L6+Stewart,Justin+Larry


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


 * Teacher’s Name:** Mr. Stewart **Lesson 6:** Empathy
 * Grade Level:** 11 **Topic:** Arrangement of Matter

__**Objectives**__

 * Student will understand that** matter is the building block for everything in the Universe**.**
 * Student will know** chemical formulas, Gibs free energy laws, elements, compounds and mixtures**.**
 * Student will be able to** imagine how matter is arranged in materials**.**

__**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 the structure and energy of bonds arranges matter in the patterns that we see in the world around us.

__**Assessment**__
The class will learn about the different arrangements of common materials such as ice and water to see how the bonds that matter make effect the way a solid, liquid or gas react. The students will be given a flow chart that they will have to fill out during their think-pair-share groups. I will give the each group a different molecule that they will represent in any way they want. They can draw pictures, write it out or act it out. Any way that is appropriate will be encouraged. The students will then take a very short quiz at the end of the period to make sure that they understand what was being taught. This quiz will count for a small portion of the students grade, but it will be a good representation of where the students are in the class.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * Comic life**: A new educational comic company called "The Adventures of Atomic Land" has asked all aspiring illustrators to submit a comic. The winner will have all their college bills paid for as long they go back to the company after college. Your task is to create a comic which will feature atoms and the bonds they make. You are a potential illustrator who is submitting your best work to win the competition. You need to convince the editors that you should be their next illustrator for this new comic. The challenge is to present the structure of atoms in terms of protons, neutrons and electrons and the bonds they make. You will create a sample comic which is easy to understand (for those non-chemists), informative and creative. This will be the last assignment for the semester.

__**Integration**__

 * Technology:** Students will be asked to create a comic life for everything that they learned during the last lecture. The comic life will include all of the previous knowledge from the unit because the lesson requires the knowledge of the previous lessons to build the knowledge from this lesson. So this comic should include all of the students knowledge of this unit. The students will create a comic using any pictures and comments they wish. The students will create the comic and print one off for the entire class. During the presentation, the students will go through the comic with the rest of the class. The comic life will be posted to the class wiki or their blogs so they can share it with the other students.


 * Art:** Students will have to create pictures or use pictures from other sources so they can show a story. Pictures are going to be important in the comic lifes because they are going to really enhance what is going on. The whole point of the comic is to get students and hobbyists interested, so the more interesting the pictures, the more interested the customer.


 * History:** The comic life creators will have to research the facts about what scientists have found in the past. The only reason we know what is going on today, is because someone else back in time said, "Eureka!".

__Groupings__
During the lecture, students will be given time to think about what is being said. During this individual time, students will be given a flowchart that they should begin to look at and plan how they are going to fill it out. The flowchart will be on the different arrangements of matter. After three or five minutes, students will work with the student sitting next to them at their table and work on filling out the flowchart based on the molecule I assign them. The students will finish their flowcharts and come up with a way to represent what they found to the class. They will be allowed to present their findings any way they wish based upon their intelligence (verbal, kinesthetic...). These pairs will be used again for their comic life presentation. The groups will be picked by the students because they will have to work on the comic life outside of class.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will go over the flow charts to make sure that had in fact made possible arrangements of mixtures.
 * Visual**: Students will be making a flow chart that will have representations of the materials they are talking about.
 * Logic**: The arrangements of materials will be produced to allow the best possible formation.
 * Kinesthetic**: Students will move around into the different formations of the atoms shown on the board or projector.
 * Interpersonal**: The students will work alone on the blogs to show their understanding.
 * Intrapersonal**: Students will have to work together to make sure they have done their flow charts correctly.

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


 * Absent:** If the student misses class, they should meet with the preassigned groups outside of class. If they can not meet with their groups or if they have further questions or concerns, they can come to me either before or after class, or they can email me so we can set up a time to meet outside of the class period.

The students will be filling out a flow chart that demonstrates the different arrangements of matter, such as graphite and diamond. The students will need to look at the knowledge they have already gained in previous lessons to see what makes a bond and what causes the shape. This will help them to understand why matter can be shaped in such interesting ways. The students will also have to create a comic life which will demonstrate their knowledge of the whole unit. This unit is so intertwined with the different lessons, that they students should be able to provide a piece of information from each of the different lessons. They will be allowed to pick from a list of different materials that definitely have different formations and interesting bond formations. This will allow them to decide what they want to work on and what is interesting to themselves.
 * Extensions**

__**Materials, Resources and Technology**__

 * Whiteboard.
 * Markers.
 * Graphite.
 * Diamond.
 * Water.
 * Ice.
 * Projector.
 * Projector screen.
 * My laptop.
 * Students laptops (either their own or the laptop cart).

__Source for Lesson Plan and Research__
http://www.eduplace.com/graphicorganizer/
 * Graphic organizer:** This is where the graphic organizer can be found.

http://www.nanoscienceworks.org/specials/structure-and-symmetry-of-graphite
 * Graphite:** A great example of graphite and the structure.

This site is great for a model of how diamond is formed. http://stokes.byu.edu/diamond.htm
 * Diamond:**

This is a site that talks about the different structures of diamonds. http://www.uwsp.edu/geo/projects/geoweb/participants/dutch/PETROLGY/Diamond%20Structure.HTM

This is a great site for the bond geometry. http://intro.chem.okstate.edu/1314f00/lecture/chapter10/vsepr.html
 * Bond geometry:**

This is a simpler explanation for the different configurations of bonds and why they are that way. https://www.chem.wisc.edu/deptfiles/genchem/sstutorial/Text7/Tx73/tx73.html

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //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 meets the goals set by standard three because of the various approaches used throughout the lesson. The lecture provides clear and focused instruction where the lesson is planned out and the questions that are asked have been thought of ahead of time. The students will be allowed to interact with the lesson, however, and provide feedback to the teacher. The students will be asked questions as often as possible and when other students ask a questions, students will be encouraged to answer if they know what the answer is. The students will be asked to play around with the different possibilities for molecular structure by filling in the flowchart with whatever it is they think might work as possibilities. Students will also be allowed the freedom to pick their own topics for the comic life project. There will be a list that the students will make and then pick from. This will allow the students the ability to have power over the assignment.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** The students will learn about the different molecular structures there are and how they are important with the world around them. The students will use their knowledge from the previous lessons to assist them with the construction of the new molecules they are given to construct (see content notes). //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy.// The students will learn the how matter interacts at the atomic level and also how the amount of energy present changes to formations of matter. Students will be to imagine how matter is arranged in materials. By the end of the lesson, students should know how different basic molecules, such as water, are arranged. The students will use pictures and models to give them a representation of what they are learning and how the learning effects the world around them.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal**: Students will go over the flow charts to make sure that had in fact made possible arrangements of mixtures.
 * Visual**: Students will be making a flow chart that will have representations of the materials they are talking about.
 * Logic**: The arrangements of materials will be produced to allow the best possible formation.
 * Kinesthetic**: Students will move around into the different formations of the atoms shown on the board or projector.
 * Interpersonal**: The students will work alone on the blogs to show their understanding.
 * Intrapersonal**: Students will have to work together to make sure they have done their flow charts correctly.

Students will use comic life in order to present their understandings of everything that they learned in the unit. This lesson requires all of the previous knowledge in the earlier lessons in order to fully understand. So the students will use their knowledge of atoms and create a comic life that demonstrates bonding and the atomic structure. The students will make a story which can be easily understood yet hits the major requirements spelled out in the rubrics.

The class will learn about the different arrangements of common materials such as ice and water to see how the bonds that matter make effect the way a solid, liquid or gas react. The students will be given a flow chart that they will have to fill out during their think-pair-share groups. I will give the each group a different molecule that they will represent in any way they want. They can draw pictures, write it out or act it out. Any way that is appropriate will be encouraged. The students will then take a very short quiz at the end of the period to make sure that they understand what was being taught. This quiz will count for a small portion of the students grade, but it will be a good representation of where the students are in the class.
 * //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)**


 * Summative (Assessment of Learning)**
 * Comic life**: A new educational comic company called "The Adventures of Atomic Land" has asked all aspiring illustrators to submit a comic. The winner will have all their college bills paid for as long they go back to the company after college. Your task is to create a comic which will feature atoms and the bonds they make. You are a potential illustrator who is submitting your best work to win the competition. You need to convince the editors that you should be their next illustrator for this new comic. The challenge is to present the structure of atoms in terms of protons, neutrons and electrons and the bonds they make. You will create a sample comic which is easy to understand (for those non-chemists), informative and creative. This will be the last assignment for the semester.

__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: 8:00-8:15 (15 minutes): Review of what went on last lesson. 8:15-8:20 (5 minutes): Hook. 8:20-9:00 (40 minutes): Lecture. 9:00-9:20 (20 minutes): Think-pair-share and graphic oragnizer. 9:20-9:30 (10 minutes): Go over things from the graphic organizer presentation. 9:30-9:45 (15 minutes): Finish lecture. 9:45-10:00 (15 minutes): Quiz.

Day 2: 8:00-8:15 (15 minutes): Go over the quiz to fix any problem areas the students had and to reinforce what was said in last class. 8:15-9:00 (45 minutes): Show some examples of graphite and diamond then go into lecture about them. 9:00-9:20 (20 minutes): Explain about the comic life project. Hand out the rubric. 9:20-9:40 (20 minutes): Show the students some of the different tools offered by comic life. 9:40-10:00 (20 minutes): Time to work on comic life research.

Day 3: 8:00-9:00 (60 minutes): Time for students to continue working on their comic life. They should create their story boards by 9:00. 9:00-9:30 (30 minutes): Students will meet with me so I can go over their story boards and provide feedback. Those groups that are not meeting with me yet will still be working. 9:30-10:00 (30 minutes): Starting on the comic life creation.

Day 4: 8:00-10:00 (120 minutes): Time for students to work on comic life. I will walk around and see where they are. If students want an individual conference with me, they will be given the opportunity.

Day 5: 8:00-10:00 (120 minutes): Presentations!

Day 6: 8:00-8:45 (45 minutes): Feed back time for students' comic lifes. 8:45-10:00 (75 minutes): Time to fix and edit their comic life before they hand them in at the end of the class.

Students will understand that matter is the building block for everything in the Universe. The way matter is arranged allows for certain materials to have the different properties such as diamond and graphite. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy.// The hook will have students up and moving around. I will have them act as an atom and move into different arrangements that I have shown either on the white board or on a projector screen. The students will move into the various forms and shout out the differences they see and why they think they are shaped the way they are. This will also be a preassessment.
 * Where, Why, What, Hook Tailors: Verbal, Visual, Interpersonal, Intrapersonal, Kinesthetic.**

Students will be taught the chemical formulas, Gibs free energy laws, elements, compounds and mixtures during the lecture and on their own when they are using the graphic organizer and when they are creating their comic lifes. During the lecture, students will be broken up into individuals where they will look at the graphic organizer and space out what they want to go where. Then the individuals will get together with a partner where they will fill in the flowchart with the molecule that I assign them. The students will then present their ideas to the class. The flowcharts will be handed in after the presentations so that I can look over what the students completed and how they completed them. At the end of the first day, the students will be given a quiz which will be worth a very small amount but will check the understandings of the students. The students will be expected to show their understandings of how matter is arranged based on the bonds and the chemical properties of each molecule. (See content notes).
 * Equip, Explore, Rethink, Revise, Tailors: Visual, Interpersonal and Intrapersonal.**

Students will be given a molecule that is easy to represent and will be in their books. This will allow the students to create the various forms of the of the molecule. The students will then represent what they have created in a way that is easy to explain to the rest of the class. Based on the molecule they are given, the students will get feedback immediately from the class about what they think of the representations the group gave. So the students will have to show their best understanding of how matter interacts. Students will be able to imagine how matter is arranged in materials. The students will have to show their understanding of the different arrangement possibilities in the graphic organizer. The students will be left in pairs where they will work together to figure out what they need to put on their separate graphic organizers, because they will both pass one in. The pairs will share the work and bounce ideas off of one another. These will be the same groups for the comic life so they will be allowed to pick their own partners. The students will be given a graphic organizer, a quiz and the comic life in which they will show their understandings of the lesson. After the presentation of the comic life, students will be given the opportunity to change theirs based on the feedback from the students and myself. The students will be given a day where they are allowed to work on the project and then show me the steps the went through to fine tune their product.
 * Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal, Interpersonal and Kinesthetic.**

When I am explaining the comic life project to the students, they will be given a rubric that they will have to write on and tell me how they met the different goals. The students will have to present their comic life and share what they said and why they said it to the class. They want to "sell" the comic to the class. Once they have presented, the students will be allowed to edit their work with the feedback from the students and myself. One of the stipulations for redoing the work will be to show me both copies, before and after, and tell me what they did differently and why. I will give them a quick feedback of what I found wrong immediately during the presentation and then go more in depth on the day after presentations so that the students have the ability to change what needs to be changed. The quiz will also be graded quickly so that I can tailor what they don't understand into what I have for class. The students may be required to do some of the work for their comic life outside of class to make sure that everything is done. There will be plenty of time for the students to work on the project in class, but if for some reason they didn't finish, the students would be allowed to finish it outside of class time.
 * Evaluate, Tailors: Verbal, Visual, Interpersonal and Intrapersonal.**


 * Content Notes**


 * 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.

Ionic bonds: An ionic bond is sometimes called an electrovalent bond. It can form when two atoms meet and an electron is permanently transferred from one to the other, because of the way their electron shells are formed. Thus when a sodium atom meets a chlorine atom, the solitary electron in the outer shell of the sodium atom moves over into the outer shell of the chlorine, which only needs that one extra electron to give itself a hard outer shell. These two ionized atoms then stick very tightly together to make sodium chloride, also known as table salt.
 * Bonds:**

Covalent bonds: Covalent bonding occurs because the atoms in the compound have a similar tendency for electrons (generally to gain electrons). This most commonly occurs when two nonmetals bond together. Because both of the nonmetals will want to gain electrons, the elements involved will share electrons in an effort to fill their valence shell. A good example of a covalent bond is that which occurs between two hydrogen atoms. Atoms of hydrogen (H) have one valence electron in their first electron shell. Since the capacity of this shell is two electrons, each hydrogen atom will "want" to pick up a second electron. In an effort to pick up a second electron, hydrogen atoms will react with nearby hydrogen (H) atoms to form the compound H2. Because the hydrogen compound is a combination of equally matched atoms, the atoms will share each other's single electron, forming one covalent bond. In this way, both atoms share the stability of a full valence shell.

Molecular geometries can be specified in terms of bond lengths, bond angles and torsional angles. The bond length is defined to be the average distance between the centers of two atoms bonded together in any given molecule. A bond angle is the angle formed between three atoms across at least two bonds. For four atoms bonded together in a chain, the torsional angle is the angle between the plane formed by the first three atoms and the plane formed by the last three atoms. When atoms interact to form a chemical bond, the atomic orbitals are said to mix in a process called orbital hybridisation. The two most common types of bonds are Sigma bonds and Pi bonds. The geometry can also be understood by molecular orbital theory where the electrons are delocalised.
 * Molecular structure:**

Quiz. Rubrics. Graphic organizer.
 * Handouts**