UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Vining Lesson #: 3 Facet: Empathy and Application
Grade Level: 11 Numbers of Days: 3-4
Topic: Interactions of Matter at the Bulk Scale
PART I:
Objectives
Students will understand that the structure and interactions of matter at the bulk scale are determined by
electrical forces within and between atoms.
Student will know that chemical interactions are what enables all life on earth. In everyday life we use a
variety of compounds from table salt to chlorine in pools.
Student will be able to determine the structure and interactions of matter at the bulk scale are determined
by electrical forces within and between atoms.
Product: Quiz
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation
Science Standards (NGSS) Alignment
Next Generation Science
Content Area: Physical Science
Standard Label: HS-PS1 Matter and its Interaction
Grade Level Span: High School
Standard: PS1 Structure and Properties of Matter
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons,
surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places
those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of
outer electron states.
The structure and interactions of matter at the bulk scale are determined by electrical forces within and
between atoms.
Rationale: By now students should grasp the fundamentals of the Periodic Table of Elements. It is time
to begin delving deeper and expanding upon the knowledge of the elements. We already know what
atoms are but now it's time to discover what they do.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding strategy during instruction
Use quiz on basic reactions to gauge student understanding.
Section II – timely feedback for products (self, peer, teacher)
Self assessment using Rubrics feedback by students and/or peers on quiz.
Summative (Assessment of Learning):
Feedback will be provided to students by the teacher over the podcast through writing, and over the quiz
through a rubric.
Integration
Technology (SAMR):
As individuals each student will make a short podcast to demonstrate mastery of interactions of matter.
Content Areas:
Chemical Matter and Its Interaction
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Use quiz on basic reactions to gauge student understanding.
Section II – Groups and Roles for Product
As individuals each student will make a short podcast to demonstrate mastery of interactions of matter.
Differentiated Instruction
MI Strategies
Verbal: The teacher will hold a Rally Robin asking questions from the board and students must speak
their answers to various questions.
Logic: The hook discussion, engaged by the question "Does a particle get wet?" requires logical thought.
Visual: To help break down interactions of bulk matter, visual aids such as aDescribing wheel are useful.
The students will also be creating Podcast, which is visual media.
Musical: Students should include low background music included in podcast.
Intrapersonal: Students will be taking a Quiz as individuals, and taking self assessment using rubrics.
Naturalist: A brief lecture about biochemistry will be tied into the lesson on interactions.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional
Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate
modifications and accommodations.
Plan for accommodating absent students:
If absent during the day(s) in which the lesson(s) take place students should check the absent folder for
assignments they have missed and for notes photocopied from a classmate's. Absent students should also
check in with me to discuss their plan of action on catching up with the class.
Extensions
Technology (SAMR):
Students will be creating a podcast demonstrating mastery over interactions of matter. This podcast will
be posted to the class blog.
Gifted Students:
Gifted students are encouraged to explore the content further and find relevant information about
interactions of matter found in their daily lives.
Materials, Resources and Technology
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Laptop
LCD Projector
Dongle
Cart iPads
Spare calculators
Self Assessment Rubric
Teacher Rubric
Handouts (differ by day)
Source for Lesson Plan and Research
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Describing Wheel Handout (graphic
organizer): https://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf
Rally Robin
Directions:http://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/4264023
20/cooperative_learning_strategies.pdf
Chemistry of Smart Phones: http://www.compoundchem.com/2014/02/19/the-chemical-elements-of-asmartphone/
Particle Man by They Might Be Giants (Only use verse from 0:13 to
0:33): https://www.youtube.com/watch?v=LsAiCs66l40
What is Touch Video by Minute Physics: https://www.youtube.com/watch?v=BksyMWSygnc
Podcasting Tutorial: https://www.youtube.com/watch?v=SF6WmxRIeHg
Garageband Audio Recording Tutorial: https://www.youtube.com/watch?v=sLb3gEYCMZU
Manipulatable Periodic Table: http://www.rsc.org/periodic-table
Column and Row Basics: http://www.chem4kids.com/files/elem_pertable.html
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the
information from part I of the lesson plan) Take all the components and synthesize into a script of what
you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the
WHERETO’s. (1-2 pages)
Agenda (include days and times)
The classroom will be arranged in a semicircle fashion so that all students can see each others faces. This
effectively turns all classroom desks into the "front row" and provides easy accessibility for the teacher.
Day 1:
Hook and discussion - 30 mins
Discussion over chemical reactions in real life - 30 mins
Project podcast handout and explanation - 25 mins
Wrap Up - 5 mins
Assignment: Read the chapters in the chemistry textbook over interactions of matter. Complete
Describing Wheel based on readings. Bring laptops to next class.
Day 2:
Discussion over assigned reading- 20 mins
Rally Robin over assigned reading -25 mins
Class Time for Project work - 40 mins
Wrap Up - 5 mins
Assignment: Finish podcast and post in class blog. Check the class blog periodically to observe classmate
podcasts as they go up. Study for quiz.
Day 3:
Self Assessment of Podcast via Rubric - 20 minutes
Brief Clarifying Questions for Quiz - 15 Mins
Take Quiz over material - 50 mins
Wrap Up - 5 mins
Day 4:
This period is to be used for any work that students have not yet done or used as a spillover day for
flexibility reasons. Corrected Quizzes will be handed back and students will have the opportunity to self
assess their quiz.
Teaching and Learning Sequence (Include all hyperlinks of the above URL's in this section.)
Students will understand that electrical forces within and between atoms determine the structure and
interactions of matter at the bulk scale.
Chemical interactions are very common in every day life. Many items we use daily are made possible
through, or manufactured with, chemical interactions including inside modern technologies such as cell
phones. Students will learn that electrical forces within and between atoms determine the structure and
interactions of matter at the bulk scale. To hook the students, the teacher will demonstrate what may be an
unbelievable revelation to students. There is a relatively common question that many adults have heard
that goes: "Can a particle get wet?" This question is similar to a verse from the song Particle Man but
there are many other versions of the question in which we really want to know whether or not two
particles, or atoms, can physically touch. Many will answer yes, and others will answer no. Those who
answer "yes" may believe that all matter interacts and can therefore touch and those who say "no" stating
that two electrons, although interacting will never physically come into contact. The problem is that, both
of these notions may be correct and experts in chemistry and physics are unclear. It all depends on your
definition of "touch". The idea here is that no matter how close atoms get together there is always some
sort of infinitesimal space between them, but being in proximity is all that interaction requires.
Where, Why, What, Hook, Tailors: Interpersonal, Musical, Visual, Logic, Verbal
Students will know chemical formulas, quantities, and compound elements. Students will use
a Describing wheel to help break down interactions of bulk matter into Periodic group interactivity. The
topic in the center wheel will be interactivity, and information about the interactivity of each of the
Periodic groups (alkali metals, alkali earth metals, halogens, and noble gases) will be put between the
spokes. Later in the lesson, students will participate in a Rally Robin. The teacher will ask the students to
show solutions to different chemical equations. Students will work in pairs during the Rally Robin. To
check for understanding, students will take a quiz on basic reactions. After the quiz, students will engage
in self assessment using Rubrics over their quiz. The teacher will also provide feedback on the quiz using
a rubric.
Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Verbal, Logical, Visual
Students will be able to consider interactions of bulk matter, and solve group element and combustion
reactions. To equip themselves students will each make a short podcast, as individuals, to demonstrate
their mastery of interactions of matter. Each student should create their audio file in GarageBand, or
another audio recording program, before uploading it to the class Blog. Students will be working as
individuals to create their podcast. Students are encouraged to utilize background music in their podcast,
but this should not be so loud that the student's voice cannot be heard. After creating the podcast, students
will engage in self assessment using Rubrics. The teacher will also provide feedback on the podcast using
a rubric.
Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Musical, Verbal, Logical
In the classroom I will be attentive to the needs of all students present. It is more my responsibility to be
engaged in the lesson than it is the students. As such, I will provide verbal feedback at all times while in
class. All student work done in and outside of class will be graded and returned with my written
comments in a timely manner. Interactions of bulk matter build upon the foundation of elementary
chemistry laid out in Lessons 1 and 2. By know students should know what atoms are, this is where they
learn how atoms interact. Lesson 3 is related closely to Lesson 4 in content.
Evaluate, Tailors: Verbal, Interpersonal, and Visual
Teacher Content Notes
Refer to the substitute folder for attendance rosters. Any mention of a handout for that day will allude to a
handout located inside the folder.
Day 1:
Lesson three will open with a mind-blowing hook, which may shatter some students’ perception of
reality. The question “Can a particle get wet?” will be posed to the class. Give students a few minutes to
come up with answers. Take stock of how many students answer (yes, no, or maybe) by a show of hands
and write down the number of students for each category. After taking stock of answers show them the
Youtube video “What Is Touch” from the Minute Physics channel. This video will explain that particles
never actually come into contact when they interact and that being within proximity is all that is required.
So, can a particle get wet? Maybe. Reiterate that all student answers may be correct and experts in
chemistry and physics are unclear. It all depends on what we define as “touch”. Show them the verse from
the song “Particle Man” by They Might Be Giants, but only the verse from 0:13 to 0:33. The hook,
discussion, and accompanying videos should take about half an hour. The hook will segue way into a
discussion of interaction of matter in our universe. Chemical interactions take place everywhere and in
every thing and as such have many real life applications. Many of these applications are taken for granted.
Show the students, using the Chemistry of Smartphones link, the wide variety of chemical processes that
go into creating and powering a single smart phone. This will open up a discussion on what other things
in life involve chemical interaction and students should provide their own examples. This discussion
should take about half an hour. After the discussions, give students a handout for a podcast project briefly
talk about it answering any immediate questions students may have. This may not take twenty-five
minutes, so allow students to begin work on their homework if time remains. They are to read the
chapters in the chemistry textbook over interactions of matter. Give them a Describing Wheel handout, to
complete, based on readings. Bring laptops to next class.
Day 2:
Open the class with a discussion over the previous days assignments and clarify any misconceptions
students may have. This discussion will lead into a Rally Robin over the assigned reading. Students will
be answering the questions posed by the teacher in pairs, and will be allowed to pick their own partner.
The questions will be posed with content similar to their readings and my content notes can be found in
the sub folder. Students should take their own notes over anything in the discussion and Rally Robin for
their own reference. The discussion and Rally Robin should take about forty-five minutes together, each
about half the time. Have the students watch videos, on their own, from the Garageband tutorial link and
podcast tutorial link on the class blog. They should use the rest of the class time to begin brainstorming
their podcast and doing research. Students may not get to recording the podcast during class, and it may
not be a good idea with the noise level. During the last five minutes of class, wrap up the lesson and give
the students their assignment. They are to finish their podcast and post it in the class blog. Students should
be encouraged to check the class blog periodically to observe classmate podcasts as they go up. Students
should study for a quiz over interactions of matter.
Day 3:
Take about twenty minutes at the beginning of class to give students the opportunity to self assess their
podcasts using a rubric handout. After giving them time to complete the rubric, give them fifteen to
twenty minutes to ask any clarifying questions they may have over any material from the reading on
interactions of matter. Once there are no more questions, student will be taking their quiz over interactions
of matter. The quiz will take up the remainder of class and students who finish early should work on any
extra work they still have.
Day 4:
This period is to be used for any work that students have not yet done or used as a spillover day for
flexibility reasons. Corrected Quizzes will be handed back and students will have the opportunity to self
assess their quiz.
Handouts
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Self assessment rubric for quiz
Self assessment rubric for podcast
Describing wheel handout
Project directions handout
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:
The lesson has been organized on a day-to-day basis and anything going on during class unknown to
students beforehand is structured and with clear directions. The Podcast, Describing Wheel, Self
Assessment Rubrics, Rally Robin, and Quiz all have clear procedures and directions. These attributes
support the sequential learning of the Clipboards.
Microscope:
The Podcast, Describing Wheel, Self Assessment Rubrics, Rally Robin, and Quiz give students the
opportunity to engage in deep exploration and analysis of concepts. For each of these, students will be
able to learn through discovery both as individuals and as partners. A focus on details is likewise present
in each of these and interpersonal student discussion is encouraged throughout the lesson.
Puppy:
Respect is emphasized inside the classroom and all learners should feel comfortable, and safe while
present. Respect includes listening to individuals as they speak in class. It is up to the teacher to be
encouraging to the students and to foster an environment where peers are sensitive to the needs of, and
supportive of, all individuals present.
Beach Ball:
The Podcast, Describing Wheel, Self Assessment Rubrics, Rally Robin, and Quiz provide students with a
variety of learning resources. The Popcorn Share is especially fun for Beach Ball learners because of it's
spontaneity. The wide variety of types of work force students to adapt to the situation at hand. The
Sheppard Software games provide personal freedom and student choice as students do not need to move
on to the next level until they feel they have mastered the one they are on.
Rationale:
The teacher has made use of both internet and non-internet activities and class work in order to appeal to
all learning styles and intelligences throughout their lesson. The teacher recognizes that learners grow and
develop, recognizing that patterns of learning and development very individually within and across the
cognitive, linguistic, social, emotional, and physical areas which is why the lesson has been designed in
this manner.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's
decision making.
Formative:
Section I – checking for understanding strategy during instruction
Use quiz on basic reactions to gauge student understanding.
Section II – timely feedback for products (self, peer, teacher)
Self assessment using Rubrics feedback by students and/or peers on quiz.
Summative:
Feedback will be provided to students by the teacher over the podcast through writing, and over the quiz
through a rubric.
Rationale:
It is evident through the use of formative and summative assessments that the teacher understands and
uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress,
and to guide the teacher's and learner's decision making.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will understand that the structure and interactions of matter at the bulk scale are determined by
electrical forces within and between atoms.
Student will know that chemical interactions are what enables all life on earth. In everyday life we use a
variety of compounds from table salt to chlorine in pools.
Student will be able to determine the structure and electrical forces within and between atoms determine
interactions of matter at the bulk scale.
MLR or CCSS or NGSS
Next Generation Science
Content Area: Physical Science
Standard Label: HS-PS1 Matter and its Interaction
Grade Level Span: High School
Standard: PS1 Structure and Properties of Matter
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons,
surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places
those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of
outer electron states.
The structure and interactions of matter at the bulk scale are determined by electrical forces within and
between atoms.
Facet:
Empathy and Application
Rationale:
The teacher has designed a curriculum around the NGSS, and in doing so has create learning goals of
content knowledge that students will achieve. The lesson has been designed to engage students of all
learning styles and reflects multiple intelligence strategies throughout in order to ensure that every student
meets the rigorous learning goals expected of them.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: The teacher will hold a Rally Robin asking questions from the board and students must speak
their answers to various questions.
Logical: The hook discussion, engaged by the question "Does a particle get wet?" requires logical
thought.
Visual: To help break down interactions of bulk matter, visual aids such as a Describing wheel are useful.
The students will also be creating Podcast, which is visual media.
Musical: Students should include low background music included in podcast.
Intrapersonal: Students will be taking a Quiz as individuals, and taking self assessment using rubrics.
Naturalist: A brief lecture about biochemistry will be tied into the lesson on interactions.
SAMR:
Students will be creating a podcast demonstrating mastery over interactions of matter. This podcast will
be posted to the class blog.
Rationale:
The Podcast, Describing Wheel, Self Assessment Rubrics, Rally Robin, and Quiz provide students with a
variety of learning resources.This wide variety of instuctional strategies has been implemented to
encourage learners to develop deep understanding of content areas and their connections, and to build
skills to apply knowledge in meaningful ways.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and
resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and
others in face-to-face and virtual environments
Rationale:
1C: The wide variety of handouts and assignments used by the students, both in groups and as individuals,
will help clarify the student understanding of the concepts. The Podcast and Quiz are both given to self
assessment and therefore reinforce understanding.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design,
develop, and evaluate authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop knowledge, skills, and
attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own
learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content
and technology standards and use resulting data to inform learning and teaching
Rationale:
2B: The lesson makes uses of several online videos and students are charged with creating digital content
and uploading it to the class blog. Students are encouraged to be creative and are given the opportunity to
assess their own work.