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CCMS Lesson Plan Template Name Sudeepta Sridhara

Mathematics and Science Departments Date 11.1.17

Standards (FfT 1c) NGSS.SCI.MS-PS1-1: Develop models to describe the atomic


(CCSS, NGSS, etc.) composition of simple molecules and extended structures
NGSS.SCI.SEP 6-8.2: Developing and using models
NGSS.SCI.SEP 6-8.5: Using Mathematics and Computational Thinking
NGSS.SCI.CCC 6-8.1: Patterns
NGSS.SCI.CCC 6-8.1: Systems and system models
Data (FfT 1c) NOS Unit Test
What data do you have to support 5/30 mastery
aspects of lesson? 12/30 proficient
13/30 basic

SLO Pre-Test
7/30 proficient
23/30 basic

Objective(s) for this Lesson SW create models that show atomic bonding
(FfT 1c)

Prerequisite Knowledge (FfT 1c) All knowledge from unit 1: nature of science, including
-why scientists create models
-how scientists use models

Information from unit 2: matter, including


-what is an atom, element, proton, neutron, electron
-how to use the periodic table to determine the number of protons,
neutrons, electrons in an atom

Potential Misconceptions or Confusion about mathematical concepts, such as how to calculate the
Procedural Mistakes number of neutrons in an atom

Confusion about subparticles: protons vs. neutrons vs. electrons


What questions can I ask to What is an atom, element, proton, neutron, electron
check my students How do scientists determine the number of protons, neutrons and
understanding of the lesson electrons in specific atoms?
objectives and outcomes? How and why do atoms bond together? What is the end product called?
(FfT 1f) How do the properties of compounds differ from their elements?
Questions should represent all levels
of cognitive demand.
Resources (FfT 1e) Kahoot
Texts Vocabulary word wall
Technology
Manipulatives
Clay and toothpick models of atoms
Vocabulary
Engagement (FfT 1e/1f) Outcome(s): SW recall prior information
10 minutes
Warm-Up Activity/Assignment: SW complete a multiple choice warm up on
Essential Question
CCMS Lesson Plan Template Name Sudeepta Sridhara
Mathematics and Science Departments Date 11.1.17

Opening Activity Kahoot which asks them the following questions

1. What characteristics can scientists use to tell elements apart?


2. An atom is made of?
3. What kind of charge does a proton have?
4. What kind of charge does a neutron have?
5. What kind of charge does an electron have?
6. The center of an atom is called the?
7. Which particles reside in the center of an atom?
8. Where in the atom are electrons located?

Grouping: Individual

Assessment: 100% of students will achieve 75% or higher on the warm


up

Exploration (FfT 1e/1f) Outcome(s): SW create a visual representation the number of


20 minutes protons, neutrons, and electrons in an element of their choosing
What cooperative learning
strategies are used? Activity/Assignment:
How will you model concepts for
SW change tables based on how many questions they answered
students?
What questions will uncover correctly in the warm up. Students who answered the same number of
student misconceptions? questions correctly will sit together.

SW complete a worksheet identifying where they can find the location of


protons, neutrons, and electrons in the periodic table

SW choose one element, based on their results from the warm up, and
identify the number of protons, neutrons, and electrons in that element

SW draw a picture of their chosen element

Grouping: individual/group; students who answered the same number


of questions correctly will sit together.

Assessment: 100% of students will have a complete worksheet with a


drawing of their element that includes the correct number of protons,
neutrons and electrons

Explanation (FfT 1e/1f) Outcome(s): SW create a 3D model of an atom


CCMS Lesson Plan Template Name Sudeepta Sridhara
Mathematics and Science Departments Date 11.1.17

10 minutes
How are misconceptions being Activity/Assignment: SW use clay and toothpicks to create a 3D
addressed and cleared? representation of the atom that they drew
How will students explain
learning?
What strategies and tools will I SW differentiate between protons, neutrons and electrons by using +, -
use to help students actively and other symbols
formulate new vocabulary?
Grouping: individual/group; students who answered the same number
of questions correctly will sit together.

Assessment: 100% of students will have a complete model of their


element that includes the correct number of protons, neutrons and
electrons in the correct location

Elaboration (FfT 1e/1f) Outcome(s): SW create models of compounds and analyze their
16 minutes properties
What questions can be asked to
help students apply knowledge Activity/Assignment: SW combine elements with other students to
and skills to new situations?
create compounds
What new experiences will I
provide for students to expand
their understanding and connect SW research the properties of their individual elements and compounds
to real-world situations?
Properties include: state of matter, color, and whether it is poisonous to
humans

Grouping: partner; SW be paired with someone who got the


opposite score on the warm up (ex. Someone with will
be paired with someone with ; someone with will be
paired with someone with )

Assessment: 100% of pairs will have a complete model of their


compound and 3 distinct properties of their elements and compound

Evaluation (FfT 1e/1f) Outcome(s): SW analyze the results of atomic bonding


10 minutes
How will it be determine that the Activity/Assignment: SW complete an exit ticket answering the
students have attained the following questions
learning objectives?
How will students work identify
CCMS Lesson Plan Template Name Sudeepta Sridhara
Mathematics and Science Departments Date 11.1.17

needs and be used to inform What is a compound made of and how is it created?
future instructional decisions?

Are the properties of a compound similar or different to the properties of


the elements that make it up? Explain how you know.

What might cause the properties of a compound to be different from the


properties of individual elements?

Grouping: individual

Assessment: 100% of students will answer the first two questions


correctly with two sentences per question; 100% of students will pose a
theory to answer the third question

Homework (FfT 1e/1f) N/A


Differentiation (FfT 1c/1e) Section Section
How will you differentiate for different
subgroups (Honors, General Section Section
Education, SPED, ESOL, etc.)?

Additional Information Honors classes will learn about valence electrons; students with lower
scores on the warm up complete worksheets about easier elements
Reflection (FfT 4a)

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