| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Chemistry |
| What topic | Postmodernism |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Postmodernism in Chemistry
All Grades (suitable for a diverse range of learners)
Chemistry
20 students
The lesson plan aligns with the national curriculum for Science, promoting critical thinking and understanding the nature and applications of scientific inquiry.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Postmodernism | 5 | Briefly introduce the concept of postmodernism, relate it to the broader context of knowledge and science. Discuss theme relevance to Chemistry. |
| 2 | Video Presentation | 7 | Show a short video that exemplifies how postmodernism can impact scientific practices. Facilitate discussion after viewing. |
| 3 | Group Discussion | 8 | In groups, students discuss examples of postmodernism in chemistry, focusing on specific case studies or recent scientific debates. |
| 4 | Class Presentation | 5 | Groups share key points from their discussions with the class. Encourage other students to ask questions or provide input. |
| 5 | Summarising Key Ideas | 3 | Summarise the key ideas discussed in the class, referencing specific examples mentioned by students. |
| 6 | Assigning Homework | 2 | Assign homework related to the topics discussed, ensuring it can be submitted without verbal presentation in class. |
| 7 | Closing Remarks and Q&A | 2 | Open the floor for any final questions and provide additional resources for students to explore postmodernism further. |
Students will receive homework assignments that correspond to the day's lesson focus. These will be collected for review without requiring students to present their work in front of the class.
Student understanding will be assessed through the group discussion participation, understanding demonstrated during the closing Q&A, and the quality of homework submissions.
At the end of the lesson, reflect on what worked well and what could be improved for future lessons focusing on philosophical concepts in chemistry.
"Good morning, everyone! Today, we're going to explore a fascinating topic: Postmodernism in Chemistry. To start, let's briefly talk about what postmodernism means. Postmodernism is a complex philosophical movement that questions objective truths and emphasizes the subjective nature of knowledge. It suggests that knowledge is constructed rather than discovered, which leads us to consider how this impacts our understanding of science and, particularly, chemistry. Think about how this relates to what we know and believe in the scientific world."
"Now, to illustrate how postmodernism can influence scientific practices, we're going to watch a short video. Please pay close attention, as it will showcase some examples that connect postmodern ideas with the scientific method and chemistry. After the video, we'll have a discussion to reflect on what we've just seen. Let’s get started!"
(After the video finishes)
"Thank you for watching! What were some key takeaways from the video? How do you think postmodern thought could change our understanding of chemistry?"
"Great points, everyone! Now it’s time to delve deeper. I’d like you to form small groups and discuss how you see postmodernism reflected in chemistry. Are there specific case studies that come to mind? Maybe recent debates or controversies in scientific research? You’ll have eight minutes, and I encourage each group to share at least one example when we come back together."
(After 8 minutes)
"Can I have your attention again? Let’s regroup and hear what you discussed!"
"Alright! Who would like to share the key points from their group discussion? Please talk about the examples you found interesting and any insights you gained. And remember, after each presentation, feel free to ask questions or add your thoughts."
(Encourage sharing and engagement, responding to questions)
"Fantastic contributions, everyone! Let's take a moment to summarise the key ideas we’ve covered today. We’ve looked at how postmodernism challenges the way we perceive scientific knowledge and the implications this holds for chemistry. For instance, we discussed [insert specific examples shared by students]. These discussions highlight the importance of critical thinking in our scientific understanding."
"To build on our lesson today, your homework will be to write a short reflection on how postmodernism can impact our understanding of chemical knowledge. Think about the discussions we had, the examples we explored, and how you might apply this thinking to your own studies in chemistry. You can submit this reflection via our online platform by the end of the week. Remember, no need to present it in class."
"Before we finish for today, does anyone have any final questions about postmodernism or its relevance to chemistry? Feel free to ask! Also, if you’re interested in exploring this topic further, I can recommend some additional resources. Thank you for your engagement today – I look forward to seeing your reflections on postmodernism in chemistry!"
Define postmodernism in your own words. How does this definition relate to the field of chemistry?
After watching the video presentation, what were the three key points that you found most significant regarding the relationship between postmodernism and the scientific method?
In your small group discussions, what specific examples of postmodernism in chemistry did you come up with? Choose one example and describe it in detail.
Reflect on how postmodern thought might influence our approach to scientific research. Provide an example of a recent debate or controversy in science that could be viewed through a postmodern lens.
Summarise how the discussion of postmodernism has broadened your understanding of chemical knowledge. What new perspectives have you gained?
Consider your own studies in chemistry. How might the principles of postmodernism apply to your understanding of chemical concepts or practices? Write a brief paragraph on your thoughts.
What questions remain in your mind after today's lesson about postmodernism and its implications for chemistry? List at least two questions.
Discuss how critical thinking plays a role in understanding scientific knowledge from a postmodern perspective. Why is this important for chemists today?