REVISED 11/24/13 Ms. Wash’s lesson elements for Week of ___Nov 25-­Nov 29_______________________________ Check all that apply: ❏ Language Arts ❏ Math ❏ Social Science ❏ Science ❏ Technology ❏ Elective: 1. Common Core Learning Standards Addressed: STATE GOAL 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences. Why This Goal Is Important: This goal is comprised of key concepts
C.
•
and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and nonscientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts,
principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of
these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more
meaningful levels of understanding. Know and apply concepts that describe properties of matter and energy and the interactions between them. 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.
• CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
• CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video,
or multimedia sources with that gained from reading a text on the same topic
• CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
• CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to an understanding of the topic.
CCSS.ELA-Literacy.RST.6-8.6 Analyze the authorʼs purpose in providing an explanation, describing a procedure,
or discussing an experiment in a text.
REVISED 11/24/13 CCSS.ELA-Literacy.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades
6–8 text complexity band independently and proficiently 2. Learning Targets: Essential Questions: (What will students know & 2a. I can (What will students know be able to do as a result of this lesson?) statements: I can identify
& be able to do as a result What is a Compound? the
of this lesson?) What is a Mixture? characteristics
Students differentiate Classify items into Compounds or Mixtures. of a compound.
compounds and Mixtures Identify elements of the periodic Table. I can compare
Students will compare and and Contrast
contrast different different types
compounds and mixtures of mixtures.
I can Review the
Students will identify Elements of the
different parts of an Periodic Table
element key 3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Monday-­Friday Comments: Monday-­Friday Comments: Formative (Ideas:) Summative (Suggestions:) ❏ Thumbs up/down ❏ End of Unit Test ❏ Exit ticket ❏ Extended Response ❏ Zero to five ❏ End of Unit Project ❏ Anecdotal notes ❏ Tech project ❏ Teacher observation ❏ Oral/visual presentation ❏ Checklist ❏ Other: Element BINGO ❏ Oral summary DIFFERENTIATION REVISED 11/24/13 Monday-­Friday Comments: Monday-­Friday Comments: Formative (Ideas:) Summative (Suggestions:) ❏ Thumbs up/down ❏ End of Unit Test ❏ Exit ticket ❏ Extended Response ❏ Zero to five ❏ End of Unit Project ❏ Anecdotal notes ❏ Tech project ❏ Teacher observation ❏ Oral/visual presentation ❏ Checklist ❏ Other: Element BINGO ❏ Oral summary ❏ Extended Response ❏ Quiz ❏ Written summary (or quick write) ❏ Other: Diagrams, Chats Tables, Graphs 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components of Day 1 Day 2 Day 3 Day 4 Day 5 Gradual Release: 6th Grade -Atoms, 6th Grade -Atoms, 6th Grade -Atoms, 6th Grade -Atoms, 6th Grade Elements and
Elements and
Elements and
Elements and
Atoms,
Focus Lesson the
Periodic
the
Periodic
the
Periodic
the
Periodic
Elements and
(I do) Table (Chapter
Table (Chapter
Table (Chapter
Table (Chapter
the Periodic
4)
4)
4)
4)
Table
I can identify
I can compare
I can Review the
(Chapter 4)
the
and Contrast
Elements of the No School
characteristics different types
Periodic Table No School of a compound.
of mixtures.
-Demonstrate
-Explain the
-­‐Demonstrate how to play
Characteristics
Homogeneous vs Element
BINGO
of Compounds
Heterogeneous and Mixtures
Guided Instruction (We do) Read 4-­‐3 “Compounds and Mixtures” -­‐Complete the Guided Reading -­‐Give students different items to classify as Heterogeneous or Homogeneous -­‐label a BINGO Card with our favorite elements -­‐ REVISED 11/24/13 Collaborative (We do together) Independent (You do) -­‐Begin the Compounds and Mixtures Reinforcement Worksheet -­‐Students will use food Labels to distinguish if certain ingredients are elements, compounds or mixtures -­‐Complete the classification Lab -­‐match facts about elements (Atomic Number, atomic mass, Symbol, State of Matter, etc) to cover the BINGO card -­‐Complete the BINGO game -­‐Review elements of the Periodic Table -­‐ -­‐Complete the Reinforcement -­‐ Guide -­‐Review Compounds and Mixtures Key Terms 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 Day 2 Day 3 Day 4 Day 5 Text Book Text Book Text Book Binder (paper, Binder (paper, Binder (paper, Pencil/Pen) Pencil/Pen) Pencil/Pen) Document Reader Document Reader Document Reader Interactive Food Labels Interactive Notebooks Notebooks Classification Lab Element BINGO Guided Reading Note Guide Family Connection (How will you communicate with and extend into the home?) To extend this unit into the home students could identify elements of the periodic table in everyday household items. Teacher Reflection: Atoms are the basic units of matter. They make up everyday objects and are use in the Real-­ World EVERYDAY! REVISED 11/24/13