L3+Kuvaja,+Kyle

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Mr. Kuvaja **__Lesson #:__** 3 **__Facet:__** Organize
 * __Grade Level __****: ** 11  **__Numbers of Days:__** 6
 * __Topic: __** Chemical bonding


 * __PART I: __**


 * __Objectives __**
 * Student will understand that **the arrangement of atoms determines a molecule's properties, including the bonds it makes.


 * Student will know **the definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, alcohol, density, atomic mass, atomic number, atomic weight, mass, mole, octet rule, half-life, and isotopes. Also, 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, Amedeo Avogadro, Sir William Ramsay, and Sir Issac Newton.


 * Student will be able to do **to build models of molecules.


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="background-color: white; 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;">Rationale: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will develop an understanding of the process of chemical bonding between atoms and molecules, which is fundamental to the matter and energy unit.


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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;">The lessons in day 2 will be broken up by jigsaw cooperative learning groups. Triangular prism will also be used throughout the lesson to check for understanding. Not only is learning about molecules for the first time difficult, but learning how to use Google SketchUp can also be difficult. I hope that jigsaw and triangular prism will help with these.


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be assessed with the use of a checklist that looks at the parts of the Google SketchUp that I will assess. Students will self-evaluate and receive timely feedback from myself. If students want to improve their grade then I will give them the opportunity to do so as long as they meet with me and I can see progress being made.


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create a Google SketchUp model that depicts a molecule that they decide on in class. On day 3 the project will be formally introduced with the handing out of the checklist that they will be assessed on. The checklist will also be available to the students on the class wiki. At the end of the day I will have the students view a Google SketchUp tutorial since the program can be confusing if they have no experience with it. On day 4 I will demonstrate how use the molecular modeling kit that is a file for Google SketchUp. Later that day the students will have a chance to do mainly research and try to decide on a molecule that they will do their project on. Day 5 of the lesson will be used as a work day. Students will have the opportunity to accomplish as much as possible and I will be there to help clarify any scientific or technical questions/problems. Day 6 will be used as a viewing day and then based on the molecules that were produced; we will do experiments that involve those molecules.


 * __<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 use Google Sketchup in a type II way. Students will also be using wikispaces, looking at a video tutorial and possibly researching molecules online.


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


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Computer design: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Using Google SketchUp involves using a lot of technical components that are useful in computer design.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">History: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> While learning about different molecules I will discuss how armor was forged during medieval times by creating alloys. I will discuss how these are different from molecules.


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use jigsaw during instruction as a cooperative learning technique. A describing wheel will be handed out during the research portion of the lesson on day 4.


 * <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;">Students will go over material learned on molecules during the jigsaw cooperative learning technique. The Google SketchUp project is completed individually, but each student will be their own researcher, facilitator, designer, time keeper, and runner. The researcher will be looking at resources online and in books to learn more about their molecule. The facilitator directs questions to the teacher. The designer figures out how the model will be laid out. The time keeper makes sure that everyone (the individual) is on task, and the runner will be moving around and getting any necessary materials.


 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal-Linguistic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Communicating during the Jigsaw activity will require students to talk about what they know with other students.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical/Mathematical:** Using Google SketchUp requires a knowledge of geometric figures and coordinate planes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** The models created will be a 3D representation of molecules. These can be saved and used as a visual reference.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** Students will be using Google SketchUp, which is an interactive software. Movement of the mouse will be involved. The nature walk will also activate kinesthetic learning.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be asked to assess their own level of understanding in the triangular prism exercise.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will be asked to collaborate in groups during the Jigsaw activity.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Naturalist:** Students will go on a nature walk and take pictures of objects that they might want to create a molecular diagram of.


 * __<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;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //<span style="background-color: white; 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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students who cannot attend class can access class notes, Adobe Photoshop tutorial, and any assignments that were missed on my class Wikipage. Students will need to get in touch with me regarding their Google SketchUp 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 use Google SketchUp in a type II way. The program itself incorporates the possibility to model almost anything in 3D or embed videos.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted students will have the opportunity to go into further detail in their Google SketchUp. These students will be expected to have correct bond angles and could go as far as having the students represent the molecule in the environment that it would be found.

//<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;">Materials, Resources and Technology __**

<span style="background-color: white; 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;">-Checklist <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">-Lab experiment

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

<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

<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;">-Molecular modeling kit <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Salt <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Other materials dependent on sketches

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List all URL and describe. //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">-Describing wheel- I will use the describing wheel to help students plan out their Google SketchUp.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">- Google SketchUp tutorial- The video and webpage are available to help students learn the basic uses of Google SketchUp.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">-Molecular Modeling blog / <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">- The blog helps students understand how to do molecular modeling and use the premade toolkit.

<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; font-size: 12pt;">PART II: __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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;">Day one begins with the hook that I have designed for lesson 3. Lesson 3 is about understanding what molecules are. Not the actual process of bonding, but what a molecule actually is. For the hook, I will have created a long molecular carbon chain to “wow” students when they walk in the door. After I have taken attendance, I will have the students crowd around me and we will discuss what they are looking at. I want the molecular chain to generate questions and some answers (no matter how vague) by the students. The rest of day one will be review of material and some introduction into what molecules are. Day two will begin with a demonstration this is meant to have them understand that molecules exist and that atoms are pieces of molecules. I will do this by burning paper and having them realize that the black residue is carbon. After the demonstration, I will be teaching the lesson as the students take notes on what molecules look like. The jigsaw cooperative learning technique and triangular prism checking for understanding technique will be used during instruction to help all students understand the material. I will break apart the lesson with time for the students to play with the molecular modeling kit. On day three I will hand out the checklist that will be used for the Google SketchUp project and lead this into a nature walk. Students will carry around cameras on the nature walk and take pictures of objects that they might want to create molecular models for in Google SketchUp. On day four students will begin playing with Google SketchUp, getting the molecular modeling toolkit, and finally beginning to create their own molecular model. I will mostly be walking around the room while students use SketchUp to provide assistance. On day four I will also be handing out the describing wheel graphic organizer. Day five will be used as a work day, since many students may have had questions the day before. I will be answering questions and providing assistance to students that need it. To begin day six we will look at the sketches that students created and use the rest of the day to connect their diagrams with a few experiments. Some of the experiments will be handling the compounds themselves and others will involve mixing things together.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day one begins with my molecular chain hook. Prior to class I will have constructed a very large carbon chain with many R-groups. It is my hope that the hook will intrigue students to learn more about molecules and build their knowledge to understand pieces and eventually what the entire molecule is. I will have students standing around the molecule on a table and we will look at the various pieces as a group. It is my hope that I can start this into a discussion, branching from the periodic table.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After looking at the hook we will do a short 15-minute review on atomic structure and certain elements on the periodic table. I will be lecturing and the students will be listening/taking any notes they feel are necessary. I will also be engaging them with questions, since they have already learned the material.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:25- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After the short review I will move into the lesson about how atoms can bond together and form molecules. The main focus on the lecture will be on the molecules themselves and not the actual process of bonding. I will be lecturing and the students will be taking notes during this time. I will have other molecules made up, such as water and sodium chloride that can be passed around.


 * <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- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To begin class I will conduct an experiment to get students engaged to begin the day. I will use a Bunsen burner and light a piece of paper on fire. I will help them realize that the paper is made of a carbon chain and the burning of paper causes it to break apart into elemental carbon. This just shows that we can show that molecules are made up of atoms.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:15- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">We will transition into looking at what molecules would actually look like at an atomic level. Many science classes look at them like “shells” We will look at the molecules just like we did atoms, clouds of flying electrons with a nucleus at the center.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:40- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After discussing what molecules look like, I will show the students a webpage that shows what molecules actually look like. They will not only have a description, but also a visual representation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:50- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To end the day I will make students aware of a project that we will be starting tomorrow. From there I will allow the students to play with the physical molecular modeling kit that I have. I will be moving around to help them. I believe that this will help them with their project that they will be starting on day 3.


 * <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- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To begin the day I will introduce the Google SketchUp checklist that will be used for the lesson project. I will go through the checklist with the class as they read along and answer any questions that they might have.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After going over the checklist I would take the students outside for a walk with cameras. Students may need to pair off depending on the resources that we have in class. The point of the walk is to get students to take pictures of objects that may have molecules they would like to model.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9:00- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Once we come in from being outside, the class will transfer the pictures from the camera to their Mac laptops. I will help the students troubleshoot if they have any difficulties. After the transfer, the students will use time to look at their pictures and discover what molecules they have discovered. I will be able to assist with this too.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will end the day by showing a Google SketchUp tutorial video and have students start playing with the SketchUp program. Their homework will be to learn about how to use Google SketchUp at home.


 * <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- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">We will begin day 4 by checking how well the students did at constructing a Google SketchUp 3D model. I will be looking around the class and checking to make sure that they completed the assignment. I will be looking around to if anyone had trouble with the tutorial at this time.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> At this time I will show the students a link to download a chemistry model creation tool that I have modified. If there are difficulties then I will help show them how to download and use the file.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:15- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After the students have downloaded the molecular modeling tool kit. I will have the students open a link to a blog about molecular modeling and I will show them how to model a water molecule, using the tools the students should have already explored.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:25- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The remainder of the day will be spent researching the molecules the students may want to create a Google SketchUp of and/or creating their Google SketchUp. I will go around assisting students around the room as they use computers and text sources.


 * <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- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will begin the class by addressing the class as a whole if they had any questions since the last class or while working on the project at home. I feel that it is important to not only help individuals, but also address the class as a whole proactively.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The majority of the class will be spent constructing the Google SketchUp of the molecule selected by the student. I feel that it is important to be available for students to ask questions and for me to provide immediate feedback.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">9:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will finish class by showing students how salt dissolves in water and ask them what this means. I will relate this to atoms of sodium and chlorine dissociating.


 * <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- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">We will begin day 6 of the lesson by pulling up the Google sketches to see what people created.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:10- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will follow this by having students take a 5 minute survey about the project, which will provide me with feedback on how it went. The survey will be in form of a Google Doc.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8:15- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">To end the lesson we will do various experiments that involve the sketches in them. I will have the class split up into groups that will rotate. I will be moving around the classroom and assisting when necessary.

Students will understand that <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">the arrangement of atoms determines a molecule's properties, including the bonds it makes. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Understanding what molecules look like allows us to begin exploring what items we use every day look like up close. //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;">My hook for lesson three is a large molecular chain. Prior to class I will have constructed a very large carbon chain with many R-groups. It is my hope that the hook will intrigue students to learn more about molecules and build their knowledge to understand pieces and eventually what the entire molecule is. I will have students standing around the molecule on a table and we will look at the various pieces as a group. It is my hope that I can start this into a discussion, branching from the periodic table.


 * Where, Why, What, Hook, Tailors: ( ** linguistic, logical, visual, interpersonal, intrapersonal)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">the definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, alcohol, density, atomic mass, atomic number, atomic weight, mass, mole, octet rule, half-life, and isotopes. Also, 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, Amedeo Avogadro, Sir William Ramsay, and Sir Issac Newton. (see content notes)

Students will use a designing wheel to map out how they will design the Google SketchUp. Students will use jigsaw while learning about molecules for the first time.

Throughout the instruction portion of the lesson and while learning about Google SketchUp, I will be using triangular prism to check for understanding.

Using a checklist, students will self-assess. Using the same checklist, students will be given teacher feedback so that students can revise their work.


 * Equip, Explore, Rethink, Revise, Tailors: ** //(linguistic, logical, visual, kinisthetic, interpersonal, intrapersonal, naturalist)//

Students will show their understanding through formative assessment and a summative assessment at the end of the lesson. Students will take on all roles in the summative assignment. At the end of the summative project, students will be asked to assess the project using an online questionnaire about the project. The questionnaire helps me better understand what worked and what didn't, and what I can do to improve the project. Students will work in jigsaw groups during the lesson to help better understand the material. Later on during the research portion of the project, students will create a describing wheel to help plan for the Google SketchUp. Students will be expected to give positive, informal feedback to their fellow students. This informal feedback should help promote a healthy classroom atmosphere.


 * Explore, Experience, Revise, Refine, Tailors: ** //(linguistic, logical, visual, interpersonal, intrapersonal)//

Students will self-evaluate themselves after the Google SketchUp project on a checklist and in an online survey. The checklist 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 continue building 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.


 * Evaluate, Tailors: ** (linguistic//, logical, intrapersonal)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know….. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="background-color: white; 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 it's 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;">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 atomosphere.

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

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

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


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

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

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

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

//<span style="background-color: white; 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. ////<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">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="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;">Handouts __**

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


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


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

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


 * //<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 three focuses on the "apply" facet. I developed the lesson to first teach students about how the material they learned about atoms and elements connects directly with this lesson of molecules. The Google SketchUp is supposed to reinforce that as the students work on creating molecules. Throughout the process students will be expected to collaborate with other students and are welcome to meet with me regarding the content. During the Google SketchUp creation process, students will work individually, but will have access to jigsaw groups when learning about the material and will receive help from myself along the way. They will be expected to understand their own information and help others think of topics they may have forgotten. //


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


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


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal-Linguistic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Communicating during the Jigsaw activity will require students to talk about what they know with other students.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical/Mathematical:** Using Google SketchUp requires a knowledge of geometric figures and coordinate planes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual/Spatial:** The models created will be a 3D representation of molecules. These can be saved and used as a visual reference.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily/Kinesthetic:** Students will be using Google SketchUp, which is an interactive software. Movement of the mouse will be involved. The nature walk will also activate kinesthetic learning.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be asked to assess their own level of understanding in the triangular prism exercise.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will be asked to collaborate in groups during the Jigsaw activity.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Naturalist:** Students will go on a nature walk and take pictures of objects that they might want to create a molecular diagram of.


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


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


 * //<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="font-family: 'Times New Roman',serif; font-size: 12pt;">The lessons in day 2 will be broken up by jigsaw cooperative learning groups. Triangular prism will also be used throughout the lesson to check for understanding. Not only is learning about molecules for the first time difficult, but learning how to use Google SketchUp can also be difficult. I hope that jigsaw and triangular prism will help with these.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be assessed with the use of a checklist that looks at the parts of the Google SketchUp that I will assess. Students will self-evaluate and receive timely feedback from myself. If students want to improve their grade then I will give them the opportunity to do so as long as they meet with me and I can see progress being made.


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create a Google SketchUp model that depicts a molecule that they decide on in class. On day 3 the project will be formally introduced with the handing out of the checklist that they will be assessed on. The checklist will also be available to the students on the class wiki. At the end of the day I will have the students view a Google SketchUp tutorial since the program can be confusing if they have no experience with it. On day 4 I will demonstrate how use the molecular modeling kit that is a file for Google SketchUp. Later that day the students will have a chance to do mainly research and try to decide on a molecule that they will do their project on. Day 5 of the lesson will be used as a work day. Students will have the opportunity to accomplish as much as possible and I will be there to help clarify any scientific or technical questions/problems. Day 6 will be used as a viewing day and then based on the molecules that were produced; we will do experiments that involve those molecules.


 * //<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 checklist 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. //

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