Objectives
Over the years, numerous people have told me that Chemistry was one of their most difficult subjects in high school. When I describe my 3D process to them, the response is always favorable. Invariably, they say Chemistry would have been more fun and accessible if I had been their teacher. It is imperative to consider that high school students often value the "nature of a learning experience" even more than subject matter.
Beyond the Atom is an experimental and experiential curriculum unit. My overall goal is to inspire urban minority youth to develop creative problem-solving skills and enhance their social and emotional intelligence. I also have three essential objectives for teaching this unit. The first essential objective is to demonstrate the reliability of the scientific method. It is important for students to know just how science validates facts.
Secondly, I am extremely concerned about the "science literacy problem" on a national and international level. I believe the "science illiteracy rates" in this country are warning signs of a devastating social decline ahead of us. Hence, my second essential objective is to encourage reading across the curriculum to enhance student comprehension.
Finally, I am deeply affected by the menacing statistics on African-American male adolescents (AAma). In my opinion, they are constantly bombarded with negative stereotypes, low expectations and irrelevant curricula. Therefore, my third essential objective is to cultivate the intellectual, social and emotional (ISE) abilities of these potential scientists.
Inherent in the title of this unit is my intention to go beyond the surface. Virginia Standards of Learning (SOLs) mandate the investigation of the Periodic Table and related concepts (see appendix 1); however, this unit exceeds the minimum requirements set forth by the State. In fact, this unit adheres to my district's call for teachers to move beyond the basic expectations. Furthermore, this unit coincides with the goals that underlie the National Science Education Standards (see appendix 1). Hence, it is my purpose to navigate an excursion with my students from the origin of the Universe to the formation of the elements. Once the driving question—where did the elements originate—is answered, the emphasis of this unit shifts from analysis to interpretation.
As previously mentioned, I have developed an innovative way to teach certain chemical concepts (e.g. chemical bonding). Using the 3D process, I have inspired my students to appreciate the aesthetic and rhythmic dimensions of ionic and covalent bonding. They studied the fundamental scientific concepts with me and received supplemental instruction in drumming, dance, and drama from guest artists.
Initially, I thought this process catalyzed a dramatic increase in our Chemistry SOL scores. I implemented the "program" for three consecutive years and eighty-eight to ninety percent of the students passed the end-of-course test. Last year I did not integrate the "program" into the curriculum and only sixty-four percent of the students passed the test on their first attempt. Ironically, this year ninety-four percent of the students passed the test, even though I did not implement the program. What these results suggest to me is the "program" does not interfere with the preparation of students for the test. Therefore, I am confident that the time spent on this unit will not detract from my district's prescribed curricula. In fact, I expect all of my students (100%) to pass the Chemistry SOL test next school year, and more importantly to expand their appreciation and understanding of science.
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