ISTC 541 – Foundations of Instructional Technology
C. Wood
Technology Integrated Lesson Plan
Kim Culbertson
Audience (i.e. grade level,
specific faculty)
Purpose/subject of lesson –
topic:
This lesson was designed for Honors Chemistry students in grade 10 at Dulaney
High School, Baltimore County Public Schools. This lesson was taught to three
classes, totaling 96 students. While students are very academically capable, their
exposure to technology in school is minimal. There were three IEP students and
five 504 students within the three classes that participated in this lesson.
This lesson was designed for students to explore the historical development of the
atom. This was the first lesson in the Atomic Structure unit.
In this lesson students were assigned a scientist that made a significant
contribution to the current model of the atom. Students worked in cooperative
learning groups to complete research and created a Voki that delivered a firstperson speech to highlight the scientist’s contributions. All information was
shared on the class Wiki page. Students used the Vokis and images displayed on
the Wiki page to create a digital timeline of the history of the atom and write a
BCR.
Content / Curriculum
Standards – Maryland
VSC
(http://www.mdk12.org )
 Which VSC content
specific standards
will your lesson
address?
 What do you want
your students to
know and be able to
do?
(Note: You do not have to
list “ALL” curriculum
indicators – just enough to
demonstrate alignment with
content.)
Learning Objectives
State the objectives of your
lesson/presentation using
action verbs (in measurable
terms)
Maryland Core Learning Goals
Goal 4: Concepts of Chemistry: The student will demonstrate the ability to use
scientific skills and processes (Core Learning Goal 1) to explain composition and
interactions of matter in the world in which we live.
Expectation 4.1 The student will explain that atoms have structure and this
structure serves as the basis for the properties of elements and the bonds that they
form.
Indicator 4.1.1 The student will analyze the structure of the atom and describe
the characteristics of the particles found there.
Assessment Limit: The historical development and/or experimental evidence for
the existence and structure of the atom (Democritus, Dalton, Thomson,
Rutherford, Bohr, electron cloud model)
Day 1: Students will be able to write a first-person speech for a scientist, using
Internet research, in order to describe the scientist’s contribution to the
development of the atom.
Day 2: Students will be able to create a Voki of a scientist in order to
communicate to their peers how the scientist contributed to the development of
the atom.
Day 3&4: Students will be able to construct a digital timeline of the historical
development of the atom, by listening to Vokis of the scientists, in order to
illustrate how science is an ongoing endeavor that is constantly changing.
Student Technology
Standards
What Maryland student
Maryland Technology Standards (From the 9-12 draft standards)
Standard 2.0 – Digital Citizenship: Demonstrate an understanding of the history
of technology and its impact on society, and practice ethical, legal, and
technology standards are
addressed in your lesson?
responsible use of technology to assure safety.
B. Legal and Ethical Issues
1. Practice responsible and appropriate use of technology systems, software, and
information in academic, personal, and work related environments
a) Understand and apply acceptable use policies and practices
b) Adhere to ethical standards of conduct in the use of technology
Standard 4.0 – Technology for Communication and Expression: Use
technology to communicate information and express ideas using various media
formats
A. Communication
1. Select and use technology to communicate with diverse audiences locally and
globally
a) Select and use multiple media and formats to communicate information
Standard 5.0 – Technology for Information Use and Management: Use
technology to locate, evaluate, gather, and organize information.
A. Locate, Evaluate, and Gather Information
1. Select and use information resources available through technology
c) Select and evaluate information from appropriate technology resources.
B. Organize information
1. Select and use technology tools to organize information
a) Use appropriate technology tools to support organization of information for
analysis and synthesis
Teaching/Learning
Theories: Describe the
pedagogical model(s) you
will use to present this
lesson/training (i.e. projectbased learning, social
constructivism,
constructivism, behaviorism,
blend of types, etc.)
This lesson follows the Constructivist/Cognitive approach to learning. In this
lesson students were given the opportunity to explore various forms of media
(text, image, animation, video, talking avatars) to construct an understanding of
the historical development of the atom.
Students worked in social, collaborative learning groups to construct products and
new ideas.
This lesson was student centered and the teacher’s role was to coach students and
provide a safe digital environment for students to explore and learn.
Instructional Design Approaches. (n.d.). UW Departments. Retrieved December
6, 2010, from
http://depts.washington.edu/eproject/Instructional%20Design%20Approaches.htm
Anticipated Lesson length
(i.e. one or several class
periods; block of time –
specify if for training)
Content: Fully describe the
content of your lesson. What
information will be
presented? How will you
integrate technology into
student learning?
Students were given 4 45-minute class periods to complete this lesson.

Students were given 1 45-minute class period to perform their research,
evaluate the data collected, and create a speech for their Voki. Students
will also upload related images to the Wiki page.

Students were given 1 45-minute class period to modify their speech and
to create a Voki that resembles the scientists that they researched.
Students will also refine the images on their Wiki page.

Students were given 2 45-minute class periods to listen to the Vokis and
view the images on the Wiki page. Students highlighted the key points in
each speech and created a digital timeline using classtools.net to illustrate
the history of the atom.
1. As an engagement, students were given a black box that contained a
mystery item. Students had to determine the contents of the box without
being able to open/look inside the box. This demonstrated to students that
the scientists that they are about to research went through the same
process: trying to find out what an atom looked like without being able to
see it.
2. Students were divided into seven groups and each group was assigned to
a scientist.
3. Each group received a packet that contained a brief narrative of the
project and a list of questions to direct their research. Each group had
access to a protected Wiki page for them to type in key information, and
to insert images and the Voki. Students were also given step-by-step
directions for using the Wiki and Voki sites and a rubric.
4. Students first completed their research. Each group was given a fur.ly link
that contained 6-8 teacher-approved websites. When doing their research,
students took notes on their Wiki page and inserted relevant images.
(Each group had their own Wiki page so they did not have to compete for
the “lock.”
5. Students used the information compiled from their research to create a
first-person speech that their scientist would give to illustrate his
contribution to the development of atomic theory.
6. The speeches were edited by the teacher via the Wiki.
7. Students used their approved speeches to create a Voki. Students chose a
Voki that best resembled their scientist, including facial structure, attire,
and accent. Students embedded their Vokis into the Wiki.
8. The teacher put all of the individual scientist’s pages onto one class page
for students to view.
9. As a class, students listened to the Vokis and viewed the images for each
scientist. Students had a print version of the speeches and highlighted key
information for each presentation.
10. Students individually created a timeline for the historical development of
the atom using the timeline feature in classtools.net
11. As a reflection, students wrote a BCR by choosing and defending the
scientist that had the greatest contribution to the development of the atom.
For fun, students also voted on the Voki that best resembled the scientist.
What is your rationale to
support inclusion of
technology in the lesson?
(i.e. enrichment of content,
extension of learning, student
demonstration of learning)
I have done this activity in the past but with the use of PowerPoint presentations
and pamphlets. I heard that history teachers were using Vokis to deliver important
presidential speeches and other historical information. I immediately thought that
this would fit in perfectly with this assignment.
In using the Voki technology, students became more engaged and ultimately
created a higher quality product (in creating their speeches, students not only had
to report information, but also had to evaluate it). The Vokis worked to not only
deliver the content to the students, but allowed students the opportunity for
creativity and expression.
In addition, this lesson addressed multiple learning styles as students were able to
capture the content through audio, text, and images. This also helped me achieve
the “Universal Design for Learning” goal to represent information in multiple
formats and media (Rose & Meyer, 2010).
The Vokis were also useful to assist learning disabled students as they could listen
to the Vokis as many times as they needed to and allowed for speech to text
connections. Students also remarked that they listened to the Vokis when
preparing for a quiz and/or benchmark instead of reading notes or the textbook.
The Wiki was a great location for students to practice the 21st century learning
skill of collaborative learning. Foremost, it was a safe and protected learning
environment that also allowed me to easily peruse the group’s pages to
formatively assess their progress and provide needed feedback. Also, it allowed
groups the flexibility of working collaboratively on the project outside of class
and allowed absent students the opportunity to participate as well.
The use of the digital timeline allowed students to effectively synthesize ideas
from this project. In this manner, students were able to clearly and concisely
demonstrate their learning.
Resources: Give the links
for applications on the web
that you will use (if
appropriate). Provide links
for resources for students on
the web (if appropriate).
Rose, D. H., & Meyer, A. (2010). Teaching every student: information and
ideas. CAST. Retrieved September 9, 2010, from
www.cast.org/teachingeverystudent/ideas/tes
Student Links:
www.voki.com
Culbertson.pbworks.com
Democritus & Aristotle Links: http://fur.ly/27gg
John Dalton Links: http://fur.ly/24v5
J.J. Thomson Links: http://fur.ly/24ya
Ernest Rutherford Links: http://fur.ly/24ye
Niels Bohr Links: http://fur.ly/24yi
Electron Cloud Model Links: http://fur.ly/2557
James Chadwick Links: http://fur.ly/17xd
Example of student work:
https://culbertson.pbworks.com/w/page/30901316/Atomic-Structure-Period-2
https://culbertson.pbworks.com/w/page/30901765/Atomic-Structure-Period-3
http://classtools.net/widgets/timeline_7/KpR1u.htm
Extension:
https://culbertson.pbworks.com/w/page/33648543/The-Electric-Pickle
Assessment: Describe how
you will assess the
participants’ learning
Formative: (Should occur
during the lesson to give the
teacher feedback on student
learning).
Formative (ongoing):
During the project I monitored student performance by looking at the “recent
changes” on my Wiki and by walking around the room and asking questions.
Speeches were formatively assessed before the Voki was created to ensure the
correct and appropriate information was going to be delivered.
Students were assessed for their Voki and other project components with a rubric.
Students were assessed for the completion of their timelines.
The BCR was assessed using the 4 point HSA science rubric.
Summative: (May not occur
during the lesson, but is a
long range goal for student
learning). Attach example(s)
of assessment.
Summative (final):
Several of the theories/scientists were tested on the county benchmark for Atomic
Structure. Both multiple choice and BCR question formats were used.
(Note: both categories need
not be addressed, but you
should provide some
indication of how you will
assess student learning in
the lesson/unit)
How do you predict the use
of the technology will affect
the teaching of lesson
content and/or impact
Before completing this lesson I predicted that the use of the Voki, Wiki and
digital timeline technologies would be an effective way to combine the “legacy”
content (reading, writing, history) and “future content” (the technology). Also, the
project would allow me to speak to my “Digital Native” students in their language
student learning?
(Prensky, 2001). This is a topic that students should have learned before and I felt
that introducing this technology would make the topic new and exciting for all of
my students. I predicted that students would be highly intrinsically motivated to
complete their research and develop a high quality summary/speech so that they
could make their Voki. I also planned to show students an example of a Voki to
further excite and motivate them.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 16.
Extension Activities

Students could view the video “The Electric Pickle” and answer the question
“why does the pickle turn yellow?” Students will use their knowledge of
electrons, and Bohr’s model of energy orbits to deduce that the heat applied to
the pickle excited the electrons to higher energy levels. When the electrons
dropped back down they emitted light at a wavelength of about 570nm which
is yellow on the visible spectrum. In addition, the element whose electrons are
being excited is that of sodium (the salt in the pickle). Students could post
their answers to a discussion page on the wiki.

The teacher could perform J.J. Thomson’s cathode ray tube experiment using
a Tesla coil and a zinc sulfide screen. Students would use their knowledge
gained from this lesson to explain that the visible current is a flow of
electrons. The teacher could further prove that electrons are negative by
putting a negatively charged magnet near the beam. Students could deduce
from this that the beam is negatively charged (electrons have a negative
charge) because like charges repel.

The students could perform a lab that is analogous to determining the location
of an electron. Students will use peas and probability to deduce that the exact
location of an electron cannot be determined at any given time.
This template was inspired by the MTTS Standard V lesson template available at http://www.mttsonline.org