SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE R​ evised 4.15

​ ww.sscphandbook.org​.
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at w

Name CWID Subject Area

Jessica Wada, Pierre Nguyen, &
----- Chemistry
Ellen Chang
Class Title Lesson Title Unit Title Grade Levels Total Minutes
3 periods x 50
Introduction to the The Periodic
Chemistry 10th - 12th minutes = 150
Periodic table Table
minutes
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/literacy:
WHST.11-12.2 ​Write informative/explanatory
texts, including the narration of historical events,
scientific procedures/experiments, or technical
processes.
HS-PS1-2​. Construct and revise an explanation for the
WHST.11-12.5 ​Develop and strengthen writing as
outcome of a simple chemical reaction based on the
needed by planning, revising, editing, rewriting, or
outermost electron states of atoms, trends in the
trying a new approach, focusing on addressing what
periodic table and knowledge of the patterns of
is most significant for a specific purpose and
chemical properties.
audience.

Lesson Objective(s)
Objectives:​ Students will be able to...
1. categorize and classify the first 26 elements of
the periodic table (except the transition metals)
based on their characteristics.
2. generalize the trends of the periodic table
(electron affinity, ionization energy, atomic
radius, electronegativity).
3. predict and defend what the outcome of a
chemical reaction would be based on their
knowledge of the periodic table.
Mathematics:
N-Q.1-3 ​Reason quantitatively and use units to
solve problems.
Evidence
Students will develop a model with a figure caption of the
periodic table with a clear understanding of properties of
matter and trends apparent. This means that when given
a blank periodic element (C, H, and O) and table, students
are able to label the metals and nonmetals, groups 1-8,
ionization energy, electron affinity, atomic radius, and
electronegativity. They are then able to write a brief
caption explaining what those terms mean.

STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
 Students will record If students already
their observations and demonstrate
initial explanations on significant knowledge
The purpose is to see
their notes. Teachers of the periodic table,
what students already Teacher will only be
will monitor progress by the next activity will
know or notice about eliciting students’
reading what students be shorter. If students
EL metals reacting, and thoughts and so no
record. Some students do not demonstrate a
Day 1 therefore to evaluate feedback will be given
will share aloud. lot of knowledge, the
their ability to notice on correct answers or
Teacher will press for next activity will
patterns and create an not.
further explanations require more
explanation.
from that student and scaffolding by the
another for each teachers and more
question. time.
If students
demonstrate
significant knowledge
and are able to
Students will be in small accurately place most
groups and will organize Teacher will give of the elements, the
The purpose of this
the element cards any feedback on periodic teacher can review the
assessment is to
way they like. Teachers table properties only lecture faster. If
evaluate how students
PM will go around and after every group has students struggle to
are able to justify their
Day 1 monitor the activity, presented theirs to the identify patterns
understanding of
asking facilitative teacher. Teacher will among the elements,
patterns in the periodic
questions and probing give oral feedback to we will have to review
table.
questions to understand each group. the lecture slower,
students’ reasoning. giving more
background
knowledge before we
are able to discuss
trends.
The teacher will
critique the group’s
rationale on the
These questions
various ways that the
address key concepts
groups could have
of the periodic trend,
been organized.
The purpose of this and depending on how
assessment is to check The small lab groups will the groups organized
If the group organized
that the students can rationalize their their elements. This
SSN the elements by ion
analyze and predict the decisions on why they shows us how they are
Day 1 charges (positive and
periodic trends, such as: organized their currently thinking
negative) then ask,
valence electrons and elements. about the trends and
“Why C, Si, Ge is not
atomic radius. the questions are
listed as 4-”
designed to have the
students consider the
If they organize the
other trends.
elements by similar ion
charges (1+ and 1-)
ask, “Do you think they
 will react with each
other?”
FOCUS OF INSTRUCTION
Instructional Strategies
● Written (on handout) and oral directions
● Scaffolding for small groups
Day 1: Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Co-teachers hand out worksheets for opening
activity.
15 min Students take out a pencil/pen to record their
Teacher directs students (pointing and explaining) to
thoughts.
the worksheet where students record their
observations and initial thoughts.
Students record their observations and
thoughts on the worksheet for the opening
Teacher plays 2.5 minute video where the Group I
activity.
metals are sliced and then placed in water. Teachers
circulate to monitor understanding and see what
students are writing.
Students share their thoughts. Students build
Teacher asks at least 1 student to share for each
on each other’s thoughts.
question. Teacher asks another student to build on
first student’s answer for the first question. Teacher
records students notes on the board.
Lesson Body
Time Teacher Does Student Does
Teachers pass out 26 elements to each group of
students (see supplemental materials).

Teachers walk around to observe groups. They will

answer questions as needed and monitor
understanding through observing and asking further
Students will be in small groups. Students will
probing questions to understand students
work with their small groups to organize the 26
reasoning.
elements in any way they would like. They will
1) Design groups in a 1-2-1 format where 1
20 min discuss with each other and use the clues on
student is advanced proficient in English, 2
the element cards to organize them. They may
students are moderately proficient in
also ask questions of the teachers or may
English, and a low proficient English student.
answer teachers’ questions.
2) If possible, assign a same primary-language
speaking student as the low proficient
English student.
3) To keep students on task, students should be
able to provide a rationale on why their
grouped elements are ordered as such.
Lesson Closure
Time Teacher Does Student Does
 Teacher will go to groups and look at their final Students will explain why they organized their
organization of the elements. Teacher will listen to elements the way they did. Other groups will
students’ presentations of why they organized their also listen to what the group says and will be
elements the way they did. able to see how they organized their periodic
table.
15 min
For students who require further expansion on their
understanding: The teacher will also have the For students who require further expansion of
students compare their organized elements to the their understanding: They will also predict the
periodic table. They will analyze and predict the characteristics of other elements based on
characteristics of elements on the table. their understanding of the trends.
Instructional Materials, Equipment, and Multimedia
● See below supplemental materials for written material (warm-up worksheet and activity cards)
Co-Teaching Strategies
1. One teacher will begin the opening phenomenon video with the warm-up questions. They will also go
over the driving question of the unit and the objectives for the day. Other teachers will circulate and
answer procedural questions and monitor understanding.
2. The next teacher will run the group activity where students are organizing the elements according to
their own thoughts. The other teachers will circulate and answer procedural questions and monitor
understanding.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs
For students who are hard Students who meet the
Students who speak the
of hearing or have vision lesson objectives can
same primary language
impairment, they can sit further expand on their
can be grouped together
closer to the video source. understanding by
so they have native Oral instruction can be
asking probing
language support as given for the lab activity
Students with ADHD can be questions, which can
needed. It is also procedure and students
allotted more time to include:
important to ensure that can follow along. To
complete the lab activity 1. What do you think
a proficient English supplement their access to
within their group or the the element following
speaker is in the group to the instructions, pictures
warm-up. They should also Kr will look like, if Kr
model effective showing groups of
be monitored more has an atomic number
communication. A elements can be given as
frequently to ensure that of 36?
combination of oral examples.
their questions are 2. How do you think
instruction and written
answered in a timely this element will react
direction should be
fashion to prevent time with water? Why do
provided.
waste. you think that?
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The lesson will take a few days to complete, and the first day of instruction is focused on engaging the students
with the trends of the periodic table. The hope of the activity is to show them the relationship between their
formed ion charge and their position of the periodic table. The students will also analyze the atomic diagram
and notice its increasing atomic radius.

Groups are designed as such to ensure that an advanced proficient English student models ideal behavior in
communication for the other three. The two moderately proficient English students are paired so that they can
interact with each other on the same level of ability. The low proficient English student is tasked with observing
the others’ form of communication, while encouraged to supply input wherever they feel comfortable.
The activity serves as baseline model for the students to identify the components of the periodic table. One of
the possible challenges that the students may face is grouping elements that are not helpful in understanding
periodic trend, such as: “pairing them up in alphabetical order”. A possible solution to this issue is to ask
questions about the descriptions of each element, specifically its ion charge.
Supplemental Materials for Day 1 ​are attached below
 Warm-up: Opening Phenomenon

We will watch a video of Group I metals reacting with air and water:
https://www.youtube.com/watch?v=uixxJtJPVXk

Take notes on the video below:

1. Metals and air:

a. What do you observe when the metals are sliced?

b. Why do you think this happens?

2. Metals and water:

a. What do you observe when the metals are placed in water?

b. Why do you think this happens?

Lesson 1: The Periodic Table (all week)

Driving Question:​ Why is the periodic table organized the way it is?

Objectives:​ We will be able to…

1. categorize and classify the first 36 elements of the periodic table based on their characteristics.

2. generalize the trends of the periodic table (electron affinity, ionization energy, atomic radius,
electronegativity).

3. predict and defend what the outcome of a chemical reaction would be based on their knowledge of
the periodic table.
 Group Activity: Organize the Elements

1. Cut out the squares below.

2. Organize the elements below any way that your group would like. Be sure to explain to each other why
you believe an element should be in a certain place.
3. Use the clues and picture to help you.

H He Li Be
● Forms a 1+ ion ● Does not react ● Forms a 1+ ion ● Forms a 2+ ion
● protons: 1 ● protons: 2 ● protons: 3 ● protons: 4
● electrons: 1 ● electrons: 2 ● electrons: 3 ● electrons: 4

B C N O
● Forms a 3+ ion ● Forms a 4+ ion ● Forms a 5+ ion ● Forms a 2- ion
● protons: 5 ● protons: 6 ● protons: 7 ● protons: 8
● electrons: 5 ● electrons: 6 ● electrons: 7 ● electrons: 8
F Ne Na Mg
● Forms a 1- ion ● Does not react ● Forms a 1+ ion ● Forms a 2+ ion
● protons: 9 ● protons: 10 ● protons: 11 ● protons: 12
● electrons: 9 ● electrons: 10 ● electrons: 11 ● electrons: 12

Al Si P S
● Forms a 3+ ion ● Forms a 4+ ion ● Forms a 5+ ion ● Forms a 2- ion
● protons: 13 ● protons: 14 ● protons: 15 ● protons: 16
● electrons: 13 ● electrons: 14 ● electrons: 15 ● electrons: 16

Cl Ar K Ca
● Forms a 1- ion ● Does not react ● Forms a 1+ ion ● Forms a 2+ ion
● protons: 17 ● protons: 18 ● protons: 19 ● protons: 20
● electrons: 17 ● electrons: 18 ● electrons: 19 ● electrons: 20
Ga Ge As Se
● Forms a 3+ ion ● Forms a 4+ ion ● Forms a 5+ ion ● Forms a 2- ion
● protons: 31 ● protons: 32 ● protons: 33 ● protons: 34
● electrons: 31 ● electrons: 32 ● electrons: 33 ● electrons: 34

Br Kr
● Forms a 1- ion ● Does not react
● protons: 35 ● protons: 36
● electrons: 35 ● electrons: 36
Day 2
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
If students are already
thinking about the
The purpose is to Teacher will thank periodic table in a
see what students This will be a written students. Teacher may typical way, the lesson
EL Day learned about the warmup. Some students comment on parts of their will require less
2 previous day will share their responses writing they like or scaffolding. If
through the engage aloud to the class. creative ideas that stand students’ thoughts are
and explore pieces. out. very dissimilar to the
lesson plan, they will
need more scaffolding.
Based on the types of
questions that the
The students will take students have during This informs teaching
notes based on the video note-taking, the teacher as it lays the
clip and ask question for will relate these new foundation for
the teacher to pause and concepts using everyday understanding the
The teacher will clarify any confusing language. driving force behind
provide direct vocabulary. chemical reactions.
instruction on the “Atomic Radius” could tap
PM content of the unit, “Electron affinity” into their prior knowledge The types of questions
Day 2 linking the previous “Electronegativity” in math, where “radius” is that the students
day’s activity to the “Atomic Radius” a Tier III vocabulary. come up with show
scientific theory “Ionization Energy” that they are 1)
behind it. “Ionization Energy” can engaged in the
Are the new concepts tap into the idea that material and 2) they
that link yesterday’s “energy” is force or identify what they
activity to the lesson strength, so an example don’t know for
objective. could be how strong an clarification.
atom is to create an ion
(or a charged particle).
The students will use their
notes to answers This informs teaching
questions about what by how
The purpose is to they’ve just learned on Goformative.com
have students Goformative.com. analyzes the data that
reflect on the Students are also the students submit. It
Goformative.com
SSN lecture and video encouraged to discuss will highlight common
through students’
Day 2 and be able to topics that are confusing questions and
Chromebooks.
answer basic with each other or with conceptions that many
questions checking the teacher for students get wrong.
understanding. clarification. The teacher This makes it easy to
should assess how they focus on material to
view the periodic table re-teach.
before they can ask
 probing questions for
clarification.

FOCUS OF INSTRUCTION
Instructional Strategies
● Written (on handout) and oral directions
● Guided Notes for lectures and videos
Day 2: Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Co-teachers hand out worksheets for opening Students take out a pencil/pen to record their
activity (see warmup below). thoughts.

Teacher directs students (pointing and explaining) to

10 min the worksheet where students record their
observations and initial thoughts. Students record thoughts and answer the
questions on the warm-up. Some students
Teacher asks some students to share what they share with the class what they thought,
wrote. building on each other’s responses.
Lesson Body
Time Teacher Does Student Does
Teacher lectures on periodic table.

Teacher shows Crash Course video on the periodic

25 min Students take guided notes on their packet.
table:
https://www.youtube.com/watch?v=0RRVV4Diom
g
Lesson Closure
Time Teacher Does Student Does
Teacher has students complete formative questions
on goformative.com. Teacher monitors students
Students go to goformative.com and complete
15 min answers as they go. If teacher notices students gets
the questions.
the same question wrong, they will stop and clarify a
concept.

Instructional Materials, Equipment, and Multimedia

● Computer and projector (for projecting YouTube videos and the powerpoint)
● See below supplemental materials for worksheets (warm-up and guided notes)
● Goformative.com (chromebooks for students)
Co-Teaching Strategies
The third teacher will lecture on the material using powerpoint and show videos. Other teachers will circulate
and answer procedural questions and monitor understanding.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs
Adapt the amount of Adapt the amount of time Adapt the number of items There will be advanced,
time the English learners the striving readers have the students with special free-response
have to complete the to complete the task, such needs is expected to questions that will be
task, such as providing as providing more time to complete. Adapt the skill offered to the students
more time to process and process and work on the level and the type of upon completion of the
work on the assignments. assignments. Without problem for the students goformative. Advanced
Without reducing the reducing the expectation, can approach the task, such students should
expectation, adapt the adapt the skill level or type as allowing simplified complete these. They
skill level or type of of problems for the ELs instructions. Also provide may choose one or do
problems for the ELs can can easily demonstrate more time for the students as many as they would
easily demonstrate their their understandings. Also to complete the task. like, but must answer it
understandings. Also provide sentence frames well.
provide sentence frames and key terms for their Notes of the powerpoint
and key terms for their guided notes. can be printed out for the
guided notes. student beforehand.
Students may also use
Students may also use their chromebooks to view Students may also use their
their chromebooks to and review the chromebooks to view and
view and review the instructional video at their review the instructional
instructional video at leisure. They are video at their leisure. They
their leisure. They are encouraged to are encouraged to
encouraged to pause-and-play at sections pause-and-play at sections
pause-and-play at that are dense with that are dense with
sections that are dense information. information.
with information.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The 2nd day’s activity is focused on Explanation. The students will use their guided notes to take notes on the
video, and they are encouraged to ask for clarification. Regardless of student participation, there are areas
within the video that the teacher should pause and clarify anyway to ensure important concepts/relationships
are identified.

This lesson further reinforces the performance expectations set on the first day, to ensure that the students are
able to analyze periodic trends. Important concepts of how the elements are ordered are presented within the
video. The main points are the features of alkali metals and halogens. Concepts such as, electronegativity,
electron affinity, ionization energy, and atomic radius will be identified and analyzed here.

Supplemental Materials for Day 2 ​are attached below

Warmup: Review from Yesterday

1. What is one thing you learned from yesterday?

2. What is one question you have about the periodic table?

 Guided Notes for Crash Course Chemistry Video

1. How were those elements first arranged?

2. Why was it determined that this arrangement was incorrect?

3. Compare and contrast:

Alkali metals Alkaline Earth Metals

4. Compare and contrast:

Halogens Noble gases

Why are noble gases ‘noble’?

Which column reacts with halogens?

5. Transition metals:

Characteristics/features Common items in your household

6. Why are lanthanides and actinides located in the bottom of the periodic table?
Day 3
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation
Assessment
Pre-lab handout.
The students will watch
how the calculations are
modeled by the teacher
and follow along
step-by-step.
EL Day Checking math
They will then break up
3 analysis skills.
into their lab groups and
finish the calculations on
the pre-lab worksheet
while referring to the
demonstration on how to
calculate straw length to
represent elemental
properties.
The students will calculate
the correct length of straw
to represent several
Calculating variables of study for this
PM
mathematical lesson, including:
Day 3
equations. “Ionization Energy”,
“Electron Affinity”,
“Electronegativity”, and
“Atomic Radius”.
How Informs
Feedback Strategy
Teaching
This informs
teaching as it helps
identifies which
area of math the
students are
lacking. Is it
identifying
variables and
During the modeling of the setting up the
calculations, the students problems? Is it
should follow along and solving for a
identify the purpose of variable and not
each step. knowing which
mathematical
When the students break operation to use?
up into their groups and Or is it a conceptual
use the demonstration as problem where
a model, but are unable to they don’t know
calculate straw length why/how the
accurately, this shows us equation is
which steps confuse the derived?
students.
This modeling and
checking for
understanding
allows us to
identify which area
of mathematics the
students are
struggling.
This informs
The teacher will float
teaching by
around the room and
providing
monitor the lengths of
opportunity for the
straw that each group is
teacher to scaffold
calculating. Students who
how to solve
incorrectly calculate the
mathematical
length can be instructed in
calculations. By
a small group
being able to
environment. Identifying
identify which steps
where on the calculation
confuse the
the student struggled is
students, it allows
key to providing adequate
the teacher to
instruction.
better isolate key
 concepts to
address.
This informs the
teacher to know
whether the
The purpose of
following day,
this is to make
students will be
sure students are
Completed models will be Teacher will correct some able to present
completing their
off to the side of the room. students the following their models to
PM models correctly
Teacher can assess if day, if errors are each other
Day 3 for the following
students are on the right detracting from the accurately enough
day, when they
track. learning. to teach the
will do a gallery
concept. if they
walk of the
cannot , the
models.
teacher must
correct them so
that they can.

FOCUS OF INSTRUCTION
Instructional Strategies
● Written (on handout) and oral directions
● Guided Notes for laboratory activity

Day 3 Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

10 Teacher introduces the goal of the day: making
min. models. Teacher goes over the pre-lab activity and
lab instructions with students together. Teacher
demonstrations of what students will be making.
Teacher assigns each group to calculate the straw
lengths for either on ionization energy,
electronegativity or atomic radius. Teacher shows a
sample calculation for the straw lengths.
Students listen to the goal and direction of
activity given by the teacher while referring to
the pre-lab and lab handout (see Day 3
materials). Students watch the demonstration
and sample calculations done by the teacher.
Students work in small groups and get
assigned to calculate the straw lengths of
either on ionization energy, electronegativity,
or atomic radius.

Lesson Body

Time Teacher Does Student Does

35 Teacher circles the room to check and help on
min. students’ calculation. Teacher gives materials to
students with correct calculation. Teacher scaffolds
students during their activity and checks for group
cooperativeness.
Students work on the straw calculations.
Students raise hands to check for the correct
answer with teacher. Approved students
receive the materials. They continue to work
on the laboratory activity. Students ask
teacher for assistant if necessary.

Lesson Closure
Time Teacher Does Student Does

5min. Teacher reminds the class when there are five Students follow the teacher’s instruction.
minutes remaining in the class period. Teacher
instructs students to pack up, display the
completed model off to the designated side of the
room, and ask students to come in during lunch
break today or tomorrow if they need additional
time to complete the laboratory work.

Instructional Materials, Equipment, and Multimedia

● Lab materials (one of each per group unless otherwise stated: 96 well plates, rulers, calculator (1 per
person), forceps, scissors, straws (5 straws of 3 different colors per group), periodic table
Co-Teaching Strategies
3 teachers circulate helping students with the lab activities as necessary.

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
I will go over the lab activity with a
For these students, a
demonstration, being careful to
higher expectation of the
make sure that students know
quality of their answers
what the equipment is and what
will be expected, especially
they are supposed to be doing. I
I will go over the lab for the graded paragraph
would give some students with
activity with a portion. They will be in
I will go over the lab special needs the laboratory
demonstration, being mixed groups as well, and I
activity with a procedure with highlights and
careful to make sure will expect them to help
demonstration, being annotations already done. For
that students know lead the groups. This
careful to make sure some students, I might give them a
what the equipment is means guiding their groups
that students know simplified version of the lab with
and what they are in the right direction and
what the equipment is not as much writing. Additionally,
supposed to be doing. I discussing the questions
and what they are they may be required to write less
would give the English together, developing good
supposed to be doing. I and instead orally explain to me as
learners laboratory communication skills. This
would be sure to I pass by assessing the groups.
procedure with does not mean being the
highlight certain aspects These students would be in a
highlights and group member that simply
that students may not mixed group and so would still be
annotations already provides answers for the
pay attention to that able to hear the other students
done. They would still others so that they can
will be important in the discuss the questions they may not
be in their mixed group, copy them down and finish
lab, and I would have have. There may be some groups
ideally with a student the lab rapidly. This is an
the students annotate that will struggle more with time
that speaks their aspect that requires the
their own labs. issues. For those, I will have
language and English teacher to pay close
calculations done so that if each
fluently. attention to the groups
group member can show me a
during the lab, that way
sample calculation for the length
the students will realize
of the straw, I will give them a
there is some
copy of all of the lengths already
accountability.
listed.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The third day of this lesson focuses on elaborating what the students already know. This is a two-part
assignment, which will be wrapped up tomorrow. The students will be able to visualize the forces within an
atom with this lab. The lab will direct them to create several atomic models with varying lengths of straw to
 denote the strength of its ionization energy, atomic radius, electron affinity, and electronegativity. The
students will specifically be asked about the properties of C, H, and O and consider how reactive they are to
each other and other elements, and why that is the case.

This activity helps cement their foundation on periodic trends by exploring the varying strengths of the
element’s electronegativity, ionization energy, atomic radius, and electron affinity per their performance
expectation. The students will be referring these characteristics of an element and note its position on the
periodic table.

This form of activity helps students visualize as well as physically move tangible objects to relate them to
concepts taught from previous days. This allows the student to have an alternative representation of the
concept per the UDL model.

Lab (attached after Day 3 lesson plan) modified from:

Culbertson, Kimberly. “2013-2014 Chemistry Assignments Part I.” Mrs. Culbertson's Wiki, Kimberly Culbertson,
https://culbertson.pbworks.com/w/page/77529110/2013-2014%20Chemistry%20Assignments%20Part%20I
Day 4 (continuation of Day 3)
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
If students are able to
visualize and connect
the models to the
Teacher can see trends, they will need
how students are Informal, the teacher will less scaffolding during
Teacher will comment on
EL Day learning the lab walk around the room the lab packet. If
students comments while
4 material from while students gallery walk students struggle, they
looking at models.
each other’s around the models. may need reteaching
models. before beginning the
packet, and will need
more scaffolding
during it.
If students are not
understanding the lab,
teacher will need to
If students have
stop the class and
Teacher can procedural questions,
reteach certain
monitor student Teacher will informally teacher will clarify. If
PM concepts/trends. If
understanding walk around and ask and students have conceptual
Day 4 students are doing
through their lab answer questions. questions, teacher will
well, teacher can
packet. question them to help
move along to the
them arrive at an answer.
following day, the
quiz, without
hesitation.
If students are not
understanding the lab,
teacher will need to
The purpose of stop the class and
the lab packet is reteach certain
SSN to assess whether Teacher will collect packet Teacher will leave written concepts/trends. If
Day 4 students at the end of the period. feedback. students are doing
understood the 4 well, teacher can
periodic trends. move along to the
following day, the
quiz, without
hesitation.

FOCUS OF INSTRUCTION
Instructional Strategies
● Written (on handout) and oral directions
● Guided Notes for laboratory

DAY 4 LESSON INTRODUCTION/ANTICIPATORY SET

Time Teacher Does
10 min. Teacher will briefly explain what the day will look
like, we will be doing Part II of the lab: analyzing
the models. Teacher will explain how the
observation period will work. I will give them 5
minutes to walk around and look at the other
models. I will tell them to pay attention to which
trends are which. At the end of the 5 minutes, I
will have them go back to their seats and begin
working on the lab analysis.
LESSON BODY
Time Teacher Does
35 min. I will be walking around the classroom while
students complete the laboratory analysis
(packet). I will be available for questions and will
be informally assessing students to see if they are
working cooperatively and discussing questions
together. I will be watching to make sure one
student is not doing all of the work or that one
student is not doing any work, or that students
are just copying each other’s work.
LESSON CLOSURE
Time Teacher Does
5 min. When there are five minutes left in the class
period, I will call for attention at the front of the
classroom with a bell or cellphone noise and will
instruct students to wrap up their labs and send
one representative to bring their labs up to me.
Instructional Materials, Equipment, and Multimedia
● Lab materials (one of each per group unless otherwise stated: 96 well plates, rulers, calculator (1 per
person), forceps, scissors, straws (5 straws of 3 different colors per group), periodic table
Co-Teaching Strategies
3 teachers circulate helping students with the lab activities as necessary.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs
Student Does
Desks should be cleared, with everything
stored underneath their desks. One
representative will get their project/model
from where it was stored, being careful not to
disturb any of the other models. They will
bring it to their lab table before the bell rings.
Students will have 5 minutes to look at any
model they want, taking care with others’
projects as if they were their own.
After 5 minutes is up, students will return to
their seats and take out a pencil and their lab
handout, as well as their chemistry binder with
all their notes.
Student Does
Students will complete Part II of their
laboratory report (attached after Day 3
materials), which they will turn in at the end of
the period as their summative assessment of
the past 2 days. They may ask me questions
they have but should be working with their
groups and looking at the models to answer
the questions mostly.
Student Does
Students will finish up their labs and send one
representative to collect them and bring them
forward. They should include the prelab as
well. They may pack up to leave.
Advanced Students
 If students are unable to move
For these students, a higher
around during the “gallery
expectation of the quality of
walk”-like activity, three
their answers will be
They would still be in models (one of each trend) will
expected, especially for the
their mixed group, be brought to them instead.
They may also use graded paragraph portion.
ideally with a These students would be in a
illustrations to They will be in mixed groups
student that speaks mixed group and so would still
communicate as well, and I will expect them
their language and be able to hear the other
their point but to help lead the groups. This
English fluently. The students discuss the questions
should also have means guiding their groups in
requirements for the they may not have. For some
complete the right direction and
lab handout, which is students, I might give them a
sentences; discussing the questions
their summative simplified version of the lab
however, the together, developing good
assessment, would with not as much writing. The
paragraph portion communication skills. This
be different. They requirements for the lab
will be graded does not mean being the
may use bullet handout, which is their
differently with group member that simply
points and summative assessment, would
more provides answers for the
illustrations to be different. They may use
content-based others so that they can copy
communicate their bullet points and illustrations to
rather than on them down and finish the lab
point rather than communicate their point rather
finer lexical rapidly. This is an aspect that
complete sentences than complete sentences and a
choices. requires the teacher to pay
and a paragraph paragraph portion.
close attention to the groups
portion. Additionally, they may be
during the lab, that way the
required to write less and
students will realize there is
instead orally explain to me as I
some accountability.
pass by assessing the groups.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
As the final day of the elaboration of the concept, the students are finishing up their straw models as well as
answering the questions provided. The students should be able to identify an element’s characteristics
relative to one another based on their location on the periodic table.

This activity helps student visualize these features of an element while also noting their position on the
periodic table.

Special attention is given this day on the properties of C, H, and O. The property of C, H, and O that are most
important to understand reactivity is their ionization energy and electron affinity.

Lab (attached after Day 3 lesson plan) modified from:

Culbertson, Kimberly. “2013-2014 Chemistry Assignments Part I.” Mrs. Culbertson's Wiki, Kimberly Culbertson,
https://culbertson.pbworks.com/w/page/77529110/2013-2014%20Chemistry%20Assignments%20Part%20I
Day 5 Evaluate
STUDENT ASSESSMENT
Purpose/Focus of How Informs
Type Implementation Feedback Strategy
Assessment Teaching
Students will discuss
among each other key This will allow the
The purpose of a review concepts that they’ve teacher to listen
is to allow the students learned throughout this and gauge their
An informal review
time to reflect on what week. Discussions can understanding,
EL Day through students’
they’ve learned this past be started by answering though the
5 questions. Teacher will
week and reinforce their questions that the teach primary goal is to
answer any.
understanding by asking poses, such as: “What is allow students to
questions. the difference between reinforce their
electronegativity and understanding.
electron affinity?”
This will allow the
teacher to
evaluate which
students will
The teacher will assess
require
common questions that
The purpose of the quiz re-teaching of the
were missed on the
PM is to check for student Written quiz, given to material: the
quiz. This will help
Day 5 understanding of trends students individually. whole class vs. a
isolate specific concepts
on the periodic table. small group. This
that many students
will be addressed
struggled with.
before the class
moves onto
chemical
reactions.
Students will be
provided a key for
most questions,
though they must
consider the
The peer-review will
reasoning on
The purpose of a allow students to reflect
some of the
peer-review is to allow Students will do a on their answers
SSN answers that
students immediate peer-review of their immediately, which will
Day 5 asked for
feedback on their shoulder partner’s work. help them during the
clarification. This
understanding. re-teaching lesson if
will allow the
there is one.
students to
consider other
points of view-- if
there is any, on
certain questions.

FOCUS OF INSTRUCTION
Instructional Strategies
 ● Written (on handout) and oral directions
● Visuals on quiz
● Students can use their notes

DAY 5 LESSON INTRODUCTION/ANTICIPATORY SET

Time Teacher Does Student Does

10 Teacher instructs students to take out all their material Students take out their material from
min. from the week so far. They will be able to use this to help the past week.
them with the activity of the day.

Teacher will answer any questions students have about

the unit.

Teacher passes out quiz.

LESSON BODY

Time Teacher Does Student Does

25 Teacher walks around and monitors understanding. Students take quiz, using material to
min. Teacher also will answer questions and use questions to help them.
help students arrive at the answer themselves.

LESSON CLOSURE

Time Teacher Does Student Does

15 Teacher will instruct students to switch papers with their Students switch papers with their
min. shoulder partner (next to them). shoulder partner and use the rubric to
check if their partner has all the
Teacher will pass out a rubric for students to grade each necessary components. Students will
others’ papers. take 5 min. to do this, before giving the
papers back to their partner.

Teacher will collect quizzes. After, students will have 10 minutes

until the class ends to add to their own
explanation if something was missing.

Instructional Materials, Equipment, and Multimedia

● see below handout for quiz
Co-Teaching Strategies
3 teachers circulate helping students with the quiz as necessary.

DIFFERENTIATION
English Learners
ELL students will be
allotted extra time to
Striving Readers Students with Special Advanced Students
Needs
Striving students will be SSN students will be During the
allotted extra time to allotted extra time to finish peer-review,
finish the quiz. If finish the quiz. If needed, the quiz. If needed, each advanced students
needed, each question each question can be read question can be read aloud are encouraged to
can be read aloud for aloud for clarification. for clarification. Students identify a key concept
clarification. Students Students can provide brief can provide illustrations for (ionization energy,
can provide illustrations reasoning instead of answers as well. electron affinity,
for answers as well. extended explanations. atomic radius, and
electronegativity)
During peer-review, ELL that was needed to
students can work in answer each question
groups of 3-4 students for their partner.
where one or more are They will be held to a
at least proficient in higher standard of
English. This way, it will answering the
allow the ELL students questions with
to ask for clarification detailed
from their peers. explanations.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The last day of this lesson is a summative quiz that wraps up the whole week. The students are tasked to
identify the major trends of electronegativity, electron affinity, atomic radius, and ionization energy. The
students will display their understanding by drawing arrow trends on the periodic table for each property.

The students will then compare two elements and answer questions about their properties based on their
location on the periodic table.

The use of a peer-review will provide students an immediate opportunity for feedback, especially when
discussions are encouraged among the students. This grows students self and peer evaluation skills before
they are actually evaluated by the teacher.

This quiz assesses a foundation of understanding for periodic groups and trends, i.e., that alkali metals and
alkali earth metals react best with halogens because of their electron affinity and ionization energy. This will
lead into the next lesson about chemical reactions and bondings. Additionally, students’ attention is drawn
to the importance of C, H, O, which make up hydrocarbons that are used as fuel in gasoline. Therefore, it
ties back to the main driving phenomenon of the entire unit.
 Weekly Quiz: Periodic Table

1. Use arrows and the words “increasing” or “decreasing” to label the following periodic trends on the
table below:
a. ionization energy
b. electron affinity
c. atomic radius (size)
d. electronegativity

2. Label where Alkali Metals, Alkali Earth Metals, Transition Metals, Halogens, and Noble Gases are.

3. Answer the following questions, using the trends to explain your reasoning.
a. Why is oxygen gas so reactive?
b. Why is hydrogen gas so reactive?
c. Why is carbon a building block of many molecules?
Use your periodic table ​for this section. Based on their position on the periodic table:

1) Does Kr have a larger or smaller atomic radius than Br? Why?

2) Is K more or less electronegative than F? Why?

3) True or False. Ca is more electronegative than Sr. If false, correct the statement to make it true.

4) True or False. O has a higher ionization energy than S. If false, correct the statement to make it true.

5) True or False. O has a higher electron affinity than S. If false, correct the statement to make it true.

Peer Review: Quiz

1. My partner has labeled each of the following trends with increasing or decreasing and arrows:
a. ionization energy
b. electron affinity
c. atomic radius (size)
d. electronegativity

2. My partner has labeled Alkali Metals, Alkali Earth Metals, Transition Metals, Halogens, and Noble
Gases on the periodic table.

3. My partner explains the answers to number 3 using at least 1 trend to explain their reasoning for a, b,
and c.
a. trend used to explain a, oxygen?
b. trend used to explain b, hydrogen?
c. trend used to explain c, carbon?

4. My partner answers questions 1-5 on the back.

a. For 1, they explain why.
b. For 2, they explain why
c. For 3, if the answer is false, they provide a true statement.
d. For 4, if the answer is false, they provide a true statement.
e. For 5, if the answer is false, they provide a true statement.