L1+Roy,+Matthew

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 1 **__Facet:__** Empathy **__Numbers of Days:__** 2 (80)
 * __ Teacher’s Name __**** : ** Mr. Roy
 * __ Grade Level __**** : ** 9-Diploma
 * __ Topic: __** Sub Atomic Structure


 * __PART I: __**

Student will understand that that the living world around us is the aggregate sum of countless, seemingly invisible, chemical processes/interactions. Student will know vocabulary words like atom, proton, neutron, electron and nucleus. Student will be able to assume the role of sub-atomic particles in order to gain an understanding of atomic structure.
 * __Objectives __**
 * Product: **Summative Quiz

//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 __**


 * <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 satisfies the targeted learning result by introducing students to atomic structure, thus giving definition to "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;"> Students will complete a matched pairs/multiple choice questionnaire to assess initial understanding.


 * __<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 hook, I will be able to see students as they place themselves around the mapped out "atom" on the floor and be able to assess understanding as it develops. I expect students to be apprehensive/slow to move at first as many may not have had any exposure to atomic structure. However, I believe that as time goes on I will be able to see students become more and more comfortable with the roles I assign them to and where they need to be.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Peer feedback will be given using the "Two Show, Two Go" technique during the lesson while students are presenting their storyboards. I will circulate as a member of the audience while students are presenting and help direct conversation and stimulate creative thought about the direction of the project. All feedback will be vocal as I would like these presentations to move quickly and be informal.


 * __<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;">Following the lesson on sub-atomic structure and bonding, students will be asked to complete a Google documents quiz to assess their understanding of the material.


 * __<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;">Students will use Type II technology in the form of an iMovie documenting the atomic structure and a brief bit of history for this 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 asked to do some research on the history of atomic structure and include the information in the movie.


 * __<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 be asked to work alone and create a word web outlining what they have learned about the various sub atomic particles, branching off whatever characteristics and pertinent information they can think of. After 10 minutes students will break into groups which have been determined earlier in the year (random categories, i.e. cowboys, armadillo, etc.) and the groups will share and expand on each member's word web.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There is no group summative assessment for this lesson and thus students will not be broken up further.


 * __<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;">Kinesthetic: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will first fill out their word-webs organizing the aspects of atomic structure 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 atomic structure.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** The word web 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;"> **Verbal:** Listening to my speaking and delivery of the material through spoken word will aid understanding of 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;">Students will use Type II technology in the form of a Google Docs quiz.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">While most of the class will be focusing on primarily first row elements, I will ask the gifted students to investigate larger elements and maybe even have them look into some of the transition metals.


 * __<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;">Taped out space for atom activity
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Power Point
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Word Webs
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Access to 1:1 laptop
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Google Docs Quiz
 * __<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: 17.3333px;">(W) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.1 Students will understand that the living world around us is the aggregate sum of countless, seemingly invisible, chemical processes/interactions **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Where?) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. It is important to understand theses interactions if we are to fully understand why things are the way they are **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Why?) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. **//<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy //****<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> (What?). **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(H) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.2 Before students arrive, colored note cards will be distributed randomly to the desks with each color representing a sub atomic particle: blue for neutrons, red for protons and black for electrons. On the floor I will have mapped out an empty shell model of an element large enough to support the number of students in the class. The students will be instructed to stand at the appropriate tape to bring life to the shell model. I will then explain how they have just mapped the atomic structure for the given element and that will segue into the lesson on atomic structure.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(E) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.3 Students will know vocabulary words like atom, proton, neutron, electron and nucleus **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Equip) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. Students will work alone and fill out a [|word web] outlining the sub-atomic particles and the unique characteristics of each and then the class will consolidate into small groups and will work together to identify and fill in any knowledge gaps that may still exist as best as they can, any further questions can be answered following group work **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Explore/Rethink) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. While in these small groups, students will be encouraged to begin thinking about the creation of a video introducing the information they have learned regarding atomic structure **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Experience) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(R) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.4 Student groups of four will have 30 minutes in class (in addition to time outside of class) to work on a script/storyboard for the 5-10 minute educational video they will create describing the basics of atomic structure **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Rethink) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. Students will create a very simple poster with their story board and follow the "Two Show, Two Go" technique and the groups will make quick presentations of the idea behind their video and receive constructive criticism from their classmates **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Revise) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. Once the story board has been approved, the groups will then film their videos to be presented to the class **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Refine) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(E2) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.5 At the end of the hook activity, students will fill out a matched pairs/multiple choice questionnaire to establish a baseline on understanding. After the first day, students will be given exit tickets before class is dismissed so that any remaining knowledge gaps or misconceptions may be assessed **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Evaluate) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(T) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.6


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">Kinesthetic: **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">Interpersonal: **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> Students will first fill out their word-webs organizing the aspects of atomic structure alone, thus allowing them to think individually.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">Intrapersonal: **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of atomic structure.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">Naturalist: **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">Logical: **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> The word web 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: 17.3333px;">Verbal: **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> Listening to my speaking and delivery of the material through spoken word will aid understanding of sub-atomic particles.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Tailor) **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(O) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;"> 1.7 Students will be able to assume the role of sub-atomic particles in order to gain an understanding of atomic structure **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Empathy) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">. Product: Summative Quiz. Days: 2 (80) **<span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">(Organize) **

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The classroom will be set up with the desks forming a U-shape, this way students are encouraged to engage in classroom discussion rather than simply hide in the back row of the class.

<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;">Hook Assignment (20 mins)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Present Material (25 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solo Word Web time (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Small Group Word Web time (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exit Tickets (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Breaking into Groups to Review Word Webs (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quiz (40 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Go Over Quiz (25 Minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Answer Any Final Questions (5 Minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> When students enter the classroom on Day 1 they will be handed different colored note cards (red, blue and black). Each color corresponds to a particular sub-atomic particle: reds are protons, blues are neutrons and blacks are electrons. Students will then be asked to arrange themselves on a taped out shell diagram on the floor, standing in the appropriate places designated by the color of their card. Once one round is complete, I will redistribute cards and continue shuffling around until the class has had at least three chances to work with the taped out model. Once the hook activity is completed, students will take their seats and I will take roughly 30 minutes and present the important material for today's lesson. Once the material has been presented to the students they will then receive a word web to organize their thoughts and understandings regarding atomic structure. Students will be give 10 minutes to work alone with this graphic organizer when they will break up into one of their pre-determined groups (from the beginning of the year) where they will then expand their understanding by sharing the content of their individual word webs. Students will take information from other word webs in order to create a more substantial and comprehensive word web for their own review. After about 15 minutes of group word-webs, students will then be asked to fill out an exit ticket. This exit ticket will be composed of 3 basic questions pertaining specifically to the material presented in class, the tickets will be collected by me as the students leave the classroom. **Where, Why, What, Hook, Equip, Explore and Tailors:** Kinesthetic, Interpersonal, Intrapersonal, Logical, Verbal, Visual, Interpersonal.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will come into class on the second day and be divided into multiple groups of 4 (arrangements will be made if the class cannot be split in only groups of 4). By this point, <span style="font-family: 'Times New Roman','serif'; font-size: 17.3333px;">students will know vocabulary words like atom, proton, neutron, electron and nucleus <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. Students will come into class and return to their previous groups and review their word webs that they created in order to refresh their memories for the quiz. The quiz will be administered via laptop, with a paper component should students feel uncomfortable using a laptop to take a quiz. By administering the quiz via Google Docs, I will be able to run the Flubaroo script and get instant feedback/grading. Flubaroo will give me a breakdown of each question and see where students are still getting hung up, this will serve as a great discussion starter and assist me in filling any knowledge gaps and fixing misconceptions. **Rethink, Revise, Refine, Evaluate and Tailors:** Intrapersonal, Interpersonal, Verbal, Logical, Visual.

<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;">Word Webs
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quiz
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Exit Tickets
 * __<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: //**// Devices like the word web help organize thoughts while each step of the process builds to a larger and larger understanding of atomic structure. Clear expectations and objectives are provided along the way. //


 * //<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 atom on the floor to manipulate atomic structure on a large scale. //


 * //<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;">Content Knowledge: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know vocabulary like proton, neutron, electron and nucleus and critical details like atomic structure.

<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 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;">Empathy was used in this lesson by having the students assume the role of sub-atomic particles in the hook activity.


 * //<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 “Empathy”. 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;">Kinesthetic: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will first fill out their word-webs organizing the aspects of atomic structure 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 atomic structure.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.

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


 * //<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;">Students will use Type II technology in the form of a Google Docs quiz.


 * //<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 hook, I will be able to see students as they place themselves around the mapped out "atom" on the floor and be able to assess understanding as it develops. I expect students to be apprehensive/slow to move at first as many may not have had any exposure to atomic structure. However, I believe that as time goes on I will be able to see students become more and more comfortable with the roles I assign them to and where they need to be.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Following the lesson on sub-atomic structure and bonding, students will be asked to complete a Google documents quiz to assess their understanding of the material.

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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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