Touro University, Gibbs
Technology Integration Unit Launch Page
Type only in the gray areas
Teacher Name: Jefferson Hartman
Project Title: Hydrogen Fuel Cell Cars
Project Subject(s): Hydrogen combustion and hydrogen fuel cells
Grade Level(s): 8
Goals & Objectives: Goals:
• Students utilize available technology.
• Students will understand a simple chemical reaction.
• Students will understand the difference between
gasoline combustion and hydrogen combustion.
• Students will from an opinion about hydrogen fuel cell
• To become familiar with internet technology
• To recognize and explain the reactants and products of
the hydrogen/oxygen reaction.
• To analyze the hydrogen/oxygen reaction and recognize
the differences between the chemical reaction in a fuel
cell and in hydrogen combustion.
• To compare and contrast between hydrogen and
• To have students form an opinion about if hydrogen
fuel cells are more environmentally friendly than
gasoline powered engines
• To thoroughly complete the WISE 4.0 Hydrogen Fuel
Essential Question: Is it better to utilize the energy transformed from hydrogen fuel
cells than from gasoline powered engines as it relates to
Scaffolding Questions: Are environmental issues the only concerns we should consider
when analyzing hydrogen fuel cells? Are there economic or
social concerns? Does learning the hydrogen/oxygen reaction
as it relates to hydrogen fuel cell reinforce the understanding of
Approximate Length of Unit (days, weeks)
5-6 days for chemical reaction lesson
5 days for WISE 4.0 Hydrogen Fuel Cell project
1 day for student revisions.
Unit Summary and Sequence of Events, Timelines – give details:
Prior to specifically teaching hydrogen fuel cells I would have teach chemical reactions
which takes about 5-6 days.
• Lewis diagrams for elements Hydrogen(1)-Argon(18)
• Difference between elements, molecules and compounds
• What is an ion? BrainPop video Ions
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• Use atom model kits to create molecules and compounds
• Explain simple chemical reactions, reactants and products. Utilize BrainPop
video Chemical Reactions
• What are a subscript and a coefficient?
• Balance simple chemical equations
The WISE 4.0 Hydrogen Fuel Cell project
http://wise4.telscenter.org/webapp/vle/preview.html?projectId=7 takes 5 days. After
students complete the project I have to read and grade their answers. It requires 1 more
day for students to revise/improve their answers.
Software and Hardware needed:
Computers, internet access, time, WISE 4.0 account membership
Accommodations for Differentiated Instruction
Learning Challenged WISE 4.0 projects are filled with images, videos, and a help
Student: menu. WISE 4.0 projects are designed to be done in pairs. Notes
usually start with a prompt to give students direction about a
Gifted Student: WISE 4.0 provides avenues for gifted student to link to outside
websites to allow for farther research. Notes provide prompts for
all students but gift students can erase the prompt and go in any
direction they see fit. WISE 4.0 projects is designed around the
idea of inquiry and encourage students from opinions based on
evidence they find.
ELD Student: Even though much of the material is presented in words it is
backed up with many graphics. There is no specific pace at
which the students have to work. Many of the questions tap into
a student’s prior knowledge. The WISE environment is sensitive
to a student’s effective filter.
IDENTIFY STANDARDS – Select two or three standards from each category
and copy/paste them into this document
Specific Teacher Performance Expectations (TPEs):
Specific CA Content Standards:
8.3b. Students know that compounds are formed by combining two or more different
elements and that compounds have properties that are different from their constituent
8.3f. Students know how to use the periodic table to identify elements in simple
8.5a. Students know reactant atoms and molecules interact to form products with
different chemical properties.
8.5b. Students know the idea of atoms explains the conservation of matter: In chemical
reactions the number of atoms stays the same no matter how they are arranged, so their
total mass stays the same.
Specific CA Technology Standard 16:
16(c) Each participating teacher uses technological resources available inside the
classroom or in library media centers, computer labs, local and county facilities, and
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other locations to create technology enhanced lessons aligned with the adopted
Specific ISTE Tech Standards for Students:
1 Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology
Students are proficient in the use of technology.
6 Technology problem-solving and decision-making tools
Students employ technology in the development of strategies for solving problems in
the real world.
Specific ISTE Tech Student Profile:
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their
own educational goals, managing their own learning, and assessing their own
c. customize and personalize learning activities to address students' diverse
learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use resulting
data to inform learning and teaching.
REFERENCES – List websites, books, magazines, and other resources
used to collect content information for this unit