L4+Roy,+Matthew

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

** LESSON PLAN FORMAT **  **__Lesson #:__** 4 **__Facet:__** Explain  **__Numbers of Days:__** 1
 * __Teacher’s Name __****: **Mr. Roy
 * __Grade Level __****: **9-Diploma
 * __Topic: __**Electrons


 * __PART I: __**


 * __Objectives __**
 * Student will understand that ** atomic structure influences behavior


 * Student will know **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">vocabulary words like neutron, proton, electron and critical ideas like atomic structure.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will be able to **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">explain why electrons are important
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Product: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will explain their knowledge of electrons and their purpose. Students will create a blog that introduces what electrons are and what their purpose in the atom is. The student can give examples of electrons in society such as electricity, lightning or static electricity to give some flare to the blog. This blog will be read by your classmates so feel free to assume that your audience has had some background experience with atomic structure and basic chemistry. Please provide at least 3 links to external resources that pertain to the blog. Students will be assigned two blogs from their classmates to read and provide feedback for in the form of comments.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Content Area:// Science and Technology

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Standard Label:// D The Physical Setting

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Standard:// D3 Matter and Energy

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Grade Level Span:// 9-Diploma

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Students describe the structure, behavior, and interactions of matter at the atomic level and the**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **relationship between matter and energy.**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson meets the targeted standard by focusing on electrons and exploring how they relate to electricity and energy.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – While students work to create their scripts, I will be floating around assisting and directing conversation.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Section II – Students will only be working in groups for a brief time as they create their outlines. Additionally, there is no group project, simply a blog post, so that cuts down dramatically on the feedback the student will receive. In response, I will take that into special consideration and be sure that I give my own increased feedback in response to the lack of student feedback opportunities.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will explain their knowledge of electrons and their purpose. Students will create a blog that introduces what electrons are and what their purpose in the atom is. The student can give examples of electrons in society such as electricity, lightning or static electricity to give some flare to the blog. This blog will be read by your classmates so feel free to assume that your audience has had some background experience with atomic structure and basic chemistry. Please provide at least 3 links to external resources that pertain to the blog. Students will be assigned two blogs from their classmates to read and provide feedback for in the form of comments.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology will be integrated into the lesson by having the students create an online blog explaining their understanding of the lesson.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be expected to use proper English and avoid grammar and spelling errors in their response.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use the sequence chart to help organize their thoughts from basic to complex and help them logically organize their ideas.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There will be no group project
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Visual: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Diagrams and physical notes on the board relative to electrons and bonding will help to stimulate the visual learners in the class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal/Linguistic:** The assignment of blogging about electrons will help to engage those students who utilize language (written or spoken) as their primary learning tool.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The Fact Wheel activity will help students organize their understanding of valence electrons in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Time to fill out the fact wheel alone and brainstorm about the blog on electrons will give all learners adequate time to reflect and process individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Collaborative group work is offered to give students a chance to convene and discuss their understanding of electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Keeping the blog assignment focused on electrons and how they specifically function in the natural world will help keep the Naturalist learners engaged.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If a student must miss class I as that they please email me and we can work out a plan for getting them back up to speed. Power Points from class will be posted on the course website to make it easy to access from home. If student doesn't have home computer access, a printout of the lecture can be provided to the student. The student and I will arrange any further meeting times there are needed so that we may catch up on any additional material.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type 2 technology will be used by students in the form of a blog posting for the summative assessment.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted students will be asked to apply their knowledge of electricity and electron movement to explore how household appliances like hair dryers and toasters work in their blog posting.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">One to one laptops
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Blogger introduction
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sequence Chart handout


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]: Good exploration of atomic structure and basic atomic ideas should something take less time than originally anticipated. //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]: Interactive tour of the atom. Great resource should an activity run short. //


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Take all the components and synthesis into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(W) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4.1 Students will understand that atomic structure influences behavior **(Where?).** Students will want to know this because simple things like atomic structure can explain why Carbon is crucial to all Organic Matter. **(Why?). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(H)** 4.2 In order to get the students attention I will chew alka selzter and walk into the room with a foaming mouth.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)** 4.3 Students will know vocabulary words like neutron, proton, electron and critical ideas like atomic structure **(Equip).** Students will work independently on a fact wheel outlining everything they know about electrons then will convene into groups and hear what others have to say and "beef-up" the wheel even more **(Explore/Rethink).** Groups will break and individuals will work on brainstorming for ideas on their blog which will cover their knowledge of electrons and how they apply to our natural world using examples.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(R)** 4.4 Students will be given time in class to work either alone or cooperatively on designing an outline for their blog **(Rethink).** I will circulate around the room giving feedback and direction based on the conversation I hear as I move around the room **(Revise).** For homework, students will create a blog explaining why electrons are important by giving real life examples of how they influence our natural world **(Refine).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)**4.5 Students will be asked to participate in the "Interview Design" activity to serve as a pre-assessment while Exit Tickets will be used as a Formative Assessment. **(Evaluate)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(T)** 4.6

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Diagrams and physical notes on the board relative to electrons and bonding will help to stimulate the visual learners in the class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal/Linguistic:** The assignment of blogging about electrons will help to engage those students who utilize language (written or spoken) as their primary learning tool.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The Fact Wheel activity will help students organize their understanding of valence electrons in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Time to fill out the fact wheel alone and brainstorm about the blog on electrons will give all learners adequate time to reflect and process individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Collaborative group work is offered to give students a chance to convene and discuss their understanding of electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Keeping the blog assignment focused on electrons and how they specifically function in the natural world will help keep the Naturalist learners engaged.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(Tailor)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(O)** 4.7 Students will be able to explain why electrons are important **(Explain).** Product: Blog. Days 1 (80)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(Organize)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook Activity (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation (10 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solo Sequence Chart Time (15 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Sequence Chart Time (15 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Transfer to Outlines (20 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wrap Up (10 Minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">First Section: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The classroom, as always will be set up in a u-shape in order to best facilitate for classroom discussion. By the end of this lesson it is the goal that students will understand that atomic structure influences behavior. The information presented here in this lesson is important because simple things like atomic structure can explain why Carbon is crucial to all Organic Matter. Every lesson in this unit has been designed with the specific standard goal that students will ultimately be able to describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy. The blog entry will allow me to see an open ended response from the students themselves and gauge their understanding in a new and open way.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where, Why, What, Hook, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Verbal, Visual.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Second Section: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In this section we will be taking an in depth look at the interaction of electrons and how we use/interact with them during our lives. Students will be given mostly solo time work on their sequence charts and then work with the students sitting next to them to help develop their own sequence chart a little more. Then students will transfer their sequence chart into an outline for their blog posting. See Content Notes section for more in depth information.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equip, Explore, Rethink, Revise, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal, Intrapersonal, Logical, Kinesthetic.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Third Section: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The facet “explain” was used for this lesson because students will be encouraged to use their prior knowledge to explain everyday phenomenon that we interact with in our own lives every day. There will be no significant group work that will build towards a final product. They will be able to bounce ideas about their blog posting off of their peers but outside of that there are no real peer feedback/group work involved.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal, Intrapersonal, Logical, Visual.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fourth Section: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will have feedback for blog postings in class the next day, providing the most immediate feedback possible given the nature of the assignment. This assignment builds off of old work that we have done in previous lessons and the assignment itself is a homework assignment, not real class time will be given towards overall completion of the work. I feel that the blog entry will allow me to see an open ended response from the students themselves and gauge their understanding in a new and open way.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Intrapersonal.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know….. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">John Dalton: 1808 came up with the first accepted definition of atoms. Definition was composed of four components. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Electrons: Discovered in late 1800’s during scientific fascination with radiation. Cathode ray tube experiment showed that cathode ray is composed of negatively charged particles that could be influenced by a magnetic field.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Atoms building blocks of elements
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Atoms of the same element are identical in every measurable way (size, mass, etc.) but also different from the atoms of every other element.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">More than one atom from different elements coming together and bonding=compound.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reactions do not involve creation or destruction of atoms/elements, simply the “separation, combination or rearrangement of atoms” (Page 42).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cathode Ray Tube Experiment: In a glass tube, virtually absent of all air, a cathode would emit negatively charged beam of particles that were attracted to the positively charged anode which had a hole in the middle directing the beam towards a fluorescent screen. When the beam struck the screen it would cause the screen to fluoresce at or around the site of contact. Scientists were able to influence the trajectory of the beam by introducing a magnetic field in the proximity of the cathode ray tube. Based off of the behavior of the beam when influenced by the magnetic field, scientists were able to deduce that the beam was composed of negatively charged particles.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sequence Chart


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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'; font-size: 16px;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Clipboard: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Learners who favor the clipboard learning style will excel in this activity because the use of a graphic organizer will help them to put their thoughts to paper in a logical fashion. Additionally, the use of a rubric will allow them to see a clear cut list of criteria for the assignment.//


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Microscope: //**// Students will be asked to work with the material while exploring concepts and developing a deep enough understanding so that they can then break the information down and present it to students who have never seen it before. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Puppy: //**// Throughout the year we have developed a cooperative group dynamic. Lots of group work will provide plenty of support for the student and encourage them to explore and try things they may not have on their own. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Beach Ball: //**// Students will be provided with activities like the movie to explore the material in a less traditional manner. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many different activities and methods have been taken into consideration, as demonstrated above, to ensure that the individual learning needs of all my students are met.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will know vocabulary like covalent bond and ionic bond and understand critical details like electron orbitals and different bonds
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Knowledge: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MLR or CCSS: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Content Area:// Science and Technology

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Standard Label:// D The Physical Setting

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Standard:// D3 Matter and Energy

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Grade Level Span:// 9-Diploma

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Students describe the structure, behavior, and interactions of matter at the atomic level and the**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **relationship between matter and energy.**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facet: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson on electrons was planned around the facet “Explain” as they will be asked use their understanding of electrons in order to explain how electrons work in everyday life on the grand scale.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Visual: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Diagrams and physical notes on the board relative to electrons and bonding will help to stimulate the visual learners in the class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal/Linguistic:** The assignment of blogging about electrons will help to engage those students who utilize language (written or spoken) as their primary learning tool.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The Fact Wheel activity will help students organize their understanding of valence electrons in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Time to fill out the fact wheel alone and brainstorm about the blog on electrons will give all learners adequate time to reflect and process individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Collaborative group work is offered to give students a chance to convene and discuss their understanding of electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Keeping the blog assignment focused on electrons and how they specifically function in the natural world will help keep the Naturalist learners engaged.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Type II Technology://** Students will use Type 2 technology in the form of a blog posting.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Special attention was paid to the multiple intelligences to make sure that this lesson was engaging for a variety of learners. I also tried to integrate a computer assignment to add a Type 2 Technology without overwhelming the student with screen time.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – While students work on their sequence charts I will float and direct conversation, help answer questions and gauge understanding.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Section II – Students will be working in groups and will thus be giving each other immediate feedback, I will be floating as well to provide additional feedback.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will explain their knowledge of electrons and their purpose. Students will create a blog that introduces what electrons are and what their purpose in the atom is. The student can give examples of electrons in society such as electricity, lightning or static electricity to give some flare to the blog. This blog will be read by your classmates so feel free to assume that your audience has had some background experience with atomic structure and basic chemistry. Please provide at least 3 links to external resources that pertain to the blog. Students will be assigned two blogs from their classmates to read and provide feedback for in the form of comments.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**

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 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> I feel that I did everything within my power to balance formal and non formal assessment in order to ensure that my students are learning and understanding the material I’m trying to convey. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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