![]() fusion), you might encourage students to use two different colored highlighters on their first read-through of the text, before they even start taking notes in either side column, with one color associated with fission-related information and the other color for fusion. Since the article for this activity contrasts two things (nuclear fission vs.Another way to do it is to have one column for identifying/summarizing the most important ideas in each section of text and the other column for identifying their questions, connections to other concepts/ideas beyond the text, or problems/flaws in the author’s position. One option, if the text compares two topics or positions, is to have one column for notes on one topic/position and the other column for notes on the other topic/position, as this activity does. There are a variety of ways to structure the two columns. ![]() The two blank columns on either side of the text are used to help students organize their thoughts as they read and look at the information presented from more than one perspective for a deeper analysis of the text. I picked up the “text-in-the-middle” reading strategy at a Reading in the Content Area workshop several years ago.I struggle to get my students to read more, and providing them with a short text is more manageable/less intimidating for many students compared to a textbook. This activity can be used as an introductory activity for nuclear chemistry, as well as a way to incorporate reading informational texts in your classroom.Specific safety precautions need to be observed for this activity. Optional: Computer with projector and sound to view video on nuclear fission and fusion.Optional: “Practice” text selection for teacher to model this reading strategy.Lesson: 40–60 minutes (longer, if teacher introduces/models the “text-in-the-middle” reading strategy) This lab supports students’ understanding of: Obtaining, Evaluating, and Communicating Informationīy the end of this activity, students should be able to:Īn informational text using the “text-in-the-middle” reading strategy.Īnd contrast the processes of fission and fusion.Of fission, fusion, and radioactive decay. HS-PS1-8: Develop models to illustrate the changes in theĬomposition of the nucleus of the atom and the energy released during the processes.This lab will help prepare your students to meet the performance expectations in the following standards: They will then compare and contrast the two types of nuclear reactions. In this activity, students will annotate an informational text about fission and fusion using the “text-in-the-middle” reading strategy.
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