L1+McLaughlin,Linda+Vanna


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


 * Teacher’s Name:** Miss. McLaughlin **Lesson: 1:** Explain
 * Grade Level:** 10 **Topic:** Atoms and Atomic Structure

Student will understand that matter is the building blocks in which the universe was created. Student will know what atoms are, and how protons, neutrons, and electrons are important. Student will be able to model the structure of atoms, by way of neutrons, protons and electrons.
 * __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 analyzing and exploring atoms to better understand the structure of atoms.

**__Assessment __** Students will be pre-assessed before starting the lesson to see what their knowledge of atoms and atomic structure consists of. Students will use a describing wheel to organize their thoughts and what they've learned about atomic structures and all the details that support the big ideas. After students individually work on their graphic organizers, they'll take part in a three-minute-review activity where they'll work in teams to discuss what they've already learned, how they came to their conclusions of the material, and further clarify any questions they may have about the material. Students will receive feedback from their team members during the activity, as well as from the teacher during the class time through the process of asking clarifying questions. Students will also receive peer and teacher feedback on their Glogster before being turned in for scoring.
 * Formative (Assessment for Learning) **

How does the pencil you're using come to exist? Why does it work the way it does? It's chemistry. More importantly, it consists of an exponential amount of atoms. Atoms are the basis of everything in the universe. Without atoms, you would not have the objects you use everyday. The structure of these atoms are very important. You will design a poster using Glogster that depicts all aspects of an atom, including protons, neutrons, and electrons. Be creative! You can make a completely interactive poster with pictures, audio, and video. This information depicted on the Glogster should be easy for readers to understand, as well as being clear and attractive to look at. The Glogster will be assessed using a checklist.
 * Summative (Assessment of Learning)**
 * //__Glogster:__//**

**__Integration __**
 * Technology: ** A Glogster is an online interactive poster. You can add photos, text, audio, and video. Students will be taught how to use Glogster in class so that they can effectively use the tool. Students will be creating the Glogster on the structure of atoms.


 * Social Studies:** Social studies will be incorporated into the lesson because the students will be learning about the history of the atom and the importance of the discovery. Also, reading and writing will be incorporated into the lesson in the process of filling out graphic organizers and creating a Glogster online.

**__Groupings __** Students will be filling out their graphic organizers throughout the lesson of the day to organize what they've learned. Throughout the lesson, students will be put into groups where they will take part in a three-minute-review. Students will form groups based on their favorite season. Once the students have formed in their groups, they will discuss what they have learned about the structure of the atom, including protons, neutrons, electrons, and the nucleus. Students will be able to ask and answer any clarifying questions within their group, as well as being able to ask the teacher. Students will add more detail to their describing wheel graphic organizers by taking part in this activity. These graphic organizers will help each student keep different aspects of the atom in order along with supporting evidence and details. The teacher will collect the graphic organizers at the end of the class to see where the students stand in their understanding of the structure of atoms. Feedback will be administered to each student. While working within the groups, students will appoint the roles of a timekeeper, a facilitator, and spokespersons. The timekeeper will keep track of the three minute time limit. The facilitator will help lead discussion, but will encourage their peers to provide input and ask questions. Spokespersons will share what was discussed within their groups with the rest of the class. 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.

**__Differentiated Instruction __**
 * Strategies **
 * Logical**: Students will learn the structure of an atom in a puzzle-like manner.
 * Visual:** Students will be using Glogster to show their understanding of an atom in a visual format.
 * Verbal:** Students will participate in class discussion and be able to ask questions about unclear aspects of atoms.
 * Interpersonal:** Students will work in teams and during the three-minute review to review and ask questions on protons, neutrons, and electrons.
 * Intrapersonal:** Students work individually on Glogster to reflect on what they learned about the entirety of an atom.
 * Naturalist:** Students will be prompted to find examples of differing atoms in nature.
 * Musical:** Students will be presented an overview of the structure of an atom by listening to a music video about the history of the atom, students may also add audio clips to their Glogster.

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 Glogster 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. 

**<span style="font-family: "Times New Roman","serif";">Extensions **<span style="font-family: "Times New Roman","serif";"> At the end of the lesson, the students are going to be responsible for creating a Glogster that demonstrates their understanding of the history of the atom, as well as all parts of the structure of the atom. A Glogster is a Type II technology because it is another way for students to be interactive with the material they are learning and to gain a better understanding of what has been going on in class. Glogster is a way to create an interactive poster where a student can incorporate text, video, audio, and images. Students will use this technology to incorporate real world examples as well as show connections between the material and the real world**.**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">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: 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="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">Describing Wheel 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";">YouTube Video
 * <span style="font-family: "Times New Roman","serif";">Textbook
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|History of the Atom Rap]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Proton]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Electron]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Neutron]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Nucleus]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Atom]
 * __<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="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";">Glogster
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|History of the Atom Rap] <span style="font-family: "Times New Roman","serif";"> This link leads to an engaging video on YouTube about the overview of the history of the atom, including the parts of the atom, such as the proton, electron, neutron, and nucleus.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Proton] <span style="font-family: "Times New Roman","serif";"> This link leads to a website that clearly provides an explanation on what the proton is, where it's located in the atom, as well as providing a diagram to show the big picture. This description also provides links to other topics related to the proton for further learning.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Electron] <span style="font-family: "Times New Roman","serif";"> This website clearly explains what an electron is and the role it plays in the atom. It shows a picture that shows where electrons are within an atom.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Neutron] <span style="font-family: "Times New Roman","serif";"> This link leads to a website that provides a clear explanation on what a neutron is and the importance of it within the atom. It also includes a diagram to show where it can be found within the atom.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Nucleus] <span style="font-family: "Times New Roman","serif";"> This website provides information on the nucleus and how essential it is for an atom.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Atom] <span style="font-family: "Times New Roman","serif";"> This link brings you to a website that provides detail on the overarching big idea of an atom. It provides a diagram of an atom as a whole.
 * __<span style="font-family: "Times New Roman","serif";">General Chemistry: The Essential Concepts __<span style="font-family: "Times New Roman","serif";"> by Raymond Chang This is a textbook that provides great details on the structure of atoms and the history behind the discovery of the atom.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Atomic and Molecular Structure] <span style="font-family: "Times New Roman","serif";"> This lesson plan incorporates dance into the way students show their understanding about how atoms are structured, and what each part of the atom does.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Atomic Structure] <span style="font-family: "Times New Roman","serif";"> This lesson plan focuses on teaching the three main parts of the atom as well as understanding Rutherford's experiments. This site outlines the objectives and strategies for this lesson.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Atoms Family] <span style="font-family: "Times New Roman","serif";"> This lesson plan is about the basics of an atom, and is originally for fifth graders. This can be modified to be more suitable for older grades. Includes worksheets and directions <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">.

**__<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";">
 * Rationale:** Students will be learning about the different parts of the structure of the atom and how they are important for the real-world. The "clipboard" learner will benefit from the use of graphic organizers. The graphic organizers will help the students organize and map out the different parts of the atom and the roles they play. This will provide a reference for students that is easy for them to understand. The "beach ball" learner will not be bored in this lesson because they will be able to do some moving around, especially at the end of the lesson where they are asked to use their bodies to represent the structure of an atom. 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 the different parts of the structure of the atom. They will be encouraged to delve deeper into the material and find real-life applications for the structure of the atom.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Through this lesson students will gain self-knowledge because they will be constantly thinking and analyzing everyday things to see how influential and essential atoms are for existence. 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 things in the real-world are capable of existing. 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 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Social studies is integrated into the lesson by way of learning about the great history of the discovery of the atom. Students will be using Glogster, a Type II technology, to create an interactive poster that shows their understanding of the history of the atom, as well as all the parts of the atom. This will help those students who are visual learners because they will be able to incorporate images and videos, as well as audio and text. This helps create an interactive way for students to really engage in their learning and bring it to life. In class students will be taking part in a "Three-minute review" where they will be working with their peers in groups, after working on graphic organizers individually. 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 represent the structure of the atom at the end of the lesson by using their bodies and working with their peers to demonstrate what they've learned. Students will learn about the details of each component of the atom, including sizes and weights, and other classifications particular to that component of the atom. Instructional strategies for the different multiple intelligences are as follows: Logical: Students will learn the structure of an atom in a puzzle-like manner. Visual: Students will be using Glogster to show their understanding of an atom in a visual format. Verbal: Students will participate in class discussion and be able to ask questions about unclear aspects of atoms. Interpersonal: Students will work in teams and during the three-minute review to review and ask questions on protons, neutrons, and electrons. Intrapersonal: Students work individually on Glogster to reflect on what they learned about the entirety of an atom. Naturalist: Students will be prompted to find examples of differing atoms in nature. Musical: Students will be presented an overview of the structure of an atom by listening to a music video about the history of the atom, students may also add audio clips to their Glogster.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Before the beginning of the unit, 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 unit. 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 Glogster in which they'll demonstrate their understanding of the material and become more familiar with the aspects of an atom. By doing this project, students will be able to apply what they've learned to the real world. The Glogster will be graded by the teacher and students will fill out a self-assessment about the project.

**__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif";">Students will arrive for class and take a seat at desks that are set up in four sets of clusters. The desks will be arranged this way for the purpose of the cooperative learning exercise that will take place in the class. Students will be asked to sit the designated cluster of desks that represent their favorite season. These will create the groups in which they'll work with throughout the activity. Once students are situated, class can move forward.
 * 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.

__Day One:__ Students will arrive and coordinate seating with their peers of similar favorite seasons. (5 minutes) The "hook," or YouTube video, will be introduced. (5 minutes) The concepts of the history of atoms will be introduced. (30 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 three main parts of the atom will be introduced. (30-40 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 class will discuss the importance of knowing the history and structure of the atom. (10 minutes) Students will pass in their graphic organizer to be assessed for feedback. (1 minute) Homework will be assigned in regards to the Glogster. (3 minutes) With the remaining time in class, students will be asked to demonstrate the structure of the atom by using their bodies to represents various parts of the atom. (5 minutes)

Through lesson one, students will understand that matter is the building blocks in which the universe was created. The things we use everyday wouldn't exist without matter which consists of atoms. Students will be able to connect what we learn to real-life examples. The Maine Learning Result that lesson one 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 the students will watch a YouTube video called the <span style="color: blue; font-family: "Times New Roman","serif";">[|"History of the Atom Rap"] <span style="font-family: "Times New Roman","serif";">. This will provide an overview of atoms and the history behind it. This will help students to start thinking in depth about atoms.
 * Where, Why, What, Hook, Tailors: Visual, Intrapersonal, Verbal, Logical, Musical**

At the end of this lesson, students will know what atoms are, and how neutrons, protons, and electrons are important. During the lesson, students will be introduced to <span style="color: blue; font-family: "Times New Roman","serif";">[|protons] <span style="font-family: "Times New Roman","serif";">, <span style="color: blue; font-family: "Times New Roman","serif";">[|electrons] <span style="font-family: "Times New Roman","serif";"> ,and <span style="color: blue; font-family: "Times New Roman","serif";">[|neutrons] <span style="font-family: "Times New Roman","serif";">. (See content notes). The overview of atoms and their components of the structure, as well as a <span style="color: blue; font-family: "Times New Roman","serif";">[|brief overview of the history of atoms] <span style="font-family: "Times New Roman","serif";">will be introduced in the "hook" of the lesson by watching the <span style="color: blue; font-family: "Times New Roman","serif";">[|"History of the Atom Rap"] <span style="font-family: "Times New Roman","serif";"> .Students will be asked to make connections to the real world as the material becomes more clear to them. Students will then be introduced to the idea of using a describing wheel graphic organizer to organize the history and the structure of an atom. 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's important to their daily lives.
 * Equip, Explore, Rethink, Tailors: Visual, Verbal, Logical, Naturalist**

Students will participate in a cooperative learning activity, "Three-Minute Review," 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. Students will be working within their groups that they were assigned to at the beginning of the lesson. Students will be expected to be active participant in class discussions to come to a solid understanding on what atoms are all about. This will cause each student to think about why atomic structure is important. 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 Glogster and will receive feedback from the teacher based on a checklist for scoring for final revisions. Students will be able to model the structure of an atom, including all parts of an atom, and be able to explain each aspect of an atom.
 * Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal, Logical, Visual**

Students will be given the opportunity to self-assess during the cooperative learning activity. Students will think about the structure of atoms and the history of the atom, and why it is important to us today. After collaborating with their peers and taking part in class discussions, students will be able to assess their understanding. At the end of class, students will be asked to represent the structure of the atom by using their bodies (for example, a few students are the nucleus, surrounded by students moving around representing electrons). The graphic organizers will be collected at the end of 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 Glogster based on what they learn and understand in class about the history and structure of the atom. Recognizing the importance of atoms as the building blocks for the universe is the basis for the unit.
 * Evaluate, Tailors: Kinesthetic, Logical, Verbal, Intrapersonal**


 * Content Notes**
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|History of the Atom Rap] <span style="font-family: "Times New Roman","serif";"> This is a great introduction to the ideas of an atom. It's an engaging music video, created by other students, which addresses the parts of an atom, as well as a brief history of the atom. The information is presented in a very creative, original way, that is sure to reach the students.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Proton] <span style="font-family: "Times New Roman","serif";"> Protons carry a positive charge, and can be found in the nucleus of an atom. They have a mass of 1.6726e-24 grams. Protons are much larger than electrons and are about the same size as neutrons
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Electron] <span style="font-family: "Times New Roman","serif";"> Electrons carry a negative charge, and are found in electron clouds surrounding the nucleus of an atom. Electrons have a mass of 9.11e-28 grams. Discovered using a cathode ray.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Neutron] <span style="font-family: "Times New Roman","serif";"> Neutrons are particles that are found in the nucleus of an atom, with protons. Neutrons don't carry an electrical charge. Discovered by James Chadwick in 1932, using a sheet of beryllium and alpha particles.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Nucleus] <span style="font-family: "Times New Roman","serif";">Ernest Rutherford is the one who came up with the theory that most of an atom is space, and that most of the atom’s mass takes place in one central spot. He did experiments with foils of gold and other metals to use as targets from a radioactive source. The particles that came from this source either slightly deflected, or they didn’t deflect at all, and occasionally a particle deflected at a large angle and sometimes a particle bounced right back in the same direction. Since most of these particles just passed right through, he proposed that all the positive charges of an atom are located in the nucleus, which is the dense central core within the atom.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Atom] <span style="font-family: "Times New Roman","serif";">An atom is the basic unit of an element that can enter into a chemical combination. John Dalton is the scientist that started doing research on the atom and came up with the atomic theory which is based on four parts: all elements are composed of atoms, all atoms of a given element are identical, compounds are composed of more than one type of atom, and atoms cannot be created nor destroyed in a chemical reaction.
 * __<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 atomic number is the number of protons in the nucleus of an atom. The mass number is the total number of neutrons and protons present in the nucleus of an atom in an element.
 * <span style="font-family: "Times New Roman","serif";">Handouts **
 * <span style="font-family: "Times New Roman","serif";">Describing Wheel Graphic Organizer
 * <span style="font-family: "Times New Roman","serif";">Self-Assessment
 * <span style="font-family: "Times New Roman","serif";">Pre-Assessment
 * <span style="font-family: "Times New Roman","serif";">Checklist for Glogster