Karyn's+page

Hi Kathriona,

Unfortunitly I didn't have any chemistry classes this teaching experience, so I didn't get to try out any of the material you gave us. However I did hunt down the chemistry teacher at the school, he was a first year teacher and trained in maths not chem. So went over the material with him, he was very greatful and tried some out on his class which worked really well.

22/4 Hi again I was counting up presentation chocolate fish and realised you had missed out Kathriona Karyn This was on the home page so I have created your own page here. You managed to delete my home page instructions so I am resurecting them this morning! Don't worry I did this myself the first time I edited a page! Kathriona Here is my unit plan for Chemical Equilibriums, I have the experiments in full but can't figure out how to attach those files with this one - wont seem to let me add anything more. Cheers Karyn

Task 2 __LEVEL 7 CHEMICAL REACTIONS - EQUILIBRIUM__
 * Lecture Number || Learning Objectives || Teaching Points || Activities, Demonstrations and Practical’s || Resources || Special Needs and Abilities ||
 * 1 || Outline the dynamic nature of equilibrium (introduction) || -Dynamic Equilibrium

-Forward and Reverse Reactions (CuSO4 as an example) || Demo 1: Establishing an equilibrium position (see attached document1). || Textbook 2 x 600ml Beakers 2 x glass trays (deep) 2 x plastic rulers 20 – 30 litres of water 2 different food coloured dyes || Because this practical relies on being able to see colour, if there is a vision impaired student – they can take measurements to see equilibrium. ||
 * 2 || Outline the dynamic nature of equilibrium (practical) || Chemical Equilibrium || Demonstrate on the OHP (iron III/thiocyanate) to class while they fill in worksheet || OHP, Petri dishes, Iron III nitrate solution (0.1 mol/L), potassium thiocyanate solution (0.02 mol/L), potassium thiocyanate solid, sodium fluoride solid, potassium nitrate solution. || This experiment is demonstrated so everyone has same learning chance, discuss what is happening at various stages will include vision impaired students

|| -Temperature -Pressure -Catalyst || Demo2: Catalyst effects on equilibrium position. || Textbook 2 x 600ml Beaker 2 x glass trays (deep) 2 x plastic rulers 20 – 30 litres of water 2 different food coloured dyes || This experiment is demonstrated so everyone has same learning chance, discuss what is happening at various stages will include vision impaired students
 * 3 || Describe and explain Le Chatelier’s Principle || -Concentration

|| -Temperature || Equilibrium Systems Practical (see attached document) || 1ml of Copper sulphate. 1ml Concentrated hydrochloric acid. Water. Test Tube. Glass Beaker. Eye dropper. || Students work in groups to discuss results with each other. || Working in small groups to solve set problems || Textbook and CD. || Students work in groups to discuss results with each other. || __EFFECTIVE PEDAGOGY__ To me effective pedagogy means the way in which you plan to teach, how adaptable to changing that plan you are and being aware of your students needs- how varied and different those needs can be.
 * 4 || Describe and explain Le Chatelier’s Principle || -Concentration
 * 5 || Use the equilibrium constant to solve problems || Equilibrium Constant || Notes and explanations
 * 6 || Relate equilibrium to industrial uses || Industrial Equilibria || Go through examples of Ammonia and Sulphuric acid || Textbook and CD power point. || ||

From the 7 key terms, I think 5 are things you can prepare for before the lesson begins – preparation for teaching. They will take time to get right and you will need to alter them as the year goes on. Creating a supportive learning environment requires the teacher to get to know their students, the time in which this happens will be vary with different students. Providing sufficient opportunities to learn and facilitating shared learning are things to keep in mind when you plan a unit of work, how you are going to teach the content and what activities to use to engage and make it exciting for students. As a teacher you need to plan to give students enough time in the lesson for reflective thought and critical analysis of the information you are putting to them and

Making connections to prior learning and experience and Teaching as inquiry are things to consider as you are teaching, finding out what the student already knows, fixing any misconceptions that may be present and surveying how your teaching style is being received so you can adapt it as necessary. These two terms are how you teach, all steps need to be considered and continually worked on to become an effective teacher.

__PEDAGOGIES ALREADY BEING USED__ FACILITATION SHARED LEARNING, The benefits of co- operative learning are huge, students learn more of each other, different points of view and/or different methodologies of problem solving. When you are teaching someone else the knowledge gets consolidated and increases the chance of them remembering the information, so by getting students to share learning, we are cutting down on time spent reteaching them.

CREATING A SUPPORTIVE LEARNING ENVIRONMENT If this is not done and done well, then no learning will take place. Students need above all to feel safe and valued, they need to feel that they can voice their opinions and ask questions. Otherwise we go back to the days of rote learning and failing students.

ENHANCING THE RELEVANCE OF NEW LEARNING I think this is very important in science especially in the junior classes where science is compulsory, to take the time to explain the value of what you are teaching and making it relevant to their lives. I used this when teaching electricity to Year 10 science, got the students to think about conduction of materials through the context of first aid, if they stumbled across someone suffering from electric shock, how would they save them. This got the class engaged in a discussion and by the end of the lesson they had learnt what materials conducted electricity and why.

__PEDAGOGIES THAT ARE EASY TO USE__


 * Creating a supportive learning environment
 * Making connections to prior learning
 * Encouraging reflective thought and action
 * Enhancing the relevance of new learning

__PEDAGOGIES THAT ARE CHALLENGING__

(I find these hard as they take time and the curriculum is structured so that you only have enough time to cover the content that the students are going to be tested on before the assessment. There is previous little time for students to really get stuck in and investigate problems, trying out their ideas and evaluate the outcomes).
 * Providing sufficient opportunities to learn
 * Inquiry learning