Gus Garcia Middle School
Lesson Plan
Warm-up
Materials manager gathers station
Chemical Formulas
Matching compounds
Graphic organizer
Closing
A compound is a substance
made by chemically
combining two or more
elements. Do compounds have
Today’s Big Idea(s):
different properties than the
substance from which they are
made.
Students
will
use
manipulative’s to gather a
better
understanding
that
compounds are made of
elements.
Date: 10/25-26/2012
Agenda &
Time
Estimates:
6.5: The students knows the
difference between elements
TEKS Connections/Indicate
and compounds.
whether
Differentiate between
Readiness/Supporting/Process: elements and compounds on
the most basic level.
Materials, Texts &
Reminders:
Test tubes (5 per group) test tube rack, scoopulas, pipettes, table salt, chalk, sand, water, honey,
balloon, periodic table of elements scissors, glue or tape.
Handouts: Compounds and Elements Matching Cards.
Assessment/Evidence
Of Learning :
Checks for
Understanding:
Higher-Order
Thinking Questions:

Students will understand compounds are made from elements.

Compounds are made of what?



What is needed to make water.
If we combine honey and sand. Is that a compound?
Give an example of a compound.
What the TEACHER is saying/doing…
Lesson
Include Time
Estimates:
What the STUDENTS are saying/doing…
Motivation/Hook:
Students will be given five test tubes with
carious sample compounds. Students will
need to identify each substance.
Intro to New Material:
Students will write the compound formula in
their journal for each compound substance.
Motivation/Hook:
Students will need to elect a materials
manager and collect supplies
Guided Practice:
Students will then match compounds in test
tubes to Compounds and Elements Matching
Cards.
Guided Practice:
Students will need to match compounds to
elements.
*Adapted from KIPP-Austin
Intro to New Material:
Students will write compound formulas in their
journal
Gus Garcia Middle School
Lesson Plan
Independent Practice:
Students will need to glue compounds and
elements to their journal.
Independent Practice:
Students will glue worksheets into their
journal.
Closing:
Students will conclude class writing down
elements and their symbol in their journal.
Closing:
Students will need to show the chemical
compounds for each sample, along with the
symbol and name for each element in
compound.
Evaluation/ Evidence of Learning: Response:
Evaluation/ Evidence of Learning: Questions
Were any of the substances pure elements?
How do you know?
Which element was a metalloid?
How do you know?
Which compound had the most elements?
If I poured pure honey on the sand, would
that be a compound?
Why not?
If I take the ocygen out of water will it still be
water?
What would it turn into?
No
Answers may vary, None of the substances were
found on the periodic table, all of the substance
were made of more than one element.
Oxygen
No
None of the elements listed were on the left side of
the stair step on the periodic table.
Silicon
It is found along the stair step on the periodic table.
Fructose or honey
No, it would be a mixture
The elements would be mixed together but you
could separate them.
No, you need hydrogen and oxygen to create water.
Answers may vary, If it were separated it would be
hydrogen and oxygen would be left over.
Homework:
Modifications/
Accommodations/
Differentiated
Instruction:
SPECIAL EDUCATION:
1.  Preferential seating
2.  Extended time on Assignment
3.  Cooperative grouping
4.  Emphasize on major points
5.  Daily agenda on board/Teacher review
6.  Reduce/minimize distractions
7.  Frequent feedback
8.  Use positive reinforcement
9.  Mnemonic/Instructional Aides
10.  Study Aides/manipulatives
11.  Short instructions
DYSLEXIA:
12.  Emphasis: Visual, Auditory, and Tactile skills
13.  Provide course syllabus/outline
ESL/LEP/ELL:
14.  Give directions in small distinct forms
15.  Use written backup or oral directions
16.  Establish routines in classroom
17.  Simplify instructional language, NOT content
18.  Pre-teach vocabulary, modeling, hands-on, pictures and visual
*Adapted from KIPP-Austin
973538 – 2, 9, 10
973429 – 2
970144 – 2, 9, 10, 11
979943 – 1, 2, 3, 4, 6, 7, 8
967235 – 2, 9
975353 – 2, 9
Gus Garcia Middle School
Lesson Plan
aids
GT:
16.  Opportunity to accelerate in areas of strength; independent
research
17.  Multiple disciplines are integrated into the unit
Teacher Reflection: What worked/what didn’t work? Why?
*Adapted from KIPP-Austin