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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.

WS 6-12. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Predict how the properties of an element determines its place on the periodic table?
Compare the location, relative mass, charge and importance for protons, electrons, and neutrons of any given element.
Analyze the relationship between elements located in the same groups of the periodic table.
Determine the location and number of Valence Electrons

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

How the periodic table of elements is organized and how to use the periodic table in order to obtain information about the atom of an element:
How the periodic table of elements is an arrangement of elements according to their properties.
How to use the periodic table as a quick reference for associating the name and symbol of an element.
How to find the atomic number and atomic mass of an element listed on the table.
How groups of elements can be classified based on similar properties
That atoms are composed of 3 subatomic particles- protons, neutrons and electrons.

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do the Chemical and Physical Properties of Elements help predict their position in the periodic table?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary


Have students listen to the elements song. As they listen have students write down as many elements that they have prior knowledge of that are listed in the song. After the song have students compare the two list with their table group. Check off the element on your sheet as the element is mentioned and/or add the element to your list as it is mentioned. As a group Compose a common list of 20 elements. Think about the elements. Compare and Contrast the elements based on your background knowledge. Classify them into 4 different groups. Use Poster paper to record your groups. When finished have Groups report out by answering the following questions. What are the names of your 4 groups?
Why did you put certain elements in certain groups?

Group 1 Name?
Group 2 Name?
Group 3 Name?
Group 4 Name?

Key Vocabulary (for explicit instruction):
Key Vocabulary (for explicit instruction):
Element Compound Atomic Number Mass Number
Protons Electrons Neutrons Valence Electrons
Periods Groups (Families) Metals Non Metals
Metalloids Chemical Symbol Transitional Metals
Alkali Metals Alkaline Earth Metals Halogens
Noble Gases Carbon Family Oxygen Family Nitrogen Family
Lanthanide Series Actinide Series Melting Point Boiling Point
Electron Shells Density Conductor Semi- conductor

Vocabulary Strategy: Use the Vocabulary Matrix to teach Protons, Electrons, And Neutrons

Atomic Particles
Location
Charge
How Many?
Proton
In the nucleus
Positive Charge (+)
equal to the atomic Number
Electron
Orbiting the nucleus in defined Energy Levels
Negative Charge (-)
Equal to the number of Protons
Neutron
In the nucleus
No Charge (N)
Mass Number – Atomic number = neutrons

Previewing (what, who, when): Prior to lesson have identifying struggling students complete the two way concept map that compares and contrast Elements to compounds Help students distinguish that elements are pure substances made of just one type of atom that can only be broken down into atomic particles called protons, neutrons, and electrons, While compounds consist of two or more different types of atoms that can be broken down by Chemical and/or Physical Reactions

Link to two way concept map
https://docs.google.com/document/d/14YmPU3YjR8BT23333NpvJ2qx5iKLb3e1jGhBD_wdGp4/edit

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Link to Valence Electrons Graphic organizer https://docs.google.com/document/d/1yHvTWUSsVFlHW5nLtzfi_R8edyGX0r2xE6gRrNzdKFQ/edit
Link to periodic table: http://science.widener.edu/~svanbram/ptable_6.pdf

Link to blank periodic table: https://sciencenotes.org/blank-periodic-table-pdf/ Students will use the blank Periodic table to label the periods and groups

Anchor Chart

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Think-Pair-Share
Each student in a group of 4 will pull an index card from a bag found on each table that contains the name of an element. The student will have two minutes to use his/or periodic table to find the chemical symbol, number of protons, electrons, and neutrons for that atom. Students may use the matrix to record their information. Students will then share their element with their table partner.

Element Name?
Example : Calcium
Chemical Symbol
Ca
# protons
20
# Neutrons
20
# Electrons
20
Previewing (what, who, when):
Use the Vocabulary Matrix to teach Protons, Electrons, And Neutrons to all Students prior to activity.

Atomic Particles
Location
Charge
How Many?
Proton
In the nucleus
Positive Charge (+)
equal to the atomic Number
Electron
Orbiting the nucleus in defined Energy Levels
Negative Charge (-)
Equal to the number of Protons
Neutron
In the nucleus
No Charge (N)
Mass Number – Atomic number = neutrons

Scaffolding (what, who, when): Provide struggling identifying students with a partially completed Matrix for a predetermined element

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Johnny was absent from school today.He will need to be able to identify the particles that make up an atom. Write a letter to Johnny explaining what you learned in Lesson 1. Be sure you explain how to calculate the number of particles that make up each part of an atom

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

https://docs.google.com/document/d/1yHvTWUSsVFlHW5nLtzfi_R8edyGX0r2xE6gRrNzdKFQ/edit
Students will view powerpoint on Valence Electrons and fill out the attached word map as teacher demonstrates how to draw electron models on the board. Students will then pull from a bag an index card with an element listed on the card. The student will work with their shoulder partner to draw an electron cloud model of that element. Students will then get up and form an inside / Outside circle will one’s and two’s in the center and three’s and four’s on the outside. Students will share their work with their facing partner. Students on the inside will then rotate three steps to their left and share with their new facing partner. They will rotate twice then return to their tables.

Previewing (what, who, when): One Day Prior to lesson all students will be given instruction on how to use the periodic table to find the number of electron shells and the number of Valence electrons for an element. Students will be given a matrix that defines this information

Scaffolding (what, who, when):

Struggling students will be given a pattern for their element that shows the relevant information for that particular element such as # of protons and # of Neutrons. Student will then place the valence electrons on the pattern.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students will be allowed to pull another element from the bag and will be instructed to build a model of that element using various materials found on their table. The student will then use the periodic table to write a brief summary of the element explaining why and where the element is located in the periodic table.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Each student in the classroom will be assigned a different element. Students will be allowed 10 minutes to research the element and list on sheet of paper as many properties of that element as possible such as atomic structure, melting point, boiling point, density, Ect. All students will then stand up and find as many partners in the classroom who have similar properties. The students will then form four groups one in each corner of the room. Corner one will be all metals. Corner two will be all nonmetals, Corner three will be all metalloids, and corner 4 will be all Lanthanides and Actinides.
Students will then be asked to arrange themselves into seven smaller groups around the room. Alkali Metals, Alkaline Earth Metals, Transition Metals, Halogens, Noble Gases, Lanthanides and Actinides.

Previewing (what, who, when): One day prior to the lesson activity, All students will be given a blank periodic table and as they are given instruction on the groups of the periodic table they will color code and label the groups. https://sciencenotes.org/blank-periodic-table-pdf/

Scaffolding (what, who, when): While researching the elements Struggling students will be given a matrix that contains partially filled in information on that element.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students will Analyze the relationship of the three elements listed below. Students will use their periodic table to write down as many properties as they can for each element then write a summary that explains which two elements would most likely be the best partners when forming compounds? Why is the third element not likely to react well with the other two?

Sodium
Chlorine
Helium

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Chose a group from the list provided below. Each group contains two different compounds and their chemical formulas. Each compound in the group contains different elements. Use your Periodic Table and graphic organizers to Identify the elements that make up the compounds in the group you chose. Write a summary that compares and contrast the properties of the elements that make up the compounds in your group. How do their properties predict their position on the periodic table?
Iron Fluoride (FeF) and Sodium Oxide (Na2O)
Lithium Fluoride (LiF) and (Sodium Chloride NaCl)
Sodium Chloride (NaCl) and Magnesium Oxide (MgO)
Potassium Chloride ( KCl) and Lithium Fluoride ( LiF)

Differentiated Assignment for Struggling Students:

https://docs.google.com/document/d/1lNluUESu4Cr5Vb8e4lAxJvDHFllmx5Y-zLtC91M0WCA/edit
Struggling students can use the matrix provided in the link to organize their information to write the summary

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