Teacher(s): Amos, Littles, McGhee Grade/Subject: 8th/Physical Science
Week of: January 23-27, 2017 / Unit : Properties of matter, Atoms and the Periodic Table / Dates: January 25 – February 15, 2017Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured: for example, density; thermal or electrical conductivity; solubility; magnetic properties; melting and boiling points; and know that these properties are independent of the amount of sample.
SC.8.P.8.3 Explore and describe the densities of various materials through the measurement of their masses and volumes.
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9)
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases.
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties.
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances.
Learning Goal: / · Students will be able to classify and compare materials using their physical properties.
· Explore the densities of various materials through mass and volume.
· Recognize that there are a finite number of elements and that their atoms combine to produce compounds that make up all of the living and nonliving things.
· Understand how to use the periodic table.
· Explain the scientific theory of atoms.
Essential Question / · How does knowing an object’s density help identify it?
· Justify the importance of using physical properties to identify a substance.
· How would you justify the role of energy in change of state?
· Why is it important to understand the organization of the periodic table?
· What is the relationship between protons, neutrons, and electrons?
· How would you justify the role of pH in determining the use of a substance?
· Defend the difference between mixtures and solutions.
· How would you use the periodic table to determine what elements combine to form compounds?
Assessments / Pre-assessment: Probe questions
Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations
Summative Assessments: Unit 10 End Product, 4.5 weeks assessment
Progress Monitoring/ Feedback Loop / Learning Log, Exit Tickets, Learning Scale
Higher Order Question(s) / · What does the atomic structure of an element tell us about it?
· How does an element change once it combines with another element?
· What does the atomic theory state?
· Who contributed to the development of the atomic theory?
· What are the major components of the atom for an element?
· How are the elements grouped on the periodic table?
· What is pH and how is it used to distinguish between an acid and a base?
· How are pure substances, mixtures and solutions different?
Key Vocabulary / Period, group, family, alkali metals, alkaline earth metals, transitions elements, halogens, noble gases, metalloids, metals, nonmetals, base, acid, solution, solvent, solute
Monday 1/23 / Unit : Properties of Matter / Rigor Level: medium
Daily Agenda
Daily Objective / · Describe the four states of matter
BELL RINGER
( 5 minutes) / ·
I DO: / · Lab expectations and instructions
WE DO: / · Review phases of matter
YOU DO: / · Dry Ice Lab
Homework / · Complete Double Bubble on Longitudinal and Transverse Waves
EXIT TICKET:
(5 minutes) / · None
Tuesday 1/24 / Unit : Properties of Matter / Rigor Level: medium
Daily Agenda
Daily Objective / · Describe the four states of matter
BELL RINGER
( 5 Minutes) / ·
I DO: / · Complete Choice Board Activity on Phases of matter
WE DO: / · Review Phases of Matter
YOU DO: / · Complete Phases of Matter Choice Board Activity
Homework / · Choice Board Activities for unit 10 (All activities Due Thursday January 26)
EXIT TICKET:
(5 minutes) / · Final Rating on Scale for Unit 9
Wednesday 1/25 / Unit : Atoms and the Periodic Table / Rigor Level: high
Daily Agenda
Daily Objective / · Describe the atomic theory and the scientists who contributed to the theory
BELL RINGER
( 5 Minutes) / · Kahoot Review
I DO: / · Quiz Instructions
WE DO: / · Review Physical and Chemical Properties and States of Matter Review
YOU DO: / · Physical/Chemical Properties Quiz, Begin Unpacking Standards for unit 10
Homework / · Any work from unit 9 (matter)
EXIT TICKET:
(5 minutes) / · None
Thursday 1/26 / Unit: Atoms and the Periodic Table / Rigor Level: high
Daily Agenda
Daily Agenda / · Describe the atomic theory and the scientists who contributed to the theory
BELL RINGER
(5 Minutes) / ·
I DO: / · Parts of an atom PPT
WE DO: / · Parts of an atom CN
YOU DO: / · Begin Atomic Theory Timeline Foldable (Due tomorrow at the end of class)
Homework / · Complete Unit 10 unpacking of standards
EXIT TICKET:
(5 minutes) / · Basic parts of an atom
Friday 1/27 / Unit: Atoms and the Periodic Table / Rigor Level: High
Daily Agenda
Daily Objective / · Describe the atomic theory and the scientists who contributed to the theory
BELL RINGER
( 5 Minutes) / ·
I DO: / · Notebook check #2
WE DO: / · Atomic theory timeline
You DO: / · Complete Atomic Theory Timeline Foldable
Homework / · Complete Atomic Theory Timeline Foldable
EXIT TICKET:
(5 minutes) / · Why is our knowledge of the atom so important?
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
· Read directions for the student
· Check for understanding
· Allow to leave class for assistance
· Extra time for exams
· Daily agenda / · Allow student time to step out to de-escalate
· Testing in small groups
· Use of a planner/binder for organization
· English Language Dictionary / · Extended time on assignments =1 day
· Preferential seating
· Written direction given
· Break directions into chunks / · Read Aloud to Students
· Visual manipulatives
· Cooperative Learning,
· Vocabulary, Description, Introduction,
.