Technology Integration Learning Plan (TILP)

Lesson Plan for Matter PhotoStory

Analysis

This activity follows a unit over the classification of matter. Students should at this point be able to classify matter as substances (compounds or elements) as well as mixtures (homogeneous or heterogeneous). They should also be able to distinguish between physical and chemical changes. The objective of this assignment is to have the students create a PhotoStory where they explain these concepts. They must come up with specific examples of the above outlined concepts and explain why they are examples.

Before beginning the assignment students must show that they have the knowledge and skills necessary. If this is the first time that students have used it, they must be introduced to how PhotoStory works. As far as the content knowledge, students will be give a table where they must identify 2 examples of each: compounds, elements, homogeneous mixtures, heterogeneous mixtures, physical changes, and chemical changes. If they are able to adequately fill this in, they are ready to go. If they have one or more errors, more explanation is needed.

Design and Development

Objectives: (1) Students will be able to give specific examples of compounds, elements, homogeneous mixtures, heterogeneous mixtures, physical changes, and chemical changes and explain why they are relevant examples. (2) Through collaboration with a partner, students will be able to create a digital story of matter and change using internet search and PhotoStory.

Resources: http://www.northtechnical.org/emints/lutfiyya/Webquests/Periodic%20Table %20Webquest/Main%20Page.html PhotoStory

Sequence:

Day 1 – Have students fill out planning sheet and show examples to teacher. If needed, teacher will direct students to better examples and a more full understanding of concepts. Days 2-3 – Students will search for pictures that will represent their examples. They are to save these into a folder on their computer. All pictures should be found no later than the end of day 3. Days 3-4 – Students should organize their pictures and write a script for what they will record. Any script not written by the end of day 4 should be done for homework. Day 5 – Students will record their Photo Stories.

Assessment: A scoring guide will be provided to students prior to them doing the assignment. Technology - The use of technology enhances the learning experience here because students have to go beyond regurgitating knowledge or definitions. To get a good score on this assignment they must come up with their own examples and explain why they fall into each category. They are becoming the teacher and you always learn better when you teach something. With the use of technology we are able to capture what they are doing and to have it for later review. This also gives students an opportunity for collaboration.

Implementation

Having previously utilized Photo Story for digital story telling projects, I foresee management opportunities centered mainly in content clarification and technology trouble shooting. Students are eager to dive in to the creation of the digital story and are often careless when navigating. Facilitating the navigation of the site as well as the installation of the microphone are the most common implementation stumbling blocks I expect to encounter. Students also need guidance or a tie-breaker when choosing a representative image for a specific slide in the digital story.

Show Me Standards being evaluated through the implementation of the digital story telling project are the following:

 Science 1: properties and principles of matter and energy  Goal (1.2) develop questions and ideas to initiate and refine research  Goal (1.4) use technological tools and other resources to locate, select and organize information  Goal (2.1) plan and make written, oral and visual presentations for a variety of purposes and audiences  Goal (2.3) exchange information, questions and ideas while recognizing the perspectives of others  Goal (2.7) use technological tools to exchange information and ideas  Goal (3.1) identify problems and define their scope and elements  Goal (4.4) recognize and practice honesty and integrity in academic work and in the workplace  Goal (4.5) develop, monitor and revise plans of action to meet deadlines and accomplish goals  Goal (4.6) identify tasks that require a coordinated effort and work with others to complete those tasks

In addition to this assignment students will be evaluated with a unit exam.

Using the technology in this lesson will allow students to create an effective multimedia presentation that is focused and rich in content. Using the technology will also allow students to engage in ownership of the content by personally choosing examples that they can explain. And finally, the use of technology will allow students to collaborate with a partner, accessing and developing interpersonal intelligence that is so important in the academic setting as well as the workplace.