The lesson plan i used as the basis for this exercise in integrating technology into the classroom is from my curr 312 course. Numerous changes had to be made to incorporate technology into a manner which would benefit the class. The only applications of technology the original lesson planned had was the watching of two videos about the discovery of the electron and neutron. It also contained a section where the students would come up with explanations about a computer simulation in a previous class; but without any details on what the simulation was, what it was about, or at what level of knowledge it contained, I could not really incorporate it into the technology lesson plan.
Another problem I encountered was with the curriculum standards for physical sciences. Looking at other fields, I can see how the standard was broken down into further subsections while the physical science was left fairly broad and sometimes branched off into different directions rather then building directly on a previous base. An example of this the 5.2.12.A.4 standard (Explain how the properties of isotopes, including half-lives, decay
modes, and nuclear resonances, lead to useful applications of
isotopes.) and most other standards in that level. At best this is branch of the 5.2.12.A3 standard, but unrelated to standards that proceed it. The end result of this problem is that within the matrix the same standard is used multiple times. During further explanation of the sections within the matrix I will break down the standard further. Now onto providing my rationale of the matrix
The first row of the matrix is the access. Within this part of the matrix, students will be introduced to the atomic models through lectures. The way technology will be used in this method could be through several methods depending on what is available at an appropriate level for the students. The most basic and easiest to find would be computer animations for the various atomic models with myself explaining what is happening in the animation with the subatomic particles. The NETS-S standard is incorporated fairly naturally in this standard since the current atomic model picture is generated through complex computer calculations from solving the Schrodinger equation. Also within the access row, the periodic table will be introduced. Students with a computer will be able to visit a website like, http://www.webelements.com/ and have easy access to wide array of information about the elements when I point out important information about how the periodic table is organized. This information includes things like the importance of the chemical symbol, the atomic number, and the atomic mass.
The next row of the matrix is analyze. Here the students will be analyze the atomic models and then produce to combine that information to that found in the periodic table. The first part will consist of me lecturing putting together the two standards. Students will then break into small groups and formulate how the electron configuration for an element will change the atomic model for an individual elements, and also begin group work with sample problems derived from the information in the periodic table. With the technology listed, it will help facilitate the learning process since they will be able to see how the atoms nucleus grow in size as the atomic number gets large, how orbitals begin to take shape. While something like that could be shown on a blackboard, computer modeling would make it much easier since it happens in three dimensions.
For evaluate. I would take the group work that the students did in the previous section and have them present it to other students. Since this work would be done on a computer, it would be easier to share with others. Any problems that arise could be easily corrected and feedback given
For the production row, students will take corrected work from the group exercise and begin individual work on the lesson. Students will be given problems related to information on the periodic table similar to those that were given in the group work and asked to solve the problems and submitted through email or googledocs. Any more corrective feedback will be given to the students, but the assignment will contain some aspect of formal assessment
In the communicative row, students will be given an element and will create some form of media to demonstrate the information that they learned from the periodic table about that element. The media could be a power point slide show, a report, or anything else that the student can think of that allows them to communicate what they've learned about the element.
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