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Essential Questions:
Skills Acquisition
Learning Goals: (e.g., Iowa/Common Core standards and Next Generation Science Standards)
S.9-12.PS.5
Understand and apply knowledge of the structure and properties of matter
Valence electrons & Chemical Bonds
S.9-12.PS.6
Understand and apply knowledge of the structure and properties of matter
Periodic Table & Periodic Trends
HS-PS1-1
Use the Periodic Table as a model to predict the relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms.
Resources/Materials:
Sets of paint chips of 5 or 6 different colors with 6 different hues. Each groups set should be missing
different chips so each group is working with a different set. Should have enough sets for the class to
work in groups of 2-3.
Sets of 18 flashcards with limited information about elements from the periodic table (enough sets for the
whole class to work in groups of 3-4). The information given will be from one or more of the following
categories on any given card: atomic #, atomic mass and valence electrons. Each category will have a
specific location on the card. For example, if the atomic # is on a card, it will always be in the top left
hand corner.
A copy of the periodic table for each student and one large reference on a PowerPoint slide.
Element Project assignment sheet, rubric, signup sheet, poster paper, and art supplies.
Periodic Table Scavenger Hunt List and blank periodic table for the 26 elements on the list:
https://app.activateinstruction.org/playlist/resourcesview/id/5122bfcaefea652f67000003/rid/5122c0bdefea652f67000006/bc0/explore/bc1/playlist
If a student(s) has demonstrated mastery of the knowledge or skills I plan to teach, I will:
Provide extension activities (including student ideas), incorporate learning centers into lesson plans,
and provide independent project options.
Formative Assessment:
Personal Communication: Questions and Discussion
Ask questions that encourage critical thinking, including thought-provoking short-answer and extended
answer questions. Also, have them clarify or elaborate. This type of questioning will encourage the
discussions that you will want to listen to as you move about the room and when you are listing student
ideas on the board. These discussions serve as your formative assessment for the lesson.
During TPS discussions the teacher should move around from group to group getting an understanding of
more of the students individual ideas. This also provides an opportunity for scaffolding on an individual
basis for students.
Written Communication:
Collect notebooks or graphic organizers as well as entrance/exit slips. These give the teacher a better
understanding of what each individual student is thinking and any misconceptions they may have.
Performance Assessment:
Lewis-dot structures
Completed periodic table from scavenger hunt.
Project/double-bubble map
Cooperative learning
Formative assessments expose student thinking. We can use this information to scaffold accordingly. We may
need to introduce content that is more or less challenging to stay within the students zone of proximal
development. We also need to make sure they have the prior knowledge they need to understand new
concepts.
Summative Assessment:
End-of-unit test (selected response, short answer, extended answer and performance):
Summative Assessment structure and properties of matter.docx
Answer Key: Summative Assessment Answer Key.docx
Knowledge/skills targeted:
Periodic table trends
Nature of science concepts
Chemical Properties of elements (mass, #protons, #electrons, and #neutrons)
Lewis-dot structures represent valence electrons and stability of atoms (octet rule)
Relationship between electronegativity and the number of valence electrons in an atoms outer shell.
Covalent bonds
Ionic bonds
Use these questions to help guide the creation of your pacing calendar (learning plan).
How will you sequence/organize learning your unit in an iterative/incremental way? Move from
concrete to more abstract. Organize the unit to be conducive to making connections to prior
knowledge.
What opening activity will you use to hook or engage student learning in this unit? Concrete inquirybased activity that engages students in cooperative learning.
How will you ensure students know where the learning is headed in this unit? Introduce essential
questions as a precursor to new concepts. Write objectives on the board. Project-based
learning (assignment sheet and rubric for element project reveal future concepts that they
will be learning as the unit progresses).
How will you introduce students to your Enduring Understandings and Essential Questions? At what
points will you have your students re-consider these understandings/questions? I will introduce
students to enduring understandings and essential questions through written objectives,
think pair shares, and inquiry-based activities. I will have them re-consider the
understandings/questions through entrance and exit slips.
How will you sequence/organize your assessments in an iterative/incremental way? I will incorporate
my formative assessments as essential questions are answered, as evidence of enduring
understandings. I will also have performance assessments as new skills are acquired. I will
have a summative assessment on the last day of the unit following a review on the previous
day.
How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and
imagination? Collaboration? Innovation/Creativity? Adaptive thinking? Accessing and analyzing
information? Oral and written communication? I will ask thought-provoking short answer and
What active instructional strategies/learning activities might you use to engage students in learning (You
need to use at least 3 different types of instructional strategies? Lecture, demonstration, inquirybased activities, discussion, questioning, cooperative learning activity, non-linguistic
representations, thinking maps, think pair share, learning stations, double-entry journals,
and student-led investigation.
How will you differentiate for individual student needs in this unit? What differentiated instructional
strategies will you use (e.g., student choice, flexible grouping, jigsaw, choice boards/menus, tiered
assignments, anchor activities, etc.)? Through content, process, product, and environment. Using
graphic organizers, differentiating inquiry during discussion (levels of inquiry), cooperative
learning groups, non-linguistic representation, and student choice.
How will you use technology to support and facilitate student learning in this unit? Tablets or computers
for research, interactive PowerPoint presentation, calculators, and video.