|About the Grant:
The Vlogging in Chemistry Unit focuses on the balancing of redox reactions in chemistry. The students will create a video blog entry that will explain the procedure
to balance a reaction using oxidation and reduction half reactions.
How it Works - After learning about oxidation and reduction in class, students will write a "script" that explains all the steps needed to balance
a given reaction using oxidation and reduction half reactions. Afterwards, the students will prepare a presentation on a laptop that can be recorded using a desktop recording software
like Jing or Smartboard recorder. The presentation will be placed on a class blog where other students can view the video and comment on the procedure chosen by the team. Finally,
the video blog entry can be used as review of the topic later in the semester.
Final Project/Product - Students will write the script that shows the procedure that answers the question. They will then post the videos on a blog where other students can leave
comments. The focus of the video is not to answer to the question but describe the steps taken to find the answer.
|How This Grant was Adapted:
Overall Value - The unit crosses multiple curricula and focuses on the students understanding of the steps to find the correct answer instead of the answer itself. The
unit has ESL students collaborating on a written script and speaking on a recorded presentation on a key element of the Chemistry curriculum. Using the recording software eliminates
anxiety of performing in front of an audience because only the students voice will be heard. They then can comment on the work of their peers and use the videos in the future for review.
Tips for the Teacher -
If you have a blog already with your class check that the server allows videos to be posted. Several hosting sites charge additional fees for video posting. A word wall is useful
for this unit because it will emphasis the vocabulary that the students will need for their videos. This unit used the smartboard recorder software to make our videos. If a
smartboard is not available the students can still use the program to create their presentations. Other recorder software, like Jing (link below), is available that will record the
desktop and will allow students to use programs like powerpoint or Microsoft word for their presentations.
Check with your school to find their policy on publishing student work on the internet. Most require a permission form or release.
Objective 1: SWBAT describe the steps needed to balance redox reactions
Objective 2: SWBAT write a script for an instructional video
Objective 3: SWBAT publish a video on the internet for review and commenting
Objective 4: SWBAT use a computer to record a video clip
Link 1: http://jing.com
Description: Free software "Jing" can be downloaded that allows user to record video of the desktop along with audio
Link 2: http://smarttech.com
Description: Software is available for the smartboard including smartboard
recorder which allows user to record a smartboard presentation in movie format
Link 3: http://blogger.com
Description: A site that hosts blogs for free. Blogs can support video files without additional charge.
Link 4: http://wordpress.com
Description: A site that hosts free blogs, however, an additional fee is charged to use video files
Standard 1: Students will read, write, listen, and speak for information and understanding.
Grade level:9-12 Subject area: English Language Arts
Standard 2: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts Grade level:9-12 Subject
Standard 3: Students will access, generate, process, and transfer information using appropriate technologies
Grade level:9-12 Subject area: Science
Standard 4: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Grade level:9-12 Subject area: Science
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. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Subject Area: Technology
Title - Identifying Oxidation and Reduction
Objective 1: SWBAT calculate oxidation states of selected elements in a compound or ion
Objective 2: SWBAT identify the oxidation and reduction in a Redox reaction
Materials 1: 1 Molar Copper II chloride solution
Materials 2: 1 strip aluminum foil
Materials 3: 1 beaker 250 ml
Materials 4: glass stirring rod
Materials 5: graduated cylinder 100ml
Materials 6: transparency with the rules for finding oxidation numbers
Procedure 1: Place 30 ml of copper solution in a beaker
Procedure 2: Add aluminum foil and stir with glass rod
Procedure 3: Walk around the room and have students observe the beaker. Ask them to feel the beaker and try to figure out what happened.
Procedure 4: Allow students to discuss their ideas about the reaction
Procedure 5: Introduce the reaction as a single replacement reaction
Procedure 6: Write the reaction on the board or a transparency. Al + CuCl2 Ã AlCl3 + Cu
Procedure 7: Ask them to describe what is different about the Aluminum and Copper on each side
Procedure 8: Explain the changes in oxidation number state Al goes from 0 to +3 as loses 3 electrons, Cu goes from +2 to 0 as it gains
Procedure 9: Review the rules of assigning oxidation numbers
Procedure 10: Explain the procedure for finding the unknown oxidation number in a compound and ion.
Procedure 11: Show different reactions and have students assign oxidation numbers to each element. Select many oxidation and reduction reactions
Procedure 12: For each reaction have students compare the oxidation states of the same element on each side of the reaction. Ask them to describe how the oxidation states change
Procedure 13: Define oxidation and reduction for students have them go back to each of the reactions and identify which elements are oxidized and which are reduced.
Homework - Practice problems that require students to assign oxidation numbers and then identify oxidation or reduction
Assessment - Select various reactions from the acids and metals unit and have select various students to identify oxidation states and list what rule is used. Also have
them identify oxidizing agents and reducing agents
Title: Balancing a Half Reaction
Objective 1: SWBAT write half reactions
Objective 2: SWBAT balance half reactions to show conservation of charge
Objective 3: SWBAT write a script to illustrate the steps to solve a problem on balancing redox reactions
Materials 1: Prepared assignments for each group
Materials 2: Word wall of vocabulary
Procedure 1: Explain conservation of charge
Procedure 2: Introduce students how to write a half reaction
Procedure 3: Show how we add electrons to balance the charge
Procedure 4: Explain to the students that the number of electrons lost must equal the number of electrons gained
Procedure 5: Add vocabulary words to a word wall that will be displayed in the roomProcedure 6: Review with different sample reactions
Procedure 7: Divide students up into groups of four
Procedure 8: Pass out index cards with prepared questions for the presentations to each group
Procedure 9: Explain to the students that they are going to prepare a video that will teach other people how to balance a redox reaction using half reactions
Procedure 10: Tell students they must write a script that illustrates the steps needed to balance their reaction for an audience with limited knowledge of chemistry. The scripts must
incorporate vocabulary from the class word wall.
Procedure 11: Allow students to begin writing their script. Walk around the room and help guide them to make sure that even elementary steps are explained. Remind them of the
audience they are writing for.
Homework - Complete the script
Assessment - Review the start of the script to make sure students are assigning correct oxidation numbers, students understand vocabulary and students can correctly assign oxidation
and reduction to the half reactions.
Title - Creating A Presentation
Objective 1: SWBAT manipulate the smartboard software to create a presentation
Objective 2: SWBAT record a video using desktop recording software
Materials 1: Laptop carts with laptops for each group
Materials 2: Index cards
Materials 3: Smartboard and LCD projector
Materials 4: Flashdrive for saving work
Procedure 1: Have students get together into their groups from the previous class
Procedure 2: Give them a few minutes at the start of the class to complete their script
Procedure 3: While students are working set up the smartboard and LCD projector
Procedure 4: Stop students from writing and have them face the smartboardProcedure 5: Describe to the students how to use the smartboard notebook software to create a presentation.(Note:
There are many good tutorials online that introduce smartboard notebook software.http://stusupport.curry.edu/SMARTBoardTutorials.html includes
this short video
Procedure 6: Show the students how to use the markers
Procedure 7: Explain the steps to make a text box
Procedure 8: Explain how to add a new page and navigate from page to page
Procedure 9: Give each group a laptop and have them begin to create a presentation that will match their script. Each presentation should use two pages and incorporate textboxes and
Procedure 10: Walk around the room and help groups integrate their scripts with their presentations
Procedure 11: Save students work on a USB flashdrive or have students email their presentations to themselves.
Title - Filming A Vlog Entry
Objective 1: SWBAT create a Vlog post
Objective 2: SWBAT combine a spoken and written component to give a presentation
Materials 1: Laptops for each group
Materials 2: Desktop recording software like Jing or Smartboard recorder
Materials 3: Smartboard and LCD projector
Materials 4: USB drive for saving work
Procedure 1: Have students open their presentation from the previous class
Procedure 2: While they are passing around the USB drive set up the smartboard and LCD projector
Procedure 3: Show students how to use the smartboard recorder. Explain how to start a recording, how to pause and stop the recording.(Note: You may want to save this smartboard recorder
tutorial at http://teachertube.com/viewVideo.php?video_id=21446&title=
Procedure 4: Show them the correct method for saving the video file.
Procedure 5: Give students time to rehearse their presentations
Procedure 6: One by one call each group up to the smartboard and connect their laptops to the projector.
Procedure 7: Have students record their presentations and save the video files
Procedure 8: Supervise the students recording, ask other students to rehearse in whispers so their voices do not appear on the recording
Procedure 9: Students can also record their videos right at their tables to facilitate time.
Procedure 10: Save all projects on a USB drive.
Procedure 11: Post students finished video on the class blog.
Title - Commenting on the Vlog Posts
Objective 1: SWBAT provide constructive criticism to a classmates work
Objective 2: SWBAT comment on a blog post
Materials 1: Laptops for each group with internet access
Procedure 1: Distribute laptops to each group
Procedure 2: Have the groups open internet and go to class blog
Procedure 3: Ask students to watch other videos and look for ways that the group can improve
Procedure 4: Tell students to post comments for each video offering praise and constructive criticism for each video. Remind students to comment using only first names
Procedure 5: Remind students that the videos will be available on the blog for future review for exams and regents.
Assessment - Read through comments to see if students are accurately correcting mistakes that were made. Add comments to offer praise and constructive criticism that
was not provided.