For the Final Research Paper, you will select among one

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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.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.

  1. 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.
    1. 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 Paper

Running head: FINAL PAPER 1 Title Your first name Your last name Course Name Instructor’s Name Date Submitted FINAL PAPER 2 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 4 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.

Tutor Answer

chriss200
School: UT Austin

Attached.

Running Head: FINAL PAPER

1

Lesson Plan Revision and Analysis
Name
Course Name
Instructor’s Name
Date Submitted

2
FINAL PAPER
Lesson Plan Revision and Analysis
Selected Lesson Plan
Elements of Chemistry: Atoms: The Building Blocks of Matter
Subject: Physical Science |Grade(s): 9-12 |Duration: 3 class periods
http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-atomsthe-building-blocks-of-matter.cfm
Common Core Standards
The lesson fits the standards such as;
i.

Unifying concepts and processes standard which is achieved in the lesson plan through
evidence, mode, and explanation.

ii.

Science as an inquiry standard which is achieved in the lesson plan through an
understanding of scientific concepts in the class topic such as atom, electron, and neutron.

iii.

Physical, life as well as earth and space science standards which are achieved in this
lesson by exploring the subject matter of science when focusing on the scientific theories.
Differentiation
Differentiation of lessons is a necessary practice which enables students of different

abilities, to learn at varying speeds in the different ways. Differentiation can be based on content,
process, and product. Content includes the curriculum; the subject matter learned, standards as
well as the skills which are aimed at being taught (Taylor, 2015). The process involves the way
the students will acquire the content. Products are the ability of the students to demonstrate that
learning has already taken place through demonstrating skills and knowledge gained from the

3
FINAL PAPER
lesson. In this lesson, differentiation is necessary to cater to the needs of the students since they
cannot have the same levels of understanding as well as the speed of learning.
Content
Differentiation of lesson content on the building blocks of matter is necessary to address
the needs of students since they have different abilities of understanding due to different levels of
readiness, interest and learning profile based on their previous assessments (Taylor, 2015). The
differentiation of the content of this lesson will be based on the students’ readiness for the class
topic. The contents of the lesson will be differentiated into three groups according to student
readiness by selecting three different texts. One text will be an introduction to basics of scientific
theories hence facilitate the learning of basic terms and concepts in scientific theories concerned
with Atoms, how they were developed as well as scholars who developed them. The second text
will focus on a more in-depth approach to the concept of atoms through identifying the logic
behind the existence of atoms from start to finish analyzing the theories on the subject as well as
the evidence provided by the theorists who developed the theories hence develop an
understanding of the importance of individual theories (Discovery Education, n.d). Finally, the
third group will focus on the more profound ideas of scientists who made critical contributions to
the field of quantum mechanics through analyzing how different theorists developed the works
of the science scholars who came before them hence develop a general understanding of the role
played by these theories in understanding the conc...

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