L5+McLaughlin,Linda+Vanna


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


 * Teacher’s Name:** Miss. McLaughlin **Lesson: 5:** Application
 * Grade Level:** 10 **Topic:** Energy

Student will understand that energy is important for our existence. Student will know about gas laws, free energy laws, and particles. Student will be able to test how light is emitted based on how atoms change.
 * __Objectives __**

**__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 be able to see how energy affects the various kinds of lights we see daily.

**__Assessment __** Students will be pre-assessed before the start of the lesson to see what they know and understand about energy and how it affects different kinds of lights. Students will be using a KWL chart to help organize what they already know, what they want to know, and what they learn about energy and light. These graphic organizers will help students get the most out of the lesson by really focusing on what they want to learn and know. These will help keep big ideas and supporting details organized. After students have worked individually on their graphic organizers, they'll take part in a Team Pair Solo activity, where they'll work as a team first, then in pairs, and then on their own. This allows students to answer a question that they couldn't particularly do on their own at first and helps them work through the material and solve problems in a way that in the future they will be confident to do on their own. Students will receive feedback from their team members during the activity, as well as from the teacher during class time through the process of asking clarifying questions. Students will also receive peer and teacher feedback on their lab report before being turned in for scoring.
 * Formative (Assessment for Learning) **

Part of being a scientist is being able to report your findings and understandings in a concise manner so that others can duplicate the experiment and reach the same understanding that you did. You will be creating a lab report that summarizes what you've learned about energy and how it affects light and the way it is emitted. The way light is emitted affects us on a daily basis because it can make light really useful, or not at all. The lab report only needs to be as long as needed to explain the essential concepts of energy and light, steps to an experiment, and the results and conclusions found. You will receive feedback from peers before being turned in to the teacher for scoring. This will be scored using a checklist.
 * Summative (Assessment of Learning)**

**__Integration __**
 * Technology: ** A lab report will be created using Wikispaces. This is an online tool that students can use to post their lab reports, along with any supporting images, videos, and audio clips to help demonstrate fully the entire concepts of energy and light. Other students will be able to post comments and ideas on each person's wiki to help improve their lab report.


 * English:** English will be incorporated into this lesson because students will be in charge of recording information during class discussions and class activities. Also, while creating their lab report, students will be expected to use proper grammar and spelling on the Wikispace in their report.

**__Groupings __** Throughout the lesson, students will be filling out their graphic organizers to help keep track of the information they're learning. During the lesson, students will work in groups where they will take part in a Team Pair Solo activity. Students will separate into groups based on different kinds of light. The teacher will have slips for the entire class, with five different types of lights. Students will draw a slip and then find their respective group members. Once the groups have settled and been formed, students will discuss what they've learned about energy, free energy laws, and light. Students will be able to ask and answer any clarifying questions in their group, as well as being able to ask the teacher. For the activity, each group will be given a question or a problem to solve. Students will start to solve it as a group, and once they start to understand what it's about, they will work in pairs to continue the problem, and finally they will work on their own to solve the problem. This kind of activity will help them support each other and help their peers understand the material. It also gives them an opportunity to find a way to solve the problem so that they'll be confident enough to do it on their own in the future. Students will be able to add more detail to their KWL graphic organizers by taking part in this activity. These graphic organizers will be able to help students see the progression of their understanding of the material, as well as providing a space to organize main ideas and details. The teacher will collect the graphic organizers at the end of the class to see where each individual student stands in their understanding of energy and its relationship to light. Feedback will be given to each student. While working within the groups, pairs, and individually, students will be able to provide input and ideas. Within these groups, students //will// be respected by their peers and will have support and encouragement from their peers. The classroom will be a safe learning environment for all those within it, and students will be encouraged to take risks, ask questions, and provide input.

**__Differentiated Instruction __**
 * Strategies **
 * Visual:** Students will be looking at different types of lights in class to help sort through the differences in emission.
 * Verbal:** Students will be creating a lab report that demonstrates their understanding, as well as taking part in class discussion and activities.
 * Interpersonal:** Students will be working in groups with their peers.
 * Intrapersonal:** Students will reflect on their understanding and learning while creating a lab report.
 * Logical:** Students will be learning the process by which light is emitted and apply it to the real world.
 * Naturalist:** Students will apply their learning to look at natural light in the world.

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

Absences: In the event that student is absent for this lesson, I ask that the student contact me as soon as possible to plan a meeting to go over the material that is not understood after reading notes from the class wiki or from peers. I will introduce them to Wikispaces and the tools to use the program. Students are responsible for checking the class wiki to look over the material and assignments that he or she missed in class that day. Any handouts administered in class will be collected and put in a folder with the absent student's name on it, ready to be picked up upon return to school. If there are multiple students absent for that one lesson then I will do a group review for all of those absent to be sure that everyone is on the same page.

At the end of the lesson, the students will be responsible for creating a lab report that demonstrates their understanding of how energy of atoms can affect the way light is emitted. The lab report will be created based on a lab done in class and will be created within a Wikispace. This is an example of a Type II technology because it is another way for students to present information in a way that isn't a traditional paper report. Students can incorporate videos, text, audio into their Wikispace if they feel it's necessary. Students will also be able to make comments and provide feedback on their peers' lab reports to help improve the quality of the report. This technology will be used to show the connections they've made between the material and the real world.
 * Extensions**

**__Materials, Resources and Technology __** <span style="font-family: "Times New Roman","serif";">Materials: <span style="font-family: "Times New Roman","serif";">Resources: <span style="font-family: "Times New Roman","serif";">Technology: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">KWL Graphic Organizer
 * <span style="font-family: "Times New Roman","serif";">Whiteboard
 * <span style="font-family: "Times New Roman","serif";">Markers
 * <span style="font-family: "Times New Roman","serif";">Pencil
 * <span style="font-family: "Times New Roman","serif";">Paper
 * <span style="font-family: "Times New Roman","serif";">Textbook
 * <span style="font-family: "Times New Roman","serif";">Lights
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond chang
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Laws]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Particles of Light]
 * <span style="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">Internet
 * <span style="font-family: "Times New Roman","serif";">Internet Links
 * <span style="font-family: "Times New Roman","serif";">Wikispaces

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Source for Lesson Plan and Research __** <span style="font-family: "Times New Roman","serif";">Links for this lesson plan: <span style="font-family: "Times New Roman","serif";"> Pre-designed lesson plans: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Laws] <span style="font-family: "Times New Roman","serif";"> This website gives an overview of thermodynamics and the different laws within thermodynamics.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Particles of Light] <span style="font-family: "Times New Roman","serif";"> This website provides a lot of good information about light as a wave, and particles of light and its characteristics.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|The Photoelectric Effect] <span style="font-family: "Times New Roman","serif";"> This lesson plan is all about uncovering the photoelectric effect and seeing what the different circumstances it needs to work. This lesson plan includes additional resources and everything you would need to know about conducting various labs.

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **//<span style="font-family: "Times New Roman","serif";">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. //**<span style="font-family: "Times New Roman","serif";"> Students will be learning about the different gas laws, free energy laws, and particles and how they pertain to light. The “clipboard” learner will benefit from the use of graphic organizers. The graphic organizers will help the students organize what they already know, what they want to learn, and what they did learn. This will help the students map their progression and really get the most out of the lesson presented to them. The “beach ball” learner will not be bored in this lesson because they’ll be able to do a lot of hands-on work during the lab procedure, and will be able to move around. The “puppy” learners will thrive in this lesson because they will be in an environment where they are receiving support and encouragement from their team members during the cooperative learning activity. Students will have to be excellent listeners because only one student will be able to talk at a time during group discussions. The “microscope” learners will thrive in this lesson because they will benefit from learning the details about various aspects of particles and gas laws. They will be encouraged to delve deeper into the material and find real-life applications for the relationship between light and particles.
 * Rationale:**

Through this lesson students will gain self-knowledge because they will be constantly thinking and analyzing different light sources to see how the particles are affecting the emission. Every student will bring different applications and insights as to how to sort through the material and help others. Students will learn more about their peers by working with them in groups. They will learn about who they are as individuals and how they work with others in different settings. By understanding the material presented in class, students will be able to explain how a number of light spectrums are possible. Students will be able to apply their new knowledge to the world around them and find new examples of how it impacts them on a daily basis. By being able to sort through the material and being able to see how it relates to them in real life, students will be able to attach meaning to what they’ve learned. Students will be meeting the Maine Learning Result that states, “Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.”
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

English is integrated into the lesson because they are supposed to create a lab report that is free of grammatical and typographical errors. Students will be using a Wikispace to create and post a lab report that shows their understanding of light emissions and how they are affected by particles. This can be interactive in the sense that others can post comments and ideas about the lab report with ways to improve the report, as well as posting videos, images, and audio right onto the wiki. This helps students really engage in their learning and addresses a variety of learning styles. In class students will be taking part in a “Team Pair Solo” where they will work with their peers in a group to solve a problem, then in pairs, and then on their own, after working on graphic organizers. Completing the graphic organizers on their own gives students time to reflect on what they’ve learned. Interacting with their peers in groups allows students to receive feedback and share their thoughts and questions on the material at hand. Students will learn about particles, free energy laws, and gas laws. Instructional strategies for the different multiple intelligences are as follows: Visual: Students will be looking at different types of lights in class to sort through the differences in emission. Verbal: Students will be creating a lab report that demonstrates their understanding, as well as taking part in class discussion and activities. Interpersonal: Students will be working in groups with their peers. Intrapersonal: Students will reflect on their understanding and learning while creating a lab report. Logical: Students will be learning the process by which light is emitted and apply it to the real world. Naturalist: Students will apply their learning to look at natural light in the world.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Before the beginning of the lesson, a pre-assessment will be given. This will be a way for the teacher to see where each student stands in their level of understanding of the material that will be covered throughout the lesson. This will not be graded, but used as a tool to determine a proper starting place for the teacher. Throughout this lesson, each student will receive feedback in class from their peers, as well as the teacher. The students will receive feedback on the graphic organizers they complete in class to help guide their understanding. Students will create a lab report in which they’ll demonstrate their understanding of the material and become more familiar with particles and energy laws. By doing this lab report, students will be able to apply what they’ve learned to the real world, as well as practicing their critical thinking skills. The lab report will be graded by the teacher and students will fill out a self-assessment about the overall lesson, activities, and lab report.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif";">Upon arrival in class, students will be asked to form their own groups and rearrange the room as needed. The only requirement is that the groups do not exceed eight people and have no less than four. Students will sit in these groups for the entirety of the lesson. The groups will be used for the purposes of class activities. Once students have settled down into their groups, class can move forward. __Day One__: Students will arrive and coordinate seating, arrangement, and formations of groups. (5 minutes) The “hook,” or demonstration of lights, will be introduced. (15 minutes) Students will start working on their graphic organizers. (5 minutes) The concepts of particles will be introduced. (25 minutes) Students will work on their graphic organizers individually. (5 minutes) Students will discuss their graphic organizers within their group, and ask and answer any clarifying questions. (5 minutes) The ideas of free energy laws and gas laws will be introduced. (30 minutes) The class will discuss the importance of these concepts and how it relates to the emission of light. (15 minutes) Students will complete their graphic organizers. (3 minutes) Students will take part in a Team-Pair-Solo activity. (15 minutes) Students will pass in their graphic organizer to be assessed for feedback. (1 minute) __Day Two__: Introduction to safety in the lab. (15 minutes) Emission of light lab. (80 minutes) Discussion about lab. (10 minutes) Homework will be assigned in regards to creating a lab report. (15 minutes) <span style="font-family: "Times New Roman","serif";"> Through lesson five, students will understand that energy is important for our existence. The different kinds of things we see and experience on a daily basis are because of energy. The different kinds of lights are just one example, and these differences in light are possible by changing of atoms. Students will be able to connect what we learn to real-life examples. The Maine Learning Result that lesson five focuses on is that //students describe the structure, behavior, and interactions of matter at the atomic level and the relationships between matter and energy.// To engage the students, all of the students will examine different kinds of lights to get them to start thinking about what causes these differences. Students will engage in a discussion based on this.
 * Previous to the start of this lesson, students will have already completed a pre-assessment to see where each student stands in their prior understanding of this material.
 * Where, Why, What, Hook, Tailors: Visual, Verbal, Logical**

At the end of this lesson, students will know what gas laws, free energy laws, and particles are. Students will be able to explain why these are important and how they are related. During the lesson, students will be introduced to gas laws, free energy laws, and particles. (see content notes). Seeing the different kinds of lights and discussing what makes them the way they are, and applying ideas to their favorite kind of light, will help students make connections to the real world and work through the material by asking questions and working with peers. The concepts of light emission will be introduced in the “hook.” Students will then be introduced to the idea of using a KWL graphic organizer to organize the different laws and ideas. Understanding will be assessed once students participate in the cooperative learning activity. Graphic organizers will be handed in after the activities have been completed for assessment and feedback by the teacher. Students will be able to ask questions and think about how it is important to their daily lives and routines.
 * Equip, Explore, Rethink, Tailors: Visual, Verbal, Intrapersonal, Logical, Naturalist, Intrapersonal**

Students will participate in a cooperative learning activity, “Team Pair Solo,” in which they will be responsible for working with peers by discussing what they’ve gathered on their graphic organizers, as well as helping peers answer any questions, as well as asking clarifying questions. They will also be working to solve problems assigned by first working as a team, then as a pair, and then on their own. This will provide them with the framework to solve future problems on their own. Students will be working within their groups that they formed on their own at the beginning of the lesson. Students will be expected to be active participants in class discussions to come to a solid understanding on free energy laws, particles, and gas laws. This will guide students to think about how this information relates to light emissions. Students will add any new knowledge they’ve gained to their graphic organizers. Upon taking part in class discussion and activities, students will be able to rethink their ideas and ask more questions to be sure they have an accurate idea in their head. Their process of thinking will be assessed through feedback from peers and the teacher. Students will be able to refine their learning and understanding while creating a lab report and will receive feedback from the teacher based on a checklist for scoring for final revisions. Students will be able to test how light is emitted based on how atoms change.
 * Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Logical, Naturalist, Verbal**

Students will be given the opportunity to self-assess during the cooperative learning activity. Students will think about the various aspects of particles and energy laws and why it is important to us today. After collaborating with their peers and taking part in class discussion, students will be able to assess their understanding. The graphic organizers will be collected at the end of the class to be reviewed for proper understanding of the material. Students will receive their graphic organizers at the start of the next class, complete with the teacher’s feedback. This connects to homework because students will be creating their lab report based on what they learn and understand in class about the relation of light and energy. Recognizing the importance of how energy of particles affects the emission of light is the basis for the unit.
 * Evaluate, Tailors: Logical, Intrapersonal, Naturalist**

<span style="font-family: "Times New Roman","serif";">
 * Content Notes**
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Laws] <span style="font-family: "Times New Roman","serif";"> Thermodynamics deals with the laws and theories of energy. There are two laws that are essential to thermodynamics. The first law of thermodynamics says that energy cannot be created or destroyed, but transformed from one type of energy to another. The second law of thermodynamics says that any time you do work, some of the energy is going to be lost as heat.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Particles of Light] <span style="font-family: "Times New Roman","serif";"> While light can be emitted as a wave, it also consists of small particles of matter which are called photons. Photons have a fixed, discrete energy level. Each color of light has its own unique energy level, and you can't increase or decrease the energy of a single photon without changing its wavelength. The intensity of visible light can be increased or decreased only by changing the number of photons present. Photons can transfer their energy to electrons. This leads to the photoelectric effect which occurs when photons of enough energy kick off electrons from the surface that is being struck by light.
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond Chang: The photoelectric effect is when electrons are ejected from the surface of certain metals exposed to a light of at least a certain minimum frequency. The number of electrons that are ejected is proportional to the intensity of the light. Photons are particles of light. The greater the energy of a photon, the greater the kinetic energy of the ejected electron.
 * Handouts**
 * <span style="font-family: "Times New Roman","serif";">Pre-Assessment
 * <span style="font-family: "Times New Roman","serif";">Self-Assessment
 * <span style="font-family: "Times New Roman","serif";">Lab-Report Checklist
 * <span style="font-family: "Times New Roman","serif";">KWL Graphic Organizer