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Opportunity Knocks!

Opportunity Knocks!. Robin Tillotson Ashley Padgett Lauretta Kloer. Context. Chemistry Department of Collins Hill High The students and parents/guardians The science department of Collins Hill HS Gwinnett County Public Schools Georgia Department of Education

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Opportunity Knocks!

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  1. Opportunity Knocks! Robin Tillotson Ashley Padgett Lauretta Kloer

  2. Context • Chemistry Department of Collins Hill High • The students and parents/guardians • The science department of Collins Hill HS • Gwinnett County Public Schools • Georgia Department of Education • United States Department of Education • United States Federal Government

  3. Opportunity/Problem • Eagle Scout candidate builds an outdoor classroom for the school • Chemistry students need to complete on-site water quality analysis as a “real-life” application of the chemistry curriculum • Outdoor classroom provides safe access to the stream/river for student analysis

  4. Needs Analysis • College Prep Level students need: • “real-life” application of the chemistry curriculum • hands-on approach to effectively teach: • pH • gases dissolved into solution

  5. Course Design • Course Title: Water Quality Analysis Course: A Real Life Application • Course Objective: Students will be able to generate a PowerPoint presentation to report on the water quality of the stream/river that runs adjacent to the property of their high school and to demonstrate an understanding of the process of pH and dissolved oxygen content analyses.

  6. Quality Analysis Course Instructional Curriculum Map Water Quality Analysis Course R & A

  7. Unit Design • Title: Conducting Research on the pH of the stream/river • Objective: Students will generate a 5-paragraph essay explaining the methods and results of a pH analysis on the stream and river

  8. Lessons Implemented • Lesson 4.2: Students will identify acids, bases, or neutral solutions based on the pH indicators applied to each solution • Lesson 4.3: Students will execute the pH testing procedure on various materials classifying them into groups of acids and bases

  9. Lesson: pHun with Bases and Acids

  10. Media--Lesson 4.2 • Computer lab with internet access • Handouts • Alien Juice Bar Computer Simulation • Online quiz

  11. Media--Lesson 4.3 • Index cards used to produce a pH scale • pH paper • Computer used to play music

  12. Media--WebQuest • Computer lab with internet access • Friends of the River website

  13. Assessment • Lesson 4.2 • Online quiz • Lesson 4.3 • Lab work using pH paper to identify acids and bases • Checked by teacher

  14. Evaluation • Experts • One-on-One Learners • Small Group of Learners

  15. Suggestions for Improvement • Add brainpop.com movie on acids and bases for introduction • Use the brainpop.com quiz as the first quiz on the unit • Design a more efficient method of moving the students to the stream and back

  16. References • Amoling, T. Small-group study member. July 11, 2005. • Carey, J., Carey, L., and Dick, W. (2005). The systematic design of instruction(6th ed.). Boston: Pearson A & B. • Hardy, C. Personal Interview. July 8, 2005. • Herbig, L. Personal Interview. July 8, 2005. • Joiner, M. Small-group study member. July 11, 2005 • Kloer, L., Padgett, A., Tillotson, R., (July, 2005). WebQuest: Friends of the river. Located at: http://arches.uga.edu/~ashleykp • Quizlab.com’s Acids and Bases Quiz. Retrieved July 1, 2005 from Teachervision.com a division of Pearson Education website: https://www.quizlab.com/secured/RPT_ • Pawlik, C. Small-group member. July 11, 2005 • Rieber, L. Class Lecture. June 9, 2005 through June 30, 2005. • Regents of the University of California (2000). GEMS alien juice bar. Retrieved on July 1, 2005, from University of California, Berkeley, Department of Science website: http://scienceview.berkeley.edu/showcase/flash/juicebar.html. • Tillotson, J. Small-group member. July 11, 2005

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