Organic Chemistry Webquest
Constructivist Lesson Plan for
Organic Chemistry Webquest – Part 2
Standards (Performance, Knowledge and NETS-S):Show-Me Standards
1:2 Conduct research to answer questions and evaluate information and ideas.
1:4 Use technological tools and other resources to locate, select and organize information.
2:1 Plan and make written, oral and visual presentations for a variety of purposes and audiences.
4:6 Identify tasks that require a coordinated effort and work with others to complete those tasks.
Science Strand 1 – Properties and Principles of Matter and Energy
1A. Objects, and the materials that they are made of, have properties that can be used to describe and classify them.
Science Strand 8 – Impact of Science, Technology, and Human Activity
NETS-S Grades 9-12
7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4,5,6)
8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4,5)
What concepts do you want students to understand after completing this lesson?
What are the benefits of organic compounds in our society?
In what ways does the use of organic compounds impact our environment?
In what ways does the use of organic compounds impact the human body?
Essential Question:
What impact does organic chemistry have on our everyday lives?
Criteria for Success (How will you know students have gained the understanding of the concepts?):
Students will examine the functions of organic compounds along with their impact upon the environment and the human body. They will develop a webpage which displays the knowledge that they have obtained as well as a comprehensive evaluation of the impact of this compound upon our society.
Resources (What resources will you and your students use?):
Students will use Dreamweaver Software.
Students will use the following websites:
ETHYLENE
shop.store.yahoo.com/catalyticgenerators/whatisethylene.html
en.wikipedia.org/wiki/Ethylene
BENZENE
en.wikipedia.org/wiki/Benzene
TRICHLOROMETHANE or CHLOROFORM
en.wikipedia.org/wiki/Chloroform
TETRAHLOROMETHANE or CARBON TETRACHLORIDE
en.wikipedia.org/wiki/Tetrachloromethane
METHANOL
en.wikipedia.org/wiki/Methanol
students.chem.tue.nl/ana21/Safety/Chemical%20Properties.htm
DDT
www2.chappaqua.k12.ny.us/hgfaculty/rooddo/edog/PeregrinePage/ddt'spage.htm
en.wikipedia.org/wiki/DDT
POLYCHLORINATED BIPHENYLS or PCB's
environmentalchemistry.com/yogi/chemistry/pcb.html
en.wikipedia.org/wiki/Polychlorinated_biphenyls
METHANE
en.wikipedia.org/wiki/Methane
scifun.chem.wisc.edu/chemweek/methane/methane.html
ACETONE
en.wikipedia.org/wiki/Acetone
encyclopedia.lockergnome.com/s/b/Acetone
encyclopedia.laborlawtalk.com/Acetone
POLYVINYL CHLORIDE or PVC's
en.wikipedia.org/wiki/Polyvinyl_chloride
METHYL TERTIARY-BUTYL ETHER or MTBE
scifun.chem.wisc.edu/chemweek/MTBE/MTBE.html
en.wikipedia.org/wiki/MTBE
ETHANOL
scifun.chem.wisc.edu/chemweek/ETHANOL/ethanol.html
en.wikipedia.org/wiki/Ethanol#Use
MALATHION
extoxnet.orst.edu/pips/malathio.htm
en.wikipedia.org/wiki/Malathion
Management (How will students share technology resources? How will you break up the lesson into segments-the number of hours or days?)
Students will use individual computers to complete their research. There will be three students in a group: the webpage design expert/group facilitator, the chemical expert, and the environmental expert.
One student will go through a workshop with the teacher to learn the basics of using Dreamweaver. This student as the group facilitator will then return to the group to help in conducting the remaining research as needed per the chemical expert and the environmental expert.
Students will work as a group to produce the webpage. Each student will contribute from the research that was done individually.
Timeframe:
- 1/2 day – Engage and choose research roles.
- 1-1/2 days – Students engage in individual research roles.
- 3 days – Students work in groups to produce the webpage.
- 1 day – Students present their webpages to each other.
Learner Diversity(What diverse learner needs do you need to consider when selecting resources, grouping students or planning the culminating project? Are there any special considerations such as assistive technologies or second-language learning to take into account?)
Students are placed in groups to complement each others learning styles and abilities.
Scaffolding occurs as each student takes on a unique role.
Engage:
Capture the students’ attention, stimulate their thinking and help them access prior knowledge.
Lead a class discussion with students regarding the organic compounds that have previously been studied in class: what were they used for? How had the ways in which these compounds been changed over the years and why? What happens sometimes when chemicals are used before we really know the impact that they might have? Are we as a society more careful now than we used to be in these matters?
Explore:
Give students time to think, plan, investigate and organize collected information.
Each group of three will be assigned a compound to research. Each team decide who will take each role: webpage design expert/facilitator, chemical expert, and environmental expert. The webpage design expert will go through a short workshop while the other two use the websites provided to conduct research.
Explain:
Involve students in an analysis of their explorations. Use reflective activities to clarify and modify their understanding.
Students return to their groups and share their expert information. The web page designer acts as the facilitator to make sure that all required information has been acquired.
Elaborate:
Give students the opportunity to expand and solidify their understanding of the concept and/or apply it to a real-world situation.
Students work within their groups to design a webpage that includes all of the information that they have found. The target audience is the general public who do not necessarily have the same background knowledge that the students have.
Evaluate:
Evaluate throughout the lesson. Present students with a scoring guide at the beginning. Scoring tools developed by teachers (sometimes with student involvement) target what students must know and do. Consistent use of scoring tools can improve learning.
Students receive a scoring guide at the beginning of the unit. Part of the score is based on daily attendance and participation.
Names:
Scoring Guide
Organic Compound Web Page
Include all key information as outlined in the assignment:
Chemical formula ______/5
Diagram of compound______/5
Organic group ______/5
Discovery of the compound______/5
Major Chemical Properties (at least 5)______/10
Major Reactions______/10
Common Uses/Products______/10
Effects on environment______/10
How it gets into the environment______/10
Effects of the compound on human body______/10
How it gets into the body ______/10
What to do if you consume/breath/aborb it ______/10
Overall Conclusions (or introduction)______/10
Follow the assigned overall format______/10
Create a quality page that is creative and easy to read______/50
Work cooperatively with your group ______/50
TOTAL GRADE: ______/220
- How was the lesson developed and implemented in the classroom?
The students worked in groups to complete the task of researching their given organic compound and then making a webpage on it describing both the uses and consequences of using the chemical. This required scaffolding and instruction on how to use Dreamweaver.
- How did the lesson address state standards?
The lesson covered a variety of standards as outlined in the first section of the constructivist lesson plan form.
- How did the lesson use technology to support learner-centered strategies and diverse learner needs?
The students had to evaluate information by using the internet. They also learned how to use Dreamweaver.
- What elements make the lesson inquiry-based or require students to use higher-order thinking skills?
The students had to make some evaluations in this project. They had to weigh out the benefits verses the harms of using certain compounds.
- How was student learning managed with technology?
Students used the computers as a tool to do research and to create their own webpage.