Team+19

Team 19
Member Names: Arshad Shan Zhang

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions:

What content areas do you teach? Chemistry

What content strengths do you have? Arshad: Physical Chemistry, PBL and ICT Shan: Analytical Chemistry and ICT

What content do you find difficult to teach? Arshad: Theoretical Chemistry Shan: Physical Chemistry

What do you consider your role to be as a teacher? A friendly, collaborative and interactive guide

What instructional methods do you use as a teacher? Problem Based Learning, Activity Based Instruction

What are some of the persistent problems you encounter in your instruction? Language problems with ESL students Mixed ability students Lab works

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">With your partner, identify possible areas of overlap. <span style="color: #c0504d; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">Activity based teaching


 * Reflection Notes:**

Thursday
Guiding Questions I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? media type="custom" key="7446273" Can you construct the Lewis structure of a molecule? Please list the Lewis structures of the following substances: i) methane ii) ammonia iii) water

II. How are new literacies featured in your compelling question? Students should collaborate to come up with a creative idea to an inquire.

III. How will you organize or group your students for the PBI? Mixed ability students

IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? Students should be able to know that: (1) Oppsite charges repel, (2) how to construct Lewis structure and (3) some spacial geometry. the preceeding lesson is Lewis structure.

V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process?

By making sure that students have access to the right information source, and keeping them from being lost in sea of information. Time bard search.

VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? To show their creative work to the other students in class, and let the other students to evaluate the model.

VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). Corret geometry of the molecules. Worksheet.

VIII. What technology tools will students use in creation and sharing of their PBI product? Model kit or model building softwares, Interactive board


 * Reflection Notes:**

PBI Compelling Question:
What is Oxidation-Reduction Reaction?

Content:
1. class demonstration of re-dox reaction 2. writing of half chemical equations 3. prediction of electrode products 4. role of the electrolytes 5. expected visible changes 6. inference

Learning Outcomes for this PBI:
1. be able to understand and differentiate the redox reaction from other chemical reactions. 2. be able to write ionic and half equations. 3. be able to predict the electrode products. 4. Know the application of electrolysis in industry

Method:
Students will be divided into groups, and they will be given already prepared sets of eqipments for conducting the activity

Assessment:
Work sheets

Technology Tools Used:
Computer should be used to show slides and animation