My first strategy would be to try to relate Nano week to my standards. In science, they will use measurement skills and apply appropriate units when collecting data. They will also communicate findings using a chart. They also meet Social Studies Economics standards 5.44 and 5.45 learning how the development of technology and inventions affect business and how education, training, and specialization and investment in capital resources increase productivity. I can certainly relate some literacy standards to the week.
Before Nano week I would like to cover some basic concepts about molecules and atoms. I have the students make a model of an atom and learn about neutrons, electrons, electron clouds, and protons and their charges. I would also have completed my Power and Energy Unit which would give them some background about energy and how machines work.
I would also try to relate nanotechnology to their lives- maybe we could find out how cd’s or how their ipods or computers work. We could “dissect” an old ipod and look at the components. We could visit computer sights on how things work also.
I would also have completed one lab on scale where the students draw their body in scale. We also discuss how different people use scale in their occupations. Students have some background on measurement.
I think the problem I would ask students to solve for nano week is how they can see objects smaller than their eyes, or how can we see atoms. Students are familiar with a regular microscope, but not with scanning electron microscopes, scanning tunneling microscopes, or atomic force microscopes. A great project to would be for students to work in groups to complete a group report or power point picking one instrument explaining briefly how their scope works, how it is use, and how it impacts society. In this way, students would be familiar with the instruments before they are presented.
Nano Week
Day One- Intro to Nano – I would first use inquiry to define scale nano, and Iwould show show Michael’s Power point on Nano. I would have students organize their nano notebooks.
Day Two- Intro to Nano continued. I would show the video “Making Stuff” to give students a background on Nanotechnology. I would play the Nano song from U Tube. I would also ask students to read and reflect on one artice from nanooze online.
Day Three- Optics. I would begin with inquiry to ask students how a lens work- I would relate it to their eyeglasses. The website howstuffworks has an excellent illustration. If not already done, Iwould show students the digiscope and let them play with it in pairs of two five minutes at a time while other students assemble telescopes, write questions they have about the telescope ,and illustrate and write three good observations using the telescope.
Day Four- Scale I would again begin with inquiry asking students to define scale and tell how it is used. I would place students in groups of 4 0r 5 and play the scale game (modifying it) and have students place their answers on a poster with tape. Then as a class, I would have them reorder after discussion from smallest to largest. I would also like to use the website on scale of the universe by primax studio.
Day Five- Prepare Anologies for AFM Using inquiry, I would ask students how the AFM works. Then, we would complete the AFM Topography Laboratory and determine the structure.
Day Six More AFM anologies to surface structure. Students in groups of two would feel the Mystery Box and be asked to write two observations on each object in the box. They could estimate mass or length if needed. Then, they would come to agreement on the object. We would also play the braille game and relate it to how objects are scanned. Ican also relate this later to persons who have a sight disability.
DAY Seven– Iwould begin with inquiry and ask how a SEM works. I would Use Michael’s presentation to introduce the SEM . Then, we would play “Guess My Gunk.”
Day Eight- Natalie’s presentantion on her research, STM, and what a day in the life of a scientist is like. Natalie would demonstrate all three microscopes. I like to emphasize to the students that a scientist does not wear a white lab coat all day and wear glasses, so definately a question and answer session to Natalie would be appropriate. The students will think Natalie is a goddess and superhuman.
Day Nine- Assessment- I would have already assessed the group projects on microscopy, observations from the mystery box, and the Topography Lab. I will probably form a quiz with open ended questions which include problem solving questions about the week. This could be my writing component. I may have them compare and contrast two microscopes, asking them which microscope they would use for a specific sample , and to summarize what they’ve learned. I would also have some type of opinion question on how to better improve the week. For differentiated instruction, I can make different test questions for students.
Post nano- Possible writing topics which I could differnetiate- A Day in My Nano Life; Compare/Contrast Two of the Microscopes; The Nano of the Future.
Students could have the option of writing, making a game, a brochure, writitng a rap song etc.
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