L6+Tingley,Erika+Joy


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


 * Teacher’s Name:** Ms. Tingley
 * Date of Lesson:** 6 Interpretation
 * Grade Level:** 9
 * Topic:** Energy Transformation

__**Objectives**__
Student will understand that there is a relationship between matter and energy. Student will know the constancy of energy, energy transformation, potential energy, kinetic energy. Student will be able to consider how energy transformation occurs.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology-D. Physical Science D3. Matter and Energy Grades 9-Diploma Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.

**Rationale:** Energy transformation occurs around us all the time and understanding these interactions helps us to use them to our advantage.

__**Assessment**__
Understanding will be assessed by looking over the content on the problem solution charts to ensure necessary information is on it. The teacher will listen in closely to groups as they share their understanding of the information and will clarify any misconceptions. Students will give responses on their learning at the end of each class.
 * Formative (Assessment for Learning)**

Students will create an interactive plot diagram that can be linked to their blog. The diagram must have information on energy constancy, energy transformation, potential and kinetic energy as it relates to a particular chemical reaction. Students can present the material in whatever way suites them best, and they will be peer reviewed. Plots will be graded on accuracy and the rationale used to represent each section.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** Students will use the internet to find an article on energy transfer, and to research the information on energy transformation. They will also use an interactive plot diagram from the internet to create a demonstration of a reaction going from potential to kinetic energy.
 * English-** Students will have to write details in their creation of the diagram and will include correct grammar and punctuation.

__Groupings__
Students will be put in think-pair-share groups. Each student will individually research and think about the information presented. Than he or she will share what they learned with their partner and the partner will share his or her thoughts. The pairs will than share with another pair and cover any questions or misunderstandings.

__**Differentiated Instruction**__
Verbal:Students will use verbal skills to express their ideas on energy constancy. Visual: Students will see various situations of energy transfer, and will use the information to create their own diagrams. Logical: Students will have to think logically to determine where energy is going and to put this information into the diagram. Intrapersonal: Students will have to think individually about energy constancy before sharing with their partner, they will also have to put their own ideas into the diagram. Interpersonal: Students will be sharing with other students their ideas on energy constancy and interacting with others on the material. Naturalist: Students will see the transfer of energy in real world situations.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**
 * Absent-** A student who is absent will need to fill out their own problem solution charts and may confer with other students as to where the information was found. I will provide the resources necessary for them to learn the material and will be able to go through the information either with me or on their own. Students who do not complete the interactive diagrams on time will lose 5 points on the assignment.

Students will create an interactive plot diagram that can be linked to their blog. The diagram must have information on energy constancy, energy transformation, potential and kinetic energy as it relates to a particular chemical reaction. Students can present the material in whatever way suites them best, and they will be peer reviewed.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Internet access Pencils Paper

__Source for Lesson Plan and Research__
The think-pair-share method can be found under [|cooperative learning strategies]. The problem-solution chart can be found under the [|graphic organizer]. []- Interactive plot diagram that students will use. []- A resource on energy in chemical reactions. []- Chemical energy []- Another source on energy in chemical reactions.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will have the freedom to research the information on energy transformation in the way that they want to and will express themselves through the plot diagrams showing the information (beach ball). The problems solution charts will allow the students to organize their thoughts in a detailed way and students will see how energy transformation is related are related to the real world (clipboard). Students will be analyzing the details of how energy is transferred and how it occurs within a chemical reaction (microscope). Students will be supported by their partners and by the partners they share in their learning and will be listened to openly when presenting the material to their teammates (puppy).
 * //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.//**
 * Rationale:**

This lesson focuses on the part of the MLR dealing with how energy is transferred in chemical reactions. The students will know what potential and kinetic energy are in relation to what is happening in a chemical reaction. They will also understand that energy is constant and will be able to distinguish where energy is found at all points of a reaction. Students will be able to consider how energy transformation occurs. Students will relate this information to their everyday experiences with various molecular interactions. For additional information on what students will know see the content notes.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

**Verbal-** Students will use verbal skills to express their ideas on energy constancy. **Visual-** Students will see various situations of energy transfer, and will use the information to create their own diagrams. **Logical-** Students will have to think logically to determine where energy is going and to put this information into the diagram. **Intrapersonal-** Students will have to think individually about energy constancy before sharing with their partner, they will also have to put their own ideas into the diagram. **Interpersonal-** Students will be sharing with other students their ideas on energy constancy and interacting with others on the material. **Naturalist-** Students will see the transfer of energy in real world situations.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

The teacher will regularly give feedback by looking at the content on the problem solution charts, and by constantly going around the room making sure that students understand what they are learning. When the students present their information to their partners and as the partners share with other partners, the teacher will ask questions to ensure clarity. In all aspects of the lesson the teacher will be looking for understanding in the students and will be clarifying misconceptions.Plots will be graded on detail and content.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
Day 1: 120 min.
 * Teacher takes attendance and goes over the agenda for the day (10 min)
 * Students are given 30 seconds to find an article on energy transfer and than get to share what they found (10 min)
 * Teacher splits students into pairs and gives out problem solution charts (5 min)
 * Students look up information on energy in chemical reactions and fill in their problem solution charts individually. Teacher walks around the room helping students with questions and clarifying misconceptions (30 min)
 * Students share their problem solution charts and the information they learned with their partner. Teacher looks over problem solution charts and makes sure that students are sharing information in a meaningful way (25 min)
 * Pairs share their information to other pairs and note differences and similarities (30 min)
 * Students reflect on what they learned about energy constancy and how energy is transfered in chemical reactions and write their thoughts in their blog (10 min)

Day 2: 120 min.
 * Teacher takes attendance and goes over the agenda for the day (10 min)
 * Teacher asks students for any questions they may have on the material that was presented last class and clarifies any misconceptions (10 min)
 * Students are introduced to the website where they can create their plot diagrams and instructions are given as to what is needed in the diagram (15 min)
 * Students are given time to find a reaction and create a plot diagram for it. Teacher goes around the room helping students with technical issues as well as answering questions (80 min)
 * Students reflect in their blogs on what they learned (5 min)

My classroom arrangement will be in clusters as this will allow students to work individually, than in their pairs, and than to share with other pairs, without a lot of interference. It will also make it easier for students to work on their plot diagrams and help each other with technical problems. Student will understand that there is a relationship between matter and energy. Energy transformation occurs around us all the time and understanding these interactions helps us to use them to our advantage. Students will also know about the differences in energy transformation in exothermic and endothermic reactions. Student will be able to consider how energy transformation occurs. The hook that will be used is when students are given 30 seconds to find an article on energy transformation. **Where, Why, What, Hook,** **Tailors: Visual, Verbal, Logical, Intrapersonal, Interpersonal, Naturalist.**

Student will know the constancy of energy, energy transformation, potential energy, kinetic energy. This information will be explored using various websites and will be recorded using problem solution charts, and the think-pair-share method. By using this method students will be able to review the information found in the websites and share this information in multiple ways. The sharing both with a partner and than with another pair of partners will reinforce the learning and encourage students to think through how energy transformation occurs. The organization of the problem solution charts will help the students to keep the information in a clear and easy to process way for themselves and their partners. By looking over students' problem solution charts, and listening in on discussions, the teacher will be able to provide feedback and clarify misconceptions. **Equip, Explore, Tailors: Visual, Verbal, Logical, Intrapersonal, Interpersonal, Naturalist.**

Students will use the think pair share method to review the information that is found on the websites and to use each other as resources. The teacher will overlook this process and give feedback on student questions. When working individually on their problem solution charts, students will have the opportunity to gain a full understanding of energy transformation. Students will share their problem solution charts with their partners to help solidify the information and to help each other with questions. When partners pair with other partners, they will be able to clarify information that everyone has and determine what other factors could be included. At the end of each class, students will have the opportunity to share what they have learned and ask any clarifying questions they may have on energy transformation. Students will create an interactive plot diagram that can be linked to their blog. The diagram must have information on energy constancy, energy transformation, potential and kinetic energy as it relates to a particular chemical reaction. Students can present the material in whatever way suites them best, and they will be peer reviewed and graded based on clarity and content. **Revise, Rethink, Refine, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Naturalist.**

Understanding will be assessed by observing the information presented on the problem solution charts. The teacher will constantly be going around the room to observe the work that is going on and to make sure that students understand what they are learning about. When presenting the information to their pairs, the teacher will ask questions to ensure clarity and listen to discussions for misconceptions that may arise. Student blog entries will be reviewed and misconceptions will be addressed to ensure students are understanding what they are learning. The plot diagrams will be graded based on their clarity and the content that is presented. **Evaluate, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal.**

C**ontent Notes** Energy- The capacity to do work. It is a property of a system that diminishes when work is done. Potential Energy - In chemicals, potential energy is contained in the chemical bonds. It is present as a result of the arrangement of the atoms and molecules formed by chemical bonds or other avenues. Kinetic Energy- In chemicals, kinetic energy is found in the motion and temperature of the molecules. This can occur when a reaction occurs and bonds are broken and made. It may also be caused by other forces that act on the atoms and molecules. Endergonic Reactions- Reactions that create products with more chemical energy than the starting material. Exergonic Reactions- Reactions that create products with less chemical energy than the starting material. Energy Constancy- The First Law of Thermodynamics states that the total quantity of energy of the universe is constant. Energy Transformation- Energy can neither be created or destroyed, it can only be transformed.

Problem Solution Charts
 * Handouts**