Multimedia

Multimedia is a great tool to use in the classroom. It is an easy way to integrate technology into your lesson and to cater to the varying learning talents. I can't even begin to recall the number of times that I have wanted to go to the place we were learning about. A virtual tour is an excellent alternative and can provide a lot of valuable memorable information.

I particularly enjoyed the frog dissection and found that I actually learned more from it than from performing the dissection. Many students are disgusted with the smell and feel. A virtual tour could be more beneficial for students'. Obviously the dissection needs to be performed to master the use of the scalpel and scissors in cutting.

Multimedia tools also cut down on the amount of time it takes to complete a given task. If you were to do the hands on activity in real life you have to find the materials and instruct the students on how to do it step by step. Multimedia tools do the step by step instruction for you and all you have to provide is a computer.

Subject Area: Science

Grade Level: Grade 5

Source/URL:
http://pbskids.org/zoom/games/kitchenchemistry/indes.html

Description of Multimedia Learning Object: The above link provides an online experiment with acids and bases. It walks you through a tour of the kitchen, giving clues to how you can differentiate between an acid and a base. The student can then go on to perform the experiment on various household materials: testing for acidity or alkalinity and see its reaction with vinegar. Questions that sum up the material is provided at the end.

Description of Integration: This site could be used to supplement the Grade 5 Classroom Chemistry unit in Science. I would have students write down the clues and results of the experiments taking notes on how it is performed. The students could then go on to test a few materials of their own choosing.

Planning and Preparation: I would need to book a lab so all students have access to a computer and ensure that all computers are equipped with all the required software. I would start up the computers ahead of time and have the link sent to each students e-mail account so all it takes is a click. Materials required for the experiment would need to be gathered and organized and heterogeneous groups would need to be prearranged for this activity. If only certain computers are causing problems I could relocate those students. In the event where only half of the computers are working I would pair the students. In the event of complete technology failure I would have the students gather the required information from the book in groups and have a handout on the procedures of the experiment.

GLO: Describe the properties and interactions of various household liquids and solids, and interpret their interactions.

SLO: Use an indicator to identify a solution as being acidic or basic.

ICT Outcomes:

P.2.
Students will organize and manipulate data.

1.1 Read information from a prepared database.

C.6. Students will use technology to investigate and/or solve problems.

2.7 generate alternative solutions to problems by using technology to facilitate the process.