Woodson Lesson Plan Template
Important Dates This Week
(Testing/Activities/Holidays/Breaks)
Monday No School – Indigenous
Peoples Day
Subject / Content: Chemistry –Periodic Table & Element Structure
Week of: October 14 – 18
This Week Students Need to Know:
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The relationship between atomic structure and periodic table organization
How subatomic particles determine element identity and properties
How electron configurations explain trends and reactivity
How valence electrons influence bonding and periodic behavior
Weekly Focus Standards
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HS-PS1-1: Use the periodic table to predict properties based on atomic structure.
EP1–EP8 integrated throughout the week
Weekly Focus Skills
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Identify subatomic particles and atomic number
Model electron configurations
Predict periodic trends (atomic radius, ionization, reactivity)
Relate valence electrons to bonding and periodic behavior
Essential Question
How does atomic structure explain the organization, properties, and patterns of elements on the periodic table?
Section
Tuesday –
Organizing the
Table: Structure
Creates Placement
SEL Check-In
“Energy Scale” –
rate focus + name one
strategy
HS-PS1-1
Connect atomic
structure to how and
why elements are
arranged on the
periodic table.
1. What is a group on
the periodic table?
2. What is a period?
3. Why are carbon
and silicon in the
same group?
Standard
Objective
Do Now (3
Questions)
Criteria for
Success
I can explain periods,
groups, and how
atomic structure leads
to trends.
Mini Lesson
Topics: radius trends,
ionization energy,
atomic shrinkage
across a period.
Wednesday –
Electron
Configuration &
Stability + CER
Writing (Why Are
Noble Gases
Unreactive?)
Silent stretch and reset
Thursday – Valence
Electrons & Group
Behavior
Friday – Applying
Periodicity: Trends in
Action
“Pair Share” – one
science win, one goal
“Three Words” reflection
HS-PS1-1
Learn how electron
configuration explains
periodic trends and
reactivity.
HS-PS1-1
Connect valence
electrons to bonding,
reactivity, and periodic
families.
HS-PS1-1
Use periodic trends to predict
properties and behaviors of
elements.
1. What is a valence
electron?
2. How many electrons
in the first shell?
3. Why don’t noble
gases bond?
1. What is a valence
electron?
2. How many valence
electrons does Cl
have?
3. What do alkali
metals have in
common?
I can explain bonding
and periodic behavior
using valence
electrons.
1. What is periodicity?
2. Name two trends we
learned.
3. Why does atomic radius
increase down a group?
Topics: reactivity,
valence patterns,
metals vs nonmetals,
Trends: electronegativity,
atomic radius, ionization
energy; example ranking O,
S, Se.
I can write and
interpret electron
configurations and
connect them to
stability and reactivity.
Shells and subshells;
modeling
configurations with
Mg, Al, Ar.
I can use the periodic table to
predict element properties
from structure and trends.
HOT
Questions
Guided
Practice
Independent
Practice
Example: rank Li, K,
Cs.
1. Why do atoms
shrink across a
period?
2. How does structure
explain ionization
energy?
3. What patterns
repeat in groups?
4. Why do some
elements act alike?
Predict atomic radius
and ionization energy
across Period 2 and
Group 1.
Build Bohr models
for C, O, Mg, Cl
using atomic
numbers.
1. How do electron
arrangements create
patterns?
2. What makes an atom
stable?
3. How do
configurations predict
reactions?
4. Why do noble gases
behave differently?
Write configurations
for H, Be, N.
Mg electron loss
calculation.
1. How do valence
electrons affect
bonding?
2. Why do metals lose
electrons?
3. Why do nonmetals
gain electrons?
4. How do electrons
explain group
behavior?
Lewis dot models for
C, F, O, Li, Ar.
Rank Li, K, Cs by
ionization energy and
justify with structure.
Compare Na vs Cl
configurations; predict
reactivity.
Exit Ticket
How many neutrons
are in S-34?
Why is fluorine smaller
than lithium?
Metacognition
Criterion
How does atomic
structure explain
WHY elements are
different?
How does atomic
structure explain trends
across the periodic
table?
1. How does structure explain
reactivity?
2. How do trends relate to
electrons?
3. What makes some
elements more reactive?
4. How do properties change
down groups?
Element card stations –
predict group and properties.
Group chart
Create a
comparing halogen vs trend map
alkali metal reactivity. linking all
trends
studied this
week.
Write full electron
Why do halogens gain Which is
configuration of sulfur. electrons and alkali
more
metals lose them?
reactive: Mg
or Sr?
Explain.
How do electron
What pattern today
How has
arrangements reflect
made other facts
structure
periodic patterns?
easier to understand? helped you
predict
element
EP Alignment
EP1, EP2, EP4, EP7
EP1, EP3, EP5, EP8
Small Group / Station Teaching (Friday)
Data Used: Exit tickets and independent work from the week.
Group 1 – Mastery
Activity: Predict properties of unknown elements using trends.
Skill: Application of periodicity.
Check: Mini-presentation.
Why: Extends thinking.
Group 2 – Partial Mastery
Activity: Guided electron configuration and trend matching.
Skill: Connecting structure to placement.
Check: Quick checks.
Why: Supports accuracy.
Group 3 – Non-Mastery
Activity: Bohr model + valence review with teacher support.
Skill: Atomic structure foundations.
Check: Verbal responses.
Why: Rebuilds understanding.
Performance Expectations This Week
EP2, EP4, EP6, EP7
EP1, EP3, EP5, EP7
behavior this
week?
EP2, EP4,
EP6, EP8
EP1 – Cultivate a Responsive Learning Community
• Daily SEL routines and collaborative modeling/group discussions support engagement and belonging.
EP2 – Challenge Students with Rigorous Content
• Students apply atomic structure to trends, configurations, reactivity, and periodic predictions.
EP3 – Lead a Well-Planned, Purposeful Learning Experience
• Lessons progress from atomic structure → organization → configurations → valence → trends.
EP4 – Maximize Student Ownership of Learning
• Students build models, write configurations, lead predictions, and collaborate on trend analysis.
EP5 – Respond to Evidence of Student Learning
• Exit tickets, CER writing, element stations, and group work inform Friday differentiation.
EP6 – Use Assessment to Inform Instruction
• Misconceptions from calculations and configurations guide reteaching and grouping.
EP7 – Develop Student Language and Communication
• CER writing, exit tickets, explanations of periodic trends, and peer comparisons build academic language.
EP8 – Engage Students in Higher Order Thinking
• Students justify periodic trends, compare reactivity, and predict properties using structure.
Accommodations & Supports
General Supports:
• Visuals and sentence stems
• Preferential seating
• Checks for understanding
• Chunked directions
504/IEP Daily Supports:
• Extended time
• Guided notes
• Small-group reteach
• Read-aloud options
Extensions for Advanced Learners:
• Trend prediction challenges
• Identify unknown elements
• CER with deeper reasoning