Online+Collaboration+Lesson+(Week+6)

** TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE  ** || ** Online Collaboration Lesson  ** || Lesson Title: Chemistry Far and Wide |||| Related Lessons: Pure or applied chemistry, Why study chemistry, Thinking like scientist. || 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 a social networking/online collaboration among classes. || 4. Facilitate and authentic learning experience to promote deeper student engagement with content skills and concepts. || 2. Help students learn and apply content-based skills and concept. || 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. || 6. Technology operations and concepts || 1.1.2 Relate pure chemistry to applied chemistry. 1.2.1 Identify the main areas in chemistry research. 1.2.3 Distinguish between macroscopic and microscopic views. 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 of PBL) 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 of PBL) ** A C T I O N S  ** || Before Class preparation: ** Vocabulary: ** Scientific method. Observation. Hypothesis. Experiments. Conclusion. Theory. Scientific Law. ** Word Parts: ** Fabric, biodiesel, chemical change, prescription drugs, gasoline. ** 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 fabrics. Differences between waxes and oils. Content of starch in medicine tablets. Describe the historical importance of petroleum etc. || ** During Class  ** || ** Time  ** |||| ** Instructional Activities  ** || ** Materials and Resources  ** || 5 minutes 40 minutes 40 minutes 40 minutes 40 minutes |||| **// Connecting to Your World //** What would the world look like without the following chemical advancements like: Tooth paste, hand soap, mouth wash, shampoo and conditioner, deodorants and perfumes? **// Use Visuals //**// .(Invisible Ink CoCl2.5H2O) // // Cobalt Chloride penta-hydrated  // Have students observing color change.(closer look of a piece of filter paper) Ask, What material is shown in the Demo? What does the microscopic view show that wouldn’t be visible in a macroscopic view? //(how the hooks and loops fit together)// Use this example to discuss how chemists use a microscopic view to explain what is observed at the macroscopic level. ** Differentiated Instruction ** // Identify 4 clues that a chemical change has taken place.:1.Color change. 2.Presence of precipitation (solid. 3.Production of bubbles (gas)and 4. Suddenly increase of temperature.(heat). //  Beans are based on lipids.    Discuss why lipids are insoluble. Ask questions concerning the characteristics of lipids.    Have students find examples to share with the class. Continue relating Medicine and Biotechnology.   ** Differentiated Instruction **    Have students create a model of a cell membrane by floating a layer of table-tennis balls in a tub of water.    Feature, //Nature’s Pharmacy,// to illustrate the content of starch among different brands of aspirin. Special reason for that? . Explain that the active ingredient in a prescription remedy or over-the-counter remedy often is different from the natural chemical on which it is based.    ** Differentiated Instruction **    Have students construct a Venn Diagram that contain definitions and the relationship Have students find out what chemicals are used as additives in gasoline today. Students might start by looking at labels on gas pumps, by contacting the companies that manufacture these products, and by looking up literature published by the Environmental Protection Agency. Additional questions students should answer include, Why are these alternatives to lead safer? Are there any disadvantages to using these alternative chemicals? ** Differentiated Instruction ** : Have students describe the first step in the refining of petroleum. ||  1.2 Chemistry Far and Wide Connecting to Your World  Transparency. Chemistry Far and Wide Connecting to Your World  Ch. 2 Chemical properties, Chemical reactions.   Guided Reading and Study Workbook  Online Interactive Textbook with ChemASAP  Pages 775-776 [|www.unitedstreaming.com] 22.1 Hydrocarbons  Online Interactive Textbook with ChemASAP [|www.thinkffinity.org] and [|www.safarimontage.com] Ingredients of H1N1 flu vaccine? [|www.thinkffinity.org] and [|www.safarimontage.com] 22.5.1 Hydrocarbons from Earth. Teacher's Edition Transparency: Graphing on white boards || 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. ||  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 12. Mason, OH. Pp 263-283. Davis, V. (2009).//“** Social Networking and Online Collaboration in the Content. **// **// Areas //**//”. Part 1 and Part 2 //(Laureate, CD-ROM, 2009). Integrating Technology Across the Content Pearson Prentice Hall. (2007) “//Lesson Plan//” Chapter 1 Chemistry Far and Wide.. Pearson Education Inc. Boston, MA. Pp 1 Pearson Prentice Hall. (2007) “//Lesson Plan//” Chapter 1 Chemistry Far and Wide.. Pearson Education Inc. Boston, MA. Pp 3 Pearson Prentice Hall. (2007) “//Lesson Plan//” Chapter 24 Lipids. Pearson Education Inc. Boston, MA. Pp 90 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 **
 * // Biodiesel.  //**
 * // Use the Technology & Society.   //**
 * // Studying Gasoline Additives:  //**