Robert

Thinkfinity Integration Plan

General Information Name: Robert Woodruff District/School or Organization: FAJH/YUSD #1 Subject Area/Topic: 8th grade science Grade Level(s): 8th grade

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.

State or National Standards	Name of learning object(s) / URL(s) Arizona Science Standard G8 S5 C1 PO1	A Matter of State: link

Part 2 – Determine instructional elements - Integration

A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ? Learning Object for Teacher Use 0 Online (requires a computer) 1 Offline (no computer required)

Learning Object for Student Use 0 Online (requires a computer) 1 Offline (no computer required) 0 Opening Motivational Activity 0 Central Focus of Lesson Plan 0 Research Tool for Students 0 Closure Activity 0 Assessment Tool 0 Remediation Tool 1 Enrichment Tool 0 Direct instruction 0 Indirect instruction 1 Experiential learning 0 Independent study 0 Interactive instruction 0 Other

Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.

Notes: This is an experiment that would be done in class to help students understand the concepts of the 3 states of matter.

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity? Classroom Configuration: 1 Computers not needed - printable resource 0 Whole group instruction, using a projector and / or interactive white board 0 Whole group activity, with small groups using mobile laptops simultaneously 0 Small group, using classroom computers or mobile laptops as rotating stations 0 One to one, using classroom computers or mobile laptops as rotating stations 0 One to one, in a computer lab setting 0 One to one, with individual student laptops 0 Other Notes: This would have to be set up with students working in pairs (in my classroom). Student materials would be needed before that start of this lesson. * Safety goggles * Water * Open containers to heat water * Heat source * Gloves * One-gallon plastic milk containers

B. How will I manage implementation? Classroom Management: 0 General computer rules / procedures 1 Specific directions for activity 1 Helping Hands 0 Other Notes: Start with whole-group instruction, then walk around and monitor while students are experimenting. When experiment is completed have students pair/share with another group, then bring it all back together for a group discussion at the end of class.

C. What additional considerations will support successful implementation? 1 Software 0 Hardware 1 Supplemental Materials 0 Other Notes: TPR would help with this lesson. Students should demonstrate how the particles in a solid, liquid and gas move with TPR.

Students can go to: chem4kids.com before the lesson to further their understanding of the 3 states of matter.

Part 4 – Develop the student learning activity

A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)? The students will look at the effects on the state of water based on changes in temperature. They will heat ice (I would have them start with ice in this activity) until it melts into water and then until the water boils. They will pour the boiling water into an airtight milk container, seal the container, make observations, then use their knowledge about the 3 states of matter to answer critical thinking questions.

B. Describe how the learning activity will address students’ individual needs – Differentiation Because this is an experimental lesson, students will be able to learn and explore at their own level. The lesson incorporates the basic ideas about the 3 states of matter while also exploring higher level, critical thinking questions. The lesson also includes options for extentions for advanced students.

C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity? Student interaction, student participation, general classroom excitement.

Part 5 – Do a complete trial run of the learning activity you described in step 3D.

Reflect on the learning activity. Considerations: I would add a couple of things to this activity. I would have the students start with ice and heat the ice until it turned into steam. This would have the students work with all 3 states of matter. Instead of just posing questions in the assessment like: ” Would your observations change if you had cooled the water by setting the milk container inside an ice bath?” I would actually have the students do this.

Part 6 – Consider the bigger picture

Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.

NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. I believe that this learning activity fits in very well with the Science standard I chose for the lesson. It demonstrates how temperature affects the 3 states of matter and makes the students apply their knowledge in an actual scientific investigation. It makes the students think critically, form and test a hypothesis and analyze their results.