ePortfolio Week 72 activity – lesson plan modification to include digital technology planning

EMS442 202060 | Year 11 | Chemistry

Summary Outcomes
This Unit of Work will include the content from a partial module from A student:
the Year 11 Chemistry Syllabus; Module 3 – Reactive Chemistry. › designs and evaluates investigations in order to obtain primary and
The lesson outlined in this document is a 50 minute inquiry-based secondary data and information CH11-2
lesson that investigates the products of a variety of chemical reactions › conducts investigations to collect valid and reliable primary and
(see outcomes in the next column). secondary data and information CH11-3
This lesson will be based on the TIP (Technology Integration › selects and processes appropriate qualitative and quantitative data
Planning) model as the framework. This is a problem solving model and information using a range of appropriate media CH11-4
that facilitates the selection of strategies and materials for technology
integration (Roblyer & Doering, 2014, p. 66). › explores the many different types of chemical reactions, in particular
the reactivity of metals, and the factors that affect the rate of chemical
The reason TIP has been selected instead of the popular SAMR model reactions CH11-10
(Substitution, Augmentation, Modification, Redefinition) is because
while SAMR directs teachers to many ways to engage students using (NESA, 2018, p. 41)
digital technology, it is limed in the ways it guides teachers toward This unit includes the cross-curriculum priorities:
true integration, where classroom activities are “transformed”
(Phillips, 2015, p. 325).
The model has been laid out into clear steps to help teachers integrate
technology in “meaningful, efficient and successful ways”.
Furthermore, this approach assists teachers to be able to identify and
address challenges faced in the process of integrating technology into
their existing learning spaces (Roblyer & Doering, 2014, p. 66).
The technology based activities selected for this lesson aim to cover
all elements of the Information and Communication Technology
Capability learning continuum (Australian Curriculum, Assessment
and Reporting Authority [ACARA], 2021).
The chemistry year 11 course content requires an indictive 120 hours
(NESA, 2018, p.16). Therefore, an approximate distribution over four
modules would be 30 hours per module. With 12.5 hours of class time
available for this Unit of Work, a little under half of this module can
realistically be included. I will be detailing the delivery of the content
from Topic 1, Chemical reactions (inquiry question 1) and
approximately half of Topic 2, Predicting Reactions of Metals
(inquiry question 1). Topic 3, Rates of Reactions will not be covered
in this Unit of Work.
This Unit of Work will include four practical investigations (one a
week over four weeks). There will also be several opportunities in
every class for students to further develop their literacy, numeracy
and digital technology skills.

View this lesson plan, worksheets and teacher contact information on the
interactive platform nearpod.com - Log into this lesson using this link:
https://share.nearpod.com/wDdo5zrJbgb
Lesson Chemical Reactions Lesson 2: Modelling the formation of new substances Resources:
2
Lesson type: 1 hr and 20-50 minute doublesingle lesson

Inquiry question: NOTE: This lesson is also avaliable on Nearpod for home learning and
What are the access to the digital worksheets.
products of a
chemical reaction? Click HERE for entry into this lesson digitally.

PHASE 1

Students: Step 1 – Determine Relative Advantage

use modelling to Summary of lesson:

demonstrate :
 Introduction to chemical reactions
– the rearrangement  Class video – molecular rearrangement
of atoms to form new  Research work in pairs – new products
substances  Chemical modeling activity
 Atom conservation activity Appendix 5:
– the conservation of  Recording of results
atoms in a chemical Image of
 Analysis of results balanced
reaction
 Review of work chemical
(ACSCH042,
ACSCH080) equations
Engage: (Linstead,
2012, pp. 142-
Teacher to explain to class that a chemical reaction is when “reactants” 143).
re-arrange to create “products”. Chemical equations are “balanced” as
atoms are “rearranged”. Show images from Appendix 4 to class.

Step 2 – Assess Technological Pedagogical Content Knowledge

(TPACK)

Content Knowledge to share with the class:

Appendix 5: Images of balanced chemical equations (Linstead, 2012, pp. 142-143).
Appendix 6: Instruction and analysis worksheet for practical activity (Huddart, 2018, pp. 120 - 122)
Week 7 References:

Australian Curriculum, Assessment and Reporting Authority [ACARA], (2021). Information and Communication Technology (ICT) Capability.
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Marcovitz, D., & Janiszewski, N. (2015, March). Technology, models, and 21st-century learning: How models, standards, and theories make
learning powerful. In Society for information technology & teacher education international conference (pp. 1227-1232). Association for
the Advancement of Computing in Education (AACE).

MacDonnchaidh, S. (2020). Top Research and Planning Strategies: What Should You and Your Students Be Doing in 2020? literacyideas.com
https://www.literacyideas.com/top-research-strategies-for-students-and-teachers

NSW Education Standards Authority [NESA]. (2019). Integrating ICT Capability. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/programming/integrating-ict-capability

M. Phillips. Digital technology integration. In Henderson, M. & Romeo, G. (eds) (2015). Teaching and Digital Technologies: Big Issues and
Critical questions. Melbourne: Cambridge University Press.

Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. 6th Edition. Pearson.

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in
education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.
References Week 2:

American Chemical Society. (2016). What is a Chemical Reaction?.

https://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1#:~:text=In%20a%20chemical%20reaction%2C%20the,each
%20other%20are%20called%20reactants.&text=In%20a%20chemical%20reaction%2C%20reactants,bonds%20to%20make%20the
%20products.

Dale, E. (2011). Chemical reactions. Education Services Australia Ltd. http://www.scootle.edu.au/ec/viewing/L2296/index.html

Huddart, E. (2018). Pearson chemistry 11: New South Wales skills and assessment. Pearson Australia

Keipert Labs. [Keipert Labs]. (2017, June 7). Rearranging Atoms [Video]. YouTube. https://www.youtube.com/watch?v=JZXRs2fx9Is&t=10s

Linstead, G. (2012). Pearson Science 10. Port Melbourne, Vic. : Pearson Australia, 2012. https://primo.csu.edu.au/discovery/fulldisplay?
vid=61CSU_INST:61CSU&id=990022294990402357&inst=61CSU_INST&context=L

MooMooMath and Science. (Jul 26, 2017). Word equation for photosynthesis. YouTube https://www.youtube.com/watch?v=-9utwKSH9kg

NSW Education Standards Authority [NESA]. (2018). Chemistry Stage 6 Syllabus (2017).
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/chemistry-2017
Brief Explanation:

This week’s readings focused on the idea that digital skills are crucial for students to develop the knowledge and skills required to
participate in modern society (Thomson, 2015, p.1). MEETYA (2008) suggests that the inclusion of digital technology could help
students acquire a higher level of learning outcomes (MCEETYA, 2008). Lim et al. (2013) indicated that there are some positive
outcomes evidenced. However, there are still many gaps and deficiencies and schools are yet to reap significant benefit from the
application of digital technologies (Lim et al., 2013, p. 61). Jordon (2011) confirmed this statement suggesting the outlook for
successful use of technology in classrooms is “flawed”. The modified lesson plan suggests another important application for digital
technologies – the enhancement in inclusive activities. Flewitt, Kurcikova & Messer (2014) suggests the sensory and kinaesthetic
experience of touch on hand-help devices can improve motivation, engagement and comprehension of content (Flewitt, Kurcikova
& Messer, 2014). There is evidence to suggest that digital technologies can make a significant improvement in learning outcomes
for students with learning disabilities (Adam & Tatnall, 2008).

References:

Flewitt, R., Kurcikova, N. & Messer, D. (2014). Touching the virtual, touching the real: iPads and enabling literacy for students
experiencing disability. Australian Journal of Language & Literacy, 37(2), 107-116.
Adam, T. & Tatnall, A. (2008). Using ICT to Improve the Education of Students with Learning Disabilities. In Kendall, M. &
Samways, B. (Eds.) Learning to Live in the Knowledge Society (pp. 63-70). Springer. https://doi.org/10.1007/978-0-387-
09729-9_8

Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The Australian Educational
Researcher, 38(4), 417-431. https://idp.csu.edu.au/idp/profile/SAML2/POST/SSO

Lim, C., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in
schools. Journal of Educational Technology & Society, 16(2), 59-68.

Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA]. (2008). Melbourne Declaration on
Educational Goals for Young Australians. Curriculum Corporation.
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pd
f

Thompson, S. (2015). Policy insights: Australian students in a digital world #3. Australian Council for Educational Research.
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=policyinsights