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Standards (FfT 1c) NGSS.SCI.SEP.6-8-1 Asking questions (for science) and defining
(CCSS, NGSS, etc.) problems (for engineering)
NGSS.SCI.CCC.6-8.1 Patterns
Data (FfT 1c) SLO data: 17/108 students showed mastery; 24/108 students scored
What data do you have to support proficient; 67 students scored basic on MS-PS1-1
aspects of lesson?
Objective(s) for this Lesson SW create models of compounds using information analyzed from the
(FfT 1c) periodic table
Prerequisite Knowledge (FfT 1c) Students will understand that the periodic table is organized by
a) Increasing atomic number (number of protons)
b) Grouping by similar properties
c) Increasing reactivity (left to right)
Students can identify what a proton, electron and neutron is and can
place each one in a model of an atom
Potential Misconceptions or Students may be confused that the protons and neutrons do not interact
Procedural Mistakes when forming a compound; only the electrons react
Students may have difficulty with the math involved in the calculation
What questions can I ask to How many valence electrons does X element have?
check my students
understanding of the lesson Can element X form a compound with element Y?
objectives and outcomes?
(FfT 1f) Which column of elements can X form a bond with?
Questions should represent all levels
of cognitive demand.
Draw a model of element X
Recap from yesterday: where on the periodic table do you find the
number of valence electrons?
1. Mg + O (yes)
2. H + Cl (yes)
3. C + C (yes)
4. Si + Si (yes)
5. Li + F (yes)
6. Al + N (yes)
7. Ca + O (yes)
8. Na + Br (yes)
9. K + Br (yes)
10. Be + S (yes)
11. K + F (yes)
12. Mg + S (yes)
13. S + F (no)
14. Be + I (no)
15. C + P (no)
16. B + Cl (no)
17. As + S (no)
Grouping: Individually/pairs
Pairs will be made of one student who got 2/3 on the exit ticket from
10/6 and one student who got less than 2/3
provide for students to expand -drawing must include a nucleus with protons and neutrons and clearly
their understanding and connect include the number of valence electrons in each model
to real-world situations?
-drawing should differentiate between the atoms of different elements
Grouping: Pairs will be made of one student who got 2/3 on the exit
ticket from 10/6 and one student who got less than 2/3
Grouping: Individual
Assessment: Exit ticket will be graded; At least 80% accuracy for all
students
Additional Information