1. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Learning Areas Levels Objectives Software Description Time Required Science, Chemistry 15- to 18-year olds The student will identify an unknown element by calculating its density. The student will be able to explain the limitations of the finding. Microsoft Word, Microsoft PowerPoint Acting like detectives, students will be given an unknown element and will have to identify it by its density. They will use two different methods to find the density and will be able to account for differences in the values due to significant figures. Students transfer data collected to a PowerPoint presentation and present their findings to the class. Two class periods, 55 minutes per class Documents AuthorsKoh Ikeda, District Intern Program, Los Angeles Unified School District, California

2. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Teacher Planning and Management Click the documents below to help you understand the context of this exemplary learning project: Background and Planning: A picture of the origin and objectives of the learning project, including the manner in which the project was planned and managed. Classroom Images: Images of the classroom to give you a better feeling for how the project was implemented. Documents

3. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Work Samples, Teacher and Student Reflection Click the documents below to see work samples and reflections from the teachers and students: Teacher Reflection: Thoughts and reflective comments from the teachers involved, including advice for future implementations. Student Perspective: Comments on how the students perceived the learning that occurred. Student Work Samples: Examples of student work generated through participation in this learning project. Includes teacher comments. Documents Student Work Sample 1 Student Work Sample 2

4. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Teaching Resources Click the documents below to view the teaching resources used in the teaching of this learning project: Student Project Overview: An overview of required tasks. Internet Resources: A collection of Internet resources available to help students with their research. Class Server Resources: Download teaching resources in Microsoft Class Server format. Documents

5. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Assessment and Standards Click the documents below to see the assessment rubrics and standards covered in this learning project: General Assessment: List of areas assessed in this project. Assessment Rubrics: Examples of assessment rubrics provided to students showing how the project was assessed. Mapping the Standards: Mapping this project’s learning objectives against curriculum standards. National Educational Technology Standards for Students (NETS): Performance indicators for technology-literate students. Documents

6. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Classroom Teacher Guide Click the documents below to learn from this project and create your own classroom project: The Starting Point: Questions to keep in mind when reviewing this project. Using the Tour Model: Questions to consider before you begin to create a technology-integrated project based on this Virtual Classroom Tour. Authentic Assessment: Understanding that assessment needs to move into the realm of authenticity helps to make learning more meaningful for students. Implementing a Project: Some questions to consider at the implementation stage of a learning project. Record Your Thoughts: A document in which you can record your comments and reflections as you create your own learning project. Documents

7. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Preservice Teacher Guide Click the documents below to learn from this project and create your own classroom project: The Starting Point: Questions to keep in mind when reviewing this project. Using the Tour Model: Questions to consider before you begin to create a technology-integrated project based on this Virtual Classroom Tour. Authentic Assessment: Understanding that assessment needs to move into the realm of authenticity helps to make learning more meaningful for students. Implementing a Project: Some questions to consider at the implementation stage of a learning project. Record Your Thoughts: A document in which you can record your comments and reflections as you create your own learning project. Documents

8. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Staff Developer Guide Click the documents below to learn from this project and create your own classroom project: The Starting Point: Questions to keep in mind when reviewing this project with your faculty. Using the Tour Model: Questions to pose as you assist others in creating a technology-integrated project based on this Virtual Classroom Tour. Authentic Assessment: Keys to promoting the understanding that assessment needs to move into the realm of authenticity in order to make learning more meaningful for students. Implementing a Project: Some questions to pose at the implementation stage of a learning project. Documents

9. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Microsoft Office Training Resources Click the links below to access training resources on Microsoft Office and other software: Tutorials: Learn to create rich learning experiences by using Microsoft software and technologies. http://www.microsoft.com/education/?ID=Tutorials/ http://www.microsoft.com/education/?ID=Tutorials/ Productivity in the Classroom: Lesson plans with great ideas for integrating technology into teaching and learning. http://www.microsoft.com/education/?ID=LessonPlans/ Office Tips for Teachers: Ready-to-use ideas that integrate Office programs into subject areas such as math, science, and language arts. http://www.microsoft.com/education/?ID=ClassTipsArchive/

10. It’s an Element, Dear Watson! Project Overview Teacher Planning Work Samples & Reflections Teaching Resources Assessment & Standards Classroom Teacher Guide Preservice Teacher Guide Staff Developer Guide Office Training Resources Learning Areas Levels Objectives Software Description Time Required Science, Chemistry 15- to 18-year olds The student will identify an unknown element by calculating its density. The student will be able to explain the limitations of the finding. Microsoft Word, Microsoft PowerPoint Acting like detectives, students will be given an unknown element and will have to identify it by its density. They will use two different methods to find the density and will be able to account for differences in the values due to significant figures. Students transfer data collected to a PowerPoint presentation and present their findings to the class. Two class periods, 55 minutes per class Documents AuthorsKoh Ikeda, District Intern Program, Los Angeles Unified School District, California To use this tour: Read the overview information on this page. Click the Teacher Planning link to learn about the project. The documents contain background and planning information, and classroom images. Click the Work Samples & Reflections link to see examples of student work, as well as teacher and student reflection on the project. Click the Teaching Resources link to see the classroom resources used by the teachers. Click the Assessment & Standards link to see the how this project maps against standards. Click the Guides links to access guidance on using this tour to build your own learning project. Click to close

11. It’s an Element, Dear Watson! – Group 1 Purpose: To identify an element based on its density using proper lab behavior and significant figures This group earned a “3” on the rubric. They followed the procedures correctly and appropriately used the laboratory equipment. They answered all questions and their answers were written in complete sentences. They had a couple of errors, on significant figures for Method 2 and incorrect identification in the answer from Method 2. Students were told after the presentation what their element was, and they could have added their percent error in their PowerPoint file before turning in their project.

12. Data- Part 1 Mass:17.91 g Volume:6.6 cm 3 Radius:.65cm Height:5.0 cm Density:2.70 g/cm 3 Exit

13. Data- Part 2 Mass:17.91g Volume:7 mL Initial: 30 mL Final:37 mL Density:2.3 g/mL Exit

14. Questions to Answer #1: Compare the 2 density values you obtained for the element. Why aren't the values the same? We got 2.7 g/cm 3 for the first method and 2.6 g/mL for the other method. One instrument is probably more accurate than another. Exit

15. Questions to Answer #2: Which value do you think is more precise? Why? We believe the second value is more precise because there are less errors possible than the first value. Exit

16. Questions to Answer #3: Describe the physical properties of the substance. The metal is shiny It has a silver color It is not as heavy as other samples Exit

17. Questions to Answer #4: What element do you think you have? How did you come to this conclusion? We believe we have the element aluminum. It has the physical properties like aluminum (shiny, metallic, fairly light) and the density is the same as aluminum (2.7 g/mL). Exit

18. It’s an Element, Dear Watson! Conclusion: We learned how to identify an element based on its density. We also learned how to use a balance and to use the correct number of significant figures in our answers. Back to Virtual Classroom Tour

19. It’s an Element, Dear Watson! – Group 2 Purpose: to find the density of the element and figure out what element we have. This group earned a “2” based on the rubric scale. They followed basic laboratory behavior, but did not properly use the ruler to measure their sample. They apparently measured their sample using inches rather than centimeters. The group did not place units after their data. They came up with 2 possible identities of the element, but should have narrowed down their choice to one and given an explanation based on physical properties. They wrote their answers using standard English.

20. Data- Part 1 Mass:17.90 g Volume: 1.57 Radius:.5 Height:2.0 Density:11.40 Exit

21. Data- Part 2 Mass:17.90 g Volume:7 Initial: 25 Final:32 Density:2.557 Exit

22. Questions to Answer #1: Compare the 2 density values you obtained for the element. Why aren't the values the same? We probably made a mistake. Exit

23. Questions to Answer #2: Which value do you think is more precise? Why? The second value is more precise because we noticed other groups with the same metal got similar results. Exit

24. Questions to Answer #3: Describe the physical properties of the substance. The element is a metal. It is silvery. It’s shaped like a cylinder. Exit

25. Questions to Answer #4: What element do you think you have? How did you come to this conclusion? Based on the first method, we have lead. Based on the second method, we have aluminum. Since both are metals, it could be either one. Exit

26. It’s an Element, Dear Watson! Conclusion: This was a fun lab. We either have lead or aluminum. Back to Virtual Classroom Tour