L2+Roy,+Matthew

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 2 **__Facet:__** Perspective **__Numbers of Days:__** 2-3 Days (80)
 * __ Teacher’s Name __**** : ** Matt Roy
 * __ Grade Level __**** : ** 9-Diploma
 * __ Topic: __** Sub Atomic Structure


 * __PART I: __**

Student will understand that the living world around us is the aggregate sum of countless, seemingly invisible, chemical processes/interactions.
 * __Objectives __**

Student will know vocab words like atom, neutron, proton and electron and understand critical details like atomic structure

Student will be able to do compare and contrast the different sub-atomic particles.


 * Product: ** Students will create a pod-cast simulating an interview explaining basics of atomic structure. Following two lessons building on their understanding of atomic structure and create a podcast as a mock interview. For the interview the class will be partnered up, one partner will assume the role of the interviewer while the other partner will play a prominent figure in the history of atomic structure such as Neils Bohr. Again, I would like for students to assume that their audience has never had any interaction with atomic structure thereby encouraging students to really break the material down into its most basic components.

//Maine Learning Results // //Content Area: Science and Technology// //Standard Label: D The Physical Setting// //Standard: D3 Matter and Energy// //Grade Level Span: 9-Diploma// **//Students describe the structure, behavior, and interactions of matter at the atomic level and the//** **//relationship between matter and energy.//**
 * __Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**


 * Rationale: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson satisfies the targeted learning result by reinforcing students' understanding of atomic structure, thus giving meaning to the term "atomic level".


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


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pre-Assessment: __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At the beginning of the class I will administer a quick 5 question questionnaire to evaluate retention from the previous lesson.


 * __<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 – **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the class, students will be asked to fill out a venn-diagram plotting the differences and similarities between the sub-atomic particles. As they fill this out individually I will be circulating around the room seeing where students are at as far as understanding is concerned.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will get more feedback when the individuals consolidate into their per-determined groups from the beginning of the year. These groups will discuss the similarities and differences between their venn-diagrams and work together to identify knowledge gaps and misconceptions. I will continue circulating around the room to direct conversation and answer questions that arise in group time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a pod-cast simulating an interview explaining basics of atomic structure. Following two lessons building on their understanding of atomic structure and create a podcast as a mock interview. For the interview the class will be partnered up, one partner will assume the role of the interviewer while the other partner will play a prominent figure in the history of atomic structure such as Neils Bohr. Again, I would like for students to assume that their audience has never had any interaction with atomic structure thereby encouraging students to really break the material down into its most basic components.
 * __<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;">Throughout this assignment students will be asked to use podcasting as a type 2 technology. Throughout this assignment students will need to use sound editing software as well as podcast publishing technology on the internet.


 * <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 asked to use research skills in history to look into prominent chemists that helped develop what we know today about atomic structure and assume the role of this person in a mock interview.


 * __<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 - **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will work individually on their venn-diagrams then consolidate into their per-determined groups from the beginning of the year. These groups will discuss the similarities and differences between their venn-diagrams and work together to identify knowledge gaps and misconceptions. I will continue circulating around the room to direct conversation and answer questions that arise in group time.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">For the interview the class will be partnered up, one partner will assume the role of the interviewer while the other partner will play a prominent figure in the history of atomic structure such as Neils Bohr. Partners will be assigned randomly as I walk around the room with a stack of cards with colored stars in the middle (not visible), the color of the star will determine who is partnered with whom.


 * __<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;"> Notes on the board as well as pictures will aid students in their understanding of sub-atomic particles

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Listening to my speaking and delivery of the material through spoken word will aid understanding of the difference between subatomic particles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The venn-diagram of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** The rhyme as the exit ticket will help to engage musical learners with the difference between sub-atomic particles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will first fill out their venn-diagrams organizing the characteristics of the sub-atomic partices alone, thus allowing them to think individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of the differences between sub-atomic particles.


 * __<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;">Throughout this assignment students will be asked to use podcasting as a type 2 technology. Throughout this assignment students will need to use sound editing software as well as podcast publishing technology on the internet.


 * <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 demonstrate their understanding a little further by discussing isotopes and ions and the roles that sub atomic particles play in creating them.


 * __<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;">1:1 laptop
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Garage Band or other audio software
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Podcast Publishing website/software
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Garage Band Tutorial Handout
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Podcast Tutorial Handout
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Venn Diagram 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;">(W) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2.1 Students will understand that the living world around us is the aggregate sum of countless, seemingly invisible, chemical processes/interactions **(Where?)**. It is important to understand theses interactions if we are to fully understand why things are the way they are **(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)** 2.2 Students will be shown a video about nuclear fission, will most likely contain pictures of atomic blasts and will hopefully catch attention.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)** 2.3 Students will know vocab words like atom, neutron, proton and electron and understand critical details like atomic structure **(Equip)**. Students will work alone and then in groups, filling out a venn-diagram plotting the characteristics of the sub-atomic particles **(Explore/Rethink).** Students will remain in those groups and begin working up a script for a mock interview describing the differences between the sub-atomic particles **(Experience).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(R)** 2.4 Students will be given 20-30 minutes to work on their scripts for the pod-cast interview they will be creating **(Rethink).** The groups will then present their ideas briefly to the class, receiving feedback from peers as well as the teacher **(Revise).** Students will then be asked to move forward and begin creating their podcasts **(Refine).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)** 2.5 Students will fill out a short multiple choice questionnaire to serve as a pre-assessment and, before class ends, they will be asked to memorize at least one rhyme associated with the sub-atomic particles and recite one before leaving class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(T)** 2.6

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual:** Notes on the board as well as pictures will aid students in their understanding of sub-atomic particles

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Listening to my speaking and delivery of the material through spoken word will aid understanding of the difference between subatomic particles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The venn-diagram of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** The rhyme as the exit ticket will help to engage musical learners with the difference between sub-atomic particles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will first fill out their venn-diagrams organizing the characteristics of the sub-atomic particles alone, thus allowing them to think individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of the differences between sub-atomic particles.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(O)** 2.7 Students will be able to compare and contrast the different sub-atomic particles **(Perspective).** Product: Podcast. 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;">5 Question Pre-Assessment (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook Activity (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation/Recap of Material (10 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solo Venn Diagram Reflection time (5 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Venn Diagram work (15 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Break into partners (5 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Work on Script (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tech Tutorial (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rhyme Memorization/Exit (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tech Troubleshooting (10 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentations w/ Feedback (70 Minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Sections 1, 2 and 3:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Upon entering the classroom for Lesson 2, students will receive a quick 5 question questionaire based on the material presented in Lesson 1. The answers will help me build an understanding of what information the students retained and what I need to recap again. We will then break into a video documenting the atomic bomb and nuclear fission to give a real world application to atomic structure. While the video is played I will review the answers and tweak my brief presentation to fit the recap that needs to go along with the new information. Next I will go into a brief presentation outlining all pertinent atomic structure information for the lesson while also reviewing any points that may be resulting in knowledge gaps or misconceptions. Following my presentation, students will be provided with a three circle venn diagram to serve as the graphic organizer to assist students with thinking about what they know about the sub-atomic particles. Students will work with the graphic organizers alone for about 5 minutes, filling in everything they know. As I circulate around the room, I will be available to answer questions and I will also be able to gauge any areas that still may be causing students difficulty. Students will get into one of their work groups (assigned at the beginning of the year) and bring their venn diagrams to build on them even more. While in the groups, students will be encouraged to engage in discussion and develop their understanding. I will be circulating throughout the class room making myself available to answer questions and then also help direct conversation down a more focused path. Once group work is complete I will have students return to their seats while I prepare to break the class into groups of two. To do this I will have prepared a deck of cards, each card will have a particular color star on it. Students will draw cards (one each) and pair up with the other student that drew the same color. Once the partners have been set, students will begin working on a script for the podcast that they will create for homework. I will give a brief presentation on how to use programs such as Garage Band and show how they Once they are done with their script, students will be asked to memorize a provided rhyme that has to do with atomic structure and recite it to me as they leave the class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Where, Why, What, Hook, Equip, Explore and Tailors** visual, verbal, logical, musical, interpersonal, intrapersonal.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From the Textbook: Chemistry by Raymond Chang. 9th Edition. McGraw-Hill Higher Education. 2007
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Democritus: Greek philosopher, founder of Atomic Theory. Believed that all matter was composed of extremely small and “indivisible” particles which he named //atomos// (Greek for uncuttable/indivisible).

<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.
 * 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;">Mass of an electron: 9.1 x 10-28 grams… unfathomably small.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Protons and Neutrons: At the turn of the 20th century, scientists were certain of two things: atoms contained electrons, which were known to be negatively charged but, at the same time, atoms themselves are electrically neutral. Therefore, scientists knew that if there were negatively charged components of the electrically neutral atom, then there must be some sort of positively charged component present to balance the charges.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">JJ Thomson: English physicist who played crucial role in initial research of the atom. Thompson is the father of the “plum-pudding” model which proposed that the atom itself is a positively charged sphere with negatively charged electrons “plugged” into it to create neutrality. We now know that this model does not hold true, but the plum pudding model was widely accepted for many years.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ernest Rutherford: Conducted in 1910 the famous “Gold Foil Experiment” that ultimately proved the “Plum Pudding Model” incorrect. Rutherford set up an apparatus that would emit positively charged alpha particles at thin foils of gold. A circular detecting screen surrounded the foil and would detect where the emitted particle struck the screen after being fired at the foil. If Thomson’s model were to hold true, the alpha particle should go directly through because the positive charge was so uniformly spread out over the entire atom. However, the results showed that some alpha-particles were deflected at quite high angles relative to the foil. This showed that there must then be a concentrated area of positive charge within each atom. Rutherford later went on to further explain his results by stating they showed that the atom must be composed largely of empty space, which would explain why some alpha particles traveled straight through. While the atom is made up largely of empty space, Rutherford went on to explain how his results showed that all of the positive charge in an atom must then be concentrated within an area that he called the nucleus. When an alpha particle came within close proximity of this nucleus it would experience a repulsive force from the positively charged entity within the nucleus, causing the deflection. We now know that these positively charged entities are called protons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mass of Proton: 1.67 x 10-24 grams, still small but almost 2,000 times greater than an electron.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Neutron: Rutherford’s model left one key problem unsolved. Scientists were able to find that the nucleus of a hydrogen atom had one proton, while the nucleus of helium had two. Therefore, if electrons (having almost negligible mass) and protons were the only sub atomic particles, it would stand to reason that the ratio of mass between helium and hydrogen would be 2:1 since Helium had 2 protons to hydrogen’s 1. This, however, was not the case, the ratio is actually 4:1 which raised the huge question of where the extra mass was coming from. There had to be some other sub-atomic particle that had yet to be accounted for.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">James Chadwick: English physicist, in 1932 bombarded a thin sheet of beryllium with alpha particles inducing the emission of very high-energy radiation. Continued experiments, and later experiments down the line, showed that this radiation actually contained a third particle that Chadwick named neutrons. Chadwick was able to show that these particles were electrically neutral and had a mass that was slightly greater than that of protons.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Garage Band Tutorial Handout
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Podcast Tutorial Handout
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Venn Diagram Handout
 * __<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;">The graphic organizer will help the Clipboard learning style organize their thoughts into a logical format and serve as a benchmark along the way to completing the performance task.


 * //<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: //** //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be given many opportunities in the podcast to be creative and choose an avenue they are interested in. //


 * //<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;">Students will know vocab words like atom, neutron, proton and electron and understand critical details like atomic structure
 * //<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;">Perspective was used in this lesson because students are asked to compare and contrast between the sub-atomic particles.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facet: //**


 * //<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 atomic structure was planned around the facet “Perspective”. This lesson focuses primarily on the interactions of matter at the atomic level.
 * //<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;"> Notes on the board as well as pictures will aid students in their understanding of sub-atomic particles

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Listening to my speaking and delivery of the material through spoken word will aid understanding of the difference between subatomic particles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The venn-diagram of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical:** The rhyme as the exit ticket will help to engage musical learners with the difference between sub-atomic particles.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will first fill out their venn-diagrams organizing the characteristics of the sub-atomic particles alone, thus allowing them to think individually.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of the differences between sub-atomic particles.

//** Type II Technology: **//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Throughout this assignment students will be asked to use podcasting as a type 2 technology. Throughout this assignment students will need to use sound editing software as well as podcast publishing technology on the internet.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Special care was taken to make sure that most of the intelligences were met and iMovie was employed to get the students more interested in participation.


 * //<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;">Formative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the class, students will be asked to fill out a venn-diagram plotting the differences and similarities between the sub-atomic particles. As they fill this out individually I will be circulating around the room seeing where students are at as far as understanding is concerned.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will get more feedback when the individuals consolidate into their per-determined groups from the beginning of the year. These groups will discuss the similarities and differences between their venn-diagrams and work together to identify knowledge gaps and misconceptions. I will continue circulating around the room to direct conversation and answer questions that arise in group time.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a pod-cast simulating an interview explaining basics of atomic structure. Following two lessons building on their understanding of atomic structure and create a podcast as a mock interview. For the interview the class will be partnered up, one partner will assume the role of the interviewer while the other partner will play a prominent figure in the history of atomic structure such as Neils Bohr. Again, I would like for students to assume that their audience has never had any interaction with atomic structure thereby encouraging students to really break the material down into its most basic components.

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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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