UbD Pacing Calendar

Monday

Tuesday

Wednesday

Thursday

Friday

Finish up atomic
structure unit.
Informal pre-assessment
(Three Corners) to assess
prior knowledge of
structure and properties
of matter. Evaluate
results and modify lesson
plans to differentiate for
learners.
1

Paint swatches
Inquiry-based activity,
discussion, and cooperative
learning groups.
As students come in to class
have them write a response to

Flash cards
Inquiry-based activity,
discussion, and cooperative
learning groups.
Give each group of 3-4
students a set of 18

Chemical Properties
Lecture PPT:
Mass
# of electrons
# of neutrons
# of protons

Patterns and trends

Lecture PPT:
# shells
Atomic radius
Families/groups

Historical short story

(Mendeleev)
Inquiry-based activity,
discussion, Think Pair
Share
Have students write a

the question Why do we

organize things?
As a class discuss the students
responses to this question
Further the discussion to more
explicit discussion about
scientists by asking Why do
scientists organize things?
Have students organize paint
samples in a way that makes
sense to them.

flashcards.
Let them discover patterns
for themselves to introduce
them to the idea of trends
occurring within the
periodic table.
Move around the classroom
from group to group asking
how they are organizing the
cards.
Discuss how they went
about organizing the index
cards, listing their ideas on
the board.

As students are working walk

around and ask questions
about how they are organizing
their chips.
Ask about the benefit of
organizing things and
As students work some may
similarities to paint tabs.
notice that they are missing
Discuss.
chips. If students make this
connection ask them
Why do scientists
questions about how they
categorize and organize
know they are missing them
things? Discuss.
and challenge them to find
out as much as they can
Hand out a copy of the
about the missing pieces.
periodic table to each
student. Have students
After students have made
discuss similarities between
their organizational systems
the system they developed
have a discussion about the
and the periodic table. List
usefulness of having a
ideas on the board.
common system to use.
Have students discuss what
Direct conversation toward a
changes, if any, they would
more explicit discussion of the
make to their systems that
Nature of Science.
would be supported by the
periodic trends?

Non-linguistic
Discussion
representations:
Patterns and Trends:
Draw a
Atomic #
representation of
Mass
each of the periodic
Non-linguistic
trends discussed.
representation:
Students should add
Hand out graphic
these to their graphic
organizer (six section
organizers from the
table/blank for
day before to have a
drawings/ three on
total of five drawings.
each side).
They should use their
imaginations and be
Draw a representation
creative. These
of each periodic trend
drawings will be kept
discussed for a total of
in their folders once
two trends. They should
again.
use their imaginations
and be creative. They
will keep these
drawings in their
folders (expectations
already set that folder
must be brought to
class every day and
be used to store
important papers).
Introduce Element
project:
Class time to
research
characteristics
of an element.
Pass around
element sign-up
sheet, rubric
and assignment
sheet/checklist.

response to the question

Why is it important to
learn about how
science is done?
Discussion about how
science applies to them
in their daily lives and to
society.
Model for students how
to set up a double entry
journal in their
notebooks.
Students read A Puzzle
with Many pieces
article. (Interrupted story
format)
Think Pair Share: What
were some of the main
ideas in what you just
read? How does what
Mendeleev is doing
relate to what you know
about how science
works?
Discussions should
elaborate on how
Mendeleevs work was
like that of modern
scientists and the
students.
Explicit questions and
discussions about NOS
should be included
throughout the article.

Ask students about the

tentative, but durable
nature of science in relation
to their experiences
organizing the paint
samples and index cards.
Discuss as a class.
6

Write a summarization of
their discussion as an exit
slip to collect as
formative assessment.

10

1.
Valence electrons
& Lewis-dot structures
Demonstration:
Gradually release responsibility
to students.

Electronegativity
Collaborative Learning
Put the symbols for a row of
elements on the board:
Li Be B C N O F Ne

Demonstrate how to
determine the number of
valence electrons an atom
has.

Have the green stickers

(students with a green
sticker on their corner of the
desk; each student in a
group has a different color)
go up and complete a
Lewis-dot structure for one
of the elements on the
board. (If there arent at
least 8 students, do the
remaining elements as a
class).

I do: Model how to draw a

Lewis-dot structure.
We do: Draw another Lewisdot structure, asking students
for each step.
You do: PowerPoint slide
with list of elements for
students to work
independently practicing
drawing Lewis-dot structures.

Inquiry and Discussion:

Ask about and discuss how
a stable atom has a full
octet of electrons.

Covalent & Ionic

bonds
Non-linguistic
representations:
Review
electronegativity:
Have students add
drawing to represent
this trend to their
periodic trend
representations they
drew last week. The
graphic organizer
should contain six
drawings now. Collect
the graphic organizers
as a formative
assessment.

Scavenger hunt

Research element

Entrance Slip:
Have a question written on
the board before students
enter the classroom:
What patterns do we see
occurring within the
periodic table?

Student-led
investigation:
Students have the class
period to work on their
projects.

Discussion
Discuss the question as a
class listing patterns on the
board.

Leave the student

generated list of patterns on
the board as they engage
in an application activity
Play video of covalent that requires them to make
and ionic bonding
connections to their prior
https://www.youtube.c knowledge.
om/watch?v=LK2fIn_U
0MY
Hand out the Periodic Table

They should be finishing

up their research and
have collected
information specific to
the element of their
choice.
The sign-up sheet was
passed around last week
and students wrote their
name next to the
element of their choice.
Computers will be
available to assist them
in their investigations.

Collect performance
assessment.

Discussion: atoms want to

be stable. Using the Lewisdot structures on the board
as a model, ask about each
of the elements and how
many electrons they would
need to have a full octet.
For each element: would it
be easier to gain or lose
electrons to get to a full
outer shell?
Show the trend of
electronegativity increasing
from left to right across the
periodic table (and the row
of elements on the board).
How good an atom is at
stealing electrons increases
from left to right.
Discuss stable vs. unstable
atoms in relation to the
electronegativity periodic
trend.

Demonstrate:
Put a copy of the
periodic table on the
projector. Highlight the
metals and the
nonmetals two
different colors. Have
students do the same
on their periodic
tables.

Scavenger Hunt List and

blank periodic table for the
26 elements on the list. Put
up a PowerPoint slide
containing the periodic
table for reference as well.
Demonstrate:
Model the first unknown
element on the list.
Do the second together as
a class.

Lecture:
Two nonmetals
share electrons
to form a
covalent bond.
(give examples)
A nonmetal and
a metal transfer
electrons to
form an ionic
bond. (give
examples)
Exit Slip:
What is the difference
between covalent
bonds and ionic
bonds? Give examples
using Lewis-dot
structures.

Have students work in

groups to complete the
blank periodic table,
putting the name of the
element in parenthesis.
Questioning
As students are working on
this project, the teacher
should be moving from
group to group
encouraging active mental
engagement.
What would happen if
you?
What are you noticing
about.?
Most of you think. why
do you think that is?
Collect the completed
tables as a performance
assessment.

Students have a
checklist of information
to find in addition to
curiosity-driven findings.
The checklist correlates
with a rubric for their
performance.
Work on visual aids for
presentation. More
drawings than words.
Non-linguistic
representation:
Represent
characteristics of
element through
drawings.

11

12

13

14

Project Presentations
Performance
assessment
Pairs of students will be
presenting each of
their elements and the
comparisons/differenc
es between the two.

Review
Carousel Brainstorming
Chemical Properties
Patterns and Trends
Drawing Lewis-dot
structures
Mystery elements
Write each topic at the top
of a piece of chart paper at
each station.Assign groups
of 3 or 4 students to each
station. Have them discuss
the station concept and
write everything theyve
learned about the topic on
the chart paper with
colored marker unique to
their group.

15

1.
Double-Bubble Time
Thinking Map:
Model how to construct a
double-bubble map
Have directions on a
PowerPoint slide, and leave it
up for students who need a
reference. Hand out posterpaper.
Collaborative Learning:
Students will work in pairs to
create a double-bubble map
comparing/contrasting their
elements. This will be a visual
aid for their presentation.
This should clearly represent
periodic trends
Preparation for presentations

Project Presentations
Performance assessment
Pairs of students will be
presenting each of their
elements and the
comparisons/differences
between the two.
Trends of the periodic table
will be addressed as well as
element-specific
characteristics.
Visual aids: Double-bubble
map and representations of
characteristics from
research.

Trends of the periodic

table will be addressed
as well as elementspecific
characteristics.
Visual aids: Doublebubble map and
representations of
characteristics from
research.

Have them rotate to next

station, read next concept
and what others have
written, discuss, and add
information. Continue this
process until each group is
back to their original station.
Have students do a gallery
walk to record useful
information.

Summative Assessment
Selected response, short
answer, extended
answer, and
performance
(Link for exam and
answer key provided in
Stage 2)