L2+Stewart,Justin+Larry


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


 * Teacher’s Name:** Mr. Stewart **Lesson 2:** Apply
 * Grade Level:** 11 **Topic:** Atomic Theory

__**Objectives**__

 * Student will understand that** matter interacts at the atomic level
 * Student will know** protons, neutrons, electrons, atoms, atomic structure and the nucleus
 * Student will be able to do** build structures of simple atoms nuclei

__**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:** Students will learn how atoms differ between the elements and how atoms interact with one another based on their structure.

__**Assessment**__
Students will complete a flow chart of elements and the atoms that make up elements. The flow chart will guide the students in their thought process. The students will create the flow chart using any type of intelligence they wish to use. They will then present what they find using any medium they wish to use. This assignment will not be graded but the groups will receive feedback on their thoughts. A quiz will be handed out at the end of the period and will be graded, but will be worth a very small amount of their final grade. The quiz will be an indicator of where the class stands on atoms and elements.
 * Formative (Assessment for Learning)**

//**Sketchup:**// During the lesson on atoms, the particles that make them up and their structure, you will create a sketchup model of an element that I assign. You will make a sketchup with a 3-D model including protons, neutrons and electrons in the correct structural format. These models must show how the atom is constructed and where the particles will always be found.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will create a sketchup of an element that I assign them to. The sketchup will illustrate the atom of the element including protons, neutrons, electrons, nuclei. The students will be allowed to play with the program and create a model of their element. The students will be able to post their representations to the class wiki or the blogs if they want to.


 * History:** History is a very important part of explaining the periodic table and the discovery of atoms. The construction of the periodic table was created through a process of refinements. There is a long history of how we have discovered atoms and the way tat they are constructed.


 * Art:** Students will create a sketchup that displays atoms. Art is important for students understanding of the atom because atoms are far too small to be seen. So in order for students to understand how particles are assembled.

__Groupings__
Students will be broken up into individuals where they will have time to write down any notes about what they are thinking or simply reflect on what has been said about atoms and elements. After they have finished reflecting, they will be broken up into groups of three or four students. Th groups will fill out the flow chart and if there are any questions that they need answered, I will be walking around the class.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will talk in groups and then answer questions from the teacher.
 * Visual**: Students will create an atom that can be seen in three dimensions.
 * Logic**: Students will be place atoms and their pieces in the correct positions.
 * Interpersonal**: Groups will be made so they can do their think-pair-share assignment during class.
 * Intrapersonal**: Students will create their own element on sketchup.
 * Musical**: The history of the atom rap will be played as the hook for the lesson.

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

The students will be creating a model of a specific element on sketchup. They will have to learn the differences between the particles and how they affect the atom. They will have to know the differences between different elements and how this may effect how the elements interact with one another. Atoms are unfortunately too small to see under a microscope so students will need these representations in order to understand what atoms may look like. They can use their creative side and create what they see to be an atom. There is no right or wrong looking answer.
 * Extensions**

__**Materials, Resources and Technology**__

 * My laptop.
 * Students laptops (either their own, or the laptop cart).
 * White board.
 * Markers.
 * Internet access for youtube on my computor.
 * Props such as poster board or objects that they can use as representations of atoms.
 * Graphic Organizer.
 * Quiz.
 * Projector and projector screen.

__Source for Lesson Plan and Research__
Graphic organizer: http://www.eduplace.com/graphicorganizer/ Cooperative Learning: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Interactive Periodic Table: http://www.ptable.com/ Periodic Table history: http://www.chemicool.com/ Atoms: http://www.nobeliefs.com/atom.htm Sketchup: http://sketchup.google.com/

__**Maine Standards for Initial Teacher Certification and Rationale**__
This lesson achieves the goals set by standard three by allowing different types of students to express their understandings in any way they wish. Students are allowed the freedom to choose any method they want to demonstrate how they think atoms are setup and why they are setup in that orientation. Those students who want a structured organized method will have a lecture time where the teacher will explain the different models of atoms construction. The groups will be instructed to analyze the different ideas that each group come up with so that they can decide for themselves what structure is the best. The groups will be broken up so that everyone in the groups will be comfortable with their teammates.
 * //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:**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will be introduced with the periodic table and atomic structure. Students will understand the differences between elements in the periodic table by studying the atomic structures of different atoms. By the end of this lesson, students will know why the periodic table was setup the way it was because of the properties of atoms that are explained by its atomic structure. Mastery and understanding will be demonstrated using a sketchup model of an element that the students will assigned.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal**: Students will talk in groups and then answer questions from the teacher.
 * Visual**: Students will create an atom that can be seen in three dimensions.
 * Logic**: Students will be place atoms and their pieces in the correct positions.
 * Interpersonal**: Groups will be made so they can do their think-pair-share assignment during class.
 * Intrapersonal**: Students will create their own element on sketchup.
 * Musical**: The history of the atom rap will be played as the hook for the lesson.

Students will create a sketchup model of elements which will focus on the structure and will show the reasons behind the differences in properties and bonding. The students will have opportunities to watch the other students presentations and compare their own presentations with the ones that they are seeing. They will also use a checklist to make sure that everything that is required has been covered.

Students will complete a flow chart of elements and the atoms that make up elements. The flow chart will guide the students in their thought process. The students will create the flow chart using any type of intelligence they wish to use. They will then present what they find using any medium they wish to use. This assignment will not be graded but the groups will receive feedback on their thoughts. A quiz will be handed out at the end of the period and will be graded, but will be worth a very small amount of their final grade. The quiz will be an indicator of where the class stands on atoms and elements.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

//**Sketchup:**// During the lesson on atoms, the particles that make them up and their structure, you will create a sketchup model of an element that I assign. You will make a sketchup with a 3-D model including protons, neutrons and electrons in the correct structural format. These models must show how the atom is constructed and where the particles will always be found.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Total class time: 120 minutes.

My classroom arrangement will be clustered because the students will be sitting at work tables. They will be able to do experiments on the tables and the tables will be spaced far enough apart so they can move around with out any trouble. They will also be able to interact with one another easily with partners or in groups of three or four based on the size of the tables. This will also allow for easier interaction between the teacher and the students. All of the students should be able to see the white board and/or the projector screen during the lecture.

Day 1: 8:00-8:10 (10 minutes): Reflection time on the particles of atoms. 8:10-8:20 (10 minutes): Hook. 8:20-9:00 (40 minutes): Lecture. 9:00-9:20 (20 minutes): Think-pair-share activity using the flowchart. 9:20-9:40 (20 minutes): Presentations of ideas. 9:40-9:50 (10 minutes): Answer questions from the class about the work. 9:50-10:00 (10 minutes): Quiz.

Day 2: 8:00-8:20 (20 minutes): Answer questions and go over material of the quiz. 8:20-8:50 (30 minutes): Teach students about sketchup. 8:40-9:15 (35 minutes): Sketchup creation. 9:15-9:50 (35 minutes): Presentations. 9:50-10:00 (10 minutes): Self evaluation.

To begin the lesson, I will have the students take 2-3 minutes to reflect upon what we learned about in the last lesson. Then the class will come back as a whole and discuss what they had thought about. Once we have talked about particles, I will share the history of the atom rap with the students. This rap was created by students from another school and explains parts of the atom and how it was discovered. This will lead straight into the lesson on the atom including elements, compounds and mixtures. The class will then reflect upon what they think defines an atom and how an atom is individualized by element. After about 2-3 minutes, the students will break up into groups where they will fill out a flow chart that shows how an atom is different based on the elements. The group will then share what they’ve talked about by explaining it in any format they wish. They can explain it, create a skit, a picture, a very short movie, and audio clip, create a model or anything they feel is creative and can convey the message clearly. The quick projects will be presented to the class where there will be a discussion on each one about what the group viewed as the differences. Once all of the groups have gone, I will answer any questions that anyone has about the lecture and the ideas that were presented. If at this time I do not feel that they have grasped the material, I can go into greater detail to explain what they missed. At the end of class, I will hand out a short quiz so I can see exactly where everyone is with the material. At the beginning of the next class I will go over the quiz and bring up what I found. Then I will show the students how to use sketchup as a tool. The class will be broken up into pairs and will be assigned an element that they will have to create using sketchup, displaying protons, neutrons and electrons and where they can be found using a checklist to guide them. Once the students have completed the sketchup, they will share with the class their element and what makes it unique. As the groups share their models, the teacher will go through the checklist to make sure they have gone over all of the major points. Once all of the groups have gone, the groups will go through the checklist and grade themselves and write comments about things that they could change. Students will understand that matter interacts at the atomic level. Atomic structure is what dictates how elements react and create objects and foods that we use and eat. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationships between matter and energy//. I will show the students the History of Atom Rap which is all about atoms and how they were discovered. This will lead right into what is going to be taught in the lesson.
 * Where, Why, What, Hook Tailor:** **Verbal, Visual, Logic, Interpersonal, Intrapersonal, Kinesthetic and Musical**.

Students will know protons, neutrons, electrons, atoms, atomic structure and the nucleus. During the lecture, I will explain everything they will need to know about the periodic table, atoms and elements. I will use think-pair-share so students can recap on the material using a flow chart to illustrate the pieces of atoms and the atom. The students will have to reflect on the lesson and then group up and start their graphic organizer. I will walk around the classroom and answer any questions that the students may have. I will also ask each group questions about the main ideas and guide them towards finding the answers themselves. During the lesson I will have the students interacting with the material as much as possible. I will never give the students the answers, instead I will ask further questions that will guide the students towards the answers.
 * Equip, Explore, Rethink Tailor: Verbal, Visual, Interpersonal and Intrapersonal.**

During this lesson, students will use any graphic organizers or notes from the previous lesson in order to lead the class into the next material. Chemistry builds upon itself so everything in the previous lesson is very important in this lesson. The students will be encouraged to participate the lesson because it will make lesson more interesting for the students and will also help the students to become engaged in the material. Students will the write or draw or illustrate what they think the differences between elements and the periodic table. This idea is built upon the last lesson and the students will be asked to use the skills that they have from the last lesson to build their understanding of this lesson. Elements are all different and the way that they are built cause the elements to interact in different ways which is the reason for the construction of the periodic table of elements. The students will then get into groups with the other students at their table. They will come together and discuss how the atoms are different. They will then pick an element and show how it is different from all of the other atoms in the periodic table of elements. The groups will choose a way that they want to present their information which can include any type of intelligence they wish. The students will able to create a sketchup of the element that I have assigned them. They will show how the element they have been assigned in constructed with the nucleus and all of the particles in their particular area. During the lesson, students will create a quick presentation that they will show to the class. After everyone has presented, the class will discuss what it really means to be an atom and an element. After the main topics have been covered the quiz will be handed out so they can see where they stand with everything that was talked about. They will then be able to use how they did on the presentation and the quiz and tailor what they need to focus on before they start the sketchup.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Interpersonal, Intrapersonal, Kinesthetic and Logical.**

The students will create a quick presentation which they will talk about with the class. The class will discuss what was done correctly and what would could have been said. The students will then take a quiz that will not be worth many points but will give the students a focal point to study and an idea for what they will need to fix in their understandings. The students will also provide a checklist that they have gone over that states what will be needed on the sketchup project. The students will need to check that they have covered all of the important topics. After the projects have been presented, I will grade the sketchups during class for the presentation grade and the sktechups will be assigned to the class wiki or the students blogs which I will be able to check outside of class. I will also give the students feedback after their quick presentation on the first day and also give them the results of their quizzes that they took at the end of the first day of the lesson. The sketchup project will help students to see the differences between the elements and how the little differences in the amounts of protons, neutrons and electrons can cause huge differences in bonding and properties.
 * Evaluate, Tailors: Verbal, Visual, Intrapersonal, Interpersonal and Logic.**

Periodic Table: The [|periodic table] is broken up into rows and columns based on the different qualities of the elements. The periodic table was created by chemists who took the elements that were known at the time and split them up into the groups. There were few elements known at the time, but as the number of elements grew, they were placed in the table as they fit. There are distinct properties in each group and each family.
 * Content Notes**

Elements: Elements are made of protons, neutrons and electrons which make up the every element in the periodic table. The combination of protons, neutrons and electrons are what determine the different elements. The same element can also have different numbers of neutrons which is an isotope. The elements are grouped in the periodic table because they have special properties based on the structure of elements atom.

Atomic Structure: [|Atomic structure] determines what is going to create an element. It also determines how the atom is going to bond and interact with it's environment. Noble gases are inert based on the number of electrons and Alkali metals are explosive with water. These characteristics are all special to these elements because of the atomic structure and the number of protons, neutrons and electrons.

Graphic Organizer Quiz Handout for Sketchup Checklist
 * Handouts**