L1+Tingley,Erika+Joy


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


 * Teacher’s Name:** Ms. Tingley
 * Date of Lesson:** 1 Empathy
 * Grade Level:** 9
 * Topic:** Atomic Structure

__**Objectives**__
Student will understand that matter has a structure and behaves a certain way Student will know matter, atoms, protons, neutrons, electrons Student will be able to express the structure of atoms and the role of atomic structure in chemical properties

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology-D. Physical Science D3. Matter and Energy Grades 9-Diploma Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.


 * Rationale:** The structure of atoms tells us a lot about how they interact, and helps us to understand how the matter we experience every day is constructed**.**

__**Assessment**__
Students will have a questionnaire on atomic knowledge that will be used to determine where they are with the material already. Understanding will be assessed by looking at the content on the tick tack toe board to ensure necessary information is on it. At the end of class students will give a 1 minute response in their journal.
 * Formative (Assessment for Learning)**

Students will make a video that talks about the structure of atoms and how atomic structure affects chemical properties. They will need to have information on protons, neutrons, and electrons and how that affects properties of an atom. Students will be open to present this information in any way they want, but must address atomic structure and chemical properties. The video will be evaluated using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-**The teacher will be using the web to project the image of oxygen on the screen to gain the students attention. After having filled out the questionnaire, students will set up their own blogs for future use and to put their video on. Students will research information on the web in order to fill in the tick tack toe board. They will also be using garageband or another movie maker to create their video.
 * History-** Students will learn about Rutherford's and Bohr's Models of the atom and how we came to understand atomic structure.
 * English-** Students will write a story board for their video in order to organize their information.

Students will use the three step interview to clarify misconceptions and gain a better understanding amongst their peers. One student will interview another asking some specific questions about atomic structure and chemical properties, and than will switch roles. Once the interviews are done each team will share with the class.
 * __Groupings__**

__**Differentiated Instruction**__
Verbal: Students will be able to speak and use words in groups to help each other with questions regarding atomic structure. As well as in their video explaining the parts of an atom in a creative way. Visual: Students will use visual skills in seeing models of atoms as well as in the spatial layout of the video (on atomic structure). Logical:Students will need to think linearly in order to express views to other students and understand the parts of an atom. Kinesthetic:When producing the video (on atomic structure), students will have to use their bodies to act out the information they have learned about the components of atoms. Intrapersonal: Students will express their own ideas when working in groups and will present those ideas in the video (on atomic structure). Interpersonal:The interpersonal learner will be working with other students to create the video (on atomic structure) and organize the information along with other students. Music: Music may be used in the video that the students produce on atomic structure to enhance its quality. Naturalist: The atoms that are being presented can be related to the earth around us.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**
 * Abset-** A student who is absent will need to fill out their own tick tack toe boards and may confer with other students as to where the information was found. I will provide the resources necessary for them to learn the material and will be able to go through the information either with me or on their own. Students who do not complete the video on time will lose 5 points on the assignment.


 * Extensions-** Students will use garageband or another movie maker to produce a movie that talks about the structure of atoms and how atomic structure affects chemical properties. They will need to have information on protons, neutrons, and electrons and how that affects properties of an atom. Students will be open to present this information in any way they want, but must address atomic structure and chemical properties.

__**Materials, Resources and Technology**__
LCD Projectors Internet access Tick Tack Toe Board copies Rubrics Garageband or other movie maker software Tutorial on garageband or other movie maker that is used Paper Colored markers Highlighters Periodic Table

__Source for Lesson Plan and Research__
Tick tack toe board can be found under [|graphic organizer]. [|Cooperative learning] strategy that is used is under the three step interview.

[]- periodic table that is used to show the oxygen molecule as a hook. []- Resource on atomic structure. Just a basic overview to be used on the first class. [|http://www.iun.edu/~cpanhd/C101webnotes/modern-atomic-theory/rutherford-model.html]- Resource on Rutherford model to get a basic understanding of first thoughts of atomic structure. [|http://abyss.uoregon.edu/~js/glossary/bohr_atom.html]- Resource on Bohr model to understand how he revised Rutherford's work. [|http://web.jjay.cuny.edu/~acarpi/NSC/3-atoms.htm]- Resource on atomic structure that touches on the electron cloud model. To get a better understanding of what we believe today about the atomic structure of matter. []- Resource on how atomic structure affects chemical properties (graphics are childish, but the information is good).

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will have freedom to research the information on atomic structure in the way that they want to and will express themselves in the video they produce on atomic structure, electron configuration, and chemical properties (beach ball). The tick-tack-toe boards will allow the students to organize their thoughts in a detailed way and students will see a pattern in the presentation of the material (clipboard). The intricate design of the atom will be analyzed and presented for students (microscope). Students will be supported by their partners in learning and presenting the material to the class and will be able to openly share information without criticism for misunderstandings (puppy).
 * //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 focuses on the part of the MLR dealing with atomic structure. The students will know the structure of atoms and understand its parts, as well as the importance of valence electrons as it relates to chemical properties. Student will be able to express the structure of atoms and the role of atomic structure in chemical properties. This allows students to relate to the material being presented. For additional information on what students will know see the content notes.
 * //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:**
 * Verbal**- Students will be able to speak and use words in groups to help each other with questions regarding atomic structure. As well as in their video explaining the parts of an atom in a creative way.
 * Visual-** Students will use visual skills in seeing models of atoms as well as in the spatial layout of the video (on atomic structure).
 * Logical**- Students will need to think linearly in order to express views to other students and understand the parts of an atom.
 * Kinesthetic-** When producing the video (on atomic structure), students will have to use their bodies to act out the information they have learned about the components of atoms.
 * Intrapersonal**- Students will express their own ideas when working in groups and will present those ideas in the video (on atomic structure).
 * Interpersonal**- The interpersonal learner will be working with other students to create the video (on atomic structure) and organize the information along with other students.
 * Music-** Music may be used in the video that the students produce on atomic structure to enhance its quality.
 * Naturalist**- The atoms that are being presented can be related to the earth around us.

Students will express what they have learned in a type II way by creating a video to be observed by their fellow students.

Students will have a questionnaire on atomic knowledge that will be used to determine where they are with the material already. The teacher will regularly give feedback by looking at the content on the tick tack toe board, and by constantly going around the room making sure that students understand what they are learning. When the students present their information to each other and to the group, the teacher will ask questions to ensure clarity. In all aspects of the lesson the teacher will be looking for understanding in the students and will be clarifying misconceptions. The video (on atomic structure) will be evaluated using a rubric which will be given to the students before the assignment is done, and the teacher will be looking for key information to be present in the the video. Students will also have an opportunity to give feedback to each group in class and to do a personal evaluation of the products they had a part in.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

__Teaching and Learning Sequence__
Day 1: 120 min.
 * Teacher will pass out questionnaire (nongraded) for students to fill out. Students will be given enough time to thoughtfully answer questions and than hand the questionnaires in (10 min).
 * Teacher will project a picture of liquid oxygen on the screen and ask students to guess what the picture is of before revealing its true identity (10 min).
 * Teacher will go over the goal for the day, to learn the basics of what an atom is (5 min).
 * Students will pair up and be given their tick tack toe boards to fill out information on atoms, and teacher will walk around the room to observe students and help with any misconceptions or concerns (30 min).
 * Within their pairs, students will share with each other what they learned and answers to questions on the website (15 min).
 * Each pair will share their ideas to the whole group adding information as needed and the teacher will clarify misconceptions (10 min).
 * Teacher will go over the final product of a video for the next few lessons (10 min).
 * Teacher will give a tutorial on imove (15 min).
 * Teacher will help students set up a blog account for future lessons (15 min).

Day 2: 120 min.
 * Teacher will greet the class and clear up any misconceptions from last class and or help with any blog account problems that were not resolved (10 min).
 * Students will pair up with different partners than last class to go over material about models of the atom and how electrons operate within an atom. The teacher will give students new tick tack toe boards to put the information on, and will walk around the room to help students with questions or concerns (40 min).
 * Students will confer with their partners as to the information they just read and focus on one or two aspects that they learned (10 min).
 * Teacher will direct the class back to share the information they gathered within their pairs with the whole class. The teacher will also clarify any misconceptions (15 min).
 * Teacher than gives each pair group 2 questions about electrons in atoms for the pairs to discuss and present answers to the class (25 min).
 * Students are than given the opportunity to ask questions they may have on electrons in atoms and write them down for the teacher to answer next class (10 min).
 * Students are than able to write on their own and post to their blog about what they have learned in this lesson (10 min).

Day 3: 120 min. Homework: Finish any last touches on video for next class.
 * Teacher greets students and goes over answers to questions from last class (10 min).
 * Students will be paired up with partners from the last class and given periodic tables to look at. Students will look up properties of elements in different areas of the periodic table and compare their electron configuration to establish a pattern that will be written on a new tick tack toe board. Teacher will walk around the room and help direct students as well as help them with questions (40 min).
 * The pairs will share their information among themselves and than share the information with the group (10 min).
 * Teacher will than go over the imovie assignment, give out the rubric, and give students time to express concerns or questions (15 min).
 * Teacher will facilitate students getting into groups to create their video (40 min).
 * Students will write what they learned for the day in their blog (5 min).

Day 4: 120 min.
 * Teacher greets students and gives first group to present video time to set up (10 min).
 * Student videos are shown and assessed by students (110 min).

My classroom arrangement will be centers. This will allow students to work together in their pairs when they have to and than share easily with the group when going over information. The arrangement will also give students the ability to work well in their groups for the video and allow the students to recieve help easily when necessary. Students will understand that matter has a structure and behaves a certain way (Where). The structure of atoms tells us a lot about how they interact, and helps us to understand how the matter we experience every day is constructed (Why). Students will also know the history of how the current model of the atom has been developed and information on chemical properties in relation to atomic structure. Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy. The hook that will be used is a photo of an oxygen projected on the wall and the students will be asked to guess what the photo is before revealing its identity. **Where, Why, What, Hook,** **Tailors: Visual, Verbal, Logical, Intrapersonal, Naturalist.**

Students will know about matter, atoms, protons, neutrons, electrons, Rutherford model, Bohr model, electron cloud model, and about chemical properties. This information will be found in various websites using the tick tack toe boards. By using this method students will be looking at information that I have provided as well as being given the opportunity to learn the information on their own. The organization of the tick tack toe boards will help students to keep the information in an clear way for them to process it. They will also be presenting this information in their pairs and to the full class so that all can learn of atomic structure and chemical properties. By observing students tick tack toe boards and listening to their ideas presented to the class, the teacher will be able to give feedback and clarify any misconceptions. **Equip, Explore, Tailors: Visual, Verbal, Logical, Interpersonal, Naturalist.**

Students will use the three step interview to clarify misconceptions and gain a better understanding amongst their peers. The teacher will be overlooking this process and giving feedback on the students questions. When working in their pairs and than sharing with the group, students will be given the opportunity to think through atomic structure, electron configuration, and chemical properties again. At the end of each class there will be an opportunity for students to share what they learned or any questions they have about atomic structure. Students should be able to see the relationships of atoms in the world around them. Students will also be creating a video in groups to express their understanding of atomic structure. The video will be a representation of atomic structure and will include information on electron configuration and chemical properties. Students will work in groups to create the video and will be given class time to work on it so that the teacher can answer questions. **Revise, Rethink, Refine, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic, Musical, Naturalist.**

Understanding will be assessed by looking at the content on the tick tack toe board, the teacher will constantly be going around the room observing the work that is going on and making sure that students understand what they are learning. When the students present their information to each other and to the group, the teacher will ask questions to ensure clarity. In all aspects of the lesson the teacher will be looking for understanding in the students and will be clarifying misconceptions. The video (on atomic structure) will be evaluated using a rubric which will be given to the students before the assignment is done, and the teacher will be looking for key information to be present in the the video. Students will also have an opportunity to give feedback to each group in class and to do a personal evaluation of the products they had a part in. **Evaluate, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal.**

Students will know: Matter - What matter is and what it is composed of. Atoms - What atoms are and what they are composed of. Protons - What protons are and how they fit in an atom. Also what the importance of a proton is in the atom. Neutrons - What neutrons are and how they fit in an atom. Electrons - What electrons are and how they fit in an atom. Also what role electrons play in chemical properties, and how the view of electrons in atoms has changed. Rutherford Model - What it is and how it was developed. Bohr Model - What it is and how it was developed. Electron Cloud Model - What it is and how it was developed.
 * Content Notes**

Tick Tack Toe Board organizer Rubric Periodic Tables
 * Handouts**