Gus Garcia Middle School
Science 6th grade
Lesson Plan
Objective:
SWBAT
make
connections
between
real
examples and elements
Date: 10/3-10/5/2012
TEKS Connections/Indicate
whether
Readiness/Supporting/Process:
Materials, Texts &
Reminders:
6.5A
Know that an element is a pure
substance represented by
chemical symbols. Readiness
6.5B
Recognize that a limited number
of the many known elements
comprise the largest portion of
solid Earth, living
matter, oceans, and the
atmosphere. Readiness
6.4
A Use appropriate tools to collect,
record, and analyze information,
including journals/notebooks,
beakers, Petri
dishes, meter sticks, graduated
cylinders, hot plates, test tubes,
triple beam balances,
microscopes,
thermometers, calculators,
computers, timing devices,
and other equipment as
needed to teach the
curriculum. Process

Warm Up
Data Table of Elements and
their examples (1 day)
Research (2 days)
Agenda &
Time
Estimates:
periodic table
closeable cardboard box
copper wire
nickel
piece of sulfur
aluminum soda can
charcoal or coal piece
piece of limestone
small iron skillet
tincture of iodine
fishing weight
Student Interactive Notebooks
Element Research Card Template
Assessment/Evidence
Of Learning :
Checks for
Understanding:
Higher-Order
Thinking Questions:


Elements
Today’s Big Idea(s):

TSW turn in their data table and completed research of their elements.

TTW monitor students during research and provide feedback.
B - How do you think elements affect us and why would you need to know about them?
M – Were any of the elements found in only one place? Why not?
E- What can you predict about what elements would be found on
other planets and stars?
*Adapted from KIPP-Austin
Gus Garcia Middle School
Science 6th grade
Lesson Plan
What the TEACHER is saying/doing…
Motivation/Hook:

What the STUDENTS are saying/doing…
Motivation/Hook:

TTW open a card board box with items that
represent Elements without telling the
students what connections to make.
Intro to New Material:
“In Unit 3, we will be identifying
elements that comprise the Earth, living
things, oceans, and atmosphere. How do
you think elements affect us and why would
you need to know about them?
Guided Practice:
Intro to New Material:
TSW access prior knowledge of matter (solids,
liquids, gases ) and their knowledge of metals,
nonmetals and metalloids.
Guided Practice:

Lesson
Include Time
Estimates:
TSW observe teacher as she pulls out items
from the box and start predicting how this
will relate to our next unit.

TTW instruct students to make a data table
to organize the elements and examples
given and find their place on the periodic
table.
H: hydrogen
He: helium
N: nitrogen
O: oxygen
C: carbon
Cl: chlorine
Na: sodium
Ca: calcium

TSW organize the elements and give
examples in their notebooks.
They will also write their atomic number.
Independent Practice:
Independent Practice:
TTW explain to students that they will be
researching information on elements. They will be
given a template to use. Instruct students to copy
each of the following chemical symbols on the
front of their index cards. Each student will
conduct their own research.
(One element per card):
H, He, N, O, C, Cl, Si, Ca, Na, P, and S.
TSW have access to student computers, media
center, or reference materials for element
research. They will place element cards in their
notebooks.
.
Were any of the elements found in only one
place? Why not?
Closing:
Closing:

TTW lead a class discussion about the
elements of research.
What can you predict about what elements would
be found on other planets and stars?

Additional research to complete element cards.
Homework:
*Adapted from KIPP-Austin

TSW discuss how elements are found
everywhere on Earth.
Gus Garcia Middle School
Science 6th grade
Lesson Plan
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
aids
GT:
16.  Opportunity to accelerate in areas of strength; independent
research
17.  Multiple disciplines are integrated into the unit
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
Teacher Reflection: What worked/what didn’t work? Why?
*Adapted from KIPP-Austin