L2+Kuvaja,+Kyle

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Kuvaja **__Lesson #__**__:__ __1__ **__Facet:__** Explain

 **__Grade Level__:** 11 **__Numbers of Days:__** 4 days

 **__Topic:__** Atomic structure

 **__PART I:__**

 **__Objectives__**

 **Student will understand that** there is a structure of atoms and this structure determines the properties they exhibit.

 **Student will know** definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, and octet rule..Students will lastly be familiar with Democritus, John Dalton, Sir William Ramsay, and Sir Issac Newton.

 **Student will be able to** describe the structure of atoms.

 **Product:** Podcast

 **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Maine Learning Results

Content Area: Science and Technology

Standard Label: D. The Physical Setting

Standard: D3 Matter and Energy

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 9-Diploma

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a,b,c,d

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Rationale:** Students will develop an understanding of atomic structure by creating diagrams and presenting their understanding, which is fundamental to the matter and energy unit.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Assessments__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Pre-Assessment: (Lesson 1 only)__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete an ungraded survey to check for understanding in basic chemistry and mathematics (units of measurement, atoms, chemistry, among other basic topics).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Formative (Assessment for Learning)__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I – checking for understanding during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Before going to Think-Pair-Share, students will complete a ticket and I will use information to guide thinking. The ticket will assess the information they learned from the previous day where we introduced atomic structure.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – timely feedback for products (self, peer, teacher)**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a rubric, students will self-assess and get peer feedback in class. Using the same rubric, students will be given teacher feedback so that students can revise their work. The rubrics will be completely after the completion of the Podcasts on Day 4. At that time students will watch the presentations of the Podcasts and assess each individual group on a scale similar to that of the rubric. As I watch all of the presentations, I will be assessing the groups myself by taking notes on the side of the rubric. I will want the partners to assess each other and themselves at the end too. All of this feedback will give me the necessary information to give fair grades to the students.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create a newscast that describes the structure of the atom for a specific element. The Podcast will contain information about the atom's protons, neutrons, electrons, and orbitals. The Podcast should be between 2-4 minutes long. Before Day 2 of the lesson, I will pair each student off based on how the first day goes. The students will use Think-Pair-Share to begin developing a list of properties for a particular atom. These pairs will carry through to Day 3 when the groups will use a sequence chart as a graphic organizer to plan for their own Podcast. That same day the Podcast recording will take place. The Podcast should contain all of the content listed above, be creative, stay within the time constraints, and should be created with clear audio so that we can understand what is being said. The Podcast will be graded using a rubric by myself, their peers, and themselves. The rubrics will be handed out on the presentation day, including the revised rubrics that will be used by the other groups to give feedback to the presenting group.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Integration__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Technology:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will have my students create a Podcast and work with a paint program to diagram atoms in a Type II way. One of my hooks is a picture slideshow which uses technology in a Type I way.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Content Areas:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Music: I will be asking students to incorporate music into their Podcasts.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Social studies: We will be discussing events in history and policy regarding the implications of nuclear fission.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Groupings__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I - Graphic Organizer & Cooperative Learning used during instruction**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will each create their own sequence chart to map out how they will incorporate descriptions of the atomic structure (electrons, protons, neutrons, orbitals, elements, density, and possibly include famous chemists like Democritus) in their Podcast. Students will use Think-Pair-Share as part of the organizing process. Once they have created their sequence charts, students will be paired off and expected to share their sequence charts with one or two other people. This cooperative learning exercise will lead into the product for lesson one, the newscast Podcast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – Groups and Roles for Product**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For the Podcast project, students will be paired up. Each student will play all of the following roles:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Recorder: The recorder will take notes during class discussion, Think-Pair-Share, and during the audio recording process.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facilitator: The facilitators main role in the Podcast project will be to direct questions at the teacher. Another role of the facilitator is to keep their partner on task.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Time keeper: The time keeper will help manage time for the group. The time keeper will also make sure to take down due dates and remember to announce them to their partner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Runner: The runner will be moving the most. They will gather necessary tools, paper, costumes, microphone, or any other object that would help the group.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">News anchor: The news anchor will be talking about the atomic structure in the actual Podcast itself.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Audio technician: The audio technician will be editing the audio from the Podcast in Garageband.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Differentiated Instruction__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__MI Strategies__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical:** Students will need to calculate how many electrons are in each orbital of the atom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal:** Students will simulate a pair of news anchors on a podcast about atomic structure, which requires them to speak over the air.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual:** Students will create diagrams of atoms on a painting program before creating their podcast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical:** Students will need to create a song for their newscast. They can hum, whistle, or use software when coming up with their opening theme.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be expected to brainstorm ideas for their newscast on their own during Think-Pair-Share.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will be expected to share their ideas and collaborate with a partner during their newscast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Kinesthetic:** Students will be interacting with the paint program on the computer when they create a visual representation of atoms.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Naturalist:** Relate nuclear fission to the effects it has on the environment while discussing the nucleus of atoms.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Modifications/Accommodations__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will have a major focus on respecting others and treating them that way constantly. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. My classroom is focused on personal growth and making sure that the student can understand the information required of them. I will provide more time, alternative assignments (if necessary), or supplement assignments. These will all be dependent on whether or not it helps the individual student's learning.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Plan for accommodating absent students:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students who cannot attend class can access class notes, the sequence chart outline, and any assignments that were missed on my class Wikipage. Students will need to get in touch with their partner for the Podcast. Depending on the day, students may need to create to audio files and combine them together later. If a student misses an extended period of time then they can complete any assignments on their own after meeting with me.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Extensions__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Type II technology:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will have my students create a Podcast and work with a paint program to diagram atoms in a Type II way.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Gifted Students:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">One way I could challenge gifted students could be to have them use Google SketchUp or other 3D rendering software program to create a more realistic diagram of an atom. I would also have them describe electron orbitals in greater detail in the Podcast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Materials, Resources and Technology__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //List all the items you need for the lesson.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Laptops

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-LCD projector

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Index cards

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Rubric

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Handouts (sequence chart)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Ungraded survey

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Headphones

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Markers

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Compasses (for drawing circles)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Paper

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Source for Lesson Plan and Research__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Photos for slide show will by taken by me and used in the hook.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-[|Sequence chart] / [] - The link is a page of graphic organizers. Sequence chart is selected for this project and is used to plan the Podcast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Chemistry text books - Various chemistry text books are used for content notes and the direction of my class days.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-[|General chemistry glossary] / [] - The link is a list of chemistry terms that are used as references for the content notes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Making a Podcast [|1] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">, <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|2] (1) [] (2) [] - Both links are references for creating Podcasts. The first link goes to the Apple website and the other a Mac forum.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-[|Chemistry biographies] / [] <span style="font-family: 'Times New Roman',serif;"> - The link is a reference for the information found in the content notes about famous chemists.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__PART II:__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Teaching and Learning Sequence__ (Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will be arranged in centers to not only aid partner collaboration, but also help with group bonding early in the year. A simple set of classroom will be in place that are also enforceable. Complicated rules can backfire on the teacher. The first day will begin with a digital picture slideshow "hook". The hook is meant to inspire my students to realize that there is more to the world than we realize. At the end of the first day, students will be given an ungraded survey that will give me a general understanding of their knowledge in the areas of basic mathematics and chemistry. The results of the pre-assessment will factor into the beginning of day two when I address any areas that I feel are necessary. Students will then fill out a ticket to help me check their understanding of the material covered in the first couple of days. The rest of Day 2 will be using the cooperative learning tool, Think-Pair-Share. Students will be placed into groups the day before and be asked to study their element. They will then share their information with a partner before finally sharing all the information in table groups. The progression to table groups is meant to cause a continuous learning process, as well as promote individuality and student interaction. On Day 3 students will create a sequence chart to help as an outline to their Podcast and record. The last day is the sharing of all of the Podcast and all evaluations should be complete. I will be sure to fill out my rubric and hand them back in a timely manner.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __My Agenda__

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 1:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** I will have the digital picture slideshow (hook) playing when students enter the room. Students will sit with their particular table that has been determined and I will take attendance as they enter the room. I will be asking students to think about what the pictures might be as they show up on the screen. The remaining time will be used to discuss as a group what the pictures might be. I will use this as a segway to discuss how there are building blocks of matter that are so small that they cannot be seen.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:08-** I will use this time to discuss the topics that we will cover in the weeks to follow, as well as what the class objectives are. Any questions on the class syllabus can be asked at this time. Class behavior will be addressed briefly, yet to a degree where the students will understand my expectations.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:18-** I will begin a class lecture that will discuss what atoms are, their structure, and their role in the world. All topics except energy levels and orbitals will be discussed in this time period.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:58-** The ungraded pre-assessment survey will be handed out and the students will complete it. The survey will test their understanding of basic mathematics and science.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:08-** I will end the class by discussing what nuclear fission is, how it is related to atoms, and what implications this had/has on the real world.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 2:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** The class will begin with a discussion on the ungraded surveys and any areas that I feel need to be addressed, will be addressed.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:15-** Building on the instruction from Day 1, I will continue to teach the students about energy levels and orbitals.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:35-** Students will complete a ticket that will help me check for their understanding regarding atomic structure (protons, neutrons, electrons), some of the famous people involved, and the energy levels' role in atomic structure.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:40-** Now that students are familiar with atomic structure and some of their properties, students will be assigned a particular atom/element and asked to develop a list of properties about their specific atom (Think of Think-Pair-Share).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:50-** After the students are done thinking about their particular atom they will group with another student in the class with the same atom. Every group will have a different atom, so this means that everyone will have either one or two other classmates in their group. In theses pairs, students will share what they learned about their atom/element and begin to develop a group list of properties (Pair of Think-Pair-Share).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:15-** The end of class will consist of student pairs sharing their atom in table groups. The table groups will discuss what properties they found for their particular atom and how it relates to our discussions in class (Share of Think-Pair-Share).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 3:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** The class will begin with an overview of the rubric that will be used for the Podcast presentation, as well as some samples of Podcasts that are not necessarily related to atoms and elements.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:10-** Students will be given a sequence chart graphic organizer that will be used in the planning stages of their actual Podcast. This will build on the list of properties that they developed in class the day before.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:20-** The remainder of class will be dedicated to all of the groups structuring and recording their Podcasts. They will have plenty of time to incorporate sound effects, introductions, and work on all of the creative aspects of their Podcast. I will be visiting groups to make sure that they are not having any trouble.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 4:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** Students will present their Podcast presentations and will evaluate each group with a condensed version of the rubric. (70 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:10**- We will end the class by discussing the presentations and completing a survey on what the students thought about the project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will understand that there is a structure of atoms and this structure determines the properties they exhibit. The many different atoms are the simplest form of matter and compose everything in the world including people, pencils, water, and even the air we breathe.//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To engage my students a digital slide show will be playing on i-Photo, with music, when students enter the room. The digital slide show will be composed of fifteen pictures up close that keep students wondering what the objects might be. The students will discuss as a table what they believe the objects are and why. After five minutes, I will ask the tables to share what they saw in the fifteen pictures.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Where, Why, What, Hook, Tailors: (**linguistic, logical, visual, musical, interpersonal, intrapersonal)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will know definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, and octet rule..Students will lastly be familiar with Democritus, John Dalton, Sir William Ramsay, and Sir Issac Newton. (see content notes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use a sequence chart to map out how they will incorporate descriptions of the atomic structure (electrons, protons, neutrons, orbitals, elements, density, and possibly include famous chemists like Democritus) in their podcast. Students will use Think-Pair-Share to develop a sequence chart to be used for a podcast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Before going to Think-Pair-Share, students will complete a ticket and I will use information to guide thinking. Day 1 will end with me connecting how nuclear fission is connect to atomic structure and the implications it has/had on the real world. I will be asking students questions throughout the lesson like: "what are three subatomic particles that compose an atom", "why would this happen", and most importantly "why does this matter in the real world". It is my goal to connect everything to real life, so that students can develop a better appreciation for chemistry.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a rubric, students will self-assess and get peer feedback in class. Using the same rubric, students will be given teacher feedback so that students can revise their work.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Equip, Explore, Rethink, Revise, Tailors:** //(linguistic, logical, visual, musical, kinisthetic, interpersonal, intrapersonal, naturalist)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will show their understanding through formative assessment and a summative assessment at the end of the lesson. Both students will take on all roles in the summative assignment. At the end of the summative project, students will be asked to assess each other using an online questionnaire about the project. The questionnaire helps me better understand any situations that might be occurring among partners, what worked and what didn't, and what I can do to improve the project. Students will create a list and a sequence chart to help prepare for the Podcast and students will be expected to give positive, informal feedback to their fellow students. This informal feedback should help promote a healthy classroom atmosphere.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Explore, Experience, Revise, Refine, Tailors:** //(linguistic, logical, visual, interpersonal, intrapersonal)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-evaluate themselves after the Podcast on a rubric and in an online survey. The rubric should help guide the student through the process and the survey will give me information as to what the student thought was useful, how the group work went, and how I could approach the project differently. All of these will be met with timely feedback. The evaluation is used to help build the student up from one lesson to the next. All evaluated work can be reassessed in some way, so the student can develop a better understanding.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Evaluate, Tailors:** (linguistic//, logical, intrapersonal)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Content Notes__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the definitions of chemistry, atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, and octet rule..

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">chemistry: The branch of physical science that studies both matter and energy and the interaction between the two.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atom: Atoms are the most basic form of matter and the building blocks of everything. They are composed of three different particles: protons, neutrons, and electrons. Each atom has a nucleus that can contain protons and neutrons, and an electron cloud surrounding the nucleus. These basic building blocks can bond together to form molecules.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">electron: Electrons are negatively charged particles found in atoms. The mass of an electron is 1000 times lighter than that of a proton. The bonding between atoms occurs when there is a sharing or transfer of electrons.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">neutron: Neutrons are particles located in the nucleus of an atom that have no charge. These particles are the larges of the subatomic particles and are reason that isotopes exist. The only element that does not have neutrons in its nucleus is hydrogen (one electron and one proton).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">isotope: Isotopes are variants of a chemical element and are determined by a difference in the number of neutrons from the elemental form of the particular atom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">proton: Protons are positively charged particles found in the nucleus of an atom. The proton is the second largest of the subatomic particles and together with the electrons, determines the net charge of an atom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">energy level: Energy levels refer to the orbitals surrounding the nucleus of an atom. In order for an electron to "jump" to a higher orbital, an external energy source is necessary. When the jump occurs, the electron is moving to a higher energy level can then be released.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">element: A chemical element is a basic chemical substance, usually synonymous with atoms. Elements are all placed on the periodic table of elements. Each element has a specific chemical symbol, atomic mass, atomic number, and atomic weight.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">orbitals: Orbitals represent paths that are followed by electrons around the nucleus. Orbitals can be in the form of either s, p, d, or f. Each type of orbital has a distinct shape and number of electrons that can occupy that space.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">net charge: A net charge of an atom is determined by counting the number of protons and subtracting the number of electrons from that. If the number is positive then the atom is positively charged and is known as a cation. If the number is negative then the atom is negatively charged and is known as an anion. If the difference in the number of protons and electrons is zero then there is no net charge. Net charges are directly responsible for ionic bonding. Molecules can also have partially charged areas depending on how electrons are shared covalently.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">cation: Cations are atoms with a net positive charge (meaning there are more protons than electrons).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">anion: Anions are atoms with a net negative charge (meaning there are more electrons than protons).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">molecule: Molecules are forms of matter that are composed of atoms. The composition of a molecule can be that of one type of atom (element) or numerous. A molecule is formed when atoms bond together by covalent bonds, hydrogen bonds, or ionic bonds. Molecules can exist in any of the four states of matter.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">states of matter: Matter can be in the form of solid, liquid, gas, or plasma.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">energy: Energy is an observable quantity that can take many forms (thermal, kinetic, potential, chemical, electrical, sound, nuclear, and electro-magnetic)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">density:The density of an object is defined by its mass per unit volume (d= m / v). The units will be some unit of mass (mg, g, or kg) over a unit of volume (cubic inch, cubic centimeter, cubic meter, etc.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">chemical symbol: A chemical symbol is a one or two letter code for an element on the periodic table.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atomic mass: The atomic mass is defined as the total number of protons, neutrons, and electrons in an atom. On many periodic tables the atomic mass for an element is noted. Any atoms that stray from the atomic mass as noted on the periodic table is known as an isotope.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atomic number: The atomic number is how many protons are located in the nucleus of a particular atom. This also means that the atomic number gives the charge for the nucleus.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">atomic weight: The atomic weight of an atom is the total number of protons and neutrons.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">mass:Mass is a measurement for the amount of matter within an object. The unit of mass is usually mg, g, or kg.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">octet rule: The octet rule is only used for elements with an atomic number below twenty. The rule says that atoms will tend to want eight electrons in their valence electron orbital. If they do not have eight then they will usually interact with other atoms to have a valency of eight.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be familiar with Democritus, John Dalton, Sir William Ramsay, and Sir Isaac Newton.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Democritus: Democritus was a Greek philosopher who lived approximately from 460 BCE to 370 BCE. He was one of the first people to ever suggest that all matter was made of up small, indivisible parts. He called these elements "atomos", or indivisble, which we have since derived the word atoms from.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //John Dalton: John Dalton was a chemist/physicist who lived from 1766 to 1844. During this time he made considerable contributions to atomic theory. Dalton's atomic theory has five points://


 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Elements are made of extremely small particles called atoms.
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Atoms of a given element are identical in size, mass, and other properties; atoms of different elements differ in size, mass, and other properties.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Atoms cannot be subdivided, created, or destroyed.
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Atoms of different elements combine in simple whole-number ratios to form chemical compounds.
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">In chemical reactions, atoms are combined, separated, or rearranged.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">These points still hold true today in terms of chemical properties. Atoms can be subdivided, created, or destroyed, but that begins to filter into nuclear properties.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Sir William Ramsay: Sir William Ramsay was a Scottish chemist who lived from 1852 to 1916. Ramsay discovered the noble gases, which are chemically inert.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Sir Isaac Newton: Sir Isaac Newton was born in 1643 and died in 1727. He made many important contributions to mathematics, physics, chemistry, and astronomy. Newton's main contribution to chemistry was the belief of an ultimate structure of matter. This further advocated atoms and eventually the modern view of molecules.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Handouts__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //List the items that need to be printed out for the lesson.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //- Sequence chart graphic organizer//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //- Rubrics for self, peer, and teacher feedback//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //- Ungraded survey for pre-assessment//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//__Learning Styles__//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Clipboard://** //The most important way to ensure that a clipboard's needs are met is to be fully prepared before the class begins. I will structure my classroom to avoid chaos, have a set plan that is announced at the beginning of class, make sure that all assignments are laid out and explained, and all groups will be predetermined to create an ideal work environment.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Microscope://** //As I microscope myself, I will be asking students to explore, ask questions, analyze, and think logically. Many of the mathematical and scientific concepts will engage the microscopes in the class.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Puppy://** //The puppies in the classroom will have their needs met through the atmosphere I create (posters, cartoons), the layout of the room, and the availability for constructive, group work. I will make sure that I develop a mutual respect among all students and make sure that they do the same with their fellow classmates.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Beach Ball://** //The beach balls will constantly be engaged with the transitions. I will be focusing on utilizing classroom instruction at the front of the room, short videos, group work, pair/feedback, labs, among other methods of instruction to help engage them.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //My classroom will naturally meet the needs of all learning styles. I will create an organized classroom that focuses on respect. I will make my lessons engaging, so that students ask questions and analyze situations, but this will not be done with me in front of the classroom. Students will have frequent transitions to reach the various learners.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Content Knowledge://** //See content notes.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//MLR://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Science and Technology

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: D. The Physical Setting

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: D3 Matter and Energy

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 9-Diploma

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a,b,c,d

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Facet://** //Explain//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //The entire unit is meant to build on the six facets of understanding. Lesson one focuses on the "explain" facet. I developed the lesson to first teach students about the basic chemical principles and then get them to a point where they could explain atoms, protons, neutrons, electrons, and principles associated with all of these through a Podcast. Throughout the process students will be expected to collaborate with other students and are welcome to meet with me regarding the content. During the Podcast creation process, students will work through Think-Pair-Share. They will be expected to understand their own information and help others think of topics they may have forgotten.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//MI Strategies://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical:** Students will need to calculate how many electrons are in each orbital of the atom.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal:** Students will simulate a pair of news anchors on a podcast about atomic structure, which requires them to speak over the air.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual:** Students will create diagrams of atoms on a painting program before creating their podcast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical:** Students will need to create a song for their newscast. They can hum, whistle, or use software when coming up with their opening theme.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be expected to brainstorm ideas for their newscast on their own during Think-Pair-Share.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will be expected to share their ideas and collaborate with a partner during their newscast.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Kinesthetic:** Students will be interacting with the paint program on the computer when they create a visual representation of atoms.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Naturalist:** Relate nuclear fission to the effects it has on the environment while discussing the nucleus of atoms.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Type II Technology://**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //The lesson requires students to work alone, in pairs, and in groups larger than two. I have designed the lesson to not focus on the white board, but involve the entire classroom. Students will also use their Mac laptops to create a diagram for their atom and a Podcast that describes the structure of the atom in a creative way.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Formative://** Before going to Think-Pair-Share, students will complete a ticket and I will use information to guide thinking. The ticket will assess the information they learned from the previous day where we introduced atomic structure.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a rubric, students will self-assess and get peer feedback in class. Using the same rubric, students will be given teacher feedback so that students can revise their work. The rubrics will be completely after the completion of the Podcasts on Day 4. At that time students will watch the presentations of the Podcasts and assess each individual group on a scale similar to that of the rubric. As I watch all of the presentations, I will be assessing the groups myself by taking notes on the side of the rubric. I will want the partners to assess each other and themselves at the end too. All of this feedback will give me the necessary information to give fair grades to the students.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Summative://** Students will create a newscast that describes the structure of the atom for a specific element. The Podcast will contain information about the atom's protons, neutrons, electrons, and orbitals. The Podcast should be between 2-4 minutes long. Before Day 2 of the lesson, I will pair each student off based on how the first day goes. The students will use Think-Pair-Share to begin developing a list of properties for a particular atom. These pairs will carry through to Day 3 when the groups will use a sequence chart as a graphic organizer to plan for their own Podcast. That same day the Podcast recording will take place. The Podcast should contain all of the content listed above, be creative, stay within the time constraints, and should be created with clear audio so that we can understand what is being said. The Podcast will be graded using a rubric by myself, their peers, and themselves. The rubrics will be handed out on the presentation day, including the revised rubrics that will be used by the other groups to give feedback to the presenting group.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** //Constant feedback will be provided to make sure my students are not left in the dark. I use the the pre-assessment and ticket as informal assessment strategies. These allow me to understand the level of understanding the student has. The rubric in the summative assignment is a formal assessment strategies. Students are required to meet the specific areas and they will be assessed on all areas as they meet them. As a teacher, I do not plan to sit in my desk while the students are in groups. I fully intend to be engaged with my students through the entire process. This means that I will be available to help reinforce any principles and answer any questions.// ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="font-family: 'Times New Roman',Times,serif;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. <span style="font-family: 'Times New Roman',Times,serif;">Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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