w+Byron+Guy

[[image:DSCN0534.JPG width="285" height="215" align="right"]]
=#1 Animated Chemical Equations = My first lesson involves teaching students to balance chemical equations using animation in PowerPoint. The first part of the lesson uses a PowerPoint to guide the students through a series of analogies that are similar to chemical equations. The students are then asked to solve a series of problems that deal with different ratios. These analogies are then compared to chemical equations. The students are then given an example of a chemical equation that balances itself using animation. In the equation, two hydrogen atoms combine with two oxygen atoms to form water. As the equation is balanced using coefficients, a model of the atoms and molecules involved in the reaction, provides a visual, real-time representation of the changes that occur. Links are then provided to show the students how to do the more difficult parts of the PowerPoint animation. The students then use PowerPoint to create their own chemical equations that balance themselves. Later, the students can present their PowerPoint using an LCD projector. The lesson has several components:

1. A PowerPoint that the teacher uses to take the students through the actual lesson .[[file:balancing Equations PPT.ppt]]
==2. A Link in the beginning of the PowerPoint to a movie that I posted to Teachertube that explains how the teacher can use the PPT [|PPT Instructions]== ==3. Links at the end of the PPT to more movies on TeacherTube that explain how to create the equations, animations, and models of atoms and molecules [|How to create Chemical Equations with subscripts] [|How to create atoms and molecules] [|How to animate text and objects]==

6. A lesson plan and sample rubric:[[file:Balancing Equations Lesson.doc]]
. . ..

Lesson #2 Tech Integrators: Chicken Genetics Gizmo Lab
About this Lesson:

This is our school's first year of GIZMO use. I found three components of this lesson that I wanted to tweak:

First, students who been doing these labs on their own, were completing the labs in 15 minutes or less. I wanted them to take a little more time to think and reflect. Second, when the gizmo is made into a complete lab, with extended response questions, the process can be time-consuming. I wanted something in between. Third, I wanted a more comprehensive analysis of the data.

In a nutshell, I wanted:

· a quick lab (but not too quick) that students could complete and review before the class was over.

· a series of questions to answer during the lab rather then the 3-5 questions at the end of the gizmo, or the longer written responses on the Exploration Guide.
· to be able to monitor the students answers and data (in real time). · to be able to compile data from each of the students, for further analysis and class discussion

With these goals in mind, I combine components of the gizmo and the Exploration Guide with the //CPS clicker system//. The CPS clicker system allows students to enter answer with a remote control device. These answers can be numeric, multiple-choice, true or false, or yes and no. While the students are answering the questions, the teacher can monitor their answers on a computer as they are entered. I took the exploration guide from the gizmo and edited it to fit my needs. Some of the answers that the students entered were to be used after the lab, to compile data for analysis and class discussion.

To put this lesson in the context, the chicken lab introduces the concept of co-dominance. At this point in the curriculum, s tudents have just finished studying dominant and recessive alleles in the study of genetics. We begin this lesson with a review of terms. This leads to a discussion of how some traits are not necessarily dominant or recessive. This is followed by a PowerPoint discussion of sex-linked traits in the royal families of Europe. Then this discussion leads to the lab. During the course of the lab, I am able to watch each student's progress. By color coding the responses, I can spot anyone who may be off track instantly. After the lab has been completed, we combine the data from the CPS system to get a picture on a somewhat larger scale on the big screen with an LCD projector. The data can be entered into Excel for graphing etc. We can then discuss our findings.

=Lab Directions (Edited Gizmo Exploration Guide) to use during Lab:. . . . Lesson # 3: Creating your own FCAT science calculator. =

=
This lesson introduces the student to the use of functions in Excel, and reinforces or reviews the use of various scientific formulas. The student will transfer the formulas on the reference sheet from the FCAT Science test to an Excel spread sheet which will act as a calculator. I believe that by entering these formulas and then testing the calculator, the student will inadvertently learn how to use the formulas in an engaging learning process. Anyone who has been involved in science at the college level knows the importance of being able to use Excel to crunch numbers. This lesson has also been designed for the science teacher who does not know how to use Excel. The lesson will begin with demonstrations on film, embedded in the PowerPoint. The films will demonstrate the use of the calculator, how to create functions, and the components of the assignment. Students are then given work time to work on the assignment. After the assignment has been completed students will test their calculators with a series of word problems. These word problems will test each formula.======

PowerPoint Lesson: [[file:Excel Calculator Lesson.ppt]]
===Word Problems: Lesson Concept Map in Inspiration Program:  Completed Excel FCAT Calculator:. . . . . .=== =Lesson # 4: Web Quest, Rescue at Fundy = This lesson is a web quest that I wrote about the Bay of Fundy in Nova Scotia Canada. This bay has the largest tides in the world. The goal for this exercise is to provide an inviting opportunity for 6th -12th grade students to learn and demonstrate their knowledge and understanding of the effects of gravitational forces on our planet. Three students work as a team on several objectives. They research the effects of the tide of various locations in the Bay of Fundy. They will also learn about the technology associated with generating electric energy through the conversion and use of tidal forces. Students will then take the information to summarize using both text and graphics in a PowerPoint presentation. Finally they will synthesize the information into a coordinated plan that combines elements from the three topics and locations.

I designed the Web quest as a sort of cloak and dagger operation. The students assume roles as operatives in a rescue attempt. Their assignment is ultimately to produce a plan for the rescue of two hostages. I hope you will find it engaging.

I was unable to load this web quest onto a website, so I use a capture program to get pictures of each web page and I have posted them here. In the cases where the web page is rather lengthy, I have labeled the pages as part one, two, three, etc. I've done this with these pictures of the web pages since you cannot scroll down.

Oncourse Lesson Plan:

Homepage:

Task page one

Task page 2:

Task leader one:

Task leader 2:

Task leader three:

Task leader 4:

Task surfer dude one:

Task surfer dude 2:

Task surfer dude three:

Task surfer dude 4:

Task tecky one:

Task Tecky 2:

Task Tecky 3:

Task Tecky 4:

Process:

Assessment checklist:

Assessment checklist leader:

Assessment checklist surfer dude:

Assessment checklist tecky:

Links:

Links leader:

Links surfer dude:

Links tecky:

Materials:

Conclusion:

Rubric:

Teachers:

National standards one:

National standards 2:

Works cited one:

Works cited 2:

Works cited three: