L5+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:** 5 Explanation
 * Grade Level:** 9
 * Topic:** Fusion and Fission

__**Objectives**__
Student will understand that there is a relationship between matter and energy. Student will know fusion, fission, and energy release. Student will be able to contrast fusion and fission.

__**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:** Fusion and fission are involved in vary intense releases of energy that could potentially be dangerous if not regulated.

__**Assessment**__
Understanding will be assessed by looking at the content on the flow charts to ensure the necessary information is on them. The teacher will regularly be engaging students to clarify misconceptions and questions that may arise. At the end of each class, students will write reflections in their blogs on what they have learned and questions on the information.
 * Formative (Assessment for Learning)**

Students will work in groups to write a song and record it using garageband. The students will be free to write the song as they wish, but must contrast fusion and fission, including information on each. The songs will be posted to the students blogs and will be graded based on content. In addition each student will be required to comment on another students song and give a critique of its information. 10% of the grade will be based on the comments that are made on student blogs.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** Students will use the web to research the information on fusion and fission. At the end of each class, students will write their reflections in their blogs. They will also be using garageband to create their songs contrasting fusion and fission.
 * English-** Students will have to write a script for their songs and will have to use correct grammar and punctuation. In addition it may be helpful for students to write the songs in a rhyme.
 * History-** Students will see the connection of nuclear fusion and fission to its use in the creation of the atomic bomb during World War II.

__Groupings__
Students will work in numbered heads together formation to answer questions about fusion and fission. While filling in their flow charts, teammates will work together to learn the information, but when going over questions students with the same number will have the chance to answer out.

__**Differentiated Instruction**__
Verbal: Students will talk when answering questions on fusion and fission and when working together to create the song comparing and contrasting fusion and fission. Visual: Students will see the chart on fusion and fission energy and other various displays of fusion and fission. Logical: Students will put the information on fusion and fission in a logical sequence in their charts and will have to think through the parts to the song on fusion and fission. Kinesthetic: Students will interact in the activity acting out fusion and fission in class. Intrapersonal: Students will express their thought and views on fusion and fission in the numbered heads activity, and will think upon them to include in the song. Interpersonal: Students will work together on the song comparing and contrasting fusion and fission and share ideas amongst themselves. Music: Students will be creating a song to explain what occurs in fusion and fission and to contrast them. Naturalist: Students will see the affects of fusion and fission in nature.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**
 * Absent-** A student who is absent will need to fill out their own tick tack toe boards 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 are not able to work on the songs will have to write their own.

Students will work in groups to write a song and record it using garageband. The students will be free to write the song as they wish, but must contrast fusion and fission, including information on each. The songs will be posted to the students blogs and will be graded based on content. In addition each student will be required to comment on another students song and give a critique of its information. 10% of the grade will be based on the comments that are made on student blogs.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Internet Access Garageband Tutorial

__Source for Lesson Plan and Research__
[] -Picture used for hook. The flow charts can be found under [|graphic organizers]. Information on the numbered heads together can be found under the [|cooperative learning method]. [] - Resource giving information on Fusion and Fission [] - Basic Nuclear Fusion and Fission information [] - Information on Fusion [] information on Fission A [|garage band tutorial] may also be needed.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Students will have the freedom to research information on fusion and fission in the way that they want to, and will express themselves through the creations of the models and their individual work on the songs that represent information on fusion and fission (beach ball). The flow charts will allow the students to organize their thoughts in a detailed way and students will see how fusion and fission is related to the world around them both naturally occurring and man produced (clipboard). Students will be analyzing the details associated with fusion and fission as well as how they produce energy (microscope). Students will be supported by their group members in learning and will be listened to openly when presenting ideas for the model and song that is produced (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 fusion and fission and how they relate to the interaction of matter and energy. The students will know what fusion and fission are as well as the conditions that cause them. They will also understand what components of fusion and fission produce a release of energy and why. Students will be able to relate fusion and fission to man produced examples as well as in interactions in the world. 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:**

**Verbal-** Students will talk when answering questions on fusion and fission and when working together to create the song comparing and contrasting fusion and fission. **Visual-** Students will see the chart on fusion and fission energy and other various displays of fusion and fission. **Logical-** Students will put the information on fusion and fission in a logical sequence in their charts and will have to think through the parts to the song on fusion and fission. **Kinesthetic-** Students will interact in the activity acting out fusion and fission in class. **Intrapersonal-** Students will express their thought and views on fusion and fission in the numbered heads activity, and will think upon them to include in the song. **Interpersonal-** Students will work together on the song comparing and contrasting fusion and fission and share ideas amongst themselves. **Music-** Students will be creating a song to explain what occurs in fusion and fission and to contrast them. **Naturalist-** Students will see the affects of fusion and fission in nature.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Students will express what they have learned in a type II way by creating a song on comparing and contrasting fusion and fission.

The teacher will regularly give feedback by looking at the content on the flow charts, and by constantly going around the room making sure that students understand what they are learning. When the students work on their models and in the answering of questions,the teacher will clarify understanding. In all aspects of the lesson the teacher will be looking for understanding in the students and will be clarifying misconceptions. The songs comparing and contrasting fusion and fission will be graded on content and creativity.
 * //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 takes attendance and gives the agenda for the day (10 min)
 * Picture of atomic bomb is displayed and questions are asked (5 min)
 * Students are split into groups of 5 and given flow charts (5 min)
 * Students research information on fusion and fission to fill in flow charts. Teacher walks around and helps students with questions and misconceptions (30 min).
 * Each team is given material to produce their own models of fusion and fission. The students can create their models however they want, but must somehow represent what occurs in fusion and fission. Teacher will help students when needed and clarify instructions (20 min)
 * Students will demonstrate their models and teams will vote on the model that best represents fusion and fission (20 min)
 * Teacher assigns students in each team with numbers, and asks questions based on numbers where only the students with that number can answer (25 min)
 * Students write a reflection of what they learned in their blogs and ask clarifying questions (5 min)

Day 2: 120 min
 * Teacher takes attendance and gives the agenda for the day (10 min)
 * Teacher goes over any questions that were raised in the reflections from the previous class blogs (10 min)
 * Students are split into groups and given directions on creating their songs (15 min)
 * Students work on their songs in groups (75 min)
 * Songs are posted to blogs and students are given time to reflect on what they learned (10 min)

My classroom arrangement will be clusters as this will allow students to work together on the flow charts, models, numbered heads together formation, and the songs they will create. It will allow students to easily share information in their groups and clearly discuss what they are doing throughout the lessons. Student will understand that there is a relationship between matter and energy. Fusion and fission are involved in vary intense releases of energy that could potentially be dangerous if not regulated. Students will also know that there are many examples of fusion and fission in the universe and that they are critical while also having the potential to be dangerous. Students will be able to contrast fusion and fission. The hook that will be used is a photo of an atomic bomb explosion from World War II. **Where, Why, What, Hook,** **Tailors: Visual, Verbal, Logical, Intrapersonal, Interpersonal, Naturalist.**

Students will know fusion and fission and how it relates to nature and man produced interactions. This information will be found in various websites and will be explored using flow charts, student discussions, demonstrations, answering of questions, and the creation of a song. By using this method, students will be able to review the information on the websites that I have provided as well as to use their own knowledge to discover all that this topic has to offer. The organization of the flow charts will help students to keep the information in a clear and easy to process way for themselves. When creating the models students will have the opportunity to share the learned information. The teacher will look over flow charts and listen in on discussions to provide feedback and clarify misconceptions. **Equip, Explore, Tailors: Visual, Verbal, Logical, Kinesthetic, Interpersonal, Intrapersonal, Naturalist.**

Students will use the numbered heads together formation to help share individual understandings and so that other teammates can hear the information in different ways. The teacher will be asking questions and clarify misconceptions found in answers. When working on the flow charts students will have the opportunity to ask teammates questions and to clarify their understanding of fusion and fission. Creating the models will cause students to think more deeply about the details required for fusion and fission and to determine how best to represent them. This process will solidify the material in the students' minds. Students will be able to assess other group models and will vote on which one best represents fusion and fission. Students will be able to see how fusion and fission are related to the world and the universe. The songs will be reviewed by students and comments will be made as to how the songs portrayed accurately how fusion and fission occur. At the end of class, students will get the opportunity to share what they have learned and any questions they may still have on fusion and fission. Time will be given in class for students to work on their songs so that questions can be asked and feedback can be given. **Revise, Rethink, Refine, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic, Musical, Naturalist.**

Understanding will be assessed by observing the information presented on the flow 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 creating the models, the teacher will ask questions of groups to ensure clarity and listen for misconceptions. The questions that are asked in the numbered heads together formation will be direct and will help the teacher to assess understanding. The songs will be graded on content as to whether the students included the information on how fusion and fission occur, as well as on the comment that is made on another teams song. **Evaluate, Tailors: Visual, Verbal, Logical, Interpersonal, Intrapersonal, Musical, Naturalist.**


 * Content Notes**

Fission- Fission is the splitting of the nucleus of an atom into a smaller atom and releasing energy. The process occurs when a particle or neutron strikes the nucleus of an atom and causes it to split. Fission releases a large amount of energy either as heat, radiation, or gamma rays. Fusion- Fusion is the combining of two atomic nuclei to create a larger one also releasing large amounts of energy. The process of fusion requires large amounts of pressure to force the atomic nuclei together. The release of energy is caused as a result of the lower mass found in the newly formed nucleus as opposed to the masses of the original nulcei, this mass is converted into energy. Fusion is the energy source of the sun, created by combining hydrogen nuclei to create helium nuclei. It was also used to create the atomic bomb.

Flow Charts
 * Handouts**