CEP Lesson Plan Form

Teacher: Johnathan Harvell Date: 10/02/17

School: Thompson Valley High School Room #: A208 Content Area: Pre-AP Chemistry

Title: Beam Me Up: A Scientific Argument for Teleportation Lesson #:_1_ of _1_

Lesson Idea/Topic and
Rational/Relevance: What are
you going to teach and why is
this lesson of importance to
your students? How is it
relevant to students of this age
and background? Why are you
teaching this lesson now (what
came before/what will come
after)? What teaching
methods/strategies will you use
and why?
10th, 11th, and 12th grade Pre-AP chemistry students will be able to
apply knowledge given in research, seminars, and other
associated documents on teleportation to create scientific
credible arguments to present to their peers in class. Using their
knowledge of persuasive arguments (possible presented in their
previous classes), students will be able to use the information
gathered about teleportation to formulate a persuasive, oral
argument structure with potential points of logos, ethos, and
pathos. Students will then be able to evaluate their arguments
first hand to their peers through scaffolded discussions in the
class period.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Colorado Academic Standard (HS-PS1-5): Energy exists in many forms such as mechanical, chemical, electrical,
radiant, thermal, and nuclear, that can be quantified and experimentally determined

NGSS (HS-PS2-5): Plan and conduct an investigation individually and collaboratively to produce data to serve
as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials,
cost, risk, time), and refine the design accordingly.

CCSS (ELA-Literacy.SL.9-10.1A): Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Understandings: (Big Ideas)

Self-Acknowledge to gather and read information on teleportation to create accurate, credible arguments
with peers (Logos, 21st Century: Research, Critical Thinking).

Apply knowledge given in research, seminars, and other associated documents on teleportation to create
scientific credible arguments to present (Ethos, 21st Century: Communication, Perseverance, and Leadership).

Perceive the knowledge base level of the scientific argument audience and use it as a foundation to create
needed researched, based scientific arguments (Pathos, 21st Century: Critical Thinking).

Explain the Particle in a Box Method regarding electron probability and the basics of electron tunneling (21st
Century: Critical Thinking).

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CEP Lesson Plan Form

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

Is teleportation physically possible?

What scientific evidence can be used to prove teleportation is possible?

What scientific evidence can be used to prove teleportation is not possible?

Is all scientific evidence valid? How do you know?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)Using ABCD Objective

I can: utilize information from credible source to create a scientific argument in regards to the possibility of
human teleportation.

This means: I can defend my scientific argument against my peers efficiently based on the information that I
have obtained in reading, discussion, and research.

List of Assessments: (Note whether the assessment is formative or summative)

Annotation and reading of Is Human Teleportation Possible? article assigned to them over the weekend
(formative)

Completion of the Is Teleportation Possible Worksheet? (formative)

In-depth discussion of teleportation and presentation of arguments via class sides and total discussion
(summative)

Completion of Exit Ticket (formative)

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Beam Me Up: A Scientific Argument for Teleportation
Should be a creative title - Think of the purpose as
the mini-rationale The purpose of this lesson to expose and demonstrate the commonalities of
scientific theory/lab presentations and discussions found in real-world
applications. Students will be given the opportunity to create their own scientific
arguments on teleportation (whether it is possible or not) based on an assign
reading, additional research, and their own common knowledge. Students will
then present their arguments via multiple styles: individual discussion, class
discussion and seminar (demonstrated by myself through powerpoint).

Approx. Time and Materials Approximate Time: 90 minutes (at minimum)

How long do you expect the activity to last and what Before class period (45 minutes or more):
materials will you need? Read and annotate Is Human Teleportation Possible?
Research anything regarding teleportation to present in class

During class period (45 minutes):

Talk with table partner over their own theories of teleportation possibility
Split into For and Against groups and break into smaller support
groups
Have students present class argument, one-on-one (one student from
each group comes up to defend their groups argument)
Present P.I.A.B Method and Electron Tunneling seminar, and invoke
conversation during the seminar (informal, allow students to interrupt
during seminar as needed)

Anticipatory Set One anticipatory set that will be used to hook the students will be a short clip
The hook to grab students attention. To put from Star Trek to allow for visualization of teleportation. This clip from the newer
students into a receptive frame of mind. Star Trek also includes aspects of physics that could provide more points of
To focus student attention on the lesson. argument that students could explore (i.e. gravitational pull, terminal velocity,
To create an organizing framework for the phasing through objects, etc). https://www.youtube.com/watch?v=QGNfrNJZin4
ideas, principles, or information that is to
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CEP Lesson Plan Form

follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
Another anticipatory set in this lesson will be the engagement presented by
student interacting in pairs about their own theories on teleportation and writing
down their thoughts about their partners arguments. This allows students to get
into the track of mind that I would like them to be at during the rest of the class
period discussions; although, this allows students to go over their annotation
found during the reading, so that students can compare notes and make sure that
they have all the information they need for their arguments.
The strategy I intend to use is standardizing the format
I am using this strategy here because, by using this type of strategy, I can see the thought
process of the student in regards to their own scientific arguments, and observe if their
theories were changed by information presented by their peers. This allows for back
channeling as well, to which I can see which students were able to influence others
based on their well-researched, structured scientific arguments.

My CFU? By standardizing the format of the Is Teleportation Possible? worksheet, I will

be able to more easily track each students scientific arguments, and observe if the
different in-class discussions have either improved their arguments or diminished them
in some ways.

Procedures Teacher Actions Student Actions

(Include a play-by-play account of what students and 3 minutes: Pair Discussion
teacher will do from the minute they arrive to the Get student into pairs (or
minute they leave your classroom. Indicate the threesomes depending on
length of each segment of the lesson in minutes. attendance) so that students
Indicate whether each is: can present their arguments to
-teacher input each other quickly
-modeling
Make sure students are writing
-questioning strategies
-guided/unguided:-whole-class practice, group
down their thoughts and their
practice, individual practice, check for partners thoughts on the
understanding, other discussion worksheet.
Provide targeted questions if
needed to allow pair discussion
to continue.
3 minutes: Pair Discussion
Pair up with a partner and
present their scientific
arguments to each other
Present their scientific evidence
either through the reading or
other research they have
provided to their partner.
Write down thoughts of their
partners and any additional
information they think is
necessary to create a better
scientific argument than before.

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CEP Lesson Plan Form
10 minutes: Divided Discussions
Split students into two large
groups For Teleportation and
Against Teleportation (if one
group is immensely small, jump
into help with intergroup
discussion)
Have students split into smaller
support groups (max of 3-4)
so that they can compare notes
before the main class
discussion.
15 minutes: Class Discussion
Allow students to come up one-
by-one to participate in the
argument to prevent
overwhelming amount of loud
conversation.
Use targeting questioning to
keep conversation going, and
provide alternative points of
view during discussion.
15 minutes: Class Seminar
Present P.I.A.B Method and
Electron Tunneling powerpoint
Allow for questions and
discussion during presentation.
Demonstrate that, with
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10 minutes: Divided Discussions
Students decide if they are For
Teleportation or Against
Teleportation and then go the
corresponding group.
Students pick their support
groups and compare
notes/info in regards to their
alike arguments to share during
the class discussion.
15 minutes: Class Discussion
Student comes up one-by-one
to center stage to present an
argument.
Students in support groups
may talk to each other to form
counter arguments, but not
directly to the opposing side.
Students opposing side
questions to further engage the
discussion.
15 minutes: Class Seminar
Take notes on powerpoint and
compare to arguments made in
class discussion
Ask questions regarding the
validity of P.I.A.B Method and
CEP Lesson Plan Form
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your lesson?
How will you know they get it?
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
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information in ppt, Electron Tunneling
teleportation is possible (or be Present counter arguments to
opposed based on the class). teachers stance on teleportation.
The strategy I intend to use is targeted questioning
I am using this strategy here because, by presenting questions that pertain to the
main class discussion, it will allow for further conversation and points of
argument to be presented in the discussion. This allows the discussion not to get
dull, and allows for arguments to stay on track instead of going off on tangent
discussions.
My CFU? Students will be able to present some credible information or theories
associated with the answers of the targeted questions I will present as a mediator
in the discussion.
If one atom can teleport at a time, would it even be formidable to say that
more than one atom can teleport at a time?
Can an atom demonstrate duality like light and electrons as a whole?
If teleportation is possible, does this mean to that chemical reactions
cannot occur during transport?
Does teleportation interfere with the law of conservation of mass and
energy?
Can atoms of a single object achieve the same energy state at one time
without loss of it (i.e. conduction, convection, etc)?
What would be the ideal conditions of performing teleportation?
Vacuum?
How could you minimize probability of location based on the duality of
electrons?
In closure of the lesson, and after the seminar, I will recap on if the learning
targets were hit in the session and if they were not. I will discuss with the
students if they understood the information they presented, and if they heard
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CEP Lesson Plan Form
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
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any particular arguments that were influential to them.
As an ending activity, I will present them an exit ticket to get additional
comments on the lesson, so that the lesson can be adapted for further iterations.
The questions are as follows:
Did you like this activity? If so, what did you like about it? What did you
not like about it?
If you were the teacher, how would you change this activity?
Do you think you formed a good persuasive argument on teleportation?
Why or why not?
For students that are timid or shy, I could allow them to come up with a partner
to help present their arguments to the whole class to allow a boost in confidence.
This would allow timid, shy students to get the experience of public speaking and
maybe doing it in more comfortable conditions.
For students that need to read their arguments, I could allow students write
down their arguments to read to the class when up on center stage.
For students that need additional information in regards to their arguments, I can
provide additional resources via physical or online examples demonstrated in
class or on schoology, so that they may additional information to support their
arguments.
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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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