5.

Lesson Plan (for teachers' reference)

QED 527 ICT for Meaningful Learning: Group Assignment (10 marks)

Lesson Plan - Description of learning activity

Subject:

Chemistry (5072)

Topic:

Concentration of Solutions

Level/Stream:

Secondary 3 (Express)

Students’ Characteristics:

Average ability/mixed ability

Kinesthetic learners, visual learners, etc.

Pre-requisite knowledge
Students' Pre-requisite knowledge (relevant to this sub-topic) include:

Definition of relative atomic and molecular mass

Calculation of relative molecular masses as the sum of the relative atomic masses

Defining and understanding "The Mole" and Avogadro's Constant

Calculation of of the number of moles of a substance given its mass and relative molecular mass

Conversion between units of volume (cm3, dm3, m3)

ICT Tools & rationale

Google Site

Dabble Board

YouTube videos

Prezi

Adobe Reader

Microsoft Word with Tablet Inking Function

Google Form

Learning Environment:

The activity described is conducted out of the confines of the school classroom.

Students are likely to have a computer/laptop at home.

The school's computer laboratory also has 40 computers (with tablet inking function) which will be
available to students who do not have access to computers at home.

Wireless access is available throughout the school and

Teaching Assistants will be present to provide any necessary assistance.

Learning Objectives:
Students are able to find the mass and molar concentration of aqueous solutions given the mass, volume
of the components and a periodic table of elements with 80% accuracy

Students are able to interconvert between mass and molar concentration of aqueous solutions with 80%
accuracy.

Lesson Duration:

1 hour 30 minutes

Brief description of the learning activity

This activity was designed as an E-learning Package for a group of Secondary 3 (Express) students.

The student plays the role of a young officer at the Public Utilities Board (PUB). In the aftermath of the
Woodlands murder incident, it is found that the water from the tap has a pungent, rotten-egg like smell.
As the officer, the student has to determine if the complaints of residents are genuine. In order to so, the
student has to first determine the concentration of the ammonia and hydrogen sulfide present in the
water in the water-tank.

To do so, the student will learn about calculating molar and mass concentration. Using this knowledge,
the student will determine the concentration of the ammonia and hydrogen sulfide present in the water.
Comparing this with the safety levels prescribed by the World Health Organization (WHO), the student
will decide if the water is indeed safe for drinking.

Rationalisation

Google Site

Googles site serves as a easy-to-set up and user-friendly ICT platform for both teacher and students. Its
compatibility with a wide range of operating systems and ICT Tools makes it convenient for E-learning.
Dabble Board

Dabble Board is chosen as an ICT Tool that will allow students to recap and engage their prior
knowledge.

It helps students to organize concepts they have previously learnt in a coherent manner.

Group work allows for collaborative learning as students discuss the thematic organization of concepts
and have a chance to clarify their misconceptions with one another.

YouTube video

Youtube Videos help simulate a real-life scenario whereby the student listens to a "live" report on the
murder case in Woodlands (recorded from Channelnewsasia) and the contamination of the water-tank.
The video helps recreate the real-world context for learning and students can see how these concepts
they learn in school can be put to actual use in the industry.

Students can then approach the task/problem realistically. This also uses a problem-based approach.

Prezi

Serves as an aesthetically pleasing and engaging platform through which students can interact (via
zooming in and out) to learn more about the topic.

The start of the presentation taps on students' prior knowledge of what they already know about
concentration of solutions.

Through the presentation, students will be required to draw on their prior knowledge in order to grasp
the new concepts that are being taught (e.g. molar concentration)

It also serves as a way for students to undertake self-directed learning.

Adobe Reader

The pdf worksheet serves as a form of assessment in order for both the teacher and the student to
evaluate how much learning has taken place.

Through this medium, the teacher can gauge how well the class has understood the e-learning lesson
and thereafter, bridge any learning gaps if necessary.

It is also a form of learning-by-doing, whereby the student internalizes the concepts of mass and molar
concentration and learns from his/her mistakes.

Microsoft Word

Students then complete their task by determining the concentration of ammonia and hydrogen sulfide in
the water. They are guided through a worksheet.
The group work creates opportunities for them to collaborate. As the topic is new and the questions are
slightly different from what they have been introduced to thus far, students will need to put their heads
together to solve the questions.

The questions in the worksheet provides a chance for them to learn by doing, which is another key
component of meaningful learning.

Students are encouraged to use the tablet inking functions to complete the worksheet (virtually) and
upload their completed works for the teacher to mark.

Google Form

Google form is used to collate the reflections of the students to ensure that they intentionally think
about what they have learnt.

Intentional reflection also allows students to reinforce what they have learnt.

Inputs from students are collated via a Spreadsheet where the teacher will be able to assess and
evaluate how much students have understood