Meet the Team
Name:
Les Seitman
Bio:
A native son of the city of Chicago, Les is a proud product of Chicago Public Schools having graduated from Von Steuben MSC. Entering his twelfth year with CPS, he currently is the 8th grade physical science teacher at Dr. Jorge Prieto Math and Science Academy. Les earned his BA from Elmhurst College, his teaching certificate from North Park University and his M.Ed. from Loyola University.
Narrative of Amazing Teaching Moment:
This activity takes place during our Chemistry unit. The students are trying to determine the difference between different polymers. A polymer is a large molecule composed of many repeating subunits. Plastics are polymers.
To open the activity, I ask the students to identify different chemical and physical characteristics of two plastic bottles I have in my class. The first plastic bottle is a typical water bottle that you can buy at any convenient store. The second plastic bottle is a Nalgene. The students immediately recognize that they have different recycling numbers at the bottom and also that one is “stronger” than the other. After the background portion has been established, we move into modeling the different structures of the two.
To model the linear polymer (typical water bottle), I have the students link 5 paper clips in a horizontal row. To model the cross linked polymer (Nalgene bottle), I have the students make three rows of horizontal linear polymers. Next, they take the horizontal rows and vertically link them together using one paper clip every 2-3 spaces.
To conclude, I ask them to describe their findings in their journal about the differences between the two. It is amazing that by doing a simple model with paper clips how the students better understand the different chemical structures of polymers.
Hashtags:
#physicalscience, #midlleschoolscience, #linearpolymer, #crosslinkedpolymer, #ngss, #physicalmodel, #chemicalstructure, #recycle, #polymer, #paperclips, #plasticbottles, #MSUrbanSTEM, #MSUaha, #hairgel, #bouncyball
TOP 5 COMMONALITIES
1. Student Generated Questions - When crafting questions themselves, students become invested and examples are authentic. Students develop confidence in new topics when able to step into the teacher role.
2. Real World Examples and Applications - Lessons include concrete examples students have been exposed to in their day-to-day environment. This hooks the students and assists conceptual understanding.
3. Kinesthetic Component - STEM learning incorporates movement or other types of hands-on activities which deepen understanding of a concept.
4. Cooperative Learning - STEM learning requires different opinions and views for discussion. A cooperative group of students with different backgrounds will provide the different views.
5. Multiple Modalities - Involves providing diverse presentations and experiences of the content so that students use different senses and different skills during a single lesson.
Les Seitman
Bio:
A native son of the city of Chicago, Les is a proud product of Chicago Public Schools having graduated from Von Steuben MSC. Entering his twelfth year with CPS, he currently is the 8th grade physical science teacher at Dr. Jorge Prieto Math and Science Academy. Les earned his BA from Elmhurst College, his teaching certificate from North Park University and his M.Ed. from Loyola University.
Narrative of Amazing Teaching Moment:
This activity takes place during our Chemistry unit. The students are trying to determine the difference between different polymers. A polymer is a large molecule composed of many repeating subunits. Plastics are polymers.
To open the activity, I ask the students to identify different chemical and physical characteristics of two plastic bottles I have in my class. The first plastic bottle is a typical water bottle that you can buy at any convenient store. The second plastic bottle is a Nalgene. The students immediately recognize that they have different recycling numbers at the bottom and also that one is “stronger” than the other. After the background portion has been established, we move into modeling the different structures of the two.
To model the linear polymer (typical water bottle), I have the students link 5 paper clips in a horizontal row. To model the cross linked polymer (Nalgene bottle), I have the students make three rows of horizontal linear polymers. Next, they take the horizontal rows and vertically link them together using one paper clip every 2-3 spaces.
To conclude, I ask them to describe their findings in their journal about the differences between the two. It is amazing that by doing a simple model with paper clips how the students better understand the different chemical structures of polymers.
Hashtags:
#physicalscience, #midlleschoolscience, #linearpolymer, #crosslinkedpolymer, #ngss, #physicalmodel, #chemicalstructure, #recycle, #polymer, #paperclips, #plasticbottles, #MSUrbanSTEM, #MSUaha, #hairgel, #bouncyball
TOP 5 COMMONALITIES
1. Student Generated Questions - When crafting questions themselves, students become invested and examples are authentic. Students develop confidence in new topics when able to step into the teacher role.
2. Real World Examples and Applications - Lessons include concrete examples students have been exposed to in their day-to-day environment. This hooks the students and assists conceptual understanding.
3. Kinesthetic Component - STEM learning incorporates movement or other types of hands-on activities which deepen understanding of a concept.
4. Cooperative Learning - STEM learning requires different opinions and views for discussion. A cooperative group of students with different backgrounds will provide the different views.
5. Multiple Modalities - Involves providing diverse presentations and experiences of the content so that students use different senses and different skills during a single lesson.