ICT Integrated Lesson Plan

 

 ICT Lessons 

Author Toinette Martin and Natasha MacLellan
Title Show a chemical process using Comic Life  
Grade Level 11
Subject Area Chemistry 11
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) Students will require to have skills in comic life. 

Students will research a chemistry 11 chemical process and create a comic strip involving a chosen topic.  For the chosen process, the comic strip could be

  •  a summary or an explanation of the theory
  • a demonstration or a humorous portrayal of the process in action
  • a creative reinactment of a successful discovery.

An introduction is necessary to overview the comic life software and to review how to do research (including a bibliography)

Once student samples have been acquired, teacher can use these samples as a teaching aide (to introduce the project, to show marking scheme of the project, to aide in the delivery of the Chemistry 11 curriculum)
Correlations to ICT and curriculum outcomes ICT Outcomes:
  • PTS 12.1 (relates to 9.1) use electronic planning software to support the development and analysis of efficient, personal study and research plans independently
  • CT 12.1 (relates to 9.1) use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding
  • CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication
  • RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently
  • RPSD 12.5 (relates to 9.4 –9.8) contribute to the development of criteria for selecting a research topic, and, based on those criteria, define and complete a research task efficiently
  • RPSD 12.6 (relates to 9.9) accurately record and cite, using academically accepted formats and standards, sources of information contributing to their research
 

Chemistry 11 Outcomes:

  • 117-2 analyse society's influence on scientific and technological endeavours
  • 115-7 explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced
  • 117-11 analyse examples of Canadian contributions to science and technology
  • 213-6 use library and electronic research tools to collect information on a given topic
  • 213-7 select and integrate information from various print and electronic sources or from several parts of the same source
  • 214-3 compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
  • 215-1 communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others
  • 215-3 synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information

Depending on topic choice, more specific course outcomes can be attained

 
Projected timeline for preparation and for carrying out activities Approximately 4-5 classes (at the end of the semester so theory is already learned)
Equipment Requirements: (computers, software, etc) One computer per pair of students

Internet Access

Comic Life Software
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) Tutorial for Comic Life

List of Topics

Student Checklist

in future, a student sample can be posted !
Resources available for teacher/student use (websites, references, etc) Free Photo Sites:

http://www.freefoto.com/index.jsp

http://www.freepicturesweb.com/

http://www.free-pictures-photos.com/

http://www.bigfoto.com/

MLA Bibliography:

http://www.easybib.com/
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) Teacher/Student Instruction handout
Student products expected Comic Strip

Self Assessment
Samples (include teacher notes, student work if available) Comic Strip Sample Site:

http://www.mrg-online.com/atom_comic.htm

 
Logistics (organization, grouping, management issues, access to technology) This is intended to be an individual project of done in pairs. Since this project will require work outside the class, choose a partner appropriately.

Access to a computer is vital in class. 

Teacher must use class time solely for Comic Life Instruction and for the comic strip development. Student need to do research and draft layout on their own time so that class time is not wasted.  

Assessment information (e.g., rubrics for products and/or process) Student Self Assessment

Marking Rubric
Possible extensions You could adapt the topics for any science curriculum
Adaptations for students requiring additional support to be completed by classroom teacher based on individual needs of their students