Lesson 1

Lesson Plan Framework

Teacher candidate: Justin Hoagland
Grade Level: 9th grade
Course/Subject Unit Title: Physical Science/ Properties of Atoms and the Periodic Table
Lesson Title or Lesson Sequence ( 3-5 lessons) Physical Properties of Length of Lesson: 50 minutes
Elements
STANDARDS: Content Standards and Common Core State Standards
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
Central Focus /Big Idea/Learning Goals:?
Classify groups of elements from the periodic table
based on the physical properties of certain groups.

Learning Target/ Objective:

Students will be able to describe the physical properties
of the major groups on the periodic table, such as Group
1, Group 2, Group 17 and Group18.
Students will describe the properties of the three major
families on the periodic table such as, Metals, NonMetals and Metalloids and classify which family
substances are from.
Real World Connection: How are learning goals relevant to students lives?
Students can use this information in the real world by realizing that all metals around them may not be good
conductors of electricity. They can also distinguish which elements may be in use in certain things such as
fireworks and neon signs.
Academic Language list terms
Language Function: (verb from the objective) Describe,
Classify
Language Demand: (physical product from the lesson)
Speaking, Writing
Syntax: (organizers, sentence frames) Data table, Notes

Academic Vocabulary (lesson or lesson sequence

specific) List
Physical/Chemical Properties
Element
Metal, Non-Metal, Metalloid
Conductivity
Malleability
Luster

Reactivity
Discourse: (written/spoken discussion) Students discuss
properties of different families
Language Support:
Teacher writes out academic vocabulary and ask students some physical properties of metal, example: students
say shiny and teacher shows comparable word of luster

ASSESSMENTS
Pre-Assessment: How will you determine prior knowledge?
Do you think all metals are good conductors? Can you explain the difference between a metal and a metalloid?
Formative (informal) Assessment of Lesson
Learning Targets:
Ask whiteboard question while students are identifying
the physical properties of elements.
What groups have similarities?
Which group is most reactive? Why?
Which group is least reactive? Why?
Ask what their findings are after completing lab activity.

Assessments requires
Use Thinking
Skills:
X Recall
X Organize
Interpret

Summative: How will performance be measured?

What evidence will you
collect? Check all that
apply

How will you define

mastery? Attach relevant
rubrics and grading criteria
as needed.

Project
X Essay
Experiment
Short Answer
Presentation
Visual Representation
Multiple Choice
Other

students to: Check all that apply

Write:
X Analyze
X Draw Conclusions
Make Generalizations
Synthesize
x Produce arguments
Evaluate
Information

Connect to:
X Prior learning
Life experience
Other texts

Academic Feedback:
How will you provide feedback to students based upon the data you collected in assessments?
Rubric for laboratory write-up.
How will you give opportunities for students to apply and discuss the feedback for their future learning?
Upon completing the laboratory, students will discuss findings with partner.
Student Voice: How will you provide for student reflection?
Discuss findings with each partner.

Learning Segments and Pacing: What strategies, procedures, and transitions, will you use?
What essential questions will you address in each segment? How do learning segments align with objectives
and allow for higher order thinking? What questions do you ask that promote higher order thinking?
Materials, Equipment, Technology
Whiteboards/Dry erase markers

Time and
Instructional
Strategy or
informal
assessment

Hook: How will you catch the attention of your

students and focus their minds on todays
learning goals?
How will you begin?
Ask students if they think all metals are good conductors and
to explain the difference between a metal and metalloid as a
warm-up question.
What essential questions will you address in this
segment?
How do periodic groups differ in their physical

What will students do?

Students will answer two questions on an index
card. After turning in cards, students will discuss
with neighbor about what they think answers are.

properties?

Transition?
Time and
Instructional
Strategy or
informal
assessment

Collect note cards/Students go to back of class and grab a textbook

How will you begin?
What will students do?
What essential questions will you address in this
segment?
How do periodic groups differ in their physical
properties?
Ask students if they know the nicknames of
periodic groups 1,2,17 and 18.

Students will attempt to answer what nicknames

each group is called.
Students take notes on physical properties

Teacher will lecture over above mentioned

periodic table groups
Teacher will then ask whiteboard question
What groups have similar properties?
Which group is most reactive? Why?
Which group is least reactive? Why?
Teacher will then ask What are the three major
families of the periodic table?
Teacher will lecture over Metals, Non-Metals and
Metalloids

Students will grab a whiteboard from back of

classroom.
Students will discuss in pairs and attempt to
answer questions on whiteboard
Students will attempt to answer question
Students will take notes over material

Transition?
Time and
closure

Pass out notecards

How will you close the lesson?
Exit ticket asking Which groups are metals and which are
non-metals?
What essential questions will you address in this
segment?
How do periodic groups differ in their physical
properties?

Grouping Options: How will your groups be

organized? What roles will students fulfill?
Check all that apply.
Individual
X Pairs
Buddies (i.e., Paired with students from another
grade)
Cooperative
Expert
Whole
Intervention: How will you use the results of the
assessment(s) to inform future instruction?
After using whiteboards, teacher will determine if more
time is needed to cover material.

What will students do?

Fill out an exit ticket answering the question.

Differentiation: How will you differentiate instruction

to accommodate individual students anticipated
learning needs, interests, and/or cultural heritage?
Students with lower reading comprehension skills will be
given a handout with PowerPoint slides being used.
Teacher will also monitor students to make sure they are
on task and progressing toward good notes.

Special Situations in the Classroom? Are there any

management and/or safety issues that need to be
considered?
Not needed for this lesson

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology? Why have you
chosen the strategies you have elected to use?
This lesson is lecture based. It uses the lower level of Blooms Taxonomy, knowledge, or in the revised version,
remembering. As teacher is lecturing over material, students read information on slides and take notes in
whichever way they feel comfortable. The next level of comprehension, or understanding in the revised version.
The whiteboard activity allows students to recall information that they just learned and read about.