L6+Roy,+Matthew

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Matt Roy
 * __Lesson #: __**** 6 **
 * __Facet: __** Interpret
 * __Grade Level __****: **9-Diploma
 * __Numbers of Days: __** 2
 * __Topic: __** Periodic Table (Applied)


 * __PART I: __**


 * __Objectives __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will understand that **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> the Periodic Table is a tool to be read and used to aid our understanding of the physical world.


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


 * <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;">translate the Periodic Table into useful information.


 * <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 create a comic documenting the creation/history of the periodic table. In this comic students will be asked to either create their own illustrations or take photographs to create some sort of story documenting the creation of the Periodic Table. Some background information will need to be used in order to help your audience (your peers) understand the research and theory behind what the Periodic Table is used for (possibly covered when discussing why the Periodic Table was created). Students are encouraged to get creative with the assignment, don't think that it needs to be a conventional comic, feel free to narrate if you wish or incorporate video software as you see fit.

<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;">Rationale: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson meets the targeted standard by examining how the Periodic Table can be used as a tool to tell us more about atomic behavior.


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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">While students explore on their own and in groups, 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 I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a comic documenting the creation/history of the periodic table. In this comic students will be asked to either create their own illustrations or take photographs to create some sort of story documenting the creation of the Periodic Table. Some background information will need to be used in order to help your audience (your peers) understand the research and theory behind what the Periodic Table is used for (possibly covered when discussing why the Periodic Table was created). Students are encouraged to get creative with the assignment, don't think that it needs to be a conventional comic, feel free to narrate if you wish or incorporate video software as you see fit.
 * __<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;">Type Two technology will be integrated in the form of a Comic Life project.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson will require proficiency in mathematics as conversions and calculations will be required.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">No graphic organizer is used during this lesson, students will be exploring the Periodic Table in their own way. Cooperative Learning will take place in the form of simple group discussion and then again in the “One Show-One Go” technique which will be used during the presentations.
 * __<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;">For the summative assessment students will be allowed to create their own pairs for the completion of the assignment. Students will be asked to fill out group self assessments in order to ensure that each member had an equal share in the creation of the product.
 * <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: T **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">he visual aid of the Periodic Table and the interactive table itself will help engage and stimulate visual learners in the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal/Linguistic:** Lecture time on the Periodic Table will stimulate those students that need to hear things spoken or see them written.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Organizing ideas for a comic life in a storyline will help students gather their thoughts in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Solo work time with the interactive Periodic table will allow students plenty of reflection and understanding time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Group work planning the comic life assignment will give students a chance to collaborate and enhance their understanding of the Periodic Table.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** The activity where students move around on the Periodic Table placed on the floor will give kinesthetic learners a chance to physically interact with the material.


 * __<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 Two technology will be integrated in the form of a Comic Life project.


 * <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 see if they can recognize any trends in the Periodic Table when they are exploring. Certain patterns are present in electronegativity and radius.
 * __<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 laptop
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comic Life
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Periodic Table

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.ptable.com] Interactive Periodic Table resource
 * __<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;">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;">(W) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">6.1 Students will understand that the Periodic Table is a tool to be read and used to aid our understanding of the physical world **(Equip).** Students will want to know this because it's important to know how our previous knowledge applies to real world tools **(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)** 6.2 I will introduce the Interactive Periodic Table to the class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)** 6.3 Students will know critical ideas like atomic structure and vocabulary like column and period. **(Equip).** Students will work individually with the Interactive Periodic Table and take note of the tools it provides and the trends they notice. Students will then move to a grid that has been laid out on the floor in the shape of the Periodic Table and I will instruct students to move in certain ways and students will be asked to think about how things like electronegativity and atomic radius change as you move about the Periodic Table **(Explore/Rethink).** Students will then break into small groups and begin preparing ideas for a comic life about the Periodic Table **(Experience).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(R)** 6.4 Students will be given time in class to work together and create a storyline for a comic outlining the history and uses of the Periodic Table **(Rethink).** I will circulate through the room giving feedback based on questions and conversation that I hear **(Revise).** Upon approval of the story line, students will then create their group comic life **(Refine).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)** 6.5 A short quiz will be used at the beginning to see where students are at with their level of understanding the Periodic Table, the outlines will serve as the exit ticket formative assessment **(Evaluate).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(T)** 6.6

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual: T**he visual aid of the Periodic Table and the interactive table itself will help engage and stimulate visual learners in the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal/Linguistic:** Lecture time on the Periodic Table will stimulate those students that need to hear things spoken or see them written.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Organizing ideas for a comic life in a storyline will help students gather their thoughts in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Solo work time with the interactive Periodic table will allow students plenty of reflection and understanding time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Group work planning the comic life assignment will give students a chance to collaborate and enhance their understanding of the Periodic Table.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** The activity where students move around on the Periodic Table placed on the floor will give kinesthetic learners a chance to physically interact with the material.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(O)** 6.7 Students will be able to translate the Periodic Table into useful information **(Interpret).** Product: Comic Life. Days: 2 (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;">Day 2:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation/Hook (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solo Work with Periodic Table (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Work Time with Periodic Table (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Floor Periodic Table Activity (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Break into pairs for Comic Life (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduce Comic Life (25 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Time to work on Comic Life (30 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentations (40 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wrap up of class/reflection time (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 the Periodic Table is a tool to be read and used to aid our understanding of the physical world. The information presented in this lesson is important to the students because it will give them a real world application of all the information that we have been focusing on throughout the unit. 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 comic life presentation should aid me in making sure that students have understood the message that I have tried to relay throughout the lesson. In order to help hook the students prior to the beginning of the lecture I will “unveil” the Interactive Periodic Table tool to the class for the first time. I will display some of the features but a later portion of class will be dedicated to the exploration and understanding of how the Interactive Periodic Table works.
 * <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, Logical.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Second Section: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The important thing to note about this lesson is the exploration of the Periodic Table. I believe that the interactive Periodic Table tool will be an extremely useful one in allowing the students to enrich their understanding of the information contained in the Periodic Table, granted some of the information in this tool is much more comprehensive than any other Periodic Table but it contains all of the basics (and then some). Solo exploration will take place and then students will break into their predetermined seasonal groups to share their findings and further enhance their understanding of the information. While this is taking place I will set up our floor Periodic Table grid and ask students to stand on the grid, asking them to reflect on how their movements about the grid effect atomic attributes such as electronegativity and radius. Understanding will be constantly checked as I float about the classroom gauging discussion and posing questions to see where students are at with the material. See Content Notes section for detailed notes on material.
 * <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 “interpret” was chosen because, throughout the lesson, students are asked to draw information from a tool (in this case the Periodic Table). Students will be grouped in their pre-determined seasonal groups for the class work and I will allow students to pair themselves up for the comic life assignment. I will have a team self assessment filled out by each team member so that I can ensure each team member contributed to the creation of the final product. Comic Life will be used as a vessel for students to present the evidence of their learning. Rather than having them present one by one to the entire class I will have each team present at stations and employ a “One Show-One Go” technique to avoid from having the same presentation take place again and again risking the loss of student interest. Student feedback will be given through the “One Show-One Go” method and I will provide my own feedback as I float from presentation to presentation. Ultimately a rubric will be used in the grading of the final product.
 * <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 a team self assessment filled out by each team member so that I can ensure each team member contributed to the creation of the final product. Feedback from myself will be provided immediately as I will be filling out rubrics as I float through the presentations. I will have suggested to students that they work on the Comic Life for homework even though they are given class time to complete it, this will connect to future lessons as the information is vital to the completion of the final Unit Summative product.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Interpersonal, 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;">Period: Row on the periodic table. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Column: Column on the Periodic table
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Atomic Mass Number: Number for each element that denotes the mass of one atom of the given element. If we state the atomic mass number in grams (as opposed to amu’s) then we know the molar mass of that given element. In other words we know how many grams of the substance we need to have one mole of it.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mole: The unit given to quantify 6.02x1023atoms of a given element. While molar mass changes, the number of atoms in a mole never changes. This number is known as Avogadro’s number.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groups: Periodic Table is broken into multiple Groups:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Alkali Metals
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Alkaline Earth Metals
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Transition Metals
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Non Metals
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Halogens
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Nobel Gases

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dmitri Mendeleev: Russian chemist responsible for the invention of the original Periodic Table of the Elements in the late 1800’s.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">No Handouts necessary for this lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**


 * __<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 critical ideas like atomic structure and vocabulary like column and period.
 * //<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;">Interpret


 * //<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 was planned around the facet “Interpret” with the intent of teaching students how to read and interpret the Periodic Table to gather important information.


 * //<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: T **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">he visual aid of the Periodic Table and the interactive table itself will help engage and stimulate visual learners in the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal/Linguistic:** Lecture time on the Periodic Table will stimulate those students that need to hear things spoken or see them written.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Organizing ideas for a comic life in a storyline will help students gather their thoughts in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Solo work time with the interactive Periodic table will allow students plenty of reflection and understanding time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Group work planning the comic life assignment will give students a chance to collaborate and enhance their understanding of the Periodic Table.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic:** The activity where students move around on the Periodic Table placed on the floor will give kinesthetic learners a chance to physically interact with the material.


 * //<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 Two technology will be integrated in the form of a Comic Life project.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attention was paid to ensure that the Multiple Intelligences were kept in consideration during the planning of both this lesson as well as the summative Comic Life assignment.


 * //<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;">While students explore on their own and in groups, I will be floating around assisting and directing conversation. 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 create a comic documenting the creation/history of the periodic table. In this comic students will be asked to either create their own illustrations or take photographs to create some sort of story documenting the creation of the Periodic Table. Some background information will need to be used in order to help your audience (your peers) understand the research and theory behind what the Periodic Table is used for (possibly covered when discussing why the Periodic Table was created). Students are encouraged to get creative with the assignment, don't think that it needs to be a conventional comic, feel free to narrate if you wish or incorporate video software as you see fit.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attention was paid to balance formal and informal assessment strategies to ensure my best understanding of student learning needs throughout the lesson. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**
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