Mathematics:
N-Q.1-3 Reason quantitatively and use units to
solve problems.
Lesson Objective(s) Evidence
Objectives: Students will be able to...
1. categorize and classify the first 26 elements of Students will develop a model with a figure caption of the
the periodic table (except the transition metals) periodic table with a clear understanding of properties of
based on their characteristics. matter and trends apparent. This means that when given
2. generalize the trends of the periodic table a blank periodic element (C, H, and O) and table, students
(electron affinity, ionization energy, atomic are able to label the metals and nonmetals, groups 1-8,
radius, electronegativity). ionization energy, electron affinity, atomic radius, and
3. predict and defend what the outcome of a electronegativity. They are then able to write a brief
chemical reaction would be based on their caption explaining what those terms mean.
knowledge of the periodic table.
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).
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
Driving Question: Why is the periodic table organized the way it is?
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
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.
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.
5. Transition metals:
6. Why are lanthanides and actinides located in the bottom of the periodic table?
Day 3
STUDENT ASSESSMENT
Purpose/Focus of How Informs
Type Implementation Feedback Strategy
Assessment Teaching
This informs
teaching as it helps
identifies which
area of math the
students are
lacking. Is it
identifying
Pre-lab handout.
variables and
During the modeling of the setting up the
The students will watch
calculations, the students problems? Is it
how the calculations are
should follow along and solving for a
modeled by the teacher
identify the purpose of variable and not
and follow along
each step. knowing which
step-by-step.
mathematical
EL Day Checking math When the students break operation to use?
They will then break up
3 analysis skills. up into their groups and Or is it a conceptual
into their lab groups and
use the demonstration as problem where
finish the calculations on
a model, but are unable to they don’t know
the pre-lab worksheet
calculate straw length why/how the
while referring to the
accurately, this shows us equation is
demonstration on how to
which steps confuse the derived?
calculate straw length to
students.
represent elemental
This modeling and
properties.
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
The students will calculate monitor the lengths of
opportunity for the
the correct length of straw straw that each group is
teacher to scaffold
to represent several calculating. Students who
how to solve
Calculating variables of study for this incorrectly calculate the
PM mathematical
mathematical lesson, including: length can be instructed in
Day 3 calculations. By
equations. “Ionization Energy”, a small group
being able to
“Electron Affinity”, environment. Identifying
identify which steps
“Electronegativity”, and where on the calculation
confuse the
“Atomic Radius”. 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
10 Teacher introduces the goal of the day: making Students listen to the goal and direction of
min. models. Teacher goes over the pre-lab activity and activity given by the teacher while referring to
lab instructions with students together. Teacher the pre-lab and lab handout (see Day 3
demonstrations of what students will be making. materials). Students watch the demonstration
Teacher assigns each group to calculate the straw and sample calculations done by the teacher.
lengths for either on ionization energy, Students work in small groups and get
electronegativity or atomic radius. Teacher shows a assigned to calculate the straw lengths of
sample calculation for the straw lengths. either on ionization energy, electronegativity,
or atomic radius.
Lesson Body
35 Teacher circles the room to check and help on Students work on the straw calculations.
min. students’ calculation. Teacher gives materials to Students raise hands to check for the correct
students with correct calculation. Teacher scaffolds answer with teacher. Approved students
students during their activity and checks for group receive the materials. They continue to work
cooperativeness. 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.
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.
FOCUS OF INSTRUCTION
Instructional Strategies
● Written (on handout) and oral directions
● Guided Notes for laboratory
10 min. Teacher will briefly explain what the day will look Desks should be cleared, with everything
like, we will be doing Part II of the lab: analyzing stored underneath their desks. One
the models. Teacher will explain how the representative will get their project/model
observation period will work. I will give them 5 from where it was stored, being careful not to
minutes to walk around and look at the other disturb any of the other models. They will
models. I will tell them to pay attention to which bring it to their lab table before the bell rings.
trends are which. At the end of the 5 minutes, I
will have them go back to their seats and begin Students will have 5 minutes to look at any
working on the lab analysis. model they want, taking care with others’
projects as if they were their own.
LESSON BODY
35 min. I will be walking around the classroom while Students will complete Part II of their
students complete the laboratory analysis laboratory report (attached after Day 3
(packet). I will be available for questions and will materials), which they will turn in at the end of
be informally assessing students to see if they are the period as their summative assessment of
working cooperatively and discussing questions the past 2 days. They may ask me questions
together. I will be watching to make sure one they have but should be working with their
student is not doing all of the work or that one groups and looking at the models to answer
student is not doing any work, or that students the questions mostly.
are just copying each other’s work.
LESSON CLOSURE
5 min. When there are five minutes left in the class Students will finish up their labs and send one
period, I will call for attention at the front of the representative to collect them and bring them
classroom with a bell or cellphone noise and will forward. They should include the prelab as
instruct students to wrap up their labs and send well. They may pack up to leave.
one representative to bring their labs up to me.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs 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.
FOCUS OF INSTRUCTION
Instructional Strategies
● Written (on handout) and oral directions
● Visuals on quiz
● Students can use their notes
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.
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
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.
DIFFERENTIATION
English Learners Striving Readers Students with Special Advanced Students
Needs
ELL students will be Striving students will be SSN students will be During the
allotted extra time to 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:
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.
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?