Summer Research Program for Science Teachers





Florence Dodier

Malverne High School, Long Island

August 2003


The Periodic Table



To research an assigned element using the library, an encyclopedia, Internet and other appropriate resources, (9-12 Teaching Standard A- Teaching strategies that support the development of student understanding and nurture a community of science learners) in order to write a research paper, a project and an oral presentation, which will be videotaped. (9-12 Teaching Standard B- Use multiple methods to present Data).





We will view the videotape and stop at pertinent fractions to discuss and understand the ramification of the discovery (Teaching Standard A- Strategies that support the development of student understanding). As the most common elements are depicted an actual sample will be passed around the classroom to the students, where they will observe and write down the physical properties of the element. (9-12 Teaching standard D: make the available science tools, materials, media, and technological resources accessible to students).




The students will then choose one of the showcased elements to carry out their project. (9-12 Teaching Standard B: challenge students to accept and share responsibility for their own learning). If two students choose the same element a lottery will be carried out. The one defeated will have to choose from the remaining elements (the ones not presented to the class).

The research and some of the writing will be done during class on Thursday and Friday or any two days during the week depending upon the availability of the computer lab and the library. (Teaching Standard D: structure the time available so that students are able to engage in extended investigations… make the available science tools, materials, media, and technological resources accessible to students.)

 The paper should be about 1500 words long and will be well written in correct English. Students will include a bibliography and footnotes to indicate where the information is obtained, and reference their Internet information.

The information obtained will also be portrayed graphically by creating either a poster, or a model, a collage of the chosen element. All pertinent information such as the following must be included. (Assessment Standard B: achievement data collected focus on the science content that is most important for students to learn.)

·        Physical and chemical properties of the element

·        Its location on the periodic table

·        Common and commercial uses

·        Historic information regarding its discovery

·        Its abundance and location on the planet

·        The history behind the name (was it name for someone, a country, city or state)

·        The country of discovery etc.

The students will introduce their elements to their classmates in a 10-minute presentation. (9-12 Teaching Standard E: enable students to have a significant voice in decisions about the content and context of their work and give students significant responsibility for the learning of all members of the community.) Using either their collage, model a short video clip, a power point presentation, any form of communication. A short Q & A will follow each presentation. (9-12 Teaching Standard E: structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.) The pictorial and graphical projects will be displayed in the classroom. (Teaching Standard B- Orchestrate discourse among students about scientific ideas)

            The presentation will begin two weeks after the project has been assigned following the format below


Day 1

Day 2

Day 3

Day 4

Day 5

  1. Bromine
  1. Fluorine
  1. Magnesium
  1. Silicon
  1. Mercury
  1. Calcium
  1. Helium
  1. Neon
  1. Sodium
  1. Aluminum
  1. Carbon
  1. Hydrogen
  1. Oxygen
  1. Sulfur
  1. Arsenic
  1. Chlorine
  1. Iodine
  1. Phosphorus
  1. Polonium
  1. Uranium


This project constitutes 50% of your grade for this marking period. All research papers are due at the end of each presentation. Failure to work on/complete the assignment will result in automatic failure for the marking period. (Assessment standard A- Assessments are deliberately designed)



Sources of information





A debriefing session will follow each presentation. Questions from teachers and students to the presenter to ensure that learning did take place. (Teaching Standard E- Structure and Facilitate ongoing formal and informal discussion…)  The posters will be displayed and pasted around the classroom.



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