L1+Kuvaja,+Kyle

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Kuvaja **__Lesson #__**__:__ __2__ **__Facet:__** Perspective

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

 **__Topic:__** Periodic Table

 **__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, octet rule, half-life, and isotopes..Students will lastly be familiar with Democritus, John Dalton, Sir William Ramsay, and Sir Issac Newton.

 **Student will be able to** compare and contrast the various elements on the periodic table.

 **Product:** Microsoft Word brochure

 **__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;">Grade Level Span: Grade 9-Diploma

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

<span style="font-family: 'Times New Roman',serif;"> **Rationale:** Students will develop an understanding of the periodic table of elements and how the various elements in the table relate to each other, which is fundamental to the matter and energy unit.

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

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

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

<span style="font-family: 'Times New Roman',serif;">Before going to work in Partners, students will participate in "give one, get one" to guide thinking. The paragraphs written in "give one, get one" will allow teammates to have some direction.

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

<span style="font-family: 'Times New Roman',serif;">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 Microsoft Word brochure on Day 4. At that time students will watch the presentations of the brochure 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;"> **__Summative (Assessment of Learning):__**

<span style="font-family: 'Times New Roman',serif;">Students will create a brochure that describes the properties of a specific element and how it relates to other elements in the periodic table. The brochure will contain information about the element's atomic number, atomic weight, valence electrons, family of element, and how it relates to other elements. The brochure should be between 3-6 brochure pages long. At the beginning of day 2, students will pick slips of paper with elements on them out of a beaker. The slips of paper will determine who will be paired up with each other. The students will use Partners to begin developing a web of properties for a particular element. These pairs will carry through to Day 3 when the groups will use an Inspiration web as a graphic organizer to plan for their own Microsoft Word brochure. That same day the teams will work on their brochure in class. The Microsoft Word brochure should contain all of the content listed above, be creative, stay within the page constraints, and have no grammar mistakes. The Microsoft Word brochure 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;"> **__Integration__**

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

<span style="font-family: 'Times New Roman',serif;">I will have my students create a Microsoft Word brochure 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;"> **Content Areas:**

<span style="font-family: 'Times New Roman',serif;">Music: I will be asking students to listen closely and study the periodic table rap (hook).

<span style="font-family: 'Times New Roman',serif;">History: We will be looking at "The Disappearing Spoon" that looks at the periodic table and how it affected the world.

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

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

<span style="font-family: 'Times New Roman',serif;">Students will each create their own Inspiration web 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 Microsoft Word brochure. Students will use Partners as part of the organizing process. Once they have created their Inspiration web, 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 two, the Microsoft Word brochure.

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

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

<span style="font-family: 'Times New Roman',serif;">Recorder: The recorder will take notes during class discussion, "give one, get one".

<span style="font-family: 'Times New Roman',serif;">Facilitator: The facilitators main role in the Microsoft Word 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;">Designer: The designer will develop the order of the sections and how the brochure will be designed.

<span style="font-family: 'Times New Roman',serif;">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;">Runner: The runner will be moving the most. They will gather necessary tools, utensils, paper, resources, or anything the group may need.

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

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

<span style="font-family: 'Times New Roman',serif;"> **Verbal-Linguistic**: The brochure will compare and contrast the various element groups. This section of the project will involve typing.

<span style="font-family: 'Times New Roman',serif;"> **Logical/Mathematical**: Doing calculations involving valence electrons, atomic masses, and atomic numbers requires mathematical thinking.

<span style="font-family: 'Times New Roman',serif;"> **Visual/Spatial**: Creating the brochure in Microsoft Word will require selecting a layout, colors, pictures, and many other things that incorporate visual learning.

<span style="font-family: 'Times New Roman',serif;"> **Bodily/Kinesthetic**: Students will be typing on the keyboard and using the mouse. The brochure project will also stem into an activity involving grouping up with "like" elements.

<span style="font-family: 'Times New Roman',serif;"> **Musical/Rhythmic**: The periodic table rap at the beginning of class incorporates musical learning.

<span style="font-family: 'Times New Roman',serif;"> **Intrapersonal**: Each student will write multiple paragraphs about their element as part of "give one, get one"

<span style="font-family: 'Times New Roman',serif;"> **Interpersonal**: During the activity involving "like" elements, students will interact with each other. There will be a brainstorming session in groups.

<span style="font-family: 'Times New Roman',serif;"> **Naturalist**: Students will learn about how the elements of a particular family can be found in nature.

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

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

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

<span style="font-family: 'Times New Roman',serif;">Students who cannot attend class can access class notes, Inspiration program, and any assignments that were missed on my class Wikipage. Students will need to get in touch with their partner for the Microsoft Word brochure. Depending on the day, students may need to create toa Google doc to share information. 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;"> **__Extensions__**

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

<span style="font-family: 'Times New Roman',serif;">I will have my students create a Microsoft Word brochure and possibly use the Inspiration web tool in a Type II way. The periodic table rap "hook" and Inspiration web tool will allow students to see technology in a Type I way.

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

<span style="font-family: 'Times New Roman',serif;">One way I could challenge gifted students could be to have them use Google SketchUp or other 3D rendering software program to create a realistic model of their element. I would also have them describe their element in greater detail in the Microsoft Word brochure.

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

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

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

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

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

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

<span style="font-family: 'Times New Roman',serif;">-Handouts

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

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

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

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

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

<span style="font-family: 'Times New Roman',serif;">[] – The Youtube link is for the hook at the beginning of day one. It is the periodic table rap video.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-__ Inspiration how-to/ __ [] – The link is to a Youtube video that goes into the basics of using Inspiration.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- [] - The link is to a website that will give a tutorial on how to create a Microsoft Word brochure.

<span style="font-family: 'Times New Roman',serif;">- <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] - This link shows how to imbed videos into .pdf files.

<span style="background-color: white; 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;">-[|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;"> **__PART II:__**

<span style="font-family: 'Times New Roman',serif;"> **__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;">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 rules will be in place, which are also enforceable. Complicated rules can backfire on the teacher. The second lesson will begin with a periodic table rap "hook". The hook is meant to get students interested about the periodic table and why the placement matters. Students will then discuss the video in table groups and then with the class. The rest of the day will be spent teaching about the periodic table. Day 2 will be spent determining the Microsoft Word brochure groups and using "give one, get one". Students will first write a couple of paragraphs about the element they draw and then partner up with a classmate with the same element. They will then create an Inspiration idea web in Partners. The students will only be split into partners, but can consult other students or myself if they have any questions. On Day 3 students will finish their Inspiration web to help as an outline to their brochure and then finish their brochure. The last day is the sharing of all of the brochures 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;"> __My Agenda__

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

<span style="font-family: 'Times New Roman',serif;"> **8:00-** I will have the periodic table rap loaded on Youtube. 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 listen to the lyrics of the periodic table rap and ask them to write down anything they might deem important. After the video is over, I will ask students to talk in groups about facts within the video. Once the table groups have time to discuss then I will open up the discussion to the class.

<span style="font-family: 'Times New Roman',serif;"> **8:15-** I will transition from the "hook" discussion to a quick overview of lesson one (atomic structure). This will be a lecture where I am in the front of the room asking students questions.

<span style="font-family: 'Times New Roman',serif;"> **8:20-** I will move into the lesson that looks at the periodic table of elements and the families that exist, how the layout connects to the s, d, p, and f orbitals, and how it relates to valence electrons. This will be a lecture in which the students listen, take notes, and are involved in discussion while I talk to them.

<span style="font-family: 'Times New Roman',serif;"> **9:05-** I will finish the class by discussing the book "The Disappearing Spoon". "The Disappearing Spoon" looks at the elements in the table and how it relates to the history of the world. I will read specific sections to help reinforce my point.

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

<span style="font-family: 'Times New Roman',serif;"> **8:00-** I will begin the class by having each student select one piece of paper from a large chemistry beaker. The beaker will be filled with pairs of elements and will determine the element that each student will study for the rest of the lesson.

<span style="font-family: 'Times New Roman',serif;"> **8:05-** Students will write a couple short paragraphs describing their element. The paragraph might include what family the element is in, the number of valence electrons, what the atomic weight is, and some of the possible properties. This is part of “give one, get one”. I’ll be walking around the room in case students have any specific questions.

<span style="font-family: 'Times New Roman',serif;"> **8:35-** After students write their paragraphs, they will pair up with the other person in the room that was writing about the same element. This is all part of the "give one, get one" cooperative technique.

<span style="font-family: 'Times New Roman',serif;"> **9:05-** Students will finish the day by getting into Partners and creating an idea web on Inspiration. The web will contain any information that the team deems important. I will be walking around the room in case any students have any technical questions or need help getting ideas out onto their map.

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

<span style="font-family: 'Times New Roman',serif;"> **8:00-** Students will finish their Inspiration web to begin class. I will be walking around continuing to assist them, as needed.

<span style="font-family: 'Times New Roman',serif;"> **8:10-** Students will be given the rubric for the Microsoft Word brochure project. I will then go over how to use the Microsoft Word brochure template. The rest of class will be dedicated to the students creating a brochure that compares their element to other elements in the periodic table. I will be assisting students with any questions they might have, push students in the right direction that may feel lost, and help with any problems that arise.

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

<span style="font-family: 'Times New Roman',serif;"> **8:00-** Students will present their Microsoft Word brochures and will evaluate each group with a rubric. I will be assessing students at the same time using a rubric.

<span style="font-family: 'Times New Roman',serif;"> **9:10**- We will end the class by discussing the presentations and completing a survey on what the students thought about the project. I will be available for any clarifying questions.

<span style="font-family: 'Times New Roman',serif;">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;">To engage my students a Youtube video of a periodic table rap will be played at the beginning of the first class. The periodic table rap goes through many of the elements and some important properties they exhibit. The students will discuss as a table what they learned and felt was important. After five minutes, I will ask the tables to share what they felt was important.

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

<span style="font-family: 'Times New Roman',serif;">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;">Students will use an Inspiration web to map out how they will organize their Microsoft Word brochure. Students will use Partners while creating their Inspiration web on their particular element. I will be moving around the room helping students with ideas if they are stuck.

<span style="font-family: 'Times New Roman',serif;">Before going to Partners, students will participate in "give one, get one" to give individual direction prior to breaking up into groups. I will be checking the prompts after they are shared to see if all groups are headed in the right direction.

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

<span style="font-family: 'Times New Roman',serif;">At the end of day 2 I will introduce Inspiration and at the end of day 3 I will introduce many of the functions in Microsoft Word. 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 each write a short prompt and work in pairs on an Inspiration web to help prepare for the Microsoft Word brochure 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;"> **Explore, Experience, Revise, Refine, Tailors:** //(linguistic, logical, visual, interpersonal, intrapersonal)//

<span style="font-family: 'Times New Roman',serif;">Students will self-evaluate themselves after the Microsoft Word brochure 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;"> **Evaluate, Tailors:** (linguistic//, logical, intrapersonal)//

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

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

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

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

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

<span style="font-family: 'Times New Roman',serif;">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;">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;">half-life: the amount of time it takes for a substance to reduce it's mass by half.

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

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

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

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

<span style="font-family: 'Times New Roman',serif;"> //- Inspiration web how-to//

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

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

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

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

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

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

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

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

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

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

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

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

<span style="font-family: 'Times New Roman',serif;"> **//Rationale://** //The entire unit is meant to build on the six facets of understanding. Lesson two focuses on the "perspective" facet. I developed the lesson to first teach students about the periodic table and then get them to make connections between the various elements (similarities and differences) through the Microsoft Word brochure. Throughout the process students will be expected to collaborate with other students and are welcome to meet with me regarding the content. During the Microsoft Word brochure creation process, students will work through Partners. 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;"> **//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;"> **//MI Strategies://**

<span style="font-family: 'Times New Roman',serif;"> **Verbal-Linguistic**: The brochure will compare and contrast the various element groups. This section of the project will involve typing.

<span style="font-family: 'Times New Roman',serif;"> **Logical/Mathematical**: Doing calculations involving valence electrons, atomic masses, and atomic numbers requires mathematical thinking.

<span style="font-family: 'Times New Roman',serif;"> **Visual/Spatial**: Creating the brochure in Microsoft Word will require selecting a layout, colors, pictures, and many other things that incorporate visual learning.

<span style="font-family: 'Times New Roman',serif;"> **Bodily/Kinesthetic**: Students will be typing on the keyboard and using the mouse. The brochure project will also stem into an activity involving grouping up with "like" elements.

<span style="font-family: 'Times New Roman',serif;"> **Musical/Rhythmic**: The periodic table rap at the beginning of class incorporates musical learning.

<span style="font-family: 'Times New Roman',serif;"> **Intrapersonal**: Each student will write multiple paragraphs about their element as part of "give one, get one".

<span style="font-family: 'Times New Roman',serif;"> **Interpersonal**: During the activity involving "like" elements, students will interact with each other. There will be a brainstorming session in groups.

<span style="font-family: 'Times New Roman',serif;"> **Naturalist**: Students will learn about how the elements of a particular family can be found in nature.

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

<span style="font-family: 'Times New Roman',serif;"> **//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 an Inspiration web and create a Microsoft Word brochure on their particular element.//

<span style="font-family: 'Times New Roman',serif;"> **//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;"> **//Formative://** Before Partnering up, students will participate in "give one, get one". This cooperative learning technique will be used to help organize each student's thoughts before partnering up.

<span style="font-family: 'Times New Roman',serif;">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 Microsoft Word brochure on Day 4. At that time students will watch the presentations of the brochures 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;"> **//Summative://** Students will create a brochure that describes the properties of a specific element and how it relates to other elements in the periodic table. The brochure will contain information about the element's atomic number, atomic weight, valence electrons, family of element, and how it relates to other elements. The brochure should be between 3-6 brochure pages long. At the beginning of day 2, students will pick slips of paper with elements on them out of a beaker. The slips of paper will determine who will be paired up with each other. The students will use Partners to begin developing a web of properties for a particular element. These pairs will carry through to Day 3 when the groups will use an Inspiration web as a graphic organizer to plan for their own Microsoft Word brochure. That same day the teams will work on their brochure in class. The Microsoft Word brochure should contain all of the content listed above, be creative, stay within the page constraints, and have no grammar mistakes. The Microsoft Word brochure 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;"> **//Rationale://** //Constant feedback will be provided to make sure my students are not left in the dark. 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;"> ||  ||   ||