Justin+D

Digital Storytelling Lesson Plan


 * Lesson Title: ** Atomic Commercial


 * Days: ** 7 Days


 * Grade Level: ** 8th


 * Unit: ** The ATOM


 * GOALS: **


 * New York **** Content Standards: **

3.1b Each atom has a nucleus, with an overall positive charge, surrounded by negatively charged electrons.

3.1c Subatomic particles contained in the nucleus include protons and neutrons.

3.1d The proton is positively charged, and the neutron has no charge. The electron is negatively charged.

3.1e Protons and electrons have equal but opposite charges. The number of protons equals the number of electrons in an atom.

3.3d Interactions among atoms and/or molecules result in chemical reactions.

3.3e The atoms of any one element are different from the atoms of other elements.

3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form.

3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).


 * New York **** Common Core: **

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


 * ISTE NETS-S **

1. Creativity and innovation

2. Communication and collaboration


 * Instructional Objective(s): ** Using the information obtained over out unit on the Atom, a digital camcorder, and Windows Movie Maker, students will make an informational commercial about the atom. Students will play the role of a presenter trying to persuade 7th graders that atoms exist. This project will act as the culminating activity for the unit and will count as students summative assessment for the unit; graded as an exam.


 * ACTION: **


 * Before-Class Preparation: **Before beginning the culminating activity, students will be required to complete three steps. First, students will compile all their information obtained throughout the unit. They must also sign out a digital camcorder from the media center at our school. The last step is for students to familiarize themselves with Windows Movie Maker.


 * DURING CLASS: **


 * Instructional Activities, Materials, and Resources: **


 * Day 1: **

Materials: Atom unit information, computer, internet, and graphic organizer software.

1. I will place students into groups of four based on ability, where students with low ability levels are matched with students of medium level, and students of medium level are matched with students of higher level ability.

2. Students will delegate roles for the commercial. Each group must have four mandatory roles. If there is a problem in letting students take ownership in delegating roles, I will step in an take control of the situation, delegating roles myself. Roles for the commercial are as follows:

a. Producer

b. Filmer

c. Spokesman 1

d. Spokesman 2

3. Students will gather their information from the Atom unit and organize it in the sequence they would like to present it in.

4. Using graphic organizing software, such as inspiration, groups will organize their information into specific topics which will guide their commercials.


 * Days 2: **

Materials:Atom unit information, computer, internet, graphic organizer software, and Microsoft Word.

1. Groups will finish up their organizers where needed and begin to work on a script for their commercial.

2. Upon completion of the script, I will conference with students to check the logistics of their commercial.


 * Days 3 and 4: **

Materials: Camcorder

1. Groups will shoot their commercials. I have reserved the auditorium so that students can have enough space to shoot independently from other groups.


 * Day 5 and 6:**

Materials: Computer, Windows Movie Maker

1. Using Windows Movie Maker, students will construct and edit their commercials.


 * Day 7:**

Materials: Computer, Projector and Movie Maker

1. During last period, which is an academic study hall for all middle school students, the 7th graders will be watching my 8th graders’ commercials. Groups will be responsible for answer questions directly following their commercials showing.

2. Students will hand in their commercials.


 * MONITOR: **


 * Assessment(s): ** Throughout the project, I will keep a journal of group progress and efficiency. The groups’ ability to collaborate effectively will be essential to a successful commercial. During the project, students will be required to have a sit down conference where I will discuss their commercial script and gauge students understanding of the atom; this too will be kept in the journal.


 * Accommodations and Extensions: ** Students with special needs will be paired in groups where they collaborate with students of medium skill level. Through the collaboration, students will receive direct support through their group members. My TA and I will also pay close attention to the groups containing students with special needs and will intervene when necessary.


 * Evaluation:** The commercial project will count as a summative assessment for the Atom Unit and will be weighted as an exam grade. Groups will be graded on the information presented in the commercial, the creativity of the commercial, and the effectiveness in group collaboration. I am still trying to decide if I will include a component from the 7th grade views reaction to the commercial. I thought about possibly including a survey for 7th graders to fill out but the honesty of response to the survey will be an issue.

Online Collaboration Lesson Plan

D ** ays: ** 3 Days
 * Lesson Title: ** Atomic Models
 * Grade Level: ** 8th
 * Unit: ** The ATOM


 * GOALS: **


 * New York **** Content Standards: **

3.1b Each atom has a nucleus, with an overall positive charge, surrounded by negatively charged electrons. 3.1c Subatomic particles contained in the nucleus include protons and neutrons. 3.1d The proton is positively charged, and the neutron has no charge. The electron is negatively charged. 3.1e Protons and electrons have equal but opposite charges. The number of protons equals the number of electrons in an atom.


 * New York **** Common Core: **

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.


 * ISTE NETS-S **

1. Creativity and innovation 2. Communication and Collaboration 3. Critical Thinking, Problem Solving, and Decision Making 6. Technology operations and concepts


 * Instructional Objective(s): ** Students will create atomic models using a multitude of different materials which include but are not limited to:


 * Styrofoam
 * Pipe Cleaners
 * Play Dough
 * Popsicle Sticks
 * Clay
 * Plastic Beads
 * Paper

Students will first design their models and write up plans for their models. They will then post their plans on the class wiki. After the initial post, each student is responsible for giving feedback to at least two of their classmates on their model design. For one classmate they must describe something they like or an idea that works well for the model. For another classmate, students must give advice on a way they think the model could be strengthened.


 * ACTION: **


 * Before-Class Preparation: **

Students will first choose an element from the Periodic Table. From there, students must come up with the number of protons, neutrons, and electrons located in that atom. After determining the number of subatomic particles in the atom, students must draw a Bohr’s model of their element.


 * DURING CLASS: **


 * Instructional Activities, Materials, and Resources: **


 * Day 1: **

Materials: Laptop Cart, Internet access, Microsoft Word

1. Students will formulate directions to their model, including the design and materials they plan to use.

2. Students will then post their directions on the class wiki.


 * Days 2: **

Materials: Laptop Cart, Internet access

1. Students will access the classroom wiki and respond to two of their classmates’ wikis. One response must be in a positive manner and the other must offer suggestion to their classmate’s model.


 * Days 3: **

Materials: Laptop Cart, Internet access, Model Materials

1. Students will access their wiki and rewrite their models where necessary.

2. Students will then construct their models, which will be hung all over the classroom for display.


 * MONITOR: **


 * Assessment(s): ** I will keep a journal of students’ progression through the lesson which will act as a participation grade. Students will also be grade on the completion of the wiki assignment, including the initial post and two responses. As a last form of assessment, student models will be graded on accuracy and appearance.


 * Accommodations and Extensions: ** Students with special needs will meet with me one-on-one to go over their plan. During the construction of the models, a TA will assist these students in any way needed.


 * Evaluation:** Students will be evaluated on their efficiency in staying on task during the lesson. This will count as a participation grade. Students will also be evaluated on the three posts they are required to make, and the extent to which they post. The last form of evaluation will count as a project grade, and that is the model itself. Models are expected to accurately represent a Bohr’s model of the atom of the element students have chosen.

Problem Based Lesson Plan


 * Lesson Title: ** Elemental Poster Project (PBL lesson)
 * Days: ** 1 week
 * Grade Level: ** 8th
 * Unit: ** The ATOM


 * GOALS: **


 * New York **** Content Standards: **

3.3d Interactions among atoms and/or molecules result in chemical reactions. 3.3e The atoms of any one element are different from the atoms of other elements. 3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form. 3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).


 * New York **** Common Core: **

1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


 * ISTE NETS-S **

1. Creativity and innovation 3. Research and information fluency 6. Technology operations and concepts


 * Instructional Objective(s): ** With the effective use of research databases, students will choose an element from the periodic table of elements and research the history, uses, and structure of that element. After gathering information, students will create a poster showing the structure of the elements atom, along with the uses and history of the element. A works cited must be attached to the poster. Upon completion, students will participate in a poster presentation.


 * Problem:** Who is responsible for the finding, understanding, and configuration of specific elements on the periodic table?


 * ACTION: **


 * Before-Class Preparation: ** Students will meet with the media specialist and will have a crash course in using research databases, along with learning to cite information properly. Students will also be responsible for reporting the element they have chosen for their project.


 * DURING CLASS: **


 * Day 1: **

Materials: Laptop Cart, Internet access

1. Pass out and explain the rubric for the project, as well as showing an example of a poster that I have already made.

2. Let students access the research databases and monitor their research efforts.

3. Students will be focusing on the history aspect of their element.


 * Days 2: **

Materials: Laptop Cart, Internet access

1. Let students’ access research databases and monitor their use of those databases.

2. Students will be focusing on the uses aspect of their element.


 * Days 3: **

Materials: Laptop Cart, Internet access

1. Let students’ access research databases and monitor their use of those databases.

2. Students will be focusing on the structural aspect of their element.


 * Days 4: **

Materials: Essay Layout Worksheet, Microsoft Word

1. Students will design the initial layout for their poster projects.

2. Students will create their works cited page.

3. Students will create their information paragraphs on the history and uses of their element.


 * Days 5: **

Materials: Poster

1. Students will create their posters.


 * MONITOR: **


 * Assessment(s): ** Students will conference with me every day on their progress and I will keep track of each student’s progress in a journal. Students will be graded on their ability to stay focused, organized, and on task throughout the project.


 * Accommodations and Extensions: ** Students with special needs will be given extra time with my TA. I will also collect these students’ work every night and provide direct feedback the next day during class.


 * Evaluation:** Students will be evaluated on their effectiveness in following the rubric. Students will also be graded on the overall design of the poster and the use of their sources. Although the visual aspect of the poster is important, I will place more emphasis on the information portion of the element and students ability to effectively write the history and uses of the element; along with a works cited.


 * Revisions:** I will have students use Prezi to construct their posters. I plan to give a small group of students an opportunity to use the software and hopefully I get good feedback from them.