Course 1 Final Project: Who Are YOU?

That’s the question I am asking my students. Who are YOU? With our school theme this year, You, Me, Community!, I thought that incorporating a project that allows my students to answer this very question was fitting. AND the end is near…for Course 1, that is! It went by very fast, and here I am presenting my Course 1 Final Project on my blog ūüôā

Some Background

For my Final Project, I decided to use a unit that I have previously used at another school. I have been planning on revamping this unit and using it at my current school, and now, I finally had a chance to do just that! This unit plan has been designed for a grade 9 Integrated Science course specifically the chemistry portion of the course. The main topic is the periodic table, and the title of this unit is: Chemical Identity Mask Project. In short, my students will create a physical mask that is representative of themselves (answering the question, Who Are YOU?) AND an element from the periodic table, as well as an artist statement video that communicates their chemical identity. Here are some examples from my previous school:

Element Fluorine
Element Helium
Element Tungsten
Element Potassium

Modifications

Upon the revamp of this unit, I have slightly modified the steps leading up to the creation of the mask to allow for increased understanding of those steps and how they relate to the overall project. I have also added in two crucial technology components. The first technology component is the use of a Google Doc for students to document and collaborate on their work, and for me, as the teacher, to more easily review their work, check for their understanding, and provide feedback as the project progresses. The second technology component is the creation of a video in order to communicate and share their artist statement.

My Learning in Course 1

This unit plan links to my learning in Course 1 in a number of ways. In Week 3, we learned about designing and adapting relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. During that week, we were assigned to read 21 Things for the 21st Century Teacher, where these “21 Things” were outlined with important information and accompanying resources.¬†Google Docs was mentioned in two of the “Things” – cloud initiation and collaboration. I was able to easily and purposefully incorporate Google Docs into this unit plan to further promote student learning. And in Week 4, we learned that teaching and learning are changing with the introduction of new tools. During that week, we were assigned to read¬†Adopt and Adapt: Shaping Tech for the Classroom, and it briefly discussed how videos, like those found on YouTube, have become much more popular in the classroom in recent years. The use of videos in the classroom today is one way that teaching and learning are changing.¬†So, I decided to¬†have my students create a video as part of their project in order to communicate and share their understandings of the chemical elements on the periodic table with their peers while promoting student creativity.¬†

Course 1 has definitely influenced my attitude and mindset about using technology in the classroom. I can honestly say that I am moving from an educator that is using technology just for the sake of using it towards an educator that is trying to incorporate technology into her teaching practice in a more meaningful and productive manner. The use of Google Docs and video in my unit plan are a primary source of evidence of my mind shift.

Outcomes

When my students have completed this unit, I am hoping that they can identify with and make meaning of the periodic table, as well as make scientific connections between themselves and the world around them. This will (hopefully!) be evidenced in their chemical identity masks and artist statement videos. You can see my full unit plan below:

Final Reflection

I believe that my Final Project is not perfect and has the potential to be improved. It’s a work in progress, like everything in my life! But I also believe that this unit plan shows how I am attempting (and hopefully successfully!) to incorporate and implement technology use with my students in an authentic way. During this unit,¬†my students will be engaged with technology throughout their learning process. In future course final projects, I plan to implement the key theme from Week 5 of Course 1, which is: collaboration on a global scale is a key component of 21st century learning.

Enjoy my Final Project! I am still in the process of developing rubrics for this project – one for the mask and one for the video. If anyone has a particularly excellent rubric for a physical product (like a mask) or a video, please do share! I warmly welcome your comments below.

2 thoughts on “Course 1 Final Project: Who Are YOU?

  1. Hi Pamela,

    Your project has me pulled in two ways. Pull #1: I currently teach at a school where academic progress is perceived as the only justifiable use of class time. I would be seriously questioned if facilitated this kind of “creative endeavor”. Pull #2: I bet your students love this project! The remainder of my teaching career has been in schools that acknowledge the importance of engagement and creativity. I like the idea of ‘personalizing’ the families and then letting students decide which best describes their personality. It would be a nice way for students to ‘accidentally’ encounter periodic trends and family characteristics.

    So, I find myself stuck in the middle, wondering if I would give this assignment to my students. I’m curious if you think the mask portion of the assignment is worthwhile. I wonder if this is an opportunity to collaborate with the art department?

    Anyway–thanks for a well written post and its always nice to see student work!

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