A Period Matters

A Period Matters
Aga Khan Academy, Mombasa Winston (Churchill) Kitiwa, Rodney Bosire, Erick Agira, Inosse Chavane
IB MYP Sciences (Grade 7)
Summary
A Period Matters
Subject Year Start date Duration

Sciences Grade 7, Grade 8 Week 3, August 8 weeks 27 hours
Key and Related Concepts
Key Concepts
Key
Concepts Definition
Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the
concept of change involves understanding and evaluating causes, processes and consequences.
Change
Related Concepts
Models, Evidence
Other Related Concepts

AK Strand: Pluralism
Inquiry
Conceptual Understanding
Evidence and models help to determine the interactions between atoms.
Global Context & Explorations
Global Context &

Explorations Explorations to develop
Peoples, Boundaries, Exchange and interaction
Orientation in space
and time
Aga Khan Academy, Mombasa

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A Period Matters
A Period Matters
Statement of Inquiry
Models are created and changed over time to express new ideas formed by experimental evidence
Inquiry Questions
Type Inquiry Questions
Factual What is a periodic table?
Conceptual how can patterns of properties be used to organize elements?How do we explore properties of elements?
Debatable Should naming of newly discovered elements be determined using a certain criteria?
Curriculum
Objectives
A: Knowing and understanding
i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to
problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
A: Knowing and understanding
i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii. analyse information to make scientifically supported judgments
B: Inquiring and designing
i. outline an appropriate problem or research question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and outline results using scientific reasoning
iii. discuss the validity of a prediction based on the outcome of the scientific investigation
iv. discuss the validity of the method

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A Period Matters
v. describe improvements or extensions to the method
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used
i. describe the ways in which science is applied and used to address a specific problem or issue
ii. discuss and analyse the various implications of the use of science and its application in solving a specific problem or
issue
Skills
• Different models of the atomtimeline (Dalton, Thompson, Rutherford and Bohr models) Sub atomic particles: protons,
neutrons and electrons Define, and compare and contrast, atoms, molecules, elements and compounds. Define atomic
number and mass number. Isotopes and their uses History of the periodic table Patterns in the following in the groups and
periods of the periodic table: atomic number and mass, physical states, metals, non-metals and metalloids, Symbols of the
elements Practising the skills of observation, comparing and contrasting, recording data accurately and making inferences
and conclusions Family names of and uses for the elements in the main groups The transition metals and their uses
Historically predictive nature of the periodic table’s design Matter is made up of atoms. Formation of ions Writing chemical
formulas given a list of polyatomic ions
WEEK AREAS F STUDY Learning Activities/Engagements
Library research
• Brief history of the atom:
1 Students create their own models of the
• Models proposed by different scientists.
various atomic descriptions
• Elements of the periodic table

• atomic structure,
Library research
• particles inside the atom
• Atomic number and mass Students practice on filling on the energy
2
• Electron shells–how they are filled up (electronic shells, writing down electronic
configuration)
configurations and drawing
Learning how to read the periodic table (periods and
groups in the periodic table)
• Defining Isotopes:
• Isotope notation,
3 • Library research
.common uses of isotopes e.g. carbon -14, iodine-131,
calcium-40 etc.
4 • Atomic bonding: Why and how atoms bond • Role play

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A Period Matters
• Formation of ions: writing chemical formulae

• electrical charges of atoms.Define, and compare and
contrast, atoms, molecules, elements and compounds • Practice on writing chemical formulae
Meaning of ‘purity’, Difference between elements, mixture

and compounds
CRITERION D SUMMATIVE ASSESSMENT: students

5 explore how elements of the periodic table have been used
to solve problems in the society.
• Properties of metals, non-metals, and metalloids and Practicing the skills of observation,
classify elements according to these properties. comparing and contrasting, recording data
6
Physical states, acid/base nature, metals, and general accurately and making inferences and
reactivity with air and water. Symbols of the elements. conclusions about characteristics of metals
Patterns and characteristics in the following in the groups

7 and periods of the periodic table: alkali metals, alkaline Lab demonstration on reactivity series
earths, halogens, and noble gases
• The transition metals and their uses Students will construct a model of a
8
Historically predictive nature of the periodic table’s design periodic table based elements provided
ATL Skills
Approaches to Learning
Communication
- I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Give and receive meaningful feedback
Use intercultural understanding to interpret communication
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Collaborate with peers and experts using a variety of digital environments and media
Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information

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A Period Matters
Read a variety of sources for information and for pleasure
Preview and skim texts to build understanding
Make effective summary notes for studying
Find information for disciplinary and interdisciplinary inquiries, using a variety of media
Research
- VI. Information literacy skills
Finding, interpreting, judging and creating information
Present information in a variety of formats and platforms
Collect and analyse data to identify solutions and make informed decisions
Process data and report results
Understand and use technology systems
Identify primary and secondary sources
- VII. Media literacy skills
Interacting with media to use and create ideas and information
Make informed choices about personal viewing experiences
Seek a range of perspectives from multiple and varied sources
Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Thinking
- VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Gather and organize relevant information to formulate an argument
Recognise unstated assumptions and bias
Interpret data
Evaluate evidence and arguments
Draw reasonable conclusions and generalizations
Develop contrary or opposing arguments
Use models and simulations to explore complex systems and issues
Identify trends and forecast possibilities
Troubleshoot systems and applications
- X. Transfer skills
Utilizing skills and knowledge in multiple contexts

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A Period Matters
Apply skills and knowledge in unfamiliar situations
Inquire in different contexts to gain a different perspective
Make connections between subject groups and disciplines
Combine knowledge, understanding and skills to create products or solutions
Transfer current knowledge to learning of new technologies
Developing IB Learners
IB Learner Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Reflective
Description
Inquirers:
sparking curiosity through everyday materials and the properties that make them unique.
Knowledgeable:
through exploration of the structure of an atom and the sub atomic particles
Thinkers:
analyzing and recognizing different patterns in the periodic table.
Communicators:
through collaborative tasks
Reflective:
involvement in the debatable question.

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A Period Matters
Connections
Service as Action
Become more aware of their own strengths and areas for growth:
students will investigate different properties of elements that make them useful
Assessment
Formative Assessment
SEP Formative about atomic structure

16 Formative Test Monday at 10:40 AM


Summative Assessment
Criterion A: sit-in test to assess knowledge and understanding.
Criterion D: students write an essay that reflects on the impact of use of isotopes to address problems facing mankind.
SEP Summative Assessment Criterion D

23 Summative Essay Monday at 9:00 PM
Hello,
Find the link for our assessment task below. Read through it so you are ready with questions during our 1st lesson
next week. We will discuss it during that time.
https://drive.google.com/open?...
Erick Agira

26 Summative Essay Thursday at 9:00 PM

23 Summative Essay Monday at 4:00 PM

26 Summative Task Thursday at 6:00 AM

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NOV Summative Assessment Criterion BC

15 Summative Investigation report Friday at 9:00 PM


MYP Assessment Criteria
N/A A: Knowing and understanding N/A B: Inquiring and designing
N/A C: Processing and evaluating N/A D: Reflecting on the impacts of science
Learning Experiences
Learning Experiences and Teaching Strategies

Learning experiences:
WEEK LEARNING EXPERIENCES:
• Students research on the different models of the atom by different scientists and present their
1 •
findings using power point.
• ACTIVITY: Students use the elements of the periodic table to write their names on manila
papers.
They then display their work in the classroom noticeboards.
ACTIVITY:1. By use of different colors of bottle tops, students model different atoms of different
elements.
OR
2. •
2. Use bonding models to represent electrons and cereals e.g. maize and beans to represent
neutrons and protons.
OR
Any other activity that enables the learners to distinguish between protons and neutrons and
electrons.
WORKSHEETS:

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They will expose students to several conceptual worksheets to practice how to write and represent
elements and atoms.
• ACTIVITY: Using an image of twins, https://slideplayer.com/slide/7857064/ (using cars),
https://www.chemedx.org/blog/isotopes-nuts-bolts-and-eggs, coins(http://sciencenetlinks.com/
3. lessons/isotopes-of-pennies/) •
Challenge students to identify the differences and similarities.
Using transfer of this knowledge, students will try to define an isotope.
• Use of simulations to aid learners in understanding how atoms bond.

4 Adopting a Problem-based approach to introduce bonding. A scenario is chosen as an analogy •
from where students can apply bonding.
5 • students explore how elements of the periodic table will solve problems in the society. •
• EXPERIMENTS: Students explore different properties of elements, physical and chemical.
The teacher should provide a range of safe metals and non-metals and a variety of reactants to
6 •
exhibit these properties.
Discussions and analysis on and of the observations made from the experiments.
7 • ACTIVITY: Use of the periodic table to understand the trends. •
8 • RESEARCH: Learners identify the transition metals on the periodic table and their characteries •
Teaching strategies:
Methodologies - worksheets, presentations by students after student-inquiries in the library.
Differentiation
1. differentiate by content- Ways I can vary the content of what I am teaching
A) Complexity of content
concrete;read different materials associated with atoms and elements e.g. copper, iron, carbon,gold,silver etc
symbolic; symbols of elements
abstract; location of elements on a periodic table

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B) Resources
different elements available e.g iron ,magnesium ribbon, periodic table, models
C) Variety of learning environments
school laboratory, computer room, library
2. Differentiate by process- How i will teach the unit
-sequence of lessons as laid out above
-introduction-using concrete materials or general class discussion
-explore concepts in textbooks, using Atoms and Elements introduction power point, periodic table
-use of a Co-operative Group activity
3. Differentiate by outcome/product ( how my students will show their understanding?)
-worksheets, classroom activities , experiments
-students may label elements (concrete objects) with their name and symbol
-offer a student a choice of learning activity, students may design a poster on elements, draw their own periodic table
( containing only elements they must learn), or create a resource page for teaching other students about elements and their
properties
-whole class review work completed at end of each lesson
-homework; elements worksheet-specify time to be allocated to this work at home
-extension exercises

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A Period Matters

A Period Matters

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A Period Matters

IB MYP Sciences (Grade 7)

Subject Year Start date Duration

Key and Related Concepts

Other Related Concepts

Evidence and models help to determine the interactions between atoms.

Global Context & Explorations

Global Context &

Peoples, Boundaries, Exchange and interaction

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

Type Inquiry Questions

Factual What is a periodic table?

A: Knowing and understanding

i. outline scientific knowledge

iii. interpret information to make scientifically supported judgments

A: Knowing and understanding

i. describe scientific knowledge

iii. analyse information to make scientifically supported judgments

B: Inquiring and designing

i. outline an appropriate problem or research question to be tested by a scientific investigation

ii. outline a testable prediction using scientific reasoning

iv. design scientific investigations

C: Processing and evaluating

i. present collected and transformed data

ii. interpret data and outline results using scientific reasoning

iv. discuss the validity of the method

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

v. describe improvements or extensions to the method

D: Reflecting on the impacts of science

iii. apply scientific language effectively

iv. document the work of others and sources of information used

WEEK AREAS F STUDY Learning Activities/Engagements

• Elements of the periodic table

4 • Atomic bonding: Why and how atoms bond • Role play

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

• Formation of ions: writing chemical formulae

Meaning of ‘purity’, Difference between elements, mixture

CRITERION D SUMMATIVE ASSESSMENT: students

Patterns and characteristics in the following in the groups

Exchanging thoughts, messages and information effectively through interaction

Give and receive meaningful feedback

Use intercultural understanding to interpret communication

Use a variety of media to communicate with a range of audiences

Negotiate ideas and knowledge with peers and teachers

Reading, writing and using language to gather and communicate information

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

Read a variety of sources for information and for pleasure

Preview and skim texts to build understanding

Make effective summary notes for studying

- VI. Information literacy skills

Finding, interpreting, judging and creating information

Present information in a variety of formats and platforms

Process data and report results

Understand and use technology systems

Identify primary and secondary sources

- VII. Media literacy skills

Interacting with media to use and create ideas and information

Make informed choices about personal viewing experiences

Seek a range of perspectives from multiple and varied sources