Teacher(s): Amos, Littles, McGhee Grade/Subject: 8th/Physical Science
Week of: January 30-February 3, 2017 / Unit : Atoms and the Periodic Table / Dates: January 30 – February 17, 2017Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / 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: / · 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 / · 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 1/30 / Unit : Atoms and the Periodic Table / Rigor Level: medium
Daily Agenda
Daily Objective / · Describe the history of the creation of the periodic table of elements
BELL RINGER
( 5 minutes) / · On Overhead
I DO: / · Introduce unit
WE DO: / · Read Ch. 9 Lesson 1
· View “History of the Periodic Table”
YOU DO: / · Complete cornell notes on atomic theory
· Complete Periodic table questions
Homework / · Complete study guide for matter test (Test Friday)
EXIT TICKET:
(5 minutes) / · Rate on scale
Tuesday 1/31 / Unit : Atoms and the Periodic Table / Rigor Level: medium
Daily Agenda
Daily Objective / · Describe how the elements are grouped on the periodic table
BELL RINGER
( 5 Minutes) / · Elements Review
I DO: / · Periodic Table PPT
WE DO: / · Periodic Table CN Notes
YOU DO: / · Periodic Table Lab
· https://www.boreal.com/www.boreal.com/images/Intro_to_the_Periodic_Table.pdf
Homework / · Study for Elements quiz (February 7th)
EXIT TICKET:
(5 minutes) / · Lab completion
Wednesday 2/1 / Unit : Atoms and the Periodic Table / Rigor Level: high
Daily Agenda
Daily Objective / · Describe how the elements are grouped on the periodic table
BELL RINGER
( 5 Minutes) / · Why is it important to understand the organization of the periodic table?
I DO: / · Periodic Table PPT (Families and Groups)
WE DO: / · Periodic Table CN Notes
YOU DO: / · Color Coded Periodic Table
Homework / · Study for Elements quiz (February 7th)
EXIT TICKET:
(5 minutes) / · none
Thursday 2/2 / Unit: Atoms and the Periodic Table / Rigor Level: high
Daily Agenda
Daily Agenda / · Describe how the elements are grouped on the periodic table
BELL RINGER
(5 Minutes) / · Primetime Review questions
I DO: / · 4.5 weeks assessment study guide
WE DO: / · Review for 4.5 Weeks Assessment
YOU DO: / · Complete Color Coded Periodic Table Activity
Homework / · Study for 4.5 weeks assessment
EXIT TICKET:
(5 minutes) / · Rating on the scale for periodic table
Friday 2/3 / Unit: Atoms and the Periodic Table / Rigor Level: High
Daily Agenda
Daily Objective / · Completion of 4.5 Weeks assessment
BELL RINGER
( 5 Minutes) / · FCAT Review
I DO: / · Test instructions
WE DO: / ·
You DO: / · 4.5 Weeks Assessment (Matter and atomic theory)
Homework / · None
EXIT TICKET:
(5 minutes) / · None
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,
.