From the number of footprints, students should be able to determine what element they have represented on their mountain.I had no idea what that meant or how it would be incorporated into a high school chemistry classroom, so I chose to take it because it was unknown to me.
When POGIL was introduced in that elective class, it seemed like the activities were self-directed worksheets intended to develop concrete understanding. But I was unsure of how these could be integrated at the high school level, particularly in a chemistry class. Nevertheless, after many hours of study, I realized that the POGIL could be a viable option to aid in retention and student involvement. However, just doing worksheets with guided questions, as it was presented in the elective I took, would not lead to the overall understanding that I wanted students to achieve after taking chemistry. Therefore, I contemplated how I could incorporate POGIL activities and also include an aspect of student involvement, because I knew that with only worksheets, students comprehension would not last over time. This task seemed overwhelming because of chemistrys abstract nature. Nonetheless, it did not deter me from incorporating POGIL activities. I did some self-guided research before constructing and implementing POGIL-based lessons in my class. It took about two years from the introduction to the implementation of POGIL in my classroom because of the lack of student involvement I first perceived. However, being a high school teacher, and not having an unlimited budget to purchase fancy manipulatives or kits, I had to be creative. Thus, I have developed and implemented High School Chemistry POGIL Activities on a Dollar Store Budget in my high school chemistry classroom. All that is required is paper, scissors, and an empty shoebox with a lid. ![]() On the empty shoebox is the Aufbau diagram, as seen in Figure 1, with slits cut on each line, which represent orbitals. I explain to students that only two footprints fit on each line, and they must point in opposite directions. Opposite footprints on a single line illustrate the Pauli Exclusion Principle. The atomic number indicates the number of footprints that a student can make, and I give students the appropriate amount of arrows to represent an element unknown to them. I remind them that taking the easiest route represents the Aufbau principle. In addition, to mimic Hunds Rule, they should not take two steps in the same space, unless they have to, within a given sublevel. To personalize this analogy, before they start the activity I ask them to think about traveling on a school bus. I ask them what they do ensure they have a seat to themselves. I then let them know that electrons are no differentthey each occupy a line by themselves within the same level before they pair up. Because this is representative of electron configuration, students are reminded that sublevels should be grouped together; rather than 2p 2 2p 2 2p 2, the lines combine, and it should be read as 2p 6.
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