Today’s lesson revolved around the ideas of atomic structure, with emphasis on valence and electron configuration. This lesson heavily depended on the students’ previous knowledge of protons, neutrons, and electrons, as well as their ability to understand the periodic table. Here are some objectives from the lesson that I could identify:

Determine the number of protons, neutrons, and electrons of an element using periodic table
Predict the number of valence electrons for a given element using periodic table
Create a Bohr diagram of an element with the correct number of shells and correct number of electrons in each shell
Create a Lewis structure of an element with correct valence electron configuration

Each of these objectives built on each other, which was a great example of effective scaffolding. The students were prompted to first list numbers of protons, neutrons, and electrons; this concept is not new to them, but it is important in getting the next objectives right. Having this element of review, especially of knowledge so essential to the lesson, was a great way to make sure each and every student understands what is happening. Mr. Wiebe spent the first 10-15 minutes of class reviewing these previous concepts to ensure that all of the students were ready for the more complex parts of the activity. I did not notice any particular hook or warm up into this review segment, but he did begin class with a comment on quarter grades being finalized. He gently reminded them that lab grades are weighted the same as test grades, so any missing labs should be turned in ASAP. His message definitely got across, as the class continued to work steadily for the entire hour, but I wonder if that truly counts as a hook. It certainly readied the students for work, but I often imagine warm ups as fun lead-ins to activities, not a stern talk of grades. However, it did seem to work; these students seem to be extrinsically motivated much more than intrinsically, from what I can tell.

In terms of motivational strategies, there weren’t very many clear structured strategies. The teacher, after introducing the activity, just set them loose to work independently for the rest of the hour (about 40 min). However, I think this independent work time was intrinsically motivating; the faster you finished your work, the more free time you had at the end of the hour. I can also see this motivating potentially distracting behaviors for students who have no intention of getting their work done. Thankfully, distraction was minimal in this class period, but I could see it getting out of hand under different circumstances. Students were also allowed to move around the room to work, meaning they could work with their friends at the lab tables. This opportunity to work with friends also incentivized them to work efficiently, but I could also see this as potentially being distracting. It was not a problem for this class, but again, I think it really depends on the situation.

Activity for the day: (example on left, worksheet on the right)

The activity itself was a worksheet that the students had to fill out. It integrated all sorts of information from the periodic table- atomic number, mass, # of protons and electrons- and use it to create diagrams of each element. After they had done this for 18 elements, the students had to cut out each element and glue it on a larger piece of paper to reconstruct their own periodic table. They were given about 40 minutes to complete the activity; this time wasn’t highly structured, but it was effective in responding to student needs. It allowed him to approach students individually if needed and help them out. It also encouraged working with other students, which can be another powerful MKO in the classroom. There wasn’t really any closure or follow-up from what I could tell; the students worked until the bell and then promptly rushed out to get to their next class. He did make it clear that the assignment was due the following day, but that was the only indication of what might be occurring in the future.

Overall, I think the lesson was successful. Most of the students took advantage of the work time and were able to successfully complete the activity. To my surprise, there were very few distractions (besides a long-winded discussion of astrological signs between a group of girls). The lesson wasn’t highly structured, as the majority of class was independent work time, but it was successful in responding to student needs. Both Mr. Wiebe and I checked in with students, making sure they understood the assignment and answering any questions they may have. I don’t think this structure was intentional; it seems to just be ingrained into the teacher. I don’t see many active strategies, but I think this is due to his age and experience as a teacher. He may not have to think about these kinds of things anymore; he still interacts with them and supports them, but his actual lesson planning seems very casual and loosely structured.

We had a new student join class today; she transferred from FAPS (Foundations for AP Sciences, the 9th grade honors science class) to Mr. Wiebe’s regular chemistry class. However, FAPS runs on a slightly different schedule and she was learning physics up to this point in the school year. With absolutely no chemistry experience, she was put in this class, an entire quarter behind everyone else. Thankfully, the scaffolding nature of the lessons today helped her catch up a little, but there’s a whole quarter’s worth of information that she’s missed. She seemed pretty sharp, picking up on the activity quickly as Mr. Wiebe gave her a mini run-through of everything from periodic table to protons and neutrons to electron configurations. I am a little worried for her, and Mr. Wiebe seems to be worried as well. He has a lot to catch her up on, and doesn’t have time to pull her aside to re-teach her a whole quarter’s worth. I hope that she will be able to make the transition between classes, especially at this point of the year, when it can be tough.

When the new student showed up to class, Mr. Wiebe had no heads up she was going to be there. She stood in the doorway, as Mr. Wiebe looked puzzled. He was obviously caught off guard and wasn’t sure what the student was there for. He asked her what she needed, to which she replied that her mom told her this would be her new chemistry class. Mr. Wiebe hadn’t gotten any emails or communication about this new transfer, she simply showed up and he had to go with the flow. This happened earlier this term as well, and thankfully Mr. Wiebe was very accommodating and flexible. However, he did express some frustration as he got an email from a counselor AFTER the class period had already happened. It was really too late at that point to give him any heads up, and it is really difficult to have a brand-new student walk through your door and engage in class without having any previous experiences. Mr. Wiebe handled the situation well, but this moment made it clear the true lack of support that both teachers and students can face in schools. It’s incredibly difficult to have to switch classes halfway through the semester, and clear communication to the teacher is needed in order to try and seamlessly integrate the new student into their surroundings.