Introduction to the Periodic Table Sally Theriault Borrego Springs Middle School Borrego Springs, CA FINAL PRESENTATION CTAP Teaching with Technology

MY LESSON AND MYSELF This lesson uses technology as a learning tool and as a production and assessment tool. Students learn about the periodic table and about a particular element through interactive websites. Students are then invited to create a powerpoint presentation for their classmates, highlighting what they have learned. Developed and presented by: Sally Theriault, Borrego Springs M.S. Borrego Springs, California stheriau@sdcoe.k12.ca.us

MY EXPECTATIONS I looked forward to learning Powerpoint and Excel. I hoped to gain enough proficiency to help my students learn these programs as well. I also expected to gain experience in helping my students look for and find relevant information on the Internet. I hoped to learn how to make a Web page.

MY REALITIES I gained familiarity with the basic features of Powerpoint and Excel; my own personal use of these programs has increased and improved. I was able to pass along some of my new proficiency in Powerpoint and Excel to my students; however, problems with our computer lab prevented my students from having dependable access to these programs.

MY REALITIES (cont.) I learned about “Hotlists” and how to create one (this was unexpected, and quite valuable to me as well as to my students!). While I did not finish a web page, I think I have learned about enough resources out there (to make it “easy”) that I can tackle it as a summer project. The TWT experience has made me more willing to try things that I don’t know how to do!

SUCCESSES The “hotlist” of appropriate websites made it very easy for my students to find good information and interactive sites. Most of them were highly motivated to find the information needed to complete their periodic tables and to research their “own” elements. Almost all of my students increased their knowledge of the Periodic Table, as evidenced by scores that were significantly higher for the post-test than for the pre-test.

SHORTCOMINGS I had hoped all of my students would score at least 70% on the post-test. Instead, 7 of my 32 students scored less than 70% (of these 7, all but one consistently earn failing grades not just in science, but in most classes, largely due to lack of effort and motivation). I had hoped most students would attempt to create powerpoint presentations. As it was, many students opted to create posters for their elements instead. This may be due in part to the reality that our computer lab has only 16 computers, and at least four of those are not working well at any given time.

STUDENT DATA The student data show three major trends: low pretest scores indicate a general lack of prior knowledge; most students were highly motivated to do well on the enabling and culminating activities; and post-test scores are significantly higher than pre-test scores. Click here for raw data..

PRE- AND POST-TEST DATA While my goal of having all students score 70% or higher on the post-test was not met, almost 80% scored 70% or higher, and all but one showed a dramatic improvement over pre-test scores.

STUDENT POWERPOINT SAMPLES Click on an image below to view student work. NEON BASIC PROFICIENT ADVANCED

STUDENT POSTER - BASIC

STUDENT POSTER - PROFICIENT

STUDENT POSTER - ADVANCED

Click on a link below to view document. TEACHER RESOURCES Click on a link below to view document. PRE- AND POST-TEST ELEMENT RESEARCH ASSIGNMENT PERIODIC TABLE HOTLIST BBASIC

LESSON REVISIONS The next time I teach this lesson, I will incorporate some direct instruction. The self-directed, internet-based learning worked well for students who are self-motivated, and even seemed to motivate many marginal students, but made it too easy for the laziest students to fail! Next year I will take time early in the year to make sure all students know at least the basics of powerpoint. This is a little problematic, since students have such varying levels of experience (most students know more than I do, but many have no idea where to begin), and the condition of our computer lab is quite variable and unpredictable.

SUMMARY This experience has reinforced my feeling that technology can be a strong motivating force for many students, and that for most students, having more control over their own learning leads to a greater internalization of information. However, the Internet can also be a source of distraction; I have learned that making a “hotlist” of appropriate websites really helps keep them on track! My students enjoyed the activities in this lesson, and almost all experienced an increased interest in and knowledge of the Periodic Table (a difficult and often inaccessible topic). They were successful in sharing new knowledge about their elements with their classmates. (SYNTHESIS)

CONCLUSION The TWT program was invaluable in helping me learn to incorporate more technology into more of my lessons, and avoid some common pitfalls. The TWT program was also useful in providing practice in developing lessons starting from the standards and focusing on student achievement of objectives (rather that simply plowing through a textbook). I have made a commitment to try and design more of my lessons this way, using the skills and techniques I have learned.