L1+Stewart,Justin+Larry


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


 * Teacher’s Name:** Mr. Stewart **Lesson 1:** Self-knowledge
 * Grade Level:** 11 **Topic:** Atomic Structure

__**Objectives**__

 * Student will understand** that matter interacts at the atomic level.
 * Student will know** protons, neutrons, electrons and structures of atoms.
 * Student will be able to** write a lab report and it on a wiki for your classmates to critique.

__**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 the differences of particles and how they make atoms interact at the atomic level.

__**Assessment**__
Students completed a tree chart so they could check their understanding of what they have learned. This assignment will test their knowledge of particles that was talked about in the lecture. This assignment will not be graded but the small groups will merge with other groups to go over what they found. The groups will critique and fix any problems that have occured.
 * Formative (Assessment for Learning)**

//**Wiki:**// You will create a lab report that you will share with everyone in the class on the class wiki. This lab report will be on the atomic particles including protons, neutrons and electrons. This lab report will be about why these particles are important and relevant to the construction of the atom. You will choose one person i lab report will be critiqued by your class mates and should be professionally done. The teacher will use a checklist to review the assessment.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will create a lab report that they will post on a wiki where they can go on and critique there classmates reports. Students will be able to check their own work and refine their own ideas. I will be able to look at every ones works quickly and parents will be able to see what their children are learning and working on.


 * English:** Students will use strong English grammar and spelling techniques in their lab report. Students will submit their work on the wikispace and from there, students will read and analyze what their classmates said. The students can add notes for the writer will have feedback for their work. The teacher will write notes for the students to make a stronger report and allow them to make notes of their own for the reader or the teacher.


 * History**: During the lesson, I will explain the history behind the discovery of the atom and the experiments that led to the breakthroughs in our current understandings of atomic theory. The history of chemistry is important for the understanding of the current models and theories.

__Groupings__
The students will be broken up into groups no bigger than three people for a three minute review. They will go over what protons, neutrons and electrons and where they can be found in the nucleus and they will be asked to fill out a tree chart to represent this information. During this time, groups with any questions can ask the teacher or the class as a whole. Groups will include a time keeper, a scribe and a facilitator.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Groups will discuss their ideas for why atoms are built the way they are.
 * Logic**: The students will analyze the different particles and where they are suppose to go in the atom.
 * Kinesthetic**: Students will be brought outside and asked to move around based on their assigned particle's abilities.
 * Interpersonal**: Students will talk in groups about their understandings of atoms so they can complete the tree chart.
 * Intrapersonal**: Students will work alone on their lab reports that they will be posting on a wikispace.
 * Naturalistic**: Students will be brought outside where they will interact based on the elements that can be found in the environment.

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.

Students will creating a lab report that they will post on a wiki where they can go on and critique there classmates reports. Students will be able to check their own work and refine their own ideas. I will be able to look at every ones works quickly and parents will be able to see what their children are learning and working on.
 * Extensions:**

__**Materials, Resources and Technology**__

 * My laptop
 * Students laptops (either their own, or the laptop cart)
 * White board
 * Markers
 * Atom models
 * Grammar Book/dictionary
 * Graphic organizer (tree charts)
 * Text books
 * Additional resource books
 * Wiki tutorial

__Source for Lesson Plan and Research__
//Tree Chart: http://www.eduplace.com/graphicorganizer/// Cooperative Learning: http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities Atomic facts: http://singedmoon.glogster.com/Periodic-Table/ Atomic Theory: http://www.clickandlearn.org/Gr9_Sci/atoms/modelsoftheatom.html Ways to incorporate MI theory: http://www.thomasarmstrong.com/multiple_intelligences.php Atomic Theory: http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec05.html

__**Maine Standards for Initial Teacher Certification and Rationale**__
This lesson achieves the goals set forth by standard three by creating a positive environment for learners of every type. Students have the freedom to complete the tree charts however they want to. The groups will also be allowed to create any model that they want to create. For those learners that want a structured class, there will be time for lecturing about protons, neutrons and electrons. The class will be inviting for students to ask questions and provide input on their own knowledge and what they believe makes up atoms. Students will be allowed to explore the possibilities of atomic structure using models to search for unique possibilities.
 * //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:**

Students will be introduced to simple atomic structure through protons, neutrons and electrons and the nucleus. By learning the particles that create atoms, students will be able to understand how atoms are constructed and create the elements that make up our bodies. By the end of this lesson, students will know how particles are arranged in atoms and why they are constructed in that particular pattern. Mastery and understanding will be demonstrated by the creation of a lab report and posting it on a wiki for their classmates to compare and contrast.
 * //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:** Groups will talk about their idea for why atoms are built the way they are.
 * Logic**: The students will analyze the different particles and where they are suppose to go in the atom.
 * Kinesthetic**: Students will be brought outside and asked to move around based on their assigned particles abilities.
 * Interpersonal**: Students will talk in groups about their understandings of atoms so they can complete the tree chart.
 * Intrapersonal**: Students will work alone on their lab reports that they will be posting on a wikispace.
 * Naturalistic**: Students will be brought outside where they will interact based on the elements that can be found in the environment.

Students will creating a lab report that they will post on a wiki where they can go on and critique there classmates reports. Students will be able to check their own work and refine their own ideas. I will be able to look at every ones works quickly and parents will be able to see what their children are learning and working on.

Students completed a tree chart so they could check their understanding of what they have learned. This assignment will test their knowledge of particles that was talked about in the lecture. This assignment will not be graded but the small groups will merge with other groups to go over what they found. The groups will critique and fix any problems that have occurred.
 * //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)**

//**Wiki:**// You will create a lab report that you will share with everyone in the class on the class wiki. This lab report will be on the atomic particles including protons, neutrons and electrons. This lab report will be about why these particles are important and relevant to the construction of the atom. You will choose one person i lab report will be critiqued by your class mates and should be professionally done. The teacher will use a checklist to review the assessment.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Total class time: 120 minutes.

My classroom arrangement 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): Hook. 8:15-8:45 (30 minutes): Lecture time. 8:45-9:00 (15 minutes): Send students off to work with the models of atoms. 9:00-9:20 (20 minutes): Finish the lecture. 9:20-9:30 (10 minutes): Break students up into groups so they can have a three minute review. 9:30-9:50 (20 minutes): The groups that were in the three minute reviews will finish a tree chart for the understanding of atoms. 9:50-10:00 (10 minutes): small groups will merge to make bigger groups and will compare contrast the ideas presented.

Day 2: 8:00-8:30 (30 minutes): Introduction of Lab reports. 8:30 -9:15 (45 minutes): Students will use a laptop to start their lab report and receive feedback from the teacher as he/she walks around. 9:15-9:45 (30 minutes): Introduction to wikispaces and how to upload reports and comment on others reports. 9:45-10:00 (15 minutes): Students will either play with wikispaces or they can work on their lab reports.

Day 3: 8:00-8:30 (30 minutes): I will go over the major points that I noticed students missed on their lab reports and the comments that students posted.

At the start of the class I will bring everyone outside to one of the fields on school property (weather permitting) and have students break up into the three groups. Two of the groups will stand in the middle bunched up. The other group will be scattered around the outside the circle. The students will be instructed that this is chemistry in motion. Once the class has gone back inside, I will explain what the roles the students were playing. This will be time where the students will learn about the function of the atom, neutron and electrons in the construction of the atom. After an overview of atoms, I will have them create a model of an atom that contains three protons, four neutrons and three protons. They will create these out of the models that I have handed out. After fifteen minutes of allowing the students to make different models and creations, I will finish with any understandings that I saw were not addressed. The students will then be broken up into three minute review groups with the students at their tables. After the three minutes, the groups will be handed a tree chart which they must complete. The tree chart should outline the different particles and how they relate to one another. Once the small groups have completed there tree charts, the smaller three minute review groups will combine to make larger groups. The two groups should go over what they thought were the important features of atoms and what they represent. Starting on Day two, I will instruct the students on how to create a lab report. They will need to know the major outline format and what should be included in each category. The students will then proceed to use their laptops or the ones that have been provided to them to work on their lab reports while I walk around and answer questions or give feedback to students as I see what they are working on. Around 9:15, I will give a brief introduction into how wikispaces are used, including the ability to upload lab reports and give feed back for classmates material. The students will then be allowed to explore wiki spaces, or they will be allowed to work on their lab reports. For homework, I will have the students will be asked to finish their lab reports and post them on the class wiki. They will partner with a classmate and add comments on the things that they did well and what could be worked on (only in a positive light!). On the third day of class, I will go over what I felt was addressed well and what may have been missing in the lab reports. I will also go over some of the comments to make sure that every knows what and how they should be writing the feedback. Students will be able to recognize the structure of atoms in terms of protons, neutrons and electrons. Protons, neutrons and electrons make up elements, which make up compounds, which make you and I. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy//. Bring students out to a soccer field and have some students stay in the middle and others on the outside. This will represent the atom and its structure. By bringing the students out of the classroom and out onto the soccer field.
 * Where, Why, What, Hook Tailor: Verbal, Visual, Logic, Kinesthetic, Intrapersonal, Interpersonal and Naturalistic.**

Students will know protons, neutrons, electrons and the structures of atoms**.** During the instruction, I will verbally portray the conten to the students so that it will be easily understood by the students. After the lecture I will wander around the classroom for any and all students to ask questions if they do not understand anything about the models that they are creating or the tree chart that they are suppose to be filling out. I'll be going around to random groups and watching what they are doing to make sure that they are not making factual errors. I will also go around to each three minute review group and ask a question about the lesson. If the group is unable to figure out the question, I will guide them through the process of discovering the answer on their own. I will not leave a group until they have proven to me that they have grasped the point of the question I asked and how it applies to the topic of atoms and their structures.
 * Equip, Explore, Rethink Tailor: Verbal, logical, Interpersonal and Kinesthetic.**

Students will use a tree chart to record the particles and structures of atoms. Students will break up into groups and the three minute review to discuss why they think the particles impact the structure of an atom. Students will be able to write a lab report about atoms and their structure and post it on a wiki for your classmates to critique. Students will break up into groups of three and talk about what was talked about in the lesson. The students will be assigned roles such as: time keeper, scribe and facilitator. The time keeper will make sure that they are making productive use of the time allotted them, three minutes. The scribe will fill out the tree chart and the facilitator will lead the discussion and when stuck, will suggest ways that they can figure out what they do not know. Once the groups have finished their tree charts, they'll get into larger groups where they'll discuss what they have learned and what they think they should change in their own tree chart. In this group, there will be a time keeper, a facilitator and a scribe. The rest of the students in the group should be ready to look up information or should be asking questions of the group to make sure they have fully understood what it is they are suppose to be learning. I will be walking around the room and asking questions of the groups to test for their understanding of atoms and their structures. Students will then write a lab report that can be posted on a wiki site for classmates to read and analyze. They will write parts of the lab report in class so I can walk around the room and clarify expectations and clear up any problems that occur with students knowledge of lab reports.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic.**

Students will assess their knowledge with their group members so they know what they already know and what they need work on. They will fill out a tree chart which they can correct after meeting with the larger groups. The students will also be handed a checklist that they should complete while working on their lab reports. If they are stuck on any part of the lab report, they can come in for help outside or during class. They will also check someone else's lab report so they can compare it to their own. Students will leave notes for their partners that give out praise and constructive criticism that they could do better next time. After the students have submitted their work, I will go through and check what they have prepared. If there are any gaps or things that the student has done well, I will write notes. For the class over all, if their gaps in the knowledge, I will make sure to address that on the third day of class. This will not be the last lab report that will be assigned because they are so important in the field of science. I will make sure that they understand how to create them.
 * Evaluate, Tailors: Verbal, Visual, Logical, Interpersonal, Intrapersonal.**

Atoms are made of three particles known as protons, neutrons and electrons.
 * Content Notes:**

A proton is one of the most important types of subatomic particles. Protons combine with electrons and (usually) neutrons to make atoms. Protons are nearly the same size as neutrons and are much larger than electrons. A proton has a mass about 1,836 times greater than the mass of an electron, but the masses of protons and neutrons differ from each other by less than one percent. A proton has a mass of 1.6726 x 10-24 grams. Protons have a positive electrical charge, which is sometimes called the elementary charge or fundamental charge or a charge of +1. Electrons have a charge of the same strength but opposite polarity, -1. The fundamental charge has a strength of 1.602 x 10-19 coulomb.

Along with protons, neutrons make up the nucleus, held together by the strong force. The neutron is a baryon and is considered to be composed of two down quarks and one up quark. A free neutron will decay with a half-life of about 10.3 minutes but it is stable if combined into a nucleus. The decay of the neutron involves the weak interaction as indicated in the Feynman diagram to the right. This fact is important in models of the early universe. The neutron is about 0.2% more massive than a proton, which translates to an energy difference of 1.29 MeV.

An electron is one of the most important types of subatomic particles. Electrons combine with protons and (usually) neutrons to make atoms. Electrons are much smaller than neutrons and protons. The mass of a single neutron or proton is more than 1,800 times greater than the mass of an electron. An electron has a mass of 9.11 x 10-28 grams. Electrons have a negative electrical charge, with a magnitude which is sometimes called the elementary charge or fundamental charge. Thus an electron is said to have a charge of -1. Protons have a charge of the same strength but opposite polarity, +1. The fundamental charge has a strength of 1.602 x 10-19 coulomb. A neutral atom has equal numbers of electrons and protons. The electrons in an atom swarm in a cloud around the small, dense nucleus, which is made up of neutrons and protons. The negatively charged electrons are pulled towards the nucleus by the positively charged protons. Sometimes electrons can be knocked loose from an atom, taking along their negative charge and leaving behind an ion with a net positive charge. Electrons can dwell at various energy levels within an atom. When electrons move from one energy level to another, they either absorb or emit a photon. Electrons in different atoms have different energies associated with their energy level transitions. The different energies of photons emitted or absorbed by different elements serve as "fingerprints" that scientists can use to identify specific elements. These "fingerprints", in the form of spectra of light or photons of other wavelengths, allow us to determine, for example, that distant stars are made mostly of hydrogen.

Atoms are composed of a massive, central nucleus surrounded by a swarm of fast-moving electrons. The nucleus is made up of protons and, in most cases, neutrons. Almost all of the mass (more than 99%) of an atom is contained in the dense nucleus. An atomic nucleus is much, much smaller than an atom. The cloud of electrons that "orbit" the nucleus and define the "size" of an atom is roughly 100,000 times as large as that atom's nucleus! For example, a helium atom has a size of about 1 Ångström (0.1 nanometers or 10-10 meters), while its nucleus is only 1 femtometer (10-15 meters) in diameter. If you made a scale model of an atom with a nucleus the size of a pea, the electrons would zing around in a space larger than a major sports stadium! An atom is mostly empty space. The number of protons in the nucleus determines what type of element the atom is. The number of protons is called the element's "atomic number". For example, hydrogen has an atomic number of one, since all hydrogen atoms have one proton in their nucleus. Carbon has 6 protons, so its atomic number is 6; oxygen has 8 protons, so its atomic number is 8. Uranium has 92 protons, so its atomic number is 92! If we count the number of protons plus neutrons, we get an atom's atomic mass. Most elements come in different versions, called "isotopes", with different numbers of neutrons. For example, the most common form of carbon is carbon-12 (12C); that isotope of carbon has 6 protons and 6 neutrons, and thus an atomic mass of twelve. Another isotope of carbon, carbon-14 (12C), has 6 protons and 8 neutrons, hence and atomic mass of fourteen. 12C is radioactive and is used to determine how old things are in a technique called "carbon dating". Sometimes the electrons get stripped away from an atom. If an atom loses all of its electrons, leaving behind a "naked" atomic nucleus, the nucleus is called an ion. Ions moving at high speeds make up one type of particle radiation. These ions are usually made from relatively small nuclei, like the nucleus of a hydrogen atom (a single proton) or a helium atom (two neutrons and two protons).

Graphic Organizer. Quiz. Handout explanation for Wikispaces.
 * Handouts**