lessonplan

John Coleman

Type of Lesson: Webquest

Lesson Plan Title: Is There Music in Matter?

Discipline and Topic: Physical Science - Matter

Target Population:
Grade Level: Junior High (7-9)
Population Characteristics: The population of students includes all boys from the upper middle class to extremely wealthy at a catholic private school. There are very minimal special education students (average 1 out of 20 kids) in the classroom. The school is about 90% Caucasian, 8% African American, and 2% other.
Lesson Groupings: Individual, Whole Class, and Small Groups.

Basic Skills

Take notes & gather data from nonprint sources
Use online information resources for research
Use technology tools & resources for communicating personal/professional information
Explore a range of sources to find information of personal/professional interest
Use & cite others’ electronic and/or graphical work appropriately & correctly

Critical Skills

Choose the most appropriate formats for presenting a range of information
Recognize & compare different media genres
Evaluate the electronic information seeking process as it evolves & make appropriate adjustments
Make informed choices among technology systems, resources & services
Analyze the advantages & disadvantages of the widespread use of technology in society

Construction Skills

Select & apply technology tools to support research in content learning
Select & apply technology tools for decision making in content learning
Select & apply technology tools for problem solving
Select & apply technology tools for information analysis
Differentially organize information so that it is effectively presented in a single nonprint product
Express ideas creatively &/or uniquely in integrative nonprint formats
Devise creative ways to use electronic and/or graphical information to resolve problems &/or answer questions

John Coleman Type of Lesson: Webquest Lesson Plan Title: Is There Music in Matter? Discipline and Topic: Physical Science - Matter Target Population: Grade Level: Junior High (7-9) Population Characteristics: The population of students includes all boys from the upper middle class to extremely wealthy at a catholic private school. There are very minimal special education students (average 1 out of 20 kids) in the classroom. The school is about 90% Caucasian, 8% African American, and 2% other. Lesson Groupings: Individual, Whole Class, and Small Groups. Curriculum Links: This would be the first couple of lessons for the Introduction of Matter unit. The lessons that would follow this one are physical vs.chemical changes, density, mass and volume, and solutions and mixtures. Objectives: Students will be able to gain knowledge about Matter, including the understanding of the 3 states (solid, liquid, and gas phases), the characteristics/properties of each phase, volume, shape, particle arrangement for each phase, phase changes, and examples. Students will be able to display their understanding in the form of a worksheet, concept map, and creation and performance of a song. Students will be able to use Kidspiration or Inspiration Software to build a graphic organizer of the phases of matter by combining pictures of solids, liquids, and gases. Students will identify the phase changes, as well as the volume, shape and molecule structure of each phase. Students will include text and spoken words to represent thoughts and information. Students will identify everyday objects which represent examples of the phases. Students will learn that gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container. A liquid has definite volume, but take the shape of a container. A solid has definite shape and volume. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, crushing. Media Literacy Objectives: Basic Skills Take notes & gather data from nonprint sources Use online information resources for research Use technology tools & resources for communicating personal/professional information Explore a range of sources to find information of personal/professional interest Use & cite others’ electronic and/or graphical work appropriately & correctly Critical Skills Choose the most appropriate formats for presenting a range of information Recognize & compare different media genres Evaluate the electronic information seeking process as it evolves & make appropriate adjustments Make informed choices among technology systems, resources & services Analyze the advantages & disadvantages of the widespread use of technology in society Construction Skills Select & apply technology tools to support research in content learning Select & apply technology tools for decision making in content learning Select & apply technology tools for problem solving Select & apply technology tools for information analysis Differentially organize information so that it is effectively presented in a single nonprint product Express ideas creatively &/or uniquely in integrative nonprint formats Devise creative ways to use electronic and/or graphical information to resolve problems &/or answer questions Materials and Timing: Computer w/ Internet access Is There Music in Matter? Webquest Inspiration or Kidspiration software installed on all computers. Microsoft Word Printers to print out album and concept map CD holders to package album. Examples of graphic organizers (posters on walls) and previous lessons Five 45 minute classes Scope and Sequence: Introduction - The purpose of this lesson is to understand through visualization and creativity the phases of matter and their volume, shape and molecule properties and phases changes. Engage in Activity (Four 45 minute classes) - Day 1 Start on Process #1 - Divide the class up into groups of 3 students and have the students pick what role they will represent and what phase of matter they will be in charge of.. Discuss with the students that they need to give credit (reference) to the source for information that they retrieve off the Internet, so they need to keep track of the websites that they used. Students will complete Process #2 of the webquest. Students will research Matter through the links attached to the webquest and will fill out the worksheet that is also attached to the webquest. The teacher will move around the room quizzing students as they research matter and if needed will guide them in the right direction. Day 2 Students will complete Process #3 of the webquest. The students need to create their concept map using Inspiration Software already loaded on the computers. Remind the students to continually save their concept map and print out a copy when they are completed. Day 3 Students will complete Process #4 of the webquest. Students will create their #1 hit song that includes the 3 phases of matter. They will use the attached links in the webquest for examples (modeling). Day 4 Students will complete Process #5 and #6 of the webquest. Students will create their album cover using images found on the Internet and will rehearse their song. Remind the students about giving credit to the websites for the sources of the images. Wrap-Up Activity (One 45 minute class) Day 5 Students will complete the webquest by performing their song in front of the class and will show their album cover. After the performances, students will hand in their worksheet, concept map, and album (which includes song lyrics). Supplemental Materials: Textbook Notebook
Evaluation of Students: Objectives	0-5 Points	6-10 Points	11-15 Points	Score
Responsible use of the computer and its software.	Students were using other software repeatedly and had to be spoken to more than once.	Students had to be spoken to only once to stop using other software.	Students followed directions and were on task and were not using other software.
Students were responsibly surfing the web for appropriate information.	Students are surfing around to other websites repeatedly and have to be spoken to more than once.	Students have to be spoken to only once to stop surfing around to other websites.	Students followed directions and were on task and were not surfing around to other websites.
Engaged in conversation with each other to discuss phases, volume, shape, molecules, changes, and examples.	Students did not participate in conversations with each other.	Students only asked one or two questions and were more of followers than leaders.	Students were active vocally and were respective of each other and their questions.
Engagement in the webquest activity worksheet, noticing the phases and examples.	Students did not participate in completing the worksheet.	Student did only some of the worksheet and had some questions on how to use the software.	Students worked together to complete the worksheet with little or no guidance.
Completion of the concept map, including text and spoken words portion of the concept map to show connections between objects.	Students completed less than 50% of the concept map.	Students completed more than 50%, but less than 90% of the concept map.	Students completed 90-100% of the concept map, including all of the text and spoken words.
Completion of the song lyrics.	Students did not include the required 3 verses and most of the required information was missing in their song.	Students included the 3 verses, but were missing some of the required information in their song.	Students included the 3 required verses in their song and it included all of the required information.
Completion of the album.	Most of the requirements were missing.	Students completed only some of the requirements.	Studente completed all requirements of the album and it was creative.
Performance of the song	Students failed to perform their song.	Students were creative, but did not perform the song in sync with each other.	Students were creative, performed the song in sync with each other, and the class was interested.
Out of a Possible 120 points Grammy Award - 108-120 points Billboard Music Award - 96-107 points MTV Music Award - 84-95 points Gold Single Sales - 72-83 points #1 Hit Song - 60-71 points Top Ten Hit - 0-59 points
Evaluation of the Lesson: In order to determine if this lesson needs to be modified in the future, the first evaluation would be for time. To make sure that the students get the most out of this activity, they will need to have enough time to complete all of the requirements of the worksheet, concept map, song lyrics, album, and performance and should not be rushed in doing so. I will evaluate the requirements to determine if there is too many to cover in the five days. I will be able to determine this by my role as observer/facilitator during the activity and evaluating the tasks for completion. I will also evaluate the need to conduct the activity in different group sizes. I will also evaluate to see if this webquest lesson is engaging and provides opportunities for further exploration. I will be able to evaluate this through observations of student’s responses and engagement during the activity. Are the students asking questions are they collaborating with each other and completing tasks? Do they seem to be having fun?