Name: Science – Target Example
STCH Semester: Spring 2011
Work Sample Template
This template is provided to assist you in completing the Western Teacher Work Sample for Science. Please
refer to the various guidelines and rubrics to make sure that you incorporate ALL necessary information. In
several places, I have provided spaces or boxes for you to complete your work. Please note, the size of the
box or space is not indicative of the length of the response necessary to complete the task. In most cases, your
response will require considerably more space. This is one of the advantages of doing this on a computer, the
size of the boxes and spaces will increase as you include your information. For all boxes, I have used a table
format to limit problems when creating new paragraphs. Please be sure to use proper grammar and
appropriate headers when necessary just as you would for any other paper. Also, be sure to include references
where needed and a complete bibliography at the end using APA style format for both. As you complete this
work sample, be sure to carefully read all guidelines as well as the WTWS rubric and the Science Program
rubric.
Note: This Work Sample meets at the target level on all aspects except Objective 8.
Objective 8 is aligned with too many standards and is not assessed in such a way to determine whether
students have met those standards. However, all other objectives and all other aspects of the work sample are
clearly within the target category.
Background Information and Contextual Factors
(Teaching Process 1)
Complete Table 1 below as you work on Teaching Process 1: Contextual Factors.
Table 1: Contextual Factors
Candidate Name: Science Student
Grades taught in the school: 10th, 11th, 12th
Course Taught: Chemistry
School Location Type: Rural
Univ Supervisor:
Other Science Courses taught in the school: Physics, Biology, Physical Science
Special Situations during the unit (provide special situations e.g. Spring Break occurred in the
midst of the unit, fire alarms interrupted 3 class periods, assemblies cut short 2 class periods,
etc.): Three days at the beginning of the unit were snow days.
Before completing the sections below, please carefully read all parts of the guidelines
related to this section as well as both parts of the rubric.
Task 1.1: Describe community, district and school factors that may impact student learning:
Canton High School is located in the rural community of Canton, Illinois. The community is
home to a population of 15,000 individuals. Families in the community are mainly middle class.
Some families are higher than middle class, as well as, other families are lower than middle
class. Since a large share of the community is middle class, members of the families work to
support their household. The community of Canton offers a wide variety of businesses that
employ these middle-class households. Also, members of the community often drive a half-hour
to Peoria for employment (Canton, Illinois: We Do That Here, 2011).
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Name: Science – Target Example
STCH Semester: Spring 2011
Canton School District is the largest school district in Fulton County; however, when comparing
the district to District 150 in Peoria, Canton School District is relatively small. The school
district educates students from Early Childhood through High School. The school district
contains three elementary schools, one middle school, and one high school. The majority of the
students attending the school district live within the city of Canton, but some students come from
the surrounding countryside.
The school district educates just over 2,600 students. The majority of the students are white, but
a small percent of the students display diversity. The diverse students within the district include:
African Americans, Hispanics, Asians, Native Americans, and Multiracial. The faculty displays
no diversity and is all white. Over 75% of the faculty is female with the remaining percentage of
the faculty being male. Besides diversity, the school district contains low-income families.
Low- income families make up 45% of all students in the district. These low-income students
can receive free or reduced lunches. About 13% of the students in the district have an IEP
(Illinois Interactive Report Card, 2011). These students often need a contained classroom as
others are integrated into the regular classroom. The district also provides a gifted program to
meet the special needs of the gifted student. When the gifted individual reaches the middle
school, the student can be placed in an accelerated program depending upon the discipline. The
high school offers accelerated programs and advanced placement (Canton Union School District
66, 2011).
The current high school was built in 1953. The school building added additional classrooms in
the 1970s. The addition was necessary because the 9th grade students had been housed in the
junior high building. The additional classrooms allowed for the 9th grade students to be moved
back to the high school. Currently, the high school has 40 classrooms on two levels, 6 computer
labs, 2 gyms, a library, an auditorium, band and chorus room, and a vocational wing. The
vocational wing has an automotive shop, wood shop, agricultural shop, metal shop, and
greenhouse (Canton Union School District 66, 2011). Canton High School is an open campus.
Students may leave the school for lunch by attending a nearby restaurant or choosing to go home
if the student lives near the school. Students are responsible for returning to school at the correct
time when their lunch period ends. Students can also choose to eat lunch at the school instead of
leaving during their lunch break.
The average class size in 2010 was about 15 students. The high school has about 87%
graduation rate of their students (Illinois Interactive Report Card, 2011). Academically the
students have several options to choose from when deciding courses. The departments available
for the students to choose from include: agriculture, art, business, English, family and consumer
science, foreign language, industrial technology, math, music, physical education, science, and
social science (Canton Union School District 66, 2011).
The high school has five science teachers. The science disciplines offered are chemistry,
physical science, biology, and physics. Student are required to take two science courses to
graduate, but often the students take more than the required two classes. The students who enjoy
science have a chance to take part in extracurricular activities directed toward science. The
extracurricular science activities include Science Olympaid and Science Club (Canton Union
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STCH Semester: Spring 2011
School District 66, 2011).
The school district is currently facing trouble with the budget and getting funds released from the
State of Illinois. The budget troubles have limited the amount of money each school in the
district can spend. In the high school, each department has limited amounts of money that may
be spent on field trips and materials. Therefore, field trips that require money such as going to
Dickson Mounds are often overlooked because funding is not available. Any resource that
requires no funding is accepted and often used to enhance the classroom topic. Some resources
that may be beneficial to the science curriculum include: Hy-Vee, McDonalds, and Kroger’s
where these businesses are willing to donate items that would be useful in a laboratory setting.
For example, McDonalds is willing to donate Styrofoam cups which could be used to complete a
calorimetry lab. Resources that are easily available and free of charge can benefit the science
curriculum in a time of rough financial strain.
Task 1.2: Describe classroom factors that may impact student learning:
The Chemistry classroom and laboratory are located on the first floor of the high school. The
classroom is just down the hall from the high school office as the laboratory is directly across
from the office. The classroom contains windows on the east side of the room, so plenty of
natural light enters the room each day. The views from the windows are a grassy area, homes,
side street and another wing of the high school. The students face south in the classroom
towards the chalk board. Therefore, when the students look out the windows the students are
viewing the other wing of the high school and some of the grassy area. The students have to turn
around in their seats to view the homes and side street.
At the front of the classroom, a chalk board lines the back wall with a moveable counter located
just in front. The front wall is painted purple with the rest of the walls being white. An
American flag hangs on the west side of the chalk board on the front wall. On each side of the
chalkboard are two moveable enclosed carts that contain televisions on top. The front counter
contains a computer, work space, and an Elmo. The computer is used occasionally to show the
students a video or PowerPoint presentation. The Elmo and chalkboard are used constantly for
note taking and working through problems with the students. On the front of the counter are
rules and procedures that all students at the high school are to follow demonstrating
responsibility, respects, and integrity.
At the back of the classroom near the windows is the teacher’s area. The teacher’s area consists
of a desk, computer desk with computer, and a filing cabinet. On the opposite side of the
teacher’s desk is a lockable cabinet on wheels. The cabinet contains teaching materials such as
tuning forks that are out of the display and only used when needed. Underneath the windows on
the east side of the classroom are shelves that go from the back of the classroom to the front of
the classroom. The shelves near the teacher’s desk contain teaching information, with the middle
portion of the shelves containing chemistry books, and the front portion containing more
teaching materials.
Students enter the classroom from the west. Besides the class door, a periodic table of elements
has been painted onto the west wall of the classroom. The table is very colorful with the
different colored section depicting a specific group of elements. A small storage closet is present
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STCH Semester: Spring 2011
on the west wall near the chalk board. The closet is sunk into the wall with room for the
teacher’s coat to hang and a few teaching materials to be stored. On the back wall between the
cabinet and teacher’s area is a periodic table poster that displays images of what the elements
look like. The room contains a few images that students produced from the Sunprint
Photography Lab and soccer posters (Mr. Glick is the boy’s soccer coach).
The students in the classroom are mainly junior and seniors with a few students being
sophomores. The students often add noise to the classroom at the beginning of the period
because a student always wants to inform another student about something that is happening at
school or after school. The noise level drops off once the teacher addresses the class with what
is going to take place today. Besides students making noise in the classroom, noise comes from
the humming of the computer and the fluorescent lights. When the televisions are used for
presentations a humming noise is also present. Occasionally, excess noise comes from the
hallway such as a door opening and closing. Students who are in class around lunch time
experience a lot of commotion from the hallway. Students are opening and closing lockers and
talking with their peers. The high school has two lunch periods to accommodate all the students
who may choose to eat lunch at school. Most of the time the classroom does not experience
much background noise that is overly distracting to students.
The laboratory is located down the hall from the classroom. The laboratory contains windows
along the whole east side of the room. Therefore, the laboratory receives plenty of natural light.
The views from the windows are a small courtyard, another wing of the school, a grassy area,
homes, and a side street. The front of the classroom is designated on the north wall. A white
board is located just behind the front counter. The white board is used on occasion to remind
students of particular things of importance in the laboratory experiment. On each side of the
front counter are doors that lead to storage rooms. One storage room is the chemical store room
and preparation area for experiments. The chemical storage room contains two rooms. The first
room is smaller and holds some chemicals. The larger storage room contains more chemicals,
extra laboratory materials (beakers, watch glass, etc.), and the preparation counter and sink.
Shelves in the rooms go from the floor to the ceiling. Everything in the storage rooms are
labeled so that materials can be found relatively easy.
Back in the laboratory, a computer is present on the shelves that run from the front of the
classroom to the back of the room below the windows. The shelves mainly contain books that
belong to other science classes and laboratory equipment. A television is located above the white
board in the front of the room. An overhead projector and screen is located on the east side of
the room. The back wall of the classroom also has a whiteboard. The laboratory contains two
doors both on the east wall of the room. One door is near the front of the room, and the other
door is near the back of the room.
The front counter has a sink and gas hook-up. The room contains 8 lab benches each with a sink
in the middle. Each lab bench has four separate areas for the students. Therefore, the laboratory
can accommodate 24 students. At the lab bench, stools are available for the students to sit on
when permitted. The stools are mainly used when the laboratory is treated as a classroom for a
Calculus class. Each lab bench has four gas hook-ups. One fume hood is located at the back of
the laboratory. The eye wash station is to the right of the fume hood and close to the back exit.
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Name: Science – Target Example
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Fire extinguishers are located in the front and back of the room. The fire blanket is located in the
back of the room near the eye wash station. An emergency shut-off for the gas is located in the
front of the room. The first aid kit and laboratory aprons are located in the built-in cabinet on the
west wall near the front of the room.
One problem with safety involves a safety shower. The laboratory does not have a safety shower
which is critical because the shower is needed in the case that a student has chemicals
accidentally poured on them. When choosing laboratory experiments for the students to conduct,
the chemicals involved must be considered taking into account that a shower is not present.
Another problem noticeable in the laboratory is that the MSDS sheets are not readily available
for the students to view at any given time. This problem can be easily fixed by establishing a
location in the laboratory for the MSDS sheets, such as putting the MSDS sheets in a binder on
the shelf under the window.
The classroom is a single teacher classroom. Students are required to have a safety contract
signed by their parents and themselves before taking part in the laboratory. The students are also
required to pass a safety test before taking part in the laboratory experiments. Students are given
one week past a laboratory experiment to complete the laboratory write-up. The laboratory
write-up must be typed. Students that do not turn in their lab report when the report is due lose
points. If the report is turned in by the end of the day, the student loses two points. The student
continues to lose two points more for each day the report is late. If the student is extremely late
and turns in the report accomplishing all parts correctly, the student will not receive below half
credit for the laboratory report. The student will also experience a lower score on homework that
is late. The amount taken of homework depends on how much the homework was worth and
how late. If students miss the day before the exam, the student has the option of taking the test
the day they return or taking an essay make-up exam the following day. Students that miss the
day of the exam only have the option of taking the essay make-up exam.
Computer based technologies include the Logger Pro System. Several probes are available to be
used with this program. Some probes include pH meter, drop counters, temperature, force,
voltage, and photo gate. The computer based technology is used by the teachers when
conducting a laboratory experiment as an alternative way to demonstrate the concepts to the
students through the use of technology. Non-computer based technologies available include:
cathode-ray tube, high voltage generator to produce bright-line spectrum for specific elements,
spectrometer, and spectroscope. The high voltage generator would be beneficial to use when
discussing the electromagnetic spectrum. The cathode-ray tube may be used to discuss electrons.
The computer and non-computer based technologies will definitely enhance the students learning
by allowing students to make connections among the technology and science concept.
Task 1.3: Describe student characteristics that may impact student learning: The class consists of 15 students with 4 male students and 11 female students. The majority of
the class is white with one student being multi-racial. The students are mainly juniors with the
exception of four seniors and one sophomore. All of the students have previously taken a
Biology course with five of the students taking the honors portion. Some of the students have
also completed an Earth Science class. Some students are currently taking chemistry with
Physics or Biology II. The previous science courses impacts the students prior knowledge about
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Name: Science – Target Example
STCH Semester: Spring 2011
Chemistry concepts.
The students learning ability varies greatly. Four students display higher learning. These
individuals ask questions about the concepts more in-depth than what was taught in the class.
These students are constantly giving their best and demonstrating their understanding of the
concepts through their assignments and assessments. These four students need to be motivated
at times to excel to a high level of learning, but do not need to be motivated on completing tasks.
Eight students range in the fair category. These individuals struggle at times with concepts and
appear to be more reserved about asking questions. They will admit when asked if they are
sinking or need extra assistance. These students need to be motivated on completing task
efficiently because they often get off hand. These students prefer to be told when they have
achieved the correct answer so they do not continue to second guess themselves. The remaining
three students have a lot of difficulty learning new material because they often prefer not to
complete any work. By not completing the work these individuals end up doing poorly on the
assessment because they have not practiced the concepts. Practice is critical in having the
students’ progress towards being proficient and eventually reaching automaticity. The lower
developmental students need constant motivation that they are achieving the problem correctly
and that they can accomplish the goal at hand.
One student in the class is diabetic and uses an insulin pump to keep her insulin at the right level.
Often this individual needs to leave the class to use the restroom. The health problem needs to
be remembered to insure that the individual does not have a problem because her insulin level is
not too high or too low. Another student in the class is an independent. Both of her parents were
killed in a car accident when she was 15. The individual lived in foster care until she could
claim independence by herself. The student holds sole responsibility of paying the household
bills, holding down a job, and accomplishing all school work. The student often does not have
the financial means to purchase necessary school materials, such as notebook paper or even a
calculator. Therefore, the teacher may need to provide this individual with some school supplies.
The teacher also needs to keep in mind that the student only has school hours to primarily
complete her homework and to use computer-based technology.
The students like to talk a lot with one another and the teacher. Lessons that allow the students
to respond to questions are beneficial because the students get to communicate and interact with
another individual. The students also prefer hands-on activities where they are involved in
learning the concepts. Several of the students are involved in extracurricular activities that
involve sports, so being up and moving often helps these students stay focused. When students
are to complete individual work, some of the students at times need to be reminded to stay on
task. The lower developmental students constantly have to be reminded to stay on task. When
students are to complete group work, such as a laboratory experiment, the students need little
reminding to stay on task.
Task 1.4: Informed by your understanding of relevant major schools of thought, identify and discuss the potential instructional implications of one or more contextual factor(s) identified above.:
Students come into the classroom with a wide variety of knowledge. The knowledge a student
gains can come from multiple sources such as life experiences, friends and family, previous
classes, etc. The students understanding of the knowledge base may not be accurate, thus the
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Name: Science – Target Example
STCH Semester: Spring 2011
students holds a misconception or alternative conception about the topic. These alternative
conceptions impact the learning of the student because they are unable to accurately depict the
concept and apply concept to a more in-depth area of study. The student uses their prior
knowledge to understand the new knowledge. Thus, the students puts up a barrier that acts as a
filter to what the student is willing to accept about the topic. Marzano etal acknowledges that
student often have difficulty overcoming the alternative conception (Marzano, Pickering, &
Pollack, 2001, pp.133). To help students overcome this alternative conception the student needs
to question their own understanding to recognize where the inaccuracy lies in their understanding
of the concept. Once the student recognizes the inaccurate information, the student can work on
replacing the alternative conception with the appropriate understanding. I must recognize the
alternative conception and guide the students to question their own understanding so that the
students can recognize the inaccuracy in knowledge base. I can accomplish this goal by
proposing questions to get the students thinking about what they really know about the concept
and why they think this is true. The questioning should help guide the students to fix their
alternative conception. I cannot fix the alternative conception, thus the students has to recognize
that their understanding is incorrect and replace the inaccurate understanding with the correct
terminology.
In the classroom, some students display low motivation. The low motivation affects the
student’s ability to learn new information and practice becoming proficient at a skill. According
to Marzano etal students must practice a skill multiple times before reaching proficiency and
practice additional times before reaching automaticity (Marzano, Pickering, & Pollack, 2001,
pp.67-68). Therefore, I have to help the students be motivated. I can help the students perceive
the options available, set goals, raise self confidence, and make attributions. When students
become motivated, the students recognize their strengths and weaknesses. The students continue
to strengthen their strengths and work on improving their weaknesses. Therefore, the students
are impacting their ability to learn information by using their strength and weaknesses to succeed
within the classroom and life.
The students that display a higher level learning need to be challenged to apply higher level
thinking. Higher level thinking helps students make connections to their prior knowledge to
understand the core concept of the topic being discussed. The students will analyze, evaluate,
and create at this higher level. Challenging the students to apply this higher level of thinking is
critical to motivate the students to recognize the options available to them and that the students
are reaching mastery of the concept.
When designing lessons, I must remember how student learn. Students learn information by
making connection to the prior experiences. For example, a sweet smell may make the students
remember their grandma’s kitchen. Then, they associate the smell to their prior knowledge
(grandma’s kitchen) remembering that specific idea/concept. By using demonstrations or
activities that will trigger a prior memory, I am helping the students make a link to the new
concept being taught; thus, the students are learning. Besides prior experiences, helping students
represent the concept through a non-linguistic representation stimulates and increases brain
activity. The students are making a generalization between written form and the image they
form in the brain. The use of non-linguistic representation such as a diagram, picture, or
kinesthetic activity can help the students make connections to the concept (Marzano, Pickering,
& Pollack, 2001, pp.73).
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Name: Science – Target Example
STCH Semester: Spring 2011
Some students in the classroom belong to low-income families; therefore, income impacts how
the students are going to learn. These individuals often do not have the means to focus solely on
the task at hand because they are worried about another portion of their life. For example, one
student in the class is an independent. This individual is responsible for taking care of herself
24/7. She has the sole responsibility of putting food on the table at night; paying the rent,
electric, and water; getting up in the morning for school; etc. Therefore, the student may not
have the financial income to buy school supplies. The student may be distracted in class because
her mind is trying to figure out how to survive another day without losing everything. I have the
responsibility of helping the student recognize that for a short time that he/she is a teenager and
do not have to worry about their class work on top of the other worries. The socioeconomic
status of the student can also define who the student socializes with at school. I need to assist the
students not to look at how much money or how the student is dressed to be accepted. In the
classroom, group activities can help students of lower income families associate with students of
middle class or higher class. The students have to work with each to accomplish the goal of the
activity. Therefore, for the short term the students put aside their differences to work on learning
the concept and making a connection with their prior knowledge to learn.
When designing laboratory lessons, safety must be enforced at all times. One area that I need to
fix in the laboratory is the displaying of MSDS sheets. The sheets can easily be displayed on the
shelf just below the window. The MSDS sheets allow the students to have access to knowledge
concerning the materials used in the laboratory experiment. Besides MSDS sheets, the
laboratory does not have a safety shower. I have to be careful in which laboratory experiments I
chose to implement for student safety because of the lack of safety equipment. When
implementing the labs, I can use smaller amounts and volumes of chemicals. Using the smaller
amounts will help decrease the potential for serious injuries if the student unintentionally
mishandles the chemical (Ryan, 2001, pp.43).
Learning Objectives, Benchmarks, and Standards
(Teaching Process 2)
Use Tables 2 and 3 below to assist you in completing Tasks 2.1 and 2.2 of Teaching Process 2. Then use
Table 4 below to place your responses to Task 2.3.
Table 2: Illinois Learning Standards in Science (ILS-S): For each line, place only a single indicator or
benchmark on the line. In the grey column to the left, place the number of the standard and specific
benchmark to which you are referring, in the middle copy the standard with benchmark, at right write the
objective or objectives that you plan to use in your lesson plans that are associated with each indicator or
benchmark. Be sure to give each objective a number and number them consecutively. This will be useful
when completing future tables and sections.
Number List of Standards within each
Objective(s) associated with each standard.
& letter Category (Include # and text)
(Give each objective a unique number that you
will then use throughout this Unit Plan)
ILS-S Standard 11: Scientific Inquiry and Technological Design
11.A.4f Using available technology, report,
#8 – Through the preparation of sunprint paper and
display and defend to an audience
taking a picture, students will investigate how
conclusions drawn from
electromagnetic radiation produces an image to
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Name: Science – Target Example
STCH Semester: Spring 2011
Number List of Standards within each
& letter Category (Include # and text)
Objective(s) associated with each standard.
(Give each objective a unique number that you
will then use throughout this Unit Plan)
investigations.
demonstrate the role of electrons in there excited
state and advancements in photography. The
student’s explanation will require the use of
computer technology to prepare a typed report of
their data and conclusions.
11.B.4b Propose and compare different
#8 – Through the preparation of sunprint paper and
solution designs to the design
taking a picture, students will investigate how
problem based upon given constraints electromagnetic radiation produces an image to
including available tools, materials
demonstrate the role of electrons in their excited
and time.
state and advancements in photography. The
student’s explanation will require the use of
computer technology to prepare a typed report of
their data and conclusions.
ILS-S Standard 12: Fundamental Concepts, Principles, and Interconnections of the Life, Physical,
and Earth/Space Sciences.
12.C.3b Model and describe the chemical and #5 – With the aid of the periodic table, students
physical characteristics of matter
will identify elements based upon the element’s
(e.g., atoms, molecules, elements,
characteristics by demonstrating the role of the
compounds, mixtures).
element’s electron configuration, atomic size,
ionization energy, and valence electrons.
12.C.4a
Use kinetic theory, wave theory,
quantum theory and the laws of
thermodynamics to explain energy
transformations.
#6 – Given a periodic table, students will be able
to apply the trend for atomic size and ionization
energy to explain properties associated with a
specific element.
#1 – The students will be able to classify orbitals
as s, p, d, f, given characteristics associated to the
orbital so to demonstrate the properties of
electrons.
#2 – Given a periodic table, the student will be
able to identify the electron configuration for a
specific element demonstrating the element’s
unique arrangement of electrons and advancement
in electron notation.
#4 – Given an example of a flame test, the students
will be able to explain the change in color of the
flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to
excited sate.
#7 – The students will be able to define
wavelength and frequency to demonstrate the role
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Name: Science – Target Example
Number List of Standards within each
& letter Category (Include # and text)
12.C.4b
Analyze and explain the atomic and
nuclear structure of matter.
STCH Semester: Spring 2011
Objective(s) associated with each standard.
(Give each objective a unique number that you
will then use throughout this Unit Plan)
of each component in atom excitation.
#1 – The students will be able to classify orbitals
as s, p, d, f, given characteristics associated to the
orbital so to demonstrate the properties of
electrons.
#2 – Given a periodic table, the student will be
able to identify the electron configuration for a
specific element demonstrating the element’s
unique arrangement of electrons and advancement
in electron notation.
#3 – Students will differentiate between valence
electrons and core electrons to express the periodic
nature of an element.
#4 – Given an example of a flame test, the students
will be able to explain the change in color of the
flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to
excited sate.
#5 – With the aid of the periodic table, students
will identify elements based upon the element’s
characteristics by demonstrating the role of the
element’s electron configuration, atomic size,
ionization energy, and valence electrons.
#7 – The students will be able to define
wavelength and frequency to demonstrate the role
of each component in atom excitation.
ILS-S Standard 13: Relationships among Science, Technology, Society in Historical and
Contemporary Contexts.
13.A.4c Describe how scientific knowledge,
#8 – Through the preparation of sunprint paper and
explanations and technological
taking a picture, students will investigate how
designs may change with new
electromagnetic radiation produces an image to
information over time (e.g., the
demonstrate the role of electrons in their excited
understanding of DNA, the design of state and advancements in photography. The
computers).
student’s explanation will require the use of
computer technology to prepare a typed report of
their data and conclusions.
Table 3: NSES Standards List: The NSES Standards are not numbered and lettered as are the ILS-S
standards. Therefore, you will want to designate a number for each standard that you can then use with your
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lesson plans, somewhat like you did for your Educ 439 unit plan. You may choose to use the Performance
Assistance Links in Science (PALS) website (http://pals.sri.com/ ) to select your numbers and to copy and
paste the standard. If you choose to use this website, please be sure to review the NSES book so that you
properly interpret the benchmark/standard. Also, be sure to place the page number where the benchmark may
be found on the chart as well. For example, if you select item 12ASI1.1- Identify questions and concepts (see:
http://pals.sri.com/standards/nses9-12.html), you will want to note that this is found on p. 175 of the NSES
book. If you use the PALS website, you may then cut and paste the information from the website into the 2nd
column of the table along with a link to the correct page of the website – an example is shown for Standard 2.
Please note, the PALS website did not include a section for the Unifying concepts and processes of science so
you will still need to create a numbering system for those. I might suggest K12.U1.1 etc. to keep it consistent
with the other standards. If you choose to create your own numbering system, be sure to include the page
number from the NSES book where the standard you used may be found and that you use the same number
each time you identify that standard. If you create your own numbering system, you will also need to copy
into the 2nd column the appropriate information from the book or from the NSES website
(http://www.nap.edu/openbook.php?record_id=4962). I have started the process for you. You need to follow
through with it for the other categories. Please note: You may find enough overlap in some ILS-S standards
and NSES standards that you will use the same objective for both – that is fine, go ahead and copy as
necessary. Be sure if you do so that you retain the number for the objective you previously assigned it.
# and
NSES
Page #
List of Standards within each Category
(Include # and a copy of the text similar
to what you did with your Unit Plan if
Educ 439.)
1. Unifying concepts and processes of science
U.1
Systems, Order, and Organization
p. 117
Types and levels of organization provide
useful ways of thinking about the world.
Within these systems, interactions between
components occur. Further, systems at
different levels of organization can manifest
different properties and functions.
U.2
p. 117118
Constancy, Change, and Measurement
Most things are in the process of becoming
different – changing – some properties of
objects and processes are characterized by
constancy. Interactions within and among
systems result in change. Changes vary in
rate, scale, and pattern, including trends and
cycles.
Objective(s) associated with each standard.
(Give each objective a unique number that you
will then use throughout this Unit Plan; if the
same objective is used with a State and National
Standard, then make sure to use the same
number to identify it.)
#2 – Given a periodic table, the student will be able
to identify the electron configuration for a specific
element demonstrating the element’s unique
arrangement of electrons and advancement in
electron notation.
#5 – With the aid of the periodic table, students
will identify elements based upon the element’s
characteristics by demonstrating the role of the
element’s electron configuration, atomic size,
ionization energy, and valence electrons.
#4 – Given an example of a flame test, the students
will be able to explain the change in color of the
flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to
excited sate.
#5 – With the aid of the periodic table, students
will identify elements based upon the element’s
characteristics by demonstrating the role of the
element’s electron configuration, atomic size,
11
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# and
NSES
Page #
List of Standards within each Category
(Include # and a copy of the text similar
to what you did with your Unit Plan if
Educ 439.)
STCH Semester: Spring 2011
Objective(s) associated with each standard.
(Give each objective a unique number that you
will then use throughout this Unit Plan; if the
same objective is used with a State and National
Standard, then make sure to use the same
number to identify it.)
ionization energy, and valence electrons.
2. Science as inquiry – Content Standard A
A.2.1
Understandings About Scientific Inquiry
#8 – Through the preparation of sunprint paper and
p.176
Scientists usually inquire about how
taking a picture, students will investigate how
physical, living, or designed systems
electromagnetic radiation produces an image to
function. Conceptual principles and
demonstrate the role of electrons in their excited
knowledge guide scientific inquiries.
state and advancements in photography. The
Historical and current scientific knowledge student’s explanation will require the use of
influence the design and interpretation of
computer technology to prepare a typed report of
investigations and the evaluation of
their data and conclusions.
proposed explanations made by other
scientists.
3. Content standards associated with the content of the lessons/course (e.g. life science or physical science
standards – Content Standards B, C, and/or D)1
B.2.1
Structure and Properties of Matter
#1 – The students will be able to classify orbitals as
p. 178
Atoms interact with one another by
s, p, d, f, given characteristics associated to the
transferring or sharing electrons that are
orbital so to demonstrate the properties of
furthest from the nucleus. These outer
electrons.
electrons govern the chemical properties of
the element.
#2 – Given a periodic table, the student will be able
to identify the electron configuration for a specific
element demonstrating the element’s unique
arrangement of electrons and advancement in
electron notation.
#3 – Students will differentiate between valence
electrons and core electrons to express the periodic
nature of an element.
B.2.2
p. 178179
Structure and Properties of Matter
An element is composed of a single type of
atom. When elements are listed in order
according to the number of protons (called
the atomic number), repeating patterns of
#4 – Given an example of a flame test, the students
will be able to explain the change in color of the
flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to
excited sate.
#1 – The students will be able to classify orbitals as
s, p, d, f, given characteristics associated to the
orbital so to demonstrate the properties of
electrons.
1
Please note: you are not required to have students demonstrate learning of standards within sections B, C, and D, but are
required demonstrate student learning within at least one of those sections – B, C, or D.
12
Name: Science – Target Example
# and
NSES
Page #
List of Standards within each Category
(Include # and a copy of the text similar
to what you did with your Unit Plan if
Educ 439.)
physical and chemical properties identify
families of elements with similar properties.
This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons
and their permitted energies.
STCH Semester: Spring 2011
Objective(s) associated with each standard.
(Give each objective a unique number that you
will then use throughout this Unit Plan; if the
same objective is used with a State and National
Standard, then make sure to use the same
number to identify it.)
#2 – Given a periodic table, the student will be able
to identify the electron configuration for a specific
element demonstrating the element’s unique
arrangement of electrons and advancement in
electron notation.
#5 – With the aid of the periodic table, students
will identify elements based upon the element’s
characteristics by demonstrating the role of the
element’s electron configuration, atomic size,
ionization energy, and valence electrons.
B.6.3
p. 180181
Interactions of Energy and Matter
Each kind of atom or molecule can gain or
lose energy only in particular discrete
amounts and thus can absorb and emit light
only at wavelengths corresponding to these
amounts. These wavelengths can be used to
identify the substance.
#6 – Given a periodic table, students will be able to
apply the trend for atomic size and ionization
energy to explain properties associated with a
specific element.
#4 – Given an example of a flame test, the students
will be able to explain the change in color of the
flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to
excited sate.
#7 – The students will be able to define wavelength
and frequency to demonstrate the role of each
component in atom excitation.
4. Science and technology (Content Standard E) – must address standards related to cost/benefit analysis
E.1.5
Abilities of Technological Design –
#8 – Through the preparation of sunprint paper and
p. 192
Communicate the Problem, Process, and
taking a picture, students will investigate how
Solution
electromagnetic radiation produces an image to
Students should present their results to
demonstrate the role of electrons in their excited
students, teachers, and others in a variety of state and advancements in photography. The
ways, such as orally, in writing, and in other student’s explanation will require the use of
forms – including models, diagrams, and
computer technology to prepare a typed report of
demonstrations.
their data and conclusions.
5. Science in personal and social perspectives (Content Standard F)
F.6.3
Science and Technology in Local, National, #8 – Through the preparation of sunprint paper and
p. 199
and Global Challenges
taking a picture, students will investigate how
Understanding basic concepts and principles electromagnetic radiation produces an image to
of science and technology should precede
demonstrate the role of electrons in their excited
active debate about the economics, policies, state and advancements in photography. The
politics, and ethics of various science- and
student’s explanation will require the use of
13
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# and
NSES
Page #
STCH Semester: Spring 2011
List of Standards within each Category
(Include # and a copy of the text similar
to what you did with your Unit Plan if
Educ 439.)
Objective(s) associated with each standard.
(Give each objective a unique number that you
will then use throughout this Unit Plan; if the
same objective is used with a State and National
Standard, then make sure to use the same
number to identify it.)
technology-related challenges. However,
computer technology to prepare a typed report of
understanding science alone will not resolve their data and conclusions.
local, national, or global challenges.
6. History and nature of science. (Content Standard G) – where appropriate, include critical analysis of false
or doubtful assertions
G.3.4
Historical Perspectives
#2 – Given a periodic table, the student will be able
p. 204
The historical perspective of scientific
to identify the electron configuration for a specific
explanations demonstrates how scientific
element demonstrating the element’s unique
knowledge changes by evolving over time, arrangement of electrons and advancement in
almost always building on earlier
electron notation.
knowledge.
#8 – Through the preparation of sunprint paper and
taking a picture, students will investigate how
electromagnetic radiation produces an image to
demonstrate the role of electrons in their excited
state and advancements in photography. The
student’s explanation will require the use of
computer technology to prepare a typed report of
their data and conclusions.
Task 2.3 – Discuss why the benchmarks and objectives are appropriate in terms of development, pre-­‐requisite knowledge, skills, and other needs. Table 4: Alternative Conceptions by Objective – Below is a copy of table 2.1 from the guidelines.
Complete this table as part of Task 2.3. Add rows as you deem necessary. Note: An alternative conception
may not be identifiable for every objective.
Benchmark/Objectives
Identified Alternative Conceptions (if from literature,
cite source. If from pretest, note that.)
Benchmark: 12.C.4a, 12.C.4b, B.2.1, B.2.2
Electrons are fixed to a specific orbital and they orbit
around the nucleus. (Zumdahl, Zumdahl, & DeCoste,
Objective # 1: The students will be able to 2002, pp.332-333)
classify orbitals as s, p, d, f, given
characteristics associated to the orbital so
to demonstrate the properties of
electrons.
Benchmark: 12.C.4a, 12.C.4b, U.2, B.2.1, Atom has no energy in the ground state. (Pre-test)
B.6.3
Objective # 4: Given an example of a flame
test, the students will be able to explain
the change in color of the flame by
14
Name: Science – Target Example
STCH Semester: Spring 2011
referring to the atomic spectrum, energy
level, and role of electrons from the
ground to excited state.
Discussion for Task 2.3: In the space provided below, provide a rationale for the objectives identified in
Task 2.2 in the space provided below. Consider developmental level, pre-requisite knowledge and/or skills,
performance descriptor(s) (e.g., Stage F, G, or H for benchmark 20.A) and other contextual factors as
appropriate for meeting the needs of the students in the classroom. Also consider relevant schools of thought
presented in EIS 201, 301, 302 and Educ 439. (Be sure to examine the guidelines and rubric.)
Objective #1: The students will be able to classify orbitals as s, p, d, f, given characteristics associated to
the orbital so to demonstrate the properties of electrons.
For students to write electron configurations of elements, the student needs to know characteristics
associated to each orbital, so that the student places the correct number of electrons in a given orbital.
Students may be familiar with electrons filling a specific energy level from a previous biology course.
However, the student does not recognize that the energy levels have sublevels that are offset a little from one
another. Each sublevel has its own specific characteristic used to define that level. The objective was chosen
to build up on the students’ prior knowledge of energy levels. The student is using higher order thinking when
they activate the prior knowledge to make connections to the new knowledge. Some students may also hold
an alternative conception with this objective. The alternative conception held is that electrons are fixed to a
specific orbital and they orbit around the nucleus (Zumdahl, Zumdahl, & DeCoste, 2002, pp.332-333). This
conception is incorrect because electrons are not fixed to a specific orbital. The orbitals denote the probability
that an electron is located in this particular energy level. The electron can actually be in a higher or lower
energy level. Electrons are randomly spaced throughout an atom; the electrons do not follow a specific path.
Once again electrons have a probability of being in a certain location of the atom, but the location is not a
100% every single time. To help students recognize whether they hold this alternative conception, a split pea
laboratory experiment will be conducted. The student will recognize the probability of a split pea landing in a
specific energy level and will be challenged about why this is also true for the electron. Through the
experiment the students can question their own thinking, see if a problem exists, and work on fixing the
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Name: Science – Target Example
STCH Semester: Spring 2011
inaccurate information with the appropriate information. Overall, the objective was chosen to get the students
to build upon the prior knowledge energy levels.
Objective #2: Given a periodic table, the student will be able to identify the electron configuration for a
specific element demonstrating the element’s unique arrangement of electrons and advancement in
electron notation.
Students need to realize that elements in the world share properties with other elements. Electron
configuration demonstrates specific properties that elements may have in common with another element. For
example, potassium and sodium both have electrons that occupy the s-orbitals. This characteristic
demonstrates that sodium and potassium must be grouped together. For students to differentiate between the
two elements, the student must know which principle energy level the s-orbital electron is associated too.
Sodium would be located at the third energy level; potassium would have an electron in the fourth energy
level. The objective is helping the students recognize that elements in the periodic table are not just arranged
in a specific pattern, but are grouped based up on their properties. Therefore, being able to identify the
electron configuration can help the student recognize which elements are similar and different from one
another. The second portion of the object is for the students to recognize the advancement in the electron
notation. In early years the Bohr model was used to demonstrate the possible location of electrons. As
science advanced and researchers were able to recognize that energy levels contain sublevels and sublevels are
offset from one another, the notation for where electrons have the probability of being located changed.
Advancements include: orbital notation, electron configuration notation, and shorthand notation. The students
will demonstrate that through any method of the advanced notation that they are able to identify the element.
Overall, the objective was designed to have the students make connections that specific elements in the
periodic table are not just put there, but they actually share properties with other elements and the electron
configuration is unique to one specific element not a group.
16
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STCH Semester: Spring 2011
Objective #3: Students will differentiate between valence electrons and core electrons to express the
periodic nature of an element.
The rational for the objective is for students to recognize that valence electrons and core electrons are
different from one another. The students should have prior knowledge about electrons when they learned
about the structure of the atom in previous science courses and in earlier chapters for this class. The
difference exists in the location of where they are found in the atom. Being able to recognize that a difference
exists will help the students understand properties of specific elements. Students will be able to realize that all
elements have core electrons, but the element differs in the amount of valence electrons. A student will not be
able to identify an element sole on the number of valence electrons, but will be able to recognize a specific
group that the element belongs too. Besides recognizing a property of an element, being able to differentiate
between valence and core electrons is beginning the building blocks to understand how atoms of an element
bind with other atoms. All in all, the objective was designed to have the students activate their prior
knowledge about electrons and expand upon electrons which will be critical in future concepts.
Objective 4: Given an example of a flame test, the students will be able to explain the change in color of
the flame by referring to the atomic spectrum, energy level, and role of electrons from the ground to the
excited state.
The objective was designed to have the student apply what they learned about electrons, energy level,
and atomic spectrum to explain why a specific element exhibits a certain color when burned. The student is
required to activate their prior knowledge about electrons to understand that electrons can move among energy
levels. This movement among energy levels from higher state to lower state produces the color associated to
the element. The students are making a connection about the world around them instead of just filing the
information away in their mind. The students are applying what they learned to a real example. Individuals
17
Name: Science – Target Example
STCH Semester: Spring 2011
taking more science courses can use what they have learned to understand the electron transport chain and
photosynthesis. The objective is to help students have the building blocks to understand more in depth and
advanced topics within the disciplines of science. One possible alternative conception that a student may hold
is that electrons do not have energy in the ground state. This conception is inaccurate because electrons all
hold energy. When the electron is in the ground state, the electron is at the lowest energy level. To help
students fix the alternative conception, a diagram of energy levels can challenge students thinking of why
there is not an energy level of zero. Students need to be challenged through a series of questions to get the
students to look at their own thinking, which in turn will help the students see inaccurate information that they
hold about the concept. At that point, the student is ready to form correct understanding of the concept. The
objective is to have students demonstrate science concepts by using a real world example to explain the
concept.
Objective 5: With the aid of the periodic table, students will identify elements based upon the element’s
characteristics by demonstrating the role of the element’s electron configuration, atomic size, ionization
energy, and valence electrons.
The students will apply, analyze, and evaluate all concepts taught throughout the unit to identify
element. The students will use their current knowledge and prior knowledge to identify the element. The
laboratory activity allows the students to demonstrate their understanding of the concepts and allows the
teacher to recognize alternative conceptions that the students still hold. Therefore, the teacher needs to
address the alternative conception before assessing the students over the material at the end of the unit.
Objective 6: Given a periodic table, students will be able to apply the trend for atomic size and
ionization energy to explain properties associated with a specific element.
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Name: Science – Target Example
STCH Semester: Spring 2011
The periodic table serves as a pneumonic device for the classification of elements. Elements within
the periodic table exhibit trends based on groups and periods. These trends allow elements to be compared
and differentiated between one another. Students will be able to apply atomic size and ionization energy to
the elements of the periodic table. Through the application of these trends, the students will be able to
compare and contrast the elements in the periodic table. The students will apply the periodic trends to groups
or periods of elements. Students will also be able to apply the trends to specific elements. Students will be
able to apply these trends to future units in chemistry to help solve complex chemical problems. The students
are building knowledge on the beginning chemistry concepts through this unit that help the students meet the
standards and explain the advance concepts in chemistry. The students are building the connections for future
lessons.
Objective 7: The students will be able to define wavelength and frequency to demonstrate the role of
each component in atom excitation.
Atom excitation involves an increase in frequency and a wavelength to be released when the electron
moves energy levels. The type of wavelength released depends on the frequency. Students need to know the
definition of wavelength and frequency so that they can differentiate among the concepts when applying atom
excitation to a real world example, like the flame test. Being able to recall a definition uses lower order
thinking. For the developmental levels of learning in the classroom, asking the students to define these terms
is appropriate because they may not understand how the terms apply to the bigger pictures. These terms are
the starting point or building blocks for understanding of the more complex concepts.
Objective 8: Through the preparation of sunprint paper and taking a picture, students will investigate
how electromagnetic radiation produces an image to demonstrate the role of electrons in their excited
19
Name: Science – Target Example
STCH Semester: Spring 2011
state and advancements in photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusions.
The students must conduct an experiment to explore why electromagnetic radiation can be used to
produce an image. The laboratory experiment has the students create the paper and then take a picture.
Through the experiment the students are to realize that the type of light and exposure time affect how long the
electrons stay excited and ultimately the quality of the image. The objective is designed to have the students
inquire about a science concept, use current technology to explain their findings, and demonstrate that science
has evolved throughout the years to create new technology. Students are exploring the process of science
through photography, how does light excite the electrons to produce an image on photography paper.
Assessment Plan
(Teaching Process 3)
Below is a copy of Table 3.1 from the WTWS for Science (p. 13). Please complete this table as described in
the guidelines. Be sure to add or delete rows as needed. Note: Assessment adaptations may be for a single
student or for the entire class. For example, if you know you have several students for whom extra time is
required, you may provide extra time for everyone. (Think about RTI and Universal Design.) Do not leave
Assessment Adaptations Blank or state that no adaptations are necessary.
Table 5: For use with Task 3.1
Benchmark/Objectives Standard/Benchmark Number (see Tables 2 and 3): 12.C.4a, 12.C.4b, B.2.1, B.2.2 Objective 1: The students
will be able to classify
orbitals as s, p, d, f, given
characteristics associated
to the orbital so to
demonstrate
the
properties of electrons. Standard/Benchmark Number (see Tables 2 and 3): 12.C.4a, 12.C.4b, U.1, Phases of Assessment Pre-­‐assessment Formative (during the unit) assessments Post-­‐assessment Pre-­‐assessment Formative (during Type and/or Nature of the Assessment Short Answer
Questioning, Observation of
Student Performance, Labeling
of Periodic Table, Homework
Assignment, Lab
Matching, Labeling of a
Periodic Table
Short Answer “Hog Hilton” Assignment, Assessment Adaptations Students put into 3 rows with a row in between to take the pre-­‐ and post-­‐assessment. Therefore, no students are next to each other causing a distraction. The three lower ability students will be separated if time persists for homework to be completed in the hour, so that the student works on the assignment instead of socializing with the other students. Students put into 3 rows with a row in between to take the pre-­‐ and post-­‐assessment. 20
Name: Science – Target Example
B.2.1, B.2.2, G.3.4 Objective 2: Given
the unit) assessments Post-­‐assessment Standard/Benchmark Number (see Tables 2 and 3): 12.C.4b, B.2.1 Objective 3: Students will
Pre-­‐assessment Formative (during the unit) assessments Post-­‐assessment a
periodic table, the student
will be able to identify the
electron configuration for
a
specific
element
demonstrating
the
element’s
unique
arrangement of electrons
and
advancement
in
electron notation. differentiate
between
valence electrons and core
electrons to express the
periodic nature of an
element. Standard/Benchmark Number (see Tables 2 and 3): 12.C.4a, 12.C.4b, U.2, B.2.1, B.6.3 Objective 4: Given an
example of a flame test,
the students will be able
to explain the change in
color of the flame by
referring to the atomic
spectrum, energy level,
and role of electrons from
the ground to excited sate. Standard/Benchmark Number (see Tables 2 and 3):12.C.3b, 12.C.4b, U.1, U.2, B.2.2 Objective 5: With the aid
Pre-­‐assessment Formative (during the unit) assessments Post-­‐assessment Pre-­‐assessment Formative (during the unit) assessments STCH Semester: Spring 2011
Questioning, Observation of Student Performance Multiple Choice, Free Response Therefore, no students are next to each other causing a distraction. The three lower ability students will be separated if time persists for homework to be completed in the hour, so that the student works on the assignment instead of socializing with the other students. Short Answer Students put into 3 rows with a row in between to take the Questioning, Homework pre-­‐ and post-­‐assessment. Assignment Therefore, no students are next to each other causing a distraction. Matching The three lower ability students will be separated if time persists for homework to be completed in the hour, so that the student works on the assignment instead of socializing with the other students. Short Answer Students put into 3 rows with a row in between to take the Questioning, Homework pre-­‐ and post-­‐assessment. Assignment, Observation of Therefore, no students are Student Performance, Quick-­‐
next to each other causing a write distraction. The three lower ability Matching, Multiple Choice, Free students will be separated if Response time persists for homework to be completed in the hour, so that the student works on the assignment instead of socializing with the other students. Alien Element – Placing Students put into 3 rows with elements in correct location a row in between to take the pre-­‐ and post-­‐assessment. Periodic Table Laboratory Therefore, no students are Exercise, Observation of next to each other causing a Student Performance, Question distraction. 21
Name: Science – Target Example
STCH Semester: Spring 2011
of the periodic table,
students will identify
elements based upon the
element’s characteristics
by demonstrating the role
of the element’s electron
configuration,
atomic
size, ionization energy,
and valence electrons. Post-­‐assessment Free Response – Fill in the blank Standard/Benchmark Number (see Tables 2 and 3): 12.C.3b, B.2.2 Objective 6: Given a
Pre-­‐assessment Formative (during the unit) assessments Post-­‐assessment Short Answer Labeling of a Periodic Table, Homework Assignment Labeling a Periodic Table, Multiple Choice Questions Pre-­‐assessment Formative (during the unit) assessments Post-­‐assessment Short Answer Homework Assignment, Questioning, Observation of Student Performance Matching Pre-­‐assessment Formative (during the unit) assessments Post-­‐assessment Short Answer Questioning, Observation of Student Performance, Pre-­‐
laboratory Questions Lab Report periodic table, students
will be able to apply the
trend for atomic size and
ionization
energy
to
explain
properties
associated with a specific
element. Standard/Benchmark Number (see Tables 2 and 3): 12.C.4a, 12.C.4b, B.6.3 Objective 7: The students
will be able to define
wavelength and frequency
to demonstrate the role of
each component in atom
excitation. Standard/Benchmark Number (see Tables 2 and 3): 11.A.4f, 11.B.4b, 13.A.4c, A.2.1, E.1.5, F.6.3, G.3.4 Objective 8: Through the
preparation of sunprint
paper and taking a
picture, students will
investigate
how
electromagnetic radiation
During the formative assessment, the students will work individually instead of in groups. All students will have a space between them and another student to insure that the students’ works on the laboratory exercise by themselves. Students put into 3 rows with a row in between to take the pre-­‐ and post-­‐assessment. Therefore, no students are next to each other causing a distraction. Students put into 3 rows with a row in between to take the pre-­‐ and post-­‐assessment. Therefore, no students are next to each other causing a distraction. The three lower ability students will be separated if time persists for homework to be completed in the hour, so that the student works on the assignment instead of socializing with the other students. Able to discuss with their group to answer the conclusion, analysis, and application questions – all answers have to be in their own words. 22
Name: Science – Target Example
STCH Semester: Spring 2011
produces an image to
demonstrate the role of
electrons in their excited
state and advancements in
photography.
The
student’s explanation will
require the use of
computer technology to
prepare a typed report of
their
data
and
conclusions. Task 3.2 - Rationale for the Assessment Plan:
First complete Table 6 below or create one that helps demonstrate the distribution of your preassessment
items, formative assessment items, and post assessment items. After you have completed that, move to the
item after the table to provide your rationale. Again, be sure to examine the guidelines and scoring rubrics as
you complete each part of this project.
23
Name: Science - Target Example
STCH Semester: Spring 2011
Please note: Table 6 is below and may need to be copied several times in order to complete this portion of the requirement. The
rationale should follow these tables on the next page (portrait style page).
Table 6: Assessment Analysis Instrument: Be sure to add or delete columns as necessary given the number of objectives you have for the
unit. If you cannot easily fit all information into this first chart, copy it and continue in additional chart(s) as needed. (See sample tables 3.2
and 3.3. If you plan to use a variety of pre, interim, and/or post assessments as shown in Table 3.3 Example 2 of the guidelines, be sure
to identify which items are used for each purpose and the total number of items across all assessment components – as is shown in
Table 3.3 of the Guidelines.) Note: As stated in the guidelines, P stands for proportion of the
Assessment
Learning Objectives
Analysis
Objective
Objective
Objective
Objective
Objective
Objective
Objective 7 Objective 8
Instrument
1
2
3
4
5
6
Pre-assessment 4,5,7
Specific
items/
categories
# of
3
items/objective
Total items =
12
Pretest
25%
Proportion of
items (P)
11
6
3, 8
12
9, 10
1, 2
1, 2, 3
1
1
1.5
1
2
1
1.5
8.3%
8.3%
12.5%
8.3%
16.7%
8.3%
12.5%
24
Name: Science - Target Example
Formative
assessment –
Specific
items/
categories
-Observation
of Student
Performance
-Questioning
-Homework
Assignments
-Quick write
-Laboratory
Exercise
-Label
# of
items/objective
Total items =
24
Formative
Assessment
Proportion of
items (P)
Postassessment –
Specific
items/
categories
-Test
-Lab Report
STCH Semester: Spring 2011
Question,
Homework, Question,
Observe,
Question,
Homework
Label,
Observe
Homework,
Lab
Question,
Lab,
Homework, Observe,
Observe,
Question
Quickwrite
Label,
Homework
Homework, Question,
Question,
Observe
Observe
5
3
2
4
3
2
3
2
21%
12.5%
8.3%
16.7%
12.5%
8.3%
12.5%
8.3%
Test: 6, 9,
16, 21, 22,
23
Test:10, 14, Test: 1, 7,
15, 18, 24, 17
25
Test: 2, 4,
11, 27
Test: 26
Test: 5, 12,
13, 19, 20
Test: 3, 8
Lab
Report: 5,
6, 7
25
Name: Science - Target Example
# of
items/objective 6
Total items =
30
Post
20%
assessment
Proportion of
items (P)
STCH Semester: Spring 2011
6
3
3
1
5
2
3
20%
10%
10%
10%
16.7%
6.7%
10%
Objective 7
Objective 8
Table 7: Weight of the Post-Assessment Questions
Assessment
Analysis
Objective
Objective
Objective
Instrument
1
2
3
Post-assessment
Specific items/
categories
Test: 6
(1pt), 9
(1pt), 16
(1pt),
21(1pt),
22(1pt),
23(1pt)
Amount of
6
weight/objective
Total Weight=
48
Posttest
12.5%
Proportion of
items by weight
(P)
Learning Objectives
Objective
Objective
Objective
4
5
6
Test:10
(1pt),
14(1pt),
15(1pt),
18(1pt),
24(5pt),
25(4pt)
Test:
1(1pt),
7(1pt),
17(1pt)
Test:
2(1pt),
4(1pt),
11(1pt),
27(3pt)
Test:
26(3pt)
Test:
5(1pt),
12(1pt),
13(1pt),
19(1pt),
20(1pt)
Test:
3(1pt),
8(1pt)
Lab
Report:
5(2pt),
6(2pt),
7(4pt)
13
3
6
3
5
2
8
27%
6.25%
12.5%
6.25%
10%
4.17%
16.7%
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Name: Science - Target Example
STCH Semester: Spring 2011
Task 3.2 Essay: Explain (1) how your (a) pre-assessment, (b) post-assessment, and (c)
formative (or interim) assessments align with your instructional objectives, (2) how each is
designed to assess possible alternative conceptions, and (3) using table 6 or a similar table and
the accompanying rules and guidelines, how each reflects an accurate, consistent, and fair
evaluation of student learning. Please note, these tables are to be used as part of a discussion,
they do not replace the discussion. Any table you develop should be referred to within the
context of your discussion just as you would inform the reader to examine a table in any good
manuscript.
A. Pre-assessment
The pre-assessment aligns to the instructional objectives because each question on the
assessment refers to a concept that the students need to understand to achieve the standards.
Some objectives are more basic than other objectives. The simpler objectives are trying to assess
the student’s ability to recognize and recall information. The objectives that ask students to
apply, explain, investigate, or identify are trying to assess the student’s ability to use higher order
thinking. On the pre-assessment, the students were presented with open-end questions so that the
student could display what they thought about the concept. The students thinking in regards to
the concept allows for the teacher to recognize any alternative conceptions that the students hold.
If alternative conception is present, then the teacher can address ways to get the students to
recognize the inaccurate information in their prior knowledge and fix with appropriate
knowledge of the concepts. The pre-assessment shows that the majority of the questions ask
display an equal representation to all objectives (see Table 6). Three objectives, Objective 4, 7,
and 8, were satisfied on the pre-assessment with the same question. Therefore, these questions
only held a weight of 0.5points instead of a full point. The variation in how the objectives were
weighed was fair because the pre-assessment needed to achieve the goal of seeing where the
student stood on the information to be presented in the next chapter. Some objectives display an
overlap in what knowledge base the students are required to need to achieve the broader picture
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of what the objective is really assessing. Therefore, the pre-assessment was accurate and
consistent in how much weight each objective had in determining the student’s prior knowledge
about the concepts.
B. Formative Assessment
The formative assessment used sees how students are progressing in the understanding the
concepts vary from objective to objective in which type of assessment was used. The formative
assessments align to the objectives because the teacher is monitoring the progress of the students
to see if accurate understanding of the concepts were applied correctly. Through the formative
assessment the teacher can see where a student struggles and if an alternative conception is held,
which is inhibiting the student from understanding the concept accurately. The formative
assessment allows for the students to practice their understanding of the concept, fix errors that
they have in understanding, and work to mastery of the concept. During the formative
assessment, the students should be progressing to achieving the objectives; therefore, the
assessments chosen need to challenge the students and allow them to practice the concepts.
Table 6 displays the types of formative assessment used to help students achieve each objective.
Observation of student performance allows the teacher to visually see how the students are
progressing toward achieving the objective and ultimately the standards. While observing the
student, the teacher can use questioning to get at why the students did a particular step this way
or what the students were thinking to answer a question. The use of questioning is fair because
the students are asked about their thinking when the concept is being presented to them. The use
of questioning is also consistent because questioning is used in all but one objective to assess the
students before the post-assessment (see Table 6). Homework and laboratory exercise is fair and
accurate because the students are practicing the concepts that they have learned to achieve the
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objective. According to Marzano etal, students need to practice to become proficient at a skill
and the practicing is repetitious (Marzano, Pickering, & Pollack, 2001, pp.67). Overall, the
formative assessment was fair, accurate, and consistent because the students are observed
through their performance, questioned about the concept for correct understanding and
challenged if inaccuracy persists, and allowed to practice to achieve accurate understanding.
C. Post-assessment
The post-assessment aligns to the objectives by having the students demonstrate what they
have learned about the concepts in the unit. Certain questions on the post-assessment hold a
higher weight because the objective requires more in-depth application of the unit concepts to
achieve the standards. For example, Objective 4 requires the students to apply information about
the atomic spectrum, energy level, and role of electrons for the students to explain why an
element produces a specific color flame. When looking at Table 6, Objective 4 displays a low
portion percentage. This low portion percentage is based solely on the number of items that
meet the objective. Table 7 displays the weight of each question on the post-assessment (see
Table 7). Therefore, some questions are weighted with a higher percentage because the students
are required to demonstrate a higher level thinking. When looking at the Table 7, Objective 2
shows that the students used higher level thinking on two problems to demonstrate their
understanding of the concepts (see Table 7). The use of different point value for the questions on
the post-assessment is fair because certain question ask students to recall information with other
questions asking students to explain. Therefore, the questions need to be at different values
because students are asked to demonstrate more in-depth understanding. The post-assessment is
accurate because the students should be able to complete all ranges of thinking to show their
understanding of the concepts. The test is consistent because the students are demonstrating
29
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their knowledge in a variety of formats such as matching, labeling, multiple choice, and free
response. The results of the post-assessment can demonstrate alternative conceptions that the
students still hold about the concept. Matching and multiple choice questions may be more
difficult to see if an alternative conception still is in place. The free response questions are better
at determining alternative conceptions because the students are displaying what they are thinking
to explain the concept being addressed. All in all, the post-assessment is fair, accurate, and
consistent of student learning by having the students demonstrate their understanding of the
concept through multiple formats with the end goal of meeting the instructional objectives and
ultimately the state and national standards.
Task 3.3 - Describe and include a copy of the pre- and post-assessments for the unit.
Please include a copy of each assessment in this section of the document. For each assessment,
be sure to address the points discussed for Task 3.3 on p. 15 of the WTWS-Science.
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Name: Science - Target Example
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Pre-assessment
Modern Atomic Theory
Chapter 11 Pre-test
Name
Period
Answer the questions to the best of your ability.
1. What is wavelength (λ)?
2. What is frequency (ƒ)?
3. Explain what it means for an atom to be in an excited state and in its ground state.
4. What is the difference between orbits and orbitals.
5. How many electrons can be placed in a given s subshell? In a given p subshell?
6. Define valence electrons and core electrons in an atom.
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7. Sketch the overall shape of the periodic table and indicate the general regions of the table
that represent the various s,p,d, and f orbitals being filled.
8. Explain what causes copper chloride to produce a green flame. Be sure to provide details
of what is occurring.
9. Arrange the following atoms from largest to smallest atomic radius.
a. Na,K,Rb
b. C,O,F
10. Arrange the following atoms from highest to lowest ionization energy.
a. Na,K,Rb
b. C,O,F
11. Write the electron configuration for
a. Sodium (Na)
b. Bromine (Br)
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1
18
1
2
13
14
15
16
17
2
3
Alien
Elements
Directions: Place the following bold face elements into the modified periodic table above to the best of your knowledge.
Breathium [Br]
- Makes alien most common liquid L2Br
- 2p electrons
- Small atomic size
Glickium [Gl] element
- 2 valence electrons
- Period 2, Column 2
- Loses electrons
Lightium [L]
- Small atomic size
- Aliens used in aircraft until aircraft caught fire in horrible accident
- 1 valence electron
Livium [Lv]
- Element responsible for life
- 4 electrons available for bonding
- 2s electrons
Reactinium [Re]
- Most reactive non-metal
- 7 valence electrons
- High ionization energy
Balloonium [Ba]
- Noble gas
- High ionization energy
- Period 1
33
Modified from the University of Virginia (The Universal Periodic Table, 2003).
Name: Science - Target Example
STCH Semester: Spring 2011
Description of the Pre-assessment
The pre-assessment was an open-end short answer assessment with the exception of a few questions.
A few questions asked the students to put elements in order based on atomic size and ionization
energy. Another question asked students to write out the electron configuration for an element. The
last question on the assessment had students place elements into the periodic table based on an
elements properties. The elements given to the students are fictitious, but the elements properties
describe properties of the real periodic table elements. Overall, the pre-assessment was designed to
make the students respond with what they thought a concept meant instead of having the students get
lucky on correctly identifying a multiple choice question.
Assessing the Pre-assessment
1. What is wavelength (λ)?
Answer: Distance between waves
Exceeded = correct definition and image
Met = correct definition
Did not meet = incorrect definition
2. What is frequency (ƒ)?
Answer: The number of waves that pass a given point per unit time
Met = correct definition
Did not meet = incorrect definition
3. Explain what it means for an atom to be in an excited state and in its ground state.
Answer: Excited state – electron in higher energy level, least stable
Ground state – electron in lowest energy level, most stable
Exceeded = correct definition and include least/most stable
Met = correct definition for both
Partially met = correct definition for one
Did not meet = incorrect definitions
4. What is the difference between orbits and orbitals.
Answer: Orbitals – area around nucleus that electron is likely to be found
Orbit – particular path that object follows
Met = correct definition for both
Partially met = correct definition for one
Did not meet = incorrect definitions
5. How many electrons can be placed in a given s subshell? In a given p subshell?
Answer: s = 2 electrons; p = 6 electrons
Met = correct electron amount associated to each subshell
Partially met = correct electron amount associate to one subshell
Did not meet = incorrect electron amounts
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6. Define valence electrons and core electrons in an atom.
Answer: Valence electrons = electrons in outer most energy level
Core electrons = the inner electrons of the atom
Met = correct definition for both
Partially met = correct definition for one
Did not meet = incorrect definitions
7. Sketch the overall shape of the periodic table and indicate the general regions of the table that
represent the various s,p,d, and f orbitals being filled.
Answer: Blue – s orbital; Red – d orbital; Purple – p orbital; Green – f orbital
Exceeded = detailed sketch with proper location for each orbital labeled
Met = proper location of each orbital
Partially met = proper location of 2 orbitals
Did not meet = no orbital location in the correct position
8. Explain what causes copper chloride to produce a green flame. Be sure to provide details of
what is occurring.
Answer: Exceeded = The change in color of a flame is the result of frequency change of an atom.
This is observed through the atomic spectrum. The frequency change is demonstrating the change in
energy level of the individual electrons present in the atom of the compound from the initial to final
energy level. The greater change in energy levels the higher frequency of photon is emitted – more
intense color.
Met = Electrons in copper chloride have moved from the ground state to the excited state
when energy has been applied. The green flame is produced when electrons have moved from an
excited state (higher energy level) to a lower energy level.
Did not meet = No idea of what causes the copper chloride to produce a green flame
9. Arrange the following atoms from largest to smallest atomic radius.
a. Na,K,Rb
Answer: Na>K>Rb
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Name: Science - Target Example
b. C,O,F
STCH Semester: Spring 2011
Answer: F>O>C
Met = correct arrangement
Did not meet = arrangement incorrect
10. Arrange the following atoms from highest to lowest ionization energy.
a. Na,K,Rb
b. C,O,F
Answer: Na>K>Rb
Answer: F>O>C
Met = correct arrangement
Did not meet = arrangement incorrect
11. Write the electron configuration for
a. Sodium (Na) Answer: 1s22s22p63s1
b. Bromine (Br) Answer: 1s22s22p63s23p64s23d104p5
Met = correct number of electrons in each orbital and arrangement of energy level and
sublevel
Partially met = energy level and sublevel in correct order or number of electrons in correct
orbital
Did not meet = incorrect number of electrons and arrangement of energy level and sublevel
Alien
Elements
1
18
1
L
Ba
2
13
14
15
16
17
Br
Re
2
Gl
Lv
3
Met = correct placement of all the elements
Partially met = correct placement of 4 elements
Did not meet = incorrect placement of 3 or more elements
36
Name: Science - Target Example
STCH Semester: Spring 2011
Post-assessment
Modern Atomic Theory
Chapter 11 Test
Name
Period
I. Matching
Match the description in Column B with the correct term in Column A. Write the letter in the
blank provided. Each term matches with only one description, so be sure to choose the best
description for each term. (1pt. each = 8pts. total)
Column A
Column B
_____1.core electrons
A. the number of waves that pass a given
point per unit of time
B. contains an electron with excess energy
C. inner electrons of an atom
D. energy required to remove an electron
from an atom (in the gas phase)
E. electrons in outermost main energy level
(shell)
F. distance between two waves
G. region where an electron resides in an
atom
H. lowest possible energy state for an atom
_____2.excited state _____3.frequency
_____4.ground state
_____5.ionization energy
_____6.orbital
_____7.valence electrons
_____8.wavelength
II. Multiple Choice: Choose the best answer. Write the letter in the blank provided. (1pt.
each = 10 pts. total)
_____9.What is the maximum number of electrons that can be in the second principal energy
level (second shell)?
a) 32
b) 18
c) 8
d) 2
_____10.The configuration for the outermost energy level in sulfur(S) is
a) 2s2 2p4
c) 3s2 3p6
2
4
b) 3s 3p
d) 4s2 4p4
_____11.When an electron in an atom moves from an excited state to the ground state, it may
a) Absorb energy
b) Emit Light
c) Move to a higher energy level
d) Require additional energy
_____12.Which of the following is the largest atom?
a) K
b) Ge
c) Si
d) O
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Name: Science - Target Example
STCH Semester: Spring 2011
_____13.Which of the following has the highest ionization energy?
A)K
b) Ge
c) Se
d) Br
_____14.The element whose electron configuration is 1s22s22p63s23p64s23d8 is
a) N
b) Cl
c) Mn
d )Ni
_____15.Which neutral atom has an electron configuration ending in 6s2 ?
a) Ba
b) Hf
c) Pb
d) Rf
_____16.How many electrons can be in the 3p sublevel?
a) 2
b) 3
c) 6
d) 18
_____17.Which one of the following elements has three valence electrons?
a) F
b) B
c) C
d) N
_____18.The electron configuration for arsenic (As) is:
a) 1s2 2s2 2p6 3s2 3p3
b) 1s2 2s2 2p6 3s2 3p6 4s2 4p3
c) 1s2 2s2 2p6 3s2 3p6 4s2 3d104p3
d) 1s2 2s2 2p6 3s2 3p6 4s23d10 4p2 4s2 4p3
III. Labeling
Label the periodic table by placing the bold face term in the correct location. (1pt each = 7pts
total).
19. Atomic size (increases, decreases) down a group
20. Ionization energy (increases, decreases) across a period
21. Location of d-orbitals
22. Location of s-orbitals
23. Location of p-orbitals
IV. Free Response
Answer the questions in the space provided. Show all work for calculations.
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Name: Science - Target Example
STCH Semester: Spring 2011
24. Draw the orbital notation for magnesium. (5pts.)
25. Write the electron configuration notation for tin. (4pts.)
26. Three metallic elements are represented by the letters A, B and C. The three elements have
the same number of valence electrons. (3pts.)
Element A is the lightest and the smallest of the three.
Element B has a total of twenty electrons.
Element C has electrons in only three energy levels.
Identify these three elements on the modern periodic table.
A
B
C
27. Explain what causes copper chloride to produce a green flame. Be sure to provide details of
what is occurring. (3pts.)
39
Name: Science - Target Example
STCH Semester: Spring 2011
Description of Post-assessment
The post-assessment consists of four different parts. The parts included are matching, multiple
choice, labeling, and free response. The post-assessment was designed for the students to
demonstrate the knowledge they had learned through the chapter lessons. The assessment was graded
for correct answers only. The incorrect answers were evaluated for alternative conceptions that the
students held and areas that need remediation so that the students were able to succeed in future
chapters.
Assessing the Post-assessment
I. Matching
1. core electrons
Answer: C – inner electrons of an atom
2. excited state
Answer: B – contains an electron with excess energy
3. frequency
Answer: A – the number of waves that pass a given point per unit time
4. ground state
Answer: H – lowest possible energy state for an atom
5. ionization energy Answer: D – energy required to remove an electron from an atom
6. orbital
Answer: G – region where an electron resides in an atom
7. valence electrons Answer: E – electrons in outermost main energy level
8. wavelength
Answer: F – distance between two waves
Met = correctly matching the terms
Did not meet = incorrectly matching the terms
II. Multiple Choice
9. What is the maximum number of electrons that can be in the second principal energy level
(second shell)?
Answer: C – 8
10. The configuration for the outermost energy level in sulfur(S) is
Answer: B - 3s2 3p4
11. When an electron in an atom moves from an excited state to the ground state, it may
Answer: B – emit light
12. Which of the following is the largest atom?
Answer: A – K
13. Which of the following has the highest ionization energy?
Answer: D – Br
14. The element whose electron configuration is 1s22s22p63s23p64s23d8 is
Answer: D – Ni
15. Which neutral atom has an electron configuration ending in 6s2 ?
Answer: A – Ba
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Name: Science - Target Example
STCH Semester: Spring 2011
16. How many electrons can be in the 3p sublevel?
Answer: C – 6
17. Which one of the following elements has three valence electrons?
Answer: B - B
18. The electron configuration for arsenic (As) is:
Answer: C - 1s2 2s2 2p6 3s2 3p6 4s2 3d104p3
Met = correctly answered
Did not meet = incorrectly answered
III. Labeling
20. Ionization energy increases
19.
Atomic
size
increases
21. Red – d orbital
22. Blue – s orbital
23. Green – p orbital
Met = correctly labeled
Partially met = orbital questions only, correctly placed two orbitals
Did not meet = incorrectly labeled
IV. Free Response
24. Draw the orbital notation for magnesium.
Answer:
1s
2s
2p
3s
Met = energy level, sublevel, orientation, # of lines and # of electrons correct
Partially met = 3 out of the 5 (energy level, sublevel, orientation, # of lines and # of electrons correct)
Did not meet = 2 or more incorrect
25. Write the electron configuration notation for tin.
Answer: 1s22s22p63s23p64s23d104p65s24d105p2
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Name: Science - Target Example
STCH Semester: Spring 2011
Met = energy level, sublevel, # of electrons, and order correct
Partially met = 3 out of the 4 (energy level, sublevel, # of electrons, and order)
Did not meet = 2 or more incorrect
26. Three metallic elements are represented by the letters A, B and C. The three elements have the
same number of valence electrons.
Element A is the lightest and the smallest of the three.
Element B has a total of twenty electrons.
Element C has electrons in only three energy levels.
Identify these three elements on the modern periodic table.
A = Berylium
B = Calcium
C = Magnesium
Met = correctly placed all three elements
Partially met = correctly place 2 of the elements
Did not meet = incorrectly place 2 or more elements
27. Explain what causes copper chloride to produce a green flame. Be sure to provide details of what
is occurring.
Answer: Exceeded = The change in color of a flame is the result of frequency change of an atom.
This is observed through the atomic spectrum. The frequency change is demonstrating the change in
energy level of the individual electrons present in the atom of the compound from the initial to final
energy level. The greater change in energy levels the higher frequency of photon is emitted – more
intense color.
Met = Electrons in copper chloride have moved from the ground state to the excited state
when energy has been applied. The green flame is produced when electrons have moved from an
excited state (higher energy level) to a lower energy level.
Did not meet = no reference of electrons moving from the ground state to excited state
Description of Lab Report Post-Assessment
The post-assessment for the laboratory experiment involves the students creating a typed lab report.
The typed lab report was designed to prepare the students for college laboratory courses. Students
will present their findings from the experiment in the report and answer questions about the
experiment. The students will apply knowledge from the experiment to explain the role of electrons
in producing the image and to the advancement of photography.
Assessing the Lab Report Post-Assessment
Students will be graded using the following rubric:
Experiment 11: Sunprint Photography
Title, Name, Date, Class Period
Purpose
____/1
____/2
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Name: Science - Target Example
Procedure
Pre-lab questions
Data
Color of solution
Color of paper
Length of exposure
Day, place, and time of exposure
Weather conditions
Analysis & Application
Questions 5, 6, and 7
Conclusion
Question 8
STCH Semester: Spring 2011
____/2
____/3
____/7
____/8
____/2
Total Points ____/25
Answers for the Analysis, Application, and Conclusion section are the following:
Question 5 – In general, how can sunlight start a chemical reaction?
Answer: Sunlight can start a chemical reaction by providing the energy source of light. The
light activates the chemicals in the sunprint paper, ferricyanide. The electrons in the ferricyanide are
activated by the energy source causing them to move to a higher energy level. Therefore, the
electrons are excited and least stable.
Met = Good explanation of the concept to answer the question.
Did not meet = Explanation lacking the role of electrons.
Question 6 – The Fe2+ ions react with the ferricyanide ions to form an insoluble substance called
Prussian blue. Why does the hidden part of the paper return to white after the photographic process is
complete?
Answer: The paper returns to white after the photographic process because the electrons are
no longer excited. The electrons have moved from a higher energy level to a lower energy level to
become more stable.
Met = Good explanation of the concept of atom excitation to answer the question.
Did not meet = Explanation does not address concepts of the unit about atom excitation.
Question 7 – What was contained on the film to make it light sensitive? When light was exposed to
the film what formed? How was the film developed? How does digital photography differ from film
photography? Name two types of image sensors. Describe the role of electrons in determining the
type of wavelength.
Answer: Silver Halide Salts was contained on the film. A latent image (invisible image)
formed after the film was exposed. The film was developed through chemical processes depending
on the type of film (color versus black and white). Digital photography uses multiple light sensitive
sensors focused by the lens to capture the image and film requires the exposure of light to capture the
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Name: Science - Target Example
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image. Sensors = CCD (Charge-coupled device), CMOS sensor. A higher energy electron produces
a shorter wavelength as a lower energy electron produces a longer wavelength.
Met = All questions answered correctly. The students make a connection to the material
covered in the unit to demonstrate advancements in technology.
Did not meet = No reference to concepts addressed in the unit to explain how technology has
advanced.
Question 8 – How did the quality of your photography compare to those of others?
Answer: Students answers will vary. To receive points a reference to another group must be
included. Such as Sally’s group had a picture of a key that turned out like a key. Our group’s picture
did not turn out because the picture was complete dark.
Task 3.4 - Describe the plan for formative assessment: In the space provided below, describe your
plan for formative assessment as described in Task 3.4.
The formative assessments were designed to allow students time to practice the concepts
taught in the lesson before they were tested over their understanding and application. One portion of
formative assessment is to have the students respond to questions posed throughout the lesson. To
make sure that all students are involved in responding to questions will require that certain students
are called on to give an answer. Another method that will be used is the round robin method. Pick a
starting point and the student gives only one answer and then the next student provides an answer,
etc. The round robin method will be used during electron configuration to get the students to
recognize what comes next and how the orbitals build on one another.
Another portion of the formative assessment will be homework. Homework will allow the
students to practice the concepts. The students were graded on completion and accuracy. Each
question on the homework is worth one point; therefore, if the student misses a portion of the
problem they miss the whole problem. Feedback was provided for the students so that the students
see where they are going wrong in understanding the concept. Depending on how the students fair on
the homework, additional work may be assigned.
The students’ performance was observed throughout the unit to see how students were
progressing to meet the objectives. Observations came from monitoring the room to monitoring
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Name: Science - Target Example
STCH Semester: Spring 2011
homework to monitoring the progress of completing the laboratory experiments. Observations
obtained were used to modify the lessons in the upcoming days so that the students are grasping the
concepts.
Task 3.5 - Provide a rationale for adaptations of assessments based on the individual needs of
students: In the space provided below, provide your rationale for individual assessment adaptations
as described in Task 3.5.
Pre-assessment Adaptations
On the pre-assessment, all students were separated from one another so that another student
was not sitting beside them. A student may have been in front or in back of them. The adaptation
was made so that the students would not be distracted by another student who may be working hard
on answering the assessment questions or another student that was struggling in answering the
questions. This adaptation will allow the students to focus on the task at hand and not another
student.
Formative Assessment Adaptations
The adaptation of separating the students that are struggling in completing and turning in
homework assignments was to help the individual student stay focused on working on the homework.
When the student is not given the option to socialize with another student, the struggling student will
focus more on the task they are to complete to demonstrate their knowledge. Besides helping the
struggling student stay on task, the other students are staying on task because they are not distracted
from the three individuals who like to socialize over completing their assignments.
On the laboratory experiment lab report, the students are allowed to discuss the analysis,
application, and conclusion questions with their group. The conclusion question will require the
groups to communicate with one another about the turn out of their sunprint photo. Allowing the
students to communicate with one another helps the students to recognize the concepts applied in the
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Name: Science - Target Example
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experiment. One student may excel in understanding a component of the experiment; thus, helping
another student recognize and increase his/her understanding of the concept. The communication
also allows the students to critique each other by agreeing with ones experiment analysis and
application or disagreeing. The open communication among group members is okay to understand
the purpose of the experiment; however, the students must complete their own lab report. The lab
report must contain their own understanding of the concepts in their own words. The student is
demonstrating their knowledge base by writing the report in their own writing style.
The Periodic Table Laboratory Exercise will be completed by each student individually. The
adaptation to have the students complete the exercise by themselves was to have the students
demonstrate their understanding of the concepts previously taught. The separation of the students by
having them sit every other student (open seat between them) assures that the students are working on
the exercise by themselves. The students have space to work and not have a distraction from another
student working next to them. The students are demonstrating what they know because the student is
doing their own thinking to complete the assignment. The student is not receiving help from another
student.
Post-assessment Adaptations
On the post-assessment, all students were separated from one another so that another student was
not sitting beside them. A student may have been in front or in back of them. The adaptation was
made so that the students would not be distracted by another student who may be working hard on
answering the questions or another student that was struggling with a question. This adaptation will
allow the students to focus on the task at hand and not another student. The students will demonstrate
their knowledge by being able to have their own space to collectively put together their thoughts to
answer the question.
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Design for Instruction and Instructional Decision Making
(Teaching Processes 4 and 5)
Please note: Teaching Process 5 is imbedded within Teaching Process 4. Be sure to complete all of
Task 4 before you start your teaching. Task 5 should be completed on a daily basis as you implement
your lessons. If you need to make changes to upcoming lessons based upon what happened on a
given day, those changes should be made using the track changes function. If you need to radically
change a lesson or create a new lesson, then you should make a new lesson plan by copying Table 7
in the appropriate sequence and indicate that the lesson is new and was created as a result of issues
which occurred in previous lessons.
Task 4.1 - Present and discuss the results of the preassessments. In the space provided below,
present and discuss the results of your preassessment(s) as described in Task 4.1. Be sure to address
the results from both the perspective of the objectives and conceptual understanding. [Please note:
You should create tables and graphs as appropriate and refer to them within the body of your
discussion just as you would in any discussion section of a research paper. Do not try to let the data
tables or graphs do the talking for you – it does not work! As with any discussion of data tables,
charts, etc., you should begin with the discussion, and then add the figures or tables. The tables and
figures should not be the first thing the reader sees.]
The pre-assessment given to the students consisted of 12 questions. Questions were presented
as short answers. The students on two questions were asked to place the elements in correct order
depending on the concept being address. One question asked the students to put fictitious elements
into a periodic table. Each of the 10 questions was directed to a specific objective for the lesson
about the modern atomic theory that the students are to achieve by the end of the lesson. Three
questions on the pre-assessment were directed towards two objectives.
The pre-assessment was not given a numerical value. The student’s responses were graded on
a scale to see how close the students were to achieving the objectives. The scale used was exceeded,
met, partially met, or did not meet. Not all questions on the pre-assessment contained the exceeded
category. To exceed the questions that apply, the student included a sketch and definition or
explained using multiple concepts to answer the question correctly. To meet the question, the student
needed to provide a detailed explanation of the concept with the correct answer. To partially meet
the question, the student needed to provide an explanation, which contains a portion of the correct
answer. If the student provided a completely incorrect answer, the student did not meet the question.
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The student’s responses were also graded for alternative conceptions that the students hold about the
concepts addressed. The above grading method was used for all objectives associated with the unit.
Objective 1
The students will be able to classify orbitals as s, p, d, f, given characteristics associated to the
orbital so to demonstrate the properties of electrons.
The pre-assessment contained three questions, which included Question 4, 5,and 7, that
addressed this objective. Table 1 shows how all students collectively did on meeting each question
addressing this objective (see Table 1).
Table 1: Pre-assessment Data Analysis by Question for Objective 1
Question 4: What is the
difference between
orbits and orbitals?
Question 5: How many
electrons can be placed
in a given s subshell?
EXCEEDED
Does not apply
Does not apply
Question 7: Sketch the
overall shape of the
periodic table and
indicate the general
regions of the table that
represent the various s,
p, d, and f orbitals
being filled.
0/15 or 0%
MET
0/15 or 0%
0/15 or 0%
0/15 or 0%
PARTIALLY MET
3/15 or 20%
4/15 or 27%
4/15 or 27%
DID NOT MEET
12/15 or 80%
11/15 or 73%
11/15 or 73%
The pre-assessment data displays that the majority of the students struggled with different
concepts within the objective as a whole. The students were consistent in who knew some of the
concepts addressed. The individuals that partially met Question 4 and 5 were able to identify one
component of the question. In Question 4, the students were able to define orbits, but did not know
how orbitals were different. In Question 5, the students knew two electrons were located in the first
subshell. On Question 7, students were able to draw the structure of the periodic table. The students
that partially meet knew where two orbitals were located and also labeled additional information
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about elements in the periodic table like which were metals versus non-metals. The students that did
not meet the question chose not to answer the question or guessed. The student’s responses did not
hold any alternative conceptions.
Objective 2
Given a periodic table, the student will be able to identify the electron configuration for a specific
element demonstrating the element’s unique arrangement of electrons and advancement of electron
configuration.
The pre-assessment contain one question. The objective was addressed through Question 11.
Table 2 shows how the students did on satisfying the objective (see Table 2).
Table 2: Pre-assessment Data Analysis by Question for Objective 2
EXCEEDED
Question 11: Write the electron
configuration for (a) Sodium(Na) and (b)
Bromine(Br)
Does not apply
MET
0/15 or 0%
PARTIALLY MET
2/15 or 13%
DID NOT MEET
13/15 or 87%
The students struggled on meeting the objective. The students that partially met the objective
were able to identify where the electrons went the atom (the shell). One student wrote out how many
electrons went into each shell of the atom. The other student drew a picture using the Bohr method to
depict the location of the electrons. The students were unable to write the notation. The students that
did not meet the objective often mentioned the charge associated to each element. Overall, the
students displayed that they do not have the knowledge to satisfy the objective without some
instruction.
Objective 3
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Students will differentiate between valence electrons and core electrons to express the periodic
nature of an element.
Objective 3 contained one question on the assessment that satisfied it. The question that
satisfied the objective was Question 6. Students results are displayed in Table 3 (see Table 3).
Table 3: Pre-assessment Data Analysis by Question for Objective 3
Question 11: Define valence electrons and
core electrons in an atom.
EXCEEDED
Does not apply
MET
4/15 or 27%
PARTIALLY MET
0/15 or 0%
DID NOT MEET
11/15 or 73%
Four students met the objective. These students were able to clearly define each term. The
rest of the students did not meet the objective. Several of the students left the question blank. Two
students held an alternative conception about the terms. These two individuals believed that the
electrons are located outside of the atom. These students hold the alternative conception that the
atom and the nucleus are the same thing, when in actuality they are not the same. The alternative
conception has to be addressed in the lesson to get the student to recognize that the nucleus and atom
is not the same thing. The majority of the class needs instruction about the concept to meet the
objective.
Objective 4
Given an example of a flame test, the students will be able to explain the change in color of the flame
by referring to the atomic spectrum, energy level, and role of electrons from the ground to excited
state.
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The pre-assessment contained two questions, which included Question 3 and 8 that addressed
this objective. Table 4 shows how all students collectively did on meeting each question addressing
this objective (see Table 4).
Table 4: Pre-assessment Data Analysis by Question for Objective 4
Question 3: Explain what it
means for an atom to be in an
excited state and in its ground
state.
EXCEEDED
0/15 or 0%
Question 8: Explain what
causes copper chloride to
produce a green flame. Be
sure to provide details of what
is occurring.
0/15 or 0%
MET
3/15 or 20%
0/15 or 0%
PARTIALLY MET
2/15 or 13.3%
0/15 or 0%
DID NOT MEET
10/15 or 66.7%
15/15 or 100%
Students struggled greatly on Question 8. Seven of the students responded that a reaction was
taking placing, which is true, but not what the question was intended for the students to explain. The
question was intended to get the students to explain what the electrons are doing to produce the green
flame. For this particular component of the objective, the students have a long way to come to satisfy
the objective. On the other question associated with the objective, most of the students did not meet
the objective. Three students met the objective and two students partially met the objective. The
students that met the objective held an alternative conception about electrons in the ground state. The
individuals believe that electrons are not moving while in the ground state when actually the electrons
are still moving; the ground state only refers to the lowest energy level for that electron. The students
need to fix their alternative conception to progress forward and meet the objective. Overall, all
students have room to progress in understanding the concepts associated to this objective.
Objective 5
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With the aid of the periodic table, students will identify elements based upon the element’s
characteristics by demonstrating the role of the element’s electron configuration, atomic size,
ionization energy, and valence electrons.
The pre-assessment addressed one question that dealt with Objective 5. The objective was
satisfied through Question 12. Table 5 displays how the student collectively did on achieving this
objective.
Table 5: Pre-assessment Data Analysis by Question for Objective 5
EXCEEDED
Question 12: Students were given properties
of alien elements and asked to place the
element in the periodic table based on their
properties.
Does not apply
MET
0/15 or 0%
PARTIALLY MET
1/15 or 6.7%
DID NOT MEET
14/15 or 93.3%
The student that partially met the question had correctly placed five out of the six elements. The
student was confused about where to place the element which was the most reactive non-metal, had 7
valence electrons, and high ionization energy. The student had placed the element in the location
where nitrogen would be located instead of the correct location of fluorine. The student still needs
some instruction about properties of elements before they can correctly identify all elements.
Overall, the student does understand some properties of elements. The remainder of the class did not
place the elements correctly. Some students placed all the elements in the first six locations as others
opening guessed about the location. After learning some properties associated with elements of the
periodic table the students should be able to achieve the objective.
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Objective 6
Given a periodic table, students will be able to apply the trend for atomic size and ionization energy
to explain properties associated with a specific element.
The pre-assessment contained two questions that satisfied the objective, which included
Question 9 and 10. The students progress on the objective is displayed in Table 6 (see Table 6).
Table 6: Pre-assessment Data Analysis by Question for Objective 6
EXCEEDED
Question 9: Arrange the
following atoms from largest
to smallest atomic radius. A)
Na,K,Rb B)C,O,F
Does not apply
Question 10: Arrange the
following atoms from highest
to lowest ionization energy.
A)Na,K,Rb B)C,O,F
Does not apply
MET
0/15 or 0%
0/15 or 0%
PARTIALLY MET
8/15 or 53%
8/15 or 53%
DID NOT MEET
7/15 or 47%
7/15 or 47%
Students did decent on this objective. Over 50% of the students partially met the object. The
students that partially met the object were able to correctly put carbon, oxygen, and fluorine in the
correct order for both the ionization energy and atomic radius. A few students were able to arrange
the first set. Several of the students that did not meet the objective were able to place one element
correctly in the series for one part of the question, but confused the other elements. The remaining
students choose not to answer the question. The students still have a ways to progress before
succeeding at the objective.
Objective 7
The students will be able to define wavelength and frequency to demonstrate the role of each
component in atom excitation.
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The objective contained two questions on the pre-assessment. The questions included
Question 1 and 2. Table 7 displays the results of student progress on the objective.
Table 7: Pre-assessment Data Analysis by Question for Objective 7
Question 1: What is
wavelength?
Question 2: What is
frequency?
EXCEEDED
1/15 or 6.7%
Does not apply
MET
1/15 or 6.7%
1/15 or 6.7%
PARTIALLY MET
2/15 or 13.3%
2/15 or 13.3%
DID NOT MEET
11/15 or 73.3%
12/15 or 80%
One student exceeded on defining wavelength. The student provided a definition and an
image to represent the definition. Another student met the question by being able to define
wavelength. Two students partially met the objective. The students that partially met the objective
expressed that light behaves as a wavelength. The remainder of the class did not know the answer.
The student that exceeded the question about wavelength also met the question about
frequency. The student related the answer for frequency to wavelength. Two students partially met
the question. These individuals presented answers in reference to the closeness of wavelengths and
how the wavelength moves. The remainder of the class responded with “no answer” or “the way
sound is perceived.” Overall, the students need to have more information to successfully meet the
objective.
Objective 8
Through the preparation of sunprint paper and taking a picture, students will investigate how
electromagnetic radiation produces an image to demonstrate the role of electrons in their excited
state and advancements in photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusions.
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The pre-assessment for this objective had three questions. The questions were Question 1, 2,
and 3. These questions also addressed other objectives. Table 8 displays the three questions and
student achievement towards this objective.
Table 8: Pre-assessment Data Analysis by Question for Objective 8
Question 1: What is
wavelength?
Question 2: What is
frequency?
EXCEEDED
1/15 or 6.7%
Does not apply
Question 3: Explain
what it means for an
atom to be in an
excited state and in
its ground state.
0/15 or 0%
MET
1/15 or 6.7%
1/15 or 6.7%
3/15 or 20%
PARTIALLY MET
2/15 or 13.3%
2/15 or 13.3%
2/15 or 13.3%
DID NOT MEET
11/15 or 73.3%
12/15 or 80%
10/15 or 66.7%
The majority of the students struggled on meeting or partially meeting the objective. A few
students have some background understanding about the concept of wavelength, frequency, excited
state, and ground state. For the students to exceed on this objective, the students need to combine the
information from the lesson in regards to the previous concepts to be successful in understanding
electromagnetic radiation and photography.
Overall, the students have a long ways to go before they can achieve the objectives for this
unit. Some students currently hold prior knowledge about the concepts to be discussed in the unit.
These students will be able to make connections to the new material more easily. As other students,
will be learning the material for the first time requiring the student to practice the concepts multiple
times. The pre-assessment served the purpose of seeing the students’ understanding about the
concepts addressed in the unit.
Task 4.2 – Describe the instructional technologies you plan to use in your unit: In the space
provided below, describe the instructional technologies you plan to use as described in Task 4.2.
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Instructional technologies used in unit included computer based technologies and noncomputer based technologies. The computer based technologies included the use of PowerPoint,
Microsoft Word, and the Internet. PowerPoint was used to display notes to the students in an easy
fashion of the most important concepts to be learned. The use of the internet especially the website
YouTube allowed for the students to see demonstrations that could not be conducted in the classroom
or laboratory. The students used Microsoft Word to prepare their laboratory experiment report for
the Sunprint Photography Experiment. Non-computer based technologies included use of the Elmo,
Bean Drop Laboratory Experiment, and the chalkboard. The Elmo was used to display correct
answers to the “Hog Hilton” activity. The chalkboard was used to have students write out the correct
electron configuration for a specific atom. The chalkboard was also used to display homework
problems and the due date for assignments. The instructional technologies used in the unit are to help
the students have an interactional component to learning the concepts.
Task 4.3: Provide the lesson plans used in the unit. Among the many components of the lesson
plan, be sure to address relevant student behavior, classroom management, and
accommodations for individual learners.
Daily Lesson Plan Format: Please copy Table 7 as many times as needed (it can be found after
Task 4.5 below). You should have a lesson plan completed for each lesson you do as part of the
work sample. If you have a 15-day unit, then you should include 15 daily lesson plans. If your work
sample requires two units, e.g. a 7-day unit and a 12-day unit, then you will be expected to submit
19blesson plans. For a complete description of each category, please see Lesson Plan Format and
Task 4.3 of the WTWS-Science. Table 7 follows Tasks 4.4 and 4.5. Please note: you will need to
complete the lesson plans before you can complete Tasks 4.4 and 4.5.
Task 4.4 - Discuss how the contextual information and pre-assessment data were used to select
appropriate activities, assignments, and resources: In the space provided below, provide your
discussion as described in Task 4.4.
The contextual information about the students was used to select some activities that allowed
the students to have open communication with others, since the students like to socialize. The
activities where students get to communication with one another include Hog Hilton, Sunprint
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Laboratory Experiment, and Becoming the Atom. In these activities and experiments, students have
to work with each other to accomplish an end goal of demonstrating their understanding about the
concepts. Assignments were chosen to help the students practice the concepts because repetitious
work is need for students to become proficient at the concept. Lower ability students have the chance
to get help on the assignments, and the higher ability students are progressing to automaticity with the
repetitious work of practice.
The pre-assessment data was used to realize that activities and assignments need to address
the basic concepts first before advancing into more in-depth analysis of the concepts. The preassessment showed that the students did not have a lot of background knowledge about a majority of
the concepts discussed. Therefore, the students did not display many alternative conceptions held on
the pre-assessment, so the activities and assignments needed to address the basic information to help
the student reach the more advanced information. The pre-assessment data also showed that some
students applied biological concepts and English concepts to explain the chemistry concepts;
therefore, a connection among disciplines needed to be incorporated into the activities and
assignments. A way to incorporate multiple disciplines was through the Sunprint Laboratory
Experiment. The students are applying science along with using technology and art to produce a
photograph. All in all the pre-assessment data, helped in determining which activities were
appropriate for the knowledge base of the students.
Task 4.5 – Provide a rationale for your instructional design: In the space provided below,
provide your rationale for your instructional design as described in Task 4.5.
The unit was designed to have the student learn science concepts about the atomic theory
through the use of laboratory experiments and activities. Lessons were designed to keep in mind that
students can only stay focused for short periods of time learning new information, therefore, an
activity demonstrating the concepts were used. The activities were designed to be meaningful and
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achievable for all students. The different instructional designs were chosen to allow students to
display their strengths of the knowledge. The activity may be watching a video, getting out their seat,
drawing or writing on the board, etc. For example, the Hog Hilton activity allows the students to be a
manager in a hotel and learn to fill the hotel based on specific rules. The student gets to interact with
the other students to demonstrate whether filling of the hotel is correct or not. This activity ties back
into chemistry through the concept of electron configuration, the hotel rules are the same for how
electrons fill orbitals. These activities were incorporated to trigger the student’s prior knowledge and
make a connection to the concept being discussed. Some students gain understanding and knowledge
through visual stimuli, such as seeing the changes in properties, the flame test or Sunprint
Experiment. Other students learn through auditory stimulus which is satisfied through lecture format
of presenting and discussing the concept. And even other students learn through kinesthetic activities
that have the students getting out of their seat and participating in hands-on activities. A kinesthetic
activity used in the unit was having the students become the atom. Some student would be the
protons, others the neutrons, and others the electrons. This activity was incorporated to get the
students thinking about the structure of the atom previously learned in the course and how the atom
applies to further explanation of chemistry concepts to be discussed in the unit. The different format
of instruction allows the students to demonstrate their knowledge and understanding of the concepts
being presented and to allow the students to even enhance their knowledge further. Therefore, all
students have the opportunity to learn the concepts being taught.
In chemistry and even other sciences, it is very important to have the student complete
laboratory activities. The instructional design incorporated a laboratory activity at least one a week
so that the student could inquire about the process of science through experimentation. One
laboratory activity, Sunprint, involves the students experimenting in the laboratory for two days and
on the third day the students go to the computer lab to work on the lab report and research
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advancements in photography. Other laboratory experiments include the split pea probability and
periodic element identification. The laboratory experiment help the students develop higher level
thinking to explain what is happening in the experiment.
Throughout the unit, students get to practice concepts taught during class. On most days the
students have a homework assignment that is used to reinforce concepts taught during that day
lecture. The homework assignment allows the students to practice the concept. According to
Marzano et al, students learn a concept through practice. The more the student practice the students
become proficient at the concept being taught. Eventually, the students will reach automaticity
(Marzano, Pickering, & Pollack, 2001, pp. 67-68). By having the student complete homework
assignments, the students are practicing the concept and become proficient if not mastering the
concept. The in-class activities also help the students to practice the concepts. The whole goal of the
assignments and activities are to have the students practice the concepts being taught so that they can
become proficient at them and make a connection to their prior knowledge.
Task 4.3 Table 7: Work Sample Daily Lesson Plan Format: Be sure to copy this lesson plan
format as many times as you need it for your work sample. Remember, you should have a separate
lesson plan for each day you teach. If a lab takes two to three days to complete, then you should have
two to three lesson plans for that lab – one for each day.
Lesson Info
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Daily Lesson
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
Plan Item
each category item listed to the left.
1 &2. Standards State Standards
and
11.A.4f - Using available technology, report, display and defend to an
Instructional
audience conclusions drawn from investigations.
Objectives:
List all
11.B.4b - Propose and compare different solution designs to the design
standards and
problem based upon given constraints including available tools, materials and
objectives
time.
addressed in
this lesson
12.C.3b - Model and describe the chemical and physical characteristics of
matter (e.g., atoms, molecules, elements, compounds, mixtures).
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
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Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
13.A.4c - Describe how scientific knowledge, explanations and technological
designs may change with new information over time (e.g., the understanding
of DNA, the design of computers).
National Standards
U.1 - Systems, Order, and Organization
Types and levels of organization provide useful ways of thinking about the
world. Within these systems, interactions between components occur.
Further, systems at different levels of organization can manifest different
properties and functions.
U.2 - Constancy, Change, and Measurement
Most things are in the process of becoming different – changing – some
properties of objects and processes are characterized by constancy.
Interactions within and among systems result in change. Changes vary in
rate, scale, and pattern, including trends and cycles.
A.2.1 - Understandings About Scientific Inquiry
Scientists usually inquire about how physical, living, or designed systems
function. Conceptual principles and knowledge guide scientific inquiries.
Historical and current scientific knowledge influence the design and
interpretation of investigations and the evaluation of proposed explanations
made by other scientists.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
B.6.3 - Interactions of Energy and Matter
Each kind of atom or molecule can gain or lose energy only in particular
discrete amounts and thus can absorb and emit light only at wavelengths
corresponding to these amounts. These wavelengths can be used to identify
the substance.
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Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
E.1.5 - Abilities of Technological Design – Communicate the Problem,
Process, and Solution
Students should present their results to students, teachers, and others in a
variety of ways, such as orally, in writing, and in other forms – including
models, diagrams, and demonstrations.
F.6.3 - Science and Technology in Local, National, and Global
Challenges
Understanding basic concepts and principles of science and technology
should precede active debate about the economics, policies, politics, and
ethics of various science- and technology-related challenges. However,
understanding science alone will not resolve local, national, or global
challenges.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objectives
#1 – The students will be able to classify orbitals as s, p, d, f, given
characteristics associated to the orbital so to demonstrate the properties of
electrons. [12.C.4a, 12.C.4b, B.2.1, B.2.2]
#2 – Given a periodic table, the student will be able to identify the electron
configuration for a specific element demonstrating the element’s unique
arrangement of electrons and advancement in electron notation. [12.C.4a,
12.C.4b, U.1, B.2.1, B.2.2, G.3.4]
#3 – Students will differentiate between valence electrons and core electrons
to express the periodic nature of an element. [12.C.4b, B.2.1]
#4 – Given an example of a flame test, the students will be able to explain the
change in color of the flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to the excited state. [12.C.4a,
12.C.4b, U.2, B.2.1, B.6.3]
#5 – With the aid of the periodic table, students will identify elements based
upon the element’s characteristics by demonstrating the role of the element’s
electron configuration, atomic size, ionization energy, and valence electrons.
[12.C.3b, 12.C.4b, U.1, U.2, B.2.2]
#6 – Given a periodic table, students will be able to apply the trend for
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Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
atomic size and ionization energy to explain properties associated with a
specific element. [12.C.3b, B.2.2]
#7 – The students will be able to define wavelength and frequency to
demonstrate the role of each component in atom excitation. [12.C.4a,
12.C.4b, B.6.3]
#8 – Through the preparation of sunprint paper and taking a picture, students
will investigate how electromagnetic radiation produces an image to
demonstrate the role of electrons in their excited state and advancements in
photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusion. [11.A.4f,
11.B.4b, 13.A.4c, A.2.1, E.1.5, F.6.3, G.3.4]
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
- When moving desks, the students are not pushing the desk into another
student.
- Students will visit appropriate websites when using the lab top and internet
for their news articles. Students will follow the schools computer code when
working on the computer.
3B1. Notes
No notes for this lesson.
3B2. Key
-Do you have any questions over this section?
Questions
-What was one thing you seemed to have trouble with on the past exam?
-Who volunteers to present their news article next week?
-How is the project coming? Do you have any questions? Are you finding
enough information?
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
designate the
Time
Class Activity
Student Thinking: (What,
lesson segments
How, etc.?)
(discussion,
e.g.
Set: Present the tasks to be
Set: Students will be listening to
activities, etc.). 12:30- completed today in class. 1st –
the instructions given about the
Each transition
12:35 Go over Chapter 8-9 test, 2nd –
tasks to be completed today in
should be noted
Get volunteers for next week to class.
by a new row.
present and assign remaining
Add or delete
days for presentations, 3rd –
rows as needed.
Take practice test for Chapter
11, and 4th – Work on outline
*Please note,
for article presentation.
62
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
12:35- Go over the test with students
Student reviewing their own test.
12:45 using the Elmo at the front of
Looking at what they did correct
the classroom. First pass out
and incorrect on the past test.
the test to the students. Then
Students will ask questions if they
begin by displaying the correct do not understand how a certain
answers to the 1st matching
answer is correct or not. The
section. Ask the students “Do
students will listen while the
you have any questions over
teacher works through the
this section?” If a student has a problem and answer any question
question, answer the question.
the teacher may ask a specific
If no question, move on to the
student.
next section. After completing
each section, ask if any student
has any questions. Once all
sections have been gone over,
ask a few students to identify
any area of weakness on the
exam. Take one problem from
the test to address the weakness
and demonstrate how the
correct answer was obtained.
12:45- Ask students who volunteers to Students will raise their hand to
12:50 present next week for the news volunteer. One student at a time
article. Once have names of
will pull a name out of the cup.
volunteers written down. Put
The first name drawn will present
names into a cup from the cut
their news article to the class on
up class roster. Have students
Monday. Students will listen as
draw a name out of the cup for
names are called. All students
each day to present.
will be able to pull one name out
Presentations from Jan.31 –
of the cup.
Feb.15. Type the day next to
the students name in Skyward
under the article presentation
column. One student for each
day until the 15th. The
remaining students will present
on the 15th.
12:50- *Closure: Have students move Closure: Students will move
1:20
tests, so that another student is
their test so that only students are
in front or behind them, not
in front or behind them. Students
beside. Have one student pass
will take everything off their desk
out the periodic table of
except a pencil. The student’s
elements to each student. Pass
materials will put under their
out the pre-assessment to the
desk. Students will take periodic
63
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
STCH Semester: Spring 2011
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
students. The students can have table respectfully from the student
the rest of the hour to work on
passing them out. Students will
the pre-assessment. If the
be quite once the pre-assessment
students finish before the end of is administered and work to
the hour, they may work on
complete the assessment.
their article presentation and
Students will turn in the
outline. The students will turn
assessment once completed to the
in the pre-assessment and
teacher’s desk. The remaining
periodic table on the teacher’s
class time left, students will work
desk. The students may get a
on their article presentation. The
lab top from the mobile lab cart student may use a lab top to work
in the back of the classroom.
on the presentation.
Remaining class time will be
spent working on the news
article. Walk around the
classroom to make sure students
are working on the project. Ask
“How they are coming? Do you
have any questions? Are you
finding enough information?”
1:20
Dismiss students at the bell.
Students leave the classroom for
their next class.
-Pre-assessment for Chapter 11
-Monitoring student performance on news article presentation
-Students may not want to take the pre-assessment because they feel that they
do not know any information, thus discouraging other students. To handle
this situation, I will remind students that they may know some of the
information because some questions on the pre-assessment addresses the
concepts learned in biology the previous year.
- Student desks moved into three single rows, so that each individual student
has their own work space and not distracted by a student seating not to them.
An individual student may have a student either in front, back, or both when
taking the pre-assessment.
-The pre-assessment has to be started at the latest with a half hour left in
class. The student can take as long as they need to complete the preassessment until the bell rings.
-When turning in the pre-assessment, remind the students to do so quietly.
The noise level should remain at a low level throughout the class period to
ensure that each student has an atmosphere conducive for take the preassessment. The low noise level allows the student to stay focused and
complete the task at hand.
-When the students are assigned a day to present, reminding the students that
they volunteered to present in the 1st week; therefore, they knew that a chance
existed that they would be chosen to present.
64
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
1
Lesson Date: Fri. Jan. 28, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-If working on the news article, the students are to be working on the project
not searching the internet for another class or just because. Communicate
with the students in a professional manner that expectations for the news
article are expected. The expected expectations are presented in the rubric.
While the students are working, monitor the classroom to answer any
questions that a student may have in regard to the expectations. During the
monitoring, ask the students how they are coming on the project.
6. Special
-An accommodation made during the pre-assessment was the arrangement of
Accommodations the desks. The arrangement of the desk allows for every student to have a
(e.g. RTI, IEP, work space to themselves and not be distracted by another student sitting
Universal
right next to them.
Design, ELL,
gifted, etc.)
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
No changes were made to the lesson. All students completed the preassessment in the allotted time frame. Several students took less than 10
minutes to complete the pre-assessment. One student took the whole time to
complete the assessment finishing a few minutes before the bell rang. A few
students were ready to present their presentation on Monday. Two students
still did not understand the outcome of the news article presentation nor their
expectations. I need to monitor these individuals to make sure that they use
down time in the upcoming lessons efficiently so that they are ready to
present on the day assigned. The other students were close to be ready to
present. These individuals worked efficiently with the remaining class time
to develop and create the outline for the presentation. Overall, the students
did well with the lesson plan designed working efficiently to complete the
tasks of the day.
Task 5.2
No changes were made to the lesson.
Task 5.3
No changes were made to the lesson.
Task 5.4
No changes were made to the lesson.
Suggested
No changes were made to the lesson, so I would keep it the same if I was to
Changes in the
teach the lesson again.
Lesson if you
were to teach it
again to another
group.
65
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
B.6.3 - Interactions of Energy and Matter
Each kind of atom or molecule can gain or lose energy only in particular
discrete amounts and thus can absorb and emit light only at wavelengths
corresponding to these amounts. These wavelengths can be used to identify
the substance.
Objective
#7 – The students will be able to define wavelength and frequency to
demonstrate the role of each component in atom excitation.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
3B3. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
-No pushing or shoving when completing the activity
Power Point – Chapter 11 Presentation; Chapter 11 Supplemental Notes
-Where is the positive, neutral, and negative charge located?
-What can you conclude from Rutherford’s Experiment
-What are some examples electromagnetic radiation?
-What will happen to frequency when the wavelength doubles? Wavelength
triples? Wavelength quadruples?
-What happens to the energy? What happens to the wavelength?
-Which has a longer wavelength? Which has a shorter wavelength?
Below is a miniature table for you to complete. If you need to add or
delete rows, for this section, please do so only within this part of the
overall table. This is done in the same way as you would normally. Be
sure to include any key questions you might ask for a given part of your
lesson as well as a very brief description of the activities as appropriate
for the reader to follow your thoughts.
Time
Class Activity
Student Thinking: (What,
How, etc.?)
12:30- Take attendance while the news Students getting ready to listen to
12:31 article presenter gets prepared.
the news article presenter.
12:31- Listen and grade the news
Students listening to the
12:36 article presenter’s presentation. presenter.
12:36- Set: Have students all stand up. Set: Students are able to get out
12:40 The students are going to
of their seat and move around to
become the atom. Girls will be complete the atom activity.
66
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
the electrons. Boys will be
Students will listen to directions.
protons. Individuals with a pink When told to construct the
sticky note on desk will be the
structure of the atoms, the
neutrons. Tell the students to
students will move from their
construct the structure of the
desk to form the structure of the
atom using themselves as the
atom. Students will answer the
atom parts previously
questions posed by the teacher.
mentioned. After students have Students will return to their seats.
formed the atom, ask 3 different Students may be thinking that the
students the following
activity is silly, some reluctant to
questions: “Where is the
take part. Through
positive charge? Where is the
encouragement from the teacher
neutral charge? Where is the
and other students, all students
negative?” The students with
will engage in the kinesthetic
pink and all boys will be in the
activity.
center. The girls will surround
the boys and students with pink
sticky note. Positive and
neutral charge in the nucleus.
Negative charge surrounding
the nucleus. Have students
return to their seats.
12:40- Today we begin Chapter 11
Students will listen to the
12:41 about the Modern Atomic
introduction to the chapter.
Theory. The activity just
completed was to refresh each
memory about the structure of
the atom.
12:41- Discuss Rutherford’s Atomic
Students will watch the video.
12:50 Model. Watch video of his
After the video, students will raise
experiment. Ask students
their hand and wait to be called
“What can you conclude from
on to give answer to teacher’s
Rutherford’s Experiment?”
question. All students will listen
Call on a few students to give
to the teacher and other students
their answers. Then display the when talking. Students will write
findings on the PowerPoint.
down the findings of Rutherford’s
Video is hyperlinked in the
Experiment in their notes.
PowerPoint.
Students engaged into
introduction of lesson through a
video. The students get to
observe an experiment and listen
to another individual speak.
67
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
12:50- Define electromagnetic
Students will write definition of
12:55 radiation. Ask the students
electromagnetic radiation in their
“What are some examples of
notes. To get the students
electromagnetic radiation?”
engaged, move around at the front
Display other examples of
of the room and ask students to
electromagnetic radiation.
provided examples. Specifically
calling on students to provide an
answer. Students will write
examples of electromagnetic
radiation in their notes.
12:55- Define wavelength and
Students will write definition of
1:05
frequency. Use the chalkboard wavelength and frequency in their
to show the students how
notes. Students will raise their
wavelength and frequency
hand and wait to be called on to
relate to one another. Provide
give answer to teacher’s question.
the 1st example to the students.
All students will listen to the
Then ask “what will happen to
teacher and other students when
the frequency if the wavelength talking. Students will write
doubles?” Have a student
examples of wavelength and
respond to the pose question.
frequency presented on the board.
Repeat asking the question for
when the wavelength triples and
for when the wavelength
quadruples.
1:05- Present information about light Students will write definition of
1:12
as a wave and light as a particle. photon and drawings to
When presenting light as a
demonstrate light as a wave and a
wave have the students make
particle in their notes. Students
the generalization about how
will raise their hand and wait to
wavelength and frequency
be called on to give answer to
relate to one another.
teacher’s question. All students
will listen to the teacher and other
students when talking. Students
will write characteristics of a red
photon and a blue photon into
their notebook.
1:12- *Closure: After discussing
Closure: Students will raise their
1:17
light as a particle and wave
hand and wait to be called on to
have students make
give answer to teacher’s question.
generalization in reference to
All students will listen to the
energy and wavelength about a teacher and other students when
red photon and a blue photon.
talking. Students will write
Ask students “What happens to characteristics of a red photon and
the energy? What happens to
a blue photon into their notebook.
68
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
STCH Semester: Spring 2011
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
the wavelength?” for each of
Students will write down their
the examples. Give students
homework assignment.
their homework assignment and
due date. Assignment p.354 #18, due next class period
1:17- Allow students to work on their Students will work on their
1:20
homework assignment until the homework assignment.
bell rings.
1:20
Dismiss students at the bell.
Students will leave the classroom
for their next class.
Homework Assignment p.354 #1-8 (Zumdahl, Zumdahl, DeCoste, 2002,
pp.354)
Questioning
Observation of Student Performance
-If a student refuses to take part in the activity at the beginning of class have
the student draw the structure on the chalkboard. If multiple students refuse
to take part in the activity, have all the students draw the structure of the atom
on a piece of paper. Collect the paper for a grade.
-When working on homework, three individuals in the class have a difficult
time completing their work and turning the assignment in when due. The
student may be upset or refuse when asked to move to complete the work. I
will stay firm in my decision reminding the student that their new seat could
become permanent. The move is to help the student complete your
homework and get their grade up. If the student continues to cause problems
give the student a detention.
-During the activity, the student needs to be aware of their surroundings.
Therefore, the student should not be pushing or shoving to complete the
activity. I will monitor the students to make sure all are being courteous to
others and completing the task at hand. If a student gets out of hand, ask the
student to seat down and draw the structure of the atom.
-At the end of the lesson, the students will be provided some time to
complete their homework. The homework allows the students to practice
applying the concepts. The students should work on their own homework. I
will monitor the class checking the students work to make sure concepts are
applied correctly. If students have questions, they will ask their question.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
-During the homework time allotted for the students have the student work
solely on their homework assignment. The homework time is not for talking.
If student choose to talk instead of working, (1) warn them once to get back
on task, and (2) second offense move the student who is talking to another
seat in the class.
69
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
6. Special
Accommodations
(e.g. RTI, IEP,
Universal
Design, ELL,
gifted, etc.)
STCH Semester: Spring 2011
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-Three students have difficulty in completing their work. Therefore, these
students need their own work space to complete the task. The
accommodation of moving these individuals to another seat is needed so that
the students stay on task. These three individuals will be moved during
homework time so that they work on the assignment efficiently instead of
socializing during the time allotted to work on the assignment. The
individuals are not moved during the lecture portion because they are situated
in the front of the class to stay on task.
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
Four changes were made to the lesson. The first change involved the
students providing examples of electromagnetic radiation before defining the
term. I began by asking the students to define electromagnetic radiation, but
only received blank stares. Therefore, I knew that the students did not know
what the term met directly. I made the change in the lesson to not provide the
definition, but to have the students provide examples of electromagnetic
radiation. After examples were given, the term was defined.
The second change happened when the students were to make comparisons
between wavelength and frequency. I originally planned on drawing
different wavelengths myself and then asking the students to acknowledge
what happens to the frequency. However, I decided to allow four different
students to come to the board and draw a wavelength with me giving the
student a characteristic about the wavelength. For example, I told the student
that the wavelength equals “x” or the wavelength equals “2x.” I still asked
the students to make a comparison to the frequency using the wavelengths
drawn on the board. I decided to make the change because I felt that the
students would make a connection to the material easier by seeing a fellow
classmate demonstrate a concept previously explained in words.
The third change made to the lesson happened when the students were to
compare a blue photon of light and a red photon of light. I had the students
open their text book to the page that included the electromagnetic radiation
diagram. The diagram enlarged the visible spectrum. I began by asking the
students, “What color is at the ends of the spectrum?” Then I asked, “Which
color has the longer wavelength? Which color has the shorter wavelength?”
After having the students respond to the questions, I displayed the last slide
for this lesson about the photon of light. I decided to incorporate the text
70
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Task 5.2
STCH Semester: Spring 2011
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
book so that the students could visualize what I was asking them to explain.
The last change I made to the lesson was for the students to apply what they
just learned about photon of light and wavelength to two different examples.
I made the decision to include this application because I felt that the students
needed to be able to understand the whole visible spectrum and the colors of
the spectrum exhibit a particular wavelength. The examples were the
following: If I have a yellow photon of light and a blue photon of light, which
photon of light has the longer wavelength? If I have a red photon of light and
a green photon of light, which photon of light has the shorter wavelength?
1) Students could easily provide examples of electromagnetic radiation. The
students enjoyed providing a large variety of examples that covered the
whole spectrum. One student provided the example of UV radiation from the
sun. Another student went further with the UV radiation example to ask if
tanning beds was another source of the type of radiation. Through the miniactivity the students worked together to determine additional examples of
electromagnetic radiation by building upon the answer of another student.
After the examples were provided, the students were still having a little
difficulty determining a definition. Once the definition was given, several
students had the “ah ah” moment when the light bulb went off. Overall, the
students accepted the change well.
2) The four individuals that were allowed to draw on the board were
especially liked being able to get out of their seat and draw. I only chose one
student at a time to come to the board to draw a wavelength. The students in
the audience wanted to go next. I had students raise their hand to be called
on next and seem to be especially attentive to what was happening on the
board. The change in the lesson seemed to grab the students’ attention and
allowed a break from taking notes. The students were able to apply what
they learned to make a comparison between wavelength and frequency.
3) The students were able to determine which photon of light had a shorter or
longer wavelength by looking at the spectrum. Making the change in the
lesson to include an image of the spectrum was a good decision because the
students applied the image to answer the questions. The students did not
seem to mind the change.
Task 5.3
Task 5.4
Suggested
4) The last change made in the lesson went over well with the students.
Several of the students referred back to the diagram in the book of the
electromagnetic spectrum along with their notes before responding to the
question by raising their hand to give the answer.
No changes need to be made to the next lesson.
No changes need to be made for an individual student or group of students.
If I was to teach the lesson again, I would definitely incorporate the changes
71
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Number:
2
Lesson Date: Mon. Jan. 31, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
mentioned in Task 5 into the initial lesson plan. The changes made to the
lesson definitely help the students to be engaged and not just listen to a
lecture. The students were able to interact with one another through
providing examples of electromagnetic radiation and drawing on the board to
make comparison between wavelength and frequency.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Lesson Number:
3
Lesson Date: Fri. Feb. 4, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
U.2 - Constancy, Change, and Measurement
Most things are in the process of becoming different – changing – some
properties of objects and processes are characterized by constancy.
Interactions within and among systems result in change. Changes vary in
rate, scale, and pattern, including trends and cycles.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.6.3 - Interactions of Energy and Matter
Each kind of atom or molecule can gain or lose energy only in particular
discrete amounts and thus can absorb and emit light only at wavelengths
corresponding to these amounts. These wavelengths can be used to identify
the substance.
Objective
#4 – Given an example of a flame test, the students will be able to explain the
change in color of the flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to excited state.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
Power Point – Chapter 11 Presentation
-What are some energy sources?
72
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Questions
Lesson Number:
3
Lesson Date: Fri. Feb. 4, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-What did you observe?
-What is happening?
Where do electrons prefer to reside, which energy level?
-What did we learn about the previous day? How does it connect to the flame
test?
- Where does the atom begin – excited or ground?
-Where does the atom end up – excited or ground?
-What happens to the energy when you go from the ground to excited?
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
designate the
Time
Class Activity
Student Thinking: (What,
lesson segments
How, etc.?)
(discussion,
12:30- Take attendance while the news Students getting ready to listen to
activities, etc.). 12:31 article presenter gets prepared.
the news article presenter.
Each transition
12:31- Listen and grade the news
Students listening to the
should be noted 12:36 article presenter’s presentation. presenter. Students are allowed to
by a new row.
ask the presenter questions at the
Add or delete
end of the presentation. Also to
rows as needed.
get students to stay focused, all
students know that they can lose
*Please note,
points on their presentation for
closure may not
being disrespectful to the
be the last thing
presenter.
you do in your
12:36- Collect homework.
Students will pass their complete
lesson. If you
12:37
homework to the front of the
plan to give
class.
time for doing
12:37- Set: Show demonstration of the Set: Students will watch the
homework, that 12:45 flame test to the students. Have demonstration of the flame test.
would come
the students hypothesize about
Students will write their
after closure.
what is happening. Write
hypothesis on a sheet of paper.
general hypothesis on the board Students will raise their hand and
from 5 students.
wait to be called on to give
answer. All students will listen to
the teacher and other students
when talking.
12:45- Today we will talk about
Students will listen to the topic to
12:46 Energy Models of the Atom
be learned today.
12:46- Define excited state and ground Students will write the definition
12:48 state.
of excited state and ground state
in their notebooks.
73
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
4. Daily
STCH Semester: Spring 2011
Lesson Number:
3
Lesson Date: Fri. Feb. 4, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
12:48- Explain how an atom moves
Students will put diagram in their
12:55 from the ground state to the
notes. Students will raise their
excited state. Go through the
hand and wait to be called on to
diagram in the notes with the
give answer to teacher’s question.
students for each step. Ask
All students will listen to the
students what are some
teacher and other students when
examples of energy sources?
talking.
12:55- Apply the diagram to the
Students will raise their hand and
1:05
example of hydrogen. Have the wait to be called on to give
students look at the hydrogen
answer to teacher’s question. All
spectrum.
students will listen to the teacher
Ask the following:
and other students when talking.
1) Where does the atom begin – Students will put hydrogen
excited or ground? (then click
diagram into their note book.
the mouse)
2) Where does the atom end up
– excited or ground? (click
mouse)
3) What happens to the energy
when you go from the ground to
excited? (click mouse)
1:05- Go over the diagram
Students viewing the diagram to
1:10
demonstrating the role of
make a connection between
energy levels and the photon of energy level and photon of light
light released when the
released. Students applying
electrons change energy levels. previous information to
understand the diagram.
1:10- *Closure: Students will apply Closure: On a separate sheet of
1:15
what they just learned to
paper students will explain why
explain why elements burn a
sodium burns yellow. Students
specific color. Tell the students will turn in their answer.
to explain why sodium burns
yellow on a separate sheet of
paper using what you just
learned. Collect paper from the
students. Assign homework
problems #9-16 p.355, due
tomorrow
1:15- Allow students to work on their Students will work on their
1:20
homework assignment until the homework assignment.
bell rings.
1:20
Dismiss students at the bell.
Students will leave the classroom
for their next class.
Homework Assignment p.355 #9-16 Zumdahl, Zumdahl, DeCoste, 2002,
74
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Evaluations
Lesson Number:
3
Lesson Date: Fri. Feb. 4, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
pp.355)
Questioning
Observation of Student Performance
Quick-write
5A. Student
-When working on homework, three individuals in the class have a difficult
Behavior
time completing their work and turning the assignment in when due. The
Issues
student may be upset or refuse when asked to move to complete the work. I
will stay firm in my decision reminding the student that their new seat could
become permanent. The move is to help the student complete your
homework and get their grade up. If the student continues to cause problems
give the student a detention.
5B. Management -Students will turn in their homework assignment from the previous day
Issues
lesson. When students turn in their homework, they will pass the homework
forward to the front row. The person in the front row will hand in the
homework to the teacher.
-Students will complete a quick-write given at the end of the lesson. The
quick-write requires the students to get out a piece of paper and when
finished the student will wait to turn in the paper. When all students are
finished the students will pass in their quick-write.
-At the end of the lesson, the students will be provided some time to
complete their homework. The homework allows the students to practice
applying the concepts. The students should work on their own homework. I
will monitor the class checking the students work to make sure concepts are
applied correctly. If students have questions, they will ask their question.
-During the homework time allotted for the students have the student work
solely on their homework assignment. The homework time is not for talking.
If student choose to talk instead of working, (1) warn them once to get back
on task, and (2) second offense move the student who is talking to another
seat in the class.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
6. Special
-Three students have difficulty in completing their work. Therefore, these
Accommodations students need their own work space to complete the task. The
(e.g. RTI, IEP, accommodation of moving these individuals to another seat is needed so that
Universal
the students stay on task. These three individuals will be moved during
Design, ELL,
homework time so that they work on the assignment efficiently instead of
gifted, etc.)
socializing during the time allotted to work on the assignment. The
individuals are not moved during the lecture portion because they are situated
in the front of the class to stay on task.
Special Notes
Instructional Decision Making
(Teaching Process 5)
75
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
3
Lesson Date: Fri. Feb. 4, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
Two changes were made to the lesson. The first change made to the lesson
was the addition of a second student presenting on their news article. The
addition was incorporated into the lesson because of the snow days
previously in the week and the amount of time allotted overall for the
presentations.
Task 5.2
Task 5.3
The second change to the lesson was going over an example as a class
regarding why an element produces a specific color flame before having the
student do the quick-write. The students were unsure about what they were
to complete for the quick-write of sodium producing a yellow flame.
Therefore, I decided to have the students walk through an example as a class
before the students were to complete the quick-write. I provided the
following example: “Copper Chloride produces a green flame, explain how
this happens.” When going over the example with the class, the following
questions were asked to get the students to discuss how copper chloride
produces a green flame. The questions asked included: Where will the
electron begin? Where is the electron going? How did the electron reach
that state? What was applied? What happens next? Where do electrons
prefer to reside (unstable state, stable state)? What happens when going from
the excited state to the ground state? Can someone summarize what we just
said as a class? By going through the example with the students as a class,
the students were able to know what was expected when completing the
quick-write assignment.
1) One student did not like that the second presentation was added. The
student felt that they were not prepared as well as they would like because the
student figured they would not have to present until later because of the snow
day. The majority of the students wanted to be reminded when they were to
present since there was no school for three days. Therefore, the schedule of
presentations was adjusted to accommodate for the snow days.
2) The second change to the lesson of providing an example before the quickwrite task was appreciated by the majority of the class because the students
understood what was being asked along with getting to practice concepts
taught in class. The example of copper chloride helped all of the students on
the quick-write to explain sodium except three. Three students still struggled
in answering the quick-write question even though a similar example was
completed just prior to the task. These students were able to complete the
task with assistance.
One change that I will make in the next lesson is to have the students explain
an additional time “what is happening to an element when the element
76
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
3
Lesson Date: Fri. Feb. 4, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
produces a specific color flame.” I will assess the students understanding of
the concept through a pop quiz. The students will have practiced applying
the concepts through their homework in explaining the flame test. The pop
quiz will allow me to see if students are still struggling with the concepts
after the practicing.
No changes need to be made for an individual or group.
If I was to teach the lesson again, I would include an additional component to
the lesson. The additional component would be to have students view the
atomic spectrum of a variety of elements, so that they can see that all
elements have their own unique spectrum. I would complete this portion of
the lesson by displaying atomic spectrums for a variety of elements or using a
spectroscopy where the student actual view the spectrum for specific
elements.
Lesson Number:
4
Lesson Date: Mon. Feb. 7, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
11.A.4f - Using available technology, report, display and defend to an
audience conclusions drawn from investigations.
11.B.4b - Propose and compare different solution designs to the design
problem based upon given constraints including available tools, materials and
time.
13.A.4c - Describe how scientific knowledge, explanations and technological
designs may change with new information over time (e.g., the understanding
of DNA, the design of computers).
National Standards
A.2.1 - Understandings About Scientific Inquiry
Scientists usually inquire about how physical, living, or designed systems
function. Conceptual principles and knowledge guide scientific inquiries.
Historical and current scientific knowledge influence the design and
interpretation of investigations and the evaluation of proposed explanations
made by other scientists.
E.1.5 - Abilities of Technological Design – Communicate the Problem,
Process, and Solution
Students should present their results to students, teachers, and others in a
variety of ways, such as orally, in writing, and in other forms – including
models, diagrams, and demonstrations.
F.6.3 - Science and Technology in Local, National, and Global
77
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
4
Lesson Date: Mon. Feb. 7, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Challenges
Understanding basic concepts and principles of science and technology
should precede active debate about the economics, policies, politics, and
ethics of various science- and technology-related challenges. However,
understanding science alone will not resolve local, national, or global
challenges.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objective
#8 – Through the preparation of sunprint paper and taking a picture, students
will investigate how electromagnetic radiation produces an image to
demonstrate the role of electrons in their excited state and advancements in
photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusions.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
3B3. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
Leave this blank – go to 3A.
-Goggles and apron on at all times
-Acetic Acid used only in the fume hood
-Gloves worn when pouring acetic acid
-No food or drink in the laboratory
-Enclosed shoes worn
-No pushing or shoving when getting chemicals
-Books not on lab bench, but on shelf in the laboratory
-Two people at the fume hood at any given time. Only one member from the
group should go to the fume hood with sample to complete this portion of the
procedure.
-Wash hands before leaving the classroom
-All solutions can be washed down the drain with plenty of water
Sunprint laboratory handout (Zumdahl, Zumdahl, DeCoste, 2002)
-What color was the solution?
-What was the color of the paper after soaking in the fume hood?
Below is a miniature table for you to complete. If you need to add or
delete rows, for this section, please do so only within this part of the
overall table. This is done in the same way as you would normally. Be
sure to include any key questions you might ask for a given part of your
lesson as well as a very brief description of the activities as appropriate
for the reader to follow your thoughts.
Time
Class Activity
Student Thinking: (What,
How, etc.?)
78
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
4
Lesson Date: Mon. Feb. 7, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
12:30- Take attendance while the news Students getting ready to listen to
12:31 article presenter gets prepared.
the news article presenter.
12:31- Listen and grade the news
Students listening to the
12:36 article presenter’s presentation. presenter. Students are allowed to
ask the presenter questions at the
end of the presentation. Also to
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
12:36- Give students the pop quiz.
Students will write their answer to
12:40 Write question on the board:
the pop quiz on a sheet of paper.
+
“Explain why Li produces a
When answering the question the
red flame.”
students will think about what
they learned on Friday to answer
the pop quiz question.
12:40- Collect student’s homework and Students will turn in their
12:41 pop quiz for a grade.
homework and pop quiz.
12:41- Set: Today we are in the
Set: Students listen to the
12:43 laboratory. Labs are on the
directions for the laboratory
front table so pick one up when experiment. Students walk down
you enter the class. Grab lab
the hall quietly to the laboratory.
apron and put goggles on.
Dismiss the students to the
laboratory.
12:43- Closure: Have students come
Closure: Students come to the
12:46 to the front of the classroom.
front of the classroom to have a
Give brief explanation of what
brief explanation of what is going
students will be doing in the
to take place. Students listen
laboratory. Follow the
while the teacher is talking.
laboratory procedure. Remind
students to come to lab
tomorrow instead of the
classroom. Let students return
to lab bench to work on pre-lab.
12:46- Sign off on the completed
Students work on pre-lab
12:50 correctly done pre-lab
questions. Students raise hand
questions. Answer any
when they are completed with the
questions that arise.
pre-lab exercise. Once teacher
signature obtain the student can
begin the procedure.
12:50- Monitor the students while they Students follow the procedure to
1:20
work on completing the
make cyanotype paper. Students
79
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
4
Lesson Date: Mon. Feb. 7, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
laboratory experiment. Ask
engaged by completing a handsstudents what color of solution
on activity.
did they obtain? Help students
if they need any help. Make
sure all safety is followed.
1:20
Dismiss students at the bell.
Students leave the classroom for
their next class.
4. Daily
Observation of Student Performance
Evaluations
Pop Quiz
Pre-lab Questions
5A. Student
-Remind students that safety is important and that negative behaviors that
Behavior
result in safety being violated will result in the student leaving the laboratory
Issues
and going to the office. The student will receive a zero for the lab and be
required to complete an alternative assignment.
5B. Management -Students will turn in their homework assignment from the previous day
Issues
lesson. When students turn in their homework, they will pass the homework
forward to the front row. The person in the front row will hand in the
homework to the teacher.
-Students will turn in their pop quiz by passing the pop quiz forward to the
front row. The person in the front row will hand in the pop quiz to the
teacher.
-Through the monitoring, I will make sure that the students are following the
safety rules established at the beginning of the year and that the student is not
violating the safety contact signed. I can also check to make sure that the
students are only using the required materials for this day’s lab procedure.
-Each lab bench should only have one group consisting of two to three
members. Therefore, the students have adequate space to complete the
experiment without have other students interfere.
-One person from the group will take sample to the fume hood for that
portion of the experiment. No more than two people at the fume hood at any
given time.
-Students will wash their hand before leaving the classroom. Students will
use the sink on the front counter along with the soap to wash their hands.
The students can use the towel or paper towels to dry their hands. If a student
uses a paper towel they will throw the paper towel away in the appropriate
location.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
6. Special
-At the beginning of the laboratory experiment, the students observe a brief
Accommodations run through of the experiment. All students experience receive the same
(e.g. RTI, IEP, information so they know what is expected in completing today’s portion of
Universal
the laboratory experiment.
80
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Design, ELL,
gifted, etc.)
Special Notes
STCH Semester: Spring 2011
Lesson Number:
4
Lesson Date: Mon. Feb. 7, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
No changes were made to the lesson. The students did not like that a pop
quiz was given at the beginning of the period. Ten students answered the
question correctly, three students were missing a part, and two students had
no clue about the question.
The students enjoyed being in the laboratory. On the pre-laboratory
questions, six students needed assistance in answering Question #2. These
individuals were having difficulty in remembering what oxidation-reduction
reactions involved. Through a series of questions the students were able to
explain oxidation-reduction reactions and answer the question for the prelaboratory assignment.
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
When conducting the experiment, a few of the girls did not want to be the
group member that put their hand into the solution to soak the paper towel.
These individuals were afraid that their hand may be yellow and the solution
looked disgusting. Overall, the students responded to the lesson in a positive
manner completing the tasks for the day efficiently.
No changes were made to the lesson.
No changes need to be made for the next lesson.
The individuals that did not do well on the quiz will need the concepts
reviewed again. A review can be completed on the laboratory write-up day
because the students will need to understand the basic concept to answer
questions for the laboratory report.
I would not make any changes if I was to teach the lesson again.
Lesson Number:
5
Lesson Date: Tues. Feb. 8, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
81
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
5
Lesson Date: Tues. Feb. 8, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
11.A.4f - Using available technology, report, display and defend to an
audience conclusions drawn from investigations.
11.B.4b - Propose and compare different solution designs to the design
problem based upon given constraints including available tools, materials and
time.
13.A.4c - Describe how scientific knowledge, explanations and technological
designs may change with new information over time (e.g., the understanding
of DNA, the design of computers).
National Standards
A.2.1 - Understandings About Scientific Inquiry
Scientists usually inquire about how physical, living, or designed systems
function. Conceptual principles and knowledge guide scientific inquiries.
Historical and current scientific knowledge influence the design and
interpretation of investigations and the evaluation of proposed explanations
made by other scientists.
E.1.5 - Abilities of Technological Design – Communicate the Problem,
Process, and Solution
Students should present their results to students, teachers, and others in a
variety of ways, such as orally, in writing, and in other forms – including
models, diagrams, and demonstrations.
F.6.3 - Science and Technology in Local, National, and Global
Challenges
Understanding basic concepts and principles of science and technology
should precede active debate about the economics, policies, politics, and
ethics of various science- and technology-related challenges. However,
understanding science alone will not resolve local, national, or global
challenges.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objective
#8 – Through the preparation of sunprint paper and taking a picture, students
will investigate how electromagnetic radiation produces an image to
demonstrate the role of electrons in their excited state and advancements in
photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusions.
82
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
3. Instructional
Procedures
3A. Safety!!
STCH Semester: Spring 2011
Lesson Number:
5
Lesson Date: Tues. Feb. 8, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Leave this blank – go to 3A.
-Goggles and apron on at all times
-No food or drink in the laboratory
-Enclosed shoes worn
-No pushing or shoving when getting chemicals
-All materials except the experiment handout and object for image can be left
in the classroom
-Wash hands before leaving the classroom
-All solutions can be washed down the drain with plenty of water
3B1. Notes
Sunprint laboratory handout (Zumdahl, Zumdahl, DeCoste, 2002)
3B2. Key
-What object are you photographing?
Questions
-How long did you expose the image?
-How did your photograph turn out compared to others?
-What was the initial and final color of your paper?
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
designate the
Time
Class Activity
Student Thinking: (What,
lesson segments
How, etc.?)
(discussion,
e.g.
Set: Today we are continuing
Set: Students will listen to the
activities, etc.). 12:30- with the laboratory experiment. directions for completing the
Each transition
12:35 Laboratory apron and goggles
remainder of their experiment.
should be noted
must be worn. Get out photo
Students engaged into the process
by a new row.
paper and have object ready.
because they get to arrange
Add or delete
Students have 3 minutes to get
objects of interest on paper in
rows as needed.
object put on the sunprint paper. their own fashion. Students
curious at how well their image
*Please note,
will turn out.
closure may not 12:35- Leave the classroom as a group Students will take filter paper and
be the last thing 12:45 to take paper and object outside. object with them. Students will
you do in your
Once all students have object in place object on the filter paper in
lesson. If you
the sunlight head back inside to direct sunlight. Students will
plan to give
the classroom.
return back to the classroom with
time for doing
the teacher and other students.
homework, that
While in the hallway the students
would come
will be quiet. Students engaged
after closure.
because they get to make a picture
using objects of interest to them.
12:45- Take attendance while the news Students getting ready to listen to
12:46 article presenter gets prepared.
the news article presenter.
83
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
STCH Semester: Spring 2011
Lesson Number:
5
Lesson Date: Tues. Feb. 8, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
12:46- Listen and grade the news
Students listening to the
12:51 article presenter’s presentation. presenter. Students are allowed to
ask the presenter questions at the
end of the presentation. Also to
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
12:51- Closure: Return to the
Closure: Students will walk
1:00
laboratory. Have students get
quietly from the classroom to the
materials ready for their photo. laboratory. Students will get
Extra time can be spent looking laboratory materials ready for
ahead to the post lab questions. their photo. Students will work
on the post lab questions.
1:00- Get image from outside. Bring Students will walk quietly from
1:20
back to classroom, follow the
the laboratory to outside when in
procedure for developing
the hallway. Students will get
image. Clean up laboratory
their image and bring inside. All
work space. Go with students
students will come back to the
to get image. Monitor the
laboratory at the same time.
students when return to lab
Students will follow procedure in
asking them the following:
laboratory handout to complete
“What object did you use for
developing their image. Students
your image? How long was the will clean up their lab bench.
exposure time? How did your
Students getting to see how well
image turn out compared to
their image turned out compared
others?”
to their peers. Some students
thrilled over their image, others
disappointed because their image
did not turn out as well as
expected.
1:20
Dismiss students at the bell.
Students will leave for their next
class.
Observation of Student Performance
-Remind students that safety is important and that negative behaviors that
result in safety being violated will result in the student leaving the laboratory
and going to the office. The student will receive a zero for the lab and be
required to complete an alternative assignment.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
84
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
5
Lesson Date: Tues. Feb. 8, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-Through the monitoring, I will make sure that the students are following the
safety rules established at the beginning of the year and that the student is not
violating the safety contact signed. I can also check to make sure that the
students are only using the required materials for this day’s lab procedure.
-Each lab bench should only have one group consisting of two to three
members. Therefore, the students have adequate space to complete the
experiment without have other students interfere.
-Students will wash their hand before leaving the classroom. Students will
use the sink on the front counter along with the soap to wash their hands.
The students can use the towel or paper towels to dry their hands. If a student
uses a paper towel they will throw the paper towel away in the appropriate
location.
-When the students go to develop their image outside, the students will leave
together as a class. They will be quiet in the hallway so they are not
distracting another class. If a student is noisy or messing around when in the
hallway the student will be given a detention for inappropriate behavior in the
hallway. The students will be reminded before leaving the classroom of the
appropriate behavior of not talking in the hall and/or goofing around.
-When outside students will place their sunprint paper and object in the
designated area established by me. The students will put their object outside
and then return to the waiting area established until all students have
returned. If a student does not follow the rules the students will be receive a
punishment, which is established by the school policy for leaving class.
6. Special
-At the beginning of the laboratory experiment, the students observe a brief
Accommodations run through of the experiment. All students experience receive the same
(e.g. RTI, IEP, information so they know what is expected in completing today’s portion of
Universal
the laboratory experiment.
Design, ELL,
-All students given a time frame to get objects onto their filter paper so that
gifted, etc.)
the sunprint paper could be taken outside and exposed.
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
No changes were made to the laboratory experiment. Students seemed to
enjoy the experiment because they were able to bring in objects of their
choice to make an image on the sunprint paper. The student’s largest
complaint about the experiment was going outside in the cold weather to
place their sunprint paper and object in the sun. The majority of the student’s
had an image that turned out well. Two students had a blurred image or just a
blob on their sunprint paper after developing. Overall, the students images
85
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
5
Lesson Date: Tues. Feb. 8, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
turned out and allowed the students to apply concepts discussed in the
previously.
One change that was made to the overall lesson was the addition of a second
presentation. The second presentation was given during the waiting time for
the images to be exposed outside. A second presentation was included in the
lesson because presentations needed to be caught up since three snow days
took place in the following week.
No changes were made to the laboratory experiment.
The student who was to present second handled the presentation just fine.
The student was prepared for their presentation since warned in previous days
that the presentation schedule would be adjusted to accommodate for the
snow days. Therefore, the change in the lesson was handled fine by the
students.
No changes need to be made for next lesson.
No changes need to be made for an individual or group.
I would not make any changes if I was to teach the lesson again.
Lesson Number:
6
Lesson Date: Wed. Feb. 9, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
11.A.4f - Using available technology, report, display and defend to an
audience conclusions drawn from investigations.
11.B.4b - Propose and compare different solution designs to the design
problem based upon given constraints including available tools, materials and
time.
13.A.4c - Describe how scientific knowledge, explanations and technological
designs may change with new information over time (e.g., the understanding
of DNA, the design of computers).
National Standards
A.2.1 - Understandings About Scientific Inquiry
Scientists usually inquire about how physical, living, or designed systems
function. Conceptual principles and knowledge guide scientific inquiries.
Historical and current scientific knowledge influence the design and
86
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
6
Lesson Date: Wed. Feb. 9, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
interpretation of investigations and the evaluation of proposed explanations
made by other scientists.
E.1.5 - Abilities of Technological Design – Communicate the Problem,
Process, and Solution
Students should present their results to students, teachers, and others in a
variety of ways, such as orally, in writing, and in other forms – including
models, diagrams, and demonstrations.
F.6.3 - Science and Technology in Local, National, and Global
Challenges
Understanding basic concepts and principles of science and technology
should precede active debate about the economics, policies, politics, and
ethics of various science- and technology-related challenges. However,
understanding science alone will not resolve local, national, or global
challenges.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objective
#8 – Through the preparation of sunprint paper and taking a picture, students
will investigate how electromagnetic radiation produces an image to
demonstrate the role of electrons in their excited state and advancements in
photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusions.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
3B3. Classroom
Activities:
Leave this blank – go to 3A.
-Students following school computer code that is established in the student
handbook.
-Students not visiting websites that have nothing to do with the laboratory
experiment. The student will use the website that was given in the laboratory
report to see how photography has advanced over the years.
-No running, pushing, or shoving in the hallway
Sunprint Laboratory Handout (Zumdahl, Zumdahl, DeCoste, 2002)
-How are you coming?
-Do you have any questions?
-Is there anything you do not understand?
-Explain how electrons move from the ground state to the excited state to the
ground state.
-What have you noticed about your peer’s image?
Below is a miniature table for you to complete. If you need to add or
delete rows, for this section, please do so only within this part of the
87
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
6
Lesson Date: Wed. Feb. 9, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
overall table. This is done in the same way as you would normally. Be
sure to include any key questions you might ask for a given part of your
lesson as well as a very brief description of the activities as appropriate
for the reader to follow your thoughts.
Time
Class Activity
Student Thinking: (What,
How, etc.?)
12:30- Take attendance while the news Students getting ready to listen to
12:31 article presenter gets prepared.
the news article presenter.
12:31- Listen and grade the news
Students listening to the
12:36 article presenter’s presentation. presenter. Students are allowed to
ask the presenter questions at the
end of the presentation. Also to
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
e.g.
Set: Today we are typing our
Set: Students listen to the task
12:36- lab reports in the library.
that is to be worked on today.
12:37
12:37- Closure: The reports are due
Closure: Students write down the
1:40
next Wednesday, February 16.
due date for the laboratory
Make sure to look at the post
experiment. Students leave the
lab questions. Some brief
classroom for the library.
research is needed to answer the Students are quiet in the hallway.
questions. Dismiss students to
the library.
12:40- Monitor the student’s progress
Students work on the laboratory
1:20
on completing the lab report.
report. Students glad that class
Answer any questions that the
time is allotted to work on the
students may have about the lab laboratory report.
report. Ask the students “How
are you coming? Do you have
any questions? Is there
anything you do not
understand? What have you
noticed about your peer’s
image?”
1:20
While the students are working
on the laboratory report – have
the two students that struggled
in understanding the pop quiz
Dismiss the students at the bell.
Students leave for their next class.
88
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
Lesson Number:
6
Lesson Date: Wed. Feb. 9, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Observation of Student Performance
Lab Report
-Encouraging the student to keep making progress
-Moving the student to another computer if they keep socialize instead of
working
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
-Students working on the report, not surfing the internet. Students that are
surfing the internet will be warned once to return to working on the report.
The second time caught not working on the report, the student will log off the
computer and complete the report by hand.
-The students will follow the guideline for answer post lab questions.
Guidelines allow a student to visit a specific pair of websites to obtain more
information about photography and how advancement has occurred. The
students are only to use the outlined websites. If a student chooses to use
another website and is caught, the student will be warned once to use the sites
outlined. The second time caught the student will complete the rest of the
report by hand and have to use time outside of class to complete this portion
of the laboratory report. The student could choose to use textbooks such as
encyclopedias to obtain the answers for advancement in photography.
-Since the laboratory report is being typed in the library, talking must be kept
to a minimum. Talking may take place to ask a question about the laboratory
report or discuss with group members the results of their image. If taking
gets out of hand students will be warned the first time. Additional times will
result in a detention for the individual or individuals that are not following
the rules.
-The programs only allowed for the students to use to type the report include
PowerPoint or Microsoft Word. When in the library monitor the students to
make sure the correct programs are used to complete the laboratory report.
6. Special
-Three students have difficulty in completing their work. Therefore, these
Accommodations students need their own work space to complete the task. The
(e.g. RTI, IEP, accommodation of moving these individuals to another seat is needed so that
Universal
the students stay on task. These individuals will work next to another student
Design, ELL,
who stays on task or have a space in between them and the next student. This
gifted, etc.)
accommodation will depend on how computers are available in the library.
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
89
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Lesson Number:
6
Lesson Date: Wed. Feb. 9, 2011
Daily Lesson
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
Plan Item
each category item listed to the left.
information as described in the WTWS-Science.
Task 5.1
No changes were made to the lesson. Some of the students struggled a little
in answering the analysis question #6. Five students were able to answer the
question with assistance. One student still struggled with the role of the dye
involved, but the student did understand what was taking place with the
electrons. I will need to provide this student with a little more information
about the particular dye involved so the student can understand the role of the
dye.
Task 5.2
No changes were made to the lesson.
Task 5.3
No changes need to be made to the next lesson.
Task 5.4
I will provide more information to the student that was struggling with the
role of the dye in the next lesson.
Suggested
If I was to teach the lesson again, I would make no changes.
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Lesson Number:
7
Lesson Date: Thurs. Feb. 10, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
U.2 - Constancy, Change, and Measurement
Most things are in the process of becoming different – changing – some
properties of objects and processes are characterized by constancy.
Interactions within and among systems result in change. Changes vary in
rate, scale, and pattern, including trends and cycles.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
90
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
7
Lesson Date: Thurs. Feb. 10, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
B.6.3 - Interactions of Energy and Matter
Each kind of atom or molecule can gain or lose energy only in particular
discrete amounts and thus can absorb and emit light only at wavelengths
corresponding to these amounts. These wavelengths can be used to identify
the substance.
Objective
#1 – The students will be able to classify orbitals as s, p, d, f, given
characteristics associated to the orbital so to demonstrate the properties of
electrons.
#3 – Students will differentiate between valence electrons and core electrons
to express the periodic nature of an element.
#4 – Given an example of a flame test, the students will be able to explain the
change in color of the flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to excited state.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
Leave this blank – go to 3A.
-No laboratory component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
-No throwing of the balls or balloons
Power Point – Chapter 11 Presentation
-How many valence electrons are present in the models?
-What are valence electrons?
-Do we have the right number of electrons in each energy level (shell)?
-How many valence electrons do we have?
-Where are the s, p, d, f orbitals located?
-How many s-orbitals?
-How many p-orbitals?
-How many d-orbitals?
-How many f-orbitals?
-How are the s-orbitals arranged?
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
designate the
Time
Class Activity
Student Thinking: (What,
91
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
7
Lesson Date: Thurs. Feb. 10, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
How, etc.?)
12:3012:31
12:3112:36
Take attendance while the news
article presenter gets prepared.
Listen and grade the news
article presenter’s presentation.
e.g.
Set: Today we are going to
12:36- learn about Wave Mechanics.
12:45 Introduce the old way of
denoting electron position.
Show the slides in the
PowerPoint at the Bohr model
of the atom. How many
valence electrons are present in
the models? Have one student
come to the board and draw the
Bohr model for Sodium. Ask
class “Do we have the right
number of electrons in each
energy level (shell)? How
many valence electrons do we
have?”
12:45- Today the electron position in
12:47 an atom is denoted differently
from the Bohr model.
Introduce the concept of
principle energy level. Energy
levels increase away from the
nucleus.
12:47- Introduce sublevels of the
12:57 principle energy level. The
energy levels are associated to
sublevels. S, P, D, F. Draw the
upside down pyramid on the
board showing how the
sublevels are broken down.
Display the breakdown of
Students getting ready to listen to
the news article presenter.
Students listening to the
presenter. Students are allowed to
ask the presenter questions at the
end of the presentation. Also to
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
Set: Students will copy down the
definition of valence electron.
Students will draw examples of
the Bohr model. Student comes
to the front of the class to draw
the Bohr model. Other students
asked questions about the Bohr
model drawn on the board.
Students will write down
principle energy levels
terminology.
Students will write down
sublevels and the diagram.
Students will write down the
breakdown of orbitals.
92
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
7
Lesson Date: Thurs. Feb. 10, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
sublevel to orbitals.
12:57- Label the location of orbitals on
1:00
the periodic table. Do the
labeling on the periodic table.
1:00- Help the students visualize the
1:05
shape of the orbitals by using
the demonstration with balls
and balloons. For the s orbitals
use the balls. Golf = 1s, softball
= 2s, basketball = 3s. Use the
balloons to make the 3 different
p orbitals. Ask how the sorbitals would be arranged?
1:05- Have students organize all
1:10
information about energy
levels, sublevels, number of
orbitals, and number of
electrons. Go around robin
after the first has been given
until 4 energy levels have been
displayed. Each student will
only give one answer. Key
question: What comes next?
1:101:13
1:131:20
1:20
*Closure: Summarize the
lesson. Ask the students –
What are valence electrons?
Where are the s, p, d, f orbitals
located? How many s-orbitals?
How many p-orbitals? How
many d-orbitals? How many forbitals? Ask a different student
each time a question is posed
for the answer. Assign
homework problems #21-29 p.
355 due on Wednesday
Allow the students the
remainder of the class period to
work on homework. Monitor
the students and help any
students that may be struggling.
Dismiss students are the bell
Students will label the periodic
table as the teacher displays the
labeling on the Elmo.
Students will watch the
demonstration about the shape of
the orbitals. Three students who
volunteered to help will come to
the front of the class. Each
student given a different size ball.
Students engaged by getting out
of seat and being part of the
demonstration.
Students will look at the first
example given to them. Student
will respond when it is there turn
to provide what is happening
next. Students will be thinking
ahead so they are prepared to give
their answer. All students
participate in the activity, so the
student has to pay attention to
make sure they are prepared to
provide the next answer.
Closure: Student will raise their
hand to answer the question. The
student will give their response
when called on by the teacher.
All students will listen and refrain
from talking when another
individual is speaking. Students
will write down the assignment
and due date.
Students will work on their
homework for the remainder of
class. If students have questions
they will raise their and wait for
the teacher to ask question and
receive assistance.
Students will leave the classroom
93
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
7
Lesson Date: Thurs. Feb. 10, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
for their next class.
4. Daily
Evaluations
-Observation of student performance
-Questioning
-Labeling of the periodic table
-Homework assignment #21-29 p. 355 (Zumdahl, Zumdahl, & DeCoste,
2002, pp.355)
5A. Student
-Students that are working on other homework during the lecture portion of
Behavior
the class. I will ask the student to put away the homework. If the student
Issues
doesn’t put the homework away, I will have the student put everything except
a sheet of paper and writing utensil away.
-Student talking during the lesson. I will move the student to a different part
of the classroom. If the student is in the back they will be moved to the front.
If the student is in the front to another desk away from other students.
-When working on homework, three individuals in the class have a difficult
time completing their work and turning the assignment in when due. The
student may be upset or refuse when asked to move to complete the work. I
will stay firm in my decision reminding the student that their new seat could
become permanent. The move is to help the student complete your
homework and get their grade up. If the student continues to cause problems
give the student a detention.
5B. Management -Students will be respectful to the student presenting. Remind students that
Issues
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
-The balloons for the orbital portion of the lesson will be on the front counter.
When the students enter the classroom monitor the students to make sure that
no one plays or picks up the orbital display. If a student picks up the orbital
display tell the student to put down the materials and find their seat.
-During the homework time allotted for the students have the student work
solely on their homework assignment. The homework time is not for talking.
If student choose to talk instead of working, (1) warn them once to get back
on task, and (2) second offense move the student who is talking to another
seat in the class.
-At the end of the lesson, the students will be provided some time to
complete their homework. The homework allows the students to practice
applying the concepts. The students should work on their own homework. I
will monitor the class checking the students work to make sure concepts are
applied correctly. If students have questions, they will ask their question.
6. Special
-Three students have difficulty in completing their work. Therefore, these
Accommodations students need their own work space to complete the task. The
(e.g. RTI, IEP, accommodation of moving these individuals to another seat is needed so that
Universal
the students stay on task. These three individuals will be moved during
Design, ELL,
homework time so that they work on the assignment efficiently instead of
94
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
gifted, etc.)
STCH Semester: Spring 2011
Lesson Number:
7
Lesson Date: Thurs. Feb. 10, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
socializing during the time allotted to work on the assignment. The
individuals are not moved during the lecture portion because they are situated
in the front of the class to stay on task.
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
No changes were made to the lesson. The students seemed to enjoy being
able to get out of their seat to either draw the Bohr model for sodium on the
board or being a volunteer for the orbital shape exercise. Three students
missed the lesson. One student was absent and the other two students had
group pictures. I will need to go over the lesson with these individuals
tomorrow.
Task 5.2
No changes were made to the lesson.
Task 5.3
No changes need to be made for the whole class in the next lesson.
Task 5.4
I will review the lesson with the individuals who were gone during the
allotted time for independent work in the next lesson. During the
independent work portion the students gain the information necessary to
understand the components for the next lesson. Basically, the student needs
to understand the different types of orbitals and how many electrons can be
put into each orbital.
Suggested
If I was to teach the lesson again, I would make sure that the balloons used to
Changes in the
display the orbitals were larger and of the same shape. I would want to make
Lesson if you
sure the balloons were more pear shaped than circular.
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
U.1 - Systems, Order, and Organization
95
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
this lesson
STCH Semester: Spring 2011
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Types and levels of organization provide useful ways of thinking about the
world. Within these systems, interactions between components occur.
Further, systems at different levels of organization can manifest different
properties and functions.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objectives
#2 – Given a periodic table, the student will be able to identify the electron
configuration for a specific element demonstrating the element’s unique
arrangement in electron notation.
#3 – Students will differentiate between valence electrons and core electrons
to express the periodic nature of an element.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
3B3. Classroom
Activities:
Please note, the
rows between
set and closure
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
-Students not poking themselves with the scissors
-Students only cutting the hogs out of the paper
Power Point – Chapter 11 Presentation; Hog Hilton (Urby)
-How many agree or disagree with the arrangement? Why or why not?
-Do you agree with Manager ______ (fill in with student name)?
Below is a miniature table for you to complete. If you need to add or
delete rows, for this section, please do so only within this part of the
overall table. This is done in the same way as you would normally. Be
sure to include any key questions you might ask for a given part of your
lesson as well as a very brief description of the activities as appropriate
96
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
for the reader to follow your thoughts.
Time
Class Activity
12:30- Collect homework assignment.
12:31
12:31- Set: “Place everything under
12:32 their desk except their
notebook, pencil, the scissors,
and hog sheet of paper. On
your desk is a tag that says Hog
Hilton Manager, please put
your tag on using the piece of
tape on your desk. Please cut
out each box containing the
hog with the scissors.”
Student Thinking: (What,
How, etc.?)
Collect homework assignment.
Set: Students will be attentive
and listen to the task given to
them. Students will quietly cut
out the hogs from the sheet of
paper. Students engaged in the
activity because the student has
the chance to go back to their
younger years and cut out
pictures. The students also
curious about why the hogs are
being used in chemistry.
12:32- While the students are cutting
12:35 out hogs pass out the Hog
Hilton activity sheet.
Students will efficiently work on
the task given to them. When
finished they will sit patiently at
their desk and wait for the next
task to be introduced.
12:35- Begin class by introducing the Students will be attentive and
12:45 Hog Hilton activity. Read the
listen when the topic is
Hog Hilton activity to the
introduced to the class. They
students. They will have the
will complete the task given to
same information on the sheet
them. The students will question
of paper you just passed out to what they are doing and whether
the students. Ask the students
they are right or wrong. The
to complete the task assigned in students may ask questions.
the Hog Hilton Activity. Tell
When finished they will sit
them “You will use the hogs
patiently and quietly at their desk
you just cut out to help you will for the next task to be introduced.
the task. Make sure to also
write your answers on the sheet
of paper.” While the students
are completing the Hog Hilton
activity task, set up the Elmo
with sample problems the
students are to complete. This
is the second page of the Hog
Hilton activity.
12:45- When all student look to have
Students will listen attentively to
97
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
1:50
completed the task put in front what the teacher is asking. The
of them, have three students
students called on will come to
come to the front of the
the front and write their answers
classroom and write their
on the board. Students will raise
sample problem on the board.
their hand to the question posed
One student to one of the three by the teacher. All students will
sample problems. Have the
give full attention to the students
student write their answer and
or the teacher talking and
then ask the class, “How many respecting each other. Students
do you agree with Manager
will question whether they did
____(student’s name)?” All
the sample problems correctly
students should agree, but they compared to their peers.
may not. If not ask how many
disagree. Next to the sample
Students out of seat to write
problem write how many agree answers on the board for the
and/or disagree. You will not
sample problems.
address whether they are write
or wrong until a little later.
Once all the tasks are
completed tell the students,
“We will go over the answers
to these sample problems after
you have learned some rules
other than the rules you were
all ready given.”
12:50- Tell the students, “to put the
Students will put the Hog Hilton
12:51 Hog Hilton activity to the one
activity to the side of their desk.
side of their desk and open
The students will open their
their notebooks. Today we are notebook and be ready to take
going discuss electron
notes.
configurations.” Begin the
PowerPoint presentation.
Follow the notes that are found
with the PowerPoint
presentation.
12:51- Go to the next slide. The slide Students will copy the definition
12:53 discusses the Aufbau principle. and diagram of the Aufbau
Read the rule to the students.
principle into their notebook.
Tell the students, “to copy the
diagram seen on the screen.
The diagram will help you on
your homework assignment.”
12:53- Go to the next slide. The slide Students will copy the definition
12:57 discusses the Pauli exclusion
of the Pauli exclusion principle
98
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
principle. Read the definition
into their notebook.
to the students. On the chalk
board demonstrate how
electrons the notation of
electrons having opposite
spins. See the PowerPoint
notes to see how opposite spins
are noted in orbitals.
12:57- Go to the next slide. The slide Students will copy the definition
12:59 discusses Hund’s Rule. Read
of the Hund’s Rule into their
the definition to the students.
notebook.
1:59- Go back to the Hog Hilton
Students will raise their hand to
1:04
activity and discuss the
the question posed by the
answers to the sample
teacher. Students will fix their
problems. Use what the
answers if they were incorrect.
students wrote on the board.
Students engaged because they
Ask the class if they agree or
have the option to fix the
disagree with the response once previous problems and work with
again. If the answers are not
one another to accomplish the
correct, fix them explaining
correct answer.
what the students did
incorrectly. Make sure to use
the three rules just discussed in
class.
1:04- *Closure: Wrap up the lesson. Closure: Students will listen to
1:14
Have the students complete the the question read aloud and then
first three problems on the
write their answer in the blank
homework assignment. Read
provided on the handout. The
the questions to the students
student will be thinking about
and allow them time to answer what they learned through the
the question. Tell the students day to answer the question.
to keep the packet because we
will complete the rest the next
day in class.
1:14- Take attendance while the
Students getting ready to listen to
1:15
news article presenter gets
the news article presenter.
prepared.
1:15- Listen and grade the news
Students listening to the
1:20
article presenter’s presentation. presenter. Students are allowed
to ask the presenter questions at
the end of the presentation. Also
to get students to stay focused, all
students know that they can lose
points on their presentation for
99
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
being disrespectful to the
presenter.
1:20
Dismiss the students at the bell. Students leave the classroom for
their next class.
4. Daily
Observation of student performance
Evaluations
Hog Hilton Assignment
Questioning to see who agrees and who doesn’t agree
5A. Student
-Student upset because another student made fun of them for incorrect
Behavior
placement of the hogs (electrons). Inform the student that it was okay to
Issues
make the mistake because this was the first time they were introduced to the
activity. Inform the student that making fun of another student will not be
tolerated in the classroom.
5B. Management -Make sure that the students are using the scissor properly. The students
Issues
should not be doing anything with the scissors except cutting out their hogs.
Once the students are done with the scissors, the students will set the
scissors aside and focus on the task at hand.
-The Hog Hilton activity includes a name tag the students are to wear. The
students will place their name tag on their shirt.
-Students will turn in their homework assignment from the previous day
lesson. When students turn in their homework, they will pass the homework
forward to the front row. The person in the front row will hand in the
homework to the teacher.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
6. Special
-Activity directions are read allowed to all students so that they hear the task
Accommodations to be completed. The students are able to listen and follow along with the
(e.g. RTI, IEP, teacher by having the directions read aloud. The students cannot say that
Universal
they do not know what they are doing because everyone got the same
Design, ELL,
directions read to them.
gifted, etc.)
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only
after you have begun your teaching. In the space at the right of each Task number, please
provide the information as described in the WTWS-Science.
Task 5.1
No changes were made to the lesson. The students were excited over the
name tags for the activity. One student was excited about the hogs they cut
out. This individual decided to name each hog. The students struggled in
completing the sample problems using the “Hog Hilton” rules. When the
100
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
8
Lesson Date: Fri. Feb. 11, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
rules for electron configuration were provided and the students able to
complete the sample problems using electrons. The students seemed to
grasp the activity and were able to fix their problems.
No changes were made to the lesson.
No changes need to be made for the next lesson.
No changes need to be made for an individual or group.
If I was to teach the lesson again, I would make no changes because the
activity works in getting the students to comprehend how electron
configuration works. Students seem to remember the activity and are able
to complete a configuration for a specific element.
Lesson Number:
9
Lesson Date: Mon. Feb. 14, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
U.1 - Systems, Order, and Organization
Types and levels of organization provide useful ways of thinking about the
world. Within these systems, interactions between components occur.
Further, systems at different levels of organization can manifest different
properties and functions.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
101
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
9
Lesson Date: Mon. Feb. 14, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objectives
#2 – Given a periodic table, the student will be able to identify the electron
configuration for a specific element demonstrating the element’s unique
arrangement in electron notation.
#3 – Students will differentiate between valence electrons and core electrons
to express the periodic nature of an element.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
3B3. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
Hog Hilton
-Why did you do that?
-Do you have any questions?
Below is a miniature table for you to complete. If you need to add or
delete rows, for this section, please do so only within this part of the
overall table. This is done in the same way as you would normally. Be
sure to include any key questions you might ask for a given part of your
lesson as well as a very brief description of the activities as appropriate
for the reader to follow your thoughts.
Time
Class Activity
Student Thinking: (What,
How, etc.?)
12:30- Take attendance while the news Students getting ready to listen to
12:31 article presenter gets prepared.
the news article presenter.
12:31- Listen and grade the news
Students listening to the
12:36 article presenter’s presentation. presenter. Students are allowed to
ask the presenter questions at the
end of the presentation. Also to
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
12:36- Set: Begin class by asking a
Set: Student respond to the
12:38 student to recap what was done questions posed by the teacher.
in class yesterday. Yesterday
All students looking at notes if
the student learned about
they cannot remember the rules.
electron configuration. Key
Questions to ask students: What
are the rules for electron
102
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
9
Lesson Date: Mon. Feb. 14, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
configuration?
12:38- Work through examples of
1:00
electron configuration with the
students. Set-up the chalkboard
to be like a smartboard (use
paper and tape). Problems –
Orbital Notation for Calcium
and Argon; Electron
Configurations for Strontium
and Bromine. Students will
come to the front in groups of
five. The student will work
through the problem to
determine the electron
configuration. The student can
only place one item in the
answer place. That student
returns to the end of the line.
The next student in line place
the next item in the answer
place or chooses to fix the error
made by the previous student.
The same process continues
until the answer is achieved.
Do the exercise twice for the
orbital notation and twice for
the shorthand notation. Key
Questions: Why did you do that
step?
1:00- Closure: Ask if the students
1:05
have any questions about
electron configuration. Assign
the homework problems on the
Hog Hilton Activity. The
homework is due tomorrow.
1:05- Students will work on their
1:20
homework. Monitor the
classroom to see if any student
needs help. Help the students
that may need assistance.
1:20
Dismiss the students at the bell.
4. Daily
STCH Semester: Spring 2011
Students will follow the directions
outlined for the activity. Students
will watch the individuals
completing the activity so they
know what to expect for their turn
or the possibility that the teacher
asks them a question. Students
will be thinking ahead to what
comes next in the activity while
waiting in line.
Students will ask any question
that they have regarding electron
configuration.
Students will work on their
homework assignment.
Students leave the classroom for
their next class.
-Observation of student performance
103
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Evaluations
Lesson Number:
9
Lesson Date: Mon. Feb. 14, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-Questioning
-Homework Assignment (Hog Hilton Handout)
5A. Student
-Student upset because they are required to sit down because they could not
Behavior
follow the directions. Give the student the option of trying the activity gain
Issues
but if they fail to follow the rules they will lose points of their homework. If
the student is an individual that does not turn in work the student will receive
a detention if they fail to follow the rules given a second chance.
-When working on homework, three individuals in the class have a difficult
time completing their work and turning the assignment in when due. The
student may be upset or refuse when asked to move to complete the work. I
will stay firm in my decision reminding the student that their new seat could
become permanent. The move is to help the student complete your
homework and get their grade up. If the student continues to cause problems
give the student a detention.
5B. Management -Students are not pushing or shoving another student while standing in line to
Issues
complete the interactive activity on the chalkboard.
-Remind students that they are not to be talking while standing in line. The
student working at the board may be distracted. The other students in the
class may be distracted from the activity at the board by the talking. If the
student cannot be quiet have the student sit down. The student has lost their
chance to take part in the interactive activity.
-Student being respectful to students that may be struggling. Help the
students that are showing difficulty by involving other members of the class
to assist the student. The other members need to express why they did that
particular step.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
-During the homework time allotted for the students have the student work
solely on their homework assignment. The homework time is not for talking.
If student choose to talk instead of working, (1) warn them once to get back
on task, and (2) second offense move the student who is talking to another
seat in the class.
6. Special
-Three students have difficulty in completing their work. Therefore, these
Accommodations students need their own work space to complete the task. The
(e.g. RTI, IEP, accommodation of moving these individuals to another seat is needed so that
Universal
the students stay on task. These three individuals will be moved during
Design, ELL,
homework time so that they work on the assignment efficiently instead of
gifted, etc.)
socializing during the time allotted to work on the assignment. The
individuals are not moved during the lecture portion because they are situated
in the front of the class to stay on task.
Special Notes
Instructional Decision Making
104
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
9
Lesson Date: Mon. Feb. 14, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
No changes were made to the Hog Hilton practice activity. Four students
struggled in the shorthand notation for electron configuration. The students
had difficulty recognizing what came next after the 3d level. I drew a chart
on the board showing how orbitals filled and the students seemed to
appreciate the chart. After providing the chart, the students that struggled
were able to complete the shorthand notation. Three students did not
understand what n=1, n=2, etc meant. After reviewing principle energy
levels with the students, the three individuals were able to explain in their
own words what n=1, n=2, etc.
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
One change that was made to the overall lesson was the addition of a second
presentation. A second presentation was included in the lesson because
presentations needed to be caught up since three snow days took place at the
beginning of the unit.
No changes were made to the Hog Hilton activity portion of the lesson.
The student who was to present second handled the presentation just fine.
The student was prepared for their presentation since warned in previous days
that the presentation schedule would be adjusted to accommodate for the
snow days. Therefore, the change in the lesson was handled fine by the
students.
No changes need to be made to the next lesson.
No changes need to be made for an individual or group.
I would not make any changes to the lesson, if I was going to teach the lesson
again.
Lesson Number:
10
Lesson Date: Tues. Feb. 15, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.3b - Model and describe the chemical and physical characteristics of
matter (e.g., atoms, molecules, elements, compounds, mixtures).
National Standards
105
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
10
Lesson Date: Tues. Feb. 15, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
Objective
#6 – Given a periodic table, student will be able to apply the trend for atomic
size and ionization energy to explain properties associated with a specific
element.
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
-Students not putting anything in their mouth from the containers containing
metals and non-metals
-Student not destroying materials in the baskets
3B1. Notes
Power Point – Chapter 11 Presentation
3B2. Key
-What do we know about energy levels as we go down at group?
Questions
-What do we know about energy levels across a period?
-What happens to protons as we increase across a period?
-What kinds of elements tend to lose electrons?
-What energy level loses electrons more easily?
-So what happens to ionization energy down a group?
-What kinds of elements tend to gain electrons?
-So what happens to ionization energy across a period?
-Where would you find the most reactive non-metal?
-Where would you find the most reactive metal?
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
designate the
Time
Class Activity
Student Thinking: (What,
lesson segments
How, etc.?)
(discussion,
12:30- Take attendance while the news Students getting ready to listen to
activities, etc.). 12:31 article presenter gets prepared.
the news article presenter.
Each transition
12:31- Listen and grade the news
Students listening to the
should be noted 12:36 article presenter’s presentation. presenter. Students are allowed to
by a new row.
ask the presenter questions at the
Add or delete
end of the presentation. Also to
106
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
10
Lesson Date: Tues. Feb. 15, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
12:36- Collect electron configuration
Students will turn in electron
12:37 homework.
configuration homework.
12:37- Set: Place different elements
Set: Students wonder why they
12:45 on the front counter. Separate
are arranging objects into specific
the students into 3 groups.
groups. The students work with
Have the groups pick up a
members of the group to create a
basket containing different
generalize scheme of
elements. Have the students put organization.
the contents of the basket into
two different groups. Basket
contains = toothpaste, penny,
screw, foil, chalk.
12:45- Go over how the students
Students will answer the question
12:50 organize the elements. Ask one posed by the teacher. A spoke
group “How did you arrange the person for each group will report
objects?” Then ask the next
the group’s answer when teacher
group the same thing and then
asks.
ask the third group. Ask them
also why they chose that
arrangement.
12:50- Begin the lecture. Discuss
Student write notes about metal
12:53 metals and non-metals with the and non-metal characteristics.
students.
12:53- Have students get out the
Students get out their periodic
12:54 periodic table that they
table.
previously labeled.
12:54- Present atomic size to the
Students make generalization
1:05
students. Have the students
about atomic size. Student label
generalize atomic size works
periodic table with the trend.
for a group and for a period.
Students answer the questions
Then label the periodic table.
posed by the teacher. Students use
Key question: What do we
the knowledge they just learned to
know about energy levels as we solve the examples.
go down at group? What do we
know about energy levels
across a period? What happens
to protons as we increase across
a period? Give the students an
example to determine which
107
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
10
Lesson Date: Tues. Feb. 15, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
had large atomic size.
1:051:15
1:151:20
1:20
4. Daily
Evaluations
5A. Student
Behavior
Issues
STCH Semester: Spring 2011
Present ionization energy to the
students. Have the students
generalize ionization for a
group and for a period. Label
the periodic table with the trend
Key questions: What kinds of
elements tend to lose electrons?
What energy level loses
electrons more easily? So what
happens to ionization energy
down a group? What kinds of
elements tend to gain electrons?
So what happens to ionization
energy across a period? Give
the students an example to
determine which has higher
ionization energy.
*Closure: Summarize the
lesson. Repeat the trend for
atomic size and ionization
energy. Ask the student: Where
would you find the most
reactive non-metal? Where
would you find the most
reactive metal? Assign the
homework assignment. #48,
51-57 due tomorrow. Student
can work on the assignment for
the remainder of the period.
Dismiss the students at the bell
Students make generalization
about ionization energy. Student
label periodic table with the trend.
Students answer the questions
posed by the teacher. Students
use the knowledge they just
learned to solve the examples.
Closure: Students answer the
questions posed by the teacher.
Students write down homework
assignment.
Students leave the classroom for
the next class.
-Homework Assignment #48, 51-57 (Zumdahl, Zumdahl, & DeCoste, 2002,
pp.356)
-Observation of student performance
-Questioning
-Student refusing to work with another student. Have the student work with
another group so that activity can go on as planned so that time is not wasted
because multiple things have to be covered.
-When working on homework, three individuals in the class have a difficult
time completing their work and turning the assignment in when due. The
student may be upset or refuse when asked to move to complete the work. I
will stay firm in my decision reminding the student that their new seat could
108
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
10
Lesson Date: Tues. Feb. 15, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
become permanent. The move is to help the student complete your
homework and get their grade up. If the student continues to cause problems
give the student a detention.
5B. Management -At the end of the lesson, the students will be provided some time to
Issues
complete their homework. The homework allows the students to practice
applying the concepts. The students should work on their own homework. I
will monitor the class checking the students work to make sure concepts are
applied correctly. If students have questions, they will ask their question.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
-During the homework time allotted for the students have the student work
solely on their homework assignment. The homework time is not for talking.
If student choose to talk instead of working, (1) warn them once to get back
on task, and (2) second offense move the student who is talking to another
seat in the class.
-Have a member of the group get the basket at the start of the activity.
Supplies put back in the basket once the activity is complete. Have a group
member return the basket back to the front counter.
-Students not putting materials in their mouth or take materials from the
basket. Make sure that all supplies are put back in the basket.
-Students not pushing or shoving when they are getting the supplies from the
counter or moving into their group.
-Ask different student’s answers to the questions posed during the lesson, so
that one student is not constantly supplying the answers. If a student is
unsure about a question response ask them what they are unsure about or do
not understand.
-Make sure that the groups are working toward the task, not socialize. This
can be accomplished through walking around and observing the students. If
talking is happening over work then tell the group to get back to work and
ask them a question about what they have done.
-Students will turn in their homework assignment from the previous day
lesson. When students turn in their homework, they will pass the homework
forward to the front row. The person in the front row will hand in the
homework to the teacher.
6. Special
-Three students have difficulty in completing their work. Therefore, these
Accommodations students need their own work space to complete the task. The
(e.g. RTI, IEP, accommodation of moving these individuals to another seat is needed so that
Universal
the students stay on task. These three individuals will be moved during
Design, ELL,
homework time so that they work on the assignment efficiently instead of
gifted, etc.)
socializing during the time allotted to work on the assignment. The
individuals are not moved during the lecture portion because they are situated
in the front of the class to stay on task.
109
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Special Notes
STCH Semester: Spring 2011
Lesson Number:
10
Lesson Date: Tues. Feb. 15, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
No changes were made to the lesson in terms of the concepts. The students
enjoyed the interactive activity of classifying objects into similar groups. All
groups had categorized the objects into metals and non-metals. Two groups
had put chalk in the non-metal group instead of the metal group. Asking
students questions about the chemical make-up of chalk helped students to
properly group this object into the right category. Students properly applied
the trends for atomic size and ionization energy.
Task 5.2
One change that was made to the overall lesson was the addition of a second
presentation. A second presentation was included in the lesson because
presentations needed to be caught up since three snow days took place at the
beginning of the unit.
No changes were made to the concept portion of the lesson.
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
The student who was to present second handled the presentation just fine.
The student was prepared for their presentation since warned in previous days
that the presentation schedule would be adjusted to accommodate for the
snow days. Therefore, the change in the lesson was handled fine by the
students.
No changes need to be made to the next lesson.
No changes need to be made for an individual or group.
If I was to teach the lesson again, I would include more objects in the
introductory activity of having students classify different objects as metals
and non-metals. The objects used in the lesson worked work, but I think a
few more objects would require the students to use their prior knowledge to
recognize how objects are grouped and then ultimately able grouping to the
periodic table.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
Lesson Number:
11
Lesson Date: Wed. Feb. 16, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.3b - Model and describe the chemical and physical characteristics of
matter (e.g., atoms, molecules, elements, compounds, mixtures).
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
110
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
11
Lesson Date: Wed. Feb. 16, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
National Standards
U.1 - Systems, Order, and Organization
Types and levels of organization provide useful ways of thinking about the
world. Within these systems, interactions between components occur.
Further, systems at different levels of organization can manifest different
properties and functions.
U.2 - Constancy, Change, and Measurement
Most things are in the process of becoming different – changing – some
properties of objects and processes are characterized by constancy.
Interactions within and among systems result in change. Changes vary in
rate, scale, and pattern, including trends and cycles.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
Objective
#5 – With the aid of the periodic table, students will identify elements based
upon the element’s characteristics by demonstrating the role of the element’s
electron configuration, atomic size, ionization energy, and valence electrons.
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
-Student not cutting themselves or anything beside the paper that contains the
elements.
3B1. Notes
Periodic Table Lab
3B2. Key
-How did you group the elements?
Questions
-What pattern do elements on the periodic table follow?
-What tends do you notice now that the placement is correct?
-What happens to the melting point down a group and across a period?
-What about the reactivity?
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
111
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
STCH Semester: Spring 2011
Lesson Number:
11
Lesson Date: Wed. Feb. 16, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Time
Class Activity
Student Thinking: (What,
How, etc.?)
12:30- Take attendance while the news Students getting ready to listen to
12:31 article presenter gets prepared.
the news article presenter.
12:31- Listen and grade the news
Students listening to the
12:36 article presenter’s presentation. presenter. Students are allowed to
ask the presenter questions at the
end of the presentation. Also to
get students to stay focused, all
students know that they can lose
points on their presentation for
being disrespectful to the
presenter.
12:36- Collect homework and lab
Students turn in their homework
12:37 reports from the students.
assignment and lab reports.
12:37- Set: Today we are going to
Set: Students listen to the agenda
12:40 complete a laboratory exercise
for the day. Students begin to
involving the periodic table.
look at the assignment passed out
Have students pass out the
to them wondering what they are
laboratory assignment, scissors, to accomplish.
and glue stick.
12:40- Closure: Read the directions of Students listen to the directions
12:42 the lab to the student off of the
and being to process what they
handout. The students are
are expected to accomplish in the
giving elements and asked to
assignment. The students will
arrange the elements based on
first cut out the elements on the
their properties. The students
handout, so they can easily move
will create a new periodic table the elements into groups by their
using the element on the
properties. The students use their
handout and make room for the knowledge about grouping to
missing elements. The students arrange the elements. Students
are to identify the properties of engaged because they are not
the missing elements.
listening to a lecture, but getting
to complete a laboratory activity.
12:42- Students have the rest of the
Students work on completing the
1:20
hour to work on the periodic
assignment. If they have
table exercise by themselves.
question, the student will raise
Tell the students if they get
their hand to ask the question.
done early and have not
completed homework
assignments they can work on
completing the missing
assignments for some points. If
all work is turned in, the
112
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
6. Special
STCH Semester: Spring 2011
Lesson Number:
11
Lesson Date: Wed. Feb. 16, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
students can prepare for the test
on Friday. Monitor the
classroom to observe the
student performance. Stop and
ask the students the following
questions: How did you group
the elements? What pattern do
the elements on the periodic
table follow? What trends do
you notice now that the
placement of the elements is
correct? What happens to the
melting point down a group and
across a period? What about
the reactivity?
1:20
Dismiss students at the bell
Students leave for their next class
-Observation of student performance
-Questioning
-Turning in completed laboratory exercise at the end of class
-Student getting frustrated because they cannot figure out the laboratory
exercise. Help the student will one of the elements. Encourage the student
while helping them figure out the proper location. Motivation of good work
will help the student see that they can do the exercise and not be frustrated.
-Students all separated from one another, so that the students can work on the
laboratory exercise without help from others.
-One student passed out the laboratory exercise to the students. Another
student passes out a glue stick to the students. Another student passes out a
pair of scissors to the students.
-Students not talking during the presentations. If talking happens, walk
quietly over to the student and tell them to stop talking. If the talking
continues after that move the student to another seat away from the other
students.
-Students turn in their homework by passing the papers to the front of the
class. Students turn in the laboratory exercise and materials on the front
counter to the appropriate pile or container at the end of the period.
-Students will turn in their laboratory experiment report. The students will
pass the lab report forward to the front row. The person in the front row will
hand in the lab reports to the teacher.
-Students will be respectful to the student presenting. Remind students that
they are to pay attention to the presentation. If any talking takes place, their
[the student’s] score can be lowered because they [student] are not listening
to the presenter.
-Students moved to a separate area to complete the laboratory exercise.
113
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Accommodations
(e.g. RTI, IEP,
Universal
Design, ELL,
gifted, etc.)
STCH Semester: Spring 2011
Lesson Number:
11
Lesson Date: Wed. Feb. 16, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Student works on the exercise by themselves. Teacher checks on the
struggling students more frequently to see how the students are doing and if
they have questions.
-All students will have the directions read aloud to them before the students
begin the laboratory exercise. Reading the directions aloud lets all students
know the expectations of the laboratory exercise.
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
Two changes were made to the lesson.
1) The first change to the lesson was the addition of a second presentation.
The addition of the second presentation was necessary to get all students
done before end of the quarter.
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
2) The second change to the lesson was how the students reported the correct
periodic table. The students still cut out the elements, but they did not glue
the correct arrangement to a sheet of paper. The students created their own
table by drawing the correct arrangement on a sheet of paper. On the back of
the paper, the students identified the trends noticed on their new periodic
table. The students also predicted properties of the missing elements. The
change was made because glue sticks and a sheet of paper the correct size
(11x14) were unable.
1) The student who was to present second handled the presentation just fine.
The student was prepared for their presentation since warned in previous days
that the presentation schedule would be adjusted to accommodate for the
snow days. Therefore, the change in the lesson was handled fine by the
students.
2) The students did not like that they had to create the chart. The students
were able to predict the properties of the missing elements and identify trends
of the elements. A majority of the students chose to use the same format
demonstrated in previous classes by myself to label trends. The students
drew arrows across and down the periodic table and then labeled the arrow
for the particular trend the student had identified.
No changes need to be made for the next lesson.
No changes need to be made for an individual or group of students.
If I was to teach the lesson again, I would allow the students to work in
groups when putting the elements in the correct arrangement. The students
114
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson if you
were to teach it
again to another
group.
Lesson Number:
11
Lesson Date: Wed. Feb. 16, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
seemed to struggle at putting the elements into the proper arrangement and
had several questions. When prompted with questions the students were able
to group the elements. The grouping of students would help because a
student would be able to ask their peers questions about how they grouped
the elements. After letting the students work on the task for 5 to 10 minutes,
I may provide questions for the students to use to group the elements. I liked
the activity because the students were able to practice arranging elements
based on properties and use their prior knowledge of how to group objects.
In the end, I need to make some modifications to lesson before teaching again
so that the lesson moves smoother and the students do not feel as lost,
prompting a multitude of questions to be asked.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Lesson Number:
12
Lesson Date: Thurs. Feb. 17, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
U.1 - Systems, Order, and Organization
Types and levels of organization provide useful ways of thinking about the
world. Within these systems, interactions between components occur.
Further, systems at different levels of organization can manifest different
properties and functions.
U.2 - Constancy, Change, and Measurement
Most things are in the process of becoming different – changing – some
properties of objects and processes are characterized by constancy.
Interactions within and among systems result in change. Changes vary in
rate, scale, and pattern, including trends and cycles.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
115
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
12
Lesson Date: Thurs. Feb. 17, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
the repeating pattern of outermost electrons and their permitted energies.
B.6.3 - Interactions of Energy and Matter
Each kind of atom or molecule can gain or lose energy only in particular
discrete amounts and thus can absorb and emit light only at wavelengths
corresponding to these amounts. These wavelengths can be used to identify
the substance.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objectives
#1 – The students will be able to classify orbitals as s, p, d, f, given
characteristics associated to the orbital so to demonstrate the properties of
electrons.
#2 – Given a periodic table, the student will be able to identify the electron
configuration for a specific element demonstrating the element’s unique
arrangement of electrons and advancement in electron notation.
#3 – Students will differentiate between valence electrons and core electrons
to express the periodic nature of an element.
#4 – Given an example of a flame test, the students will be able to explain the
change in color of the flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to excited state.
#5 – With the aid of the periodic table, students will identify elements based
upon the element’s characteristics by demonstrating the role of the element’s
electron configuration, atomic size, ionization energy, and valence electrons.
#6 – Given a periodic table, students will be able to apply the trend for
atomic size and ionization energy to explain properties associated with a
specific element.
#7 – The students will be able to define wavelength and frequency to
demonstrate the role of each component in atom excitation.
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
-No lab component with this lesson
-Students not rough housing around getting into seats
-Students walking when entering class or leaving class to get to their seats
116
Name: Science - Target Example
STCH Semester: Spring 2011
Lesson Info
Daily Lesson
Plan Item
Lesson Number:
12
Lesson Date: Thurs. Feb. 17, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-Students not jumping out of their seat when they get a Bingo
3B1. Notes
Bingo Review
3B2. Key
Review Day – No key questions to ask the students unless the students want a
Questions
concept reviewed, where questions would be necessary to get the students
engaged in the concept being discussed.
3B3. Classroom Below is a miniature table for you to complete. If you need to add or
Activities:
delete rows, for this section, please do so only within this part of the
Please note, the overall table. This is done in the same way as you would normally. Be
rows between
sure to include any key questions you might ask for a given part of your
set and closure
lesson as well as a very brief description of the activities as appropriate
are to be used to for the reader to follow your thoughts.
designate the
Time
Class Activity
Student Thinking: (What,
lesson segments
How, etc.?)
(discussion,
12:30- Set: Present the students with
Set: Students listen to the agenda
activities, etc.). 12:32 the agenda for the day. Four
for the day.
Each transition
students will present their news
should be noted
article presentation. Remainder
by a new row.
of the time – review for exam.
Add or delete
12:32- Collect the laboratory activity
Students will pass the laboratory
rows as needed. 12:33 from yesterday.
activity to the front of the class.
12:33- Listen and grade the news
Students listening to the
*Please note,
1:50
article presenter’s presentation. presenter. Students are allowed to
closure may not
Take attendance during the first ask the presenter questions at the
be the last thing
presentation.
end of the presentation. Also to
you do in your
get students to stay focused, all
lesson. If you
students know that they can lose
plan to give
points on their presentation for
time for doing
being disrespectful to the
homework, that
presenter.
would come
1:50- Closure: Play BINGO with
Students label their bingo cards.
after closure.
1:20
terms and electron
During the game the students
configurations for the review.
mark their term or configuration
Give each student a bingo card. when the correct definition or
Write the terms for the bingo
element is given. Some students
card on the board. Allow the
will struggle with this activity
students to make out their bingo because they have not studied for
cards (5minutes). Play the
the exam yet. Other students will
game using the supplemental
do just fine. The students will
notes. Remaining time the
show excitement about activity
student can spend study for the because it is something different.
test by themselves.
1:20
Dismiss the students at the bell Students will leave the class for
their next class.
4. Daily
Observation of student performance
117
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
STCH Semester: Spring 2011
Lesson Number:
12
Lesson Date: Thurs. Feb. 17, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
-Student getting upset if they do not win at bingo. Remind the student that
the review was just a fun way for the students to demonstrate what they
knew.
-Students yelling “bingo” when they have their card filled properly based on
the type of Bingo played. Remind students that yelling is unnecessary.
-Students will pass their laboratory activity from yesterday to the front of the
classroom. The individuals in the front row will hand the assignment into the
teacher.
-One student will pass out a bingo card to each individual in the class.
-The terms for the bingo game will be written on the board. Students may
place a term in any location on their bingo card.
-At the end of the bingo game, the students will be provided some time to
study for their exam. The study time will allow the students to review and
practice concepts.
-During the study time, the student work solely on preparing for the exam.
The student should not be talking. If student choose to talk instead of
working, (1) warn them once to get back on task, and (2) second offense
move the student who is talking to another seat in the class.
6. Special
-All students will have the answers for the bingo game read aloud. The
Accommodations definition/term for an answer on the bingo card will be read to the students
(e.g. RTI, IEP, twice before the next definition/term is read.
Universal
-All students have a chance to ask questions about concepts they are unsure
Design, ELL,
about at the beginning of the review time. The students will be asked if they
gifted, etc.)
have any questions over the concepts to be addressed on the exam.
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
Two changes were made to the lesson.
1) Instead of four presentations, only one presentation was given. The
change was made to allow the students to have more time to study for the
exam. Lowering the amount of presentations given allowed the students
to ask more questions about concepts that the students did not
understanding well.
2) The second changed involved providing the students with a review sheet.
Mr. Glick usually provides the students with a practice test on the day of
the review. I initially planned on the students using their notes to prepare
118
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
STCH Semester: Spring 2011
Lesson Number:
12
Lesson Date: Thurs. Feb. 17, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
for the exam, but after realizing what was previously provided to the
students, I felt that the students needed some guidance. Therefore, I put
together a review sheet that touched upon all the concepts taught through
the unit. The students could spend time working on the review sheet for
the remainder of the class time after the bingo game.
The changes made to the lesson were handled great by the students. The
students still left to present did not mind the extra time. I think the students
were relieved that they did not have to present their presentation on the
review day.
The students were glad to have a review sheet. Some of the students were
worried about the kind of test they were going to be provided. The students
spent time after the bingo game working on the review sheet. Four students
asked questions about concepts, especially electron configuration. These
individuals were worried how the ordering went after reaching the 3d orbital.
After viewing the concepts of how orbitals are arranged these individuals
seemed to grasp the concept. All in all, the students thought the review sheet
was beneficial for helping them prepare for the exam.
No changes need to be made to the next lesson.
No changes need to be made for an individual or group in the next lesson.
If I was to teach the lesson again, I think that I may create several bingo cards
ahead of time. The students seemed to take awhile to get their bingo card
filled out. Creating the cards ahead of time would save some time, so that the
reviewing can take place sooner.
Lesson Number:
13
Lesson Date: Fri. Feb. 18, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
State Standards
12.C.4a - Use kinetic theory, wave theory, quantum theory and the laws of
thermodynamics to explain energy transformations.
12.C.4b - Analyze and explain the atomic and nuclear structure of matter.
National Standards
U.1 - Systems, Order, and Organization
Types and levels of organization provide useful ways of thinking about the
world. Within these systems, interactions between components occur.
Further, systems at different levels of organization can manifest different
properties and functions.
U.2 - Constancy, Change, and Measurement
119
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
13
Lesson Date: Fri. Feb. 18, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Most things are in the process of becoming different – changing – some
properties of objects and processes are characterized by constancy.
Interactions within and among systems result in change. Changes vary in
rate, scale, and pattern, including trends and cycles.
B.2.1 - Structure and Properties of Matter
Atoms interact with one another by transferring or sharing electrons that are
furthest from the nucleus. These outer electrons govern the chemical
properties of the element.
B.2.2 - Structure and Properties of Matter
An element is composed of a single type of atom. When elements are listed
in order according to the number of protons (called the atomic number),
repeating patterns of physical and chemical properties identify families of
elements with similar properties. This “Periodic Table” is a consequence of
the repeating pattern of outermost electrons and their permitted energies.
B.6.3 - Interactions of Energy and Matter
Each kind of atom or molecule can gain or lose energy only in particular
discrete amounts and thus can absorb and emit light only at wavelengths
corresponding to these amounts. These wavelengths can be used to identify
the substance.
G.3.4 - Historical Perspectives
The historical perspective of scientific explanations demonstrates how
scientific knowledge changes by evolving over time, almost always building
on earlier knowledge.
Objectives
#1 – The students will be able to classify orbitals as s, p, d, f, given
characteristics associated to the orbital so to demonstrate the properties of
electrons.
#2 – Given a periodic table, the student will be able to identify the electron
configuration for a specific element demonstrating the element’s unique
arrangement of electrons and advancement in electron notation.
#3 – Students will differentiate between valence electrons and core electrons
to express the periodic nature of an element.
#4 – Given an example of a flame test, the students will be able to explain the
change in color of the flame by referring to the atomic spectrum, energy
level, and role of electrons from the ground to excited state.
120
Name: Science - Target Example
Lesson Info
Daily Lesson
Plan Item
STCH Semester: Spring 2011
Lesson Number:
13
Lesson Date: Fri. Feb. 18, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
#5 – With the aid of the periodic table, students will identify elements based
upon the element’s characteristics by demonstrating the role of the element’s
electron configuration, atomic size, ionization energy, and valence electrons.
#6 – Given a periodic table, students will be able to apply the trend for
atomic size and ionization energy to explain properties associated with a
specific element.
#7 – The students will be able to define wavelength and frequency to
demonstrate the role of each component in atom excitation.
3. Instructional
Procedures
3A. Safety!!
3B1. Notes
3B2. Key
Questions
3B3. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Leave this blank – go to 3A.
No lesson this day – Chapter 11 test
-Students not rough housing around when entering or leaving the classroom
No notes, Chapter 11 Test
-Any last minute questions before handing out the test?
Below is a miniature table for you to complete. If you need to add or
delete rows, for this section, please do so only within this part of the
overall table. This is done in the same way as you would normally. Be
sure to include any key questions you might ask for a given part of your
lesson as well as a very brief description of the activities as appropriate
for the reader to follow your thoughts.
Time
Class Activity
Student Thinking: (What,
How, etc.?)
e.g.
Set: Today is Chapter 11 test.
Set: Students looking over notes
12:30- Does anyone have any last
for one last time before the test is
12:35 minute questions before
to be given out. The students will
handing out the test? Answer
raise their hand to ask the teacher
any questions that the students
question. When called on by the
may have. Limit the questions
teacher the student will ask their
to three, so that the students do question and listen for a response.
not take up too much time.
All students will listen to the
question asked and the answer
given respectively.
12:35- Pass out the periodic table
Students will receive the periodic
12:36 (yellow sheet) for the students
table.
to reference on the exam.
12:36- Closure: Remind the students
Students will put everything
12:38 to turn in the exam back on the under their desk except the
teacher’s desk when they are
periodic table and a pencil.
finished. When finished the
Students will listen to the
students may work on other
directions of what they should do
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Lesson Info
Daily Lesson
Plan Item
4. Daily
Evaluations
5A. Student
Behavior
Issues
5B. Management
Issues
STCH Semester: Spring 2011
Lesson Number:
13
Lesson Date: Fri. Feb. 18, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
homework they brought with
once completed with the test.
them, read a book, or read
ahead in the next chapter.
Everyone should remain quiet
while the test is still. Put
everything under your desk
except for the yellow periodic
table and pencil.
12:38- Pass out the test. Remind the
Students will receive the test.
12:39 students that no talk should take
place now that the test is being
handed out.
12:39- Students take the exam. Take
Students will take the test. If a
1:20
attendance on Skyward.
student has a question, the student
Monitor the classroom to make will raise their hand and wait for
sure that the students are taking the teacher to come to their desk
the test and not trying to cheat.
to ask the question. When the
If a student raises their hand,
student is done with the test, the
address their question. Do not
student will place the test and
give the student help. When
periodic table in the correct pile
students turn in the test make
on the teacher’s desk. The
sure they are remaining quite.
student will return to their seat
Also monitor to make sure the
and work quietly on other
students are working on
homework, read a book, or read
something once the test is
ahead in the next chapter.
complete.
1:20
Dismiss the students at the bell. Students leave the classroom for
their next class.
Chapter 11 post-assessment
-Student not being disruptive when they do not know the answer, such as
tapping pencil on the desk or getting up to blow their nose constantly
-When turning in the test remind students will do so quietly so that each
student can have a relatively quiet atmosphere to complete the postassessment.
-The door to the classroom will be closed once the students begin taking their
test. Closing of the door will help to minimize distractions, so that the
students can focus on the test.
-Desks in the class will be arranged into three rows. Students will seat in
these rows when taking the test. The desks will not be moved once an
individual completes the test. The arrangement of desks will be the same all
day long.
-When turning in the test, the student will bring their test and yellow periodic
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Lesson Info
Daily Lesson
Plan Item
Lesson Number:
13
Lesson Date: Fri. Feb. 18, 2011
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
table sheet to the back of the classroom. The student will put their test and
periodic table in the appropriate location.
-At the beginning of the class period, the students will put everything way
except a pencil. The students will put their materials under their desk.
6. Special
-Arrangement of the desks for the pre-assessment. Every student not having
Accommodations another individual sitting beside them. An individual may be in front and/or
(e.g. RTI, IEP, behind the student.
Universal
Design, ELL,
gifted, etc.)
Special Notes
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit; that is
why Tasks 4.4 and 4.5 precede Table 7. Teaching Process 5 items should be completed only after
you have begun your teaching. In the space at the right of each Task number, please provide the
information as described in the WTWS-Science.
Task 5.1
One change was made to the lesson.
Task 5.2
Task 5.3
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
The change made to the lesson was to give the students five minutes before
the test to look over their notes. The decision was made so that the students
could look one last time at a concept they may be struggling to remember.
By giving the students a quick study time, I was able to collect any materials
from students that had not submitted work in the previous days on time for a
late grade.
The class was split 50/50 on the extra five minutes of study time given at the
beginning of the period. About half of the class wanted to take the test
immediately because they were ready to get the test done. The other half of
the class, really appreciated the extra time and wish the time given was
longer than five minutes.
No changes need to be made for the next lesson.
No changes need to be made for an individual or group in the next lesson.
If I was teach the lesson again and I will definitely give assessments again, I
would include a five minute time at the beginning of the period for the
students to look over their notes one last time. Providing the students with
the extra study time allows me to get all materials ready (especially having
the periodic table in the same location as the blank test, instead at the back of
the room).
Analysis and Interpretation of Student Learning Performance
(Teaching Process 6)
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Tasks 6.1-6.3: Look carefully at the requirements for Tasks 6.1 through 6.3. Then in the space
provided below, provide your analysis and interpretation of student learning performance. Be sure to
use graphs, charts, etc. to augment your discussion. Be sure to use numbers or letters to represent
individual students and not names. Also, be sure to reference any charts, tables, etc., within the body
of the text – this is how the reader knows when you want them to examine the figure or table. Use
APA as your style guide for this paper. Be sure to use subheadings so that the reader can easily find
information for each of the tasks. You may choose to use the task names for headings or some other
name as befits your paper. Be sure to carefully look at the rubrics for both Teaching Process 6 as
well as the Science Program.
Students’ progress through the unit was measured in two post-assessments. The postassessments used were an exam and laboratory report. The exam consisted of 27 questions presented
in a variety of formats. The formats of questions on the assessment included matching, multiple
choice, labeling, and free response. The laboratory report consisted of three analysis and application
questions that required the students to apply the inquiry portion of the lab to concepts in class to
explain their [student] understanding of atom excitation. The questions on the post-assessments were
graded for the correct response. Questions on the post-assessments were weighted differently
depending on the difficulty of the concept being addressed (see Task 3.2, Table 7: Weight of PostAssessment Questions). In analyzing the post-assessments, students’ responses were checked for
alternative conceptions along with partially correct and correct answers. The analysis of the postassessments allowed me to see how the students’ progressed into meeting each objective and
ultimately the Illinois Learning Standards and the National Science Teaching Standards.
Each student was given a numerical value on the post-assessment exam and laboratory report
for his/her performance. The total numerical value of the post-assessment exam was 40 and the
laboratory report was 25. The students’ results can be seen in Graph 1: Student Post-Assessment
Scores (see Graph 1).
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Graph 1: Student Post-Assessment Scores
Student Post-­‐Assessment Scores 40 35 Score 30 25 20 Post-­‐Assessment Exam 15 Post-­‐Assessment Lab Report 10 5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student The exam and lab report scores help to demonstrate the numerical performance of the
students, but do not demonstrate how well the students were achieving the objectives and standards.
Therefore, the post-assessments were broken down by objectives so that student performance could
be analyzed and compared to the pre-assessment to ultimately demonstrate whether the students had
enhanced their knowledge.
The students’ responses were graded on a scale to see how close the students were to
achieving the objectives. The scale used was exceeded, met, partially met, or did not meet. Not all
questions on the post-assessment contained the exceeded category. To exceed, the students needed to
provide a, sketch, definition or explanation that used multiple concepts to answer the question. To
meet the question, the students needed to provide a detailed explanation of the concept with the
correct answer. To partially meet the question, the students needed to provide an explanation, which
contained a portion of the correct answer. If the students provided a completely incorrect answer, the
students did not meet the question. The students’ responses were also graded for alternative
conceptions that the students held about the concepts being addressed. The above grading method
was used for all objectives associated with the unit.
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Name: Science - Target Example
STCH Semester: Spring 2011
Objective 1
The students will be able to classify orbitals as s, p, d, f, given characteristics associated to the
orbital so to demonstrate the properties of electrons.
The post-assessment exam included six questions that satisfied this objective. The questions
were 6, 9, 16, 21, 22, and 23. Question 6 was a matching question where the students had to identify
the correct definition for the given term. Questions 9 and 16 were multiple choice. Questions 21, 22,
and 23 were labeling where the students had to correctly identify the location of the orbital on the
periodic table. The performance of the class as a whole can be seen in Table 1: Post-Assessment
Performance by Questions for Objective 1 (see Table 1).
Table 1: Post-Assessment Performance by Questions for Objective 1
Question 6:
Match
“Orbital” to
definition
Question 9:
What is the
maximum
number of
electrons
that can be
in the
second
principal
energy
level?
Question 16: Question 21: Question 22: Question 23:
How many
Label
Label
Label
electrons
“Location of “Location of “Location of
can be in the d-orbitals”
s-orbitals”
p-orbitals”
3p sublevel?
MET
14/15 or
93%
6/15 or 40%
15/15 or
100%
8/15 or 53%
11/15 or
73%
7/15 or 47%
DID NOT
MEET
1/15 or 7%
9/15 or 60%
0/15 or 0%
7/15 or 47%
4/15 or 27%
8/15 or
53%
When looking at the performance of the students by question for Objective 1, the students did
best on Question16 with all of the students correctly identifying the number of electrons in the 3p
sublevel. The students also did particularly well on Question 6. Only one student could not define
the term orbital. Students did the worst on Question 9 with nine out of 15 answering incorrectly. The
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other area of weakness involved Questions 21, 22, and 23. The students struggled in labeling the
correct location. More students correctly labeled the location of the s-orbitals than the p- and dorbitals. When reviewing the exam results, the majority of the students had switched the p- and dorbitals location with some of the students switching the s- and p-orbitals. The performance on these
particular labeling questions showed that the students did not know the proper location on the
periodic table of the orbitals. Therefore, the class needed to review these concepts before moving
into the next chapter.
Besides just looking at performance by question, the post-assessment results were compared
to the pre-assessment. The results were compared by individual performance in achieving the
objective. For a student to met the objective and the standards, the student needed to get 80% of the
questions for the objective correct. To partially meet, the student needed to get 75% of the questions
for objective correct. Student performance can be seen in Graph 2: Pre- and Post-Assessment Results
for Objective 1 (see Graph 2). When looking at the graph, students that met will have a score of 2,
partially met a score of 1.5 and did not meet a score of 1. One student throughout the unit went
backwards. On the pre-assessment, the student partially met the objective, but after the postassessment the student did not meet the objective. This backwards direction demonstrates that the
student did not know the concepts correctly and questioning must be used to see whether the student
has formed an alternative conception over the material. Two students continued to progress in
meeting the objective by expanding their knowledge over the concepts from the pre-assessment to the
post-assessment. Four students greatly increased their understanding of the concepts through the unit
showing that these individuals made appropriate connections to their prior knowledge and ultimately
were learning. Overall, six students met the objective and were progressing to master the standards
about the properties and roles of atoms in an element. The other nine students need the concept
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involving orbitals to be readdressed so that appropriate connections can be made with their prior
knowledge before advancing into more complex concepts.
Graph 2: Pre- and Post-Assessment Results for Objective 1
Pre-­‐ and Post-­‐Assessment Results 2.5 Score 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student Objective 2
Given a periodic table, the student will be able to identify the electron configuration for a specific
element demonstrating the element’s unique arrangement of electrons and advancement in electron
notation.
The post-assessment used to analyze student performance was the exam. The exam consisted
of six questions in either multiple choice or free response. Questions 10, 14, 15, and 18 were
multiple choice as Questions 24 and 25 were free response. Table 2: Post-Assessment Performance
by Question for Objective 2 shows the whole class performance (see Table 2).
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Table 2: Post-Assessment Performance by Question for Objective 2
Question 10:
The
configuration
for the
outermost
energy level
of sulfur(S) is
Question 14: The
element whose
electron
configuration is
1s22s22p63s23p64s2
Question 15:
Which
neutral atom
has an
electron
configuration
ending in
6s2?
Question 18:
The electron
configuration
of arsenic
(As) is:
Question
24: Draw
the orbital
notation
for
magnesium
Question 25:
Draw the
electron
configuration
notation for
tin.
MET
9/15 or 60%
15/15 or 100%
10/15 or 67%
15/15 or
100%
8/15 or
53%
2/15 or 13%
PARTIALLY
MET
N/A
N/A
N/A
N/A
3/15 or
20%
8/15 or 53%
DID NOT
MEET
6/15 or 40%
0/15 or 0%
5/15 or 33%
0/15 or 0%
4/15 or
27%%
5/15 or 33%
Students performed the best on Questions 14 and 18. Students were able to identify an
element given the element’s electron configuration or identify an element’s electron configuration
given an element. On these two questions student demonstrated that they understood the concept of
electron configuration of an element. More than half the class was able to identify the outermost
energy level for an element and also use an outermost electron configuration to identify an element.
The few students that could not complete this problem need to be refreshed on the concept of
outermost energy level or outermost electron configuration. When the students completed the free
response portion involving electron configuration (Questions 24 and 25), the students did the worst
on performance. The students demonstrated that they did not understand the correct terminology for
what the question was asking. Most of the students who missed Question 25 provided the orbital
notation instead of the shorthand notation. The majority of the students who missed Question 24
provided the shorthand notation. The students that did not know the correct name for each method
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did understand electron configuration. The students could put the correct number of electrons in each
sublevel and the correct orientation of principle energy level and sublevel. A few students could not
remember which sublevel came after 3d and put the 3f sublevel instead of the 4p. Therefore, the
majority of the students partially met the objective based on applying the concepts of electron
configuration to an element. The students need to learn the correct terminology for the different
methods before moving ahead in mastering electron configuration.
The results of the post-assessment were compared to the pre-assessment. The results were
compared on individual performance. A student needed to get 80% of the questions correct to meet
and 75% of the questions to partially meet. Scoring will be the same as Objective 1 when comparing
the pre- and post-assessment results. Student performance can be seen in Graph 3: Pre- and PostAssessment Results for Objective 2 (see Graph 3).
Graph 3: Pre- and Post-Assessment Results for Objective 2
Pre-­‐ and Post-­‐Assessment Results 2.5 Score 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student When looking at performance from the beginning to the end of the unit, two students
continued to improve upon their understanding of electron configuration. Six students showed huge
improvement in their knowledge of electron configuration. These students did not meet the objective
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on the pre-assessment, but on the post-assessment they met the objective. Just under half of the class
struggled with electron configuration for an element. These individuals seem to be missing a small
portion of the concept and need their weakness to be addressed. One area that these individual need
addressed involves what comes next in filling of orbitals (what principle energy level and sublevel)
and ultimately where orbitals are located on the periodic table, which involves Objective 1. By
refreshing concepts and practice, the students can master the role of electron configuration to
successfully apply the standards in learning the properties of an element.
Objective 3
Students will differentiate between valence electrons and core electrons to express the periodic
nature of an element.
The post-assessment exam contained three questions that satisfied the objective. The three
questions were Question 1, 7, and 17. Questions 1 and 17 were matching a term to the correct
definition as Question 17 was multiple choice. The whole class performance on each question can be
viewed in Table 3: Post-Assessment by Question for Objective 3 (see Table 3).
Table 3: Post-Assessment by Question for Objective 3
MET
DID NOT MEET
Question 1: Match
“Core electrons” to
definition
Question 7: Match
“Valence electrons” to
definition
15/15 or 100%
0/15 or 0%
15/15 or 100%
0/15 or 0%
Question 17: Which
one of the following
elements has three
valence electrons?
4/15 or 27%
11/15 or 73%
The students did the best on the matching questions of the post-assessment thus being able to
define core and valence electrons. The students did the worst when they had to apply the definitions
to a more complex concept. Therefore, a majority of the students demonstrated that they could recall
a concept, but could not apply the concept. To help the students succeed in achieving the standards,
the students need to practice applying the definitions to an advance problem.
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When comparing the post-assessment to the pre-assessment, the students showed a huge
improvement. On the pre-assessment the students were asked to only define core electrons and
valence electrons. No students were able to correctly define both terms. By the end of the unit, all
students were able to correctly define the terms. Therefore, the students showed they could
differentiate between the terms and met part of the objective. All students did not meet the whole
objective because they were unable to apply the definitions to a complex situation. For a student to
meet the objective, they had to get 80% of the questions correct on the post-assessment. Only
students 4, 5, 7, and 12 obtained this status and achieved the objective. All students are in the process
of progressing to achieve the standards. Through more practice of applying valence and core
electrons to advanced concepts, the students will achieve the standards in a very short time.
Objective 4
Given an example of a flame test, the students will be able to explain the change in color of the flame
by referring to the atomic spectrum, energy level, and role of electrons from the ground to excited
state.
The objective was satisfied through the post-assessment exam. The exam contained four
questions which were Questions 2, 4, 11, and 27. Questions 2 and 4 were matching, Question 11 was
multiple choice, and Question 27 was free response. The students’ performance per question as a
class can be viewed in Table 4: Post-Assessment by Question for Objective 4 (see Table 4).
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Table 4: Post-Assessment by Question for Objective 4
EXCEEDED
MET
DID NOT
MEET
Question 2:
Match “Excited
state” with
definition
Question 4:
Match “Ground
state” with
definition
Question 11:
When an electron
in an atom moves
from an excited
state to the
ground state, it
may
N/A
14/15 or 93%
N/A
13/15 or 87%
N/A
14/15 or 93%
Question 27:
Explain what
causes copper
chloride to
produce a green
flame. Be sure to
provide details of
what is occurring.
1/15 or 7%
11/15 or 73%
1/15 or 7%
2/15 or 13%
1/15 or 7%
3/15 or 20%
The majority of the class met the objective. The students were able to define excited and
ground state and apply the definitions to more complex problems. The few individuals that struggled
in the objective did not know the definitions of excited and ground state, which progressed into
applying the definition to complex problems. One student on Question 27 provided a completely
inaccurate answer. The student explained how to ignite copper chloride and mentioned that methanol
caused the color. This individual answered Questions 2, 4, and 11 correctly. The student showed
that he/she had no idea of what the question meant. Questioning of the student though the process on
this particular question needs to happen to make sure the student has not formed an alternative
conception. Overall, the students that struggled need to be refreshed on the concept of atom
excitation and provided a few problems to practice. The other students have met the objective and
achieved the standards involving the role of atom’s properties in an element.
Besides looking at performance on the post-assessment, the results were compared to the preassessment. Graph 4: Pre- and Post-Assessment Results for Objective 4 demonstrates individual
performance from the beginning of the unit to the end of the unit (see Graph 4). Score on the
assessment is the same as Objective 1, except exceed is at 2.5.
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Graph 4: Pre- and Post-Assessment Results for Objective 4
Pre-­‐ and Post-­‐Assessment Results 3 2.5 Score 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student Twelve students greatly improved from the pre-assessment to the post-assessment. These
individuals demonstrated that they could apply multiple concepts to explain why an element can
produce a specific color. One of these twelve students excelled in achieving the objective. This
individual has already met the standards and understands significant properties of atoms in an
element. The eleven students have met the objective and are progressing to master the understanding
of atoms in elements, which ultimately demonstrates that the students can effectively apply the
standards to complex situations. Four of the students need remediation to achieve the objective and
progress to meet the standards. Through the unit the students did not enhance their learning in this
objective. Overall, the majority of the students were successful in meeting this objective.
Objective 5
With the aid of the periodic table, students will identify elements based upon the element’s
characteristics by demonstrating the role of the element’s electron configuration, atomic size,
ionization energy, and valence electrons.
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Objective 5 was satisfied through the post-assessment exam. The question from the exam
included Question 26 which was free response. Class performance on the objective can be seen in
Table 5: Post-Assessment Results by Question for Objective 5 (see Table 5).
Table 5: Post-Assessment Results by Question for Objective 5
MET
PARTIALLY MET
DID NOT MEET
Question 26: Identify three unknown elements
given characteristics of the element
3/15 or 20%
2/15 or 13%
10/15 or 67%
Students struggled greatly with this objective. Three students were able to identify all three
elements based on characteristics. These individuals demonstrated that they could apply multiple
concepts addressed through the unit. The concepts included atomic size, ionization energy, electron
configuration, and valence electrons. The students that met the objective are progressing further in
their understanding of atomic properties that elements exhibit to master the standards. Two students
were able to identify two of the elements; therefore, partially meeting the objective. These students
were unsure about one of the elements and had difficulty using the characteristics of the element to
properly identify the unknown element. The students demonstrated that they could apply some of the
concepts discussed in the unit but had difficulty applying the trend for atomic size. The remainder of
the class, which was ten students did not meet the objective and are a long way from achieving the
standards. These students that did not meet objective demonstrated that they did not understand the
basics of the concepts completely; therefore, not being able to apply the concepts to a more complex
situation.
When comparing the progress of the students’ understanding from the pre-assessment to the
post-assessment, a few students improved. However, the majority of the class still struggled in
applying concepts of the unit to a complex problem. The results of the individual students from the
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pre-assessment to the post-assessment can be visualized in Graph 5: Pre- and Post-Assessment
Results for Objective 5 (see Graph 5). The scoring for the performance was the same as Objective 1.
Two students went from not showing a strong understanding to met the objective over the course of
the unit. These individuals expanded their knowledge base about properties of elements. One
student went from partially met to met over the course of the unit. This individual enhanced his/her
knowledge by strengthening prior knowledge of the concepts to make a stronger connection with the
new material. Overall, the majority of the students struggled with applying the concepts to a complex
problem. The students need to practice applying the concepts to complex problems before moving
ahead to a more advanced complex problem.
Graph 5: Pre- and Post-Assessment Results for Objective 5
Pre-­‐ and Post-­‐Assessment Results 2.5 Score 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student Objective 6
Given a periodic table, students will be able to apply the trend for atomic size and ionization energy
to explain the properties associated with a specific element.
The post-assessment exam was used to analyze the student’s performance on achieving
Objective 6. The post-assessment exam consisted of five questions in a variety of formats. The
questions from the exam were Questions 5, 12, 13, 19, and 20. Question 5 was a matching question.
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Questions 12 and 13 were multiple choice as Questions 19 and 20 were labeling. The class
performance on this objective can be visualized in Table 6: Post-Assessment Results by Question for
Objective 6 (see Table 6).
Table 6: Post-Assessment Results by Question for Objective 6
MET
DID NOT
MEET
Question 5:
Match
“Ionization
energy” to
definition
Question 12:
Which of the
following is
the largest
atom?
Question 13:
Which of the
following has
the highest
ionization
energy?
Question 19:
Label “Atomic
size (increase,
decrease)
down a
group”
14/15 or 93%
8/15 or 53%
12/15 or 80%
11/15 or 73%
Question 20:
Label
“Ionization
energy
(increases,
decreases)
across a
period”
9/15 or 60%
1/15 or 7%
7/15 or 47%
3/15 or 20%
4/15 or 27%
6/15 or 40%
The students did well on achieving this objective. Question 5 had the highest amount of
students’ correctly matching ionization energy to the appropriate definition. Question 13 followed
with the second highest. In the question, the students had to apply the trend of ionization energy on
to a group of elements. Over half of the class demonstrated that they were able to apply the trend for
ionization energy. The students that struggled need the trend of ionization energy reviewed and they
need to complete additional practice problems. The more the student practice applying the trend the
closer the students will reach automaticity. Question 19 and 20 had just over half the class
succeeding on the question. The students had difficulty in labeling the trend on the periodic table.
Some of the students would label the term for the trend in the correct location, but did not mention
whether the trend increased or decreased. Students struggled the most on multiple choice Question
12. Just over half the class was able to identify the largest atom. These students demonstrated that
they were able to apply the trend for atomic size. The students that struggled in achieving the
question need to practice applying the trend for atomic size. The more practice of the concepts, the
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closer the students become to automaticity of the concept and ultimately meeting the objective and
standards.
The post-assessment results for this objective was compared to the pre-assessment results.
For a student to meet the objective on the post-assessment, students needed to correctly answer four
out of five or achieve an 80%. The results of the pre-assessment and post-assessment can be
visualized in Graph 6: Pre- and Post-Assessment Results for Objective 6 (see Graph 6). The scoring
on the graph is the same as Objective 1.
Graph 6: Pre- and Post-Assessment Results for Objective 6
Pre-­‐ and Post-­‐Assessment Results 2.5 Score 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student Student performance through the unit on Objective 6 was not great. Just over half of the class
met the objective and were progressing to achieve the State and National Standards in understanding
the properties of elements. On the pre-assessment, eight students partially met the objective. These
individuals could not apply the trends for all the problems presented to them, but could apply the
trend to a bulk of the problems. On the post-assessment, eight students met the objective
demonstrating that they could apply the trend for atomic size and ionization energy. Students 1, 4,
10, and 12 partially met the objective on the pre-assessment and met on the post-assessment. These
students demonstrated that they had expanded their prior knowledge of the concept. Students 3, 6, 7,
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and 14 greatly enhanced their knowledge of the concept. These students started with no knowledge
of atomic size and ionization energy and through the course of the unit, these individuals increased
their knowledge. Students 8, 9, 11, and 13 partially met the objective on the pre-assessment but did
not met the objective on the post-assessment. These individuals showed that they did not know the
concept when individual present. The students demonstrated their ability to guess the correct answer,
but were unable to successfully apply the concepts by the end of the unit. These individuals along
with the other individuals who did not meet the objective need to have the concepts of atomic size
and ionization energy reviewed. The students also need additional problems to practice to apply the
concepts. Through review and practice, these students will progress to achieve the objective and
standards.
Objective 7
The students will be able to define wavelength and frequency to demonstrate the role of each
component in atom excitation.
Students were evaluated for Objective 7 through the post-assessment exam. The exam
contained two questions in the format of matching. Student performance on the post-assessment
exam can be viewed by question in Table 7: Post-Assessment Results by Question for Objective 7
(see Table 7).
Question 3: Match “frequency”
with correct definition
MET
DID NOT MEET
15/15 or 100%
0/15 or 0%
Question 8: Match
“wavelength” with correct
definition
15/15 or 100%
0/15 or 0%
Students succeeded in meeting the objective. On both questions, all students could correctly
define frequency and wavelength. The results of the post-assessment were compared to the preassessment to see how far the students had advanced in their understanding of the concept. On the
pre-assessment students were asked to define the terms in a free response. One student exceeded
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providing a definition and image to explain each concept. One student met and two students partially
met the objective. Therefore, only four students held knowledge about the concept of wavelength
and frequency on the pre-assessment. All students in the class demonstrated their ability to learn
about wavelength and frequency since all students met the objective. Graph 7: Pre- and PostAssessment Results for Objective 7 demonstrate the performance on the objective per student (see
Graph 7). The scoring of the results were as follows: a score of 1 did not meet, a score of 1.5
partially met, a score of 2 met, and a score of 2.5 exceeded. The exceeded score was only available
on the pre-assessment because the students were given a free response question as the postassessment was a matching question. The free response was open end answers that could vary
allowing for a student to succeed. One student did exceed on the pre-assessment; therefore, the
student met the objective and continued to satisfy the objective on the post-assessment. Overall, the
students met the objective and progressed in achieving the National and State Standards.
Graph 7: Pre- and Post-Assessment Results for Objective 7
Pre-­‐ and Post-­‐Assessment Results 3 Score 2.5 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student Objective 8
Through the preparation of sunprint paper and taking a picture, students will investigate how
electromagnetic radiation produces an image to demonstrate the role of electrons in their excited
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state and advancement in photography. The student’s explanation will require the use of computer
technology to prepare a typed report of their data and conclusions.
Student performance for Objective 8 was evaluated by the post-assessment laboratory report.
After completing the laboratory experiment on Sunprint Photography, the students had to type a
written report of the experiment. In the analysis portion, the students had to apply concepts from
class to explain what was happening in the laboratory experiment. The students also had to
investigate how photography had changed over the years by recognizing and applying the role of
electrons to their findings. The students were assessed through three questions on meeting this
objective. Table 8: Post-Assessment Results by Question for Objective 8 show the performance of the
class (see Table 8).
Table 8: Post-Assessment Results by Question for Objective 8
MET
DID NOT
MEET
Question 5: In
Question 6: The Fe2+
Question 7: Photography has greatly
general, how can
ions react with the
changed over the years. In previous
sunlight start a
ferricyanide ions to form years, photography required a camera
chemical reaction? an insoluble substance that used film. What was contained on
called Prussian blue.
the film to make it light sensitive?
Why does the hidden
When light was exposed to the film
part of the paper return
what formed? How was the film
to white after the
developed? Today, we used digital
photographic process is
cameras to take pictures. How does
complete?
digital photography differ from film
photography? Image sensors record
the intensity of the wavelength that
captures the image. Name the two
types of image sensors. Describe the
role of electrons in determining the
type of wavelength emitted.
11/15 or 73%
12/15 or 80%
5/15 or 33%
4/15 or 27%
3/15 or 20%
10/15 or 67%
Three students did not complete a lab report. Therefore, these students did not meet the
objective on any of the three questions. The students did the best on Question 6. The students
applied what they learned in class about atom excitation to explain why the paper returned white.
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The students were able to make the connection between the concepts addressed in class and the
experiment to explain why their image formed. The students also did well on Question 5. The
students explained how sunlight started the chemical reaction by connecting the question to a
diagram discussed in class. The diagram discussed in class showed how an electron went from the
ground state to the excite state and then back to the ground state. The students demonstrated on these
two questions that they could apply written and verbal concepts to why their image was produced.
Students struggled the most with Question 7. On Question 7, the students were given websites to use
to find how photography changed over the years. Four students decided to plagiarize on this
question. Therefore, these students did not receive credit nor did these students meet the objective on
this question. Students that did not plagiarized often forgot to answer all of the questions, especially
omitting the role of electrons in determining the type of wavelength emitted. To meet the standards
in regard to how science has changed and advancements take place in society and technology, the
students struggle greatly. Thus, the students will need to demonstrate through additional units
components that deal with these standards, so that the students are meeting the National standards.
The post-assessment results were compared to the pre-assessment results to see how students
had enhanced their learning through the unit. The pre-assessment consisted of three questions, so for
the student to met the objective they had to get all three questions correct. On the pre-assessment,
two students met and two students partially met the objective. When scoring the post-assessment,
students had to get all questions correct to meet the objective and progress in achieving the standards.
Student performance from the pre- and post-assessment can be seen in Graph 8: Pre- and PostAssessment Results for Objective 8 (see Graph 8). The score value on the graph is the same as
Objective 1.
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Graph 8: Pre- and Post-Assessment Results for Objective 8
Pre-­‐ and Post-­‐Assessment Results 2.5 Score 2 1.5 Pre-­‐Assessment 1 Post-­‐Assessment 0.5 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 Student The three students that did not complete the laboratory report were Students 2, 7, and 8.
Student 8 on the pre-assessment met the objective. The student has the ability to enhance his/her
learning and demonstrate ability in understanding science concepts; however, work has to be
completed to show this ability in written form. Student 12 on the pre-assessment partially met the
objective. On the post-assessment, the student chose to plagiarize on Question 7, therefore, the
student did not meet the objective. The individual is a bright student, but made a poor decision not to
show his/her ability in applying concepts of atom excitation to advancement in technology. Other
students that plagiarized were Students 4, 11, and 13. These students need to follow academic
integrity to be successful in future assignments. Students 1, 6, 10, and 14 demonstrated that they
could apply concepts discussed in class to explain why their image turned out. These students also
demonstrated that technology has changed over the years in photography by identifying changes in
the process. All in all, the majority of the students did not meet the objective or the standards.
Looking back over all of the objectives for this unit, the students did well on some and poor
on others. Students were least successful on Objective 5 and Objective 8. Objective 5 required the
students to apply several concepts from the unit to identify three unknown elements. The students
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demonstrated that they held weaknesses in understanding the individual concepts which allowed
them to struggle in applying all together. To help the student succeed on this objective, individual
concepts (electron configuration, atomic size, ionization energy, and valence electrons) need to be
reviewed and practiced before the concepts are combined to solve complex problems.
Objective 8 assessed the students through a laboratory report. The laboratory report dealt
with the process of science. Students were able to inquiry and explore a concept through a hands-on
process. The students were allowed to use any object of choice to place on their sunprint paper with
the hope that an image would appear. Once the students had completed the experiment, the students
had to use concepts in class to explain why the image turned out. The students also had to investigate
the advancement in photography. The process of science does incorporate looking at the
advancement in science. The students were given questions to guide them in investigating. Some
students were able to see how changes have occurred and apply concepts from the unit as others
chose to leave parts out or take the easy way out by plagiarizing. Objective 8 was poorly met by the
students demonstrating that more inquiry based projects need to be incorporated so that the students
can apply written concepts to actual situations. The more inquiry based projects; the easier students
will progress in demonstrating their ability to understand and carry out the process of science.
Even though weaknesses were present, students were successful on Objective 4 and Objective
7. On Objective 4, the students were to explain why each elements produces a specific colored
flame. The students were presented with a similar question on the pre- and post-assessment about a
flame test. On the pre-assessment the students did poor with several of the students leaving the
question blank or responding “I don’t know.” On the post-assessment, all but three students did not
meet the objective. The majority of the students used the diagram (how an electron moves from the
ground state to the excited state back to the ground state) discussed in class to explain the flame test.
These students showed they understand a diagram well enough to use the diagram in their
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explanation. These types of results show me as a teacher that the learning strategy I used in the
lesson about atom excitation worked because multiple students applied the concepts to explain a
complex problem.
Objective 7 was also successful. On the pre-assessment, only two students had met the
objective. However, the post-assessment had all students meeting the objective. The results of this
objective were the best for all of the objectives in the unit. The students demonstrated that they were
able to define wavelength and frequency. These concepts were addressed in additional objectives of
the unit, so by understanding the definition the students could apply these concepts to more complex
problems. The students were progressing to achieve the standards.
The successes of the students in satisfying the objectives are great because the students are
expanding their knowledge base. The students also showed that they were moving in the correct
direction to mastering the standards at the National and State level. The students cannot solely
master the standards in one unit because multiple concepts are addressed in the standards and several
units can help students satisfy ultimately meeting the standards. Therefore, this unit has helping
students to progress in achieving the standards and preparing them for their future careers.
Reflection and Self-Evaluation
(Teaching Process 7)
Tasks 7.1-7.3: Look carefully at the requirements for Tasks 7.1 through 7.3. Then in the space
provided below, provide your reflection and self-evaluation. Use APA as your style guide for this
paper. Be sure to use headings and subheadings so that the reader can easily find information for
each of the tasks. You may choose to use the task names for headings and key words from the bullets
as subheadings or some other name as befits your paper. Be sure to carefully look at the rubrics for
both Teaching Process 6 as well as the Science Program.
The unit on modern atomic theory went well. The students were challenged throughout the
unit with questions and multiple practice problems. Of course, more practice problems would have
helped some students in applying the beginning components of the concepts to more complex
problems. For example, students learned about trends of atomic size and ionization energy. The
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students labeled the trends on a periodic table and were asked to arrange elements in order from least
to greatest. After practicing as a class, a few homework problems were given to the students. The
work completed demonstrated to me that the students were understanding the concepts and could
apply them. However, the post-assessment showed otherwise. If I had the students practice more
with questions in a variety of formats, then possibly the students would have progressed in meeting
the objective and standards. Practicing of concepts over and over will help the students become
proficient and eventually reach automaticity (Marzano, Pickering, & Pollack, 2001, pp.67-68). All in
all, the students demonstrated their strengths and weaknesses in understanding the concepts. These
weaknesses and strengths were noticeable in the post-assessments.
Summary of the Unit
When I developed the lessons, the student population of my class greatly influenced the
activities and assignments that I incorporated. I had four students that were high achievers who
constantly appreciated a challenge. These individuals would always complete the assignments on
time and did not mind helping other students in understanding the concepts. Eight students were just
the ordinary student who completed work most of the time and liked not to have attention drawn to
themselves. Three students were lower ability individuals. These students did not turn work in most
days and liked to distract other students when in-class time was given to complete assignments. I
immediately did not allow these students to distract the other students. These individuals were
moved to another desk in the classroom to work on the assignment by themselves. They no longer
had their friends next to them to have social hour. I can definitely say that this procedure worked
effectively in getting these individuals to turn in work. Of course, these students still missed some of
the assignments.
The students also enjoyed the interactive components of the lessons. I never had to worry
about not having a volunteer when there was an interactive part of the lesson. The students were
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constantly ready to get out of their seat and do something to make the lesson more entertaining.
Using activities where students came to the board to practice a problem, becoming part of an atom,
group work, or experimentation helped to decrease the talking at inappropriate times and to keep the
students engaged.
The interactive components also helped with the students making connections between their
prior knowledge and the new content. In my lessons, I wanted the students to feel comfortable in
learning the new content so I incorporated different pieces of technology to help the students make
the connections. Some of the technology used included PowerPoint presentation, YouTube videos,
and the Elmo. YouTube was helpful in demonstrating to the students that each element of the
periodic table produces its own unique color when atoms are excited. Besides technology, I used
activities that helped the student see the content in a different format. To teach the students about
electron configuration, I used an activity called “Hog Hilton.” Students really enjoyed the activity
and did well in comprehending electron configuration. I know that I need to define the different
forms of electron configuration more when teaching the concept again because some students were
confused on the different methods that could be used. I also know that I will use the “Hog Hilton”
activity in my future teaching. Even though the content was difficult to learn because the content was
more conceptual than hands-on, the students did well throughout the unit.
When deciding upon the standards that best fit the objectives, I had a hard time at first. I
knew what I wanted the students to accomplish through the unit and where they ultimately needed to
end to be successful in knowing chemistry concepts. I knew that the students may not completely
satisfy the standards through this unit because chemistry concepts build upon one another. Therefore,
the students would master the standards through multiple units.
All in all, the unit presented conceptual components of chemistry to the students. The
students would use prior knowledge about the atom to explore a more complex portion, the electron.
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Through the use of interactive activities where students got out of their seat and multiple practice
problems, the students demonstrated their understanding of the concepts. Some concepts in the unit
demonstrated high understanding and with other concepts the students need remediation to gain
efficient understanding. The unit helped the students progress further to achieve the National and
State standards.
What I learned…
Throughout the unit, I learned multiple things about myself and my students. I learned that
my students greatly appreciated the time given in class to work on homework. The majority of the
class used the in class time to work effectively in completing their assignment. A few students
decided that the time given would be their social hour. Therefore, I made a change right away to
make sure that all students were working effectively on the assignment. I know for future lessons
that I may need to move students so that in class time is used to complete the assignment. Moving a
student to an area of his/her own, gives the student his/her own work space away from friends.
I also learned that providing an agenda to the students on a weekly basis is very helpful. The
students are not surprised by what is coming in the next few days. I always made sure to tell the
students the agenda at the beginning of the period. Therefore, the students knew the task at hand for
the day and a reminder of what was coming for the rest of the week. By providing an agenda to the
students, I did not have to worry about students complaining they did not know about the assignment
or a test.
I also learned that at times I may need to stop the lesson and ask the students to get out a sheet
of paper to re-explain a concept. I used this in my lesson about atom excitation. The quick-write
allowed me to see where the students were in comprehending the process. I realized that some of the
students were struggling, so I needed to have the students look at the concept in another lesson. I
ended up giving the students a pop quiz to check their understanding again. I know that I need to
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incorporate the quick-write option into more of my lessons, so that I can see where the students are
standing in getting the concept.
Through the unit, I felt confident in my ability as a teacher. I was glad about being prepared
for each lesson since I had all created before teaching. I know that I will continue to plan out lessons
ahead of time for the whole unit. I never was surprised about what I was teaching the next day and
was always prepared for the lesson. Also, by having the lesson prepared I could easily make
modifications or changes depending on the understanding of the students.
One weakness, I noticed in my ability as a teacher was managing to help all students during
individual practice. I felt like I could not help all students and definitely needed a clone when
multiple students had questions. I struggled in managing my time effectively. After reflecting on my
ability as a teacher and talking with colleagues, I realized that I had resources available to help me
managing individual practice. I realized that I need to use the students that understanding the concept
to help struggling students. These individuals that are strong in understanding can help me to
effectively answer questions of the weaker students. I also realized that I can address questions of
students in small groups. Addressing in small groups can help me answer more questions that the
students have about the concept. I know that in my future teaching that I need to use these techniques
so I can manage individual practice time effectively.
Two strengths really stick out in my mind. The first strength that I possess is communicating
student progress with the students. I made it a priority to get the students that struggled to turn in
their homework to actually complete the assignment on time and turn it in. I wanted the students to
improve their grade. I would communicate to all students once a week and sometimes twice a week
that had a missing assignment. I would let the students know which assignment was missing and
remind them they could still receive points on the assignment if it was turned it. I would always
finish communicating with the students by encouraging them to complete the assignment so they
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would have a higher grade. I know in my future teaching that I will continue to tell students their
progress in the class.
The second strength of mine is always being prepared. I feel that being prepared allows me to
know where I am going in a lesson and what is coming next. Yes, sometimes my lesson may change
because of how the students comprehend the material. However, my lesson plan gives me a basis of
where I want to go and allows for changes to be made.
Overall, the work sample has shown me that teaching will have high and low points. The
lows will be when students do not understand a concept and their grade reflects their struggling. I
know that I will have to make changes and use remediation to help the students learn the concepts.
One high will be the moment that a student or group of students have the “ah-ha” moment. Their
face communicates to me that the student or group of students are grasping the concept. I know that I
will take components of this work sample to my future classroom including learning strategies,
lessons, and analysis of student performance. I know I have the ability to be an effective teacher and
make a difference in a students’ life.
References
Reference List: Include a list of all references used in the work sample. Remember, all references
should also be properly cited within your lessons, etc. as well. Be sure to follow APA guidelines
when developing your list.
Council, N. R. (1996). National Science Education Standards. Washington, D.C.: National Academy
Press.
Canton Union School District 66. (2011). Retrieved January 25, 2011, from
http://www.cantonusd.org/
Canton, Illinois: We Do That Here! (2011, January). Retrieved January 25, 2010, from
http://cantonillinois.org/
Flame Tests 07. (2006, October 27). Retrieved from YouTube:
http://www.youtube.com/watch?v=jJvS4uc4TbU
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Education, I. S. (1997). Illinois Learning Standards - Science. Retrieved January 25, 2011, from
http://www.isbe.net/ils/science/pdf/goal11.pdf
Education, I. S. (1997). Illinois Learning Standards - Science. Retrieved January 25, 2011, from
http://www.isbe.net/ils/science/pdf/goal12.pdf
Education, I. S. (1997). Illinois Learning Standards - Science. Retrieved January 25, 2011, from
http://www.isbe.net/ils/science/pdf/goal14.pdf
Illinois Interactive Report Card. (2011, January). Canton Union School District. Retrieved January
25, 2011, from http://iirc.niu.edu/District.aspx?DistrictID=22029066025
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works:
Research-based Strategies for Increasing Student Achievement. Alexandria: Association for
Supervision and Curriculum Development.
Ryan, K. (2001). Science Classroom Safety and the Law: A Handbook for Teachers. Batavia, Illinois:
Flinn Scientific.
The Universal Periodic Table. (2003). Retrieved September 21, 2009, from University of Virginia
Physics Department:
http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/PeriodicTable.htm
Urby, R. (n.d.) The Atom – Hog Hilton. Retrieved January 26, 2011 from http://www.nclark.net/Atom
Zumdahl, S. S, Zumdahl, S. L., & DeCoste, D.J. (2002). Chapter 11: Modern Atomic Theory.
World of Chemistry. Evanston, Illinois: McDougal Littell.
151
Chapter 11
Modern Atomic Theory
Rutherfordʼs Atom

Rutherford's
Experiment

Findings
◦ Nucleus composed of
protons and neutrons
◦ Nucleus very small
compared to rest of
atom
◦ Electrons make up rest
of the atom
ENERGY & LIGHT
Energy

Electromagnetic Radiation
◦ Energy transmitted from one place to
another by light

Examples
◦
◦
◦
◦
X-rays of bones
“white” light from a light bulb
Radio waves
microwaves
Energy - Waves

Wave Characteristics
◦ Wavelength
◦ Frequency
◦ Speed
Energy - Waves

Wavelength (λ)
◦ Distance between two consecutive wave
peaks
wavelength
Energy - Waves

Frequency (ƒ)
◦ Number of wave peaks that pass a
certain point per given time period
Light as Waves
Light as Particles

Photons
◦ Stream of tiny packets of energy
Light

Can behave as both a particle and a
wave
Light

Photon of red light
◦ Less energy
◦ Long wavelength

Photon of blue light
◦ More energy
◦ Short wavelength
ENERGY MODELS OF
THE ATOM
Emission of Energy
Excited State
Photon of Light
Released
with Specific
Wavelength (color)
Energy
Source
Ground State
Emission of Energy

Excited State
◦ An atom with excess energy

Ground State
◦ Lowest possible energy state of an atom
Emission of Energy
Excited State
Photon of Light
Released
with Specific
Wavelength (color)
Energy
Source
Ground State
Energy Levels of Hydrogen
Excited
state
Ground
state
∆E1 photon 1
violet
λ=410nm
∆E2 photon 2
blue
λ=434nm
∆E3 photon 3
aqua
λ=486nm
∆E4 photon 4
red
λ=656nm
WAVE MECHANICS
Bohr Model of Atom
Valence electrons: electrons in outermost principle energy level
∆E1 = 2e- max
∆E2 = 8e- max
∆E3 = 18e- max
Bohr Model of Atom
Carbon (C)
6 electrons
4 valence electrons
Fluorine (F)
9 electrons
7 valence electrons
Principle Energy Level
Denoted by integer
 n = 1, 2, 3, 4, …

Sublevels
Principle energy level divided into
sublevels
 Sublevels represented by s, p, d, f

Orbitals

Sublevels have specific set of orbitals
◦
◦
◦
◦
s sublevel = 1 orbital
p sublevel = 3 orbitals
d sublevel = 5 orbitals
f sublevel = 7 orbitals
Principle Energy Levels
Sublevels
Orbitals
1
s
1
2
2
s
p
1
3
8
3
s
p
d
1
3
5
18
s
p
d
f
1
3
5
7
32
4
Electrons
ELECTRON
CONFIGURATION
Aufau Principle

Electrons occupy orbitals
of lowest energy first
Pauli Exclusion Principle
Orbtial may describe 2 electrons
at most
 To occupy the same orbital,
electrons must have opposite
spins

Hundʼs Rule

Electrons occupy orbitals of
the same energy to make the
number of electrons with the
same spin direction as large as
possible
PERIODIC TABLE
TRENDS
Metals
Lose electrons
 Holds valence electrons loosely

Non-metals
Gain electrons
 Hold valence electrons tightly

Atomic Size
As principal energy level
increases, average distance of
the electrons to the nucleus
increase
 Atoms get bigger as electrons
are added to larger principal
energy levels
 Atomic Size increases down a
group

Atomic Size
Across a period, atoms have
all electrons in same principle
energy levels
 Protons in nucleus of atom
increase from atom to atom
in a period, so positive
charge increases
 Atomic Size decreases across
a period

Example

Rank the following elements from largest
to smallest based on atomic size.
Sodium
 Potassium
 Francium

Example

Rank the following elements from largest
to smallest based on atomic size
Chlorine
 Silicon
 Sulfur

Ionization Energy
Energy required to remove an electron
 Metals tend to lose electrons
 Metals at bottom of group lose electrons
more easily
 Ionization Energy decreases down a
group

Ionization Energy
Non-metals gain electrons
 Ionization energy increases across a
period

Example

Rank the following elements from highest
to lowest based on ionization energy
Calcium
 Barium
 Magnesium

Example

Rank the following elements from highest
to lowest based on ionization energy
Boron
 Nitrogen
 Fluorine

Hog Hilton You are the manager of a prestigious new hotel in downtown St. Louis –the “Hog Hilton.” It’s just the “snort of the town” and you want to keep its reputation a cut above all the other hotels. Your problem is your clientele. They are hogs in the truest sense. Your major task is to fill rooms in your hotel. The funny shape of your hotel is to accommodate the habits of the hogs. The penthouse is on the first floor and the less desirable rooms are on the top floor. You must fill your hotel keeping the following rules in mind: 1) Hogs are lazy! 2) Hogs can’t stand each other except when rule #1 forces them to be put with each other. 3) If hogs are in the same room they will face in opposite directions. 4) They stink, so you can’t put more than two hogs in each room. Your hotel looks like the diagram below: 6th floor _______ _______ _______ _______ _______ 5th floor _______ _______ _______ 4th floor _______ 3rd floor _______ _______ _______ 2nd floor _______ 1st floor _______ Your hotel can hold 28 hogs. Sample Problems 1. Book 15 hogs into their rooms. 6th floor _______ _______ _______ _______ _______ 5th floor _______ _______ _______ 4th floor _______ 3rd floor _______ _______ _______ 2nd floor _______ 1st floor _______ 2. Book 7 hogs into their rooms. 6th floor _______ _______ _______ _______ _______ 5th floor _______ _______ _______ 4th floor _______ 3rd floor _______ _______ _______ 2nd floor _______ 1st floor _______ 3. Book 23 hogs into their rooms. 6th floor _______ _______ _______ _______ _______ 5th floor _______ _______ _______ 4th floor _______ 3rd floor _______ _______ _______ 2nd floor _______ 1st floor _______ Electron Configuration Homework The activity completed in class taught you how to fill up an imaginary hotel. Now you will relate this example to electron orbitals. Electron orbitals are modeled by the picture below and are grouped into principle energy levels. 3d _______ _______ _______ _______ _______ n=3 4s _______ n=4 3p _______ _______ _______ n=3 3s _______ n=3 2p _______ _______ _______ n=2 2s _______ n=2 1s _______ n=1 Questions: Answer each question in complete sentences. 1. Compare the above electron orbital example with Hog Hilton. What are the similarities and the differences? 2. To go between floors on the Hog Hilton did the hogs need to use energy? Would electrons need to use energy to go between orbitals? 3. If only ½ the energy necessary to go between 1s and 2s orbital was available, will an electron go to the 2s orbital? Practice Examples on filling electron orbitals 4. 13 electrons 3d _______ _______ _______ _______ _______ n=3 4s _______ n=4 3p _______ _______ _______ n=3 3s _______ n=3 2p _______ _______ _______ n=2 2s _______ n=2 1s _______ n=1 5. 22 electrons 3d _______ _______ _______ _______ _______ n=3 4s _______ n=4 3p _______ _______ _______ n=3 3s _______ n=3 2p _______ _______ _______ n=2 2s _______ n=2 1s _______ n=1 6. 8 electrons 3d _______ _______ _______ _______ _______ n=3 4s _______ n=4 3p _______ _______ _______ n=3 3s _______ n=3 2p _______ _______ _______ n=2 2s _______ n=2 1s _______ n=1 7. Draw and fill the electron orbitals for the following elements: Ar, K, B, Si, and Li. Make sure to label the diagram with orbital name (1s, 2s, 2p, etc.), the element (Ar, etc.), and the energy level (n=1, n=2, etc.). 8. Write the shorthand electron configuration notation for the following elements: Br, Na, F, Li, Sr. Br ___________________________________________________________________________ Na ___________________________________________________________________________ F ___________________________________________________________________________ Li ___________________________________________________________________________ Sr ___________________________________________________________________________ Hog Hilton
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
Hog Hilton Manager
A
Element
Physical Properties
turquoise
soft
m.p. = 1050
Reacts with:
oxygen
Relative Atomic Mass = 5
E
Element
Physical Properties
pink
soft
m.p. = 1200
B
Element
Physical Properties
silvery, black
hard
m.p. = -300
Reacts with:
oxygen
acid
water
Relative Atomic Mass = 3
F
Relative Atomic Mass = 15
J
Element
Physical Properties
brown
soft
m.p. = 1000
Reacts with:
Reacts with:
oxygen
oxygen
acid
Relative Atomic Mass = 2
Relative Atomic Mass = 1
G
silvery, black
hard
m.p. = -200
oxygen
acid
water
aqua
soft
m.p. = 900
nothing
silvery, black
hard
m.p. = -100
nothing
I
Reacts with:
Element
Physical Properties
Reacts with:
Element
Physical Properties
yellow
soft
m.p. = 1000
Element
Physical Properties
Reacts with:
Relative Atomic Mass = 10
C
Element
Physical Properties
Relative Atomic Mass = 6
Reacts with:
oxygen
acid
water
Relative Atomic Mass = 9
D
Element
Physical Properties
gray
hard
m.p. = 400
Reacts with:
oxygen
acid
Relative Atomic Mass = 7
H
Element
Physical Properties
black
hard
m.p. = 300
Reacts with:
oxygen
acid
water
Relative Atomic Mass = 14
Elements Discovered on the Planet Xeno
Directions:
Cut out each element block.
Arrange the elements into a Periodic(repeating pattern) Table.
Determine what the left to right and top to bottom trends are.
Predict the properties of the missing elements (yet to be discovered).
Reporting Glue your Xeno periodic table together or to a piece of
paper. Describe the properties of the missing elements on the back.
FREE
Terms
1. Valence electrons
2. Core electrons
3. Wavelength
4. Frequency
5. Electromagnetic radiation
6. Excited state
7. Ground state
8. Ionization energy
9. Atomic size
10. Principle energy levels
11. Atomic orbitals
12. 1s22s22p63s23p64p1
13. 1s22s22p63s23p64s2
14. 1s22s22p63s23p4
15. 1s22s22p63s23p64s23d104p1
16. Iodine
17. Arsenic
18. Bromine
19. Electrons release
20. Photons
21. Na<K<Rb
22. F>O>C
23. Metal
24. Non-metals
Answer to the bingo game
25. Valence electrons – electrons in the outermost energy level
26. Core electrons – electrons in the inner shell
27. Wavelength – the distance between two wave peaks
28. Frequency – the number of wavelength that pass a certain point per given period of time
29. Electromagnetic radiation – microwave rays, x-rays, visible light
30. Excited state – electron in higher energy level, least stable
31. Ground state – electron in lowest energy level, most stable
32. Ionization energy – energy required to remove an electron
33. Atomic size – Magnesium is smaller than Calcium
34. Principle energy levels – 1, 2, 3
35. Atomic orbitals – s, p, d, f
36. 1s22s22p63s23p64p1 - potassium
37. 1s22s22p63s23p64s2 - calcium
38. 1s22s22p63s23p4 - sulfur
39. 1s22s22p63s23p64s23d104p1 - gallium
40. Iodine – 1s22s22p63s23p64s23d104p65s24d105p5
41. Arsenic - 1s22s22p63s23p64s23d104p3
42. Bromine - 1s22s22p63s23p64s23d104p5
43. Electrons release - light
44. Photons – streams of tiny packets of light
45. Na<K<Rb – atomic size increases
46. F>O>C – begins with the most reactive non-metal
47. Metal – loses electrons
48. Non-metals – gains electrons
Chapter 11: Review
Name
per
1. What is electromagnetic radiation? Give some examples of electromagnetic
radiation.
2. Explain what the wavelength ( ) and frequency (f)of electromagnetic radiation
represent.
3. Explain what it means for an atom to be in an excited state and what it means for
an atom to be in its ground state.
4. How does an excited atom return to its ground state?
5. Explain what is meant by the term orbital.
6. List the order in which the orbitals are filled as the atoms beyond hydrogen are
built up.
7. How many electrons can be placed in a given s subshell? In a given p subshell?
In a specific p orbital?
8. Define the valence electrons and the core electrons in an atom.
9. Explain why strontium, Sr, produces a red flame. Describe what is occurring.
10. Sketch the overall shape of the periodic table and indicate the general regions of
the table that represent the various s,p,d, and f orbitals being filled.
11. Write the electron configurations for the following atoms:
a.Na
b.N
c.Be
d.Sr
12. In what general area of the periodic table are the metallic elements found? In
what general area of the table are the nonmetals found? Where in the table are the
metalloids located?
13. Define the term ionization energy
14. Arrange the following atoms from largest to smallest atomic radius.
a. Na,K,Rb
b. C,O,F
c. Na,Si,O
15. Arrange the following atoms from highest to lowest ionization energy.
a. Na,K,P
b. Rb,N,Al
c. Cs,I,O