Teacher:

Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 1:

Song Dillon
Honors Chemistry
Periodic Table
Periodic Table History

Summary of the task, challenge, investigation, career-related scenario, problem,

LESSON
or community link
OVERVIEW
A powerpoint on the material about the history of the periodic table. Quiz on canvas and
questions the next day if needed.

STANDARDS

Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.

CI.1.2. Investigate the basic organization of the modern periodic table,

including atomic number and atomic properties.

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

The student will be able to identify what the periodic table is, who created it, and who
arranged it.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Each student will be given a quiz on canvas over the material and they have to identify
who created the periodic table, what the periodic table is and who arranged the table.
Each student will have to know what each of the men look like.

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Power point, quiz on canvas,

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.

What is the difference between Dimitri Mendeleev and Henry Moseley?

Why do you think someone made a periodic table?

INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension

Have students get out a pen and paper for notes

Go through the powerpoint and have them write everything down
Go to the quiz on canvas and have them complete it
Look up different pictures of Dimitri Medeleev and Henry Moseley
Ask questions to make sure they know about the quiz

GUIDED &
INDEPENDENT
PRACTICE

We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension

Looking up pictures of the different scientists visual & Kinestetic learning

Talking through the powerpoint - auditory

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Ask three students questions to see how much they learned from the lesson.
Remind them that their homework is due the next day.
Tell them that they did a great job.

CROSS-CURRICULAR CONNECTIONS
The use of reading and writing - English

NOTES:

For special ed: Use pictures and videos to help explain who each of the scientists are
and what their main contribution to the periodic table is. Have them draw or write out the
names of the scientists and their jobs. Ask them questions at the end to make sure they
know the material.

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 2:

Song Dillon
Honors Chemistry
Periodic Table
Metals, Nonmetals, and Metalloids

Summary of the task, challenge, investigation, career-related scenario, problem,

LESSON
or community link
OVERVIEW
A powerpoint on the material about Metals, Nonmetals, and Metalloids. Homework on
the lesson learned and helping if needed.

STANDARDS

Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.

7.6 To understand the basic properties separating Metals, from Nonmetals and
Metalloids

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

The student will be able to identify metals, nonmetals, and metalloids on the periodic
table by listing their properties and each student has to identify an element as a metal,
nonmetal, or metalloid on the periodic table. They will also be able to identify what group
the element is in the periodic table.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Each student will be given an element and they will have to say whether it is a metal,
nonmetal, or metalloid, and also what group the element is in.
Each student will have to do a problem on their own and then I will check their progress.

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Periodic Table, Powerpoint, Worksheets

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.

What is the difference between a metal, nonmetal, and metalloid?

Why do you think certain elements are more reactive than others?

INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension

Have students get out a pen and paper for notes

Go through the powerpoint and have them write everything down
Go to the periodic table and show examples
Have them color on their own periodic tables, the different elements
Assign Homework problems

GUIDED &
INDEPENDENT
PRACTICE

We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension

Coloring periodic table visual & Kinestetic learning

Talking through the powerpoint auditory

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Ask three students questions to see how much they learned from the lesson.
Remind them that their homework is due the next day.
Tell them that they did a great job.

CROSS-CURRICULAR CONNECTIONS
The use of reading and writing - English

NOTES:

For special ed: Make sure that each student knows the main property of a metal,
nonmetal, and a metalloid. Have them choose 3 of those and write down the properties
that make them a metal, nonmetal, or metalloid, or they can draw it if they wish. Ask
them questions at the end to make sure they have a good grasp on the material.

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 3:

Song Dillon
Honors Chemistry
Periodic Table
Periodic Table Families

Summary of the task, challenge, investigation, career-related scenario, problem,

LESSON
or community link
OVERVIEW
A powerpoint on the material about Periodic Table Families. Class work/homework on
Designing your own periodic table.

STANDARDS

Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.

7.6 To understand the basic properties separating Metals, from Nonmetals and
Metalloids

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

The students will be able to identify what a group and family is, specific groups/families,
and periods by listing all the properties and a few examples of each thing about the
periodic table.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Each student will be given an element on the periodic table and they will have to identify
what group/family it is in.
Each student will have to do a few problems on their own and I will check their progress.
Each student will be given instructions on designing their own periodic table and they
will be given class time to work on it and will also be given a few days at home to finish.

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Periodic Table, Powerpoint, Worksheets

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.

What is the difference between a a group, family, and a period.

Why are certain elements in certain groups/families and others are not.

INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension

Have students get out a pen and paper for notes

Go through the powerpoint and have them write everything down
Go to the periodic table and show examples
Handout instructions for Design Your Own Periodic Table

GUIDED &
INDEPENDENT
PRACTICE

We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension

Designing Periodic Table visual & Kinestetic learning

Talking through the powerpoint - auditory

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Ask three students questions to see how much they learned from the lesson.
Remind them that their homework is due the three days from when assigned.
Tell them that they did a great job.

CROSS-CURRICULAR CONNECTIONS
The use of reading and writing - English

NOTES:

For special ed: Make sure each student knows the difference between a group and a
family and have them draw an example periodic table labeling the two. Ask them
questions at the end about each part.

Teacher:
Class:
Course Unit:
Lesson Title:

TEAM Lesson Plan Day 4:

Song Dillon
Honors Chemistry
Periodic Table
Periodic Trends

Summary of the task, challenge, investigation, career-related scenario, problem,

LESSON
or community link
OVERVIEW
A powerpoint about periodic trends. Homework on electronegativity, atomic radius,
ionization energy.

STANDARDS

Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.

CI.1.2. Investigate the basic organization of the modern periodic table,

including atomic number and atomic properties.

OBJECTIVE

Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly

The student will be able to identify the differences between electronegativity, atomic
radius and ionization energy.They will also be able to identify differences between a
certain number of elements and which one has the highest certain type of energy.

ASSESSMENT /
EVALUATION

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal

Each student will be given an element and they will have to identify what type of energy
it has.
Each student will have to do a problem on their own and then I will check their progress

MATERIALS

Aligned with the Lesson Objective

Rigorous & Relevant

Periodic Table, Powerpoint, Worksheets

ACTIVATING
STRATEGY

Motivator / Hook
An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.

What is the difference between electronegativity, atomic radius and ionization energy?
Why do you think certain elements have different energys over others?

INSTRUCTION

Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension

Have students get out a pen and paper for notes

Go through the powerpoint and have them write everything down
Go to the periodic table and show examples
Have them color on their own periodic tables, the different elements
Assign Homework problems

GUIDED &
INDEPENDENT
PRACTICE

We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension

Coloring periodic table visual & Kinestetic learning

Talking through the powerpoint auditory

CLOSURE

Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

Ask three students questions to see how much they learned from the lesson.
Remind them that their homework is due the three days from when assigned.
Tell them that they did a great job.

CROSS-CURRICULAR CONNECTIONS
The use of reading and writing - English

NOTES:

For special Ed: Have them look over the worksheet that is handed out for the different
trends and have them draw one of their own with different colors and sizes of shapes.
Ask them questions at the end to make sure they know the difference between each
trend.

Powerpoints:

Worksheets: