L3+Roy,+Matthew

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 3 **__Facet:__** Apply **__Numbers of Days:__** 2-3 (80)
 * __ Teacher’s Name __**** : ** Matt Roy
 * __ Grade Level __**** : ** 9-Diploma
 * __ Topic: __** Valence Electrons and Bonding
 * __PART I: __**


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

 **Student will know** vocabulary like covalent bond and ionic bond and understand critical details like electron orbitals and different bonds.

 **Student will be able to** apply their knowledge of valence electrons.

 **Product:** Following a lesson on valence electrons and bonding and in-class activities designed for further explanation of bonding, students will be broken into groups of 4 and asked to create a short (5-7 minute) video introducing the same material. This movie will be made under the assumption that it is meant to introduce bonding to a younger and unaware audience (for the purposes of this assignment we will say middle school level students). Due to the fact that this video is intended for a younger audience, the group must assume that the audience knows nothing at all about atomic structure. This will force students to re-evaluate their knowledge and put them in the shoes of a layman (where they were not too long ago) and think about how they would have wanted the information introduced to them. The video should include all basic information on atomic structure and bonding such as protons, neutrons, electrons and orbitals/shells.

Maine Learning Results
 * __Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment __**

 //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.**

 **Rationale:** This lesson meets the targeted standard by introducing bonding thus beginning to explain how structure relates to the interactions of matter at the 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;">Section I – While students work to create a fact sheet about bonding, I will be floating around assisting and directing conversation.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Section II – Students will 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 be broken into groups of 4 and asked to create a short (5-7 minute) video introducing valence electrons and bonding. This movie will be made under the assumption that it is meant to introduce bonding to a younger and unaware audience (for the purposes of this assignment we will say middle school level students). Due to the fact that this video is intended for a younger audience, the group must assume that the audience knows nothing at all about atomic structure. This will force students to re-evaluate their knowledge and put them in the shoes of a layman (where they were not too long ago) and think about how they would have wanted the information introduced to them. The video should include all basic information on atomic structure and bonding such as protons, neutrons, electrons and orbitals/shells.
 * __<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;">Technology: Students will use Type 2 technology in the form of an iMovie project.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Content Areas: Students will be asked to employ basic mathematics when answering questions about number of electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Students will be asked to work alone and create a fact sheet outlining what they have learned about valence electrons and bonding, 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;">Groupings __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Section II – I will pick the groups based on how I feel students will work together. The groups will be assigned when the task/project description is distributed. Each handout will have a name with the appropriate colored star on the assignment description and the color of the star will determine which group the student is in.


 * __<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 valence electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Group discussions will help the verbal learners get time conversing about the topic and engaging them in valence electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Creating a compare and contrast fact sheet for each type of bond will help students organize information in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will be given alone time to think about their understanding of valence electrons after they have created their fact sheet thus allowing for reflection and processing.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Group work to identify knowledge gaps or misunderstandings about valence electrons will stimulate the group learners.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** The hook will help students make a natural world connection between the material and life.


 * __<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 2 technology in the form of an iMovie 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;">Students will be given the opportunity to tackle larger, more complex elements if they feel comfortable with the material.
 * __<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;">Blank Fact Sheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Power Point
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie Project Description
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie Tutorial
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">iMovie Rubric
 * <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;">Video Cameras
 * __<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;"> 3.1 Students will understand that atomic structure influences behavior **(Where?).** Students will want to know this because simple things like atomic structure can explain why Carbon is crucial to all Organic Matter. **(Why?). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(H)** 3.2 A simple "volcano" model of vinegar and baking soda will be used to get the attention of the students.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)** 3.3 Students will know vocabulary like covalent bond and ionic bond and understand critical details like electron orbitals and different bonds **(Equip).** Students will get into small groups to create a fact sheet comparing the two types of bonds **(Explore/Rethink).** Students will then break from these groups and work alone, working to further understand valence electrons in preparation for their upcoming quiz **(Experience).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(R)** 3.4 Students will get 10-15 minutes of solo think time to identify their own knowledge **(Rethink).** Students will then get into pairs and do a 3-minute interview and work together to identify and fill knowledge gaps **(Revise).** For homework, students will then get a practice worksheet to prepare students for their quiz the following class **(Refine).**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(E)**3.5 As a pre-assessment we will use the Anticipation Guide to identify the level of prior knowledge, before the class ends students will complete the same guide to identify how much they learned. **(Evaluate)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(T)** 3.6

<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 valence electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Group discussions will help the verbal learners get time conversing about the topic and engaging them in valence electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Creating a compare and contrast fact sheet for each type of bond will help students organize information in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will be given alone time to think about their understanding of valence electrons after they have created their fact sheet thus allowing for reflection and processing.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Group work to identify knowledge gaps or misunderstandings about valence electrons will stimulate the group learners.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** The hook will help students make a natural world connection between the material and life.

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **(O)** 3.7 Students will be able to apply their knowledge of valence electrons **(Apply).** Product: Educational Video. Days: 3 (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;">Day 3: First Section: Students will be interested to the idea of reactions and the role that electrons play in them when I set up a simple volcano experiment, one that they have most likely seen before. The hook will flow into my presentation of the relevant information that we will be covering in class discussions and the movie project. Students will begin to understand that the reason why this information is important because electrons are what determine the reactivity of the elements we are used to seeing every day. Once I have presented the initial information, students will be given a fact sheet to organize their thoughts on paper. Once they have had time to work alone and find where their own understanding has taken them, they will break into their themed discussion groups as determined at the beginning of the year. Group discussion time will aid students in further developing their own understanding by hearing what their peers have developed on their own. **Where, Why, Hook, Equip, Experience**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation/Hook (20 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solo Work with Graphic Organizer (10 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Work Time with Graphic Organizer (20 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Break into Teams for video (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Work on Scripts (25 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduce iMovie (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Continue to Work with scripts (15 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Two Show-Two Go Activity (30 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Script Approval (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Filming/Editing (55 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Final Editing/Tech Support (20 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groups Prep for Presentation (5 minutes)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentations (55 minutes)

Second Section I will pick the groups based on how I feel students will work together. The groups will be assigned when the task/project description is distributed. Each handout will have a name with the appropriate colored star on the assignment description and the color of the star will determine which group the student is in. These student groups will be given 30 minutes to take their word webs from the previous class and put together a script/storyboard for a video that they will be creating on atomic structure. Once the initial 30 minutes are over, the group will split in half. Two members of the group will stay with their script and story board and present while the other two members go around the room and view the storyboards/scripts from other groups giving feedback and constructive criticism at each station. I will float among the presentation and pose questions to help direct conversation. Approximately 15 minutes into this activity, the students will switch roles; those who were out and viewing presentations will then come back and present their own storyboard or script while those who were presenting will go out and provide feedback to other groups. Once feedback has been received, students will be given about 5 minutes to fine tune their script/storyboard before it is submitted to me for approval. Once the script/storyboard has been approved, the group will be free to us the rest of the class period for filming. If the script/storyboard does not get approved then that group must continue to fine-tune until it is approved. Students will be expected to finish the filming/editing for homework over the weekend. **Equip, Experience, Rethink, Revise, Refine and Tailors:** Visual, Kinesthetic, Verbal, Intrapersonal. Third Section: For the third class students will come in with their products and we, as a class, will tend to any last minute technology hiccups. The vast majority of the class will be dedicated, however, to the presentation of the iMovies. There is no real need for students to introduce their project as the class is all working on the same assignment on the same topic and already has an understanding of what they are about to see. With that being said, should the presenting group feel that there is something important that must be stated before the movie, they obviously have the freedom to do so. While a group is presenting I will be using a rubric (which was provided with the initial project description) to evaluate the product. At the end of each presentation, the students in the audience will be asked to provide one piece of specific positive feedback with one piece of constructive criticism. These responses will be done anonymously and given to the group with my finalized rubric. Students will fill out a team self assessment in order to evaluate what they feel they learned, if they felt the project was beneficial to their learning and if they felt work was shared equally amongst group members. The core knowledge of atomic structure developed here will be a great foundation for the study on electrons that will take place in the next lesson. **Evaluate**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

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


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**


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


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


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


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


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


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

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

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

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

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

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

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

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

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


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


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson on electrons was planned around the facet “Apply”. This lesson on electrons and bonding 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 valence electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal:** Group discussions will help the verbal learners get time conversing about the topic and engaging them in valence electrons.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Logical:** Creating a compare and contrast fact sheet for each type of bond will help students organize information in a logical manner.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal:** Students will be given alone time to think about their understanding of valence electrons after they have created their fact sheet thus allowing for reflection and processing.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal:** Group work to identify knowledge gaps or misunderstandings about valence electrons will stimulate the group learners.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** The hook will help students make a natural world connection between the material and life.


 * //<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 2 technology in the form of an iMovie project.


 * //<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;">Section I – While students work to create a fact sheet about bonding, I will be floating around assisting and directing conversation.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**

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

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be broken into groups of 4 and asked to create a short (5-7 minute) video introducing valence electrons and bonding. This movie will be made under the assumption that it is meant to introduce bonding to a younger and unaware audience (for the purposes of this assignment we will say middle school level students). Due to the fact that this video is intended for a younger audience, the group must assume that the audience knows nothing at all about atomic structure. This will force students to re-evaluate their knowledge and put them in the shoes of a layman (where they were not too long ago) and think about how they would have wanted the information introduced to them. The video should include all basic information on atomic structure and bonding such as protons, neutrons, electrons and orbitals/shells.
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative: //**

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