ECC FIPP Activity Report

Name Amy Grant Date 9-14-2010

Department Chemistry

FIPP Partner Dawn Charman

Class title & section # Chem 4-1176

Name of Activity/Strategy Types of Substances/Pair Work

Category: (Please select only one.) (Reminder: You will submit one report from each of the categories.)

Classroom Activity Classroom Environment Classroom Expectations Feedback & Evaluation Homework & Out-of-Classroom Learning Experiences Student Empowerment

Briefly describe the activity/strategy, providing enough detail so that a colleague can replicate the activity/strategy.

1. Introduction Students often have difficulty in distinguishing amongst elements, compounds, homogeneous mixtures, and heterogeneous mixtures. This pair- work activity really got them collaborating and talking animatedly with each other.

2. Set-up & Supplies I presented a chart detailing the differents amongst elements, compounds, homogeneous mixtures, and heterogeneous mixtures. I gave several examples of each, both in words and graphically. No special supplies are needed.

3. Directions Students were presented a large list of items (including some brand name items such as Twinkies). Working in pairs, the students identified whether each item was an element, compound, homogeneous mixture, or heterogeneous mixture. Students were then surveyed as to the effectiveness of working in pairs to master the distinctions between the different categories of substances.

What worked well? Within a minute, students were talking and good-naturedly arguing about the different items. It really energized the class.

What would you change? It worked so well, I wouldn't change much. I would make sure the students had enough time to copy the list before pushing them to work in pairs. Would you use the activity/strategy again? Why or why not? I would use this strategy again because the students enjoyed it and they did learn the desired concepts.

Please describe any student learning and/or changes that you observed after the implementation of the activity/strategy. Students were very confident on that section of th e quiz that followed the chapter in question. The strategy was successful.