Hypermedia Integration Lesson plan
Change of Colors in Chemistry
Your Name: Melissa Getz
Lesson Title: Change of Colors in Chemistry
Introduction:
One of the most fascinating parts of chemistry for me is seeing colors change. I love doing labs or demonstrations that involve color changes. It is really easy to get excited when you see something happen or with some of the demos, happen after a period of time. Even though many of these videos are done with explanations happening at the same time as the video, if I were doing these in person, the demo could be done on its own and then I could solicit students for their ideas on why the colors changed.
Content Area and Grade or Age Level of Students:
high school chemistry
Objectives:
After doing this lesson, students will be able to give at least two reasons why solutions change color when they are mixed together, are shaken, or are just given time to sit.
Standards Addressed:
From Next Generation Science Standards:
HS. Mater and its interactions
HS-PS1-5.
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6.
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
Relative Advantage:
One obvious benefit is that I don’t need a lab to present the information that is in the videos, although I kept wishing I had one because there were so many things I would want to do differently. Doing National Boards and videotaping my class for a couple years taught me a few things about how a videotape is supposed to be done, and to not trust that students understand what that is.
For the students, watching the videos exposes them to a visual way of learning about the reactions other than just reading about them. Even though these are not videos about explosions, some of them may catch their attention and get them more interested in wanting to do the reading and rote work that goes along with the topics seen in the videos.
I wanted to emphasize equilibrium in the videos because this is a difficult topic for many students to conceptualize. I did not include any equilibrium math videos because I’d like to create my own- I would not need chemicals to do that. Equilibrium math is very complicated when students first learn it. There may already be some good videos, but I am ready to create my own if I have to.
Timeline:
Students need at least a day to watch the videos. I tried to pick short ones so they could get through them quickly, but the ones with more explanation, obviously take longer. I put the longer ones at the end because I figured if a student got tired of watching the videos, and felt confident that they understood what they had seen in the earlier ones, then they could skip the last few. Some students may want more explanations so I left the longer videos in the playlist.
This would be a part of a series of quests that cover an introduction to chemistry or equilibrium.
Materials:
Students need access to a student with Internet access. I designed this with the idea my students would be virtual and be learning via computer anyway. They need to be on a computer that does not block YouTube.
A question sheet is attached at the end of the lesson. I made a page for the questions and you can access it with this link.
Grouping Strategies:
I expect students to be working independently because this would be for a virtual class.
Learning Activities:
· There are some videos that use equipment that can be found at home. If I am doing this as a part of quest-based learning, I could have a quest where they videotape themselves doing an equilibrium or other color change reaction in the kitchen.
· I want them to record their impressions of what is happening in the videos. I also want them to read the comments people make because not all of them are accurate. I want them to evaluate some of the comments so that they are more aware that they should not trust everything that they see in print.
· I will be asking them to do at least one worksheet (as a quest) that has them explain what happens in various situations when equilibrium is stressed. I need to think of a creative mythical set of chemicals and situations…
Assessment:
The Haber process is often used as an example of the reality for equilibrium. The Haber process makes ammonia, which is not only used in agriculture, but for explosives. It is very simple- N2 + H2 ó NH3.
For an assessment, I would give students choices after they do a little bit of research on the Haber process to get a sense of history and how recently chemists have chosen to utilize equilibrium to produce real products.
For the main project, they would choose from these ideas:
· They could research another real chemical situation and do a report or visual project to teach it to the rest of us.
· They could create a theoretical situation that is done to produce a real product.
· They could create a theoretical situation that is done to produce a fictional product.
Adaptations for Learners with Special Needs:
Hopefully by the time students enroll in my course they already have assistive or adaptive equipment set-up. If not, then I would work with them to see if an occupational therapist can help them figure out the best way for them to physically do school, including having screen readers or proper equipment to input information into the computer. I’ve had to figure out several adaptations on my own because of my disabilities, and would be happy to share with them what I have figured out, but my challenges are minor compared to some that students who work from home face on a daily basis.
For ELL learners, fortunately many of the videos are visual and do not have much oral or written communication. I did find two videos on equilibrium or color changes that were not in English. They are in the playlist and may help some students.
References:
Le Chatelier’s Principle – NO2/N2O4 tubes [Pdf]. (n.d.). Raleigh: NCSU – Dept. of Chemistry – Lecture Demonstrations.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (HS-PS1). Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS.
Your Name: Melissa Getz
Lesson Title: Change of Colors in Chemistry
Introduction:
One of the most fascinating parts of chemistry for me is seeing colors change. I love doing labs or demonstrations that involve color changes. It is really easy to get excited when you see something happen or with some of the demos, happen after a period of time. Even though many of these videos are done with explanations happening at the same time as the video, if I were doing these in person, the demo could be done on its own and then I could solicit students for their ideas on why the colors changed.
Content Area and Grade or Age Level of Students:
high school chemistry
Objectives:
After doing this lesson, students will be able to give at least two reasons why solutions change color when they are mixed together, are shaken, or are just given time to sit.
Standards Addressed:
From Next Generation Science Standards:
HS. Mater and its interactions
HS-PS1-5.
Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6.
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
Relative Advantage:
One obvious benefit is that I don’t need a lab to present the information that is in the videos, although I kept wishing I had one because there were so many things I would want to do differently. Doing National Boards and videotaping my class for a couple years taught me a few things about how a videotape is supposed to be done, and to not trust that students understand what that is.
For the students, watching the videos exposes them to a visual way of learning about the reactions other than just reading about them. Even though these are not videos about explosions, some of them may catch their attention and get them more interested in wanting to do the reading and rote work that goes along with the topics seen in the videos.
I wanted to emphasize equilibrium in the videos because this is a difficult topic for many students to conceptualize. I did not include any equilibrium math videos because I’d like to create my own- I would not need chemicals to do that. Equilibrium math is very complicated when students first learn it. There may already be some good videos, but I am ready to create my own if I have to.
Timeline:
Students need at least a day to watch the videos. I tried to pick short ones so they could get through them quickly, but the ones with more explanation, obviously take longer. I put the longer ones at the end because I figured if a student got tired of watching the videos, and felt confident that they understood what they had seen in the earlier ones, then they could skip the last few. Some students may want more explanations so I left the longer videos in the playlist.
This would be a part of a series of quests that cover an introduction to chemistry or equilibrium.
Materials:
Students need access to a student with Internet access. I designed this with the idea my students would be virtual and be learning via computer anyway. They need to be on a computer that does not block YouTube.
A question sheet is attached at the end of the lesson. I made a page for the questions and you can access it with this link.
Grouping Strategies:
I expect students to be working independently because this would be for a virtual class.
Learning Activities:
· There are some videos that use equipment that can be found at home. If I am doing this as a part of quest-based learning, I could have a quest where they videotape themselves doing an equilibrium or other color change reaction in the kitchen.
· I want them to record their impressions of what is happening in the videos. I also want them to read the comments people make because not all of them are accurate. I want them to evaluate some of the comments so that they are more aware that they should not trust everything that they see in print.
· I will be asking them to do at least one worksheet (as a quest) that has them explain what happens in various situations when equilibrium is stressed. I need to think of a creative mythical set of chemicals and situations…
Assessment:
The Haber process is often used as an example of the reality for equilibrium. The Haber process makes ammonia, which is not only used in agriculture, but for explosives. It is very simple- N2 + H2 ó NH3.
For an assessment, I would give students choices after they do a little bit of research on the Haber process to get a sense of history and how recently chemists have chosen to utilize equilibrium to produce real products.
For the main project, they would choose from these ideas:
· They could research another real chemical situation and do a report or visual project to teach it to the rest of us.
· They could create a theoretical situation that is done to produce a real product.
· They could create a theoretical situation that is done to produce a fictional product.
Adaptations for Learners with Special Needs:
Hopefully by the time students enroll in my course they already have assistive or adaptive equipment set-up. If not, then I would work with them to see if an occupational therapist can help them figure out the best way for them to physically do school, including having screen readers or proper equipment to input information into the computer. I’ve had to figure out several adaptations on my own because of my disabilities, and would be happy to share with them what I have figured out, but my challenges are minor compared to some that students who work from home face on a daily basis.
For ELL learners, fortunately many of the videos are visual and do not have much oral or written communication. I did find two videos on equilibrium or color changes that were not in English. They are in the playlist and may help some students.
References:
Le Chatelier’s Principle – NO2/N2O4 tubes [Pdf]. (n.d.). Raleigh: NCSU – Dept. of Chemistry – Lecture Demonstrations.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (HS-PS1). Achieve, Inc. on behalf of the twenty-six states and partners that collaborated on the NGSS.