SCH3U - F. Gases and Atmospheric Chemistry

SCH3U - F. Gases and Atmospheric Chemistry Culminating activity

Your culminating task is project that the whole class will be involved in. “Students can develop background knowledge through both direct and indirect experiences”. (Marzano 2004) This is why you are going to make video clips and combine them into a class video, which we will watch at the end of the unit. This will help prepare you for the unit. The video should be no longer than 2 hours long, which means that each group will have 3-10 minutes of time for their video clip. You will use your own cameras (or cell phones etc.) for filming, or you may ask me for further assistance in filming your work.

Groups of students in the class will work together to make a video clip for each of the Ministry of Education’s curriculum expectations on the Gases and Atmospheric Chemistry unit. The curriculum documents are provided at the end of this document.

Jump start on assigning sections: You will divide yourselves into equal groups, so that each group will cover at least one of the topics in the curriculum.  Read the Ministry documents at the end of this package. (pages 102-103 of the Senior Science Curriculum)  Read through the expectations. Rank your top five, with five being the highest and one the lowest.  The expectation codes will be written on the board. Write your name and ranking number under each of your choices.  Compare the popularity of choices with your classmates and use this to help divide the class into groups. Each expectation should be covered by a group.  Submit your group names and the expectation your group will cover.

Once your groups are made:  Follow the choice board for ideas on how to film your topic.  As a class we will discuss if the marks allotted for each choice are fair and if any of them should be changed.

Class days set aside for preparation and viewing:  Classes 10, 14, 17 – Submit rough proposal. o Proposals must be submitted to teacher before filming.  Class 18 – Filming should be complete. o All video clips should be submitted digitally to teacher’s laptop (format should play on windows movie maker). Teacher will combine all video clips into one continuous video.  Classes 19, 20 - Viewing films. Choice Board for Culminating Task: Gases and Atmospheric Chemistry Visual Auditory Group Learner Kinaesthetic Expressiveness Individual Learner Create a Talk with a partner In a group, take a Create a catchy visual Write a 1 page story Each group concept map or about the similarities bag of problems display of vocabulary about mole world. member finds flow chart that and differences and answers. words from the Look at the word bank and interactive details the between a mole-mole Staple all of the stoichiometry unit from for possible terms you website on the different conversion and a mass- correct answers your notes. Each term can use (Use topic and concepts that mole conversion. to their correct should have a definition chemistry words and presents it while relate to the problems. Film and a graphic. Look at concepts!). being filmed. expectation. 10 points the process of the word bank for asking your group possible terms you can 10 points 15 points 10 points members the use. (Minimum of question and 3) have them give their best 10 points response (explain the correct answer). Rotate so that each group member gets equal turns to ask and respond to questions.

10 points Each member ofCreate 30s-1min radio Dramatize your Get into a circle and Write a comic strip as Present a the group commercial s. topic and film it. play ball summary to a group. summary of designs a (Minimum of 3) explain your topic. Film scientific articles sticker or writes 15 points your game. 10 points to the class on an acronym and 10 points your topic. films their 10 points (Minimum of 3) explanation. 20 points 5 points

Create a poster In a group of up to 3, Create a game based on your topic. Write a how-to paper, Research and that shows a come up with a rhyme Create a board game, a computer game, discussing how to take notes on brand new or song about balancing a white-board race, etc. Provide a clear solve a stoichiometry the history of chemistry equations. Compose set of instructions, rules, and how to problem to a friend. your topic. student how to new lyrics for a song score/determine a winner. Read it out loud. Which chemists do a and sing it (or rap it). contributed to stoichiometry 20 points 15 points the development problem. 10 points of your topic and how? 5 points 15 points Create an Create a commercial Use regular day items as props to Choose one picture Write 5 problems outline of your about mole world, improvise explaining your topic. and write a and answer notes from the inviting tourists to stop stoichiometry them. Have unit. on their next vacation. 15 points problem, with a each member be Describe local balanced equation, filmed teaching 15 points attractions and what based on it. (ex. 1 how to answer they can expect from frame + 1 seat + 2 the problems. their visit. Tourists need wheels + 2 to know what to do for handlebars  1 bike) 15 points fun, where they can eat, and where they can 5 points stay.

20 points

An activity of your choice. Please discuss your activity with your teacher for approval.

http://schools.hwdsb.on.ca/westdale/files/2010/10/Grades-11-and-1210.pdf