Language Language
Teacher stories Teacher stories
Blogs »
The Chemistry of Regional Products Western Region (Portugal)

This story relates the experience of Carla Valentim, Carla Jesus, MªJoão Miranda, Noémia Machado, four chemistry and physics teachers engaged in the cycle 4 of iTEC pilots (March-June 2013). It gives an overview on what happenned in the classroom and on the impact of these activities as analysed by themselves. 

In short: Students in 9th grade  produce a video that explains the chemical composition and chemical bonding of some typical products of the Western Region 

At a glance

  • Localtion:  Caldas da Rainha, Portugal
  • School: Escola Secundária Rafael Bordalo Pinheiro
  • Teacher: Carla Valentim, Carla Jesus, MªJoão Miranda, Noémia Machado
  • The subject: physics and chemistry
  • Age students: 15-17

Lesson objectives 

Students in  9th grade  produce a video that explains a phenomenon integrating scientific Sub-Themes Periodic Table of Elements; Chemical Bonding; Carbon and Hydrocarbons; Families of Organic Compounds in the study of some typical products of the Western Region

A "walk-through" of the lesson

  • Presentation of the project to the class: Reflection, objectives, rules, ITEC project, the timing characterization, the technologies they use. Schedule: 11 classes planned 13 lessons given
  • Formation of working groups. Each group will select a Regional Product in order to integrate the contents of this product in the study.
  • Students have to prepare a lesson on "How to Tell a Story", to be proficient in this field. Students begin their exploration of history: Students explore conducting research oriented, making records whenever necessary. Students conduct the first "sketch" of your story building concept maps that allow them to analyze all types of information provided, collected and / or analyzed and prepare the script of your story. Students prepare the script for the construction of the video. Elaboration of a video: students optimize your script. Video Production: students produce the 5 minute video which explains the scientific phenomenon. "

iTEC technologies and other tools used

  • Prezi - Presentation of work
  • Popplet -  Concepts maps
  • Movie Maker - software for video editing
  • StoryBoard Pro - software for create the script of the film
  • Team Up - for organizing groups and weekly reflection
  • iTEC Widget Store.
  • WordPress - for daily process
  • Cameras, microphones and headphones - to collect evidence
  • Youtube and / or Vimeo, Facebook, ... - can be used for sharing / project presentation
Teacher feedback

Develop classroom environments stimulating and innovative discipline of Physics and Chemistry was the biggest challenge for this project cycle 4.

The didactic proposal appears intended to change the way we can study some regional products of the Western Region, integrating some of Food Science. The history of learning took place in the discipline of Physics and Chemistry and ICT also having the cooperation of Coordinator of the School Library, the orientation of how to tell a story. The use of new technologies and new web 2.0 tools, is undoubtedly a way to motivate students for learning. Resources were used in this table which reveals a diverse pedagogical practice but needed more time for these resources to be properly explored, analyzed and applied. "

Students feedback

The technologies used were different, the time to explore the capabilities of each tool was too short; to learned scientific concepts and recognized the strong connection of chemistry to regional products. The use of digital educational resources in Chemistry classes, proved to be very important, because it allowed the enriching and motivating experience: provided students with different learning experiences. In the future these projets may improve the educational information available to teachers and even encourage participation and collaboration of teachers and educators.

Key innovations identified

Use of different RED to study the Periodic Table, chemical bond carbon compounds

Success factors

Skills acquisition of scientific and digital literacy; Acquisition of specific skills according to the program guidelines; Using different RED for learning the chemical constitution and chemical bonding of different regional products.

Successful outcomes

The integration of digital learning in the education system, increased the motivation of student  and developed different styles of digital learning. It was possible to create new social and cultural contexts of learning that had never existed and now offered to exploring new scenarios.A assessment of this type should not be measured, taking into account only the learning that students have acquired, but is also important how the process went, to take a new view of chemistry to the student.

Tips and advice to other teachers

At the beginning of the project its very important to quite understanding which scenario to develop the learning story by identifying: trends, stakeholders, objectives, where the scenario develops, the schedule, the activities to develop and identify possible interactions with other stakeholders, project phases and finally the technology used. With these identification it is possible build the History Learning.