L4+McLaughlin,Linda+Vanna


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


 * Teacher’s Name:** Miss. McLaughlin **Lesson: 4:** Interpretation
 * Grade Level:** 10 **Topic:** Chemical and Physical Properties

Student will understand that there are different kinds of interactions that take place on an atomic level. Student will know what the properties of matter and elements are and be able to distinguish them in real life and between objects. Student will be able to do illustrate how atomic structure plays a role in distinguishing chemical properties.
 * __Objectives __**

**__Maine Learning Results Alignment __** Maine Learning Results: Science and Technology - D. The Physical Setting 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:** The properties of matter and elements are how we are able to recognize them and differentiate between them in real life.

**__Assessment __** Students will be pre-assessed before starting the lesson to see what their knowledge of chemical and physical properties is. Students will use a planning chart to help organize what they learn and what they feel is most important to tell other people who don't already know about the material presented. After students work individually on their graphic organizers, they'll take part in a jigsaw activity where they'll work in teams to discuss what they've already learned, how they came to the conclusions of the material and ask any clarifying questions they might have. Students will then be able to teach the rest of the groups what they've learned. Students will receive feedback from their team members during the activity, as well as from the teacher throughout the class by asking clarifying questions and participating in activities. Students will also receive peer and teacher feedback on their podcast before being turned in for scoring.
 * Formative (Assessment for Learning) **

What makes the difference between a piece of wood and a piece of plastic? How are they structured differently and what are the ways that they are different, chemically? It all comes down to the physical and chemical properties of an object. These properties are what tells you how something will react when placed with something else, or what's going to happen if you try to set something on fire, and so on. Properties are key in being able to distinguish between different objects. You will create a podcast using an audio maker that describes the differences between chemical and physical properties and providing detailed examples of the properties of a variety of objects. Be creative in using this tool by presenting the information in a way that is fun and easy to follow. You can incorporate different types of music, voice, and more. The information should be clear and easy to hear. The podcast will be assessed using a rubric. Students will be creating this podcast on an individual basis, however they may use their peers for assistance and to collaborate with.
 * Summative (Assessment of Learning)**
 * //__Podcast__//**:

**__Integration __**
 * Technology: ** A podcast is a way to create an audio clip that presents information using different types of media and styles by incorporating voices, sound effects, and music. Students will be taught how to use Garage Band so that they can effectively and creatively use the tool. Students will be creating the podcast on the different aspects and applications of physical and chemical properties.


 * Math:** Math will be incorporated into the lesson because there can be a lot of numbers and reasoning involved in analyzing physical and chemical properties. Math is a very logical subject, as is chemical and physical properties. English will also be incorporated in the process of filling out graphic organizers, creating scripts, and utilizing a variety of styles and techniques to create their product. Music will also be incorporated into the lesson through the hook and in creating a podcast.

**__Groupings __** Throughout the lesson, students will be filling out their graphic organizers to organize what they've learned and to help figure out what they would want other people to know about the topics. Students will be put into groups of fives where they will take part in a jigsaw activity. Students will form groups based on different aspects of chemical and physical properties. There will be five different aspects written on slips of paper and students will draw their slips of paper upon entering the classroom. Once the students have formed their groups, each group will be assigned a specific topic to discuss about properties. Students will be able to ask and answer any questions within their group, as well as being able to ask the teacher for help. Students will add more detail to their planning charts by taking part in this activity. After the teams have finished brainstorming and discussing their topic, each group will then present their information to the rest of the class so that their peers can learn what they learned too. Thus, creating a jigsaw puzzle of information. The planning charts will be collected by the teacher at the end of the class to see where the students stand in their understanding of the structure of atoms. Feedback will be given to each student. While working within the groups, students will appoint the roles of a timekeeper, a facilitator, and spokespersons. The timekeeper will keep track of the 20 minute time limit to work within their groups. The facilitator will help lead discussion and encourage their peers to be active learners. Each student will act as a spokesperson by sharing what was discussed within their group to the rest of the class. Students //will// be respected by their peers and teacher throughout the day and the classroom will be a comfortable and safe environment for all those inside of it.

**__Differentiated Instruction __**
 * Strategies **
 * Musical:** Students will able to add elements of music to help their understanding of properties of matter in their podcast.
 * Naturalist:** Students will be asked to find objects in nature and distinguish their chemical and physical properties.
 * Verbal:** Students will take part in discussions and teaching others.
 * Interpersonal:** Students will work in groups to create the podcast, as well as in class activities.
 * Logical:**Students will be applying what they learned in class about properties to real life examples.
 * Kinesthetic:** Students will act out different types of chemical properties.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absences: In the event that student is absent for this lesson, I ask that the student contact me as soon as possible to plan a meeting to go over the material that is not understood after reading notes from the class wiki or from peers. I will introduce them to Garage Band and the tools to use the program. Students are responsible for checking the class wiki to look over the material and assignments that he or she missed in class that day. Any handouts administered in class will be collected and put in a folder with the absent student's name on it, ready to be picked up upon return to school. If there are multiple students absent for that one lesson then I will do a group review for all of those absent to be sure that everyone is on the same page.

At the end of the lesson, the students will be responsible for creating a podcast that demonstrates their understanding of the differences between chemical and physical properties and be able to apply it to real life examples. A podcast is a Type II technology because it is a creative way to use audio, sound effects, and music to present information to others in an entirely new way. Students will use this technology to create an easy way for others to understand what their material is and it is a way for students to use their creativity and be interactive with the material.
 * Extensions**

**__Materials, Resources and Technology __** Materials: Resources: <span style="font-family: "Times New Roman","serif";">Technology: <span style="font-family: "Times New Roman","serif";">
 * <span style="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">Planning Chart Graphic Organizer
 * <span style="font-family: "Times New Roman","serif";">Whiteboard
 * <span style="font-family: "Times New Roman","serif";">Markers
 * <span style="font-family: "Times New Roman","serif";">Pencil
 * <span style="font-family: "Times New Roman","serif";">Paper
 * <span style="font-family: "Times New Roman","serif";">YouTube Video
 * <span style="font-family: "Times New Roman","serif";">Textbook
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Properties Song]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Properties]
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond Chang
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Physical Properties of Matter]
 * <span style="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">Internet
 * <span style="font-family: "Times New Roman","serif";">Internet Links
 * <span style="font-family: "Times New Roman","serif";">Garage Band Tutorial

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

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Source for Lesson Plan and Research __** <span style="font-family: "Times New Roman","serif";">Links for this lesson plan: <span style="font-family: "Times New Roman","serif";">Pre-Designed lesson plans: > > > **__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **//<span style="font-family: "Times New Roman","serif";">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**<span style="font-family: "Times New Roman","serif";"> Students will be learning about the different chemical and physical properties of objects in a way that will be beneficial for everyone. My "clipboard" learners will find the graphic organizers to be useful because it will help them organize their thoughts and ideas of what they've learned and what they consider to be important. This will provide a reference for students that is easy to understand. My "beach ball" learners will benefit from the activities in which they get up and use their bodies to demonstrate what they've learned. They will not be bored in this lesson because of the opportunities to get up, move around, and use their bodies to demonstrate their understanding. The "puppy" learners will be happy about this lesson because they'll be in an environment where everyone is helping each other out and providing positive feedback and encouragement. Students will have to be excellent listeners because only one student will be able to talk at a time during group discussions. The "microscope" learners will especially thrive in this lesson because the details of the different aspects of properties will be discussed and applied to real life. They will be encouraged to delve deeper into the material to find more real-life applications of physical and chemical properties.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Properties Song] <span style="font-family: "Times New Roman","serif";"> YouTube video that gives an overview of physical and chemical properties in a creative manner.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Properties] <span style="font-family: "Times New Roman","serif";"> This website gives a brief overview of chemical and physical properties, and then it has several links of examples of each kind of property and those link to more detailed pages about that particular property.
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond Chang: This textbook helps provide information about chemical and physical properties, including definitions and examples.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Physical Properties of Matter] <span style="font-family: "Times New Roman","serif";"> This website is a slide show that discusses all the different kinds of physical properties and gives definitions and examples of each.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Properties] <span style="font-family: "Times New Roman","serif";"> This lesson plan provided clear instructions and objectives for a lab in which students will determine physical and chemical properties of different objects.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Physical Properties and Changes] <span style="font-family: "Times New Roman","serif";"> This lesson plan was created for grade four, but could be adapted and modified for higher grade levels. This lesson plan focused on physical properties of objects and how these properties can change.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Physical vs. Chemical] <span style="font-family: "Times New Roman","serif";"> This lesson plan goes through and focuses on the differences between physical and chemical properties. It includes practice worksheets to check for understanding. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Rationale:**

Throughout this lesson, students will gain a sense of self-knowledge because they will be thinking about everyday things to see how their chemical and physical properties determine how we see and use those objects. Every student will bring different ideas and insights as far as helping each other out in understanding the material and working through it. By working in groups, students will continue to learn more about their peers and how they work in group settings. They will learn more about how they individually work with others and the different circumstances that create different learning experiences. By understanding the material in class, students will be able to understand why we treat some objects differently than others, such as porcelain vs. brick. Students will be able to apply their new knowledge to the world around them and find new examples of how it impacts them in a daily basis. By sorting through the material, students will be able to attach meaning to the concepts by seeing how it relates to their own personal lives. Students will be meeting the Maine Learning Result that states, “Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.”
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Math is integrated into the lesson by way of using a variety of numbers for specific properties, as well as using a logical framework to work through the material. English is also integrated into the lesson by being able to use different styles of delivery of information. Music is also incorporated through the hook and creating the podcast. Students will be using Garage Band, a Type II technology, to create a podcast that demonstrates their understanding of chemical and physical properties. This will help those students who are auditory learners because they will be using voice, sound effects, and music to help bring these ideas to a new level. In class, students will be taking part in a "Jigsaw" activity where they'll work in their groups on a specific topic, after working on graphic organizers, and then presenting their information to the rest of the class. Completing the graphic organizers on their own gives students time to reflect on what they've learned. Interacting with their peers and the teacher gives students a chance to give and receive feedback and share their thoughts and questions. Students will act out different chemical and physical properties using their bodies to demonstrate the ideas they've learned. Students will learn in detail about all the aspects of chemical and physical properties. Instructional strategies for the different multiple intelligences are as follows: Musical: Students will able to add elements of music to help their understanding of properties of matter in their podcast. Naturalist: Students will be asked to find objects in nature and distinguish their chemical and physical properties. Verbal: Students will take part in discussions and teaching others. Interpersonal: Students will work in groups to create the podcast, as well as in class activities. Logical: Students will be applying what they learned in class about properties to real life examples. Kinesthetic: Students will act out different types of chemical properties.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Before the beginning of the lesson, a pre-assessment will be given. This will not be graded, but used to see where students stand in their understanding of the material that will be presented in class, and then an appropriate starting place for the lesson will be determined. Throughout the lesson, every student will receive feedback from both their peers and the teacher. The students will receive feedback on the graphic organizers they complete to ensure that they are understanding the material correctly. Students will be creating a podcast to further prove and demonstrate that they've mastered the material on chemical and physical properties. By doing this project, students will be able to bring in examples from the real world to help demonstrate their points. The podcast will be graded by the teacher based on a rubric and students will fill out a self-assessment about the class and the project. Learners who are more advanced in the classroom will be given opportunities to go further in depth in class material and can do more extensive research for their podcast.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif";">Students will arrive for class and take a seat at desks that are set up in groups of five, with each group depicting a particular aspect of a chemical or physical property. The desks will be arranged this way for the purpose of the cooperative learning exercise that will take place in class. Upon entering the classroom, students will draw a slip of paper that will have one of the aspects of the properties listed on it, and students will be asked to sit at their designated cluster of tables. This will create the groups they're going to work with during the activity. Once students are situated, class can begin.
 * Prior to the start of this lesson, students will have already completed a pre-assessment to see where each student stands in their previous understanding of this material.

__<span style="font-family: "Times New Roman","serif";">Day One __<span style="font-family: "Times New Roman","serif";"> Students will arrive and coordinate seating with their peers according the slips of paper drawn. (5 minutes) The "hook," or YouTube video, will be introduced (starting at the actual music), with a brief discussion to follow, to elaborate more on chemical properties. (10 minutes) The concepts of physical properties will be introduced. (30 minutes) Students will work on their graphic organizers individually. (10minutes) The concepts of chemical properties will be introduced. (30 minutes) Students will work on their graphic organizers individually. (10 minutes) Students will discuss their graphic organizers in their groups to ask and answer any clarifying questions. (5-10 minutes) Students will hand in graphic organizers for feedbacking, and will be returned to them at the start of the next period. (2 minutes)

__Day Two__ Students will take part in demonstrations of different examples of chemical and physical properties, such as ice melting, or burning papers. (25 minutes) Students will take part in the jigsaw learning activity. (20 minutes) Class discussion of the jigsaw and information learned. (25 minutes) The class will discuss the importance of knowing about chemical and physical properties. (10 minutes) Students will pass in their graphic organizer to be assessed for feedback. (1 minute) Homework will be assigned in regards to creating a podcast. (5 minutes) GarageBand tutorial (15 minutes) With the remaining time in class, students will be asked to demonstrate the different kinds of properties of matter by using their bodies creatively. (10 minutes)

__Day Three__ Students will have time to complete their podcasts in class. (60 minutes) Students will present their podcast to the rest of the class. (60 minutes)

Through lesson four, students will understand that there are different kinds of interactions that take place on an atomic level. We distinguish so many objects in a world by their properties, without even thinking twice about it, thus showing how important it is. Students will be able to connect what we learn to real-life examples. The Maine Learning Result that lesson four focuses on is that //students describe the structure, behavior, and interactions of matter at the atomic level and the relationships between matter and energy//. To engage students, they'll watch a YouTube video about physical and chemical properties. This will provide a general overview of properties and help students start thinking about it.
 * Where, Why, What, Hook, Tailors: Verbal, Logical, Musical**

By the end of this lesson, students will know what chemical and physical properties are and be able to apply them to real-life examples. The overview of the different aspects of chemical and physical properties will be briefly shown through the hook, by watching the "Properties Song." (see content notes). Students will be asked to make connections to the real world as the material becomes more clear to them. Students will be introduced to the idea of using a planning chart graphic organizer to organize what they've learned, what they feel is important, and what they feel others should know as well. Understanding will be assessed once students participate in the cooperative learning activity. Graphic organizers will be handed in after the activities have been completed for assessment and feedback by the teacher. Students will be albe to ask questions and think about how these concepts are used in their daily lives, and come up with examples not used in class.
 * Equip, Explore, Rethink, Tailors: Verbal, Naturalist, Musical, Logical**

Students will participate in a cooperative learning activity, "Jigsaw," in which they will be responsible for working with peers on one assigned aspect of physical properties. They will discuss and utilize what they're gathered on their graphic organizers as well as helping their peers with any questions they may have. Students will be working within their groups that they were assigned to at the beginning of the lesson. Students will be expected to be active participants in class discussions and activities to ensure that they fully understand the concepts within chemical and physical properties. This will lead students to examine how they use these ideas in everyday life. Students will add any new knowledge or ideas to their graphic organizers. Upon taking part in class discussion and activities, students will be able to rethink their ideas by coming up with applications of chemical and physical properties not already mentioned in class. Their process of thinking will be assessed through feedback from the teacher and peers. Students will be able to refine their learning and understanding while creating a podcast and will receive feedback from the teacher based on a rubric for scoring and final revisions. Students will be able to illustrate how atomic structure plays a role in distinguishing chemical properties.
 * Experience, Rethink, Revise, Refine, Organize, Tailors: Naturalist, Logical, Verbal, Interpersonal**

Students will be given the opportunity to self-assess during the Jigsaw cooperative learning activity. Students will think about the variety of chemical and physical properties that exist and how we use those properties today. After collaborating with their peers and participating in class discussions and activities, students will be able to fully assess their understanding of the material. At the end of class, students will be asked to act out different kinds of chemical and physical properties by using their bodies. The graphic organizers will be collected at the end of class to be reviewed for proper understanding of the material. Students will receive their graphic organizers at the start of the next class, with the teacher's feedback included. This connects to homework because they'll be creating their podcast based on what they learn and understand in class about the differences and examples of chemical and physical properties. Recognizing the importance of interactions on an atomic level is the basis for the unit.
 * Evaluate, Tailors: Kinesthetic, Naturalist, Musical, Logical, Verbal, Interpersonal**

<span style="font-family: "Times New Roman","serif";">
 * Content Notes**
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Properties Song] <span style="font-family: "Times New Roman","serif";"> YouTube video just used to engage students and start getting them thinking about chemical and physical properties.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Properties] <span style="font-family: "Times New Roman","serif";"> Chemical properties describe the potential of something to undergo some kind of chemical change or reaction because of the composition. The elements, electrons, and bonds that are present are what give the potential for chemical change. Some examples of chemical properties are: burning, hard boiling an egg, digestion, and heat of combustion.
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond Chang: A physical property is something that can be measured or observed without changing the composition or identity of the substance. Examples of physical properties include color, melting point, boiling point, and density. In order to see a chemical property, there must be a chemical change. Properties of matter that can be measured can be either extensive of intensive. Extensive properties depend on how much matter is being considered, such as mass, length, and volume. Values of the same extensive property can be added together. Therefore, more matter means more mass. Intensive properties do not depend on the amount of matter being considered, such as temperature. Intensive properties are not additive.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Physical Properties of Matter] <span style="font-family: "Times New Roman","serif";"> A physical property of matter can be observed or measured without changing the identity of the substance. Thermal conductivity: ability to transfer thermal energy to something else. State: whether it is a solid, liquid, gas, or plasma. Malleability: the ability to be pounded into thin sheets. Ductility: the ability to be be drawn into wires. Solubility: the ability for a substance to dissolve into another substance. Density: the mass per unit of volume.


 * Handouts**
 * <span style="font-family: "Times New Roman","serif";">Planning Chart Graphic Organizer
 * <span style="font-family: "Times New Roman","serif";">Self-Assessment
 * <span style="font-family: "Times New Roman","serif";">Pre-Assessment
 * <span style="font-family: "Times New Roman","serif";">Rubric for Podcast