LESSON PLAN



Westbury High School

Science Department Lesson Plan

A merger of Madeline Hunter’s Lesson Cycle and the 5-E Method of Instruction

|Teacher: Malbrue |Subject: Chemistry |

|Date: 11/03/14 – 11/07/14 |Lesson: Atomic Theory, Structure & Isotopes |

|Defini|LESSON OBJECTIVE: What will your students be able to do by the end of the class? |

|ng | |

|Succes| |

|s | |

| |Students will understand the development of the atom through the atomic theory. Students will be able to define isotopes and ions. The students will use |

| |isotopes to calculate the average atomic mass. Students will express the arrangement of electrons in an atom through electron configuration and Lewis Dot |

| |Structures. |

| |STANDARDS ADDRESSED: STAAR and ELPs |MISCELLANEOUS INFORMATION Marzano’s Strategies, key concepts or questions |

| |CHEM.1A Demonstrate safe practices during laboratory and filed |Comparison and Contrast |

| |investigations, including the appropriate use of safety showers, eyewash |Summarization |

| |fountains, safety goggles, and fire extinguishers. |Graphic Organizers |

| |CHEM.2E Plan and implement investigative procedures including asking |Whiteboards |

| |questions, formulating testable hypotheses, and selecting equipment and |Classroom Discussion |

| |technology. CHEM.2F Collect data and make measurements with accuracy and |Small Groups Activity |

| |precision. |Think Pair share |

| |CHEM.2H Organize, analyze, evaluate, make inferences, and predict trends from| |

| |data. | |

| |CHEM.2I Communicate valid conclusions supported by the data through methods | |

| |such as lab reports, labeled drawings, graphs, journals, summaries, oral | |

| |reports, and technology-based reports. | |

| |CHEM.5C Use the Periodic Table to identify and explain periodic trends, | |

| |including atomic and ionic radii, electronegativity, and ionization energy. | |

| |CHEM.6A Understand the experimental design and conclusions used in the | |

| |development of modern atomic theory, including Dalton’s Postulates, Thomson’s| |

| |discovery of electron properties, Rutherford’s nuclear atom, and Bohr’s | |

| |nuclear atom | |

| |CHEM.6D Use isotopic composition to calculate average atomic mass of an | |

| |element | |

| |CHEM.6E Express the arrangement of electrons in atoms through electron | |

| |configurations and Lewis valence electron dot structures | |

| |-------------------------------------------------------------------------- | |

| |ELPS C.1.f Use accessible language and learn new and essential language in | |

| |the process. | |

| |ELPS C.3.f Ask and give information ranging from using a very limited bank of| |

| |high-frequency, high-need, concrete vocabulary, including key words and | |

| |expressions needed for basic communication in academic and social contexts, | |

| |to using abstract and content-based vocabulary during extended speaking | |

| |assignments. | |

| |ELPS C.4.g Demonstrate comprehension of increasingly complex English by | |

| |participating in shared reading, retelling, or summarizing material, | |

| |responding to questions, and taking notes commensurate with content area and | |

| |grade level needs. | |

|Lesson|ANTICIPATORY SET: (ENGAGE): A “hook” to get the students interest and attention. (A question, picture, 2-3 minute long |MATERIALS |

|Cycle |video clip, a demonstration). | |

| |M/T: Warm-Up / Mini Lesson – connected to content covered in previous classes (Periodic Trends) |Composition notebooks |

| |W: Warm-Up / Mini Lesson – connected to content covered in previous classes- (Review for CBA #4: Periodic Table) |Spiral notebooks |

| |R/F: Warm-Up / Mini Lesson – connected to content covered in previous classes- (Review for CBA #4: Periodic Table) & |Periodic Table |

| |Isotopic Calculations |Colored Pencils |

| | |Graph Paper |

| | |Highlighters |

| | |Rice U. Materials |

| | |Pencils |

| | |Worksheets |

| | |Calculators |

| |TEACHING/INSTRUCTIONAL PROCESS: (EXPLORE/EXPLAIN): Provide students with a common experience (Labs, hands on | |

| |activities). Debrief activity, teach concept. | |

| |M/T:: Explore and Explain ––Complete Periodic Trends Graphing Activity – Isotopes POGIL Activity– Collaborative and | |

| |Small Group Activity | |

| |W: Explore and Explain – Complete Isotopes POGIL Activity – Beanium Lab – Literacy: Practice justification of answers | |

| |– Reading strategies | |

| |R/F: Explore and Explain – Beanium Lab – Fill out Blank Periodic Table for Electron Configuration – Collaborative and | |

| |Small Group Activity | |

| | | |

| |GUIDED PRACTICE AND MONITORING: (EXPLAIN). Interactive discussions between teacher and students. Guide/help students as| |

| |they solve problems and/or answer questions. Clarify misconceptions and check for understanding. | |

| |M/T: Explain – Discuss Isotopes POGIL – Discuss Atomic Theory: Notes on Atomic Theory Timeline & | |

| |Structure/Isotopes/Ions – Collaborative and Think Pair Share | |

| |W: Explain – Continue Average Atomic Mass (AAM) & Ion Notes – Collaborative and Think Pair Share | |

| |R/F: Explain – Discuss Beanium Lab. Clear up any misconceptions about average atomic mass (AAM) – Collaborative and | |

| |Think Pair Share | |

| |INDEPENDENT PRACTICE: (ELABORATE) Students apply the information learned in the Explain to answer questions or solve | |

| |problems. | |

| |M/T: Elaborate and extend learning experiences for student to apply their knowledge – AAM Worksheet & Practice | |

| |W: Elaborate and extend learning experiences for student to apply their knowledge – Continue AAM Worksheet or Atomic | |

| |Structure: Isotopes Worksheet | |

| |R/F: Elaborate and extend learning experiences for student to apply their knowledge – | |

| |Fill out Blank Periodic Table for Electron Configuration or Complete AAM or Isotopes Worksheets | |

| | | |

| |EVALUATE: Assess student mastery. (Quizzes, Lab Reports, Unit tests) | |

| |M/T: Assess student mastery with H.O.T. Questions Exit Ticket, Use Literacy strategies to assess mastery of content. | |

| |Grade lab activities | |

| |W: CBA #4: Periodic Table - Assess student mastery with H.O.T. Questions Exit Ticket, Use Literacy strategies to | |

| |assess mastery of content. Grade lab activities | |

| |R/F: CBA #4: Periodic Table - Assess student mastery with H.O.T. Questions Exit Ticket, Use Literacy strategies to | |

| |assess mastery of content. Grade lab activities | |

SpEd/ ELL Modifications: Simplified instructions, notes written on the board, oral and written instructions will be given. Modified assignments and quick guide notes. Pictures and charts will be shown as demonstrations.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download