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DJ Ellis's Project Outline

Page history last edited by PBworks 15 years, 8 months ago

**dj I made comments in green ~jk**

**back in here on July 29~jk**

 

Return to DJ Ellis

 

Resources for Teachers:

URL  Bloom's Taxonomy

 URL ISTE NETS*S

URL Oregon Standards

 

Design a Conceptual Framework

The following prompts will help you define the conception framework of your project.

 

For individuals: Reflect on this series of questions and record your responses on your own wiki page. Be ready to share at your next team meeting. Don’t become too wedded to your ideas yet.

For a group: When you meet, share and discuss your individual responses, then respond to the questions again together. If you aim for a collaborative project, try to “mash up” your efforts into one shared project idea.

 

 

1. What important and enduring concepts are fundamental to each subject you teach? List them. Try to limit the list to two to three big concepts for each subject. Refer to content standards you teach to determine those covered by these big “umbrella” concepts. 

 Chemistry:

a. Scientific Method

b. Chemical formulas

c. Stoichiometry

 

 

2. Why do these concepts matter? Why are they important?

 a. Students will be able to problem solve and analyze data.

b. Chemical formula is the basis of chemistry and all chemicals have a formula

c. Students will be able to calculate and predict amount of product made or amount of reactants needed to make a product.

 

3. Outside of school, who cares about these topics? What is their relevance in different people’s lives and in different parts of the world?

 a. Students need to be able to problem solve and analyze real life situations

b. Knowing information about chemcial formulas and their names can help students identify harmful chemicals from nonharmful ones. I think this is an area of extension you could go into.

 c. Stoichiometry is used to calculate the correct amount of reactants to make a certain product such as in preparing a prescription drug or a cooking recipe.

 

4. Select one or two of the most promising of these topics and think about real-to-life contexts to answer: What are the interdisciplinary connections? What other subjects might be incorporated?

 a. When approaching the scientific method I have student do formal writing to express their findings in a certain experiment.

b. Stoichiometry we use factory labeling which is a method used in math for convert units.

 

5. As you begin to imagine working with these topics, how might you push past rote learning into analysis, evaluation and creation? Incorporate Bloom’s “rigor” verbs in your answer.

 

My project is on making aspirin in my chemistry class. My students will make aspirin and after we do this I will pose a question to them and ask "what is aspirin"?, "How do you know you made it"?, "What is aspirin used for"? and "If you made it how much pure aspirin will you take"?

 

My plan to push my students past rote learning into analysis, evaluation and creation will be through lab experiments, data collection and data comparision. Students will compare their data findings to actual offical chemcial handouts to confirm their results. After their lab experiments, data comparision and class discussions students will create a formal document explaining their process in making aspirin and whether or not they made it.

I'm trying to figure out how they extend beyond this investigation making some decisons about a learning path and then executing. I know you mentioned a CSI idea... I'm thinkin'... having fun with this idea... Maybe present problem scenarios to teams involving medication poisonings. Would be fun to have kids act out (explaining processes) ala the dweebs on the show. I have a lab coat, can get more.

 

 

6. Imagine authentic ways students might engage in this topics within a project and the ways 21st century skills might be addressed. Hint: The terms collaboration, digital tools, and information literacy could appear in your answer!

 

I think the topic on making aspirin and excuting several other experiments about determining whether or not they made aspirin will be engaging for the students. My plan to incorporate 21st century skills will to have a chem blog so my students can record their daily work and experince into. They will also be able response to each and have a record of their progress. I will also intergrate images and video clips of their experience. I wonder how

 

 

7. What aspects of these topics will interest your students? (A feature that seems superficial or tangential but fascinates students can give you entrée into more essential matters, so brainstorm as many as you can.)

 My students will determine whether their synthesis of aspirin is pure or impure through experimentation. They will be interested in this project because this topic will relate to them how medicine is made and the process that a chemist has to go through to identify a chemical substance. Are you considering the willow and alchemy angles at all? What other medicines are based in nature? What investigations are going into medicines derived from nature? (Taxol for cancer is a new development). Kids are studying these things and winning science contests.

 

 

8. What learning dispositions should you cultivate and ask your students to pay attention to? (REINV p. 51-52)

 

The synthesis of aspirin is going to be challenging to determine whether it's pure or not. I will stress the importance of cooperation and teamwork. Students will not be able to work alone they will need each other to finish.

 

 

 

Project Sketch--DJ

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