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Instructional Multimedia Project EDUG 522 - Donna Runion

PHASE ONE – Assess Technological pedagogical content knowledge I am a high school science teacher who realizes that now is past the time necessary to incorporate technology into my classroom and curriculum. Students often use technology and are probably more adept at using it than me. Without fear of looking foolish in front of my students, I have created the following week long unit to engage students in the often difficult topic of stoichiometry. While my content and pedagogical knowledge of stoichiometry are very strong, technology is not my strongest point. Working within the context of this unit, it is my desire to learn as much about the technology available to me as I can and engage my students in a different and meaningful manner.

PHASE TWO – Determine relative advantage The advantage of using technology in this lesson has several benefits: ü Students will use the latest technological gadget recently purchased by my school district. The student response system is a handheld device that allows a student to select an answer much like the audience does on the popular TV show “Who Wants to be a Millionaire”. When contestants ask the audience for help, the audience keys in their multiple choice answer A, B, C or D. However, the student response system is not limited to multiple choice answers; students can solve mathematical problems like stoichiometry problems require and key in their numerical response. Students will be engaged in the use of this newest technological gadget and find the activity of taking a test FUN! ü The incorporation of technology is necessary to enhance the educational environment. Students have access to the internet, cell phones, computers and various sources of social media. It is time for educators to meet students where they are and utilize the tools they use. ü This lesson will incorporate technological uses in the following ways and the __**//relative advantage//**__ of each is discussed:
 * Our class wiki -This free web application is easy to use and provides a different and unique avenue for students to show their understanding of content, gain feedback from their teacher and their peers, and gain feedback for their contribution for the wiki.
 * Youtube videos- Students are able to view and review these videos at their leaisure ande as often as necessary. This is an unique way to provide differentiated instruction to students who may need a second or third pass through the content for understanding.
 * Creation of a glogster poster - Glogster posters may be created for free and provide a fun and unique way for to show their understanding.
 * chemistry tutorial webpage - Available for students to use for free, online tutorials may be used and reused to foster student understanding. Free and easy to use, online tutorials
 * can be seen as a differentiated instructional opportunities for students to utilize.
 * Use of student response systems- The relative advantage is they are available and fun to use. Students will gain instant feedback for their answers. The teacher is easily able to monitor student progess and understanding and instantly know who needs help and in which area of the content.

PHASE THREE – Decide on objectives and assessments In addition to passing the test on stoichiometry, I have created the following outcomes, objectives and assessments for this unit.
 * Outcome: Demonstrate a problem solving approach to the assigned problems.
 * Objective: Students will understand the systematic process (steps) required to solve a stoichiometry problem.
 * Assessment: Demonstrate that understanding while solving homework problems, answering questions on the wiki, outlining the steps in their glogster poster and pass the test.
 * Outcome: Create an informative glogster poster.
 * Objective: Students will show their understanding of stoichiometry in their glogster poster.
 * Assessment: The poster is informative and contains the steps necessary to solve any stoichiometry problem.
 * Outcome: Use of appropriate vocabulary necessary to solving stoichiometry problems.
 * Objective: Students will utilize the vocabulary necessary to explain stoichiometry in their glogster posters. Appropriate vocabulary includes dimensional analysis, cancellation of units, mole and molar mass.
 * Assessment: A checklist of relevant vocabulary on the grading rubric for the glogster poster will be provided that includes the necessary vocabulary listed above.
 * Outcome: Students will enjoy this lesson.
 * Students will demonstrate a positive attitude toward their work by the end of the week.
 * A six item survey students will complete anonymously.

PHASE FOUR – Design Integration strategies I realize that this unit requires more than simply understanding stoichiometry. Students will be asked to answer questions on our class wiki and create a glogster poster that may be unfamiliar to them. It will be my job to facilitate student learning in their poster creation. In addition, to utilize the student response system will require extra planning and practice for me to utilize properly. It is my plan to observe another teacher's use and integration of this technology first before implementing it on my own. I will follow my observation with an interview of the teacher to compare notes, observations and reflections concerning the success of the lesson.

Sample Homework Problem: The students will be randomly assigned a homework problem to work. A sample homework problem follows: Consider the following balanced chemical reaction 2H2 + O2 à 2 H2O. If 20.0 grams of hydrogen is reacted with excess oxygen, how many grams of water will be produced? The homework question will be assessed according to the following rubric:
 * This assignment has 7 possible points. ||
 * 1 points || 0 points ||
 * An answer is posted || No answer is posted ||
 * The posted answer is correct || No answer or the incorrect answer is posted ||
 * The answer includes the correct unit || No unit is given ||
 * The answer includes the proper substance || No substance is given ||
 * The work to calculate the answer is provided || No work is provided ||
 * The problem includes an explanation of how to calculate it || No explanation is provided ||
 * This student responds to another student’s answer || No feedback is given to another student ||

The following rubrics will be used to evaluate the glogster poster:
 * |||| This glogster poster rubric has a total point value of 12 points. ||
 * 2 points || 1 point || 0 points ||
 * An adequate and correct explanation of stoichiometry is provided. || The explanation is provided but inadequate or incorrect. || No explanation is given. ||
 * An adequate and correct explanation of how stoichiometry is used is provided. || The explanation is provided but inadequate or incorrect. || No explanation is given. ||
 * An adequate and correct explanation of why stoichiometry is used (real world application) is provided. || The explanation is provided but inadequate or incorrect. || No explanation is given. ||
 * The correct solution for the sample stoichiometry problem I provided is given. || The solution is provided but incorrect. || No solution is provided or the incorrect solution is given. ||
 * An explanation of how to solve the problem is given. || The explanation is provided but inadequate or incorrect. || No explanation is given. ||
 * A correct and adequate podcast is provided. || The podcast does not adequately or correctly explain stoichiometry. || No podcast accompanies the glogster poster. ||

Teaching Stoichiometry – A Week Long Lesson Plan These usual videos are meant to engage students and provide a different venue for teaching the material rather than have the students listen to me. . . again. [] []
 * Day One ** – Introduction of Stoichiometry: what it is, why to use it, applications to the real world

Sign up for computer lab. Students will go the webpage below where we will utilize the resources available online to practice working stoichiometry problems. //Cavalcade o' Chemistry// []
 * Day Two ** – practice stoichiometry problems

Homework: Students will be assigned a problem to practice at home and post their answers on our classes’ wiki page. Each student will be asked to post their response to their question or ask questions if they are having difficulty to further their understanding. Students may respond to other student questions or wait for me to do so.

A second day in the computer lab will be used to instruct students to begin to create a glogster poster that will explain a simple stoichiometry problem. Students will include on their poster ü An explanation of what stoichiometry is, how it is used and why ü A sample stoichiometry problem which I will assign ü An explanation of how to solve the problem ü The solution ü A podcast of their explanation of stoichiometry to a friend A third day in the computer lab will allow time for students to finish their glogster posters. Students will use student response systems my school system recently purchased to use for review, testing and assessment. Questions are presented either orally or projected for students to view, evaluate and answer using their response systems. This device allows for timed responses and provides instant feedback and easy data analysis for the instructor or facilitator.
 * Day Three ** – Stoichiometry made easy
 * Day Four ** – Create, solve and explain a stoichiometry sample problem by creating a glogster poster
 * Day Five ** – Assessment of Understanding of Stoichiometry

PHASE FIVE – Prepare the instructional environment

Day 1 – Youtube videos have been downloaded and previewed for appropriate content. Sitting on my desktop, the videos are easily accessible and ready to go. Day 2 – The webpage tutorial we will use in the computer lab has been previewed, tested and tried. A handout has been prepared to aid students in access the webpage. The class wiki has been in place since school began. Students are used to answering question, asking questions and offering feedback. For the homework component, groups of students are assigned different questions. The handout with their question has been prepared and is ready to use. Days 3 & 4 – I have reviewed the students Appropriate Use Policies (AUP) to insure they are all cleared to use the internet in class. I feel comfortable facilitating the instruction necessary for students to create a glogster poster and am looking forward to this activity. Day 5 – Utilization of the student response systems. I have observed another teacher using them and created a powerpoint presentation for the assessment. Questions are clear, concise and meaningful to assess for the appropriate learning outcomes relating to our curriculum. Computer Scheduling – the computer lab has been reserved for my class. I have also reserved the use of a computer cart containing laptops for students to use before or after school or during their study halls if they feel more time is necessary.

PHASE 6 – Evaluate and revise

The lesson will be considered successful if all students meet or exceed a grade of 80% on the unit assessment on day 5. Students will be assessed by a test consisting of 8 total questions: 3 stoichiometry problems with numerical answers and 5 multiple choice questions that will assess their understanding of stoichiometry: what is it, how to solve a problem, and why it is useful and when it is necessary to use (real world applications) which students will respond to using their students response systems. Students will complete the following 5 question survey concerning the lesson:
 * Place a checkmark in the column that best describes your opinion concerning the unit on stoichiometry. || Agree || Disagree || No Opinion ||
 * I have gained an appreciation for the necessity of stoichiometric calculations in the real world. ||  ||   ||   ||
 * I enjoyed learning about stoichiometry. ||  ||   ||   ||
 * I enjoyed taking the unit assessment using the student response systems. ||  ||   ||   ||
 * I enjoyed creating a glogster poster. ||  ||   ||   ||
 * I enjoyed answering and posting questions on the class wiki. ||  ||   ||   ||
 * The youtube videos used for this unit were engaging and helpful in my understanding of stoichiometry. ||  ||   ||   ||

As a final analysis of this lesson’s success, I will compare student test results of this unit with previous student’s test results using traditional teaching methods. I will consider the integration of technology and tools a success if test results of this unit are better and higher than previous year’s results.