Running head: FINAL PAPER
1
Title
Your first name Your last name
Course Name
Instructor’s Name
Date Submitted
FINAL PAPER
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This is a guide for you to use as you develop your final paper for this class. The paper has been
formatted for you according to APA guidelines, so keep the headings. The section under each
heading are there to guide your thinking in completing each section (they should not be part of
your final paper; therefore, omit them). It is suggested to write an outline first before writing.
The paper should also be double spaced with indented paragraphs. Please erase this highlighted
portion before submitting your paper.
Lesson Plan Revision and Analysis
Selected Lesson Plan
Copy and Paste the name and link of the lesson plan found in the assignment description.
Common Core Standards
Go to the following website: http://www.corestandards.org/the-standards and select the
Common Core Standard that is most appropriate for your lesson plan. If you selected the
science lesson plan (choice “c”), you will have to go to your state’s department of education and
select from your state’s science standards.
Differentiation
Content
Describe how you plan to differentiate the content of the lesson plan for the students in your
class three different ways. You can differentiate the content in response to student readiness,
student interest, and student learning profile (wherever applicable and see chapters 5-7 for
support). Be sure to describe how you are differentiating the lesson plan for content, why you
have selected this modification, and how it will support your students’ needs. Be specific in
describing what students might benefit from the way you are differentiating for content.
Process
Describe how you plan to differentiate the process of the lesson plan for the students in your
class three different ways. You can differentiate the process in response to student readiness,
student interest, and student learning profile (wherever applicable and see chapters 5-7 for
support). Be sure to describe how you are differentiating the lesson plan for content, why you
have selected this modification, and how it will support your students’ needs. Be specific in
describing what students might benefit from the way you are differentiating for process.
Product
FINAL PAPER
3
Describe how you plan to differentiate the product of the lesson plan for the students in your
class three different ways. You can differentiate the product in response to student readiness,
student interest, and student learning profile (wherever applicable and see chapters 5-7 for
support). Be sure to describe how you are differentiating the lesson plan for product, why you
have selected this modification, and how it will support your students’ needs. Be specific in
describing what students might benefit from the way you are differentiating for product.
Implementation
Once you have developed ways to differentiate your selected lesson plan, you will then describe
what your lesson plan would “look” like if an administrator came to observe your classroom.
Explain what the students would be doing, the elements of differentiation that they would see,
and how the classroom is effectively managed to support differentiation as described in Chapter
8. Consider if students will be working in groups, individually, or possibly how the classroom is
set up to support differentiated instruction. Consider what your role will be in the lesson and
what strategies you will employ to successfully manage a differentiated lesson plan. Provide
scholarly evidence to support up your assertions and analysis.
Conclusion
This is where you will bring closure to your assignment by wrapping your thoughts together and
addressing the importance of differentiating lesson plans to meet the needs of your students.
FINAL PAPER
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References
You must have minimum of 2 scholarly sources INCLUDING your text, so really
that means 3 sources should be on your reference list. Be sure you properly cite
them in your text as well.
Elements Of Chemistry: Atoms: The Building Blocks Of Matter
Subject: Physical Science |Grade(s): 9-12 |Duration: 3 class periods
Lesson Plan Sections
Student Objectives|Materials|Procedures|Assessment|Vocabulary|Print Resources|Academic
Standards
Student Objectives
Examine how significant scientific theories are developed.
Explore the work of scientists who contributed ideas to the field of quantum mechanics.
Develop a timeline of key scientists to show how the work of each one built on the efforts of
those who came before them.
Materials
Elements of Chemistry: Atoms: The Building Blocks of Matter video
Computer with Internet access
Print resources about the history of the our understanding of the structure of the atom
Large sheet of butcher block paper
Colored pencils and markers
Procedures
Begin the lesson by asking students to consider the following questions: How are scientific ideas
developed? Do you think one scientist comes up with the idea, or do scientists collaborate? Ask
students to write their responses on a sheet of paper and put away their papers until the end of the
lesson.
Tell students that the focus of today's lesson is how scientists learned about the structure of the
atom. Their ideas culminated in what is called quantum mechanics, a set of discoveries that may
be considered one of the biggest scientific accomplishments of the 20th century. To provide
students with background information, have them watch the segment "Electron Behavior," in the
programElements of Chemistry: Atoms: The Building Blocks of Matter .
Explain that the class will develop a timeline illustrating what and when scientists contributed to
the understanding of the atom's structure. Ask one or two volunteers to draw a timeline from
1900 to 1930 on butcher block paper. Then divide students into groups of three or four; each one
to focus on one scientist and his contribution to the understanding of quantum mechanics.
Assign each group to one of the following scientists listed below; a brief explanation of each
contribution is included.
Max Planck: In 1900 he put forth the idea that radiation is emitted in discrete quantities that he
called quanta.
Albert Einstein: Building on Planck's ideas, in 1905 Einstein published the idea that the "quanta"
was a bundle of light that behaved like a particle.
Ernest Rutherford: Working with colleagues Hans Geiger and Ernest Marsden in 1911,
Rutherford was the first to hypothesize that the center of the atom, which he called the nucleus,
is small, dense, and positively charged.
Niels Bohr: In 1913, he proposed a model of the atom with electrons orbiting the nucleus similar
to the planets revolving around the sun. The orbits of electrons depend on their energy, and
electrons can jump from one energy level to another; and energy travels in discrete quantities.
James Chadwick and E.S. Bieler : They proposed in 1921 that a strong force held the nucleus
together.
Louis de Broglie: He proposed in 1924 that electrons could behave as waves under some
conditions, a finding that helped scientists understand that the atom didn't behave like the solar
system because electrons do not move in regular orbits.
Erwin Schrodinger: Building on de Broglie's idea that electrons act like waves in some
situations, he developed the basic equation of quantum mechanics in 1926.
Werner Heisenberg: In 1927 he proposed that it is impossible to know the position and velocity
of an electron at the same time; this concept is called the uncertainty principle.
Max Born: Working with Heisenberg in 1927, Born modified Schrodinger's equation of quantum
mechanics. His idea helped scientists develop the model of an atom with a nucleus surrounded
by electrons at different locations when they are in different energy states.
Give students time in class to research their scientists. The following Web sites have useful
information.
http://www.chemistry.mcmaster.ca/esam/Chapter_1/intro.html
http://www.chemistry.mcmaster.ca/esam/Chapter_1/section_1.html
http://particleadventure.org/other/history/quantumt.html
http://www.cartage.org.lb/en/themes/Sciences/Physics/
Atomicphysics/Atomicstruc ture/AtomicTimeline/AtomicTimeline.htm
http://mooni.fccj.org/~ethall/quantum/quant.htm
http://www.oberlin.edu/physics/dstyer/StrangeQM/history.html
After students have conducted their research, have them fill in information on the timeline. Once
the timeline is complete, ask each group to present a report about the scientist, identifying his
contribution and how his work borrowed from that of other scientists.
Conclude the lesson by asking students to look at the papers they completed at the beginning of
the lesson. Ask what they have learned about this process. How would they modify their original
ideas?
Back to Top
Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
3 points: Students demonstrated a deep understanding of how important scientific theories are
developed; worked well with their group to conduct in-depth research; and were highly involved
in the development of the class timeline.
2 points: Students demonstrated a satisfactory understanding of how important scientific
theories are developed; worked satisfactorily with their group to conduct research; and were
involved in the development of the class timeline.
1 point: Students demonstrated little or a poor understanding of how important scientific
theories are developed; did not work well with their group to conduct research; and were barely
or not involved in the development of the class timeline.
Back to Top
Vocabulary
atom
Definition: The fundamental unit of matter made up of protons, neutrons, and electrons
Context: Democritus, a scientist who lived in ancient Greece, was the first person to suggest that
everything was made of tiny particles called atoms.
electron
Definition: A negatively charged part of an atom that moves in the space around the nucleus
Context: Werner Heisenberg developed the uncertainty principle, which states that it is
impossible to know the position and velocity of an electron at the same time.
nucleus
Definition: The center of an atom that includes positively charged protons and neutral neutrons
Context: Based on a series of experiments conducted by his colleagues Hans Geiger and Ernest
Marsden, Ernest Rutherford concluded that the center of an atom is a small, dense area referred
to as the nucleus.
quanta
Definition: The name given to the discrete quantities of energy emitted by radiant heat energy, or
radiation
Context: In 1900 German physicist Max Planck proposed that heat energy is emitted or absorbed
in discrete units he called quanta.
waves
Definition: The way that electrons behave under certain circumstances
Context: Louis de Broglie discovered that at times electrons behave like particles, but at other
times hey behave like waves.
Elements of Chemistry: Atoms: The Building Blocks of Matter (Links to an external
site.)Links to an external site.
Academic Standards
National Academy of Sciences
The National Science Education Standards provide guidelines for teaching science as well as a
coherent vision of what it means to be scientifically literate for students in grades K-12. To view
the standards, visit this Web site: http://books.nap.edu/html/nses/html/overview.html#content.
This lesson plan addresses the following national standards:
Physical Science: Structure of atoms
History and Nature of Science: Nature of scientific knowledge; Historical perspectives
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12
Education addresses 14 content areas. To view the standards and benchmarks,
visithttp://www.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
Science: Physical Sciences ? Understands the structure and properties of matter
Nature of Science ? Understands the nature of scientific knowledge
Language Arts: Viewing ? Uses viewing skills and strategies to understand and interpret visual
media; Writing: Uses the general skills and strategies of the writing process, Gathers and uses
information for research purposes; Reading: Uses reading skills and strategies to understand and
interpret a variety of informational texts
Superman: Modern Mythology
Grade Level(s): 6-8
By: Mr. Francis, World Literature Teacher
The learner will demonstrate application of literature by applying ideas from a literary selection
to a different context.
Materials:
Mythological Stories
"Perseus" (Greek Myth)
"The Story of Moses" (Old Testament)
"Sargon the Mighty" (Ancient Akkad)
"The Sword and the Stone" (Arthurian legend)
Superman The Movie (1978) Directed by Richard Donne
Plan:
Introduce the lesson with a journal entry: "What is a hero? "
List on the board what the students believe to be the attributes of a hero.
Distribute the four mythological stories to separate groups of four. Have each group member
read the story, summarize them for the class, and point out the themes of the story.
List the common themes of heroic mythology.
a) Abandonment: Hero is cast away in a small "box" or "boat" across a great "sea" from family
due to tragic circumstances.
b) Fate/Destiny: Hero grows up ignorant of identity but learns of true origin.
c) Emergent Savior: Hero faces incredible odds to become the unlikely savior.
The origin of Superman
a) Ask the students to recount the origin of Superman.
b) Point out Superman's relation to Judaism (physical characteristics, Kryptonian name "El"
means God in Hebrew).
c) View Superman the Movie. Have students look for themes of mythology in the story.
d) Interpretive Essay Question: "Is Superman mythology?"
Have students compare the origin of Superman to the stories read in class and the themes of hero.
Comments:
The key to making mythology accessible to middle schoolers is to relate it to subjects they
understand. Discuss how the heroic and tragic myths and legends of ancient civilization were
both their education and entertainment. Also, be aware that Superman the Movie does have a
scene of frontal nudity, where a 7 year old Kal-El emerges naked from his crashed spaceship.
Send a note about this scene home to parents to make them aware of the scene, have them send
in a permission slip for viewing, and put a CENSORED sign over the screen.
Lesson Plan Revision and Analysis
For the Final Research Paper, you will select among one of three lesson plans where you will
differentiate the given lesson plan based on student readiness, student interest, and student
learning profile for content, process, and product. You will then evaluate the way you have
differentiated the lesson plan to meet the needs of your students through an analysis that gives
evidence for your approach. Review the following template for further guidance.
Final Assignment TemplatePreview the document
Assignment Instructions
To complete the Lesson Plan Revision and Analysis, follow these steps:
Choose one of the three lesson plans to differentiate:
Elementary School Math Lesson Plan: Bundles of Beans: A Place Value Lesson (Links to an
external site.)Links to an external site.
Middle School Literature Lesson Plan: Superman: Modern Mythology (Links to an external
site.)Links to an external site.
High School Science Lesson Plan: Elements of Chemistry: Atoms: The Building Blocks of
Matter (Links to an external site.)Links to an external site.
Once you have selected your lesson plan, you will then differentiate your lesson plan based on
student readiness, student interest, and student learning profile for content, process, and product.
Using Chapters 5 through 7, you will develop three ways to differentiate content, three ways to
differentiate process, and three ways to differentiate product for student readiness, student
interest, and student learning profile. You must provide evidence from the text or other scholarly
sources to support your reasoning for differentiation by explaining how it might support the
various students in your classroom.
Once you have developed ways to differentiate your selected lesson plan, you will then
describe what an administrator would see if he or she came to observe your classroom.
Explain what the students would be doing, the elements of differentiation that they would
see, and how the classroom is effectively managed to support differentiation as described in
Chapter 8. Be sure to provide evidence to back up your assertions and analysis.
The Final Research Pape
Must be formatted according to APA style as outlined in the Ashford Writing Center.
Must include an APA formatted title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic with critical thought and adhere to the assignment instructions.
Must end with a conclusion that reaffirms your thesis.
Must use the text and two additional scholarly sources to support your paper.
Must be at least eight to 10 pages in length.
Must include a separate references page that has all sources formatted according to APA style as
outlined in the Ashford Writing Center.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the
criteria that will be used to evaluate your assignment.
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