L6+Kuvaja,+Kyle

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Kuvaja **__Lesson #__**__:__ __6__ **__Facet:__** Self-Knowledge

 **__Grade Level__:** 11 **__Numbers of Days:__** 7 days

 **__Topic:__** Real-life application of chemistry

 **__PART I:__**

 **__Objectives__**

 **Student will understand that** a molecule has properties that allows one to make predictions about chemical reactions it can be involved in.

 **Student will know** definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, reaction rate, energy, acid, base, endothermic, exothermic, reaction,alcohol, density, dilution, atomic mass, atomic number, atomic weight, mass, mole, cathode, anode, oxidation, heat, pH, octet rule, solute, solvent, saturated, buffer, half-life, and isotopes. They will also know the important molecules like: molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide, hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Marie Curie, Amedeo Avogadro, Sir William Ramsay, Le Chatelier, and Sir Issac Newton.

 **Student will be able to** consider other reactions that can take place with a given molecule.

 **Product:** i-Movie

 **__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 how chemistry can be applied to real life, which allows students to matter and energy every day.

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

<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;">After day 2 and at the end of day 7, I will give similar tickets that will check for understanding before movie in to the i-Movie project and after the lesson as a whole. I will use this information to determine what areas students felt connected to most and if I need to strengthen areas of the lesson.

<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;">A rubric will be used by the individual students and myself to assess the project. After completing their i-Movie, students will fill out a rubric telling me how they think they performed. I will assess students during the presentations. Peer feedback will come in the form of the online Google Doc that asks for input on the project as a whole.

<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 pretend they are an aspiring scientist who has recently graduated from MIT and have just heard about this promising job opportunity. Paula Aspell, the senior producer of NOVA is looking to develop a new television show based on the real-life applications of chemistry. To determine who will host this new segment, contestants are asked to create a movie that connects chemistry to the world around them. Paula is not only looking for feedback from the other producers, but also potential viewers. Paula asks that all contestants post their video entries onto NOVA’s Youtube Channel. Students will create an iMovie that is creative, links chemistry to a real-world situation that is meaningful, and incorporates extensive knowledge of chemical principles discussed in class. A description of the movie should be created as a hook to entice others to view it and placed on your video webpage. The product should show Paula Aspell and the other producers of NOVA that the student are passionate about chemistry, have fresh, new ideas, and can back everything up with facts. The selected individual will have the opportunity to show the importance of chemistry to the world! The movie should be between 4-6 minutes and the presentation should be 3-4 minutes. Students will partner up, but create individual movies. Each partner will help with ideas, filming, and other roles in the film.

<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 an i-Movie in a Type II way. Guest speakers will incorporate technology in some 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;">Current events/history: Students will delve into historical events to help reinforce topics that were covered in class by the use of __The Disappearing Spoon__.

<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;">The storyboard will be used at the end of day 2 to help organize their movie setting and lines before filming the project. This graphic organizer allows students to be well organized, which is important when filming a movie. Three-step interview will be used on day 2, so students can work together to help each other bring together the topics that have been discussed in class before creating a storyboard for the i-Movie project. I will be walking around during the cooperative learning and graphic organizer activities to see if there are any areas that the students had trouble with.

<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;">The product is not a group project. Each student will play all of the following roles:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Filmer: The filmer shoots video for the i-Movie.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Editor: The editors use i-Movie software to take the film clips and create a movie.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Director: The director develops the storyboard and helps make decisions during filming.

<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;"> **__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;">Verbal-Linguistic: Students will be talking with a partner during the three-step interview.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical/Mathematical: Students will use many formulas discussed throughout the semester (i.e. equilibrium, valence electrons) in the i-Movie project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual/Spatial: The i-Movie will involve working with video editing software. The entire process of making a movie will involve visuals of some kind.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily/Kinesthetic: Students will be expected to "star" in the movie, which will keep them moving around and engaged. The students will also walk around during the Hook.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical/Rhythmic: Students will be required to incorporate audio into their i-Movie project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: The decisions, decisions checking for understanding activity will be worked on by each individual student.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Students will interact with another student in the class during the three-step interview.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Many careers that involve nature will attend my hook. These careers could include veterinarians, doctors, foresters, marine biologist, and others.

<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, i-Movie tutorial, and any assignments that were missed on my class Wikipage. Students will need to get in touch with me regarding their i-Movie project. Depending on the day, students may need to create a 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; 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 i-Movie presentation about chemical reactions. Students can incorporate audio clips and other visuals.

<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 work with green screen or involve difficult chemistry concepts in the videos.

<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;">-Handouts

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

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

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

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

<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;">i-Movie tutorial- The i-Movie tutorial instructs the students on how to use basic video editing features. []

<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;">-__The Disappearing Spoon__ by Sam Kean

<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; 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 throughout the year. I will be sure that the room has lab stations that are set up for the lesson, since they will be used frequently. A simple set of classroom rules will be in place that are also enforceable. Complicated rules can backfire on the teacher. The fifth lesson will begin with a short review of molecules and their properties. The hook will follow my short review, which is a reaction involving nitrogen monoxide and oxygen. The reaction should get students excited to learn about chemical reactions. Students will then discuss the reaction in their table groups. After the hook, I will perform an introductory lecture on energy and chemical reactions. I will end day 1 by discussing a topic in the news that shows the importance of chemical reactions. Day 2 will be spent discussing what calories are and going further in depth into chemical reactions and what energy is. The last part of day 2 will be spent in numbered heads together and clickers to help not only reinforce understanding, but also check for understanding. I will begin day 3 with an acid-base reaction that leads into a lecture on acid-base reactions. I will be teaching while the students take notes and contribute in discussion when possible. I will break up the lesson with an acid-base titration experiment. I would end the day with a series of clicker questions. Day 4 begins with a lesson on reaction rates in chemical reactions. I would spend a large portion of the class going into this. I would use clickers once again after this topic and then move to the Prezi presentation. I will hand out the rubric and go through it with students. I will end the day by breaking students up into small groups (pairs preferably) and they would begin filling out a KWL chart. Day 5 will be spent on developing Prezi presentations. I will begin by answering any questions that students might have, then I would help throughout the process, as needed. The end of the day would be used to gauge how successful the groups feel with their project (thumbs up, down, or in the middle). Day 6 will end the lesson. Students will present their Prezis and give feedback on the project as a whole. I will then end the day with an engaging article from the news involving chemical reactions again.

<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 begin the lesson by introducing a group of chemistry guest speakers. The speakers will not be other chemistry teachers, but members of the community or other professionals. I want to try and bring in real people, with real stories who might connect the chemistry content in a more interesting way. Students will be asked to write down any questions that they have for the speakers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **9:10-** After the presentations, students will have an opportunity to participate in a question and answer session with the guest speakers.

<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-** I would begin the day with an entrance ticket to check for understanding. The entrance ticket would ask students what connections they can make between chemistry and real life.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students would be introduced to the i-Movie project rubrics, so that they could get an early understanding of the project that they will be completing in the next few class periods. I will read through it and answer any questions that they might have.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:25- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I will break students up into groups of 2 or 3. Each member of the group is creating their own movie, but the partner is there to help with ideas, filming, and any extras that might be used.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:30- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in three-step interview to begin brainstorming how chemistry connects to the real world and how they might incorporate that into their video. I will be walking around to help guide students’ thinking.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:55- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will begin creating their own storyboard for their video. Students may stay partnered up, so they can get feedback from their peers. I’ll be available to help direct students through the process.

<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-** To begin the day I will introduce both the i-Movie software. Students can ask any questions at this time about the project. I will have a link to i-Movie how-to on the Wiki and I will be walking around to help students. Students will have time to take short movie clips and try simple editing techniques.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">8:30- **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will either finish their storyboard or begin filming for their i-Movie. I will be a available to help them throughout the rest of the class period. Different areas of the school may be used.

<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 work with their partners again to finish filming or edit their movie. I will be available to help students with any technical difficulties they may have. I’ll be making my way around to the groups to make sure they feel comfortable to ask me.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">9:00 **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">- I will show my student sample to help give students direction as they work on their project. I will ask if there are any questions before we move onto a reading of the __The Disappearing Spoon__.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">9:10- **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">I will end the day by reading a section in __The Disappearing Spoon__. The section will specifically talk about how chemistry connects to an event in history. I want to reinforce chemistry’s application in the real world.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 5:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** Students will work with their partners again to finish filming or edit their movie. I will be available to help students with any technical difficulties they may have. I’ll be making my way around to the groups to make sure they feel comfortable to ask me.


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">9:10- **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">I will end the day by reading a section in __The Disappearing Spoon__. The section will specifically talk about how chemistry connects to an event in history. I want to reinforce chemistry’s application in the real world.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Day 6:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **8:00-** We will begin the end of the last class by having an i-Movie showcase with food and drinks (won’t take place in the lab). Students will sit back and enjoy the videos that everyone put together. I will be grading the students’ movies and short presentation of the movie on a rubric.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 7: **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:00- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Presentations and movies will continue today. I will continue to grade rubrics during the process. Students will self-assess themselves and fill out evaluations on the Google Doc for homework.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will fill out an exit ticket that helps me understand what they have learned about the application of chemistry in the real world. I will compare these tickets to the one on day 2.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that a molecule has properties that allows one to make predictions about chemical reactions it can be involved in. Understanding how a basketball connects to real life is important for the existence of the sport of basketball. Chemistry is the same way. Understanding chemical principles does not allow for application, which is what makes subject areas meaningful. //Students describe how the number and arrangement of atoms in a molecule determine a molecule's properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To engage my students I will invite a number of chemistry guest speakers to help connect the material covered in lessons 1-5 to the real world.

<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, bonds, covalent bond, ionic bond, hydrogen bond, reaction rate, energy, acid, base, endothermic, exothermic, reaction,alcohol, density, dilution, atomic mass, atomic number, atomic weight, mass, mole, cathode, anode, oxidation, heat, pH, octet rule, solute, solvent, saturated, buffer, half-life, and isotopes. They will also know the important molecules like: molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide, hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Marie Curie, Amedeo Avogadro, Sir William Ramsay, Le Chatelier, and Sir Issac Newton. (see content notes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use a storyboard to map out how they will organize their i-Movie. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use three-step interview to help students connect with a partner and determine what topic they may want to use on in their i-Movie.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete an entrance ticket on day 2 and an exit ticket on day 7 to help me understand where they started out with connecting chemistry to the real world and how much the lesson helped them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using a rubric, students will self-assess their work. 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. Each students will take on all roles in the summative assignment. At the end of the summative project, students will be asked to assess themselves using an online questionnaire about the project. The questionnaire helps me better understand what worked, what did not work in the project, and what I can do to improve the project. 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 i-Movie project 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 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 definitions of chemistry, atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, reaction rate, energy, acid, base, endothermic, exothermic, reaction,alcohol, density, dilution, atomic mass, atomic number, atomic weight, mass, mole, cathode, anode, oxidation, heat, pH, octet rule, solute, solvent, saturated, buffer, half-life, and isotopes.

<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;">half-life: the amount of time it takes for a substance to reduce its mass by half.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">isotope: a single element with a varying number of neutrons, but the same number of electrons and protons. The isotopes have different properties.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">single bond: atoms share a single pair of electrons.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">double bond: atoms share two pairs of electrons.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">reaction rate: The speed at which reactants are converted to products.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">energy: Associated with the capacity to do work.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">acid: A chemical that releases H+ ions.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">base: A chemical that bonds to H+ ions.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">endothermic: A reaction that absorbs heat from the surrounding environment.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">exothermic: A reaction that releases heat into the surrounding environment.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">reaction: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Chemical interaction between atoms and molecules.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">alcohol: An organic compound that has a hydroxyl group (-OH).

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">mole: An amount of a substance. 1 mole is equal to 6.02 x 10^-23 x.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">cathode: The electrode where reduction occurs.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">anode: The electrode that oxidation occurs at.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">oxidation: The loss of one or more electrons.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">heat: Transfer of energy between objects of different temperatures.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">pH: The concentration of H+ atoms in a solution.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">solute: A substance dissolved in solvent to create a solution.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">solvent: Most abundant compound in solution.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">saturated: A solution that does not dissolve any more solute.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">buffer: A solution that can maintain its pH level with little change until a certain amount of a compound is added.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know important molecules like molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">molecular oxygen: Molecular oxygen is a molecule that has two atoms of oxygen bonded together. In a stable environment this molecule is typically in the gaseous state. Molecular oxygen is vital in cellular respiration.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">water: Water is a molecule that is composed of two atoms of hydrogen and one atom of oxygen. Water is held together by hydrogen bonds and has partial charges in the molecule. The hydrogen atoms have a partial positive charge while the oxygen side of the molecule has a partial negative charge.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">sodium chloride: Sodium chloride is a molecule composed of one atom of sodium and one atom of chlorine. The atoms are held together by ionic bonds. The sodium ion has a net charge of +1 and the chloride ion has a net charge of -1. Sodium chloride is also known as table salt.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">potassium nitrate: Potassium nitrate is a molecule that is compose of one atom of potassium, one atom of nitrogen, and three atoms of oxygen. The molecule is held together by ionic bonds. The potassium ion has a net charge of +1 and nitrate (NO3) has a net charge of -1.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">glucose: Glucose is a molecule with six carbons, twelve hydrogens, and six oxygen atoms, with the formula C6H12O6. Glucose is a sugar that is a byproduct of photosynthesis.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">carbon dioxide: Carbon dioxide is a molecule that contains one atom of carbon and two atoms of oxygen. Carbon and oxygen atoms are held together by covalent bonds. CO2 has one unshared pair of electrons, a single bond, and a double bond. Carbon dioxide is a byproduct of cellular respiration and is vital for plants.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">hydrogen chloride: Hydrogen chloride is a molecule that is composed of one atom of hydrogen and one atom of chlorine. The molecule is held together by ionic bonds. Hydrogen chloride dissociates into hydrogen ions with a net charge of +1 and chloride ions with a net charge of -1. Hydrogen chloride has a low pH, which gives it properties of an acid.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">sodium hydroxide: Sodium hydroxide is a molecule with one atom of sodium, one atom of oxygen, and one atom of hydrogen. The molecule is held together by ionic bonds. The sodium ion has a net charge of +1 and the hydroxide ion has a net charge of -1. Sodium hydroxide has a pH greater than seven, which gives it many properties of being a base.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ammonia: Ammonia is composed of one atom of nitrogen and three atoms of hydrogen. The molecule is held together by covalent bonds. Commercial ammonia is NH3 in solution. Ammonia typically has a strong odor.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ethanol: Ethanol is a molecule compose of 2 atoms of carbon, 6 atoms of hydrogen, and one atom of hydrogen. The primary carbon has a hydroxide group (OH). The remaining bonds are carbon-hydrogen bonds. Ethanol is an alcohol that is being looked at as an alternative fuel source and has been used as form of drinkable alcohol and an antiseptic.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">molecular nitrogen: Molecular nitrogen is composed of two atoms of nitrogen bonded together covalently. Molecular nitrogen is a gas at normal temperature and pressure. Gaseous molecular nitrogen is the most abundant gas in the atmosphere.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">nitrogen monoxide: Has one atom of nitrogen and one atom of oxygen. NO- compound reacts with oxygen in the air.

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

<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;"> //Marie Curie: Marie Curie was born in Warsaw on November 7, 1867. In 1891, she received her licentiateships in physics and mathematical sciences. She became the professor of general physics after the death of her husband, Pierre Curie. She promoted the use of radium to alleviate suffering during World War I. Marie and Pierre Curie won the Nobel Prize in Physics in 1903 for their study in spontaneous radiation.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //Amedeo Avogadro: Amedeo Avogadro was born in Turin Italy on August 9, 1776. Despite having a successful legal career, Avogadro was interested in natural philosophy. Chemistry during this time was just becoming an exact science. Avogadro had many contributions. He wrote a journal in which he clearly drew the line between atoms and molecules. The “atoms” of nitrogen and oxygen are in fact “molecules” containing two atoms each. He used this to show that two molecules of hydrogen combine with one molecule of oxygen to form two molecules of water. He also suggested that gases of equal volume, pressure, and temperature have the same number of molecules.// //Stanislao Cannizarro used Avogadro’s Principle to compare atomic weights to actual weights to determine the number of molecules. This led to Avogadro’s number, 6.02 x 10^23.//

//<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Le Chatelier: A French chemist born in 1850. Le Chatelier developed a principle that predicts changes in chemical equilibrium. //

<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;"> //- Rubrics for self and teacher feedback//

<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://** //Self-knowledge//

<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 six focuses on the "self-knowledge" facet. I developed the lesson to connect the previous lessons to the real world. Throughout the lesson students will be expected to think about chemistry in their own community and how it affects other people in the world. Students will collaborate with partners to help get different views on how chemistry affects people in the real world. During the i-Movie creation process, students will work in a pairs to help with their understanding of the lessons connecting to the real world.//

<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;">Verbal-Linguistic: Students will be talking with a partner during the three-step interview.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical/Mathematical: Students will use many formulas discussed throughout the semester (i.e. equilibrium, valence electrons) in the i-Movie project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual/Spatial: The i-Movie will involve working with video editing software. The entire process of making a movie will involve visuals of some kind.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily/Kinesthetic: Students will be expected to "star" in the movie, which will keep them moving around and engaged. The students will also walk around during the Hook.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical/Rhythmic: Students will be required to incorporate audio into their i-Movie project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: The decisions, decisions checking for understanding activity will be worked on by each individual student.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Students will interact with another student in the class during the three-step interview.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Many careers that involve nature will attend my hook. These careers could include veterinarians, doctors, foresters, marine biologist, and others.

<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 and in pairs. 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 their i-Movie presentation.//

<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://** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">After day 2 and at the end of day 7, I will give similar tickets that will check for understanding before movie in to the i-Movie project and after the lesson as a whole. I will use this information to determine what areas students felt connected to most and if I need to strengthen areas of the lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A rubric will be used by the individual students and myself to assess the project. After completing their i-Movie, students will fill out a rubric telling me how they think they performed. I will assess students during the presentations. Peer feedback will come in the form of the online Google Doc that asks for input on the project as a whole.

<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 pretend they are an aspiring scientist who has recently graduated from MIT and have just heard about this promising job opportunity. Paula Aspell, the senior producer of NOVA is looking to develop a new television show based on the real-life applications of chemistry. To determine who will host this new segment, contestants are asked to create a movie that connects chemistry to the world around them. Paula is not only looking for feedback from the other producers, but also potential viewers. Paula asks that all contestants post their video entries onto NOVA’s Youtube Channel. Students will create an iMovie that is creative, links chemistry to a real-world situation that is meaningful, and incorporates extensive knowledge of chemical principles discussed in class. A description of the movie should be created as a hook to entice others to view it and placed on your video webpage. The product should show Paula Aspell and the other producers of NOVA that the student are passionate about chemistry, have fresh, new ideas, and can back everything up with facts. The selected individual will have the opportunity to show the importance of chemistry to the world! The movie should be between 4-6 minutes and the presentation should be 3-4 minutes. Students will partner up, but create individual movies. Each partner will help with ideas, filming, and other roles in the film.

<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. 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**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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