21st+Century+Learning+Final+Project-+Diane+Bearrick

__**Part I**__

I choose "**__rigorous__**" because I believe deep, meaningful learning is achieved after people struggle with a topic. This also allows for instant differentiation because I realize that what is rigorous for one person is not for another. Our job is to meet the needs of all students, and I generally teach students who have made it through our school system with little experience struggling. If they go off to college without facing academic adversity then they will have a much greater rate of dropping out. In AP chemistry, I want to design rigor into the course more so they all learn what to do when things are not easy. Students develop skills on how to persevere, form study groups, get organized and be resilient.

By working together, they will also develop skills under "**collaborative**" and "**strong communicators**". I will give them discrepant examples for formative and summative **assessments** and provide **instructional strategies** that will force them to delve deeply and examine exceptions to the rule.

Part 2

====__**Artifact 1:**__ I have created a google drive site that will provide resources for students to access help/resources. In each unit I have included a folder for Animations/Videos and Links. Some we will use in class, some I will use to provide instruction, some will be for student use to help them if they are struggling with a rigorous topic. My Site====

__**Artifact 2:**__
I will also have students first access a knowmia like this to see some and then in our second unit, periodic trends, students will be asked to independently create an artifact to illustrate their understanding of ionic charge and electronegativity. One possible choice will be to create their own knowmia, so I have linked the tutorial on our course page.

__Part 2__

Create 2-3 artifacts to show evidence of your work to implement the ecosystem element (e.g. lesson plan, model of student product, etc.).