Medicine and Vaccines
Two Weeks
Science
Lesson Plan
Teacher:
8th Grade Science
Grade:
8th
Lesson Title:
Chemistry through Medicine
STRANDS
Embedded Inquiry
Embedded Technology and Engineering
Matter
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The focus of this unit will be how medical technology, specifically vaccines, have been created and responded to social, political and economic needs. To better
understand vaccines students will be learning about elements, the arrangement of the periodic table, compounds, and how elements bond. Students will investigate the
connection between chemistry and biology with a brief introduction to organic chemistry. Activities throughout this unit include “creating” new elements using
technology, designing a periodic table, modeling electron shells, and predicting bonds. Students will also have the opportunity to talk with a pharmacist specializing in
infectious diseases and refine presentation skills with a corporate technologist specializing in communication. In Social Studies, students will be researching the history
of some of the worst viral diseases, including smallpox, and relating the development of medical practices to the development of government. To help students
understand viruses and how they function students will be creating a three-dimensional model of a virus as well as a two dimensional cross-section in math class.
Language arts will help to connect the research done in the other three subjects by having students create a research paper and a persuasive presentation. By
connecting the four subjects through the research, essays, and presentations, students will be able to develop a deeper understanding of the complex and varied topic
of Viruses and Vaccines.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Day 1: “Chemical Structure of Vaccines”
Display a chemical model (both 3 dimensional and 2 dimensional – see appendix A) of a vaccine. Ask students to identify everything they recognize about the vaccine.
Create a running list and display it at the front of the room. Throughout the unit, as students gain a deeper understanding of elements and bonding, have students
identify more and more features of the vaccine.
DAY
1
Objectives
(I can….)
Materials &
Resources
I can Identify
atoms as the
fundamental
particles that
make up
matter.
ProCon.org
Vaccines
website (PDF in
resources if
internet not
available)
I can classify
substances as
elements or
compounds
based on
their symbols
or formulas.
I can explore
how
technology
responds to
social needs.
Instructional Procedures
Essential Question(s):
1. How can I Identify atoms as the fundamental particles that make up
matter?
2. How can I classify substances as elements or compounds based on their
symbols or formulas?
3. How can I explore how technology responds to social needs?
½ Project Day – See Unit Plan
iPad
Apple TV
Vaccinations: Revolutionizing Medical Care - Introduction
Atoms and
Elements
Presentation
Set: Have students read part of the ProCon article on vaccines (the pro-con box).
Have them choose a stance and write the two facts that made them choose this
stance.
Periodic Table
Scavenger Hunt
Teaching Strategy(s):
Frayer Diagram
How are
Vaccines Made
article
(See Appendix
B)
1. Students will start with a short table discussion on vaccines. What are the
positives and negatives of vaccines? How has the technology of vaccines
responded to social needs? This will lead into a brief whole class
discussion. The final question answered should be: “Why were vaccines
developed and how have they responded to societies needs?”
2. Unit Hook – Complete the unit hook at this time to introduce students to
vaccines in a chemical sense.
3. All matter is made of Atoms. Even vaccines are made of atoms. This will
lead into a short presentation on elements and atoms.
4. When the presentation in complete, students should then complete the
periodic table scavenger hunt.
Summarizing Strategy: Have students create a Frayer diagram for Vaccines. The
Frayer diagram is in the resources. Collect or look over these before students
Differentiated
Instruction
Assessment
Remediation:
Formative
Assessment:
Heterogeneous
grouping
Providing a
handout or
digital copy of
the notes
Modify the
scavenger hunt
with less
elements.
Enrichment:
Heterogeneous
Grouping and
peer tutoring
2 facts from
reading
Observations and
questioning during
the activity
Periodic table
scavenger hunt
Homework on
vaccines
Vaccines Frayer
diagram
Performance
Assessment:
Discussion and
Students lead
debate during the
table discussions ProCon activity
and report to
Summative
class
Assessment:
End of unit
Assessment (See
Appendix A)
leave.
Homework: Read the article on how vaccines are developed. Students should
bring an answer to the following questions: What physical and chemical changes
are used to create vaccines?
2
I can explain
iPad
that all matter
Periodic table
is made of
app (The
atoms.
Elements or
I can Identify
EMD PTE)
the atomic
Nuclear App for
number,
iPad
atomic mass,
number of
History of the
protons,
Periodic Table
neutrons, and Presentation
electrons in
an atom of an Nuclear app
element using discussion
questions
the periodic
table.
Adopt-anElement
Activity
(See Appendix
C)
Essential Question(s):
1. How can I explain that all matter is made of atoms?
2. How can I Identify the atomic number, atomic mass, number of protons,
neutrons, and electrons in an atom of an element using the periodic table?
Set – Display a copy of the periodic table. Ask students, just by looking, to identify
any patterns they notice in the periodic table. Have students write down some
patterns and then share them with the class.
Teaching Strategy(s):
1. Begin the lesson with a short presentation on the history of the periodic
table and how it was developed. The focus here should be on atomic
mass and atomic number.
2. Introduce students to the Nuclear app on iPad. This app allows students
to “discover” the first 30 elements. Have students work their way through
the periodic table until all free content has been “discovered”. In the app
students must add electrons, neutrons, and protons to create the new
element. They should have a periodic table available to reference during
this activity.
3. Complete the Nuclear app Discussion Questions
4. As students complete the Nuclear activity, they may begin work on the
Adopt-an-Element Activity
Remediation:
Students will be
given a copy of
the notes on the
history and
layout of the
periodic table
Students will be
heterogeneously
grouped to
allow peer
tutoring and
collaboration
Students can
also be given
“easier”
elements (O, N,
C, S, etc.) for the
Adopt-anElement Activity
Enrichment:
Summarizing Strategy – Give students some time to work on research and to ask
questions about the Adopt-an-Element Activity.
Formative
Assessment:
Student responses
to Set
In class
observations and
questioning
Adopt-an-Element
Activity
Nuclear app
discussion
questions
Performance
Assessment:
Observations while
students are using
the Nuclear app
Summative
Students can be
Homework – Complete all required elements of the Adopt-an-Element Activity.
3
I can use the
periodic table
to determine
the properties
of an
element.
iPad
Secret Agent
Handout
Apple TV
Adopt-anElement
Handout
Envelopes
Periodic Table
scavenger hunt
2
Deck of playing
cards
(See Appendix
D)
Essential Question:
How can I use the periodic table to determine the properties of an element?
Set: Pass out a deck of cards to each table. Ask the students to arrange the cards
in a logical way following set rules or patterns. Each group will have a short period
of time (5 min) to complete this task. When time is up have each group explain
why they decided to arrange the cards in a particular order.
Teaching Strategy: Secret Agent Activity
1. After the hook, pass out the Top Secret Activity sheet. Students should
begin by reading the sheet to themselves
2. The teacher can point out any spots where students may struggle or have
difficulty.
3. Allow students time to complete the activity of arranging the secret
agents and creating the missing agent.
4. Once students have created their agent have each group share the
arrangement they chose, why they chose it, and what the missing agent
looks like.
5. After the Secret agent activity is done, have students continue to work on
their Adopt-an-Element Activity
Summarizing Strategy: Have each student display their Adopt-an-Element
Advertisement. Have a gallery walk and a peer evaluation of the projects. Give
given more
difficult
elements (Ru, Y,
etc.) for the
Adopt-anElement
Activity.
Assessment:
Remediation:
Formative
Assessment :
End of unit
assessment (See
Appendix A)
Students can be
heterogeneously Secret Agent
grouped to
Activity
utilize peer
Observation and
tutors
questioning during
Students can be
the activity
given less secret
agents (leave
Correct
identification of
out the last 8)
the “Secret Agent”
Enrichment:
Performance
Assessment:
Students can
explore what
the different
parts of the
secret agents
represent. This
is listed as
“extra credit” on
Observation of
student
collaboration and
discussion during
the secret agent
activity
each student a grading sheet and have them grade at least one other project.
the handout.
Homework: Complete the Periodic Table Scavenger Hunt
Summative
Assessment:
End of unit
assessment (See
Appendix A)
Adopt-an-Element
completed project
4
Project Day – See Unit Plan
Vaccinations: Revolutionizing Medical Care – Research
5
I can identify
the number
of electrons in
the atom of
an element
using the
periodic table.
I can describe
iPad
Doceri app
Apple TV
Essential Question(s):
1. How can I identify the number of electrons in the atom of an element using
the periodic table?
2. How can I describe the layout of the electrons of an element using the Bohr
and Lewis Dot diagrams?
Water
2 Beakers
Set: Start by placing baking soda in water and then baking soda in vinegar. Ask
Remediation:
Formative
Assessment:
Students can
complete the
Questioning during
diagrams for just Set
the first 10
Electron
elements
Arrangement
Students can be
the layout of
the electrons
of an element
using the
Bohr and
Lewis Dot
diagrams.
the question “why does the baking soda react with the vinegar and not the
water?” Write up the chemical equation: NaHCO3 + HC2H3O2 → NaC2H3O2 + H2O +
Vinegar
CO2 Although students will not recognize all aspects of the reaction, point out the
Presentation on reactants and products of the reaction. Tell them that reactions have a lot to do
with the arrangement of electrons.
Electron
Baking soda
arrangement
Dry beans
(lentil, lima,
and kidney)
(See Appendix
E)
Teaching Strategy(s): Students will learn about electrons and the arrangement of
electrons in an atom.
1. Start with a short presentation on Electrons and electron arrangement in
atoms. This will be an introduction to the Bohr model and the Lewis dot
diagram.
2. Have students create the Bohr model and Lewis Dot diagram for the first
20 elements. Students should be given Lentils (electrons), Lima beans
(protons), and Kidney beans (neutrons) to create the diagrams. The
instructions for this activity are at the end of the presentation.
3. Students will create the appropriate models for each of the first 20
elements and record the models on their iPads in the Doceri app.
4. Near the end of class, have students take a special look at Carbon. What
makes Carbon unique? How is it different?
Summarizing Strategy: Have each students share the diagrams for one element
(or “their” element from the adopt-an-element activity). Put at least one element
on the board not done during the activity. Have students draw the two diagrams
as an exit ticket.
Homework: Students will add to their adopt an element activity by creating the
Bohr model and Lewis dot diagram for their element.
given a copy of
the presentation
Students can be
heterogeneously
grouped to
utilize peer
tutors
Enrichment:
Students can
serve as peer
tutors
Students can be
given elements
21-40 for the
activity and they
can research
other electron
shells
activity
Electron
arrangement
student data
Adopt-an-element
electron diagrams
Performance
Assessment:
observations of
students creating
models during the
activity
Summative
Assessment:
End of unit
assessment (See
Appendix A)
6
Project Day – See Unit Plan
Vaccinations: Revolutionizing Medical Care – The Need for
Funding
7
I can classify
common
substances as
compounds
based on
their chemical
symbols or
formulas
I can
recognize that
all matter
consists of
atoms
Elements and
compounds
presentation
Elements and
Compounds
worksheet
Elements,
Compounds,
and mixtures
preassessment.
(See Appendix
F)
Essential Question(s):
1. How can I classify common substances as compounds based on their
chemical symbols or formulas?
2. How can I recognize that all matter consists of atoms?
Set: Start with the Element, Compound, or Mixture Pre-assessment. Students will
work with a partner to decide if the items in the list are elements, compounds, or
mixtures. Have students save or submit results so they are available at the end of
the lesson.
Teaching Strategy(s):
1. Start with the presentation on elements and compounds.
2. Students will then work through the Elements and Compounds
worksheet. They will identify the compounds on the worksheet, identify
which elements make up the compounds, they will then identify
properties of the individual elements and properties of the compounds.
3. Lead a discussion as to how the properties of the individual elements of a
compound have different properties than the compound.
4. Students will then have time to work on the presentations and research
associated with the culminating event of the unit.
Summarizing Strategy: Students will again take the Pre-assessment to assess
student learning during the activity.
Remediation:
Heterogeneous
grouping and
peer tutors
Digital copy of
the presentation
Modify the
elements and
compounds
worksheet with
less compounds
Enrichment:
Peer tutoring
Formative
Assessment -
Elements,
Compounds, and
mixtures preassessment
Observation and
questioning during
class
Elements and
compounds
worksheet
Summative
As an alternative Assessment to the elements
and compounds End of Unit
worksheet,
Assessment
students can
(Appendix A)
research a
8
I can
differentiate
between the
reactants and
products of a
chemical
equation.
Mystery
elements
iPad
Apple TV
Doceri or other
whiteboard app
I can describe
(See Appendix
how the
characteristics G)
of a
compound
are different
than the
characteristics
of their
component
parts.
Essential Question(s):
1. How can I differentiate between the reactants and products of a chemical
equation?
2. How can I describe how the characteristics of a compound are different than
the characteristics of their component parts?
Set: On the Board I have put the Chemical Properties of two mystery elements
(the 2 elements are sodium and chlorine gas). They will form a type of bond with
one another. Does anyone have a guess as to what they make?
Teaching Strategy(s):
1. Reveal the identities of the elements as Sodium and Chlorine gas. Write
the chemical formula down as Na + Cl -> NaCl. Does anyone know what
NaCl is? Table Salt! Compounds often have different properties than the
individual elements. The reactants are Na and Cl. The Products are NaCl
or salt.
2. Use the iPad and Apple TV to write examples that show all Group 1
metals form one to one ratios with Cl: LiCl, NaCl, KCl, and so on.
Represent each with a chemical equation. Have volunteer students use
the iPad to show the valence levels of Li, Na, and K then ask:
3. How many valence electrons are found in Group 1 metals?
4. Would it be easier for those metals to attract 7 new valence electrons
from other elements, or would it be easier to have some other element
take the 1 outer level electron? Why?
5. Point out that elements which have nearly a full outer level are likely to
gain 1 or 2 electrons (rather than give up) to complete that outer level.
(Columns 6 and 7 on the periodic table qualify for this distinction.)
6. Stress to students that the consequence of giving up or obtaining
additional electrons is to become charged. Electrons have a negative
compound of
their choosing.
End of unit
culminating event
Remediation:
Formative
Assessment:
Students can be
given guided
notes
Peer tutoring
Allow students
to “phone a
friend” if
needed during
questioning
Discussion and
observation during
the lesson
Aluminum closure
Questioning during
class.
Summative
Assessment:
Enrichment:
Unit Assessment
Students can
(appendix A)
serve as peer
tutors; if time
Culminating event
permits they can
explain the
topics discussed
during the
lesson to other
students
charge - when an atom gains an electron, the atom becomes negative.
Cation and Anion.
7. Students will then have time to work on the presentations and research
associated with the culminating event of the unit.
Summarizing Strategy: Put up the element Aluminum on the board. Ask students
to draw Lewis dot structure for Aluminum. Have them answer the question: Do
you think Aluminum will form an ion? What type of ion would it form?
9
I can
recognize that
all matter
consists of
atoms
I can
differentiate
between the
reactants and
products of a
chemical
equation
Carbon Bonding Essential Question(s):
1. How can I recognize that all matter consists of atoms?
Presentation
2. How can I differentiate between the reactants and products of a chemical
Covalent and
equation
Metallic Bonds
presentation
Set: Post the definition of covalent bond: A chemical bond that involves sharing a
pair of electrons between atoms in a molecule. Have students create an analogy
Metallic Bonds
they feel describes covalent bonds.
activity
Teaching Strategy(s): Today students will learn about covalent bonding and
Covalent and
metallic bonds.
Ionic bonds
practice
1. Begin the lesson with the Covalent and metallic bonds presentation.
2. After showing the presentation on covalent and metallic bonds, introduce
(See Appendix
Carbon bonds as specific type of covalent bond.
H)
3. This will lead into the Metallic Bonds activity. Students are to complete
the metallic bond activity to explore properties of metallic bonds.
4. As students complete the metallic bonds activity they may begin the ionic
and covalent bonds practice sheet.
Summarizing Strategy: Revisit the Unit Hook. Display the vaccine diagrams once
again and ask students to NOW identify everything they recognize from the
models.
Homework: Complete the ionic and covalent bonds practice worksheet.
Remediation:
Students can be
given guided
notes
The homework
assignment can
be modified to
have fewer
problems
Peer tutoring
Enrichment:
Formative
Assessment:
Discussion and
observation during
the lesson
Homework
assignment
Student debate
and discussion
Summative
Assessment:
Students can
Unit Assessment
serve as peer
(appendix A)
tutors; if time
permits they can
explain the
topics discussed
during the
lesson to other
students
10
Presentation Day – See Unit Plan
Vaccinations: Revolutionizing Medical Care - Presentations
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
GLE 0807.9.1 Understand that all matter is made up of atoms.
GLE 0807.9.2 Explain that matter has properties that are determined by the structure and arrangement of its atoms.
GLE 0807.9.6 Use the periodic table to determine the characteristics of an element.
GLE 0807.9.8 Interpret the events represented by a chemical equation.
GLE 0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.
GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.
GLE 0807.T/E.1 Explore how technology responds to social, political, and economic needs.
SPI 0807.9.1 Recognize that all matter consists of atoms.
SPI 0807.9.3 Classify common substances as elements or compounds based on their symbols or formulas.
SPI 0807.9.9 Use the periodic table to determine the properties of an element.
SPI 0807.9.10 Identify the reactants and products of a chemical reaction.
SPI 0807.Inq.3 Interpret and translate data in a table, graph, or diagram.
SPI 0807.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.