2. Assessment
Formative
1. Teacher will check for background knowledge of the periodic table.
2. Teacher will observe the students as they work in groups. The teacher will be checking
for collaboration amongst groups and proper research technique.
Summative
Video presentation by students.
Materials
● Computers/laptops
● Cell phones
● Materials Check Out sheet
● Review Cards (For presentation day)
● Periodic Table Video Packet
○ Video making handouts
○ Video Rubric
○ Reflection guidelines
○ Periodic table handouts
● White boards
● Dry erase markers
● Ball and stick model kits
● White paper
● Googles
● Lab coats
Procedures
Introduction/Engagement:
1. Teacher will have students use their phones to answer a poll powered by
PollEverywhere.com. 5 mins
Poll question: From our previous discussions about the Periodic Table groups,
which group do you find the most interesting?
A. Group 1: Alkali Metals (Lithium Group)
B. Group 2: Alkaline Earth Metals (Beryllium Group)
C. Group 3A: Icosagens (Boron Group)
D. Group 4A: Crystallogens (Carbon Group)
E. Group 5A: Pnictogens (Nitrogen Group)
F. Group 6A: Chalcogens (Oxygen Group)
G. Group 7A: Halogens (Fluorine Group)
H. Group 8A: Noble Gases (Helium Group)
3. 2. Teacher will ask up to five students why they chose a certain group to be their favorite.
10 mins
Core Learning Activities/Explore‐Explain‐Elaborate
3. Teacher will put students into groups of four and assigned one of the periodic table
groups from Procedure 1. 3 mins
4. Each group will go to a science station that corresponds to their periodic table group.
2mins
5. Teacher will explain that students are to create a 5 minute video on their periodic table
group. The students must include all of the elements that are considered to be in the
group. The students are allowed to make the video in whatever they want to. They can
make a play, a music video, and picture show, etc. 10 mins
6. Teacher will explain that all materials (labeled in red in the Materials Section) at their
science station may be used for their video but must be checked out with the teacher first.
5 mins
7. Teacher will inform students that they have exactly two weeks to finish their video and
that further details are in the Periodic Table Video Packet at their station. 2 min
● Script will be due in exactly one week
● Reflection will be due the day of presentation
8. Teacher will have students review the packet and ask questions (students are encouraged
to write questions and answers in their packet). 8 mins
9. Students will brainstorm ideas and begin “storyboarding” on their blank pieces of paper.
30 mins
Closure
Students will watch examples of videos made from past years so that they may have ideas and ask
questions about the assignment. Students will not be required to take notes but it is encouraged to take
note of anything they like or want to incorporate. Teacher will make sure students have all of the
necessary handouts from the Materials list. 15 mins
Reflection
On the Lesson Plan
This lesson plan has a heavy emphasis on technology. Prior to this lesson, students have learned
how to conduct database research, how to navigate Google Drive, and how to categorize
elements. The students are now encouraged to take all those skills that they have learned and
combine it with something fun and engaging. At the same time, students are learning to use
technology as a means for communication and presentation. Therefore, this lesson pulls for
previous knowledge while encouraging selflearning. Although students are provided with
handouts and information from their past notes, they must now take all of that information and do
it on their own. Students are placed in groups so that they may self delegate tasks and learn
4. different ways of thinking from each other. The students have been in groups before but this
project requires them to work together outside of the classroom so they must create their own
schedule. Students will then informally write a reflection on their experience. This lesson will
span over two weeks but will be brought up only on the first day. All material will be provided to
them the day the lesson is brought up so that future class time can be used to cover other topics.
On the day of presentations, students will simply present their videos and fill out a Review Card
for the video to aid in my grading. The type of literacy that is emphasized in this lesson is
technological literacy through creating a video and technical literacy through database research.
5. Film Editing Guidelines
iMovie
You will need to start and finish your project on one computer. You can stop and come back to it, but you
cannot take it with you to work on another computer.
1. Make sure all of your images are saved on your computer in the same place before you begin.
2. Select New Project under “File.” Select “None” for theme.
3. Open your image folder, highlight all of your images and drag them into the project. Or if your
images are saved in iPhoto, click on the camera icon to open up photo albums and drag the
images you want from your album. Ken Burns effect will begin automatically. You can click on
the crop icon to adjust the movement of the Ken Burns effect.
4. To record narration, use the voice recorder in Garage Band or use an app on your phone.
● To use Garage Band, mess around or look up video tutorials—I figured it out last year,
but I didn’t write it down and can’t remember. Bonus points if you write up a tutorial!
● You can also find free apps to record on a smart phone then email the recordings to
yourself and save onto your desktop. It took me 5 minutes to do this.
● You can record it in chunks if that is easier. Number the recordings as you save them to
make it easier to put in the video.
5. Click music note to open music and sound effects browser. Drag desired audio tracks into place.
You can also drag sound files from your desktop into your project. If you have multiple voice
recordings, number them as you save them and drag them into order. If you want to add music
and narration, you can lay them on top of each other. Click on settings icon on audio track to
adjust audio for each sound trackadjust music so narration is easy to hear and music is not
distracting.
6. Arrange images in desired order by highlighting the image and dragging it to the correct location.
7. Click the box with triangles to open transition browser. Drag desired transitions between images.
8. You can click on the settings icon on each image and transition to adjust the duration of each
image to match audio. Add or delete images if necessary
9. Click on the “T” icon to add text. Drag the desired text box to the specific image where you want
it to appear. Type in your text and adjust the size, color, and font as desired. At least add a title
and credits page. Add chapter titles if desired (“Classroom Instruction,” “Assessment,”
“Classroom Environment,” etc). You can also add quotes or key words and phrases.
10. Under “Share,” you can choose to share the movie on YouTube, DVD, iTunes file, or “Export” as
a file to upload to Blackboard. It will take a while to do this.
Feel free to experiment with more advanced editing tools.
7. Film Editing Guidelines
Windows Live Movie Maker (Vista or Windows 7) Located under Start
You need to work on your movie on only one computer. Image files will not transfer between computers
or even folders on your computer once you begin. After you “Save as Movie” at the end, you will be able
to view it on other computers.
1. Make sure all of your images are saved on your computer in the same place before you begin.
You cannot delete them or move them to another folder until the movie is finished.
2. To record narration, use the sound recorder in MovieMaker (if your version has it), use the sound
recorder in Windows or use an app on your phone.
● Click Start in Windows Vista or Windows 7 and open up Sound Recorder in the
Accessories folder.
● Record yourself reading the your script. You can do this as one recording or as several
short recordings. Save each sound file (with numbers if you do several short recordings)
in a location you can find it.
● You can also find free apps to record on a smart phone then email the recordings to
yourself and save onto your computer.
3. Add the audio file into your project in MovieMaker. Save.
4. Click where it says “Click to browse photos and videos” or click “Add videos and photos” on the
“Home” tab.
5. Click on first image, hold shift, then click on last image.
6. Click import.
7. Drag photos into desired order. Save (project, not movie—don’t save movie until you are done).
8. Under animations, choose a transition. Click “apply to all” unless you want different transitions
for different slides. Save.
9. Under “Video Tools/Edit,” you can change duration of each slide to desired length. Right click on
first image and click on “select all” to change duration of all images at once. Click on each
individual image to change the time of individual images to match your script. (Don’t do this
before adding transition since transitions mess up timing. Save
10. Under animations, click “automatic pan and zoom” and “apply to all” unless you want a different
pan and zoom for different slides. Save.
11. Under the “Home” tab, click “title” or “credit” to add text to the beginning or end of your project.
12. When you are finished, go to the little blue box in the upper left hand corner and click “Save as
Movie.” It will take some time to render. Your movie must have the tag .wmv to be viewable on
other computers (.wlmp is not finished).
● Feel free to play with AutoMovie themes if you are brave, but do that before you time
images to match script.
● To add music, “Finish Movie” then import it into a new project. Import the music, adjust
volume, fade in and out, then Finish Movie again. Tutorials available online.
8. Periodic Table Video
Requirements Exemplary4 Proficient3 Developing2 Limited
Script
_______/20
∙ Needs to be clear and effective in
communicating information to the
audience. Must be fluid with
effective tone and inflection in
order to convey information to
fellow students and teacher
Demonstrates a
clear
understanding of
periodic table
group; exhibits
the type of
audience that is
receiving the
video
Demonstrates an
understanding;
exhibits the type
of audience that
is receiving the
video
Demonstrates
some
understanding;
exhibits some
knowledge of the
type of audience
that is receiving
the video
Demonstrates
beginning
understanding;
exhibits minimal
knowledge of the
type of audience
that is receiving
the video
Images/Video Clips
_______/20
Needs to compliment the script by
providing visuals for words. The
images and clips used are a means
of information, not distraction.
Demonstrates a
clear
understanding of
periodic table
group; exhibits
knowledge of the
type of audience
that is receiving
the video
Demonstrates an
understanding;
exhibits
knowledge of the
type of audience
that is receiving
the video
Demonstrates
some
understanding;
exhibits some
knowledge of the
type of audience
that is receiving
the video
Demonstrates
beginning
understanding;
exhibits minimal
knowledge of the
type of audience
that is receiving
the video
Editing
_______/20
Needs to be clean and clear. Titles,
transitions, music, and other
effects are purposeful and
polished. Script is clearly
represented and blends well with
the images. Photo/video sources
are cited. No more than 5 minutes
long.
Demonstrates a
clear
understanding of
periodic table
group; exhibits
the type of
audience that is
receiving the
video
Demonstrates an
understanding;
exhibits the type
of audience that
is receiving the
video
Demonstrates
some
understanding;
exhibits some
knowledge of the
type of audience
that is receiving
the video
Demonstrates
beginning
understanding;
exhibits minimal
knowledge of the
type of audience
that is receiving
the video
Knowledge of elements
_______/40
Information needs to be accurate
and well researched. Data and
studies presented are accurate and
aligned with the proper time
period. Information is cited
properly in APA format.
Information was presented in an
engaging format.
Demonstrates a
clear
understanding of
periodic table
group; exhibits
the type of
audience that is
receiving the
video
Demonstrates an
understanding;
exhibits the type
of audience that
is receiving the
video
Demonstrates
some
understanding;
exhibits some
knowledge of the
type of audience
that is receiving
the video
Demonstrates
beginning
understanding;
exhibits minimal
knowledge of the
type of audience
that is receiving
the video
Total
___________/100
