Atoms & Elements Unit Project

Individually or in partners, complete the following activities to demonstrate your understanding

of this unit. If you choose to work in a group, I expect each partner to write up and evaluate their
contributions to the project along with their partners contributions. These write ups can be
submitted via email and do not need to be done together. If students do not equally contribute
to the project, the grades between both students may differ. Higher expectations will be held for
those working in groups of two. Everyone will be presenting part three to the class:
1) Create a crossword puzzle that includes a minimum of 20 words and clues that relate to content
regarding chemical and/or physical properties of matter, WHIMIS, pure substances/ compounds,
etc. You must show a clear understanding distinguishing between physical and chemical properties
of common substances, including those found in household, commercial, industrial, and
agricultural applications.
Rubric 1 1 (0-49%) 2 (50-64%) 3 (65-79%) 4 (80-94%) 5 (95-100%)
Content Information is Little information Some information Most information All information is
Knowledge incorrect, is correct. It does is correct. It is correct. It correct and
unfinished and not show an shows somewhat shows an insightful. It shows
does not show an understanding of of an understanding of a strong
understanding of the content. understanding of the content. understanding of
the content. Information is not the content. the content.
clearly worded,
poor or missing.

Outcome No explanation An unclear, A somewhat clear A clear A clear and

distinguishing incorrect explanation but explanation insightful
between physical explanation missing some key distinguishing explanation
and chemical distinguishing details when between physical distinguishing
properties of between physical distinguishing and chemical between physical
common and chemical between physical properties of and chemical
substances properties of and chemical common properties of
common properties of substances common
substances common substances
substances
2) Create a legend for the blank periodic table given that identifies groups, periods, element properties,
element states, etc. You must demonstrate an understanding about the development and nature of the
Periodic Table. You may use the following points as a guideline, and add in anything else you see fit:

- Distinguish the gases, from the liquids, from the solids.

- Identify to the “staircase line” that divides metals from non-metals
- Identify the metals, non-metals, and metalloids
- Identify the eight elements that occur in nature as diatomic molecules
- Identify Alkali metals, alkaline earth metals, halogens, noble gasses, transition metals, the inner
transition elements (made up of lanthanides and actinides).
- Indicate the following trends using arrows, diagrams, differences in shading and/or symbols.
- For each property indicate changes 1) across a period 2) within a group
● Atomic Radius – the distance from the nucleus to the valence shell of an electron.
● Ionization Energy – the energy necessary to remove an electron from a neutral atom.
● Electron Affinity – of an element is the energy given off when a neutral atom gains an extra
electron.
● Electronegativity – is a measure of the ability of an atom to attract electrons in the context of a
chemical bond. The electronegativity is a relative value between 0 and 4.
● Reactivity in a group of metals and non-metals

Rubric 2 1 (0-49%) 2 (50-64%) 3 (65-79%) 4 (80-94%) 5 (95-100%)

Content Information is Little information Some Most information All information is
Knowledge incorrect. It does is correct. It does information is is correct. It correct and
not show an not show an correct. It shows shows an insightful. It
understanding of understanding of somewhat of an understanding of shows a strong
the content. the content. understanding of the content. understanding of
Information is Information is the content. Clear wording, the content.
not clearly not clearly Some good Exceptional
worded, poor or worded, poor or descriptions are descriptions wording, great
missing missing clear, others are descriptions
descriptions descriptions not.

Outcome No explanation An unclear, A somewhat A clear A clear and

of the incorrect clear explanation explanation of insightful
classification of explanation of but missing some the classification explanation of
pure substances the classification key details of the of pure the classification
(elements and of pure classification of substances of pure
compounds), substances pure substances (elements and substances
including the (elements and (elements and compounds), (elements and
development and compounds), compounds), including the compounds),
nature of the including the including the development and including the
Periodic Table development and development and nature of the development and
nature of the nature of the Periodic Table nature of the
Periodic Table Periodic Table Periodic Table
Legend There is no Knowledge of the Knowledge of the Knowledge of the Knowledge of the
legend. material and material and material and material and
qualities of the qualities of the the qualities of the qualities of a
legend are not legend are the legend are legend are clear,
evident. vague. clear. detailed, and
well-executed.
3) Create a flip book, video, poster board, or other form of presentation that demonstrates your
understanding of the contributions in the development of atomic models and theories. Compare
and contrast the theorists and their models to each of the other (Bohr, Dalton, Thomson,
Rutherford). Include information about the scientist's name, year of model/theory, important facts
relevant to discovery/creation of atomic model/theory, a labeled diagram of the scientist's atomic
model, and a description of the atomic model.
Rubric 3 1 (0-49%) 2 (50-64%) 3 (65-79%) 4 (80-94%) 5 (95-100%)
Content Presentation Presentation Presentation Presentation All information is
Knowledge includes relevant includes relevant includes relevant includes useful correct and
information on at information on at information on at and relevant insightful. It
least 2 least 3 least 4 information on all shows a strong
components of components of components of 5 components of understanding of
the scientist and the scientist and the scientist and the scientist and the content.
atomic model. atomic model. atomic model. atomic model. Exceptional
Information is Some information Information is Information is wording, great
poorly organized is inaccurate and accurate. well-organized descriptions
and inaccurate. poorly organized. and accurate.
Diagrams of Missing or The protons, The protons, The protons, Knowledge of the
atoms misplaced electrons and neutrons and neutrons and material and
particles and/or neutrons are electrons in the electrons in the the qualities of a
regions of the placed on their appropriate appropriate legend are clear,
atoms. diagram, but location. location and detailed, and
their location is labeled each well-executed.
not clear. region (nucleus
or cloud)
Outcome No historical Unclear, incorrect A somewhat clear Clear historical Clear and
explanations of historical but missing some explanations of insightful
the structure of explanations of key details of the structure of historical
matter up to and the structure of historical matter up to and explanations of
including: Dalton matter up to and explanations of including: Dalton the structure of
model, Thomson including: Dalton the structure of model, Thomson matter up to and
model, model, Thomson matter up to and model, including: Dalton
Rutherford model, including: Dalton Rutherford model, Thomson
model, and Bohr Rutherford model, Thomson model, and Bohr model,
model of the model, and Bohr model, model of the Rutherford
atom model of the Rutherford atom model, and Bohr
atom model, and Bohr model of the
model of the atom
atom
 GROUP MEMBER PEER EVALUATION FORM
adapted from Markel, M. (2016) Technical Communication 11th edition. Boston: Bedford/St.Martin’s

YOUR NAME:

TITLE OF PROJECT:

DATE:

INSTRUCTIONS

Use this form to evaluate your group members’ performance in the collaborative project. Write your
group members’ names, but not your own, in columns under the heading GROUP MEMBERS.

Then assign a score between 0-10 to each group member, with 0 being the lowest and 10 being the
highest. Then total the score for each.

Group Members
Name
Criteria
1.Attended meetings on time and regularly

2.Is prepared at meetings

3.Stays focused during meetings
4.good speaker: shares ideas respectfully

5. good listener; responded positively to the critique

of their work

6. shares good ideas

7. good writing: submits high quality work

8. was committed to getting the job done

9.motivated others to do their best work

10. Overall assessment of this person’s contribution

to the collaborative work

TOTAL
 E. Self Evaluation Form
adapted from Markel, M. (2016) Technical Communication 11th edition. Boston: Bedford/St.Martin’s

Your Name

Date

Title of Project

Instructions

On this form record and evaluate your own work in the collaborative project. In the Log Section, write
down what you did as an individual, and what you did as a part of your group. For all activities record
the date and the amount of time that you worked at the task. In the evaluation section in 1-2 sentences
describe what was successful and what you want to improve.

LOG Date Time

Individual Activities

Activities as part of the Group.

Self Evaluation:

Ways that I was successful as a collaborative partner in this project:

Ways that I want to improve in my collaborative group work in future:

 Reflection
There were a variety of decisions and factors that played a role in the development of
this project. The first was in regards to how many assignments I would need to include in this
project to address all of the outcomes. The outcomes of this unit can not be tied into one single
project because they don’t completely coincide, so I decided to make it a 3-part project. If I was
giving this project to my students, I would explain and show it to them at the beginning of the
unit so they would begin to plan for it and understand what information that they are required
to learn. I would then give them the handout 1-2 weeks prior to the end of the unit to ensure
enough time to plan and create their projects. Prior to receiving this project, the students will
have done labs (such as the sink float lab and chemical property lab), assignments (such as
creating atom models and extracting information from the periodic table), and fill in the blank
worksheets (such as historical facts on matter and chemical vs. physical property worksheets).
The next factor I had to address was whether or not I should allow the students to work
in groups. I decided it would be okay to work in a group of two because they would all be
presenting the third part to the class. During the presentation I would be able to assess how
much each student knows by asking additional questions to students who may not participate as
much in the presentation. I did however want to give the option for students to work individually
because some people would prefer to do it on their own. For the students who decided to work
in partners, I requested an evaluation sheet breaking down the contributions of each person.
This will hopefully prevent one person from working on everything, but will also give the
students an opportunity to let me know if they feel as though the work load was not shared
evenly.
The next factor I had to address was regarding the rubrics. The students should know
what is expected of them by the explanations and rubrics of this assignment. We will go over the
project together and I will address any questions that they may have. In the rubric for part 3, the
construction of models to illustrate the structure and components of matter is listed as an
indicator (Sask Curr, n.d.). If a student fails to demonstrate an adequate understanding of the
unit, they will be given feedback and one opportunity to improve their project before handing it
in to be re-evaluated.
 The three outcomes of my unit are: 1) Distinguish between physical and chemical
properties of common substances 2) analyze historical explanations of the structure of matter up
to and including: Dalton model, Thomson model, Rutherford model, and Bohr model of the atom
3) Demonstrate an understanding of the classification of pure substances (elements and
compounds), including the development and nature of the Periodic Table. Both outcomes 1 and
3 are tied into parts 1 and 2 of the project and outcome 2 is demonstrated in part 3 of the
project.
Students will be continually assessed by both myself and their peers. They will be
encouraged to ask each other for constructive criticism and feedback. If they are looking for my
feedback, I will give them the opportunity to do so. This can be an assessment for learning as it is
my way of seeing whether students are on the right track in understanding the concepts or not. I
will know if there are certain parts where multiple students are excelling/struggling which will
guide me in planning for further lessons. This project is an assessment of learning which will
provide students with the opportunity to demonstrate their knowledge and understanding of
this unit. It will be evaluated at the end with a number grade that coincides with the three
rubrics.
I believe this assessment meets the requirements for our rubric for this assessment. For
the outcome: “I plan lessons and assessment based on provincial curriculum” I believe “my plans
effectively integrate outcomes and indicators with instructional strategies and assessment”
because my assessment piece incorporates each of the learning outcomes and many of the
indicators listed within this unit. For the outcome: “I create summative assessment” I believe
“my assessments are easy for students to understand and check if students achieved outcomes”
because my assessment piece has clear instructions and a concise rubric that students can check
to see if they are meeting what is expected of them. For the outcome: “I understand how to plan
for differentiation and adaptation” I believe “my plans make it likely that students with different
needs would experience success” because my assessment piece has multiple different activities
that pertain to each type of learning and the option for the last part to be done in any format.
For the outcome: “I create engaging learning activities and tasks” I believe “my entire unit is
composed to increase connection between students and student ownership of learning”
because my assessment piece gives students the opportunity to work with a partner or work
individually. It also allows them to provide feedback and proof of engagement on themselves
and their partner if they choose to work in groups. For the outcome: “my planned activities
would improve the discipline specific literacy skills of my students” I believe “my students will
have the opportunity to self-assess and improve literacy strategies” because my assessment
piece allows students to constantly self and peer asses their work along with resubmit if they are
unhappy with their results. For the outcome: “the final task in my unit elicits evidence of
application in a new situation” I believe “my final assessment will provide clear evidence of my
students applying their learning in a performance tasks” because my assessment piece will show
whether or not the students learned the unit outcomes well enough to demonstrate their
learning through multiple domains.

References
Ministry of Education (2009). Health Education 7. Saskatchewan Curriculum. Retrieved from
http://publications.gov.sk.ca/documents/11/40360-Health_Education_7_2009.pdf
Saskatchewan Curriculum (n.d.). Science 9. Retrieved from
https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-
BBLEARN/CurriculumOutcomeContent?id=62&oc=69926