L3+McLaughlin,Linda+Vanna


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


 * Teacher’s Name:** Miss. McLaughlin **Lesson: 3:** Empathy
 * Grade Level:** 10 **Topic:** Equations, Carbon, and Water, Oh My!

Student will understand that there are different kinds of interactions that take place on an atomic level. Student will know how chemical formulas work and how to balance equations. Student will be able to consider how the roles of carbon and water in life processes are essential.
 * __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 basic scientific processes that are essential for life, and how to explain these processes using scientific formulas.

**__Assessment __** Students will be pre-assessed before starting the lesson to see what their knowledge of chemical formulas, equations, and roles of carbon in water consists of. Students will use a KWL chart to organize their thoughts and ideas and also show the progression of what they learn throughout the lesson. After students work individually on their graphic organizers, they will work together in teams during a numbered-head activity, where they'll work as groups to answer questions and then be able to take part in a full class discussion about the answers. During this time, they may also discuss what they've learned and clarify any questions they may have about the material. Students will receive feedback from their team members during the activity, as well as from the teacher throughout the class period by asking questions and taking part in discussions. Students will receive peer and teacher feedback from posts on a class discussion board.
 * Formative (Assessment for Learning) **

Were you able to address all the questions you had during class discussions? Did you provide as much input as you would have liked to have done? The ideas of roles of carbon and water in life processes is a large one to grasp and understand, and apply by using equations and formulas. These are all very important to all the sciences and help explain why they are important and how it is possible that these take place. You will take part in an online discussion board in which prompts will be posted to help guide discussion, however they do not have to be used. This is going to be completely student oriented and monitored for appropriateness and completion. Peers will be able to provide input on any of your ideas or questions, and it is a great way to work with your peers in understanding the material. Discussion will be scored based on participation.
 * Summative (Assessment of Learning)**
 * //__Discussion Board__//**:

**__Integration __**
 * Technology: ** A discussion board is an online space where students can post thoughts, ideas, and any questions. Other people can provide input on any of these posts as long as they are a part of the group. Students will be taught how to use an online discussion board so that they can effectively use the tool. Students will be having discussions based on what they've learned in class and/or any questions. Prompts will be posted to help guide discussion if necessary.


 * English:** English will be incorporated into the lesson because students will be taking part in online discussions that have to be appropriate and accurate to read, as well as when filling out the graphic organizers. Also, students will be using some math when learning about chemical formulas and balancing equations.

**__Groupings __** Throughout the lesson of the day, students will be filling out their KWL graphic organizers. These are set up with three columns so that you can write down what you know, what you want to know, and what you actually learned. This helps keep track of a student's learning progress and it helps the student focus in on what they actually want to get out of the lesson. After the graphic organizers have been worked on, students will be split up into groups of four. The groups will be chosen by counting off by fours. Once the groups are formed and organized, each student will be assigned a number one through four. Each number will have a specific question associated with it based on the material. Each group will work together on answering each question, and then during class discussion, all the threes will answer their question and talk about, and the others will do the same as their number is called. Students will add more details to their graphic organizers as necessary. These graphic organizers will help students keep their thoughts organized and write down supporting evidence and details of what they've actually learned from the lesson. Feedback will be given to each student. Within the groups, the students will have roles of spokespersons, a timekeeper, and a facilitator. The timekeeper will keep track of the 20 minute time limit. The facilitator will help lead the discussions for each question, but will encourage their peers to provide input and help answer the questions. Each individual will act as a spokesperson. Within these groups students //will// be respected by their peers and have support and encouragement from everyone involved. The classroom will be a safe and comfortable learning environment for all those within it.

**__Differentiated Instruction __**
 * Strategies **
 * Logical:** Students will have to think about what the world would be like without life processes.
 * Visual:** Students will be looking at diagrams of different life processes to gain a better understanding.
 * Verbal:** Students will be having discussions in class and on a discussion board online.
 * Interpersonal:** Students will be working with their peers in groups.
 * Intrapersonal:** Students will reflect on what they know while filling out graphic organizers.
 * Naturalist:** Students will apply their learning to natural processes, such as photosynthesis.

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 the online discussion board 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, students will be responsible for taking part on a discussion board that demonstrates their understanding of the roles of carbon and water in life processes, and how to balance chemical equations. A discussion board is a Type II technology because it is another way for students to interact with each other and provide input and ideas in a controlled, organized environment that everyone has access to. It's a way to help each other better understand the material presented to them, as well as work on their skills of working with others. Students will be able to link files, images, videos, and audio to help make their point as clear as possible and to help support discussion that is taking place. Students will use this technology as a way to make connections to materials presented in class, as well as bringing in examples from the real world and making connections there.
 * Extensions**

**__Materials, Resources and Technology __** <span style="font-family: "Times New Roman","serif";">Materials: <span style="font-family: "Times New Roman","serif";"> Resources: <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";">KWL 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";">Photosynthesis diagram
 * <span style="font-family: "Times New Roman","serif";">Textbook
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Photosynthesis]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Carbon Cycle]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Role of Water]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Formulas]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Balancing Chemical Equations]
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond Chang

Technology: > > **__<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 chemical formulas, how to balance equations, the roles that carbon and water play in life processes, and how theses are all important. This lesson suits my "puppy" learners because they will be in a safe environment where they are respected by everyone in the classroom and will be encouraged to ask questions and provide input. It'll be important that students are excellent listeners because only one person will be able to talk at a time. Their peers will help create a comfortable environment that encourages them to be involved. My "beach ball' learners will enjoy this lesson because they will spend a lot of time working in a group with other team members and they'll have the freedom to provide input in class and on the online discussion board. They'll also have access to a variety of resources to be sure they can understand the material that is being presented to them. The "clipboard" learners will thrive because the class will be organized and everyone will know what their expectations are throughout the entire lesson and using consistent routines that the "Numbered-Heads Together" activity provides. The "microscope" learners will be satisfied because they will benefit from knowing the steps to writing a chemical formula and balancing equations. These learners will also benefit from delving deeper into the material and being active in discussions within groups and the entire class.
 * <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";">Discussion Board Tutorial <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Photosynthesis] <span style="font-family: "Times New Roman","serif";"> This is a simple diagram of the process of photosynthesis, showing chemical formulas and equations.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Carbon Cycle] <span style="font-family: "Times New Roman","serif";"> This is a useful website because it describes in detail the carbon cycle on the planet. This is more of a biological approach, but it helps demonstrate the the concepts of carbon being in a lot of life processes.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Role of Water] <span style="font-family: "Times New Roman","serif";"> This is a pretty cool website that describes the water cycle on the planet and shows the processes that water is in. It also talks about the purposes and properties of water.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Formulas] <span style="font-family: "Times New Roman","serif";"> This website is an interactive that describes chemical formulas, the different kinds of molecules you'll write formulas for and some rules to do so. It also has a mini quiz at the end of it that can help you further understand how to write and check formulas.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Balancing Chemical Equations] <span style="font-family: "Times New Roman","serif";"> I really like this site because it provides detailed step-by-step instructions on how to balance chemical equations, and then allows you to interact with the website by trying to balance some chemical equations at the end.
 * __<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 provides details on the properties and uses of carbon and water.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Water Cycle] <span style="font-family: "Times New Roman","serif";"> This lesson plan focused on the idea that we can't understand the importance of water until we understand where it comes from and how it cycles through our environment, and then we can understand how it's essential to life. This lesson plan included handouts, detailed instructions, and the objectives and standards.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Carbon] <span style="font-family: "Times New Roman","serif";"> This lesson plan is really useful. It is for grades 3 through 8, so it can be modified for a high school classroom. This lesson plan will help students understand why carbon is important and where it is found in nature. It lists objectives and provides attachments for materials and references.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Formulas and Equations] <span style="font-family: "Times New Roman","serif";"> This lesson plan was created so that students will be able to name chemical formulas and write them. It included standards, objectives, and procedures to complete the goals of the lesson. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Rationale:**

Throughout this lesson, students will gain self-knowledge because they will be analyzing everyday life processes to see how carbon and water affect these, and how chemical formulas and equations will be used in these life processes. Every student has different ideas and insights about how to understand and work through any difficult material and will be able to help their peers. Students will learn more about how their peers work in groups, as well as learning more about their peers as learners. By understanding the material that was introduced in class, students will then be able to find and identify different life processes in the world and describe what factors influence these processes. Being able to see how carbon and water are such integral ideas as far as how they affect important life processes on a daily basis will help students attach meaning to the material. Students will know exactly the beneficial aspects of carbon and water in life processes. Students will be able to consider how these roles are in fact essential, and they will know how chemical formulas work and how to balance equations. Students will also make an effort to see things from a standpoint that is different from their own so that they can understand that everyone is different and learn differently. 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:**

English is integrated into the lesson because students will be working on recording information they learn during the class discussions and activities, as well as when they participate in the online discussion board by sharing ideas and questions. They will be expected to use proper grammar and check for spelling and typographical errors online. They'll be able to take control of the discussion online and really uncover the material as a group and work together. They'll be using an online discussion board, a Type II technology, to address any issues or ideas that were not addressed in class, or even to just go over anything that happened in class. There will be prompts there to help guide discussion if it is needed, but students will have complete control over what they decide to discuss. This will be beneficial to those students who are logical learners by working through the material with their peers. In class, students will take part in a "Numbered-Heads Together" 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 giving and accepting feedback, as well as sharing thoughts, opinions, and questions on the material. Instructional strategies for the different multiple intelligences are as follows: Logical: Students will have to think about what the world would be like without life processes. Visual: Students will be looking at diagrams of different life processes to gain a better understanding. Verbal: Students will be having discussions in class and on a discussion board online. Interpersonal: Students will be working with their peers in groups. Intrapersonal: Students will reflect on what they know while filling out graphic organizers. Naturalist: Students will apply their learning to natural processes, such as photosynthesis.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Prior to the beginning of the lesson, 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 chemical equations and formulas and how life processes work. This will help the teacher figure out the best way to approach the material for the lesson. Throughout this lesson, each student will receive positive feedback from their peers as well as the teacher. The students will also receive feedback from the teacher after handing in their graphic organizers to help guide their understanding of the material. Students will take part in an online discussion board where they will interact with their peers by providing different ideas and questions about the material covered in class. The goal is for students to work together in a collaboration environment and improve their skills in discussion. The discussion board will be graded by the teacher based on participation and students will fill out a self-assessment about using the discussion board.
 * //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"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif";">Students will arrive for class and take a seat at desks that have been arranged in groups of four. The desks will be arranged this way for the purpose of the cooperative learning exercise that will take place in the class. Students will count off by fours and then take their respective places at their desks. These will create the groups in which they'll work with throughout the activity. Once students are situated, class can then move forward.
 * 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.

__Day One__ Students will arrive and coordinate seating with their peers after counting off by fours. (5 minutes) The "hook," or photo of photosynthesis, will be introduced. (5 minutes) Students will begin their graphic organizers. (10 minutes) The concepts of water and carbon will be introduced. (45 minutes) Students will work on their graphic organizers individually. (5 minutes) Students will discuss their graphic organizers within their group and ask and answer any clarifying questions during the numbered-heads activity. (20 minutes) Students will participate in class discussion. (15 minutes) Balancing equations and using chemical formulas will be introduced. (40 minutes) Students will work on their graphic organizers individually. (5 minutes) Students will participate in the numbered-heads activity. (20 minutes) The class will discuss everything covered in class thus far. (25 minutes) Students will pass in their graphic organizer to be assessed for feedback. (1 minute) Homework will be assigned in regards to the online discussion board. (10 minutes)

Through lesson one, students will understand that there are different kinds of interactions that take place on an atomic level. The things we see and do everyday wouldn't be possible without the way carbon and water work together. Students will be able to connect what we learn to real-life examples about things in nature and life processes. The Maine Learning Result that lesson three 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, they will look at a photo of the process of photosynthesis and then take place in a discussion about what our world would be like without photosynthesis. This will help the students to start thinking in depth about life processes and the factors that take part in it.
 * Where, Why, What, Hook, Tailors: Logical, Visual, Verbal, Naturalist**

At the end of this lesson, students will know about ionic/covalent bonds, carbon and water, chemical formulas, and balancing equations, and why these are all important. During the lesson, students will be introduced to carbon and water. (see content notes) The idea of life processes and how they take place in nature will be introduced in the "hook" of the lesson by looking at a picture of photosynthesis. 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 KWL graphic organizer to organize the information they already know, want to know, and learn. 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 analyze parts of photosynthesis and apply it to other life processes. Students will be able to ask questions and think about how it's important to their daily lives.
 * Equip, Explore, Rethink, Tailors: Visual, Verbal, Intrapersonal, Logical**

Students will take place in a cooperative learning activity, "Numbered-Heads Together," in which they will be responsible for working with peers by discussing what they've gathered on their graphic organizers and answering assigned group questions, as well as helping peers answer any questions and asking clarifying questions. Students will be working within their groups that were assigned at the beginning of the lesson. Students will be expected to be active participants to come to an understanding about how to use chemical formulas, balance equations, and be able to describe the roles of carbon and water in life processes. Students will add any new knowledge to their graphic organizers. Upon taking part in class discussion and activities, students will be able to rethink their ideas and ask more questions to make sure they really understand the concepts, and will be able to apply what they've learned to other life processes by first analyzing the different aspects of photosynthesis. Their process of thinking will be assessed through feedback from peers and the teacher. Students will be able to refine their learning and understanding while collaborating on an online discussion board and will receive feedback from peers and the teacher. Students will be able to to consider how the roles of carbon and water in life processes are essential.
 * Experience, Rethink, Revise, Refine, Organize, Tailors: Logical, Interpersonal, Intrapersonal, Verbal, Visual, Naturalist**

Students will be given the opportunity to self assess during the cooperative learning activity. Students will think about the role of carbon and water in life processes, and why it is important to us today. After collaborating with peers and taking part in class activities and discussions, students will be able to assess their understanding. The graphic organizers will be collected at the end of the class to be reviewed for proper understanding of the material. Students will receive their graphic organizers at the start of the next class, complete with the teacher's feedback. This connects to homework because students will be asked to participate in an online discussion board where they will interact with their peers by providing input, thoughts, and any questions they may have about the various ideas covered in the lesson. Recognizing the importance of carbon and water in life processes and how to use chemical formulas is the basis for this unit.
 * Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical**

<span style="font-family: "Times New Roman","serif";">
 * Content Notes**
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Photosynthesis] <span style="font-family: "Times New Roman","serif";"> In the process of photosynthesis, plants take the energy from the sun and convert it into chemical energy in the form of sugar. *Not really going to go into detail about this process.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Carbon Cycle] <span style="font-family: "Times New Roman","serif";"> Carbon goes through different processes and goes through chemical reactions, changes its form, and moves through different sections on earth. The carbon cycle is driven by plate tectonics and the respiration and photosynthesis of living things. Humans have an impact on the carbon cycle in numerous ways, mostly through the use of fossil fuels. Carbon is integral to life and it determines whether or not a molecule is inorganic or organic. Carbon is important for life because it is used for structure and energy. The carbon cycle is looked at in two different ways: geologically and biologically. Geologically, carbon interacts with the rock cycle in a variety of ways: weathering and dissolution, precipitation of minerals, burial and subduction, and volcanism. It then reacts in the atmosphere and helps create acid rain, which contributes to the precipitation of minerals, and the chemicals that come out during weathering are carried to rivers by the rain. The cycle then goes through subduction during seafloor spreading where carbon is pushed deep into the earth, heats up, and is then released as carbon dioxide and goes back into our atmosphere. Biologically, carbon cycles through photosynthesis and respiration. Plants take in carbon dioxide during photosynthesis, and release carbon dioxide back into the atmosphere during respiration.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Role of Water] <span style="font-family: "Times New Roman","serif";"> Water is found everywhere. 71% of the Earth's surface is made up of water, and 75% of the human body consists of water. Water is two hydrogen atoms and an oxygen atom that are bonded together by covalent bonds to form a water molecule. Water cycles through our earth when "ground water, such as rivers, flow and settle to the sea; the sun heats the water in the earth and it evaporates; evaporation leads to condensation and the formation of clouds; after heavy formation of clouds, getting precipitation, and it comes down as rain, and the cycle begins again." Water is used for drinking, washing, and cleaning, so it is essential for day to day living. Water is in the body to prevent the temperature of the body from getting too high. Water is used for the exchange of gases during respiration. Water is used in the photosynthesis process. Properties of water: Freezing point is 0C and 32F; Boiling point is 100C and 212F.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Chemical Formulas] <span style="font-family: "Times New Roman","serif";"> "The chemical formula of a substance is a notation that uses atomic symbols with numerical subscripts to convey the relative proportions of atoms of each element in that substance. The molecular formula of a substance gives the exact number of atoms of each molecule that make up the substance. Ionic compounds are made up of cations and anions and are formed only between metals and non-metals. A monatomic ion is when an ion is formed from a single atom. Polyatomic ions have two or more atoms that have an electric charge. Writing formulas for ionic compounds: consider the charges on the individual ions that are in the compounds. The sum of the positive and negative charges on the ions must be zero.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Balancing Chemical Equations] <span style="font-family: "Times New Roman","serif";"> A chemical equation describes a chemical reaction. The reactants (chemicals that do the reacting) are on the left, and the products (what they make) are on the right side, and the reactants and products are separated by an arrow. Both sides of the equation need to have the same number of atoms and molecules and can be balanced by multiplying both sides until they're even. Utilize this website to help explain these ideas.
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";">: Chemical formulas are used to "express the composition of molecules and ionic compounds in terms of chemical symbols." (p.39). This includes the elements and the ratios of the atoms present. There are two types of formulas, molecular and empirical. Molecular formulas show exact numbers of atoms of each element in the smallest unit of a substance. An empirical formula tells us what elements are present and the whole-number ratio of their atoms. Empirical formulas are the simplest formulas by reducing the molecular formula to the smallest whole numbers possible. Ionic compounds usually have the same formula as their empirical formulas. A chemical reaction is "a process in which a substance (or substances) is changed into one or more new substances." (p. 73). A chemical equation "uses symbols to show what happens during a chemical reaction." (p.73) Steps to balance chemical equations: 1. Identify all reactants and products and write their correct formulas on the left and right sides of the equation. 2. Begin balancing by trying different coefficients to make the number of atoms of each element the same on both sides of the equation. Only the coefficients can be changed, not the subscripts. 3. Look for elements that show up only once on each side of the equation with the same number of atoms on each side, these elements must have the same coefficient. 4. Check your balanced equation to make sure that there is the same number of each kind of atom on both sides of the equation.


 * Handouts**
 * <span style="font-family: "Times New Roman","serif";">KWL Graphic Organizer
 * <span style="font-family: "Times New Roman","serif";">Self-Assessment
 * <span style="font-family: "Times New Roman","serif";">Pre-Assessment