Hart,+Kelly



A: Answering the important questions about acids and bases B: Breaking down the facts for personal implementation C: Clarifying and Communicating to others ||  Related Lessons: Physical properties, Density, Chemical Properties  ||  · ** PS 1.a.1 ** “Students will follow guidelines for the handling of scientific equipment and chemicals” (Instructional Services Department, 2006).  · ** PS 1.d.1 ** “Students will select and use appropriate tools and equipment to gather data” (Instructional Services Department, 2006).  · ** PS 1.f.1 ** “Gather, evaluate, and summarize information using multiple and variable resources distinguishing between relevant and non-relevant information” (Instructional Services Department, 2006).  · ** PS 1.k.1 ** “Students will analyze and formulate valid conclusions that are supported by valid data that has been observed” (Instructional Services Department, 2006).  · ** PS 1.l.1 ** “Select appropriate research strategies, methods, and procedures to investigate practical problems or questions” (Instructional Services Department, 2006).  · ** PS 1.m.1 ** “Communicate scientific information with others, effectively and in several formats through a variety of resources ” (Instructional Services Department, 2006)  · ** PS 1.n.3 ** “Make connections within science disciplines and with other disciplines” (Instructional Services Department, 2006).  · ** PS 1.n.5 ** “Apply science concepts to everyday personal experiences” (Instructional Services Department, 2006).  · ** PS 2.b.3 ** “Students will investigate and understand the differences between elements, compounds, and mixtures; further classifying compounds as acids, bases, or salts” (Instructional Services Department, 2006).  · ** PS 2.f.1 ** “Students will investigate and understand chemical properties of matter; further identifying and describing acidity, basicity, combustibility, and reactivity” (Instructional Services Department, 2006).  · ** PS 2.f.2 ** “Students will investigate and understand chemical properties of matter; further describing, classifying, and analyzing properties of acids, bases, their solutions, and a neutralization reaction” (Instructional Services Department, 2006).  · ** PS 5.3.c ** “Students will investigate and understand chemical changes in matter; further recognizing that a chemical equation represents the changes that take place in a chemical reaction” (Instructional Services Department, 2006). || ** 1. Facilitate and Inspire Student Learning and Creativity ** ** 2 **** . Design and Develop Digital-Age Learning Experiences and Assessments ** ** 3. Model Digital-Age Work and Learning ** ** 4. Promote and Model Digital Citizenship and Responsibility ** Instructional Objectives: In the first lesson, a problem-based lesson, students should take an innovative approach to creative thinking that will require that groups create their own ideas, test their value, and then seek new solutions when necessary, (Cennamo, Ross, & Ertmer, 2010). Students will need to utilize their classifying skills, to locate valid resources, collect and interpret data and information, and be able to “produce something that is original and of value,” (Cennamo, Ross, & Ertmer, 2010, p. 26). For Part Two of the Unit Plan, involving online collaboration, students should teach and learn content area skills from each other, work together to develop an online community, and work to strengthen their writing and reading skills throughout the process, (Laureate Education, Inc., 2008a). Students will need to utilize peer expertise and suggestion, locate valid resources and images to incorporate into their project, for this part and once again be able to “produce something that is original and of value,” (Cennamo, Ross, & Ertmer, 2010, p. 26). Finally, in the last portion of this Unit Plan, students will utilize a digital story to create an original Public Service Announcement, pertaining to acids, bases, and how to properly care for these materials within one’s home in a safe manner. Students will share their stories through words, pictures, music, narration, and video, (Laureate Education, Inc., 2008b). ||
 * = Unit Lesson GAME Plan  = ||
 * Lesson Title: The ABC’s of Acids and Bases
 * Grade Level: Eighth ||  Subject: Physical Science  ||
 * == GOALS  == ||
 * Content Standards: Within this Unit Plan students will engage in Problem-based lesson, thinking of how to answer important questions and to collaborate and locate information. They will participate in online collaboration further evaluating the information and resources, and finally the process of synthesizing information and resources to be able to communicate one’s findings utilizing a digital story to create an original Public Service Announcement. In addition, the following content area standards will be met:
 * ISTE NETS-T: The following National Educational Technology Standards and Performance Indicators for Teachers will be met:
 *  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.
 *  ** 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
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** d. ** model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> 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.
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** a. ** design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** 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
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** c. ** customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** 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
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** a. ** demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** d. ** model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** a. ** advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** b. ** address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
 * <span style="display: block; line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l1 level3 lfo2; tab-stops: list 1.5in;"> ** c. ** promote and model digital etiquette and responsible social interactions related to the use of technology and information

|| || Students will need to have computer access for this activity, as well as prepared and copied handouts for the outlined frame of what is expected. They will need to have Microsoft Word software available to them at home or something comparable so they can submit their project log entries. || Accommodations and Extensions: For adaptation, I will heterogeneously group students and be available for guided learning if necessary within a group. For students who may not have computer access at home, I will arrange a time for them to submit their journal reflections on handwritten paper. ESL or Special Education students who need to verbally record their entries, rather than write them will also be afforded this opportunity using the technology resources provided by their respective department. Back-Up Plan: All handouts will be copied prior to the day’s lesson, as well as a reservation made for the Science computer lab. In addition to our Science computer lab, I will also secure the Science mobile lab, in case we run into technical difficulties with the thirty computers in the lab. If technical problems do arise; I could lead the class in a group discovery of resources that we can investigate and mark for later reference when all issues have been resolved. In the worst case scenario, students will have to arrange to meet and work in my classroom during their study hall, lunchtime, or after school. Due dates will be adjusted as needed. || ||
 * = Unit Lesson GAME Plan, Part One  = ||
 * Lesson Title: Answering the important questions about acids and bases ||||  Related Lessons: Physical properties, Density, Chemical Properties  ||
 * Grade Level: Eighth Grade, Physical Science ||||  Unit: The ABC’s of Acids and Bases  ||
 * == ACTION  == ||
 * Before-Class Preparation: Before allowing my students to engage in this PBL lesson, I will investigate and gather a number of resources that I find suitable for the project. Using one or two of them, I plan to model the process of my own approach, utilizing a think-aloud strategy and to reflect on the information that we find as a group. Additional resources can be used later in the lesson with groups of students who are struggling. I will create a skeletal outline of the topics that should be included in their presentation and have copies for them to begin. I will prepare a batch of cabbage juice, which is a natural indicator for whether a substance is an acid or a base and have gathered a few substances that we use in our own classroom such as soap, our classroom water, and even my soda or coffee, to test and gain student interest for their further exploration.
 * During Class ||
 * Time ||||  Instructional Activities  ||  Materials and Resources  ||
 * Two class periods will be used to teach, engage, and navigate students through the idea of the PBL lesson Plan. Four additional class periods will be provided for the research and creation of the multimedia product. Finally, two additional days of class will be used for groups to present their projects to the class. ||||  I will engage my students in a Problem-Based Learning project where they will be required to learn by working cooperatively to find a solution to a real life problem and to further gain interest in this topic or issue due to the virtual and face to face time they spend working with others, (Cennamo, Ross, & Ertmer, 2010). Around each individual’s home, there are dangers lurking in cabinets, closets, and our refrigerators, that are often unseen. It will be the responsibility of each group of students to investigate these dangers called acids and bases, and to gather information about their properties, their uses, their predictable behaviors, the safety measures that need to be involved when handling them, and furthermore, the benefits of them when used correctly and the unfortunate experiences when they are not. Critical and creative thinking will be required, as students will need to be open to multiple suggestions, approaches to locating and gathering information, and eventually, to the solution designs. Each group should expect to devote their best efforts to solving this problem and to encounter and work through obstacles as they create their learning process. Students should utilize written text, online resources, and can even use probeware to test certain household solutions within the classroom, provided they have proper supervision and that their plan that has been approved. Ultimately, groups should be able to create a power point presentation that includes the information they have discovered, and to be knowledgeable when engaged in group discussion by the class.
 * == MONITOR  == ||
 * Ongoing Assessment(s): Since assessment throughout a project of this sort can give teachers knowledge as to what students are learning and what requires further intervention and teaching as the lesson progresses; I plan to assess my students throughout their learning process in a formative manner. By asking students to keep a project log in a Word document, and email it to me every other day as they engage in their search for knowledge; I feel that I can gain an understanding of the thought process that they are having as individuals, as well as the insights they are gaining in knowledge and experience from working in a collaborative group. In addition, I will provide each student with a skeletal outline of the topics that should be investigated, and will require that they submit the outline with notes on a particular day or two for a grade. The final power point presentation will be assessed according to a rubric that I have created. The rubric should include content topics that were required, the overall power point presentation itself, and place for creativity, originality, and group participation.
 * == EVALUATION  == ||
 * Lesson Reflections and Notes: A deeper understanding of acids, bases, and their uses and implications will be uncovered in the following parts of this unit plan. In addition, the information created in the power point presentation from each group, will be incorporated into product for the second and third portion of the unit.

|| |||| I will engage my students in online collaboration to collect resources and identify a GAME plan for how they may evaluate the safety of substances in their own homes and whether their parents are storing them properly. Each student will then design a safety plan for storing chemicals and substances in their homes, and each post the plan to their page on the wiki. This portion of the unit plan will require that students become proficient and engaged in the virtual and face to face time they spend working with others, (Cennamo, Ross, & Ertmer, 2010). Since students now know about the properties of acids and bases, their uses, and their predictable behaviors; they should be able to provide support for the safety measures that they are recommending for their house. While this will still be a group project, students will need to have composed their own plan that includes factual evidence of their decisions. Students can continue to reference the written text and online resources that their group located. After each student has posted to the wiki by the required deadline, students will work at home to view and offer suggestions on individual safety plans. They will be required to provide feedback for two people in their own group and for one person in another group. Revisions that reflect the suggestions provided will be the final product and edited on the wiki, for completion of this lesson. || Students will need to have computer access for this activity, as well as the prepared timeline for the completion of each portion of the lesson. They will need to have Internet access and Microsoft Word software available to them at home or something comparable so they can complete work outside of class and to participate in the online, collaborative wiki. || Accommodations and Extensions: For adaptation to those lower achieving or ESL students, I will provide a skeletal outline of items that should be included in the safety plan. Parent participation will be welcome if students chose to utilize them as a resource. For students who may not have computer access at home, I will arrange a time for them to work within school hours to submit their safety plan. Back-Up Plan: In addition to reserving our Science computer lab, I will also secure the Science mobile lab, in case we run into technical difficulties with the thirty computers in the lab. If technical problems do arise I can adjust due dates accordingly. || ||
 * = Unit Lesson GAME Plan, Part Two  = ||
 * Lesson Title: Breaking down the facts for personal implementation ||||  Related Lessons: Physical properties, Density, Chemical Properties, “The ABC’s of Acids and Bases” A: Answering the important questions about acids and bases  ||
 * Grade Level: Eighth Grade, Physical Science ||||  Unit: The ABC’s of Acids and Bases  ||
 * == ACTION  == ||
 * Before-Class Preparation: Students will have completed the investigate portion of the unit by participating in Part One of the Unit Plan Lesson. Groups of students have engaged in solving a real world problem pertaining to acids and bases and have discovered their own knowledge by testing household solutions and acknowledging their properties and behaviors. Before beginning, this portion of the lesson, I will review these properties and new findings as well as to set up a wiki for each group. A brief lesson where I model with my students how to work within a wiki will also be necessary.
 * During Class ||
 * Time ||||  Instructional Activities  ||  Materials and Resources  ||
 * One class period will be used to review and model how to work within a wiki. Three additional class periods will be provided for the research and creation of their document to be completed within the wiki. Finally, students will work at home to view and offer suggestions on individual safety plans. They will be required to provide feedback for two people in their own group and for one person in another group. After all revisions are complete, we will take one class period and review each wiki to showcase their work.
 * == MONITOR  == ||
 * Ongoing Assessment(s): Each student will be assessed through their participation and completion of the assignments via the wiki page created for them. Teacher intervention will be provided as needed throughout the project. In addition, class work grades will be given for the completion of homework assignments, as well as to evaluate the final wiki product at the end of the lesson. A rubric will be used to assess each safety plan. This rubric should include the content topics that were required, factual evidence to support their plan, and then to assess the overall presentation of the plan itself.
 * == EVALUATION  == ||
 * Lesson Reflections and Notes: A personal understanding of acids, bases, and how to handle such chemicals will be uncovered in the lesson. The next portion of the Unit Plan will ask students to share this information with others.

B: Breaking down the facts for personal implementation || || |||| I will engage my students in a lesson where they view digital stories and the ideas behind creating them. Students will then be instructed to utilize their previous work and resources from Part One and Part two of their Unit Plan to create an original Public Service Announcement, pertaining to acids, bases, and how to properly care for these materials within one’s home in a safe manner. Since the topic of their digital story has been defined, groups of students will then engage in work on sequencing and organizing their ideas using the concept map that I provide. They will work to develop a script and storyboard for the PSA and will locate visuals to match the story. Since students now know about the properties of acids and bases, their uses, and their predictable behaviors; they should be able to provide support for the safety measures that they are recommending to the public. Customization of graphics will need to be performed using various software and titles, captions, and narration will need to be included. Once each group has created their own Public Service Announcement, via a digital story; they will share their product with two other groups and receive feedback on their work. Groups will then meet again with this input and reflect on the comments to make necessary revisions. Finally, each group will publish and share their Announcement and receive a grade from their peers as well as myself. A blog reflection of the process they engaged in will be the final portion of their grade for this lesson. || Students will need to have computer access for this activity, as well as the materials that their group has previously gathered on acids and bases. They will need to access the Internet and software available to them for the customization and inclusion of images, graphics, music, and or video in their story. Groups will need the prepared concept map for organization and sequencing, as well as their written copy of due dates that will be provided for the completion of each portion of the lesson. || Accommodations and Extensions: For adaptation to those lower achieving or ESL students, I will provide example websites where they may locate graphics or images to include in their story. They will be encouraged to ask for help when they feel frustrated, from their group or classmates first, and then from myself. Back-Up Plan: In addition to reserving our Science computer lab, I will also secure the Science mobile lab, in case we run into technical difficulties with the thirty computers in the lab. If technical problems do arise I can adjust due dates accordingly. || ||
 * = Unit Lesson GAME Plan, Part Three  = ||
 * Lesson Title: Clarifying and Communicating to others ||||  Related Lessons: Physical properties, Density, Chemical Properties, “The ABC’s of Acids and Bases” A: Answering the important questions about acids and bases
 * Grade Level: Eighth Grade, Physical Science ||||  Unit: The ABC’s of Acids and Bases  ||
 * == ACTION  == ||
 * Before-Class Preparation: Students will participate in a brief tutorial lesson where they are exposed to the idea of digital storytelling, as well as examples of already created stories. I will be responsible for locating these examples and for outlining how I will present this information to the class. Whole class discussion will be utilized and a think-pair-share activity will help students to further discuss their options and ideas for the project they will be engaging in. I will create a concept map to later help students organize and sequence their ideas, as well as a written timeline for their project, and have copies of these prepared for each group.
 * During Class ||
 * Time ||||  Instructional Activities  ||  Materials and Resources  ||
 * One class period will be used to engage the class in the idea of a digital story, examples of previously completed stories, and discussion of how this activity will be used to inform the community of the dangers of acids and bases. Four class periods will be allotted for students to create a storyboard and organize their ideas for the Public Service Announcement. Two additional class periods will be provided for the gathering of images, graphics, music, or video to include. The creation of the story should take place in three additional class periods; while the viewing and feedback will take another class period, or possibly two. Finally, groups will then take two class periods to meet again with this input and reflect on the comments to make necessary revisions and publish their final Announcement. Once published, we will utilize one class period and view each group’s story so that they can reflect and post their thoughts on the class blog for homework that evening.
 * == MONITOR  == ||
 * Ongoing Assessment(s): Each group will be assessed on the completion of the assignments outlined for them. Teacher intervention will be provided as needed throughout the project. In addition, class participation grades will be given for the completion of group work performed in class. Teacher observation and dialogue will provide evidence for those grades. A rubric will be used to assess each Public Service Announcement. This rubric should include the content topics that were required, factual evidence that students used to clarify and communicate their advice, and then to assess the overall presentation of digital story itself.
 * == EVALUATION  == ||
 * Lesson Reflections and Notes: None, although I will most likely revise this section of my lesson plan as I engage students in the project.

<span style="display: block; font-family: Calibri; font-size: 12pt; line-height: 115%; text-align: center;">References Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning. Instructional Services Department (2006). Middle School Science Program of Studies. Fairfax County Public Schools: http://fcpsnet.fcps.edu/it/offices/eis/instructional_sys/cr/ Laureate Education, Inc. (Producer). (2008a). Program Ten. Spotlight on Technology: Social Networking and Online Collaboration, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author. Laureate Education, Inc. (Producer). (2008b). Program Twelve. Spotlight on Technology: Digital Storytelling, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author. National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.