Tag Archive | "chemistry"

Good, Clean Chemistry Fun (15MS604)

This lesson is for : Grade 7:


In this lesson, students collaborate with their peers in order to create and advertise soap that they make in science class. The groups use Google Docs to work towards this collaborative goal; however, each individual within the group has his/her own separate role as well as either the mold designer, website creator, videographer/advertise, or packaging creator. This activity is completed within a chemistry unit, and the lesson reinforces chemistry topics as the students learn about the soap making process. However, this particular assignment focuses on the IB design cycle, in which students research, create design briefs, and evaluate a final product. After each group member has completed a “design” for his/her portion of the final product, students create and package their soap. Each group presents their website, advertisement, mold, and packaging to the rest of the class, and the class decides which group marketed the best product. Students use this class evaluation to reflect on their design choices and also reflect on their roles as communicators and collaborators. The soap made within this assignment is donated to a local homeless shelter and women’s shelter.

TIPC Ratings

Research & Information Fluency

Rating: Ideal – Explanation: In the first question of the individual design journal, students create “research questions” that will help them in their design process. Students use the web resources available to them in order to select, assemble, and organize this information in their individual and group design journals. Students synthesize their research in order to create the final product for their portion of the assignment – either the mold, packaging, video, or web design. The task is authentic because the students create a final product of their choice that will serve a greater purpose to the local community. The soap created during this assignment is donated to a local homeless shelter and women’s shelter.

Communication & Collaboration

Rating: Ideal – Explanation: The digital tools used within this assignment are meant to highlight the skills of communication and collaboration. In the assignment, each student has a specific role and must work independently to finish his/her portion of the assignment. However, each role is equally important in order to sell the final product and the students must communicate and collaborate in order to ensure that they have a unified “message” and/or theme for their soap. Students use their individual design journal to document their personal progress. These documents are shared with the group so that group members can check up on each other both in and outside of the classroom and provide feedback as necessary. Students also use the group design journal to collaboratively set goals in order to complete the final project in a timely manner. At the end of the assignment, the students reflect on not only their design process, but also on their roles as communicators and collaborators.

Critical Thinking & Problem Solving

Rating: Not observed – Explanation: Students use their critical thinking and problem solving skills throughout this lesson, but the digital tools used within this lesson are not necessarily chosen to support this particular skill.

Creativity & Innovation

Rating: Approaching – Explanation: Students use their research to analyze trends and make predictions and then develop their final product accordingly. Depending on their role within the group, students use digital tools to create meaningful work. For example, the videographers/advertisers use a variety of movie recording hardware and movie editing software including Moviemaker and Adobe Premiere. The website creators also use a variety of tools to create their websites, including Weebly and Google Sites.

Student Artifact


Image Links to Student Webpage, Advertisement, and Documetary

Lesson Materials

H21 Lesson Artifacts

Posted in Comm/Collab - Target, Creativity - App, Grade Level, Info Fluency - Target, Middle School, Physical Science, Science, Subject, TIP ChartComments (0)

Unknown Identification – CSI Style – 8171


Honors chemistry students are given a set of 10 unknown chemicals that they must identify using techniques that they have already used in the current year. Absolutely NO procedure is given. Each day, lab groups will come up with a procedure, equipment list and necessary chemicals list for the next class.

A pair of AP chemistry students is partnered with each honors lab group. The AP students receive the procedure and lists of necessary supplies and are responsible for highlighting possible problems with the procedure as well as mixing the required chemicals and getting together all of the requested equipment.

The culmination of this activity is a presentation in which the honors student groups must share their findings with a panel of experts from industry and nearby universities, their peers, and an assortment of non-science faculty members. Following their presentations, the students must then answer questions from the panel regarding their techniques and results.

TIPC Ratings

With little to no guidance from the teacher, students must research and then come up with their own procedures based on the information they gather.

Teacher determines groups and sets up GoogleDoc to allow sharing of information between students in different classes. (*Though the GoogleDoc was meant to be used an electronic lab notebook – checked once a day – many groups created their own blogs or G-chats to communicate with their AP helpers in a more interactive way!)

Students must come up with their own procedure with minimal guidance (the AP students/teacher will only step in if safety is a concern). Based on their results, they have to reflect and perhaps make changes to their procedures for the rest of the activity.

Students must come up with their own procedure (there are multiple ways of identifying many of these chemicals) as well as their own means of communicating their results to the panel (PowerPoint, flipchart, mixed media video, infographic, etc). The expert, peer and self-evaluations gave a tremendous amount of feedback so that students could reflect on the experience and make changes moving forward.

Student Artifact

Posted in Chemistry, Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Grade Level, High School, Info Fluency - Target, Project, Science, SubjectComments (0)

The Chemistry Social Network – Interactive Periodic Table

Submitted by: Domonique Butler
Collaborators: Mike Dunavant (ITRT)
School: Varina High School


The Interactive Periodic Table is an opportunity for students to gather, filter, assimilate and share their knowledge of the Periodic Table. A critical process in the development of student’s scientific knowledge, this study of the Periodic Table helps to foster student appreciation of and familiarity with the Periodic Table’s organization, development and practical uses for chemical problem solving strategies. Each student is responsible for creating and developing a “mosaic” of information for a specific element by applying research skills and creativity. Once the individual students have published their respective “portraits” they collaborate locally and globally with students to identify relationships between various elements throughout the periodic table.

TIPC Ratings

Ideal/Target – Students are responsible for selecting and prioritizing research sources based on accuracy, relevance and variety. Students are expected to maintain a comprehensive list of all resources and to filter for content.

Ideal/Target – it allows students to collaborate with peers throughout five chemistry classes and any individuals who access the interactive periodic table through the internet. Students must communicate ethically at all times with all individuals as well as monitor the comments that are posted on their individual sites. As a part of the process students must seek out the work of other students that have similar characteristics (properties) and those that have opposing characteristics (highly reactive).

Approaching – Students must use critical thinking skills to correctly comment on their reactions with the other elements in the periodic table. They have to generate and respond to purposeful questions, justify their decision making and apply digital tools to think critically while solving open-ended authentic tasks.

Approaching – Students must be creative in their creation of their Facebook templates for their periodic elements, take on their personalities and interact and react to the other elements in their Voicethreads.They have to analyze trends and make predictions that inspire new solutions to authentic tasks, while creating meaningful work within their assigned parameters.

Posted in Chemistry, Comm/Collab - Target, Creativity - App, Critical Thinking - App, Grade Level, High School, Info Fluency - Target, Science, Subject, TIP ChartComments (0)

Chemical Reaction Cartoons

Submitted by: Kathryn Brock
Collaborators: Mike Dunavant (ITRT)
School: Varina High School


Students are given an explanation of the five different types of chemical reactions, with chemical equations as examples of each. Each example is explained in detail to show the specifics of the process taking place. Then students are assigned to groups to brainstorm and create a cartoon showing one of the five reaction types. Students are encouraged to be creative and place the reaction in the context of real world examples. My sample cartoon showed bread and cheese being combined into a cheese sandwich, as an example of a combination reaction. Students copy and paste their cartoon into a PowerPoint slide and submit to my dropbox on Schoolspace.

TIPC Ratings

Ideal/Target: Students used the opportunity and basic structure of the cartoon to illustrate their knowledge and understanding of the types of chemical reactions

Ideal/Target: Students used the opportunity and basic structure of the cartoon to illustrate their knowledge and understanding of the types of chemical reactions

Approaching: Students used technology to solve the problem of how to communicate their ideas in a cartoon that accurately illustrated the reaction type. Construction of the cartoon required understanding the concept, communicating that understanding to the groups, building consensus in how best to illustrate the concept, and using various computer programs to accomplish the task.

Ideal/Target: Students use their critical thinking skills and knowledge to create an original cartoon to illustrate a type of chemical reaction.

Student Artifact

Download Files



Posted in Chemistry, Comm/Collab - Target, Creativity - App, Critical Thinking - App, Grade Level, High School, Info Fluency - Target, Science, Subject, TIP ChartComments (0)

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