TABLE OF CONTENTS

Science Collection

Activities and Labs

This lesson was created using the Nortel LearniT 6E + S template for integrating technology within the curriculum.
Overview:
Chemistry has been historically perceived in high school as a “hard” subject, but also needed for those who want to pursue a college career in health, science or engineering. Others would sign up just to have something that “looks good” in their curriculum. Pre-conceptions about what Chemistry would do for students vary from “explosive” to “difficult to deal with”. This lesson plan intends to change these pre-conceptions, showing a friendly and useful version of chemistry. Before using this lesson, you want to know how to use a video camera and how to download videos to your computer. You want to know also how to use the windows movie maker program and, just in case, you want to know how to use the video converter from internet. But the most important thing you need to know is that young people are very creative, curious and fast learners; if they get the right motivation nothing can stop them. You know your students, you know if they have the equipment or not. In some classroom, this lesson will work as extra credit because many of them may not count with the minimum resources.
Technology Integration:
Digital imaging, PowerPoint, video camera, computers (windows movie maker installed or similar), internet access, overhead projector and big screen.
Prerequisite Experience:
Students should be familiar with lab tools and laboratory instruments and very aware of the safety lab rules (they will be working with chemicals). Knowledge of scientific method steps is crucial, making an emphasis on the importance of descriptive skills. They need to use the proper scientific vocabulary (“stuff” and “thing” are not allowed words). Pre-assess your students on the elements of a good hypothesis and variable. Remind them that their hypothesis needs to be testable.
Teacher Prep Time:
You may have experience making your own home videos, but if you don’t have already the experience in making videos, you may want to take half of a Saturday making your own video. Teachers would feel more comfortable reviewing the following tutorials and pass on to the students those segments that would be most useful to them. There is so much information about making videos available, but Nortel.com has compiled a really nice sequence of needed information stated in friendly language. Also, you can review a web site created for amateurs which also has a friendly, easy to understand language. Copy and past the following links: Imaging: Resolution http://www31.nortel.com/webcast/main.cgi?id=3244&wm=yes

In this link more words, less videos, good advice: http://www.aboutvideoediting.com/
Estimated Time for Completion:

Ongoing; this can be a semester project. Once you have presented the project, you can set up times to review progress. It is O.K. if they want to repeat something that you had already demonstrated in the classroom, we want them gaining confidence, increasing self esteem and internalizing knowledge, so every time the students become the teacher, there is progress.
Materials:

They will need a camera with video capability and access to a computer any video editing program. Depending on their selection, lab time, space and reactants should be provided by the school.
Project:
The 21st century is becoming known for the use of technology in every level of life, the classroom is not apart from this technology. Teens are spending so much time watching TV and playing with their computer and video games that the Kaiser Family Foundation has dubbed this generation "The Media Generation." On this lesson, students are assigned the creation of an original video, digital storytelling and/or power point presentations to reveal the process, findings and applications of their investigations on scientific phenomena. On the other hand, students will be the actors and actresses or the main speakers while we all benefit from the review of concepts and/or findings.

It is very important to have everyone who appears on camera signing a release form; Nortel had created a simple and friendly version called Nortel LearniT Release Form - Video Production that can be found at the following link: http://nortellearnit.org/rawmedia_repository/73ef4a99_3290_4f04_9164_0291b1c4987f?filename=Nortel LearniT Release Form.doc
Time Management Tips:
Students may need to gain some experience with one or more of the suggested technologies. It would be useful to have the students explore the training videos as they progress through the project Students should work in teams. Each team should select from the technology options a single technology to use for their project, i.e., digital imaging or a PowerPoint presentation (pictures of the demonstration should be part of the presentation). Ask the students to e-mail their finding during the process. You can review progress every week by given them appointments.


Assessment:
Pre-assessment would include a review of concepts like: theory of atom, ionic and covalent bonds, compounds and mixtures, kinetic molecular theory, nomenclature, stoichiometry, types of chemical reactions, pH, concept of energy, and law of conservation of energy. Rubrics (assessment tools) will be used to evaluate their digital images and PowerPoint presentations and written reports to determine the students’ subject knowledge, analytical skills and applied understanding of the material. If students create a PowerPoint project, a presentation rubric will be used for this purpose. Similarly if a video clip is created, a different rubric will be used.

Refer to the Evaluate section of this document. Consult the following URL for help regarding rubrics in general: http://NortelLearniT.org/resources/Handouts/

A video rubric can be found following the link. It can be modified to suit your audience:

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/VideoRubric

A power point presentation rubric can be found following the link. It can be modified to suit your audience:

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/PowerPointPresentationRubric

A Report rubric can be found following the link and it can be modified to suit your audience

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/VideoandPPTwrittenreportrubric


Engage:
Start surveying your students on use of camcorders, digital cameras, iPods, and creation of digital movies, photo shows and power point presentations. After this pre-assessment you will have an idea about how to group your students.

Show the students the video clip submitted as part of this lesson, where the girl is working on developing a chemistry project; the video clip will illustrate how an assignment like this should be put together:

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/scientificinvestigation-videostudentscreation?staf=1

Have the students making comments on the following videos (What is missing? What would make it more science type? What would they change? What about the length? What about sounds? Don't want your face showing in the video? don't have to, use just voices and use subtitles; Would you feel more comfortable speaking your language? Do it, just make sure to use English subtitles.

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/MakingBlood

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/RedCabbageJuiceasacid-baseindicator

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/Abrightwaytodemonstratepropertiesofgases

Give the students the option to adopt one of the investigations presented in this lesson or to come up with one of their own. Either way, there will be some housekeeping rules they should follow:

1. The investigation should be done on a Chemistry subject and the students should:

2. Describe the chemical reactions that take place in their investigations (use of formulas, reaction mechanism, reactants, products and other conditions)

3. Differentiate the types of chemical reactions (synthesis, decomposition, substitution, single or double displacement, combustion, etc.)

4. Utilize proper terminology in verbal and/or written expressions

5. Define clearly the scientific principles or laws that support their investigation


Explore:
Students work out their hypothesis; they'll work on their computers researching, downloading their video clips or creating their power point.

This process can take several classes. You might want to dedicate one class per week to review progress. The group discussion could be beneficial for all the students. The lab area should be available for them to practice their demonstration. Supervision should be provided.
Evaluate:
Please follow the links:
A video rubric can be found following the link. It can be modified to suit your audience:

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/VideoRubric

A power

point presentation rubric can be found following the link. It can be modified to suit your audience:

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/PowerPointPresentationRubric

A Report rubric can be found following the link and it can be modified to suit your audience

http://library.curriki.org/xwiki/bin/view/Coll_anaselby/VideoandPPTwrittenreportrubric
Extend:
Students will get ready for the Chemistry/Magic show. They will be the organizers of the event and will have full responsibility. They can create committees and work as a highly organized institution for the promotion of science investigations.
Standards:
Some of the National Science Standards
The science education program standards describe the conditions necessary for quality school science programs. They focus on six areas and I this lesson will exercise tow of them:

As well this lesson is framed in the national science teaching standards:

Teaching Standard A

Teaching Standard B

Teachers of science guide and facilitate learning. In doing this, teachers

Teaching Standard C

Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

Guide students in self-assessment

Teaching Standard D

Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

Structure the time available so that students are able to engage in extended investigations.Create a setting for student work that is flexible and supportive of science inquiry.Ensure a safe working environment.Make the available science tools, materials, media, and technological resources

accessible to students.Identify

and use resources outside the school.

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