Digital+Story+Telling+Lesson+(week7)

** TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE  ** || ** Digital Storytelling Lesson  ** || Lesson Title: Chemistry Far and Wide |||| Related Lessons: Applied chemistry, Why study chemistry. || Grade Level: High School : 11th and 12th |||| Unit: One || ** G O A L S   ** || Content Standards: Science as Inquiry. *Abilities necessary to do scientific inquiries. * Understanding about scientific inquiry. Chemistry: Chemistry and the environment. New Jersey Standards 5.1.B.1, 5.2.B.2, 5.2.B.3. || ISTE NETS-S || 1.To implement the use of digital storytelling to teach science contents among classmates. || 4. Facilitate and authentic learning experience to promote deeper student engagement with content skills and concepts. || 2. To implement the use of digital storytelling to demonstrate understanding of science content. || 5. Support students’ efforts to identify solutions to the problem I introduced in the first part of my learning activity || 3. Strengthen students’ collaboration skills in creating short videos.. || 6. to use digital story telling to report on students problem-based process || 1.1.2 Describe the process of production of an everyday life chemical product (Applied Chemistry). Each group of students create a digital story, possibly including a map about the production of a selected personal care item. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: **a.** promote, support, and model creative and innovative thinking and inventiveness **b.** engage students in exploring real-world issues and solving authentic problems using digital tools and resources **c.** promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes **d.** model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. (same as PBL and Online collaboration) Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: **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 progress **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. (same as PBL and Online collaboration) ** A C T I O N S  ** || Before Class preparation: ** Vocabulary: ** Chemistry Laboratory, Production of personal hygiene items. ** Word Parts: ** Tooth paste, mouth wash, hand soap, hand sanitizer, hair shampoo, hair conditioner, deodorant, perfume etc.. ** Visualize : ** That students are involved in a multidisciplinary approach to give some answer to common topics in chemistry like: D istinguish among types of common tooth paste, mouth wash, hand soap, hand sanitizer, hair shampoo, hair conditioner, deodorant, perfume and is process of production. Similarities and differences. Collect the tools necessary for the project: computer equipped with sound cards, microphones, and headset, images of products, digital camera. || ** During Class  ** || ** Time  ** |||| ** Instructional Activities  ** || ** Materials and Resources  ** || 45 minutes 1 or more class periods Several class periods. |||| First: A Script and the storyboard should be written. Second: The images should be located. Third: A narrator software should be chosen and a quite place must be ideal for individual narrations.(Banaszewski, 2002) Fourth: Load the video into a moviemaking program and the audio extracted. Fifth: Students will use moviemaking programs to synchronize their sound files with appropriates images and then output the results as a movie file. Several of these programs are available for free (such as iMovie)(Cennamo,Ross,Ertmer 2009) Step 6: After students are satisfied with their sequence of images and acconpanyng sound files, they render their projects into movies files. || Digital storytelling websites: [|www.storycenter.org]. [|www.coe.uh.edu/digital-storytelling]. [|www.storymapping.org]. Computers with internet access Headphones. Word-processing or presentation software. Image-editing software. Audio-editing software. Print or electronic worksheet. Student work samples. ||  M O N I T O R   || Ongoing Assessment(s): Student should be monitored to ensure they are focusing on their observations and communication and collaboration. Student will use a teacher-generated rubric to identify components of mussel shells, a piece of fabric, Soy beans, active ingredient in a prescription drug or over-the-counter remedy additives in gasoline today, a population graph etc. Guided Reading and Study Workbook: The Guided Reading and Study Worksheets promote active reading and enhance students' study skills. The wide range of question formats reach a wide variety of learners and help them develop note-taking skills as they read the text and complete the worksheets. If you choose to use this worksheet in class, you will need to adjust the class time. Double-click the lesson plan, and in the window that appears, double-click this activity to edit the class time to meet your class's needs Interactive Textbook Students can answer the questions at the end of each section and get instant feedback. If students access the Interactive Textbook through the web, their responses are recorded and available to you in a variety of reports. ||  E V A L U A T I O N   || Have students blogs each others about their finding. Have them compare the formation of the following: invisible ink, lipids, aspirin, biodiesel, coal, gas natural and petroleum. Describe the importance of invisible ink in the past, what lipids are important in our lives, what is the aspirin all about? Compare among today’s and tomorrow’s diesel and biodiesel. Check students blogs to evaluate feed back among different period classes. Share the movies with others and get feed back. ||  R E F E R E N C E S    || Cennamo,Ross, Ertmer (2009).Technology Integration for Meaningful Classroom Use. //Self-Directed Lifelong Learning.// Cengage, Chapters 3. Mason, OH. Pp 67-69. Cennamo,Ross, Ertmer (2009).Technology Integration for Meaningful Classroom Use. //Self-Directed Lifelong Learning.// Cengage, Chapters 12. Mason, OH. Pp 263-283. Abraham A, (2009).//“ Spotlight on technology Digital Storytelling”**. **// **// Areas //**//”. Part 1 and Part 2 //(Laureate, CD-ROM, 2009). Integrating Technology Across the Content Pearson Prentice Hall. (2007) “//Lesson Plan//” Chapter 22 Hydrocarbons from Earth. Pearson Education Inc. Boston, MA. Pp 82  ||
 * Instructional Objective(s): **
 * GAME GOALS: **
 * 1. Facilitate and Inspire Student Learning and Creativity **
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments **