L3+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:** 3 Application
 * Grade Level:** 9
 * Topic:** Reaction Rates

__**Objectives**__
Student will understand that there are interactions between matter at the atomic level. Student will know rate of chemical reactions, and factors that affect the rates of chemical reactions. Students will be able to exhibit the factors that affect the rate of chemical reactions.

__**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:** There are reactions in nature and the world that occur everyday and we need to understand the factors that speed up or slow down those reactions in order to prevent hazardous situations and promote healthy ones.

__**Assessment**__
Understanding will be assessed by looking at the content on the idea wheels to ensure students have a depth of understanding on reaction rates. At the end of class students will give a response in their blogs.
 * Formative (Assessment for Learning)**

Students will have to create concept webs that accurately depict the factors that affect reaction rates. These factors must include but are not limited to temperature, concentration, pressure, physical state, and catalyst. Students must also include in the concept web how these factors affect exothermic and endothermic chemical reactions and give examples of the affects. The concept webs should include at least one note of added information that was not discussed in class and can include audio, or video. Concept webs will be graded based on content and clarity.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** Students will research information on factors affecting reaction rates using the internet and various sources the teacher has provided in order to fill out the idea wheel. They will post responses to the material on their blogs and will be using inspiration or another diagram software to create the concept webs on the subject. The concepts webs may also have audio, video, or notes attached to them.


 * English-** Students will have to write information out in order to fully explain what is going on in their concept webs.

__Groupings__
Students will be in partners to discuss different aspect of reaction rates and how they are affected by various factors. They will be given the opportunity to express the information on one of the factors to the class as a whole.

__**Differentiated Instruction**__
Verbal: Students will discuss the factors that affect reaction rates with their partner and ask questions. Visual: Students will see the the effects of various factors on reaction rates, and will be putting it into a concept web. Logical: Students will have reaction rate factors organized in the concept web and understand how the parts work together. Kinesthetic: The students will do an activity involving going fast and slow to talk about reaction rates. Intrapersonal: Students will put their own ideas about reaction rates down in the concept web and discuss them with their partner. Interpersonal: Students will be working with a partner to discuss reaction rates. Naturalist: Students will see the relation of reactions to the world around them.
 * 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 idea wheel 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 concept web on time will lose 5 points on the assignment.

Students will have to create concept webs that accurately depict the factors that affect reaction rates. These factors must include but are not limited to heat, pressure, solutes, and solvents that may be present in the reaction. Students must also include in the concept web how these factors affect chemical reactions and give an example of each. The concept webs should include at least one note of added information that was not discussed in class and can include audio, or video. Concept webs will be graded based on content and clarity.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop Internet Access Pencils Idea Wheels Scenarios for reaction rates game

__Source for Lesson Plan and Research__
The [|graphic organizer] that is used can be found under idea wheel [] - An example of the reaction rate demonstration that the teacher is going to do. []- Very basic info on factors affecting reaction rates. [] - A little more information on factors affecting reaction rates. [] - Le Chatelier's Principle. [] -In depth look at reaction rates. [] - Equilibrium.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will have the freedom to research the information on reaction rates in the that they want to and will be able to express themselves in the concept webs that they create on factors affecting reaction rates (beach ball). The idea wheels will allow the students to organize their thoughts in a detailed way and students will see the pattern of how reaction rates are affected (clipboard). The intricate details of the kinetics of a reaction will be analyzed in the learning of this material (microscope). Students will be supported by their partners in learning the material 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 how atoms interact and how energy affects reactions. The students will know how reaction rates are affected by temperature, concentrations, physical states, and catalysts.Students will be able to exhibit the factors that affect the rate of chemical reactions. 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 discuss the factors that affect reaction rates with their partner and ask questions.
 * Visual**- Students will see the the effects of various factors on reaction rates, and will be putting it into a concept web.
 * Logical**- Students will have reaction rate factors organized in the concept web and understand how the parts work together.
 * Kinesthetic**- The students will do an activity involving going fast and slow to talk about reaction rates.
 * Intrapersonal**- Students will put their own ideas about reaction rates down in the concept web and discuss them with their partner.
 * Interpersonal**- Students will be working with a partner to discuss reaction rates.
 * Naturalist-** Students will see the relation of reactions to the world around them.

The teacher will regularly give feedback by looking at the content on the idea wheels, and by constantly going around the room making sure that students understand what they are learning. When the students present their information to their partners, 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. Concept webs will be graded based on content and clarity. The factors that affect reaction rates must include but are not limited to temperature, concentration, pressure, physical state, and catalyst. Students must also include in the concept web how these factors affect exothermic and endothermic chemical reactions and give examples of the affects.
 * //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 takes attendance and goes over the agenda for the day (10 min)
 * Teacher demonstrates a reaction occurring faster or slower based on temperature. She accomplishes this by putting glowsticks in water of various temperatures. Students will discuss why the reaction is affected (10 min)
 * Students will split into pairs and teacher will hand out idea wheels for students to explore the information on (5 min).
 * Students will research the information on reaction rates and the factors involved individual than share the information with their partners and teacher will go around the room clarifying ideas and clearing up misconceptions (60 min)
 * Students play a game, where they are split into groups of three and given certain reaction. Than the teacher will change the conditions in various ways and students will demonstrate how that affects their reaction (30 min)
 * Students will reflect on what they learned today and explain one idea he or she would like more clarification on in their blogs (5 min)

Day 2: 120 min.
 * Teacher greets students and gives agenda for the day (10 min)
 * Teacher goes over the points that students wanted clarification on in their blogs and discusses key points with the students (15 min)
 * Students are given a tutorial on inspiration and given the requirements for their concept webs (15 min)
 * Students are given the time to work on their concept webs (75 min)
 * Students reflect on the concept webs and what they learned about reaction rates (5 min)

My classroom arrangement will be in pairs since students will be working in partners for most of the lesson time, and this will allow them to share together easily. It will also give students the ability to quickly move when playing the game. Student will understand that there are interactions between matter at the atomic level. There are reactions in nature and the world that occur everyday and we need to understand the factors that speed up or slow down those reactions in order to prevent hazardous situations and promote healthy ones. Students will also know about Le Chatelier's Principle and the kinetics of reactions in relation to temperature, concentration/pressure, physical state, or catalysts. In addition students will learn the basics of equilibrium and gain some understanding on how reaction rates are calculated using formulas. Students will see how these interactions occur in the world around them. The hook will be a demonstration at the beginning of class in which the teacher places glow stick in water at varying temperatures. **Where, Why, What, Hook,** **Tailors: Verbal, Visual, Logical, Intrapersonal, Interpersonal, Naturalist.**

Students will know about chemical reactions and the factors that affect the rates of reactions. This information will be found in various websites that will be provided and additional research will be needed for students to explore the ideas on their own. The idea wheels will help students to organize their thoughts and explore the information with their partner. Discussions and sharing of information among partners will help students to relate to the information. Playing the game on reaction rates will help students to think more critically about the factors that affect reaction rates and to be able to discern how changing factors will change rates. Students will be able to discuss with their classmates about the information and solidify the ideas in their minds. By looking through the idea wheels and having discussions with students the teacher will assess understanding. The teacher will constantly be listening to students interactions on the material and clarify misconceptions. **Equip, Explore, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic, Naturalist.**

Students will be sharing with their partners to help clarify information as questions arise and will use each other as resources as they explore the information. The teacher will overlook this process and clarify any misconceptions. When sharing information with partners students will be able to gain a full understanding of the effects of temperature, concentration/pressure, physical state, and catalysts on reaction rates in various reactions. They will also explore this concept more fully when working in groups on the reaction game to determine how their reactions will be affected by a change in environment. At the end of each class students will have the opportunity to share what they learned and any concerns they may have about the factors that affect reaction rates. Students should be able to see how reaction rates are important in the world around them and how knowing the factors that affect them can be detrimental or beneficial. The concept webs that the students create will present the information in another way medium and students will have the opportunity to share what they have learned in an interesting way. Students must also include in the concept web how these factors affect exothermic and endothermic chemical reactions and give examples of the affects. The concept webs should include at least one note of added information that was not discussed in class and can include audio, or video. **Revise, Rethink, Refine, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic, Naturalist.**

Understanding will be assessed by observing the information on the idea wheels. The teacher will constantly be going around the room to observe the work that is going on and to make sure that students understand what they are learning about. When partners are discussing the topic, the teacher will ask questions to ensure clarity and listen to discussions for misconceptions that may arise. The teacher will be looking for understanding and clarifying misconceptions as students determine how their reactions will be affected in the reaction game. The concept webs on how temperature, concentration/pressure, physical state, and catalysts affect exothermic and endothermic reactions will be graded on content and on the additional information that is given in a note. **Evaluate, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic, Naturalist.**

Reaction Rate - The change in concentration of a reactant or product in a unit of time. Affect of temperature - In general increasing the temperature will often increase the reaction rate creating more product because it increases the interactions between molecules as they collide more freely. By heating a reaction, energies of molecules are raised and molecules move faster. Affects of concentration - Increasing the concentration of a reactant will increase the frequency of collisions between two reactants and increase the rate at which product is formed. In general the adding of a component to a reaction system will shift the reaction in the direction that lowers the concentration of that component. Affects of physical state -Interactions will occur more easily between molecules in the same physical state and will occur much slower when in different states. Affects of a catalyst - Catalysts speed up reactions and not much of one is needed to create an increase in reaction rate. Exothermic reaction affects - For an exothermic reaction, temperature increase will create more reactants as energy, which is a product in one of these reactions, is being added. Endothermic reaction effects - For an endothermic reaction, temperature increase will create more products as energy, which is a reactant in one of these reactions, is being added. Le Chatelier's Principle - If a change is imposed on a system at equilibrium, the position of the equilibrium will shift in the direction that tends to reduce that change. Equilibrium - A condition in which a chemical reaction is occurring at equal rates in its forward and reverse directions, so that the concentrations of the reacting substances do not change with time.
 * Content Notes**

Idea Wheels
 * Handouts**