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GRADE LEVEL :
SUBJECT :
SBBC COURSE
CONNECTION :
Creator :
DESCRIPTION /
ABSTRACT OF
LESSON :
Choose among the materials and activities offered here to build a lesson on the
periodic table that allows students to explain the arrangement of elements on the
periodic table. The time will depend on the activities, strategies, and reinforcement
activities selected.
OBJECTIVE(S) :
TEACHER
MATERIALS /
TECHNOLOGY
CONNECTIONS :
Teacher Materials:
Teacher Edition, Unit 2, Lesson 7
Teacher Background, Unit 2, Lesson 7
Overview of 5E Lesson Design
Digital Path
Lab Manual
Assessment Guide
STUDENT
MATERIALS /
TECHNOLOGY
CONNECTIONS :
Duration :
Student Materials:
Student Edition, Unit 2, Lesson 7
Labs and Demos
110 Minutes
ESSENTIAL QUESTION
/ KEY VOCABULARY :
Essential Question: How are elements arranged on the periodic table?
Key Vocabulary: periodic table, element, atom, proton, neutron, electron, groups,
periods, atomic mass, atomic number, chemical symbol
LESSON LEAD IN /
OPENING :
ELICIT
OPTIONS:
Opening Your Lesson (10 minutes)
Begin the lesson by assessing students' prerequisite and prior knowledge.
Prerequisite Knowledge
Teacher Background
Accessing Prior Knowledge
Ask: What is a pure substance? Sample answer: a substance that is made up of only
one type of particle
Ask: What types of particles make up elements? atoms Ask: What particles make up
atoms? protons, neutrons, and electrons
Engage Your Brain (10 minutes)
Student Edition
Teacher Edition
ENGAGE
OPTIONS:
Activities and Discussion
Student worksheet
EXPLORE
OPTIONS:
Labs and Demos
STEPS TO DELIVER
LESSON :
EXPLAIN
OPTIONS:
Science Concepts
Active Reading, #6
Apply, #7
DIFFERENTIATED
INSTRUCTION :
ELABORATE
OPTIONS:
Differentiated Instruction
Basic Elements Everywhere (time varies)
Instruct students to collect labels of foods and other products in their homes that list
ingredients with chemical names, such as sodium fluoride (found in toothpaste).
Students can form groups to examine the labels. Each group should record on a selfadhesive note the product names that contain the names of elements in their
ingredients. Students can then place the notes with the product names near its
corresponding element on a wall-chart of the periodic table.
Advanced Elementary Game (30-45 minutes)
Cooperative Game Allow students to work in pairs to develop a memory game of
properties of common elements. Direct students to use the periodic table and text
descriptions to write descriptions of the first 18 elements on individual index cards. The
element's name and symbol should be on the back of the card. Descriptions should
include each element's state, atomic number, atomic mass, and classification (metal,
nonmetal, metalloid). Students can then use the cards to quiz each other on the
identity of the elements based on their descriptions or pictures.
Variation Students make a Bingo card with element symbols of their choosing. The
teacher can call out an element's name, atomic mass, atomic number, etc., to assess
student knowledge.
ELL Describing and Comparing Properties (20 minutes)
Main Idea Web Encourage ELL students to develop three Main Idea Webs that outline
the major properties of metals, nonmetals, and metalloids. Students can write the key
term at the center of each web and list properties that are used to identify each type of
element in the surrounding boxes. Main Idea Web Support
ESE Resources
Teaching Resources for Florida ESE
ESE Accommodations Poster
ESOL Strategy C9 Semantic Webbing/Mapping
ESOL Strategy D5 Real/Manipulatives
ESOL Strategy E7 Peer Pair
LESSON CLOSURE :
EXTEND
OPTIONS: Choose one more of the following activities to reinforce the concepts
students learned in this lesson.
Extend Science Concepts
Choose one (or both) of the following activities to reinforce the concepts students
learned in this lesson.
Activity Card Response Review
Synthesizing Key Topics (10 minutes)
1.
Provide each student with two index cards. Have students write True on one
card and False on the other.
2.
Explain that you are going to read some statements about topics from the
lesson. (A few samples are provided below.) Instruct students to hold up
either the True or False card after you have finished the statement.
3.
Sample Statements:
1.
The periodic table we use today is different from the one developed by Dmitri
Mendeleev. true
2.
Mendeleev considered only the mass, not the properties, of elements when
developing the periodic table. False
3.
4.
5.
The periodic table we use today is arranged according to atomic mass. False
ASSESSMENT :
EVALUATE
OPTIONS:
Evaluate Student Mastery
Formative Assessment
Strategies
Lesson Review
Summative Assessment
Alternative Assessment Elementary Organization
Florida Benchmark Review
FLORIDA SUNSHINE
STATE STANDARDS
and ISTE/NETS
STANDARDS:
Florida Sunshine State FL Science Standard (2008)
Grade 8
C9 Semantic Webbing/Mapping*
D. Other Audio/Visuals
D5 Realia/Manipulatives*
E7 Peer Pair*
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Jury Admin Profile :
Date Created :
BEEP JURY
BEEP JURY ADMININSTRATOR
August 11, 2011
Date Modified :