ED617 Practicum Lesson Design Template

Candidate Name: Stephanie Powell Host Teacher Name: Mrs. Ball

School: Crawford Elementary Grade Level: 6 # of Students: 28
Date & Time of Lesson: September Length of Lesson: (day or days) 45
12, 2018 8:15 a.m. minutes
Topic of Lesson: Periodic Table Content Area:
Science
Materials: Include all materials including types of technology used: colored
index cards, 2 slips of paper with name of element for each student, markers, glue,
large piece of paper, science book, projector, exit tickets

Alaska Content Standard: (One standard for the lesson)

B. Concepts of Physical Science A student should understand and be able to apply the concepts,
models, theories, universal principles, and facts that explain the physical world. 1) Develop an
understanding of the characteristic properties of matter and the relationship of these properties to
their structure and behavior;

Transfer Goal(s) - Unpacked Standard (Transferability)

Students will develop knowledge of the periodic table and the elements that appear
in the table.

STAGE ONE: Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : (1 or 2 Essential Questions to be Considered:
are sufficient) (As related to Enduring
Students will understand that…. these are Understandings…) (1 or 2 are sufficient)
the BIG ones!
Students will understand the
organization of the periodic table. Why is it important to have a system of
organization for the elements?
Students will understand that elements are
placed on the periodic table due to similar
properties as well as grouped by In what ways is the periodic table
classification. organized?
Students will understand what an atomic
number is.
STAGE ONE: STAGE TWO:
Objectives/Learning Targets (Acquisition) Assessments/Acceptable Evidence
Of Learning
Knowledge and Skills: What
knowledge and skills related to content
and/or content language should
students know and be able to do by the
end of the lesson?

K: The students will know how the Students will make a large scale periodic
periodic table is organized table as a class.
S: The students will be able to place at
least 2 elements on a periodic table

K: Students will know why we need a
system of organization for the elements
S: The students will be able to describe
why we have a system of organization
for the elements
Students will be able to orally describe
why the periodic table is important and
what it’s purpose is.

STAGE THREE: Learning for Understanding: Instructional Activities, Products,

and Strategies
Pre-Requisites: What is the prior knowledge/learning students have to have
before starting this lesson? The students will have participated in a virtual lab the
previous day where they were able to explore the periodic table as well as
complete an activity on drawing three elements.

Overview/Introduction/Main Hook (Make a connection with students’

backgrounds and/or prior learning using an authentic situation to start them
thinking about the objectives and the essential question the lesson addresses.)
Ask students if they can think of anything they use in the classroom or at home
that helps them with organizing information? Possible answers might be a
calendar, a planner, lunch menu. Ask why this is important? To help us organize
information, to provide us with an easy way to see information, to help us
remember important information. Tie this into the periodic table.
Process: Teacher Product(s): Specific Strategies for
Does/Student Does… Assessment/Evidence supporting diverse
1. Have students get of Learning. learner skills and
science books. abilities throughout the
2. Teacher begins with lesson
the main hook above.
3. Discuss the virtual lab
activity that they did Walk around to room to
prior. see if students need
4. Tell students that help.
today we will be
talking about the
periodic table, how it
is organized and why
it is important.
5. Have students turn to
page 502 in their
science book.
6. Project the periodic
table from the book Oral participation
onto the screen. Go
over the 3 groups, a
few of the elements
the students may
recognize, how to tell Class periodic table
if the element is a
solid, liquid or a gas,
and what the
numbers mean on
each square.
7. Tell the students we
are going to make a
large periodic table
that will go on the
bulletion board
outside the classroom.
8. Pass out yellow, green
and blue index cards
for each table.
9. Hand each student 2
slips of paper each
with the name of an
 element on the paper.
10. Tell students that
using their book and
the 2 elements they
were given they are
going to decide which
color index card their
element belongs in,
what color they need
to write in and fill out
the card for each of
their elements on it.
11. When everyone is
finished have the
students who have
atomic number 1-10
put their elements in
order on the large
piece of paper in the
front. Then have 11-
18, 19-36, 37-54.
When everyone is
finished have the Students can work in
group leaders from small groups to help put
each table check to the cards in the correct
see if it looks correct, order.
if it is they will glue
the cards down.
12. Pass out exit tickets
and have students fill
out, collect
13. Students should silent
read and/or get snack

Closure: Review the importance of the periodic table and have students fill out
the exit tickets.

Considerations prior to the lesson:

• What is the objective of the lesson? For students to learn what
information we can gain from the periodic table. The basic
structure of the periodic table and some experience finding some
elements and the information on the periodic table.
• How will you know if the students have met the objective? From
the feedback on the exit tickets as well as how well they do on
 finding the correct information for their element and putting the
table together as a group.
• What provisions are you making for faster and slower learners?
Plenty of time to complete activities, doing some of the work
together. Asking those that get done faster to do more than 2
elements.
• How do you integrate local knowledge and cultural content? Ask
about items in the classroom that help organize information.
• How do you use (or not use) technology wisely? Technology is not
used in this lesson other then the projector for showing students
the periodic table.
• How does this lesson fit into the overall curriculum? The students
have been learning about atoms so this lesson expands on the
information they have been learning.
• Have you changed the lesson plan at all? No

Questions for reflection after the lesson:

• How did the lesson go? I thought the lesson went really well. The
students seemed engaged in the activity and seem to enjoy filling
out the index card with the elements they were given.
• Did the students meet the objective? Yes, most of them did. How do
you know? Oral questions and exit tickets.
• Were there any unexpected events? No How effectively did you
respond?
• Comment on one student who did particularly well and one who
did not meet your expectations. The all met the expectations of the
assignment. Why did this happen? What can you do to follow up
with the student who did not do well?
• Are there any changes you would make in this lesson if you could
do it again? I would do an example of how to fill out the index card
with the correct information with the students. I would also have
orange, black and red markers available for the students to use.
Why? Many of the students turned the index card horizontally
instead of vertical, which made the poster look less cohesive. Many
students missed the instruction of writing the element name in the
color that it was written in the book. I think if I would have done an
example they would have done a better job of all making the cards
similar.