L3+Stewart,Justin+Larry


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


 * Teacher’s Name:**Mr. Stewart **Lesson3:** Analyze
 * Grade Level:** 11 **Topic:** States of Matter

__**Objectives**__

 * Student will understand that** matter is the building block for everything in the Universe.
 * Student will know** atoms, protons, neutrons, electrons, states of matter, melting points, boiling points, Gas Laws and atomic structure.
 * Student will be able to** create a glogster, analyzing the three different states of matter.

__**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 about the behaviors of matter based on the three states of matter including solids, liquids and gases.

__**Assessment**__
Students will complete a planning chart that they will use for the three states of matter and how matter interacts at those three different states. The planning chart will help students to plan what they are thinking and put it into either words or some other type of representation that they wish to use (e.g. pictures, words). The students will be grouped into pairs where they will use the planning chart during their three minute reviews. At the end of the first day of class, the students will take a short quiz that will require the students to create the three states of matter of water. This quiz will be worth very little but will challenge the students ideas of the concepts that were learned and show where they are capable and where improvements can be made.
 * Formative (Assessment for Learning)**

//**Glogster:**// You will create a glogster on the states of a certain compound or mixture. I will give you the object and you will create a representation of the three states of that object, including the gas, liquid and solid states. You should include the temperature you would find these states and the conditions required. The glogster should include music, a movie or podcast with the text and pictures. The glogsters will be based on the rubrics that will be handed out by the teacher.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will create a glogster about the three states of a certain material or mixture that I assign them. The students will be required to provide pictures and their own written work to the glogter. They will also be required to add either a movie, song, or podcast to their glogster that relates to the topic that they are discussing. All of the glogsters will be online and accessible for parents and fellow students to look at and learn about the states of matter.


 * Art:** The students will be required to provide pictures of the different states of a certain material and if the students provide pictures of the material at the atomic level, then they will receive more points. Pictures are the only way that scientists and students will ever be able to see an atom interacting with another atom. Atoms are far too small to see, so there wouldn't be chemistry without art.


 * English:** Students will be required to create a glogster that has correct spelling and correct grammer. Even though we are in Chemistry class, students should know how to write well so that we can get our ideas out to other people. What is the point of finding something interesting if you can't share it well with others. This is an important skill for students to have.


 * Music:** Students are required to use some time of audio in their poster and the more they use the better. Posters that have movies or music can help students who learn through listening.

__Groupings__
Students will be broken up into pairs where they will go over their planning charts during their three minute reviews about the three states of matter. The students will then come back together and talk about the differences between the three states and why they think it so important in nature for their to be three different states of matter. These pairs will be picked by the students so that they will be comfortable with who they are working with since the pairs will be working together on the glogster project. The pairs will share the work during the three minute reviews and also on the glogster project.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will talk with their partners on the glogster project.
 * Visual**: The class will create glogsters so they can visually represent the matter in question.
 * Logic**: Students will take different boiling points and melting points to demonstrate the states their material is at.
 * Kinesthetic**: Students will be asked to move in certain ways depending on the state of the matter.
 * Interpersonal**: The students will work with a partner to revise and assess their planning charts.
 * Intrapersonal**: The planning charts should be filled out by individuals.

I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Students will create a glogster that shows the different states of matter and how that affects nature and the environment. The glogster will include pictures of a certain compound or mixture at each of the different states. If the students introduce a picture that shows the states of matter at the atomic level, the students will receive extra credit. The students will be able to look at all the groups different online posters and hear the music or podcast, or see the video that is included. The posters will be shown to everyone in the class and others will be able to see it as well, including parents and community members.
 * Extensions**

__**Materials, Resources and Technology**__

 * My laptop.
 * Students laptops (either their own or the laptop cart).
 * White board.
 * Markers.
 * Graphic organizer.
 * Quiz.
 * Projector and projector screen.

__Source for Lesson Plan and Research__
Graphic organizer: This is the site where the planning chart is located: http://www.eduplace.com/graphicorganizer/

Glogster: This is the site for glogster. Glogster will be the summative assessment that the students will have to complete at the end of the lesson. http://www.glogster.com/

States of matter: The states of matter, including solids, liquids and gases are explained in detail. http://www.chem.purdue.edu/gchelp/atoms/states.html

Gases: This site explains how gases act and when they can be formed with different compounds and mixtures. http://www.chemtutor.com/gases.htm

Solids: The properties and behaviors of solids is explained at this site. http://library.thinkquest.org/3659/states/solids.html

Liquids: This site demonstrates the properties and behaviors of liquids. http://www.mcwdn.org/chemist/liquids.html

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //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 achieves the goals set by standard three because students will be encouraged to use their own learning styles during class. Whether that is by taking notes and following along in an orderly form during the lecture. The class will be asked to join groups where they feel comfortable and will be allowed to flourish because they may have to meet outside of class for the glogster. The students will also have the freedom to pick the way that they represent their mixture or compound in the glogster. During the three minute review groups, students will have to complete a planning chart after they have talked about what they think about the states of matter.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will be introduced to the states of matter. Students will understand the differences between the different states of matter and how those states of matter effect the elements in how they act in the natural world. By the end of the lesson, students will know why mixtures or compounds can change in properties and looks based on the temperature and the conditions that surround those elements. Mastery and understanding will be demonstrated using a glogster of a certain mixture or compound and what they look like at certain temperature and conditions.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal**: Students will talk with their partners on the glogster project.
 * Visual**: The class will create glogsters so they can visually represent the matter in question.
 * Logic**: Students will take different boiling points and melting points to demonstrate the states their material is at.
 * Kinesthetic**: Students will be asked to move in certain ways depending on the state of the matter.
 * Interpersonal**: The students will work with a partner to revise and assess their planning charts.
 * Intrapersonal**: The planning charts should be filled out by individuals.

The class will create glogsters that will explain the different states of matter for the mixture or compound. This glogster should be easy to understand so that it can be viewed by other classmates, parents and community members. The glogster will include words, pictures and either a video, song or podcast that relates to the mixture/compound. The students will create their glogsters using the rubric that was handed out by me at the beginning of the second day.

Students will complete a planning chart that they will use for the three states of matter and how matter interacts at those three different states. The planning chart will help students to plan what they are thinking and put it into either words or some other type of representation that they wish to use (e.g. pictures, words). The students will be grouped into pairs where they will use the planning chart during their three minute reviews. At the end of the first day of class, the students will take a short quiz that will require the students to create the three states of matter of water. This quiz will be worth very little but will challenge the students ideas of the concepts that were learned and show where they are capable and where improvements can be made.
 * //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)**

//**Glogster:**// You will create a glogster on the states of a certain compound or mixture. I will give you the object and you will create a representation of the three states of that object, including the gas, liquid and solid states. You should include the temperature you would find these states and the conditions required. The glogster should include music, a movie or podcast with the text and pictures. The glogsters will be based on the rubrics that will be handed out by the teacher.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Total class time: 120 minutes.

My classroom arrangement will 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: 8:00-8:20 (20 minutes): Hook. 8:20-9:00 (40 minutes): Lecture. 9:00-9:10 (10 minutes): Three minute review. 9:10-9:20 (10 minutes): Group discussion. 9:20-9:50 (30 minutes): Lecture. 9:50-10:00 (10 minutes): Quiz.

Day 2: 8:00-8:10 (10 minutes): Review. 8:10-8:45 (35 minutes): Introduction to glogster. 8:45-9:30 (45 minutes): Group time to work on glogster. 9:30-9:40 (10 minutes): Question time. 9:40-10:00 (20 minutes): Allow time to finish everything on the project.

Day 3: 8:00-10:00 (120 minutes): Presentation day!

At the beginning of the lesson, students will be instructed to stand up and move the desks out of the way. The students will then be instructed to either stand close to one another and move slowly, stand far apart and move quickly around one another, or pack in close together and slip by one another. The students will then be told that these are three states of matter, including solids, gases and liquids respectively. From this, the teacher will go into a discussion about what the states are and how they effect the materials that they deal with. During the discussion, students will be asked questions and they will be encourage students to interact with the discussion. After about forty minutes, the students will be broken up into pairs and will complete a three minute review. During their three minute review, the groups will complete a planning chart describing the states of water. Once they have completed this, the groups will come together and share what they found. The teacher will then go on to tell about the properties of water and why they are so different from what they would expect. This is one exception to the rule, but one that is very important. The teacher will continue to answer all of the questions that the students will have. At the end of the class, the teacher will hand out a quiz that will test whether the students have grasped the major understandings of the lesson. This quiz will be graded but will count for a very small grade. This will encourage the students to put forth their best efforts, yet it won't affect their grade that much. At the beginning of the next day, the teacher will go over any problem areas that came out in the quiz. Then the teacher will go over what a glogster is and how to use it. This is also the time when the teacher will explain what that the students will be given a compound or mixture that they will have to represent using the glogster and will hand out the rubric that they will be graded with. The students will then be allowed to break up into the groups that they used for the three minute review the day before and start their work on the glogster. They will be given about forty five minutes to work before the teacher breaks in to make sure that everyone is on the right track. The rest of the class will be given to the students so they can complete their glogsters. The next day, the students will be allowed to work on the glogsters if they havn't completed them, but for most of the day, the students will present their glogsters. Students will understand that matter is the building block for everything in the universe. Everything is made of matter, the food you eat and the car you drive. //Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy//. I will have the students act out the different states of matter, solids, liquids and gases.
 * Where, Why, What, Hook Tailor: Verbal, Visual, Logic, Kinesthetic, Interpersonal.**

Students will know atoms, protons, neutrons, electrons, states of matter, melting points, boiling points, Gas Laws and atomic structure. I will verbally explain the different states of matter based on how atoms are constructed and the impact of the different states of matter on nature. The students will work together during the three minute review and will be allowed to do it alone if they want to. They will be allowed to play with the substance that they are given on the second day so that they can actually see the material and they will also be allowed to see movies or pictures online. The students will create a planning chart so they can show how the states of matter work together. There will also be a short quiz that the students will complete after the lectures. This will show me what the students are grasping well and what they need some more time to work on. The students will be allowed to check with me at the end of the second day and I will look over their glogsters to make sure that they are on the right track. If I feel like they are not on the right track, I will give them time to finish it at the beginning of the next class.
 * Equip, Explore, Rethink, Revise, Tailors:** **Verbal, Logic, Interpersonal, Intrapersonal, Naturalistic, Music and visual.**

The students will take a compound or mixture and using their knowledge of the states of matter, will show the different states using a glogster. The compound or mixture will be one that is normal, unlike water which is an exception. Students will be able to analyze the states of matter by creating a glogster. I will allow students to make their own partners so that I know that they will be comfortable with one another. They will have to work on this together and maybe outside of class if they can't get it done quickly. By allowing the students to group with friends, I know that they will be more willing to meet up outside of class. The students will be in pairs and should share the work equally. the students will create the glogster showing that they understand how matter is effected by the different states. Each mixture or compound has certain qualities at different temperatures. The glogster should include all everything about the different qualities based on the temperature. The students will use their planning charts that they created to help them with their glogster and the students will share their glogster with me before they leave the second day. I will give them feedback and if I decide that a group needs a lot of time, I will allow some time in class, but will expect them to meet outside of class.


 * Explore, Experience, Revise, Refine, Tailors: Verbal, Visual, Intrapersonal and Interpersonal.**

The students will be given a rubric that they should use to complete their glogster. After the presentations of their glogsters, students will be required to hand in a rubric that they have filled out with the score that they would give their group. The students will also complete a paper that asks what the students did during the project and if the groups were fair. This will help to keep the students working hard together and not letting one student do all of the work. I will then grade the students during their presentations and give them back to the students after the presentations.
 * Evaluate, Tailors: Verbal, Visual, Intrapersonal, interpersonal.**

States of Matter: Solids: Solids are one of the major states of matter. It is characterized by structural rigidity and resistance to changes of shape or volume. Unlike a liquid, a solid object does not flow to take on the shape of its container, nor does it expand to fill the entire volume available to it like a gas does. The atoms in a solid are tightly bound to each other, either in a regular geometric lattice or irregularly.
 * Content Notes**

Liquids: Like a gas, a liquid is able to flow and take the shape of a container. Some liquids resist compression, while others can be compressed. Unlike a gas, a liquid does not disperse to fill every space of a container, and maintains a fairly constant density. A distinctive property of the liquid state is surface tension. The density of a liquid is usually close to that of a solid, and much higher than in a gas. Therefore, liquid and solid are both termed condensed. On the other hand, as liquids and gases share the ability to flow, they are both called fluids.

Gases: A pure gas may be made up of individual atoms (e.g. a noble gas or atomic gas like neon), elemental molecules made from one type of atom (oxygen), or compound molecules made from a variety of atoms (carbon dioxide). A gas mixture would contain a variety of pure gases much like the air. What distinguishes a gas from liquids and solids is the vast separation of the individual gas particles. This separation usually makes a colorless gas invisible to the human observer. The interaction of gas particles in the presence of electric and gravitational fields are considered negligible as indicated by the constant velocity vectors in the image.

Graphic Organizer. Quiz. Rubric.
 * Handouts**