Assignment D: Six Engaging, Interactive Activities UnderwoodT

Online Icebreakers
Activity #1: Scavenger Hunt Icebreaker
Task: Introductory Exercise for the beginning of a course
Objective: To help students learn more about fellow classmates and their interests
Method: Asynchronous
Instructions: During the first week of class you will be asked to post a response indicating which three descriptions are
true for you from the Scavenger Hunt Icebreaker template. Instructions on the template are: For each of the
categories below, choose three descriptions that are true for you or that you wish to comment on and post them in the Discussion area of
the course website. Read through your classmates posts and find a person in the class who fits one of the descriptions. Write the person's
name down next to the item that fits them. You can only use each person twice. The individual who gets the most matches wins(Bonus
Points)!

Peer Partnership and Team Activities

Activity #2: Science in the News
Task: Discussion of a current science event in the news
Objective: To introduce students to the idea of exchanging oppositional thoughts online
Method: Asynchronous
Instructions: Using the threaded discussion area post a description of a current science event in the news within the last
two weeks and give either three pros why you support the science article or three cons why you do not

support the science article. Then read and reply an opposite view to two peer posted articles on a different
topic than yours.

Reflective Activities
Activity #3: IRAs(Insights, Resource Sharing, and Applications)
Task: Reflective exercise for the end of a course module
Objective: To encourage students to learn actively and to share their insights and knowledge
Method: Asynchronous
Instructions: At the end of the course module post an IRA in the discussion board, as follows:
Insights(I) create 3 bullet points from the Unit/Module, only one sentence each; Resource(R) Find one
resource that compliments the Unit/Module, this can be an article, web site, video, podcast, etcand give a
one to two sentence explanation of why that resource is applicable to the content studied; Application(A)
Provide an example of how the topic studied relates to an experience that you have had in the past. This
could be a myth that was busted or an idea that supported a past experience.

Authentic Activities
Activity #4: Social Responsibility within the field of chemistry
Task: Authentic activity to involve students in their community
Objective: To emphasize the importance of community and social responsibility
Method: Asynchronous
Instructions: You will be assigned to a team of fellow classmates and a designated chat room for group communications.
Your task will be as follows:
1-Determine a problem within your community as it relates to chemistry(seek instructor approval)
2- State the characteristics of targeted community members
3-Define short-term and long-term solutions
4-Provide a method for evaluation

5- Document your efforts

Essential data gathering should include online research on the topic, interviews with key individuals,
existing reports from the EPA or others, newspaper articles, and any other primary sources of information.
Document any previous attempts that have been made to solve the problem either locally or somewhere
else. At the end of the project, your team will submit a written report to the instructor and explore the
possibilities of grant funding to help solve the community problem.

Games and Simulations

Activity #5: Atomic Theory Webquest
Task: Inquiry-oriented Internet exploration on the Atomic Theory
Objective: To provide students an opportunity to explore the internet and practice the higher learning skills of analysis,
synthesis and evaluation
Method: Asynchronous
Instruction Students are to download the template provided at
s: http://www.lcps.org/cms/lib4/VA01000195/Centricity/ModuleInstance/82117/Scientists%20Atom%20Web
quest.pdf and explore the links to websites and videos provided in order to answer questions related to the
atomic theory and a timeline of the development of the atomic theory from the Greeks until today.

Learner-Led Activities
Activity #6: Atomic Properties Unit Discussion
Task: Learner-Led discussion
Objective: To provide students an opportunity to take ownership of their learning and assist others in their learning
and practicing higher order learning skills
Method: Asynchronous and Synchronous
Instructions: Near the end of the unit on Atomic Properties, students are to host a forum where students will ask
questions, answer each others questions, generating discussion topics, and for ensuring that the discussion

remains interesting, learning-focused and collegial. This activity will conclude three days before the Unit
Test in order to give time to wrap up any loose ends and unanswered questions relevant to the material.