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Transformation 2013 PBL Planning Form Guide PBL Title:

Seriously Safe & Scientifically Sound Chemistry Video

Teacher:

Sarah Kerr Chapa

School:

Education Service Center, Region XIII

Subject:

Chemistry I

Abstract:

In this design challenge, students will learn about, demonstrate and teach proper safety and laboratory techniques and emergency procedures in the chemistry lab, by creating a short educational and entertaining video.

MEETING THE NEEDS OF STEM EDUCATION THROUGH PBL UNITS

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STEP 1: BEGIN WITH THE END IN MIND

Section 1 – Summarize the theme or “big ideas” for this problem-based learning unit.

What are the essential ideas, essential questions, major concepts that students should take away from this experience?

Students will demonstrate safe and best practices that should occur in the chemistry laboratory. This includes correct selection and use of equipment and proper procedures in case of an accident or emergency. Section 2 – Identify the TEKS/SEs that students will learn in the PBL (two or three).

(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (D) describe the connection between chemistry and future careers

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Section 3 – Identify key performance indicators students will develop in this PBL.

Using the TEKS and the activities within the unit, identify what the students will learn and be able to do by the end of this unit.

Develop vocabulary (MSDS, corrosive, caustic, combustible, toxic, oxidizer, reactive, radioactive, carcinogenic, apparatus, burette, porcelain, crucible, ring stand, Bunsen burner, scupula, etc.); demonstrate proper technique in lighting a Bunsen burner, heating a test tube, handling hot glass, disposing of hazardous and non-hazardous materials (including broken glass, solid waste, aqueous solutions, metals, unused chemicals, acids, bases, etc.); demonstrate how to accurately and precisely measure the volume of liquids using a graduated cylinder and burette (optional) and how to accurately and precisely mass solids with a triple beam balance and an electric balance; demonstrate proper use and location of the fire blanket, fire extinguisher, gas shut off valve or button, eye wash, shower, MSDS notebooks, spill kit, apron and safety goggles. Section 4 – Identify the 21st century skills that students will practice in this PBL (one or two).

www.21stcenturyskills.org Creativity, innovation, communication, collaboration, media technology, ICT technology, flexibility, adaptability, social, productivity, accountability, leadership and responsibility skills Section 5 – Identify STEM career connections and real world applications if content learned in this PBL.

Careers: Laboratory technology, scientific research, chemical engineering, cooking, education, waste management, hazardous material careers, videography, cinematography, acting, editing. STEM Connection :Science, math, and technology. Real world connection: Safe practices are essential when using chemicals, natural gas, fire, heat, glass, and laboratory equipment. The same is true in the home (kitchen, garage, bathroom etc.) as is often in the work place.

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STEP 2: CRAFT THE PBL

Would you know what to do in an emergency situation in the laboratory? What would you do if lab partners spilled acid on themselves? What should you do if you break a glass beaker or test tube? How do you properly light a Bunsen burner? Do you know who to report all accidents to? You have been hired by the Texas Education Agency (TEA) in Austin to produce an 8-10 minute video for Chemistry I students demonstrating the proper technique in lighting a Bunsen burner, heating a test tube, handling hot glass, disposing of hazardous and nonhazardous materials (including broken glass, solid waste, aqueous solutions, metals, acids, bases, unused chemicals, etc.). You will demonstrate how to accurately and precisely measure the volume of liquids using a graduated cylinder and burette (optional) and how to accurately and precisely mass solids with a triple beam balance and an electric balance. Lastly, you will give a demonstration on proper use and location of the fire blanket, fire extinguisher, gas shut off valve or button, eye wash, shower, MSDS notebooks, spill kit, apron, safety goggles, and anything else that your teacher deems essential for proper safety procedures or techniques in the Chemistry I laboratory. Safety symbols and general safety tips should be included. Create scenarios that compare and contrast proper technique with improper technique. Remember: Your audience will be Texas high school Chemistry I students. Creativity and proper editing are essential to grabbing your audience’s attention. And don’t forget to make it educational AND entertaining. You don’t have much time though! The TEA needs your team’s final production by the end of next week. So let’s get to it!

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STEP 3: MAP THE PBL Look at the major products for the unit and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?

Already learned

Performance Indicators (Refer to Step 1, Section 3)

Taught before the project

Taught during the project

Vocabulary: MSDS, corrosive, caustic, combustible, toxic, oxidizer, reactive, radioactive, carcinogenic, apparatus, burette, porcelain, crucible, ring stand, Bunsen burner, scupula, etc. 1.

2.

How to properly ignite a Bunsen burner.

3.

How to properly heat a test tube & handle hot glass.

How to properly dispose of hazardous and non-hazardous materials (including broken glass, solid waste, aqueous solutions, metals, acids, bases, unused chemicals, etc.).

4.

How to accurately and precisely measure the volume of liquids using a graduated cylinder and burette (optional).

5.

How to accurately and precisely mass solids with a triple beam balance and an electric balance.

6.

How to locate and use the laboratory’s fire blanket, fire extinguisher, gas shut off valve or button, eyewash, shower, MSDS notebooks, spill kit, aprons and safety goggles.

7.

8.

How to use a video camera.

9.

How to edit the video and create a final product.

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STEP 4: PLAN THE DESIGN CHALLENGE 5E LESSON TASK 1: Enter the PBL title and TEKS/TAKS objectives for your 5E lesson in the template provided. TASK 2: Describe the activities that occur throughout the 5E learning cycle. Provide explicit instructions in the 5E lesson plan, such that a first year teacher can easily understand what is expected and execute the unit. Provide discussion facilitation questions if applicable. Use the planning forms provided on the following pages to complete each section of the 5E lesson. Refer to Step 3: Map the PBL to help you identify relevant activities to include in the 5E learning cycle that focus on what students need to know and be able to do to complete the PBL. TASK 3: Identify and define the products and artifacts for each phase of the design challenge 5E learning cycle.

Artifacts are evidence of the students’ thinking. Products could include culminating products or products that provide checkpoints for progress through the learning cycle. The table below shows some examples of artifacts and products. Many additional possibilities exist. ARTIFACTS Notes Journal entries E-mail records Chat records Records of conversations, decisions, revisions Interviews using a structured set of questions Short, reflective paragraphs Library search record Telephone logs Purchase receipts Samples Minutes of meetings Discarded ideas Prototypes Group process reports

PRODUCTS Research papers* Reports* Multimedia shows* Presentations within the school* Exhibitions outside the school* Proposals Outlines Plans Blueprints Drafts Edited drafts Revised drafts Models Product critiques Videos Final versions of papers Field guides Biographies Websites Flow charts Design Briefs *indicates culminating products

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Seriously Safe & Scientifically Sound Chemistry Video TEKS/TAKS objectives: : 1A, B; 2A; 3D

PBL Title:

Engage Activity: Identify/focus on instructional task, connect between past & present learning experiences, lay groundwork for activities (ex. ask a question, define a problem, show a surprising event, act out a problematic situation). The particular subject area is introduced to the students with common examples that have meaning in their lives.

Attention grabber: Complete as a safety demonstration lab: Cow Eye Demonstration -Safety Demonstration. If you cannot find mammalian eyes to use, then use raw eggs. The lab is attached as well as located at: http://www.flinnsci.com/Documents/demoPDFs/Safety/SF10062.pdf

Focus: For the next few classes through a design challenge, we will be focusing on

learning about and demonstrating safe and best practices that should occur in the chemistry laboratory including the correct selection and use of equipment and proper procedures in case of an accident or emergency.

Problem: Would you know what to do in an emergency situation in the laboratory? What would you do if lab partners spilled acid on themselves? What should you do if you break a glass beaker or test tube? How do you properly light a Bunsen burner? Do you know who to report all accidents to? You have been hired by the Texas Education Agency (TEA) in Austin to produce an 8-10 minute video for Chemistry I students demonstrating the proper technique in lighting a Bunsen burner, heating a test tube, handling hot glass, disposing of hazardous and nonhazardous materials (including broken glass, solid waste, aqueous solutions, metals, acids, bases, unused chemicals, etc.). You will demonstrate how to accurately and precisely measure the volume of liquids using a graduated cylinder and burette (optional) and how to accurately and precisely mass solids with a triple beam balance and an electric balance. Lastly, you will give a demonstration on the proper use and location of the fire blanket, fire extinguisher, gas shut off valve or button, eye wash, shower, MSDS notebooks, spill kit, apron, safety goggles, and anything else that your teacher deems essential for proper safety procedures or techniques in the Chemistry I laboratory. Safety symbols and general safety tips should be included. Create scenarios that compare and contrast proper technique with improper technique. Remember: Your audience will be Texas high school Chemistry I students. Creativity and good editing are essential to grabbing your audience’s attention. And don’t forget to make it educational AND entertaining. You don’t have much time though! The TEA needs your team’s final production by the end of next week. So let’s get to it! ©2008 Transformation 2013

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Engage Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc.) are evidence of the students’ thinking. 2. Products (flow charts, data tables, models, etc.) include checkpoints for progress throughout the PBL.

Students will read their school district’s safety contract or the Flinn scientific safety contract (online site given below) and highlight the rules pertaining to the chemistry laboratory. Students will read their school district’s safety contract or the Flinn scientific safety contract (online site given below) and highlight the rules pertaining to the chemistry laboratory.

Students will define MSDS, corrosive/caustic, combustible, toxic, oxidizer, reactive, radioactive, carcinogenic, apparatus, burette, porcelain, crucible, ring stand, Bunsen burner, scupula, etc. in their chemistry journals/spirals. Appropriate safety symbols should be included. Students may use their books or online resources to define terms. They will then create a safety equipment word wall as a team assignment.

Engage Activity Materials/Equipment

For the Engage Lab: Sink with running water, Cow eyes, fresh (5), Beaker, 100-mL (to hold the acid), Beakers, 250-mL (5), Sulfuric acid, concentrated, H 2SO4 (18 M), Clock with second hand, Medicine dropper disposable pipet. For the Engage Activities: Highlighters, Chemistry journals/spirals, Computer Lab, Internet, card stock, printer, laminator Engage Activity Resources

District Safety Rules/Contract, http://www.flinnsci.com/Documents/miscPDFs/Safety_Contract.pdf, http://medical-dictionary.thefreedictionary.com/, http://home.nas.net/~dbc/cic_hamilton/dictionary/a.html, http://antoine.frostburg.edu/chem/senese/101/glossary/t.shtml, http://www.chemistrydictionary.com/dictionary.php?w=T Adopted chemistry textbook

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Explore Activity: Students get involved with phenomena and materials; students work in teams to explore through inquiry. Directed laboratories are conducted so the students can experience the principles in a controlled manner. This experience is crucial to success in solving real-world problems.

Students will follow you on a tour of the room where you locate and demonstrate the proper way to use the emergency equipment (fire blanket, fire extinguisher, gas shut off valve or button, eye wash, shower, MSDS notebooks, spill kit, apron, safety goggles, and anything else you deem essential for proper safety procedures or techniques in the Chemistry I laboratory) and how to light a Bunsen burner.

Students will then work in teams by watching live or online demonstrations or reading explanations on how to heat a test tube, handle hot glass, dispose of hazardous and non-hazardous materials, measure liquid volume in a graduated cylinder and burette and precisely and accurately mass solids using a triple beam balance and electric balance. Brief notes need to be taken in their chemistry journals/spirals.

Students will work with their team to map out/describe each scenario they need to film for their educational safety and equipment video on large note cards. Simple illustrations to be included are at the teacher’s discretion.

Teachers will generate their own quiz(s) to assess the students knowledge of safety and laboratory equipment and procedures, OR they may use the Flinn Scientific Exam attached to this document as well as at: http://www.flinnsci.com/Documents/miscPDFs/Safety_exam_HS.pdf

Explore Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc.) are evidence of the students’ thinking. 2. Products (flow charts, data tables, models, etc.) include checkpoints for progress throughout the PBL.

Brief notes in chemistry journals/spirals.

All scenarios mapped out/ described on large note cards.

Completed safety and equipment exam/quiz.

Explore Activity Materials/Equipment

Chemistry journals/spirals, computers, Internet, large note cards, various pieces of lab/safety equipment needed to demonstrate the techniques needed to film the video.

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Explore Activity Resources

http://www.scivee.tv/node/4299 -Lighting a Bunsen burner http://www.teachertube.com/view_video.php?viewkey=4b7ce00fe9cd2aa0bd0c Measuring liquid volume with a graduated cylinder http://www.teachertube.com/view_video.php?viewkey=bad95b6eea457826f750 -Wrong way to use a graduated cylinder http://www.teachertube.com/view_video.php?viewkey=21392de740e2f9dc686b -Massing with a triple beam balance http://www.teachertube.com/view_video.php?viewkey=df284846bf2432f1cba9 -Wrong way to use a triple beam balance http://www.teachertube.com/view_video.php?viewkey=3e7fce3136e510b0a9a3&page=1 1&viewtype=&category= General Safety Rules Video http://www.flinnsci.com/Sections/Safety/labChemSafety.asp http://www.flinnsci.com/Sections/Safety/eyeSafety.asp http://www.flinnsci.com/Sections/FAQ/questions.asp?subCatID=10&catID=8 http://www.flinnsci.com/Sections/LabDesign//labDocuments/45_Ideas.asp http://chemlabs.uoregon.edu/Safety/Fire1.html http://chemlabs.uoregon.edu/Safety/Fire2.html

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Explain Activity: Students discuss observations, ideas, questions and hypothesis with peers, facilitators, and groups. Learners apply labels to their experiences – thus developing common language, clarification/explanation of key concepts. Delivery of content begins with a discussion of the principles illustrated by the hands-on examples. In this way, the participants’ intuition is tapped to introduce terms and concepts that they may have heard. This approach leads naturally to an in-depth discussion of the science and mathematics concepts underlying the particular subject area.

Students will organize the scenarios (on the large note cards) into broad categories (i.e. general safety, measuring volume, measuring mass, how to put out a fire, chemical safety, etc.). They will then place the cards onto the poster boards in the order in which they will film the scenarios. Remind them they will need a very short introduction piece.

Students will work within their teams to practice the safety, measurement, and equipment use demonstrations and rehearse these short demos for the video.

The teacher will coach the students on proper and safe techniques while still allowing the students to use creative and entertaining ways to execute the demos. Remind students that in some scenarios proper and improper technique will need to be compared as an effective teaching tool for the audience.

Student filming may begin. Teams will decide who will film, direct, narrate, act, edit, etc. Roles may vary, be shared and rotated amongst team members. It is very important that the teams thoroughly examine the peer and teacher evaluation forms/rubrics, as this is the criterion by which they will be graded. Explain Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc.) are evidence of the students’ thinking. 2. Products (flow charts, data tables, models, etc.) include checkpoints for progress throughout the PBL.

Safety Film Storyboards (large cards on poster).

Observed rehearsals of scenario practice.

Unedited video.

Explain Activity Materials/Equipment

Large Poster Boards, Large Note Cards, Video Cameras, Film/Video Cassettes, Charged Batteries for Video Cameras, Various pieces of lab/safety equipment needed to demonstrate the techniques needed to complete the film.

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Explain Activity Resources

Notes, large note cards from Explore Activity, previous knowledge from demonstrations, Peer/Teacher Evaluation forms/rubrics Elaborate Activity: Expand on concepts learned, make connections to other related concepts, apply understanding to the world (ex. extend and apply knowledge). At its heart, the application of science and mathematics to design solutions to real-world problems is key to engaging students. Thus, providing PBL opportunities to students is a key component of STEM education. Opportunities to be creative in open-ended situations peak the interest of many students, providing an answer to the ubiquitous question: “Why do we need to know this?”

Remind students by saying, “Remember, your audience will be Texas high school

Chemistry I students. Creativity and proper editing are essential to grabbing your audience’s attention. And don’t forget to make it educational AND entertaining.”

Coach and guide the teams as you observe the filming of their scenarios and demonstrations

Students will work within their teams to finish filming the scenarios/demonstrations.

Students will evaluate what editing, auditory narration and music (if any) is needed to complete the video.

Students will edit and complete their video product for teacher review.

Elaborate Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc.) are evidence of the students’ thinking. 2. Products (flow charts, data tables, models, etc.) include checkpoints for progress throughout the PBL.

List or data table (ex. Excel spreadsheet) of tasks and time spent by each team member.

Check team notes on necessary changes, editing, music and /or narration needed to complete project. List or data table (ex. Excel spreadsheet) of tasks and time spent by each team member.

The teacher should review the edited videos and give brief/quick feedback for last minute improvements.

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Elaborate Activity Materials/Equipment

Video cameras, film/video cassettes, charged batteries for video cameras, various pieces of lab/safety equipment needed to demonstrate the techniques needed to complete the video, editing equipment, VHS tape or burnable DVD Elaborate Activity Resources

Peer/Teacher Evaluation forms/rubrics, Teacher feedback Evaluate Activity: Ongoing diagnostic process to determine if the learner has attained understanding of concepts and knowledge (ex. rubrics, teacher observation with checklist, student interviews, portfolios, project products, problem-based learning products, assessments). Leads to opportunities for enrichment through further inquiry and investigation. What is the culminating task?

 

All students will view the edited and final videos as a class. Each student will evaluate the videos (see peer evaluation rubric). After each video is viewed the teams will discuss their opinions based on the peer evaluation forms, come to a consensus and turn in one peer evaluation for that video. The teams will then view the next video and repeat the above process until all videos are reviewed. Have a class discussion about what worked in each film and what needs improvement. Allow teams to take notes so that they may fix problems and resubmit their videos…remember, this is an important part of the engineering process. Have each student fill out a self-reflection form. Lead a class discussion about what the students learned and discovered during this project. Ask them what they discovered about working in teams and what they discovered about themselves. Have them share what they would do differently for their next project.

Evaluate Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc.) are evidence of the student’s thinking. 2. Products (flow charts, data tables, models, etc.) include checkpoints for progress throughout the PBL. 3. What is the final product (working model, portfolio, presentation, etc.) you will require?

  

Presentation/Video Peer/Teacher Evaluation forms/rubrics Self-Reflection forms

Evaluate Activity Materials/Equipment

Student safety videos, VCR/ DVD player, projector or television, peer evaluation forms, self-evaluation forms, teacher evaluation rubrics ©2008 Transformation 2013

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Evaluate Activity Resources

Peer/Teacher Evaluation forms/rubrics, Self-Reflection forms

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STEP 5: PLAN THE ASSESSMENT State the criteria for exemplary performance for each artifact/product of each section of the 5E lesson. 

Do the products and criteria align with the standards and outcomes for the PBL?

Engage Artifact(s)/Product(s):

Chemistry journal/spiral entry of terms and symbols, Word Wall

Brief notes in chemistry journal/spiral, All scenarios mapped out/ described on large note cards, safety and equipment exam/quiz.

Explore Artifact(s)/Product(s):

Safety Film Story boards (large note cards on poster), Observed rehearsals of scenario acting, Unedited video.

Explain Artifact(s)/Product(s):

List or data table (ex. Excel spreadsheet) of tasks and time spent by each team member, Team notes on necessary changes, editing, music and /or narration needed to complete project, Edited videos (1st draft)

Elaborate Artifact(s)/Product(s):

Presentation/ Safety Video, Peer Evaluation forms/rubrics, SelfReflection forms, Teacher Evaluation forms/rubrics Evaluate Artifact(s)/Product(s):

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STEP 6: RUBRICS

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Date: ______________ Period: _____________ Safety Video Peer/Teacher Evaluation Grading Form Requirements Introduction scene/graphics

5 (Excellent) 4 (Good) 3 (AVG) 2 (Below AVG) 1 (Poor)

Discussed most inportant general lab safety rules/symbols Proper Measurement Technique: Grad. Cylinder/ Burette Proper Measurement Technique: Triple Beam Balance/Electric Scale Proper Technique: Lighting a Bunsen burner Proper Technique: Heating a Test Tube/Handling Hot Glass Proper Technique: Disposing of Hazordous & Non-Hazordous Materials Safety Procedures: Demo Eye Wash/Shower Safety Procedures: Wear

FINAL GRADE

Goggles/Apron Safety Procedures: Locate MSDS NTBKS/ Gas Shut off Valve/Button Safety Procedures: Demo Fire Blanket/Spill Kit Safety Procedures: Demo Fire Extinguisher Compared proper & improper procedure/techniques 8-10 minues in length Video organized into Specific Categories/Segments Creative Entertaining Audio/Sound Quality Editing/Smooth transitions from scene to scene (with graphics) Overall Production/Quality TOTALS Š2008 Transformation 2013

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STEP 7: CREATE THE STORY BOARD Highlight each day’s activities and identify the expected completion time for each activity. Story Board

Week 1 Activities (90 minutes)

Day 1

Day 2

Day 3

Day 4

Day 5

Engage: Acid in the Eye Demo (w/Cow eyes), Introduction to D.C., Read/Highlight Safety Contract, Define terms with books and internet sites, Create Word Wall.

Explore: Safety Tour, Watch live or online demos of proper procedures & measurement techniques, All scenarios mapped out/ described on large note cards, Safety exam or quiz.

Explain: Organize large notes cards into categories & create storyboard on poster board, Practice procedures & rehearse scenarios (with instructor coaching), Examine peer and teacher rubrics, Define team roles, Teams begin filming.

Elaborate: Filming continues & wraps up, List roles & responsibilities, Edit Video, Informal presentation to teacher of what is completed for teacher critic/feedback, Team notes changes needed for final product.

Evaluate: Presentation of Safety Videos, Peer Evaluations, Team discussions and evaluation of peer projects, Teacher Evaluations, Self-Reflection, Class discussion of future modifications or approach to projects.

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