Running Head: Revised Lesson Plan 1

Running Head: REVISED LESSON PLAN
Revised Lesson Plan:

ACS Landmark Lesson Plan Development of Baking Powder
Adam Forester
Comprehensive Portfolio
Spring 2015
University of Oklahoma

Revised Lesson Plan:

ACS Landmark Lesson Plan Development of Baking Powder
Introduction
The following is a revision plan for an inquiry-based lesson plan taken from the
American Chemical Societies website. The lesson was originally designed for grades 9-12 in
the subjects of Chemistry and History. The original activities themselves were very worksheet
driven and somewhat limited in collaboration and formative feedback assessment opportunities
from the teacher or other students. In any subject, feedback is a necessary part of the learning
process. One of the most valuable types of feedback and assessment measures is the observation
and performance of the using the skills taught (Smith & Ragan, 2005). Smith and Ragan (2005)
outline this type of assessment as probably the best way to see if a learner has learned a certain
skill. These types of feedback situations also act to increase the learner self-efficacy. Schunk
and Meece (2006) promote that self-efficacy is affected by a number of influences including,
ones actual performances, vicarious experiences, verbal persuasion, and emotional responses
(p. 87). They also go onto explain that self-efficacy can be strongly influenced by many factors,
including a students peers. Using these theories of educational phycology and that of the ISTE
Student Standards as well as the SAMR and TPACK models of technology integration, the
following is presented as a revised lesson plan.
Learning Need
This lesson blends together chemistry and history to get students thinking through the
lens of applying their known chemistry concepts to that of the development of the chemical
compound called baking powder. Most chemistry concepts boiling down to a few basic rules or
principles that students must know in order to be successful in a given task. This lesson uses the
concepts of nomenclature, formula writing, reactions and organic functional groups to teach the
history of the development of baking powder. The Lesson is a great example of how chemistry
takes place in the real world and how it relates to scientific development. This lesson is broken
down into the follow objectives listed below.
Lesson Objectives and Standards
Lesson Objectives
1. Given a series of teacher-prompted questions and a video on the development of baking
powder, the students will use the online resource Linoit to create a before and after
comments by posting at least one sticky note
2. Given written, video, and other outside resources about the development of baking
powder, students will be able to collaboratively discuss, explain, and complete an online
Google document with 80% accuracy explaining and linking the history of bread and the
four main scientists in food chemistry.
3. Given their collaborative Google document containing information about food chemistry,
students will be able to use their GoogleDoc to design, create, and animate a 4-7 minute

PowToon using a Chromebook to gain feedback from their peers as well as through
meeting the criteria stated in the assessment rubric.
4. Given reference materials, their PowToon, and their prior knowledge about Ionic
Bonding, students will be able to demonstrate and share with their teacher a GoogleDoc
covering types of bonding and relationships with 80% accuracy.
Content Standards (NexGen Science Standards and Common Core Standards)
1. HS-PS1-1: Use the periodic table as a model to predict the relative properties of
elements based on the patterns of electrons in the outermost energy level of atoms.
2. HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical
reaction based on the outermost electron states of atoms, trends in the periodic table, and
knowledge of the patterns of chemical properties.
3. RST.9-10.7: Translate quantitative or technical information expressed in words in a text
into visual form (e.g. a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words
4. RST.11-12.1: Cite specific evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in
the account
5. WHST.9-12.2: Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
6. WHST.9-12.5: Develop and strengthen writing as needed by planning revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
7. WHST.9-12.7: Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation.
9. SL.11-12.5: Make strategic use of digital media (e.g. textual, graphic, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
Technology Standards (ISTE-S)
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and
use information.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
Revised Lesson Plan
Student Prior Knowledge
At this point, students in this chemistry class will have studied atomic structure and the
existence of atoms, compounds and molecules. In addition, derived from the complexity of the
original lesson plan, the students also are able to identify ions, write formulas, as well as some
knowledge of chemical reactions and stoichiometry.
Teacher Information/Preparation
Prior to doing this project, the teacher needs to be aware of the technology needs of the
class. The teacher needs to know what type of setting the students are going to have access the
online resources for these activities. For the school in this lesson it would be ideal if they have
access to 1:1 devices or carts of devices that can be checked-out or are available in the
classroom, the teacher would need to make sure that those resources are reserved for the length
of the lesson. For this lesson the students will be using online resources so access to a
Chromebook or laptop is needed for each student or it could be modified for groups of students.
The teacher will also be meeting with a Technology Integration Specialist to help with the
technological specific knowledge and setup within the lesson.
Time Frame (50 Minute Class Periods)
Prior to Day 1 Clarification:

o No consent from parents is needed if PowToons is used for students in an
educational setting.
o The PowToons Terms of Use Contract states: Students may use PowToon with
parental permission and teacher supervision or using the account named
Student Account according to that accounts specific terms of use.
Day 1:
o Introduce Lesson (20 Minutes)
Have students respond to prompts with Linoit
o Begin Collaborative Activity (Part I) (30 Minutes)
Have student write 250-word script (This could be done on a word
document or a Google Document if the school is a Google Apps for
Education School)
Day 2 - 3:
o Continue Collaborative Activity (Part I) (50 Minutes)


Education School)
Days 4 - 7:
o Part II: PowToon Activity (Four 50 Minute Class Periods)
Education School)
Day 8:
o Student Feedback and Presentation Activity on PowToons (50 minutes)
Students pair up with another group and watch each others video, giving
feedback
Students publish their videos and submit link to teacher
Days 9 and 10:
o Part III: Practice In Chemistry (Two 50 Minute Class Periods)
Students work independently on Practice III Google Document
Student Materials
Example handouts can be found in the Appendix A attached to this lesson.
Day-By-Day Breakdown
Days 1 to 3 Opener and Part I: Collaborative Activity
Student Participation and Teacher Role. As Students enter the room the teacher
directs them to take out their Chromebooks or get a Chromebook from the cart at the front of the
room. Students are then directed to logon to their school Google accounts, open the Chrome
web-browser and then go to the teachers website. While on the page the students are directed to
click the project page titled Chemistry of Food: The History of Bread, Baking Powder, and
Food Chemistry. Once on the page the students are directed to start the Opener activity.
Students will read the directions and click on the link to gain access to the Linot page where they
can post their answers to one of the three questions on the lesson page.
Once the students respond and have waited, the class will discuss their answers for
around 5-10 minutes. There will be a variety of answers to these questions; however there are
not right or wrong answers to these questions and students can be prompted by the teaching
asking questions like What types of uses have we used baking soda before in chemistry?
Some students will remember about learning how baking soda can neutralize acids when
learning about lab safety. Once this process is complete the teacher will then show the video to
the students off of the ACS website. After which the students will be urged to modify their
answers to the questions based off of our discussions or the video. This Opener Activity should
take around 20 minutes on the first day.
After the Opener is complete the teacher should direct the students to open the Food
Chemistry Assignment link under Part 1: Inventions in Food Chemistry. The students will use
the next three days to complete this activity within their laboratory groups (These groups rotate
every quarter and are used for group work and labs). Before letting the students start on the

activity the teacher will instruct ONE students from each group to open the assignment and then
SHARE it with their group members as well as the teacher. The teacher should also use this time
to explain the proper procedures for citing sources and the resources in their Chrome browsers
that will cite a webpage in MLA format for them. During this time they will point out the
resources on the Purdue OWL website for MLA style.
During the next two days the students will be working on using the provided resource
reading that the teacher will hand out to them as well as gathering resources from researching
online to complete the questions within their groups. During this process the teacher will
monitor the student learning as well as answer questions and direct students to proper resources
for the assignment.
Assessments. The teacher will review the groups work submitted to see if they have
achieved an 80% on the questions as well as provide feedback to the group. The answers to this
assignment take the form of short answer questions that test a recall of lower level cognitive
facts; the measurement of comprehension and application of specific information will be tested
in the next phase of the activity (Part II) (Morrison et al., 2010). The feedback provided by the
teacher would be using the Comments function on the groups Google Document that they
have shared with the teacher.
Accommodations. Any ELL or IEP students will be given every accommodation
necessary. During the group activity they will be blended in with the other groups and may be
placed with other members that they feel comfortable with. During discussions, any questions
they might be asked would be provided to them before hand. During the group work, they will
be given extra time and an opportunity to have access to any needed materials as well as
attention from the teacher.
Day 4 to 8 Part II: PowToon Activity
Student Participation and Teacher Role. As Students enter the room the teacher
directs them to take out their Chromebooks or get a Chromebook from the cart at the front of the
room. Students are then directed to logon to their school Google accounts, open the Chrome
web-browser and then go to the teachers website. While on the page the students are directed to
click the project page titled Chemistry of Food: The History of Bread, Baking Powder, and
Food Chemistry. Once on the page the students are directed to start Part II of the activity titled
Part II: PowToon Narrated Story. The teacher will then direct them to open the link
PowToons Assignment Explanation. During this time the teacher will explain the assignment
to the class as well as answer questions.
Using a HDMI enabled Chromebook and a projector/HDTV, the teacher will also point
out the resources that have been provided that explain, 1) how to sign-up and create an account
on PowToons, 2) how to insert an image into a PowToon, 3) how to insert an audio voiceover
into a PowToon, and 4) how to publish the groups PowToon. These resources were provided to
the teacher ahead of time from the Technology Integration Specialist.
After the resources have been pointed out to the students, the teacher will then take some
time and go through the project documents. The teacher will explain that the project consists of,
1) a video storyboard document, 2) a voiceover script document, 3) the PowToon itself, and 4) a
group/peer assessment activity using a rubric.

During the next four days the students will be working on using the provided resource
reading that the teacher handed out to them, the resources from researching, as well as the
answers and feedback from their Part I assignment. During this process the teacher will monitor
the student learning as well as answer questions and direct students to proper resources for the
assignment. The Technology Integration Specialist will also stop in during this time to help the
students and teacher with their interaction with the PowToon website and interface.
On the fifth day of this part of the activity (Day 8 overall), the students will be asked to
publish their videos to YouTube. The teacher will instruct the students to review the Publishing
Instructions on the website and ask them to call the teacher over when they are ready for the
teacher to enter their YouTube Channel information. The Technology integration specialist will
have already aided the teacher to setup their own YouTube Channel and provide information on
the safe-sharing and privacy settings.
After students have published their PowToon, the teacher will instruct the students to
submit the share link as stated in the publishing guide on the website. The students will pair
up with a group next to them and show each other their videos and using the assessment rubric
give each other feedback on the quality of each groups video. The groups will then discuss how
they would make each others videos better. These notes will be made on a paper copy of the
rubric and feedback will be given in the form of written and spoken within the group. The
teacher will also give feedback to the groups in the form of the rubric, comments, as well as
formative feedback throughout the creation process.
Assessments. The teacher will review the groups work submitted to see if they have
achieved an 80% on the storyboard, scripts, as well as provide feedback to the group during the
process. The feedback provided by the teacher would be using the Comments function on the
groups Google Document that they have shared with the teacher. The teacher will also use a
rubric to grade each groups PowToon as well as take in each groups peer review rubric for
project evaluation. A rubric provides a more descriptive, holistic characterization of the quality
of the students work (Morrison et al., 2010). These type of assessments are much more
informative about a students skill level than a simple letter grade or numerical score (Morrison
et al., 2010).
Day 9 and 10 Part III: Practice With Concepts
Student Participation and Teacher Role. After the students complete Part I and Part II
of the lesson in groups, Part III asks the students to work individually and reflect upon the first to
parts and apply that knowledge to some knowledge that they learned previously. The purpose of
this is to allow the students self-efficacy to be affected in a positive way through teacher-led
feedback as well as through the comfort level from the new material. The students have learned
previously how to write and make Ionic compounds; however this skill is always something that

students have trouble with and are in need of practice with. Schunk and Meece (2006) promote
that self-efficacy is affected by a number of influences including, ones actual performances,
vicarious experiences, verbal persuasion, and emotional responses (p. 87). This activity allows
the teacher to help students by providing students with vicarious experiences and verbal
persuasion when applying newly learned information to previously learned information and
skills.
Assessments. The teacher will review the students work submitted to see if they have
achieved an 80% on the questions as well as provide feedback to the student. The answers to
this assignment take the form of short answer questions that test a recall of lower level cognitive
facts; the measurement of comprehension and application of specific information had been tested
in the previous activity (Part II) (Morrison et al., 2010). The function of this activity is to help
tie some of the concepts used during the assignment back into what information the students
already know. The feedback provided by the teacher would be using the Comments function
on the students Google Document that they have shared with the teacher.

Rationales and Justifications for Design Decisions

Student Design Decisions
Technology Integration Decisions
This approach provides a transformative usage of technology in the classroom to
facilitate meaningful learning. The integration of technology into this very worksheet driven
lesson provides multiple ways for students to be motivated to learn the material presented and
show that learning in an effective way. This level of transformation goes along with Dr. Ruben
Puenteduras SAMR model of technology integration by allowing for modification and
redefinition of the current lesson plan (Puentedura, 2014). Although, Dr. Puenteduras model is
still very young and not well researched, the ideas go along with the TPACK model of
technology integration (Puentedura, 2014). An example of the modification of the current would
be the movement from hard-copy very individualized worksheets to a Google Drive-Based
system of collaborative responses. This change is a very significant task redesign and allows for
deeper pedagogical connections that will be discussed below. An example of redefinition would
be the significant task redesign to allow student to produce something that was previously
inconceivable without the integration of technology.
The TPACK Model of technology integration framework blends a teachers pedagogical,
content, and technology knowledge in a way to truly transform a lesson (Harris & Hofer, 2011).
These levels of knowledge within the TPACK model have intersections where they overlap to
provide connections between knowledge areas (See Appendix C) (Harris & Hofer, 2011).
However, when all three knowledge areas overlap then instructional design can foster specific
content-based material, using technology to best match and support learning, in ways
appropriately matched to students needs and preferences (Harris & Hofer, 2011).
This lesson has been designed to take advantage of both of these models for technology
integration and use the best practices to allow for significant changes to the student experience
and learning. During this process the teacher will provide the content specific knowledge that
will be integrated into the lesson as well as some of the pedagogical knowledge. The
Technology Integration Specialist will help the teacher and bring the technological knowledge
along with some of the pedagogical knowledge. With these blends of expertise the lesson has
been designed to use the best practices in content, pedagogy, and technology knowledge.
Pedagogical Decisions
The design decisions that have been chosen for the student learners were used to not only
technology enrich the lesson, but also provide for more effective opportunities for student
learning. The technology chosen in the lesson introduces a level of collaborative experiences
that would not have been possible without. Well-organized, collaborative experiences can have
a significant impact on student learning and motivation. Ormrod (2012) states that motivation is
an internal state that arouses us to action, pushes us in particular directions and keeps us
engaged in certain activities (p. 426). This goes right along with a persons self-efficacy, or the
likelihood of whether a person will engage in a particular behavior based on their personal
beliefs that they can complete a given task successfully (Ormrod, 2012). If a particular person
does not believe that they will complete a task successfully then this will deter them from

10
starting a particular activity that they have. As stated in the lesson plan, self-efficacy is strongly
influenced by four factors: ones actual performances, vicarious experiences, verbal persuasion,
and emotional responses (p. 87) (Schunk & Meece, 2006). These factors have influence over
the choices of the types of activities one chooses, the goals one sets, the effort and persistence in
ones goals, and the learning and achievement that one seeks (Ormrod, 2012).
The activities and assessment I have chosen are highly based on giving students the
ability to have positive experiences within group situations. Schunk and Meece (2006) states
that, self-efficacy is strongly influenced by peerspeers accomplishing a task can raise
observers self-efficacy and lead them to believe that they also can perform the task (p. 82).
These experiences can act to help struggling learners and promote meaningful learning.
Ormrod (2012) defines meaningful learning as the process of relating the new material
that one is learning to that of the knowledge that is already stored in a persons memory. After
this information is accessed a process known as elaboration can start to blend in the new material
and help interpret new additions. Throughout this process students will be forced to use the
self-regulation strategies such as self-reflection and self-monitoring, as they struggle with
assimilation and accommodation of new material. In addition, as a result of these meaningful
learning interactions, students self-efficacy will also be improved by allowing them to build
upon mastery experiences that they have already accomplished as well as vicarious examples and
verbal persuasion from the group and teacher.
Turner et al. (2011), gives several examples of meaningful learning strategies that can be
used in a secondary classroom to increase motivation and meaningful learning. The key way that
Turner et al. (2011) incorporates increase meaningful learning is to relate key concepts in a given
subject to real-life examples. This lesson plan is a great example of chemistry in real-life and
gives students a chance to relate what they know to the content. Using real-life examples of
chemistry are a strategy that would allow students to become more empowered and in control of
his own learning (Turner et al., 2011).
The peer feedback in this lesson plan is another way that student self-efficacy can be
affected in a positive manner. Schunk and Meece (2006) state in numerous places that peers can
greatly influence adolescences self-efficacy about certain skills. In fact, Competence
perceptions may be more dependent on an adolescents relative standing with peers, rather than
his or her prior experiences with a particular course or task (Schunk & Meece, 2006, p. 78).
This leads to the conclusion that learning must be a social experience that not only includes
feedback from the teacher, but most importantly a students ability to obtain feedback from there
peers on given tasks. There is much research to support that a strong relationship exists between
feedback and competence beliefs in young students and that this support, when offered by peers
can effectively raise self-efficacy (Schunk & Meece, 2006).
Teacher Design Decisions
Conclusions From Learner and Needs Analysis
The historical lack of structure in technology professional development of teachers is one
of the major gaps that will require a significant redesign for any effect technology education to
occur. A strong case for technology professional development was made by Schrum (1999) in
which the author discussed the traditional model of professional development and how it has
evolved into an attitude of one size fits all. Many schools have professional development

11
programs that involve one speaker for the entire faculty in a very large group setting. Schrum
(1999) discusses that research has shown very little evidence that supports this type of
professional development. This thought is also pointed out in a study done by Wycoff, Nash,
Juntune, and Mackay (2003) in which they identified that professional development was more
effective in small groups, rather than school-wide. The article reports findings from a
professional development plan implemented for a large school district near Houston. The results
of the study conclude that professional development opportunities are the most helpful and
useful to teachers when they are presented to small groups of teachers. These groups can be
comprised of teachers grouped by teaching area, discipline, and grade level with common
interests and responsibilities. The task teachers are meant to learn must also be tailored to the
specific group of teachers. For instance, the training must match the expertise level of the
teachers learning it as well as balance theory with skills useful for the classroom. The results
from the study done by Wycoff, Nash, Juntune, and Mackay (2003) and Schrum (1999) show
results from very generalizable models of how schools traditionally go about staff development.
Interpreting these findings leads one to conclude that with a fundamental change in the way
schools educate teachers, more teachers will be more apt to adopting new techniques and
practices in their classrooms.
However, not only will a change in the professional development system help the
teachers with their technology use, it will also affect their students. As Brown (2005) pointed
out in his paper on the new learning environments for the 21st century, students today are
different from teachers and other adults. Students today are much more digital-based and as a
result teachers must see this and adjust their teaching strategies. Many schools have the tools
and resources to enhance the todays digital learner; however, the teachers do not have the
knowledge of how to integrate that technology to enhance the learning of todays digital learners.
Many of todays students learn in social setting, much like Browns (2005) architecture studio
example, explaining that students learn by collaborating with peers and their teachers, receiving
feedback from both. However, in order to enable students to learn in a similar fashion, teachers
must have knowledge about using technology to enhance collaboration in the classroom. The
needed model of professional development would provide teachers with a resources and skills to
foster this with their students.
General Supports In Place For Teacher
When learning a new procedure, a learner must be clear about the steps and be able to
recall the procedure after they have been introduced to it (Smith & Ragan, 2005). Several key
points must be addressed to do this, including establishing a purpose for the procedure and
gaining the attention of the learner. In order to effectively achieve this, the attention must be
focused to the procedure and learning to complete the steps in the procedure (Smith & Ragan,
2005). However, the procedure is only one part of learning how to reproduce the skills required
while performing the task; practice is also required by the learner in order to learn the skills
(Smith & Ragan, 2005).
When approached with this lesson, I made some assumptions about my learners
aptitudes and levels of comfort with technology based on teachers at my own school. A learners
aptitude is best described as an ability that is related to the readiness to learn or achieve a task
(Morrison, et al. 2011). Going off of this definition there is a wide variety of aptitudes of the
teacher learner group. Many of the teachers have aptitudes for using technology for personal

12
reasons and there are a select few that are using technology effectively in the classroom. This
group of learners should have no problem with the needed prerequisite skills that the acquisition
of tasks that the lesson requires. Because the school has been a Google Apps for education
school for the past two years, all of the teachers possess the prerequisite skills that the tasks
initially call for. For instance, the teachers already know how to upload documents to Google
Drive and all have had training creating and updating a class website. These are things that the
district requires teachers to do during the normal course of day-to-day operations such as taking
online attendance, answering official emails, and checking documents on Google Drive.
As far as the supports in place for the teachers implementing this lesson, the design
closely follows the ideals established by Kopcha (2010) and his Systems-Based Mentoring
Model that contains the four stages of technology integration (See Appendix C for diagram). In
this model of technology integration it is cited that teachers often abandon technology integration
efforts if the technology is not working properly or if they lack training support (Kopcha 2010).
This is why this stage is so vital to the entire process; teachers must be supported throughout
their learning process so that they minimize the barriers to technology integration. The systemsbased model can be broken down into four main categories of learning (Kopcha, 2010). First are
the mechanics of the technology or troubleshooting or problem solving of how the technology
actually works. Secondly, are the establishments of technology support systems, set in place to
reduce the time teachers need to manage the technology. Thirdly, the culture of technology
integration must be provided with access and the formation of committees. Lastly, a teacher led
curriculum reform that models simple and effective ways to teach with the technology can
provide more support for teachers (Kopcha, 2010). Many of these strategies that Kopcha (2010)
identified above have influenced the supports in place for the teachers to use during this lesson.
Morrison et al. (2011) also identifies that in learning a new procedure it is best for the
learners to learn a mental model for the instruction or task and then practice that task. This is
something that I plan to accomplish when meeting with the teachers individually or in small
groups. The one thing that helps the learners the most in this situation, is that they can always
have a person available to help them with specific technology knowledge to add to their existing
knowledge of pedagogy and content.
These ideas are also reinforced in Smith and Ragan (2005) where they outline strategies
to develop a framework for instruction. They suggest that task and objectives should build upon
one another so that a scaffolded learning experience for the learner is established that would
mirror the idea of ranking the objectives that Morrison et al. (2011) presented. One of the key
things that Smith and Ragan (2005) identify and has been incorporated into the following designs
is that of the practice component. Practice is a key aspect of learning something new and that the
activities for each objective should be centered on guided practice and feedback from the
instructor.
Specific Supports In Place For Lesson
Specific supports for the lesson would take the shape of the design decisions from above.
When meeting with the teacher initially, we would write the lesson content objectives so that I,
as the Technology Integration Specialist, would be aware of the content that the added
technology would need to help address. The TPACK model suggests that the best learning
outcomes are achieved when the content, pedagogical, and technology knowledge realms all
overlap to foster significant gains in learning (Harris & Hofer, 2011). Once the learning

13
objectives are chosen then the technology and any other content objectives can be matched to the
lesson specific objectives.
After these objectives are established, then I can work with the teacher one-on-one during
their planning period, before school, or after school to help them find a technology fit for the
lesson. The addition of the PowToon to the lesson plan offers the students a redefined and
creative way to show their learning within the lesson. In order to help the teacher foster this with
their students, the teachers will be provided with several guides that will walk students through
creating a PowToon step-by-step. These will be prepared by the Technology Integration
Specialist (me) and given to the teacher to post on their website. We will then work together to
come up with an assessment plan and rubric for the PowToon to be evaluated with.
The posting of the PowToon is an area that will require the teacher to have a YouTube
Channel that is setup for the class so that all of the students can post their groups PowToon in a
safe manner. This is something that is also addressed in the deliverables of the lesson and would
require meeting with the teacher and setting up the channel with the correct privacy settings.
When working with teachers on a project like this, a thorough task analysis is key to
know all of the steps involved in a project from start to finish so that nothing will surprise the
teacher and lead to frustration. This is something that I have been trained to do so that every
individual task can be broken down and nothing is missed. This has been done with the
PowToon assignment as well as the other GoogleDoc assignments that are collaborative in
nature. In order for these assignments to be completed the students must share them with their
group as well as the teacher, which is why each of the documents has instructions for the
students with regards to sharing.
I have also made note within the lesson plan that I will be available to come in during the
teachers class time to make sure that the students and teacher are progressing during the
PowToons portion of the assignment. This is also a great way of assessment that would help
measure the performance of the teacher and their use of the skills we have been working to build
(Smith & Ragan, 2005). Smith and Ragan (2005) outlines this type of assessment as probably
the best way to see if a learner has learned a certain skill set, which is exactly what is trying to be
accomplished when I am meeting with the teacher. To do this a checklist would be used by the
teacher within each small group to make sure that they have acquired the necessary skills to
complete the given objectives (Smith & Ragan, 2005). This type of assessment will also lower
the barriers of influence against teachers motivation for participating in future training. The
teacher are not being formally observed for any reason other than their mastery and use of the
skills for the lesson. Within their interactions with me, they can feel free to be candid about their
interactions and their level of skill in reflection on the instruction. The results of this assessment
will only be used by myself and the teacher to formatively assess their progress and offer just-intime help, which will act to help a teacher to overcome frustration when something does not
work out the way that was designed (Kopcha, 2012).

14
References
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in
action: A descriptive study of secondary teachers curriculum-based, technology-related
instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
Kopcha, T. J. (2010). A systems-based approach to technology integration using mentoring and
communities of practice. Educational Technology Research and Development, 58(2),
175-190.
Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and
practices with technology under situated professional development. Computers &
Education, 59(4), 1109-1121.
Morrison, G.R., Ross, S.M., Kalman, H.K., and Kemp, J.E. (2011). Designing Effective
Instruction (6th ed.). NY: Wiley.
Ormrod, J.E. (2012). Human learning (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Puentedura, Ruben (2014). SAMR and TPCK in Action. Presentation PowerPoint Slides
Schrum, L. (1999). Technology professional development for teachers. Educational Technology
Research and Development, 47(4), 83-90.
Schunk, D.H., & Meece, J.L. (2006). Self-efficacy development in adolescences. In F. Pajares &
T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Greenwich, CT:
Information Age.
Shute, V. J. (2008). Focus on Formative Feedback. Review Of Educational Research, 78(1), 153189.
Smith, P. & Ragan, T. (2005). Instructional Design (3rd ed.). NY: Wiley.
Turner, J. C., Warzon, K., & Christensen, A. (2011). Motivating Mathematics Learning: Changes
in Teachers' Practices and Beliefs during a Nine-Month Collaboration. American
Educational Research Journal, 48(3), 718-762.
Wycoff, M., Nash, W.R., Juntune, J.E., & Mackay, L. (2003). Purposeful professional
development: Planning positive experiences for teachers of gifted and talented. Gifted
Child Today, 26(4), 34-41.

Appendix A
Student Handout Materials
15

Part 1: Inventions in Food Chemistry
16
Group Names:
Directions: Working with your group, answer the questions for each of the following important
figures in the development of various food chemistry inventions. Use whatever resources you
can to answer the questions: the Development of Baking Powder video and reading provided or
another resource. You must use as least two additional resources other than the reading and
video. Use Google Scholar to look up additional resources. Be sure to cite whatever sources
you use on the provided reference page in MLA format.
Share this document with your group as well as with your teacher.
History of Bread:
1. In the 1830s why did American bakers switch from yeast to a combination of sodium
bicarbonate and sour milk?
2. In the 1840s why did American chemists switch from sour milk to cream of tartar?
3. In the 1850s why did Horsford want to help bakers switch from cream of tartar to
calcium acid phosphate?
4. Any other interesting facts about the history of bread.
5. What resource or resources did you use to answer these questions? What would be the
proper in-text citation?
Eben Horsford:
1. What time period did he do his main work in the development of baking powder?
2. Where did he study and whom did he study with?
3. Where did he live and do his work?
4. List some of his travels.
5. What process using cattle bones did Horsford develop?
6. What did Horsfords company make and how did it change over the years?
7. What was Horsfords new source for calcium phosphate?
8. Any other interesting facts about Horsford.
Count Rumford:
1. What was his real name and why did he change it?
2. What time period did he do his main work?
3. Where did he live and where did he get his education?
4. List some of his travels.
5. What were the topics of his studies throughout Europe?
6. What was his lasting contribution to Harvard University?
7. Any other interesting facts about Rumford.

Justus von Liebig:
2. Where did he live and do his work? What University was this?
3. List some of his agricultural chemistry contributions?
4. What was his major contribution with beef stock?
5. Any other interesting facts about Liebig.
Kikunae Ikeda:
2. Where did he live and where did he get his education?
3. What are the four original tastes?
4. What provoked Ikeda to look for another taste sensor?
5. What was the fifth one called?
6. What substance in seaweed was found? What is the short version?
7. What other foods have been found with umami flavor?
8. Any other interesting facts about Ikeda.
The Conclusion and Connection:
1. How were all of these historical figures related?
2. In what ways were they different?
3. Was there a place where they all studied?
17

Reference Materials
Reference Map of Areas Discussed
Flow Chart Resource

Development of Baking Powder
18

References
(Use the EasyBib or CiteMe Chrome Extension to Copy and Paste MLA Citations)
Example: Here is a resource that everyone is using
Acs.org,. Landmarks Lesson Plan Development Of Baking Powder - American Chemical
Society. N. p., 2015. Web. 19 Mar. 2015.
You Need 2 more additional resources:
1. One may be a website
2. One needs to be an online article
19

Part II: PowToon Narrated Video Activity
Getting Your PowToons Setup:
1. Watch the sample PowToon at this link:
2. Go to http://www.powtoon.com
3. Make a Student Account using your @bethanyschools.com email account and
password
4. Here is a picture of what your Dashboard will look like.

a. We are going to make a Studio Presentation
b. With your group you are going to write and record a Script, Record the
Voiceover, and then add visuals to it
c. Click Create when you are ready to begin
20

5. Select a Template from any of the ones available
6. The PowToons Editor will now load. Here is an example of the Editor Window and
important areas.
7. Here is a view of the Voiceover Recorder
21

22
Designing Your PowToon

For this PowToon you are going to present your answers to Part I of this Activity in a
narrated visual slideshow or movie.
Topic of PowToon:
o Inventions In Food Chemistry
Requirements for PowToon:
o Must be between 4 7 minutes in length
o Must explain each of the key points of your answers to Part 1:
History of Bread
Find a graphic way to represent this time period and how chemistry
discoveries changed this process
Eben Horsford
Include the following, More can be added if you wish:
o His life and education
o Find a graphic way to represent his travels during this time
period
o His creation of Baking Powder and how his process to make it
changed over time
Count Rumford
o Find a graphic way to represent his travels during this time
period
o Lasting contributions to Food Chemistry
Justus VonLiebig
o Agricultural Chemistry contributions as well as Beef Stock
Kikunae Ikeda
o Four original taste buds
o His work on the fifth taste bud
o Seaweed, MSG, Umami Flavors
Historical Connections
o Connections between Chemists

23
Storyboard Your Video: (You Can Add More If You Wish)

RETITLE THIS DOCUMENT PowToons Storyboard Group Names
SHARE THIS DOCUMENT WITH YOUR GROUP MEMBERS AND YOUR TEACHER
Slide 1
Slide 2
Slide 3
Slide 4
Contents of Slide:
Contents of Slide:
Contents of Slide:
Contents of Slide:
Voiceover Main
Ideas:
Voiceover Main
Ideas:
Voiceover Main
Ideas:
Voiceover Main
Ideas:
Slide 5
Slide 6
Slide 7
Slide 8
Contents of Slide:
Contents of Slide:
Contents of Slide:
Contents of Slide:
Voiceover Main
Ideas:
Voiceover Main
Ideas:
Voiceover Main
Ideas:
Voiceover Main
Ideas:

24
Voiceover Script and Planning Sheet

RETITLE THIS DOCUMENT Script and Planning Sheet Group Names
SHARE THIS DOCUMENT WITH YOUR GROUP MEMBERS AND YOUR TEACHER
Slide 1
o Title:
o Group Member Reading:
o Group Member Creating Slide:
o Script for Slide:
Slide 2
o Title:
o Script for Slide:
Slide 3
o Title:
o Script for Slide:
Slide 4
o Title:
o Script for Slide:
Slide 5
o Title:
o Script for Slide:
Slide 6
o Title:
o Script for Slide:
Slide 7
o Title:
o Script for Slide:
Slide 8
o Title:
o Script for Slide:

25
Part II: Assessment Rubric
Multimedia Project: Food Chemistry PowToon Group Project

Teacher Name: _____________________________
Student Name: ________________________________________
CATEGORY
Content
4
Covers topic in-depth
with details and
examples. Subject
knowledge is excellent.
3
Includes essential
knowledge about
the topic. Subject
knowledge appears
to be good.
2
Includes essential
information about
the topic but there
are 1-2 factual
errors.
All requirements are

met and exceeded.
All requirements
are met.
One requirement
was not
completely met.
More than one

requirement was
not completely
met.
Product shows a large

amount of original
thought. Ideas are
creative and inventive.
Product shows
some original
thought. Work
shows new ideas
and insights.
Uses other
people\'s ideas
(giving them
credit), but there
is little evidence
of original
thinking.
Uses other
people\'s ideas,
but does not give
them credit.
Well-rehearsed with
smooth delivery that
holds audience
attention.
Rehearsed with
fairly smooth
delivery that holds
audience attention
most of the time.
Delivery not
smooth, but able
to maintain
interest of the
audience most of
the time.
Delivery not
smooth and
audience
attention often
lost.
Content is well
organized using
headings, graphics, or
bulleted lists to group
related material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is
logically
organized for the
most part.
There was no
clear or logical
organizational
structure, just lots
of facts.
Requirements
Originality
Voiceover
Organization
1
Content is
minimal OR there
are several factual
errors.

Sources
Attractiveness
Scripts and Storyboards
Collaboration
Other Comments:
26
Source information
collected for all
graphics, facts and
quotes. All documented
in desired format.
Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.
Source
information
collected for
graphics, facts
and quotes, but
not documented
in desired format.
Very little or no
source
information was
collected.
Makes excellent use of

font, color, graphics,
effects, etc. to enhance
the presentation.
Makes good use of

font, color,
graphics, effects,
etc. to enhance to
presentation.
Makes use of
font, color,
graphics, effects,
etc. but
occasionally
these detract from
the presentation
content.
Use of font,
color, graphics,
effects etc. but
these often
distract from the
presentaion
content.
Students collaborated
together to produce an
excellent storyboard and
script with all of
requirements met and
some extra information
added
Students
collaborated
together to produce
an excellent
storyboard and
script with all of
requirements met
Students
collaborated
together to
produce an good
storyboard and
script with some
of requirements
met
The project
collaboration is divided
and shared equally by
all team members.
The project
collaboration is
divided and shared
fairly by all team
members, though
workloads may
vary from person to
person.
The project
collaboration was
divided, but one
person in the
group is viewed
as not doing
his/her fair share
of the work.
Students
collaborated
together to
produce an
unsatisfactory
storyboard and
script with many
of the
requirements
missing
The project
collaboration was
not divided OR
several people in
the group are
viewed as not
doing their fair
share of the work.

Inserting An Image into a PowToon
1. While in the PowToon Editor, click the Image button on top of the page.
2. You can add images from your Google Drive or Search for media from the image
database Flickr
27

28
3. You can search for images on Google; however the Flickr search that is built in only
searches for Creative Commons images that allow you use them with an attribution link
to the source image. If you look it up on Google and then upload it, then you will have to
copy and paste the image URL on your own. IT IS NECESSARY THAT EACH IMAGE
IS CITED PROPERLY.
4. Click Insert Image and then the photo will be inserted into your PowToon. Make a
new text box and then paste the attribution link in new textbox.

Publishing Your Powtoon
1. With the Powtoon Editor open, click Export
2. From the Menu, click Upload to YouTube and have you teacher type in his YouTube
Account.
29

3. Select the category School/Education, Title you Powtoon Inventions in Food
Chemistry, and add you members names to the description. BE SURE THAT
UNLISTED IS THE PRIVACY SETTING.
4. After the PowToon is published, close the editor and go back to the Dashboard and
click Show Details.
30

31
5. When the Tab opens, click Share and then copy and paste the link to the Google Form
Submission page.

Part III: Practice In Chemistry
32
Name:
RETITLE THIS DOCUMENT Part III: Practice In Chemistry Your Name

SHARE THIS DOCUMENT WITH YOUR TEACHER ONLY
Directions: The chemical compounds that play a role in baking powder are the same substances
you see reacting in many natural processes how we breathe, how plants grow, how caves form
underground, how sea creatures make their shells. In this exercise you will name them, write
their formulas and see how their reactions can make biscuits rise!
Make a copy of this document in your Google Drive and then Share it with your teacher.
Use the following short-cuts to make the proper chemical formulas:
o Subscript: Ctrl + (comma)
o Superscript: Crtl + (period)
Practice #1: Get Ready

List names of the ten different chemical substances referred to in the first page of the article. For
example, the first substance referred to in paragraph one is sodium bicarbonate.
Chemical substances as you remember are of two types, Ionic and Covalent. Ionic compounds
are composed of Ions (Positive or Negatively charged particles), and covalent compounds are
composed of molecules.
Using the chart, Names and Charges of Selected Common Ions, (attached) name each of the
ions below. We will use some of these to name the substances found in baking powder:
Na1+
Ca2+
HCO31PO43HPO42-
K1+
CO32SO42H2PO41C4H5O61-
Now, Using the reference page, name each of these molecules:

H2 O
H2SO4
HC3H5O3
CO2
H3PO4
HC5H8NO4

33
Practice 2: Get Set!
Positive Ion
Negative Ion
Formula
Name
1+
2Na
CO3
Na2CO3
Sodium carbonate
Na1+
HCO31*
Ca2+
CO322+
Ca
SO42Ca2+
PO432+
Ca
HPO42Na1+
HPO422+
Ca
H2PO42**
K1+
C4H5O61***
* Also known as Baking Soda
** Also known as Calcium acid phosphate, Horsfords secret ingredient!
*** Also known as cream of tartar
Now go back to Get Ready and look at the first list you made of chemical substances you
found in the article. Find at least six compound in your list whose formulas you now know, and
write the names and formulas of those six below.
Name
Formula
Name
Formula

34
Practice 3: Rise!
Lets put all of this together to understand how Horsford put bubbles into batter!
There is one more thing to understand before we look at how these substances react.
When an acid (A covalent compound that gives up H+ ions when dissolved in water) is added to
a compound with carbonate or bicarbonate, the molecule H2CO3 is formed, and when enough of
this forms in water, it rearranges itself to become H2O and CO2. We write the reaction like this:
H+ + HCO3- H2CO3
H2CO3 H2O + CO2
Carbon dioxide, as we know, is a gas, so the reaction releases bubbles into batter. Now, name
the reactants and products in the reaction that takes place to form the ingredients in Horsfords
baking powder:
2 NaHCO3
Ca(H2PO4)2
Na2HPO4
CaHPO4
2 H2 O
2 CO2
Fill in the blanks using chemical names to describe the baking powder reaction:
_______________________ and _______________________ are the two main ingredients in
baking powder, and they react when moistened to form _____________________ ,
___________________________ , ______________________________ , and
________________________________________
Expand (Extra Credit) This is a Stoichiometry problem
When baking powder is packaged, the sodium bicarbonate and calcium acid phosphate must be
mixed in the correct ratio. Using the balanced equation above and a periodic table (atomic
masses), find the mass of calcium acid phosphate needed to react completely with 500.0g of
sodium bicarbonate.
Answer: ________________________________________

Part 4: Extension Exploring Acid Structures: Vinegar, Sour Milk, and MSG
What do MSG, Vinegar, and Lactic Acid (Found in Sour Milk) all have in common? The
structural formulas of the three substances drawn below show how the atoms within the
molecules bond with one another.
Directions:
Examine the molecular structures, count the atoms and write the chemical formula for each
substance here: Example acetic acid is C2H4O2.
1. Lactic Acid (in Milk):
2. Acetic Acid (in Vinegar):
3. Monosodium Glutamate (MSG):
What parts of these structures does each have in common?
Describe how the structures are similar?
How are they different?
35

Reference Ion Table
36

Appendix B
TPACK Model of Technology Integration
37

Appendix C
Kopcha (2010) Systems-Based Approach to Technology Integration
38

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