Cataylst 4 chemistry
lesson plan:
Icons for Green chemistry
Cataylst 4 chemistry lesson plan:
Icons for Green chemistry
Designed & Illustrated By: Thyra Helgesen
Special Thanks To: University Of Minnesota Melodee Strong Tom Garrett
Maximilian Queripel Clarissa Hamilton
contents Lesson Plan ......................................... pgs 2 - 3 Material List ........................................ pg 4 Collecting ............................................ pgs 5 - 7 Grouping ............................................. pg 8 Sketching ............................................. pgs 9 - 11 Brainstorm & Research .............. pgs 12 - 13 Outcome ............................................. pgs 13 - 14
August 2012
Lesson plan:
pg. 2
material list: Sketchbook
Pencil
Shoebox
pg. 3
Plastic Baggie
pg. 4
collecting:
examples of objects found:
The class will be escorted to an outdoor area, preferably a wooded area or park. The school grounds may provide enough “nature” for the students to explore through. Divide students into small groups. Each small group will be given a box or bag to collect their findings. They are to collect “green” material such as leaves, bark, twigs, acorns, pinecones, flowers, etc. They will then report back to class with their findings.
pg. 5
pg. 6
Grouping: Each group will share their findings with the rest of the class. Designate someone to write these items on the board as they are presented. Once all the materials have been shared, ask the class to categorize the items in groups by physically gluing or pasting the items on a poster board. For example, place all thte leaves on one sheet and all the flowers on another. Basically creating a poster or reference board of images they can refer to.
pg 7
pg. 8
sketching:
drawing examples:
Separate the class into small groups providing them each with a poster of the materials collected and now categorized. From this group, students will sketch what they see in their sketchbooks, studying each item closely.
pg. 9
pg. 10
Brainstorm & Research: Brainstorm to generate a list of scientific terms or objects, Annika’s drawing
focusing on chemistry, as a class. List those on the board. Students, in the same small groups, will now draw these items in their sketchbooks. They may refer to images they find online or in a book, or draw directly from one of these objects that may be found in the classroom.
Here are some examples of terms that could be suggested to help them get started:
Science/ Chemistry Terms
Microscope
Goggles
Molecule
Science flask
Gloves
Beaker
Nancy’s drawing
Test tube Scalpel Slides
Table of Elements
Solid, Liquid, Gas
pg. 11
Magnifying glass Thermometer
Bunsen burner Eye dropper Tongs
Lab coat
Petri dish
Combustion Energy
Striker
pg. 12
outcome:
After they have had some time to draw both the found material and the scientific terms, now ask them to consider merging one organic material with one the scientific terms. It may help the students
Each student should come up with a finalized icon,
know they can simplify or edit their original sketches into some-
mark, or symbol representing “Green Chemistry”.
thing less detailed. Once they have simplified their drawings they
An additional outcome may be to ask students to apply
now can consider how to merge or blend the two items together to
that symbol into the real world by either applying it to
create an icon or logo for “green” chemistry. They should be able
a t-shirt, a mug, signage, packaging… where ever they
to create a simple image that communicates the concept without
feel the symbol would be used or needed.
words. Provide them examples of marks, symbols, or logos that they see everyday that they know what it communicates without using words. The icon should work in this same fashion.
pg. 13
pg. 14
Cataylst 4 chemistry