UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name:
Mr. Roy
Grade Level: 9-Diploma
Topic: Sub Atomic Structure
PART I:
Lesson #: 1 Facet:
Numbers of Days:
Empathy
2 (80 minutes)
Objectives
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.
Product: Summative Quiz
Maine Learning Results (MLR) or Common Core State Standards(CCSS) Alignment
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.
Rationale: This lesson satisfies the targeted learning result by introducing students to atomic structure, thus giving definition to "atomic level".
Assessments
Pre-Assessment: Students will complete a matched pairs/multiple choice questionnaire to assess initial understanding.
Formative (Assessment for Learning)
Section I – 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.

Section II – 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.
Summative (Assessment of Learning): 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.
Integration
Technology: 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.
Content Areas: Students will be asked to do some research on the history of atomic structure and include the information in the movie.
Groupings
Section I - 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.
Section II – There is no group summative assessment for this lesson and thus students will not be broken up further.
Differentiated Instruction
MI Strategies
Kinesthetic: Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.
Interpersonal: Students will first fill out their word-webs organizing the aspects of atomic structure alone, thus allowing them to think individually.
Intrapersonal: Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of atomic structure.
Naturalist: Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.
Logical: The word web of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.
Verbal: Listening to my speaking and delivery of the material through spoken word will aid understanding of sub-atomic particles.
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 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.
Extensions
Type II technology: Students will use Type II technology in the form of a Google Docs quiz.
Gifted Students: 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.
Materials, Resources and Technology
 Taped out space for atom activity
 Power Point


Word Webs
 Access to 1:1 laptop
Google Docs Quiz
Source for Lesson Plan and Research
 http://particleadventure.org/scale.html
: Good exploration of atomic structure and basic atomic ideas should something take less time than originally anticipated.
 http://education.jlab.org/atomtour/neutron.html
: Interactive tour of the atom. Great resource should an activity run short.
PART II:
Teaching and Learning Sequence
(W) 1.1 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?).
(H) 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.
(E) 1.3 Students will know vocabulary words like atom, proton, neutron, electron and nucleus
(Equip) . 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 (Explore/Rethink) . 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 (Experience) .
(R) 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 (Rethink) . 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 (Revise) . Once the story board has been approved, the groups will then film their videos to be presented to the class (Refine) .
(E2) 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 (Evaluate) .
(T) 1.6
Kinesthetic: Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.
Interpersonal: Students will first fill out their word-webs organizing the aspects of atomic structure alone, thus allowing them to think individually.
Intrapersonal: Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of atomic structure.
Naturalist: Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.
Logical: The word web of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.
Verbal: Listening to my speaking and delivery of the material through spoken word will aid understanding of sub-atomic particles.
(Tailor)
(O) 1.7 Students will be able to assume the role of sub-atomic particles in order to gain an understanding of atomic structure (Empathy) . Product: Summative Quiz. Days: 2 (80)
(Organize)
Section One:
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.
Day 1:
 Hook Assignment (20 mins)
 Present Material (25 minutes)
 Solo Word Web time (15 minutes)
 Small Group Word Web time (15 minutes)
 Exit Tickets (5 minutes)
Day 2:
 Breaking into Groups to Review Word Webs (10 minutes)
 Quiz (40 Minutes)
 Go Over Quiz (25 Minutes)
 Answer Any Final Questions (5 Minutes)

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.
Section 2 and 3:
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, students will know vocabulary words like atom, proton, neutron, electron and nucleus . 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.
Content Notes
Intro to the Atom
Protons
Atomic Structure
Handouts
 Word Webs
 Quiz
 Exit Tickets
Maine Standards for Initial Teacher Certification and Rationale
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.
Learning Styles

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.
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.
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.
Beach Ball: Students will be provided with activities like the atom on the floor to manipulate atomic structure on a large scale.
Rationale:
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Content Knowledge: Students will know vocabulary like proton, neutron, electron and nucleus and critical details like atomic structure.
MLR or CCSS:
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.
Facet: Empathy was used in this lesson by having the students assume the role of sub-atomic particles in the hook activity.
Rationale:
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
MI Strategies:
Kinesthetic: Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.
Interpersonal: Students will first fill out their word-webs organizing the aspects of atomic structure alone, thus allowing them to think individually.
Intrapersonal: Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of atomic structure.
Naturalist: Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.
Logical: The word web of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.

Verbal: Listening to my speaking and delivery of the material through spoken word will aid understanding of sub-atomic particles.
Type II Technology: Students will use Type II technology in the form of a Google Docs quiz.
Rationale:
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Formative: 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.
Summative: 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.