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Unit Title: Structure & Properties of Matter

Grade level: 9th grade Physical Science


Length of unit: 3 weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

Essential Questions:

When elements are listed in order according to


the number of protons, repeating patterns identify
families of elements with similar characteristics.
Atoms interact with one another by transferring or
sharing electrons that are the furthest away from
the nucleus.
Science is a creative and collaborative process
limited to testable ideas, but not one specific
method.
Scientific ideas can change with new evidence,
but are not easily rejected.
Knowledge &

How do scientists use features of objects to organize


them?
How are the chemical properties of elements
represented by the periodic table?
What patterns/trends are represented by the periodic
table?
How is electronegativity related to an atoms number
of valence electrons?
How are chemical bonds formed?

Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards and Next Generation Science Standards)
S.9-12.PS.5
Understand and apply knowledge of the structure and properties of matter
Valence electrons & Chemical Bonds
S.9-12.PS.6
Understand and apply knowledge of the structure and properties of matter
Periodic Table & Periodic Trends
HS-PS1-1
Use the Periodic Table as a model to predict the relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms.

Students will know

Nature of Science concepts:


o Collaborative
o Limited
o Creative
o Tentative, but durable
An element is composed of a single type of atom.
Chemical properties of elements and
patterns/trends of the Periodic Table:
o Atomic number
o Mass
o Valence electrons
o Electron shells
o Atomic radius
o Electronegativity
o Families/groups
Chemical Bonds:
o Lewis-dot structures
o How scientists determine whether atoms of
an element are stable or unstable (octet
rule)
o The difference between covalent and ionic
bonds.
Element-specific characteristics:
o Scientific discovery
o Relation to other elements
o Unique chemical properties (atomic
number)

Students will be able to

Organize objects to create patterns.


Identify patterns within the periodic table.
Connect the history of how trends in the periodic
table were discovered with their own scientific
explorations.
Identify the chemical properties of a given element.
Draw Lewis-dot structures to represent valence
electrons and stability of atoms.
Explain the relationship between electronegativity
and the number of valence electrons in an atoms
outer shell.
Explain the difference between covalent bonds and
ionic bonds.
Establish the location of an element in the periodic
table given chemical properties and periodic
trends.
Construct a representation of the similarities and
differences that exist between two elements.
Present scientific findings with supporting evidence
and visual aids.

Resources/Materials:

Sets of paint chips of 5 or 6 different colors with 6 different hues. Each groups set should be missing
different chips so each group is working with a different set. Should have enough sets for the class to
work in groups of 2-3.

Sets of 18 flashcards with limited information about elements from the periodic table (enough sets for the
whole class to work in groups of 3-4). The information given will be from one or more of the following
categories on any given card: atomic #, atomic mass and valence electrons. Each category will have a
specific location on the card. For example, if the atomic # is on a card, it will always be in the top left
hand corner.

A copy of the periodic table for each student and one large reference on a PowerPoint slide.

Article: A Puzzle with Many Pieces from http://www.storybehindthescience.org/pdf/periodic.pdf

Student Notebooks or Double entry journal graphic organizers

Graphic organizers: Non-linguistic representations of periodic trends

PowerPoint presentations: Chemical Properties, Patterns &Trends,

Element Project assignment sheet, rubric, signup sheet, poster paper, and art supplies.

Video of covalent and ionic bonding https://www.youtube.com/watch?v=LK2fIn_U0MY

Computers or tablets & internet access

Periodic Table Scavenger Hunt List and blank periodic table for the 26 elements on the list:
https://app.activateinstruction.org/playlist/resourcesview/id/5122bfcaefea652f67000003/rid/5122c0bdefea652f67000006/bc0/explore/bc1/playlist

Stage 2 Evidence (Assessment)


Types of assessment: Selected-Response (tests, quizzes); Personal Communication
(interview, oral exam, discussion); Written Response (short constructed response questions,
entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs,
dramatization)
Pre-assessment:

I will use informal pre-assessment methods in this unit.


Three corners: To assess prior knowledge at different levels (from little or none to a lot). I would have
students write down a level of knowledge and their reasoning before meeting with peers that chose the
same level, to discuss what they know or come up with questions for what they would like to know.

If a student(s) has demonstrated mastery of the knowledge or skills I plan to teach, I will:
Provide extension activities (including student ideas), incorporate learning centers into lesson plans,
and provide independent project options.

Formative Assessment:
Personal Communication: Questions and Discussion
Ask questions that encourage critical thinking, including thought-provoking short-answer and extended
answer questions. Also, have them clarify or elaborate. This type of questioning will encourage the
discussions that you will want to listen to as you move about the room and when you are listing student
ideas on the board. These discussions serve as your formative assessment for the lesson.

During TPS discussions the teacher should move around from group to group getting an understanding of
more of the students individual ideas. This also provides an opportunity for scaffolding on an individual
basis for students.

Written Communication:

Collect notebooks or graphic organizers as well as entrance/exit slips. These give the teacher a better
understanding of what each individual student is thinking and any misconceptions they may have.

Performance Assessment:
Lewis-dot structures
Completed periodic table from scavenger hunt.
Project/double-bubble map
Cooperative learning
Formative assessments expose student thinking. We can use this information to scaffold accordingly. We may
need to introduce content that is more or less challenging to stay within the students zone of proximal
development. We also need to make sure they have the prior knowledge they need to understand new
concepts.

Summative Assessment:

End-of-unit test (selected response, short answer, extended answer and performance):
Summative Assessment structure and properties of matter.docx
Answer Key: Summative Assessment Answer Key.docx
Knowledge/skills targeted:
Periodic table trends
Nature of science concepts
Chemical Properties of elements (mass, #protons, #electrons, and #neutrons)
Lewis-dot structures represent valence electrons and stability of atoms (octet rule)
Relationship between electronegativity and the number of valence electrons in an atoms outer shell.
Covalent bonds
Ionic bonds

Stage 3 Learning Plan

Use these questions to help guide the creation of your pacing calendar (learning plan).

How many days will your unit last? 15 days

How will you sequence/organize learning your unit in an iterative/incremental way? Move from
concrete to more abstract. Organize the unit to be conducive to making connections to prior
knowledge.

What opening activity will you use to hook or engage student learning in this unit? Concrete inquirybased activity that engages students in cooperative learning.

How will you ensure students know where the learning is headed in this unit? Introduce essential
questions as a precursor to new concepts. Write objectives on the board. Project-based
learning (assignment sheet and rubric for element project reveal future concepts that they
will be learning as the unit progresses).

How will you introduce students to your Enduring Understandings and Essential Questions? At what
points will you have your students re-consider these understandings/questions? I will introduce
students to enduring understandings and essential questions through written objectives,
think pair shares, and inquiry-based activities. I will have them re-consider the
understandings/questions through entrance and exit slips.

How will you sequence/organize your assessments in an iterative/incremental way? I will incorporate
my formative assessments as essential questions are answered, as evidence of enduring
understandings. I will also have performance assessments as new skills are acquired. I will
have a summative assessment on the last day of the unit following a review on the previous
day.

How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and
imagination? Collaboration? Innovation/Creativity? Adaptive thinking? Accessing and analyzing
information? Oral and written communication? I will ask thought-provoking short answer and

extended answer questions, provide opportunities to work in groups or pairs, incorporate


concrete experiences with limited direction, activities that require students to apply what
theyve learned, performance assessment, double entry journals, entrance/exit slips, tools to
conduct their own research, thinking maps, differentiation, and class discussions.

What active instructional strategies/learning activities might you use to engage students in learning (You
need to use at least 3 different types of instructional strategies? Lecture, demonstration, inquirybased activities, discussion, questioning, cooperative learning activity, non-linguistic
representations, thinking maps, think pair share, learning stations, double-entry journals,
and student-led investigation.

How will you differentiate for individual student needs in this unit? What differentiated instructional
strategies will you use (e.g., student choice, flexible grouping, jigsaw, choice boards/menus, tiered
assignments, anchor activities, etc.)? Through content, process, product, and environment. Using
graphic organizers, differentiating inquiry during discussion (levels of inquiry), cooperative
learning groups, non-linguistic representation, and student choice.

How will you use technology to support and facilitate student learning in this unit? Tablets or computers
for research, interactive PowerPoint presentation, calculators, and video.