L4+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:** 4 Perspective
 * Grade Level:** 9
 * Topic:** Heat, temperature, and pressure affects on atoms, molecules, and ions

__**Objectives**__
Student will understand that matter has a structure and behaves a certain way. Student will know heat, temperature, pressure, atoms, molecules, and ions. Student will be able to reflect upon the relationship among heat, temperature, and pressure in terms of actions of atoms, molecules, and ions.

__**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:** We must understand how heat, temperature, and pressure affect atoms, molecules, and ions in order to prevent dangerous situations from occurring and promote healthy ones among substances**.**

__**Assessment**__
Understanding will be assessed by looking at the content on the four column charts to ensure necessary information is on them. At the end of class students will give a response on their blogs. Students will give a storyboard to be approved by the teacher for their comic life, and teacher will review for clarity of ideas.
 * Formative (Assessment for Learning)**

Students will be creating a comic life that addresses the affects of heat, temperature, and pressure on atoms, molecules, and ions. Freedom will be given to create the comic life in anyway that the students would like to as long as the factors are addressed and the information is clear for others to understand. The comic life will be graded based on content and creativity in presenting the material.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** The teacher will be using the internet to show a video on the burning of mercury thiocyanide. Students will be using the internet to research the information on how heat, temperature, and pressure affect atoms, molecules, and ions. They will also be doing reflections in their blogs after every class. Students will be using comic life to create comics of the material they have learned.
 * English-** Students will have to write a storyboard for their comic life, which will require correct grammar and punctuation.

__Groupings__
Students will work in round robin groups to share evenly in gaining information and to gain a better understanding of how heat, temperature, and pressure affect atoms, molecules, and ions. One student will record information and the other students in the group will look up information on one of the aspects being presented, than students will switch roles and record information on the next topic. In this way each team member gets a chance to record and everyone has equal time sharing information that is gathered.

__**Differentiated Instruction**__
Verbal: Students will use their verbal skills to express their ideas about the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions and to work in groups on the comic life (addressing the factors that affect atoms, molecules, and ions). Visual: Students will use visual skills to create aspects of the comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions). Logical: Students will examine the affects of heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions and will understand how the components interact. Intrapersonal: Students will express their views on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions in the comic life as well as in the round robin groups. Interpersonal: Students will interact with each other when creating their comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions) and in group discussions on heat, temperature, and pressure, effects on atoms, molecules, and ions. Kinesthetic: Students will create demonstrations for the class to show their understanding of the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions. Music: The comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions) could potentially have a musical component to it. Naturalist: Students will see the effects of weather and environment on various elements in nature.
 * 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 four column charts 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 comic life on time will lose 5 points on the assignment.


 * Extensions-** Students will be creating a comic life that addresses the affects of heat, temperature, and pressure on atoms, molecules, and ions. Freedom will be given to create the comic life in anyway that the students would like to as long as the factors are addressed and the information is clear for others to understand.

__**Materials, Resources and Technology**__
Laptops Internet Access Paper Pencil Comic Life Tutorial Beaker of water Beaker of salt water Bunsen Burner

__Source for Lesson Plan and Research__
[] -Information on heat on atoms and molecules also has information on temperature on both. [|http://web.jjay.cuny.edu/~acarpi/NSC/2-matter.htm] - The affect of heat on molecules. []- Information on the structure of atoms and includes a section on heat on ions. [] - More information on ions and includes some information on temperature. [] - Information on the effects of pressure on atoms. [] - Information on what pressure is.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will have freedom to research the information on heat, temperature, and pressure on atoms, molecules, and ions in the way that they want to and will express themselves in the comic they produce on the material (beach ball). The four column chars 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 details of how atoms, molecules, and ions are affected by heat, temperature, and pressure will be analyzed and presented for students (microscope). Students will be supported by their group members in learning and presenting the material amongst themselves and they 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 the effects of heat, temperature, and pressure on atoms, molecules, and ions. The students will know how heat, temperature and pressure affect each component as well as the importance of these factors on elements found in the world around them. Student will be able to reflect upon the relationship among heat, temperature, and pressure in terms of actions of atoms, molecules, and ions 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 use their verbal skills to express their ideas about the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions and to work in groups on the comic life (addressing the factors that affect atoms, molecules, and ions).
 * Visual-** Students will use visual skills to create aspects of the comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions).
 * Logical**- Students will examine the affects of heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions and will understand how the components interact.
 * Intrapersonal**- Students will express their views on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions in the comic life as well as in the round robin groups.
 * Interpersonal**- Students will interact with each other when creating their comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions) and in group discussions on heat, temperature, and pressure, effects on atoms, molecules, and ions.
 * Kinesthetic**- Students will create demonstrations for the class to show their understanding of the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions.
 * Music-** The comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions) could potentially have a musical component to it.
 * Naturalist**- Students will see the effects of weather and environment on various elements in nature.

The teacher will regularly give feedback by looking at the content on the four column charts, 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, 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 comic (on how heat, temperature, and pressure affect atoms, molecules, and ions) will be evaluated looking for clarity and content.
 * //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 greets students and goes over the agenda for the day (10 min)
 * Teacher will demonstrate the difference in the boiling of water in a beaker as compared to the burning of water with salt in it and discuss briefly with students about what they think is happening (5 min)
 * Students will split into groups of four and everyone will be given four column charts (5 min)
 * The teacher will instruct students to appoint a recorder for the first topic of heat on atoms, molecules, and ions, while the other three members look up information on each component (5 min)
 * Students work on each section and switch recorders for each topic so that everyone gets a chance to record the information as well as to be searching for details. Each group will look for one example of heat, temperature, or pressure on atoms, molecules, and ions that can be found in the real world. Teacher will walk around and ensure that misconceptions are addressed and that four column charts are being filled in (30 min)
 * Once information on all of the topics has been recorded the information will be shared amongst teammates, so that the information has been repeated and everyone will have their four column charts filled in (15 min)
 * Each group will than do an activity where they chose one of the topics that was discussed and decide on a way to demonstrate it to the class (the topics will be picked off the board so that all of the topics are covered). The teacher will observe this process and help with ideas for demonstration (30 min)
 * Students will than share with the class as a whole their demonstrations and give time to discuss the topic to clarify misconceptions and help each other understand the material. The teacher will be involved in the discussion and give students feedback on what they have gathered (10 min)
 * Students will write reflections in their blogs on what they learned and any questions they still may have (10 min)

Day 2: 120 min.
 * Teacher greets students, takes attendance, and gives agenda for the day (10 min)
 * Any questions that were raised in the blog entries from last class will be addressed and students will have an opportunity to discuss the information (10 min)
 * Teacher will give instructions for students to create their comics, as well as the specifics about what is required (10 min)
 * Students will work in groups of 3 or 4 to create a storyboard for the comic life and the teacher will approve the script for further work (approx. 30 min)
 * Students will than find props and begin creating their comics. Once the first page is made, the teacher will look at the comics to make sure that students understand what they are doing (approx. 15 min)
 * Students finish their comics and bring checklists to the teacher for review (approx. 35 min)
 * Students will reflect in their blogs on how they feel about their comics and what they have learned about how heat, temperature, and pressure affect atoms, molecules, and ions (10 min)

My classroom arrangement will be in clusters as this will allow students to work together on their topics and to share the information that is gathered. It will also allow students to critique the four column charts as they are filling them in. Student will understand that matter has a structure and behaves a certain way. We must understand how heat, temperature, and pressure affect atoms, molecules, and ions in order to prevent dangerous situations from occurring and promote healthy ones among substances**.** Students will know about heat, temperature, and pressure, in relation to what occurs between atoms, molecules, and ions. Students will be able to describe what is occurring at the atomic level when substances are put under various stressors. The hook will be a video on the burning of mercury thiocyanide. **Where, Why, What, Hook,** **Tailors: Visual, Verbal, Logical, Intrapersonal, Interpersonal, Naturalist.**

Students will know about heat, temperature, and pressure, and how they affect atoms, molecules, and ions. This information will be found in various websites and will be explored using four column charts, as well as in discussions among teammates on the topics. By having each team member looking up different topics and having a recorder for all the information, students will be able to share freely and will get different perspectives. Students will be able to review the information on the websites that I have provided as well as looking up information on their own to share. The organization of the four column charts will help students keep the information in a clear and logical way for themselves and their teammates. By looking over the four column charts and listening in on discussions, the teacher will be able to give feedback and provide clarity to what is being learned. **Equip, Explore, Tailors: Visual, Verbal, Logical, Interpersonal, Naturalist.**

Students will use the round robin method in groups to help split up the work and use each other as resources. The teacher will overlook this process and give feedback on student questions. When working in groups on specific topics, students will be given the opportunity to gain a full understanding on that topic and to share that with their teammates so that all can understand the details of how heat, temperature, and pressure affect atoms, molecules, and ions. As students change recorders and give everyone an opportunity to look up information as well as record they will also have the opportunity to discuss each topic as it is being recorded to ensure clarity in the recording. Students will also have an opportunity to show understanding when creating their demonstrations for the class. At the end of every class there will be an opportunity for students to share what they have learned and any questions they may have on heat, temperature, and pressure on atoms, molecules, and ions. Students should be able to see how these interactions are found in everyday life and how the environment affects what occurs between matter. The comics created will addresses the affects of heat, temperature, and pressure on atoms, molecules, and ions. Freedom will be given to create the comic life in anyway that the students would like to as long as the factors are addressed and the information is clear for others to understand. Students will also have the option of adding background music to their comics. The comics will be posted to the class wiki so that students can review other students comics and see other ways tat the same information is presented. **Revise, Rethink, Refine, Tailors: Visual, Verbal, Logical, Kinesthetic, Interpersonal, Intrapersonal, Musical, Naturalist.**

Understanding will be assessed by observing the information presented on the four column charts. 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 presenting the information to their teams, the teacher will ask questions to ensure clarity and listen to discussions for misconceptions that may arise. The comic life will be graded based on content and creativity in presenting the material.**Evaluate, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal.**

Heat on atoms and molecules- Adding heat to atoms and molecules will cause more movement between them. In some cases this added energy will cause more interactions between the atoms and molecules and cause bonding and breaking to occur more frequently. Either way it will cause the atoms and molecules to collide more often. Depending on how much heat is added some atoms or molecules will switch states once a certain energy is reached. Heat on ions- Adding heat to ions will have some of the same affect as adding heat to atoms and molecules, however, ions themselves will break up faster and interact quicker. The exception to this is when ions are in a solution, because in a solution, ions will keep solutions from changing states as easily as they would without the ions in them. Temperature on atoms and molecules- By changing the temperature of atoms and molecules the interactions between them will be changed. If temperatures are increased the added energy will cause more interactions between the atoms and molecules causing more bonding and breaking as well as a possible change in states (i.e. from solid to liquid to gas). If temperatures are decreased the taking away of energy will cause less interactions between atoms and molecules causing less bonding and breaking as well as a possible change in states in the opposite direction as the adding of energy (i.e. from gas to liquid to solid). Temperature on ions- The changing of temperature will have a similar affect on ions, however it will be different when dealing with ions in solutions. Ions in solutions will increase the energy needed to change states so that they have a lower melting point and a higher boiling point. Pressure on atoms and molecules- The addition of pressure on atoms and molecules will generally increase the interactions between them. This increase in pressure may even cause a gas to change states and become a liquid. However, the addition of pressure will have little affect on solids because they cannot change states to anything lower than a solid. Pressure has the most effect on a gas as it causes the molecules to occupy a smaller space and to interact more than they would otherwise. Pressure on ions- The effects of pressure on ions is similar to that on atoms and molecules except that ions in solution will cause the solution not to change states as easily as they would without the ion being present.
 * Content Notes**

Four Column Charts Checklists
 * Handouts**