This lesson plan teaches students about factors that influence reaction rates through virtual simulations and a collaborative video project. Students will explore how temperature, concentration, surface area, and catalysts impact reaction rates. They will then work in groups to create a video demonstrating how one of these factors affects a chemical reaction. The lesson incorporates digital literacy skills, collaborative learning, and giving students a purposeful end product. It is designed to take place over three class sessions and assess student understanding through discussion, simulations, and a video project.
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
How are drugs developed? - Lesson plansXplore Health
In this guide you will have suggestions of lesson plans that have been designed by the Education National Coordinators using the Xplore Health materials.
A WebQuest for English Language Learners to find out more about alternative energy sources, complete with detailed teacher's notes and a rationale. Submitted as part of an MA in Applied Linguistics and ELT from Kings' College London.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
C Lopez - IFDC Lenguas Vivas BRC - TPD - Kindergarten Journal EntriesLu Lopez
Julie introduces the trainee to her first grade class. The lesson follows the class's daily routine, including songs, counting activities, emotion identification, and a Simon Says game. Julie reads Goldilocks and the Three Bears to the class, using expressive reading and gestures. Students then sing and complete a weather-related writing activity. The trainee observes the class's engaged participation throughout and feels more comfortable about her upcoming lessons.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
C Lopez - IFDC Lenguas Vivas BRC - TPD - Final Assessment KindergartenLu Lopez
1. The document provides a self-evaluation of the author's first teaching practicum experience in a kindergarten classroom.
2. Some challenges the author faced included anxiety about being the lead teacher, keeping the class under control, and sticking to the lesson plan.
3. Areas for improvement identified were strengthening classroom management skills, better planning activities and timing, and getting students to produce more language in the target language of English.
This lesson plan aims to teach students about primary energy production and its role in supporting life through critical thinking and collaboration. On day one, students will build a concept map on primary energy production and use what they learn to construct an argument about whether life could exist on Mars, posting it to an online discussion forum. On day two, students will review the concept map by discussing index cards with sections of the map and then respond to their peers' arguments online. The goals are for students to understand primary energy production, think critically to construct a well-supported argument on a real-world topic, and communicate their ideas through collaboration with peers.
How are drugs developed? - Lesson plansXplore Health
In this guide you will have suggestions of lesson plans that have been designed by the Education National Coordinators using the Xplore Health materials.
A WebQuest for English Language Learners to find out more about alternative energy sources, complete with detailed teacher's notes and a rationale. Submitted as part of an MA in Applied Linguistics and ELT from Kings' College London.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
C Lopez - IFDC Lenguas Vivas BRC - TPD - Kindergarten Journal EntriesLu Lopez
Julie introduces the trainee to her first grade class. The lesson follows the class's daily routine, including songs, counting activities, emotion identification, and a Simon Says game. Julie reads Goldilocks and the Three Bears to the class, using expressive reading and gestures. Students then sing and complete a weather-related writing activity. The trainee observes the class's engaged participation throughout and feels more comfortable about her upcoming lessons.
This lesson plan has students work collaboratively in groups to research and create educational resources about cellular respiration. Students take on roles like tutorial designers, scribes, researchers, and coordinators to develop videos, notes, diagrams and organize hands-on activities. By contributing these resources, students gain a deeper understanding of concepts like glycolysis, the Krebs cycle and ATP synthesis. The resources are then shared online for the whole class to use in learning about how organisms generate energy through cellular respiration.
C Lopez - IFDC Lenguas Vivas BRC - TPD - Final Assessment KindergartenLu Lopez
1. The document provides a self-evaluation of the author's first teaching practicum experience in a kindergarten classroom.
2. Some challenges the author faced included anxiety about being the lead teacher, keeping the class under control, and sticking to the lesson plan.
3. Areas for improvement identified were strengthening classroom management skills, better planning activities and timing, and getting students to produce more language in the target language of English.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
This lesson plan aims to teach students about global warming through class discussions, research, and a final project. Students will form definitions of the greenhouse effect, analyze diagrams and resources on global warming, conduct research on different perspectives in the debate, compare viewpoints in a Venn diagram, take a position and support it with evidence. The lesson relates to national science, geography, health, world history, and language arts standards and is estimated to take 4-5 class periods plus time for a final project.
Renewable energy Project Based Learning ProposalJonathan Bennett
This document outlines a project-based learning activity for high school geography students on renewable energy. Students will research different renewable energy sources and make a recommendation for which one their assigned country should focus investment on. They will consider the country's demographics, economy, and current energy production. Students will initially research their country, propose a renewable energy source, and give a final presentation justifying their recommendation. The project addresses common core standards and will involve collaboration, research, and presentation skills.
EXPLORATORY ASSESSMENT OF STRATEGY FOR LEARNING REDOX REACTIONS IN HIGH SCHOOLijejournal
Describes the exploratory assessment of strategy for learning redox reactions in High School, which seeks to prevent students from developing memoristic and mechanical skills, in addition to emphasize the experiences of daily life that go unnoticed or unexplained to the student in the classroom and at the same time are able to incorporate the key elements for understanding the terminology used in the language of Chemistry, all through proposal for a strategy. The sample consisted of sophomores from CBT High School No. 2 Bicentennial Huehuetoca in Mexico. The students are in the subject of Chemistry I.The didactic sequence was appropriate, for the learning of redox reactions, since it managed to increase by 41.9% the conceptual gain in the students.
Energy Project A collaboration between Middlefield Collegiate ...Videoguy
The document summarizes an energy project collaboration between two high schools. Students conducted research into various energy topics and presented their findings. They had online discussions and presented research projects via videoconference with audiences at both schools. The project aimed to develop collaboration skills using technology and expose students to different approaches and perspectives. Teachers found the technology challenging at times but that students benefited from interacting with peers at other schools and seeing work from different grade levels.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
The unit focused on teaching students about flour production by having them develop videos and written reports on different aspects of the process. The project was developed in three phases: an introductory lesson by the teacher, group work by students developing reports on assigned sections of the process, and students producing videos in Italian and English filmed at a mill. Peer collaboration and video production were methodologies used for the first time that increased student motivation compared to traditional lessons.
This document outlines an 8-step project-based learning activity for a high school physics class involving the design, testing, and analysis of catapults. Students are split into groups to design and build catapults, record video of them in action, annotate the video to explain physics concepts, critique each other's work, and compete to see which design works best. The goal is for students to gain experience with collaboration, scientific problem-solving, and demonstrating their understanding of physics principles through teaching their peers.
This document outlines the activities and goals for a lesson on wastewater treatment systems. Students will generate a website list and complete a web quest to learn about wastewater treatment. They will view videos about wastewater plant design to understand the various parts of a wastewater system using appropriate vocabulary. The lesson addresses New York state science standards on analysis, inquiry, and design. Students will use an interactive model and presentations to learn about wastewater collection, treatment components, and the treatment process. They will complete a handout to assess their understanding of preliminary treatment, secondary treatment, final treatment, solids processing, BOD5, and TSS.
Data Collection Tools Session 1 (Participant)Nudibranch04
This document outlines an educational workshop on integrating data collection tools into teaching and learning. The workshop introduces various data collection tools like digital cameras, video cameras, and dataloggers. It discusses how these tools can enhance lessons by allowing students to collect and analyze real-world data. Example lesson plans are provided that demonstrate how data collection tools can be used to study topics like photosynthesis, chemical reactions, levers, and scientific experiment skills. The value of these tools is their ability to engage students and support inquiry-based learning.
The document outlines a lesson plan for teaching students about climate change and reducing carbon footprints. It involves students researching ways to reduce carbon footprints in small groups and presenting their findings. As a class, they will launch a recycling experiment to chart materials collected and money earned over a month. Using digital tools, students will calculate the amount of CO2 kept from the atmosphere. Finally, students will create a video using interviews to share what they learned from the experiment.
Students will work with Dionne Designs Inc, an electrochemical design firm, to develop technologies for producing useful energy through chemical reactions. They will be part of a research team, identify chemical reactions with energy potential, evaluate and demonstrate examples, and pitch their proposed technology to the firm. The goal is for students to learn about chemical reactions, energy production, and entrepreneurship through hands-on labs, collaboration, and developing a video project to market their proposed technology.
1. The document describes a teaching unit on genetically modified organisms (GMOs) for vocational school students.
2. The unit used methods like flipped classroom, group work, and a lab activity to help students learn about GMOs and form their own informed opinions.
3. A survey after the unit found that students found the topic difficult and needed more time to fully understand it, though they engaged well with collaborative and problem-based learning approaches.
1. The document describes a teaching unit on genetically modified organisms (GMOs) for vocational school students.
2. The unit had the main objective of allowing students to become informed on GMOs and form their own opinions based on scientific facts rather than opinions.
3. Activities in the unit included students researching GMO subtopics in groups, a molecular biology lab to identify GMO flour, and a final survey on metacognitive processes. The goal was for students to gain knowledge on GMOs through cooperative and active learning strategies.
This 5-week unit plan for an 8th grade technology class focuses on flight and space. Students will learn about the history and evolution of flight, complete activities like building and launching hot air balloons, and get hands-on experience using a flight simulator. The teacher reflects that students enjoyed the activities but some improvements could be made, such as creating stations for the flight simulator so all students have a turn, and storing materials in a more organized way. The overall goal is to teach students about flight while strengthening their literacy and problem-solving skills.
1. The lesson plan teaches students about chemical reactions through creating digital stories outlining the steps of specific reactions.
2. Students will include slides defining key vocabulary like the law of conservation of mass, coefficients, subscripts, reactants and products.
3. The digital stories will be presented to the class and critiqued using a rubric developed by students.
This document provides an overview of technologies being used to support large group teaching at the University of Bath. It introduces audience response systems (ARS) and discusses how they can be used according to the Mazur sequence to engage students in conceptual questions during lectures. Examples are given of ARS being used in different departments, and the document encourages attendees to create their own ARS quiz to experiment with the technology. Aligning both face-to-face and online learning activities is highlighted as the goal in achieving an effective blended learning approach.
The teacher has planned a lesson on electromagnetic induction for grade 10 students. The lesson will use Bloom's taxonomy, experiential learning theory, and theories of moral development to explain the operation of electric motors and generators. Students will conduct virtual experiments using PhET simulations to explore factors that affect induced current and construct prototypes applying electromagnetic induction principles. The lesson incorporates values integration, cooperative learning, and localization of concepts to provide real-world applications of electromagnetic induction.
Global warming lesson plan greek suggestionalexmath
This lesson plan aims to teach students about global warming over the course of four to five class periods. Students will form definitions of the greenhouse effect, discuss perspectives on global warming, analyze diagrams and resources, hypothesize effects of warming, research primary sources, compare viewpoints in a Venn diagram, take a position and support it with evidence, and create a final project expressing their view. Activities include class discussions, brainstorming, research, and a persuasive writing assignment. The goal is for students to understand the science and debate around this issue.
The document discusses the importance of teaching students how to learn. It argues that the purpose of education is not just to teach content like various subjects, but to build students' ability to learn on their own. It states learning is a lifelong process that students must be able to do independently after formal education. The document advocates for collaborative and project-based learning to develop skills like critical thinking and digital literacy. It also stresses the importance of giving students opportunities to use technology meaningfully in their learning to prepare them for success after school.
This learning log outlines goals for a unit of study, including the teacher's three goals and the student's individual goal. It also lists the student's three chosen artifacts and one required artifact to demonstrate their learning.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
This lesson plan aims to teach students about global warming through class discussions, research, and a final project. Students will form definitions of the greenhouse effect, analyze diagrams and resources on global warming, conduct research on different perspectives in the debate, compare viewpoints in a Venn diagram, take a position and support it with evidence. The lesson relates to national science, geography, health, world history, and language arts standards and is estimated to take 4-5 class periods plus time for a final project.
Renewable energy Project Based Learning ProposalJonathan Bennett
This document outlines a project-based learning activity for high school geography students on renewable energy. Students will research different renewable energy sources and make a recommendation for which one their assigned country should focus investment on. They will consider the country's demographics, economy, and current energy production. Students will initially research their country, propose a renewable energy source, and give a final presentation justifying their recommendation. The project addresses common core standards and will involve collaboration, research, and presentation skills.
EXPLORATORY ASSESSMENT OF STRATEGY FOR LEARNING REDOX REACTIONS IN HIGH SCHOOLijejournal
Describes the exploratory assessment of strategy for learning redox reactions in High School, which seeks to prevent students from developing memoristic and mechanical skills, in addition to emphasize the experiences of daily life that go unnoticed or unexplained to the student in the classroom and at the same time are able to incorporate the key elements for understanding the terminology used in the language of Chemistry, all through proposal for a strategy. The sample consisted of sophomores from CBT High School No. 2 Bicentennial Huehuetoca in Mexico. The students are in the subject of Chemistry I.The didactic sequence was appropriate, for the learning of redox reactions, since it managed to increase by 41.9% the conceptual gain in the students.
Energy Project A collaboration between Middlefield Collegiate ...Videoguy
The document summarizes an energy project collaboration between two high schools. Students conducted research into various energy topics and presented their findings. They had online discussions and presented research projects via videoconference with audiences at both schools. The project aimed to develop collaboration skills using technology and expose students to different approaches and perspectives. Teachers found the technology challenging at times but that students benefited from interacting with peers at other schools and seeing work from different grade levels.
This document provides an overview for a project-based learning unit titled "The Story of Stuff" for grades 9-10. The unit is designed to last 6 weeks and uses the web film of the same name as a starting point to explore how consumerism impacts the environment. Students will research environmental issues, calculate their carbon footprint, and create a public service announcement with a solution to lessen environmental impact. The document outlines objectives, assessments, lessons, resources, and standards addressed.
The unit focused on teaching students about flour production by having them develop videos and written reports on different aspects of the process. The project was developed in three phases: an introductory lesson by the teacher, group work by students developing reports on assigned sections of the process, and students producing videos in Italian and English filmed at a mill. Peer collaboration and video production were methodologies used for the first time that increased student motivation compared to traditional lessons.
This document outlines an 8-step project-based learning activity for a high school physics class involving the design, testing, and analysis of catapults. Students are split into groups to design and build catapults, record video of them in action, annotate the video to explain physics concepts, critique each other's work, and compete to see which design works best. The goal is for students to gain experience with collaboration, scientific problem-solving, and demonstrating their understanding of physics principles through teaching their peers.
This document outlines the activities and goals for a lesson on wastewater treatment systems. Students will generate a website list and complete a web quest to learn about wastewater treatment. They will view videos about wastewater plant design to understand the various parts of a wastewater system using appropriate vocabulary. The lesson addresses New York state science standards on analysis, inquiry, and design. Students will use an interactive model and presentations to learn about wastewater collection, treatment components, and the treatment process. They will complete a handout to assess their understanding of preliminary treatment, secondary treatment, final treatment, solids processing, BOD5, and TSS.
Data Collection Tools Session 1 (Participant)Nudibranch04
This document outlines an educational workshop on integrating data collection tools into teaching and learning. The workshop introduces various data collection tools like digital cameras, video cameras, and dataloggers. It discusses how these tools can enhance lessons by allowing students to collect and analyze real-world data. Example lesson plans are provided that demonstrate how data collection tools can be used to study topics like photosynthesis, chemical reactions, levers, and scientific experiment skills. The value of these tools is their ability to engage students and support inquiry-based learning.
The document outlines a lesson plan for teaching students about climate change and reducing carbon footprints. It involves students researching ways to reduce carbon footprints in small groups and presenting their findings. As a class, they will launch a recycling experiment to chart materials collected and money earned over a month. Using digital tools, students will calculate the amount of CO2 kept from the atmosphere. Finally, students will create a video using interviews to share what they learned from the experiment.
Students will work with Dionne Designs Inc, an electrochemical design firm, to develop technologies for producing useful energy through chemical reactions. They will be part of a research team, identify chemical reactions with energy potential, evaluate and demonstrate examples, and pitch their proposed technology to the firm. The goal is for students to learn about chemical reactions, energy production, and entrepreneurship through hands-on labs, collaboration, and developing a video project to market their proposed technology.
1. The document describes a teaching unit on genetically modified organisms (GMOs) for vocational school students.
2. The unit used methods like flipped classroom, group work, and a lab activity to help students learn about GMOs and form their own informed opinions.
3. A survey after the unit found that students found the topic difficult and needed more time to fully understand it, though they engaged well with collaborative and problem-based learning approaches.
1. The document describes a teaching unit on genetically modified organisms (GMOs) for vocational school students.
2. The unit had the main objective of allowing students to become informed on GMOs and form their own opinions based on scientific facts rather than opinions.
3. Activities in the unit included students researching GMO subtopics in groups, a molecular biology lab to identify GMO flour, and a final survey on metacognitive processes. The goal was for students to gain knowledge on GMOs through cooperative and active learning strategies.
This 5-week unit plan for an 8th grade technology class focuses on flight and space. Students will learn about the history and evolution of flight, complete activities like building and launching hot air balloons, and get hands-on experience using a flight simulator. The teacher reflects that students enjoyed the activities but some improvements could be made, such as creating stations for the flight simulator so all students have a turn, and storing materials in a more organized way. The overall goal is to teach students about flight while strengthening their literacy and problem-solving skills.
1. The lesson plan teaches students about chemical reactions through creating digital stories outlining the steps of specific reactions.
2. Students will include slides defining key vocabulary like the law of conservation of mass, coefficients, subscripts, reactants and products.
3. The digital stories will be presented to the class and critiqued using a rubric developed by students.
This document provides an overview of technologies being used to support large group teaching at the University of Bath. It introduces audience response systems (ARS) and discusses how they can be used according to the Mazur sequence to engage students in conceptual questions during lectures. Examples are given of ARS being used in different departments, and the document encourages attendees to create their own ARS quiz to experiment with the technology. Aligning both face-to-face and online learning activities is highlighted as the goal in achieving an effective blended learning approach.
The teacher has planned a lesson on electromagnetic induction for grade 10 students. The lesson will use Bloom's taxonomy, experiential learning theory, and theories of moral development to explain the operation of electric motors and generators. Students will conduct virtual experiments using PhET simulations to explore factors that affect induced current and construct prototypes applying electromagnetic induction principles. The lesson incorporates values integration, cooperative learning, and localization of concepts to provide real-world applications of electromagnetic induction.
Global warming lesson plan greek suggestionalexmath
This lesson plan aims to teach students about global warming over the course of four to five class periods. Students will form definitions of the greenhouse effect, discuss perspectives on global warming, analyze diagrams and resources, hypothesize effects of warming, research primary sources, compare viewpoints in a Venn diagram, take a position and support it with evidence, and create a final project expressing their view. Activities include class discussions, brainstorming, research, and a persuasive writing assignment. The goal is for students to understand the science and debate around this issue.
The document discusses the importance of teaching students how to learn. It argues that the purpose of education is not just to teach content like various subjects, but to build students' ability to learn on their own. It states learning is a lifelong process that students must be able to do independently after formal education. The document advocates for collaborative and project-based learning to develop skills like critical thinking and digital literacy. It also stresses the importance of giving students opportunities to use technology meaningfully in their learning to prepare them for success after school.
This learning log outlines goals for a unit of study, including the teacher's three goals and the student's individual goal. It also lists the student's three chosen artifacts and one required artifact to demonstrate their learning.
This document is a self-assessment form where the student rates their performance in a school unit by indicating whether they met their goals and identifying their greatest strength, greatest struggle, and how to improve for the next unit. The student selects how many goals they met from all four to none and provides short descriptions of their top strength, top challenge, and plan to do better in the future unit.
This document is a student self-assessment form where the student rates their performance in meeting goals for a school unit and identifies their greatest strength, greatest struggle, and how to improve for the next unit. The teacher then provides feedback.
This learning log outlines goals for a unit set by the teacher and the student. The teacher's goals are left unspecified, while the student's sole goal is also not stated. The log also lists three artifacts the student will use, but does not provide any details about them or a required additional artifact.
The document discusses how the purpose of education is to teach students how to learn. It emphasizes that learning is a lifelong process that students must take ownership of, and that 21st century learning builds students' foundation to learn independently through skills like collaboration, critical thinking, and digital literacy. Effective practices for developing these skills involve collaborative learning models, open-ended activities that promote problem-solving and analysis, and integrating new technologies to support innovative instruction. Educators should start small by incorporating one new tool per lesson to gradually build students' digital proficiency over time.
The document provides requirements and guidelines for creating a "global ecosystem glog" to examine the dynamics of an ecosystem outside the United States. The glog must include: a food chain with at least four trophic levels and identification of consumer/producer types at each level, identification of at least five resources used by organisms and how they are obtained, explanation of at least two symbiotic relationships, detailed description of the niche of one chosen species, and explanation of at least two predator-prey relationships. The glog will be evaluated based on completion of requirements, accuracy of content, use of visuals to make it engaging, and depth of analysis of niche and community relationships.
The document provides guidelines for creating a public service announcement (PSA) about how humans have negatively impacted an ecosystem. Students will work collaboratively in groups to choose a topic, write a script, plan roles and filming, with the goal of drawing in audiences, holding their attention, and conveying a concise yet meaningful message that challenges viewers to take action. The PSA should be no longer than one minute and be attention-grabbing and engaging through an audio, video, or animated format. Students will be evaluated on completion, content, craftsmanship, and critical thinking.
This document contains licensing information for Lauren Zoerhoff, who holds a Bachelor's degree. She has a teaching license that is valid until August 31, 2013. Her license allows her to teach Chemistry, Earth/Space Science, Life Science, and Physical Science to students in grades 5 through 12. She is required to complete professional development requirements to maintain her license.
This document provides a technology self-assessment rubric for teachers to evaluate their own technology skills and professional development needs. It includes skills across three strands: teaching and learning with technology, ethics and safety, and technology operations and concepts. Teachers can identify their current mastery level as early, developing, proficient, or advanced technology user and check off skills they have mastered to guide their continued technology learning and integration.
The document discusses the importance of trying new things and making mistakes in the process, as well as having the courage to simplify complex problems instead of making them more complicated. It also states that the primary way to influence others is through personal example rather than other means.
The document discusses five types of "digital differences" that impact teaching and learning:
1) Unequal access to technology in schools between low- and high-income areas
2) Variations in home computer/Internet access based on socioeconomic status
3) Differential use of computers in school, often drill/practice for low-income vs. simulations for high-income students
4) Gender differences in how boys and girls access and use technology
5) A "generation gap" between digital native students and digital immigrant teachers
The author explores these divides and strategies teachers can employ to help bridge them, such as integrating technology into academic content in collaborative ways.
The document outlines different types of literacies that have developed over time, from more traditional literacies like mechanical and cultural literacy to modern digital literacies. It shows that literacies have expanded from just reading and writing in the 20th century to include visual, media, digital, computer, social media, and musical literacies in the 21st century that incorporate new technologies and ways of communicating information.
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
1. W540 Computers in the Curriculum
Digital/Media Literacy
Your Name: Lauren Zoerhoff
ePortfolio URL: http://lzoerhoff.wix.com/eportfolio
Title Factors That Influence Reaction Rates
Overview In this lesson, students will examine how temperature, concentration, surface area, and the
presence of a catalyst affect the rate of a chemical reaction. They will use virtual simulations
to discover what happens during a chemical reaction when these factors are manipulated.
They will then work collaboratively to create a video demonstration that models a chemical
reaction impacted by one of these factors.
th th
Resources & This lesson is intended for a 9 -10 grade chemistry or integrated chemistry and physics (ICP)
Preparation class. It is intended to be completed in three class sessions.
Resources:
Computer access for each student
General lab equipment such as hot plates, stir plates, beakers, thermometers, mortar and
pestles
Access to chemicals (students will be directed to use safe and simple chemicals. For
example: sodium bicarbonate, acetic acid, sodium chloride, hydrogen peroxide or any other
safe chemicals available at school)
Camcorders, smart phones with video, or mobile webcams
Websites
How Temperature and Concentration Affect Reaction Rates
How Surface Area Affects Reaction Rates
Mentor Mob
Google Group Notes Document
Quizlet Option 1
Quizlet Option 2
Video Demonstration Guidelines and Rubric Handout
Preparation:
Session 1- Prepare hydrogen peroxide catalyst demo; Prepare a Google doc with group notes
giving editing rights to students
Session 2- Requested chemicals and lab equipment should be set out for students; Mentor
Mob account should be created that grants students editing rights
Session 3- Create a quiz at the end of the playlist that assesses objectives and the content
presented in the playlist
Theory to Students will build digital literacy skills by working with virtual simulations, contributing to an
Practice online learning playlist, and designing a video demonstration that will be published to the web.
According to Heidi Jacobs in her book, Curriculum 21, “We should aggressively go out of our
way to find better ways to help our learners demonstrate learning with the types of products
and performances that match our time” (Jacobs, 2010, p.422). In this lesson, students are
st
demonstrating their learning in a 21 century way. Students are also working collaboratively
in this lesson, and according to a study by Gallardo-Virgen and DeVillar, “Using collaborative
groupings in the computer-integrated science classroom can result in academic gains greater
2. than those achieved by students working individually” (Gallardo-Virgen and DeVillar, 2011,
p.287). Furthermore, this lesson gives students the opportunity to be creative and to design
something that has a larger purpose and contribution. They will be designing a demonstration
that will be published to the web for the purpose of helping their classmates and the public
learn more about the rates of chemical reactions. According to Alan November in his book,
Who Owns the Learning, “That is the goal that drives the Digital Learning Farm model; to
create a culture of learning in which students feel autonomous, masterful, and purposeful”
(November, 2012, p. 383).
Standards Indiana State Standards:
C.7.5 Explain how the rate of a reaction is qualitatively affected by changes in concentration,
temperature, surface area, and the use of a catalyst
ISTE NETS:
1c Use models and simulations to explore complex systems and issues
2a Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
Objectives Upon successful completion of this lesson, students will be able to:
Explain how the rate of a chemical reaction is impacted by temperature, concentration,
and surface area
Design a scientific experiment that will model the effect of temperature, concentration, or
surface area on the rate of a chemical reaction
Collaborate with a group to create a video demonstration that shows how either
temperature, concentration, or surface area impacts the rate of a chemical reaction
Build Inquiry A demo will be performed to build inquiry. Students will compare the decomposition of
hydrogen peroxide without a catalyst to the dehydration of hydrogen peroxide with
detergent or potassium iodide as the catalyst. Students will conduct a discussion about what
made the reaction take place more quickly and what other factors, besides a catalyst can
make a reaction take place more quickly.
Instructional Session One
Delivery Introduction (15 min.)
1. Show students hydrogen peroxide in a beaker and explain to them that when hydrogen
peroxide decomposes, it produces water and oxygen. Write the chemical equation on the
board. Ask students the following series of questions to stimulate discussion:
-Is the hydrogen peroxide in the beaker decomposing?
-What would happen if we left it out for a long period of time?
-What might we do to accelerate this reaction?
2. Demonstrate the hydrogen peroxide decomposition reaction with a catalyst, and ask
students the following series of questions to stimulate discussion:
-What was different about the reaction that was just performed?
-What were the products of this reaction?
-How did the presence of the catalyst make the reaction happen more quickly?
-What other factors might make the reaction occur more quickly?
3. Explain to students that the addition of a catalyst is one means by which a chemical
reaction’s rate can be increased. This occurs by lowering the activation energy for the
reaction. Other factors that can increase rate are concentration, surface area, and
temperature.
Content Reinforcement (15-20 min.)
Direct students to the How Temperature and Concentration Affect Reaction Rates simulation
and the How Surface Area Affects Reaction Rates simulation. Give them time to explore the
simulations. Encourage them to think about how changing surface area, concentration and
temperature impacts the activation energy, number of collisions, and overall rate of the
3. reaction. Direct them to make one contribution to the Google Group Notes Document.
(Depending on the number of students it might be necessary to direct some students to make
multiple contributions or have some students contribute multiple times to one of the
questions)
Application and Critical Thinking (15-20 min.)
Divide students into groups of four (some might need three or five) and explain to them that
with their group, they will be designing and creating a short video demonstration of one of the
factors they just investigated. Assign or let students choose the factor they want to make their
demonstration about (make sure every factor is covered by at least one group). Give each
group the Video Demonstration Guidelines and Rubric Handout.
Give them time with their group to do the following:
-Choose the chemical reaction they will be performing in their demonstration
-Design the demonstration
-Make a list of the chemicals and equipment their demonstration requires
**They should be able to give the teacher the list of equipment and chemicals they need by
the end of session one so that the teacher can have them available for session two**
Session Two
Content Reinforcement (10 min.)
Jigsaw: Arrange students in groups of three (some groups might need four) so that at least
one student from each of the factors being studied (surface area, temperature, concentration)
is in each group. Each student will act as the expert on their topic to recap to their group how
their factor affects the rate of the reaction, the number of collisions, and the activation
energy.
Application and Critical Thinking (40 min.)
Give students time with the group they are creating their video demonstration with to do the
following:
-Write a script for their demonstration
-Determine roles for each group member
-Rehearse
-Determine when they will film their final video
Homework: Students will have a designated time period (2-3 days recommended) to complete
the assignment by filming their demonstration, editing their demonstration, and contributing
their demonstration to the Mentor Mob playlist. They can film their demonstration in the
science lab before or after school or at home if they are using safe, household chemicals.
Session Three (to occur after the homework assignment listed above has been completed)
Content Reinforcement (10 min.)
Have students complete either Quizlet Option 1 or Quizlet Option 2
Application and Critical Thinking (25-30 min.)
Have students view the final Mentor Mob learning playlist with all of the contributions from
the video demonstrations.
Closure (10-15 min.)
Have students complete the Mentor Mob learning playlist quiz at the end of the playlist.
Additional Catalyst Demo Guidelines
4. Resources
Assessment Google Group Notes Document: Were students able to accurately answer the designated
questions? Student responses can be reviewed to target specific students who had trouble
conveying accurate information.
Jigsaw: Were students comfortable presenting information about their topic to their group?
Group interactions should be monitored during the jigsaw.
Video Demonstration: How well did each group meet the criteria on the rubric?
Mentor Mob Quiz: How well did students perform on the quiz? Which topics/questions are
they still struggling with, if any? Results of the quiz can be viewed by logging into the Mentor
Mob account.
Extension Students read news article discussing a new enzyme that is improving the efficacy of current
medicines. This article will stimulate a discussion about the importance of reaction rates in
every day life.
Citations Gallardo-Virgen, A., & DeVillar, R. A. (2011). Sharing, talking, and learning in the elementary
school science classroom: Benefits of innovative design and collaborative learning in
computer-integrated settings. Computers in the Schools,28(4), 278-290. Retrieved from
http://ulib.iupui.edu/cgi-bin/proxy.pl?url=/docview/964190331?accountid=7398
Jacobs, H. H. (2010). Curriculum 21 essential education for a changing world. Alexandria, Va.:
Association for Supervision and Curriculum Development. Kindle Edition.
November, A. C. (2012). Who owns the learning?: preparing students for success in the digital
age. Bloomington, IN: Solution Tree Press. Kindle Edition.