Teacher(s):McGheeGrade/Subject:8th/Physical Science

Week of: Dec 7 - Dec 11, 2015 / Unit :Atoms and the Periodic Table / Dates:Nov 30–Dec 18, 2016
Florida 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.

SC.8.P.8.1Explore 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.8.8Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.

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.
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 use the periodic table to determine what elements combine to form compounds?

Assessments /
  • Pre-Assessment: Atoms and Periodic Table Pre-test
  • Formative Assessment: Quiz, Writing Prompts., Cornell Notes
  • Summative Assessment: Writing Prompt on Compounds

Progress Monitoring/Feedback Loop / Learning Logs, Exit Tickets
Higher Order Question(s) /
  • In studying the structure of atoms, how are they classified in the periodic table and how does each atom for an element have a specific structure?
  • How do atoms can combine to produce different molecules with different properties?
  • What is the theory of atoms and how was the atomic theory developed?
  • How can you draw and label an atom with its appropriate number of protons, neutrons and electrons?
  • How can one explain the structure of the periodic table and how elements are grouped?
  • What is the concept of pH and what are some common acids and bases?
  • How can one differentiate between pure substances, mixtures and solutions?

Key Vocabulary /
  • Atom, electron, proton, neutron, nucleus, Bohr model,valence electrons, electron cloud, atomic number, atomic mass, mass number, ion, isotope

Monday 12/7 / Unit:Atoms / Rigor Level: / Low
Daily Agenda
Daily Objective /
  • Students will review missed questions from Ch. 6/7 Test and will complete test corrections to improve their test grade. Students will also work on any missing work or finish their element guide.

BELL RINGER
( 5 minutes) /
  • On overhead

I DO: /
  • Go over short answer questions from Ch. 6/7.
  • Review test correction procedure.
  • Pass out progress reports/missing work .

WE DO:
YOU DO: /
  • Complete make up work/remediation.

Homework /
  • Finish element brochure – due Friday 12/11 and complete any remaining make-up work.
  • Get progress report signed.

EXIT TICKET:
(5 minutes) /
  • None today

Tuesday 12/8 / Unit: Atoms / Rigor Level: Medium
Daily Agenda
Daily Objective /
  • Students will understand how atomic structure relates to an elements arrangement on the periodic table.

BELL RINGER
( 5 Minutes) /
  • On overhead

I DO: /
  • Go over directions to periodic basics

WE DO: /
  • Review Bohr structure.

YOU DO: /
  • Complete periodic basics

Homework /
  • Finish element brochure – due Friday 12/11

EXIT TICKET:
(5 minutes) /
  • Rate yourself on the learning scale.

Wednesday 12/9 / Unit:Atoms / Rigor Level: Medium
Daily Agenda
Daily Objective /
  • Students will understand how the arrangement of valence electrons affects the behavior of an element.

BELL RINGER
( 5 Minutes) /
  • On overhead

I DO: /
  • Review families on periodic table and Bohr structure.

WE DO: /
  • Review Bohr structure.

YOU DO: /
  • Complete periodic basics

Homework /
  • Finish element brochure – due Friday 12/11

EXIT TICKET:
(5 minutes) /
  • Rate yourself on the learning scale.

Thursday 12/10 / Unit: Atoms / Rigor Level: High
Daily Agenda
Daily Agenda /
  • Students will understand the history of the periodic table and be familiar with common elements.

BELL RINGER
(5 Minutes) / On overhead
I DO: /
  • Introduce hunting the elements

WE DO:
YOU DO: /
  • View Hunting the Elements part 1 and complete review questions

Homework /
  • Rate yourself on the learning scale.

EXIT TICKET:
(5 minutes) /
  • None today

Friday 12/11 / Unit: Atoms / Rigor Level: High
Daily Agenda
Daily Objective /
  • Students will differentiate between isotopes and ions and will be able to predict the type of bond formed between atoms of different elements.

BELL RINGER
( 5 Minutes) /
  • On overhead

I DO: /
  • Present Cornell notes on bonding

WE DO: /
  • Review isotopes

You DO: /
  • Complete summary and questions for notes.

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • Ions and Isotope review sheet.

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,
.