Melissa+Knox

email address: Melissa.Knox@k12.sd.us

__District plan__ I will present for 2 hours of the in-service day before school, and have a follow up session on the next in-service day. I would like to talk with administration, and at each in-service teachers could share how they are implementing 21st century skill into their classroom and offer some help sessions with different digital tools. This would take 20 min at each meeting 
 * Show video “pay attention” before in-service starts (during roll & coffee time)
 * See what the teachers think 21st century skills are and clarify some issues – it is not just technology
 *  Explain that we have different learners and we need to bridge the generational gap.
 * Go over resources -  State library & Digital tools and c reate a wiki with tools/resources
 * Have “expert” help sessions
 * Offer a safety net

|| Subject area: Chemistry Grade level: High School Time frame: 2 class hours Lesson title: Elements and Periodic trends ||  ** 9-12.P.1.1. Students are able to use the Periodic Table to determine the atomic structure of elements, valence number, family relationships, and regions (metals, nonmetals, and metalloids). **  ||  **Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity **  **Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks **  || - Creativity & Innovation skills è 2.Cl.1 Demonstrate originality & inventiveness in work è 2.Cl.2 Develop, implement and communicate new ideas to others è 2.Cl.5. Exercise sound reasoning in understanding - Critical thinking & problem solving skills è 2.CTP.4 Frame, analyze and synthesize information in order to solve problems and answer questions - Communication and Collaboration Skills è 2.CC.1 Articulate thoughts and ideas clearly and effectively through speaking and writing <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">è 2.CC.3 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">è 2.CC.4 Assume shared responsibility for collaborative work Strand 3: Information, Media and Technology Skills - Information Literacy <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">è 3.1L.1 Access information efficiently and effectively, evaluate information critically and competently and use information accurately and creatively for the issue or problem at hand <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">è 3.lL.2 Possess a fundamental understanding of the ethical/legal issues surrounding the access and use of information || http://www.xtimeline.com/ || <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';"> || || **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Technology/Visual Aids - I incorporate flash cards, xtimline, and different research tools into my lesson. The flash cards are a visual representation of the terms and the main ideas of the chaper. Xtimeline helps to organize the information related to how the periodic table has evolved. The different reseach tools: google, and the state library will assist students in finding reliable websites. This also helps students with 21st century skills in helping them to decide what sources are reliable/usable, and learning how to use resources responsibly. ** <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';"> **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Questioning as the lesson progresses I will ask questions like the ones listed below and earlier in the lesson. I also might add in the end of the section questions from the book to check if the students are on track and learning the material necessary to master this standard. ** <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';"> ||
 * **<span style="font-family: 'Arial', 'sans-serif';">Technology Integration Unit/Lesson Plan Template **<span style="font-size: 8pt; font-family: 'Arial', 'sans-serif';">(modified from MTS Lesson Plan Template)
 * Name: Melissa Knox
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Brief lesson/unit Summary/Description ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">This lesson will address how the periodic table is arranged and the scientists who contributed to the arrangement. Students will research and construct a timeline dealing with the different versions of the periodic table. This lesson will also cover periodic law and trends of the periodic table. Students will explore groups and different families of the periodic table and come up with their own different way of arranging the table. ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Essential Questions to guide this unit/lesson and focus teaching and learning: ** ||
 * # <span style="font-size: 11pt; font-family: 'NewCenturySchlbk-Roman', 'serif'; mso-bidi-font-family: NewCenturySchlbk-Roman;">Describe how Mendeleev arranged the elements in his periodic table according to properties?
 * 1) <span style="font-size: 11pt; font-family: 'NewCenturySchlbk-Roman', 'serif'; mso-bidi-font-family: NewCenturySchlbk-Roman;">What is the main idea of periodic law?
 * 2) <span style="font-size: 11pt; font-family: 'NewCenturySchlbk-Roman', 'serif'; mso-bidi-font-family: NewCenturySchlbk-Roman;">How does the horizontal rows of the modern periodic table compare/contrast with the vertical columns?
 * 3) <span style="font-size: 11pt; color: black; font-family: 'NewCenturySchlbk-Roman', 'serif'; mso-bidi-font-family: NewCenturySchlbk-Roman;">Describe the two main regions of the periodic table? ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">State Content Standard/Benchmark addressed [] ** ||
 * ** Indicator 1: Describe structures and properties of, and changes in, matter **
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">State Educational Technology Standard/Benchmark addressed [] ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Indicator 1: Students recognize and demonstrate skills in operating technological systems **
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product **
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity **
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">9-12.CT.3.1 Select and apply technology tools for research, information analysis, problem solving, an decision making in content learning **
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * Strand 2: Learning & Innovation Skills
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Students will understand (lesson/unit objectives): ** ||
 * * //<span style="font-size: 11pt; font-family: 'FranklinGothic-DemiOblique', 'sans-serif'; mso-bidi-font-family: FranklinGothic-DemiOblique;">Describe //<span style="font-size: 11pt; font-family: 'FranklinGothic-Book', 'sans-serif'; mso-bidi-font-family: FranklinGothic-Book;">the organization of the modern periodic table.
 * //<span style="font-size: 11pt; font-family: 'FranklinGothic-DemiOblique', 'sans-serif'; mso-bidi-font-family: FranklinGothic-DemiOblique;">State //<span style="font-size: 11pt; font-family: 'FranklinGothic-Book', 'sans-serif'; mso-bidi-font-family: FranklinGothic-Book;">the periodic law.
 * //<span style="font-size: 11pt; font-family: 'FranklinGothic-DemiOblique', 'sans-serif'; mso-bidi-font-family: FranklinGothic-DemiOblique;">Describe //<span style="font-size: 11pt; font-family: 'FranklinGothic-Book', 'sans-serif'; mso-bidi-font-family: FranklinGothic-Book;">characteristic properties of groups of elements.
 * //<span style="font-size: 11pt; font-family: 'FranklinGothic-DemiOblique', 'sans-serif'; mso-bidi-font-family: FranklinGothic-DemiOblique;">Relate //<span style="font-size: 11pt; font-family: 'FranklinGothic-Book', 'sans-serif'; mso-bidi-font-family: FranklinGothic-Book;">the properties of the main-group elements to their electron configurations. ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * Microsoft Education Pack for Tablet PC
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Procedure (learning activities)/ lessons of unit ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">For a warm up activity, I use Microsoft Eduction Pack for Tablet PC and use the Ink Flask Cards feature to make flash cards with the term and definition. I have the flash cards from the chapter playing on smart board as students come in. This allows you to answer quick questions before the class starts. You will have to make your own flashcards because the file is not transferrable. To start the lesson off e xplain to the students that elements are arranged on the periodic table in a certain way. There are three men that have greatly contributed to the arrangement of the periodic table. Divide the students into groups of 2-3. It is the groups job to use xtimline to construct a timeline of the periodic table. The timeline should include Newland, Mosley, and Mendeleev’s tables and the characteristics of each (how they organized their tables). The timeline should include pictures of the table along with pictures of the three men. The timeline should also include some recent changes to the Periodic Table as well. At least six changes of the periodic table should be represented on the timeline (see rubric for project criteria). After they have completed the timeline, students will create/design their own periodic table (see rubric for project criteria). They should include characteristics of the new families and groups and some trends of the new table. They should have a different color for each family/group and have the characteristics of those family/groups on the table. Periodic table can be done on computer (PowerPoint, Photostory3, Word, Excel, etc.) or poster board. This lesson provides the basis for other chemistry units in which real world applications are based. **
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Strategies that can teach any student ** ||
 * Technology, visual aids, and questioning
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Describe application of above strategy or strategies below ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">
 * 1) **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">How does Mosely’s Periodic Table compare/contrast with Mendeleev’s Table? **
 * 2) **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">How would you create/design a new periodic table? **
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Assessment Method/s and description ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">While the students are working on their projects ask some of the questions listed in the lesson plan. This will help keep them on track and make sure they are going in the right direction. Attached below are the rubrics used to grade the timeline and periodic table. I hand this out to the kids at the begining of the project so they know what I expect and what they are being graded on.

** <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';"> || || ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">[[file:Periodic Table Project rubric.doc]] **
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Resource List ** ||
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// ** ||
 * Accommodations – for children with visual impairment use the zoom feature or Zoomtext program to help students research and use the computer. Also use key enlargement stickers to help them find the appropriate key on the keyboard.
 * Accommodations – for children with visual impairment use the zoom feature or Zoomtext program to help students research and use the computer. Also use key enlargement stickers to help them find the appropriate key on the keyboard.
 * **<span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Peer Reviewer: _ ** ||
 * <span style="font-size: 10pt; font-family: 'Arial', 'sans-serif';">Comments: Nichole Tarr