Secondary Lesson Plan Template School: Westview Subject: Science Teacher: Brewer DCPS.SLP.V.1 Lesson Plan Date(s): OBJECTIVE What will your students be able to learn? Identify that atoms are the smallest unit of all matter and that each atom consists of protons, neutrons, and electrons. Identify the location of the nucleus and electron cloud and determine which subatomic particles belong in each location. Determine the number of protons, neutrons, and electrons of common elements based on information on the periodic table of elements. (Middle-schoolers only study stable atoms [protons and electrons are equal in number].) Create models of atoms in order to identify the number and location of their protons, neutrons, and electrons. PRE-PLANNING Describe how different types of forces are acting on atoms and matter through contact or no contact. 9/17/19 Standard/Benchmark: Benchmark(s): (Note: CC denotes a benchmark’s Cognitive Complexity) SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of subatomic particles (electrons surrounding a nucleus containing protons and neutrons). (CC: Low) SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. AA (CC: Low) ASSESSMENT “Begin with the End in Mind” How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Progress Monitoring Assessment Unit Exam Exit Ticket ESSENTIAL QUESTION A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. How can the number and location of subatomic particles be predicted? How can I use the periodic table as a tool to understand the number and structure of subatomic particles in an atom? What forces are acting on the subatomic particles of an atom? What forces are acting on matter through contact or no contact? HIGHER ORDER QUESTIONS (3-5 questions) What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? Secondary Lesson Plan Template DCPS.SLP.V.1 REINFORCEMENT LESSON CYLCE 1. The nucleus of an atom has a positive charge. Based on your understanding of the structure of an atom, how can this be? 2. If you know the number of neutrons and the mass of an atom can you determine the identity of the atom? Explain. 3. Neon (Ne) has an atomic number of 10. With only this information explain whether or not it is possible to determine the number of electrons in a Neon atom. 4. What force(s) are acting on subatomic particles in an atom? Explain how this force helps the atom maintain its structure? BELL RINGER (10 min) or FOCUS LESSON (30 min) TIME Follow the Focus Calendar to provide reinforcement of previously taught skills. Approximate 10 min BR 30 min Ask students to explain the difference between a theory and a law. Have students identify the differences of kinetic molecular movement between the three states of matter. 5-10 min INTRODUCTION Brief part of the lesson when students learn the objective/essential question and how mastering the objective leads to achieving the bigger goal of the course. Provide a hook to motivate students and link to prior knowledge in order to introduce a new concept. Explain the relevance of lesson and the importance of learning the concept. Introduce important vocabulary using the word wall as an interactive learning tool. Video: Just how small is an atom? https://www.youtube.com/watch?v=yQP4UJhNn0I Video: The 2,400-year search for the atom https://www.youtube.com/watch?v=xazQRcSCRaY MODELING “I DO” Component of the lesson when teacher explicitly models to students exactly what they are expected to do during guided practice and eventually during independent work. Conduct a think aloud while modeling the steps to completing an activity or solving a problem. Model the use of a graphic organizer. Use questioning techniques such as re-directing, wait-time and prompting. Explain the atomic theory. Model the parts of an atom and explain the location of subatomic particles. Model how the subatomic particles correlate to placement on periodic table, and that each element has a specific set of subatomic particles. GUIDED PRACTICE “WE DO” Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the modeled portion of the lesson. Incorporate the use of a collaborative strategy in small groups. Encourage student accountable talk during group discussion. Perform checks for understanding. Students will be provided ten elements and will create 2d models of each element and first identify the number of subatomic particles, then showing where the subatomic particles are located. INDEPENDENT PRACTICE “YOU DO” Assign students independent work that is directly aligned with the “I Do” and “We Do” portions of the lesson. Circulate around the room to provide individual support 10-15 min 15-25 min 15-25 min Secondary Lesson Plan Template DCPS.SLP.V.1 Penda: Atoms Achieve: The Molecule Movie DIFFERENTIATED INSTRUCTION Differentiate your instruction to reach the diversity of learners in your classroom. Pull small groups or individuals for more intensive support. Conduct Center Rotations Teacher Directed: Guided Notes Independent: Penda learning and Achieve Technology: Laptops 5 CLOSURE Min Wrap up the lesson and help students organize the information learned into a meaningful context. Have students reflect on or answer the Essential Question. Help students connect today’s learning to their bigger goal in the course. Students will create a 2d model of Boron identifying number and location of the three subatomic particles. HOME-LEARNING How will students practice what they learned? How will opportunities be provided for students to maintain mastery of previously mastered skills/concepts? N/A DCPS.ELP.V.1 Elementary Lesson Plan Template PRE-PLANNING School: Subject: Lesson Plan Date(s): Standard/Benchmark OBJECTIVE (What will your students be able to learn?) ASSESSMENT “Begin with the End in Mind” How will you know whether your students have made progress toward the objective? How and when will you assess mastery? ESSENTIAL QUESTION(S) A higher order question that is directly derived from the benchmark, introduced at the beginning of the lesson, discussed throughout the lesson, and answered by students at the end of the lesson to show understanding of the concepts taught. HIGHER ORDER QUESTIONS (3-5) What questions will be answered to provoke higher order thinking and include Moderate to High FSA Complexity Levels? What would the ideal student response be for each question? Vocabulary Essential vocabulary that should be introduced and/or reviewed. INTRODUCTION (Set the purpose of the lesson). Introduce or review the Essential Question. Explain the relevance of lesson and the importance of learning the concept. Introduce important vocabulary using the word wall as an interactive learning tool. Day 1 Day 2 LESSON CYCLE Teacher: Day 3 Day 4 Day 5 MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.) Conduct a think aloud. Model the use of a graphic organizer or interactive journal entry. Day 1 Day 2 Day 3 Day 4 Day 5 GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an opportunity to work in small groups and practice what was taught during the guided portion of the lesson) Encourage student accountable talk during discussion. Incorporate the use of a collaborative strategy in small groups. Perform checks for understanding. Day 1 Day 2 Day 3 Day 4 Day 5 DCPS.ELP.V.1 Elementary Lesson Plan Template INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.) Pull small groups or individuals for more intensive support. Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson. Provide above-level students with extended practice through the use of higher level activities. Day 1 Day 2 Day 3 Day 4 Day 5 CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.) Have students reflect on or answer the Essential Question. Help students connect today’s learning to their bigger goal in the course. Day 1 Day 2 Day 3 Day 4 Day 5 DIFFERENTIATION SCHEDULE (Note: Math has only one 30 min rotation) Week of : ____________ 3rd Rotation 2nd Rotation 1st Rotation Teacher-Led Group Group Name: Instructional Focus: Students: Evaluation/Artifact: Lesson/Practice: Group Name: Instructional Focus: Students: Evaluation/Artifact: Lesson/Practice: Group Name: Instructional Focus: Students: Evaluation/Artifact: Lesson/Practice: Skill Group Computer Station Optional: Other Optional: Other