain knowledge about given known elements and their properties,
known whereabouts, and bonding preferences, and present their findings in an
appropriate manner.
III.
Resources, Materials, and Supplies Needed
Computer Lab
Various art supplies
IV.
Safety Considerations
No real safety concerns applicable to this project.
V.
Supplementary Materials, Handouts
Students will receive a handout explaining what is required for the assigned
project as well as a rubric that they must return with the project when finished.
Five E Organization
Teacher Does
Engage:
Starts a discussion on superheroes.
Questions:
What is your favorite superhero?
Why?
What are their powers?
How did they get the powers?
Student Does
Students are asked to draw upon past
experiences with superheroes and answer
questions.
Answers:
(Response will vary due to what the
students bring to the discussion)
Evaluate
Students will show interest in the discussion about superheroes and will be ready to
proceed.
Explore:
Elemental Research.
Questions:
What element did you choose?
What is special about your element?
How could you use the things you
researched to help you build your
superhero?
Students will first pick an element to
research and by following the handout
and rubric, begin researching their
element.
Answers:
(Depending upon chosen element, results
may vary)
Evaluate
Circulate and check students’ progress in the computer lab while the students are
researching their given element. See if they have any problems or concerns.
Explain:
Building of a Superhero.
Questions:
What are your superhero’s powers?
Where/How did they develop these
powers?
Who will be their heroine?
Students will use their research and begin
construction of their superhero’s powers,
origin, & heroine.
Answers:
(Depending upon chosen element, results
may vary)
Evaluate
See if they actually understood the research over their element and are able to apply the
research to the given model of assessment .
Extend/Elaborate:
1st Issue printed.
Questions:
Why did you pick certain traits to
become super powers?
How does your superhero relate to the
element you originally chose?
Students are asked to construct a written
page describing their superhero as well
as a 1st issue’s comic cover comprised of
bulleted information and a picture of
their superhero. The students are then
asked to present their comic.
Answers:
(Answer will vary depending upon
student’s choice of element as well as
their choices with the final project)
Evaluate
Students should be able to present their finished project for evaluation and answer any
questions that may arise from the class as well as the teacher.
The Elemental Hero
Your task for this project is to choose one of the elements from the
periodic table. After you have picked your element, you then must develop
a super hero that has both strengths and weaknesses attributed to the element
they come from. These parts must be included in the final project:
1) A drawing of your superhero - Now, I know some of you are not the best
illustrators; however, you may use whatever media you deem necessary for
this task (i.e. colors, cut paper, computer printout, etc.). The superhero
costume MUST include somewhere the element’s symbol from the periodic
table. Your superhero can be whomever you want it to be, so definitely be
creative.
2) Origin - Every good superhero has a great back story on where they came
from originally. For your elemental superhero, the origin must relate to
where you find the element naturally.
3) Strengths & Weakness - This is your time to get really creative. By
examining the properties of your element, you must develop super powers
for your element as well as what their so called “kryptonite” a.k.a. their
weaknesses. These MUST coincide with the actual element.
4) Heroine - Every great superhero has a damsel in distress as well as every
good element has at least one other element that it is attracted to or combines
with easily. Your task is to create a love interest, whether it be a male or
female, for your superhero.
Most importantly, remember to be creative! Like other projects, in the end,
you will be grading partially on creativity and organization so use it and
have fun!!!
Helpful Sites:
http://www.webelements.com/
http://www.chemicool.com/
http://periodic.lanl.gov/default.htm
http://www.chemicalelements.com/
http://en.wikipedia.org/wiki/Periodic_table
http://www.dayah.com/periodic/
Drawing your superhero:
http://www.marvelvc.com.br/Hero/
http://www.superherodb.com/heromachine.php
http://www.ugo.com/channels/comics/heromachine2/heroMachine2.asp
http://www.heromachine.com/
Building your project:
The final project will be a cover that would represent the premier
issue of your superhero comic. Along with the illustration of your superhero
on the cover, the cover needs to have all the information gathered organized
appropriately. On the back of the poster will be a short essay explaining the
reasoning behind picking the attributes given to your super hero. It does not
to be long and invasive; the essay just needs to cover what you found out
about the three factual points (origin, powers, and heroine). The essay is
what I like to call a “mini skirt” essay; in other words, long enough to cover
what it needs to, short enough to keep it interesting.
Elemental Hero Rubric
Name
Element
Drawing of Superhero - 10 pts
Origin - 10 pts
Strengths & Weaknesses - 10 pts
Heroine - 10 pts
Creativity and Organization - 10 pts
Total
Individual Cover
Class Comic Covers