In Science 9, I had students read through their textbooks about the evolution of Atomic Theory. They each then had the option of completing textbook questions, workbook questions, or creating a Concept Map. Once I checked over their work, they moved on to an assignment/learning objective that would be assessed. The idea was for kids to complete a story using the characters Dalton, Thompson, Rutherford and Bohr. Most kids opted to do a cartoon, and the one above was done quite well.
I was pretty surprised by the cartoons I received. Most seemed to have missed the main points of Atomic Theory. While all the kids could answer questions about each theory/model, when the students were left to create their own dialogue they could not identify the significance of the models. For example, many kids said that Bohr’s idea was that the electrons were outside and not orbiting. Others weren’t able to communicate the idea that there was a steady progression of ideas.