L2+McLaughlin,Linda+Vanna


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


 * Teacher’s Name:** Miss. McLaughlin **Lesson: 2:** Perspective
 * Grade Level:** 10 **Topic:** Molecules, Elements, and Matter

Student will understand that matter is the building blocks in which the universe was created. Student will know what elements are, and how the properties of matter are important. Student will be able to analyze how the number and arrangement of atoms in a molecule determine molecular 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:** Students will be analyzing and exploring the concepts of matter on an atomic level.

**__Assessment __** Students will be pre-assessed before the beginning of the lesson to see what their understanding of matter and elements is. Students will be using a T-Chart to help organize their thoughts and the information they learn in class about properties of matter, elements, and what molecules are. These graphic organizers will have the big ideas and supporting details underneath those big ideas. After students work individually on their graphic organizers, they'll take part in a RoundRobin brainstorming activity, where they'll be in small groups. Within this activity, students will be asked a question that has many different answers. Students will think quietly on their own of different answers, and then when everyone is done thinking, someone will record the answers. This will take place until every person has had a chance to record answers to a question. Students will receive feedback from their team members during the activity, as well as from the teacher during class time through the process of asking clarifying questions. Students will also receive peer and teacher feedback on their Comic Life before being turned in for scoring.
 * Formative (Assessment for Learning) **



**Summative (Assessment of Learning) ** Everyone loves to read a good comic book! You will create a comic book, using Comic Life, that depicts molecular properties and how different arrangements and numbers of atoms can affect molecules. The goal of this comic book is to help others understand what makes molecules different from others, based on properties. This is an essential idea that is very relative to our everyday lives, and only needs to be as long as needed to explain the essential concepts. The concepts must be tied in to the relation of molecules to matter and elements. You will receive feedback from peers before being turned in to the teacher for scoring. This will be scored based on a rubric.
 * //__Comic Life:__//**

**__Integration __**
 * Technology: ** A Comic Life is another way to present information in a visual manner. Students can use it as a way to create a comic book and tell a story and get their point across. Comic Life utilizes the use of images, text, and graphics to captivate and engage the reader. Students will be using Comic Life to create a comic book that demonstrates properties of molecules, matter, and elements.


 * English: ** English will be incorporated into this lesson because students will be in charge of recording information during class discussions and class activities. Also, while using their creativity and imagination, students will be expected to use proper grammar and spelling while using Comic Life to create their comic book.

**__Groupings __** <span style="font-family: "Times New Roman","serif";">Throughout the lesson, students will be filling out their graphic organizers to help keep track of the information they’re learning. During the lesson, students will be put into groups where they will take part in a RedRobin brainstorming activity. Students will separate into groups based on properties. The teacher will have slips for the entire class, with a variety of four different elements. Students will draw a slip and then find their respective group members. Once the groups have settled and been formed, students will discuss what they’ve learned about molecular properties, how they affect atoms, matter, and elements. Students will be able to ask and answer any clarifying questions within their group, as well as being able to ask the teacher. Students will be able to add more detail to their T-Chart graphic organizers by taking part in this activity. These graphic organizers will be able to help students keep main ideas separate from each other and organized with supporting evidence and details. The teacher will collect the graphic organizers at the end of the class to see where each individual student stands in their understanding of properties of matter on an atomic and molecular level. Feedback will be given to each student. While working within the groups, each student will have a chance to be the recorder. There will also be a facilitator, timekeeper, and spokespersons. The timekeeper will keep track of the five minute time limit for each question. The facilitator will help lead the group discussion, while encouraging their peers to provide input and ask questions. Spokespersons will share what was discussed within their groups with the rest of the class. Within these groups, students //will// be respected by their peers and will have support and encouragement from their peers. The classroom will be a safe learning environment for all those within it, and students will be encouraged to take risks, ask questions, and provide input. **__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Differentiated Instruction __**
 * <span style="font-family: "Times New Roman","serif";">Strategies **<span style="font-family: "Times New Roman","serif";">
 * Verbal:** The class will discuss what they think distinguish molecules from each other.
 * Logical:** Students will be asked to try to figure out the differences between certain molecules on their own.
 * Visual:** Students will be using Comic Life to demonstrate molecular properties.
 * Kinesthetic:** Students will be finding and using objects from the classroom to describe molecular properties.
 * Interpersonal:** Students will be working in groups, during the RoundRobin brainstorming, to sort through ideas.
 * Intrapersonal:** Students work individually to create a Comic Life to demonstrate understanding.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **<span style="font-family: "Times New Roman","serif";">Modifications/Accommodations ** <span style="font-family: "Times New Roman","serif";">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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 Comic Life 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. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

**<span style="font-family: "Times New Roman","serif";">Extensions **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">At the end of the lesson, the students are going to be responsible for creating a Comic Life that demonstrates their understanding of molecular properties and how different arrangements and numbers of atoms can affect molecules. A Comic Life is a Type II technology because it is another way for students to present information that isn’t in a traditional style. Students can also use a webcam on the computer to take photos to use in their comic book, without ever leaving their station. Students can create different story lines within a single page, and use pictures, graphics, and text to creatively show what they’ve learned. Students will use this technology to incorporate real world examples as well as show connections between the material and the real world**.** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Materials, Resources and Technology __** <span style="font-family: "Times New Roman","serif";">Materials: · <span style="font-family: "Times New Roman","serif";">Computer · <span style="font-family: "Times New Roman","serif";">T-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";">Textbook · <span style="font-family: "Times New Roman","serif";">Jewelry <span style="font-family: "Times New Roman","serif";">Resources: · __<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";">[|Periodic Table of Elements] · <span style="color: blue; font-family: "Times New Roman","serif";">[|States of Matter] · <span style="color: blue; font-family: "Times New Roman","serif";">[|Molecules] <span style="font-family: "Times New Roman","serif";">Technology: · <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";">Comic Life 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 three states of matter and how arrangement of molecules and atoms are important. They’ll also be learning about the Periodic Table of Elements and how we see those elements in real life.This lesson suits my "microscope" learners because they will be learning by discussions, about supporting evidence and details for the big ideas, and they'll be discovering new ideas as they take part in class activities and discussions. The "clipboard" learners will thrive because the class will be very well organized with the agenda on the whiteboard, so they will know what their expectations are throughout the entire lesson, as well as using the consistent routines that the "RedRobin" brainstorming activity provides. My "puppy" learners will thrive because they will be in a safe environment where their peers will respect and encourage them, as well as the teacher. They will benefit from their peers listening to them when it is their turn to talk and share ideas, and it will overall be a comfortable climate within my classroom. My "beach ball" learners will enjoy this lesson because they will be doing a variety of activities and working with others, and they'll have the personal freedom to complete their comic book in any way they wish as long as they meet the requirements of the rubric, as well as having choices during class.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Periodic Table of Elements] <span style="font-family: "Times New Roman","serif";"> This is a great interactive website that displays the Periodic Table of Elements. If you wish to see more about any particular element, you just simply click on it and the website brings up a smaller window on top with an incredible amount of information about that element.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|States of Matter] <span style="font-family: "Times New Roman","serif";"> This website really does a good job with providing details on the different states of matter. It shows transitions of states, as well as providing more links, and some simulations of phases.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Molecules] <span style="font-family: "Times New Roman","serif";"> This is a great interactive website that discusses common molecules and has subcategories of different molecules that can be found in everyday life. Each subcategory gives detailed definitions and examples as well as more links to delve deeper into the material.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Periodic Table of Elements] <span style="font-family: "Times New Roman","serif";"> This is a lesson plan that goes over all aspects of the Periodic Table of Elements, as well as the origin of where the table came from and how to use this tool. It includes activities and handouts in great detail. A great find!
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|As a "Matter" of Fact] <span style="font-family: "Times New Roman","serif";"> This lesson plan is focused on helping students recognize the differences between the different states of matter and how they can change from one to another. It addresses objectives and provides activities.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|A Matter of State] <span style="font-family: "Times New Roman","serif";"> This lesson plan is about helping students realize that particle movement and arrangement happens when the states of matter undergo changes.
 * Rationale:**

Through this lesson, students will gain self-knowledge because they will be analyzing regular, everyday things, to see how states of matter, arrangement of molecules and atoms, and elements affect everything they use. Every student will have different ideas and insights as to how to help their peers work through any difficult material, as well as help themselves. Students will learn more about how their peers work in groups and they will learn more about their peers. By understanding the material that was introduced in class, students will be able to explain why some things sink, and others float, and what it means to have matter and elements. Students will apply their new knowledge to the world around them and find examples of what they’ve learned to a variety of objects and explain how they work and how it is beneficial to them as individuals. Being able to see how matter, elements, and molecules are such integral concepts to how we use and see things on a daily basis will help students attach meaning to the material. 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:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** English is integrated into the lesson because students will be working on recording information they learn during the class discussions and activities. It’s also included when they create their comic book because they will be expected to use proper grammar and check for spelling and typographical errors. They’ll also be able to portray their information in their comic book in any way they wish, whether it is presented in any way from a story to a professional publication. Students will be using Comic Life, a Type II technology, to create a comic book that shows their understanding of the states of matter, arrangement of atoms and molecules, and the periodic table of elements. This will be beneficial to those students who are visual learners because they will be able to incorporate images, text, and graphics. This will help students take control of how they want to show the rest of their peers and the teacher what they’ve learned by this lesson. In class students will be taking part in a “RoundRobin Brainstorming” activity where they will be working with their peers in groups, after working on graphic organizers individually. Students can reflect on what they’ve learned by completing the graphic organizers on their own and adding to their charts after participating in discussions. Interacting with their peers in their groups helps build their skills in working with feedback, as well as providing feedback and sharing thoughts, opinions, and questions on matter, elements, or molecules. Students will take part in an activity as an entire class where each student finds an object, from either inside or outside, and then shares with the class what state of matter it is in, the arrangement of atoms, and what elements it contains. Instructional strategies for the different multiple intelligences are as follows: Verbal**:** The class will discuss what they think distinguish molecules from each other. Logical: Students will be asked to try to figure out the differences between certain molecules on their own. Visual: Students will be using Comic Life to demonstrate molecular properties. Kinesthetic: Students will be finding and using objects from the classroom to describe molecular properties. Interpersonal: Students will be working in groups, during the RoundRobin brainstorming, to sort through ideas. Intrapersonal: Students will work individually to create a Comic Life to demonstrate understanding.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Prior to the beginning of the unit, a pre-assessment will be given. This will not be graded, and will be a way for the teacher to see where each student stands in their level of understanding of the material that will be covered throughout the unit. This will help the teacher determine an accurate, efficient starting place for the lesson. Throughout this lesson, each student will receive positive feedback from their peers as well as the teacher. The students will hand in their graphic organizers to receive feedback from the teacher to help guide their understanding. Students will create a comic book using the computer program, Comic Life, to demonstrate that they understand the states of matter, elements, and molecules. The goal is for students to be able to apply what they’ve learned to the real world. The comic book will be pre-assessed by peers and the teacher for feedback to make edits and changes. The comic book will be graded by the teacher based on a rubric and students will fill out a self-assessment about the project.

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will arrive for class and take a seat at desks that are set up in sets of twos. The desks will be arranged this way for the purpose of the lecture throughout class. Students will rearrange the desks into four different clusters that represent a different element for the cooperative learning exercise that will take place in the class. Upon arrival of the classroom, students will draw a slip that has a property printed on it. That is what they’ll use to separate into groups for the activity. Once all the students are situated, class can then move forward. __Day One:__ Students will arrive and pick out slips with a property on them. (5 minutes) The “hook,” students taking off and comparing jewelry, will be introduced. (5 minutes) The concepts of molecules and elements will be introduced. (30 minutes) Students will individually work on their graphic organizers. (5 minutes) Students will rearrange the room according to their new groups. (3 minutes) Students will discuss their graphic organizers within their group, taking part in RoundRobin brainstorming, and ask and answer any clarifying questions. (25 minutes) Students will turn their desks so that they can see the whiteboard. (1 minute) The three phases of matter, and how molecules are arranged within those phases, will be introduced. (25 minutes) Students will turn their desks back into their groups. (1 minute) Students will quietly work on their graphic organizers individually. (5 minutes) RoundRobin brainstorming within groups will take place again. (20 minutes) Students will turn in their graphic organizers to the teacher for feedback, which will be returned to them the following class period. (3 minutes) __Day Two:__ Students will arrive and coordinate their seating to match the groups they were in the previous class period. (5 minutes) Students will turn their desks so that they can see the whiteboard. (1 minute) The Periodic Table of Elements will be introduced. (25 minutes) Teacher will hand back graphic organizers to respective owners with feedback on them. (2 minutes) Students will work individually on their graphic organizers. (5 minutes) RoundRobin brainstorming will take place one more time. (20 minutes) Students will then lead their own class discussion on what they learned between both class periods, what they found interesting, and what they would like to know more about. (15 minutes) Students will be asked to each find a different object from within the classroom, or outside, and tell the class what phase of matter it is in, how the molecules are arranged, and at least one element it contains. (30 minutes) Students will pass in their graphic organizer for the last time to be assessed for feedback. (1 minute) Teacher will show students what Comic Life is, how to use it, and assign the homework associated with Comic Life. (20 minutes) Teacher will make brief statement about what the lesson was about. (5 minutes) Through lesson two, students will understand that matter is the building blocks in which the universe was created. We wouldn’t be able to have anything tangible if it was not for the different states of matter and arrangement of molecules and atoms. The properties of molecules signify different purposes, such as the difference between your gold and silver ring. The Maine Learning Result that lesson two 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 the students, all the students will take off some of their jewelry and show it to the class. Students will compare and contrast the jewelry and talk about what makes them similar and different. This will help guide students to start thinking on a molecular level.
 * Previous to the start of this lesson, students will have already completed a pre-assessment to see where each student stands in their prior understanding of this material.
 * Where, Why, What, Hook, Tailors: Visual, Interpersonal, Logical, Verbal**

By the end of this lesson, students will know about matter, elements, and the Periodic Table of Elements, and how they are all important (see content notes). During the lesson, students will be introduced to elements, molecules, the three states of matter, and the Periodic Table of Elements. Students will start to think about the big ideas of the lesson once they’ve been introduced in the “hook” activity of comparing jewelry with their peers. Students will be introduced to the idea of using a T-Chart graphic organizer to separate all the big ideas and then list supporting details and evidence underneath the big ideas. Understanding will be assessed once students participate in the cooperative learning activity (RedRobin brainstorming). Graphic organizers will be handed in after the activities have been completed for assessment and feedback by the teacher. Students will be able to ask questions and think about why it’s integral in their daily lives, such as the reason why some things are more tangible than others.
 * Equip, Explore, Rethink, Tailors: Visual, Verbal, Logical**

Students will participate in the “RoundRobin Brainstorming” cooperative learning activity. They will be working with their peers by discussing what they’ve each individually written on their graphic organizers, as well as helping peers answer any questions and ask clarifying questions. Each group will be responsible for recording what everyone has said and share it with the class during class discussion. Each student will be expected to be an active learner throughout discussions and activities and work towards a good understanding on the states of matter, molecules and elements. While working in their groups, students will add any new knowledge they’ve gained to their graphic organizers. By taking part in class activities and discussions, students will be able to rethink their ideas to understand how molecular properties affect what they use on a daily basis and also include these in their notes. Their understanding and thought processes will be assessed through positive feedback from peers and the teacher. Students will be able to refine their learning and understanding on matter, elements, and molecules while creating a comic book, using Comic Life, and will receive feedback from their peers and the teacher for editing purposes. The teacher will give final feedback based on a rubric for scoring for final revisions. Students will be able to look at things around them and be able to discuss what state of matter it is, how the molecules are arranged, and what kind of elements are in it. Students will demonstrate this by physically finding an object from inside or outside and share with the class how it’s made up.
 * Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal, Logical, Visual, Kinesthetic**

Students will think about the different states of matter, arrangement of molecules and atoms, and what elements are to understand how they play roles in today’s physical world. Students will have multiple chances to self-assess their learning during the class discussion and during the RoundRobin brainstorming activity. At the end of the second class, students will be asked to find objects and share with the rest of the class why it’s relevant to class material (i.e. the state of matter, how atoms are arranged, are there any elements involved?, etc.). The graphic organizers will be collected at the end of each class to be reviewed for understanding of the material, and to provide feedback for every individual student. Students will receive their graphic organizers back at the start of the next class. This connects to homework because students will be creating a comic book, using Comic Life, based on what they learn and understand in class about the various aspects of matter, elements, and molecules. Recognizing that molecules and elements are essential for things to exist is the basis for the unit.
 * Evaluate, Tailors: Kinesthetic, Logical, Verbal, Intrapersonal**

· <span style="font-family: "Times New Roman","serif";">T-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";">Comic Life Rubric
 * Content Notes**
 * <span style="font-family: "Times New Roman","serif";">Periodic Table of Elements: Arranged from left to right, horizontally in increasing atomic numbers. There are groups and periods. A periodic table will show the atomic number along with the element symbol. The atomic number is what indicates how many electrons there are in an atom, and knowing these electron configurations can help explain the recurrence of chemical and physical properties. The vertical columns in the periodic table are groups, and the horizontal rows are periods.
 * <span style="font-family: "Times New Roman","serif";">States of matter: There are three major states of matter: gas, liquid, and solid. Gases are very light and particles are very far apart. Liquids are loosely formed with particles rolling over each other and free moving. Solids are very dense, and the particles are packed very closely together. The molecules are locked near each other in a solid because the attractive forces between the molecules are greater than the energy it's going to take to move them apart. The molecules are still moving in place, however, and are mostly just vibrating and the intensity of the vibration is dependent on the temperature of the solid. In liquids, the molecules do move around but remain very close to each other. Liquids are formed when the energy of a system, also known as heat, increases and the solid is broken down. Just like in a solid, as the temperature of a liquid increases, so does the movement of the individual molecules. Because of this, liquids can take the shapes of their containers but can't be compressed because the molecules are already really close together. Therefore, liquids have an undefined shape and a defined volume. Gases are formed when the forces between the molecules are exceeded by the energy of the system. Gas molecules don't interact with each other, and move very fast and move freely. Like the other two states, the molecules also move more quickly as the temperature increases. Gases have an undefined shape.
 * <span style="font-family: "Times New Roman","serif";">Molecules: Anything that has more than one atom is considered a molecule. Molecules create elements and compounds and so on. A molecule can have atoms of the same element or atoms of two or more elements joined together. Diatomic molecules only have two atoms and polyatomic molecules have more than two atoms. The wide majority of molecules contain more than two atoms.
 * <span style="font-family: "Times New Roman","serif";">Handouts **