INSTRUCTIONAL OVERVIEW
Teacher: Shelby Fisher
Class: 2nd, 4th, 5th, and 7th periods
Unit Topic: Chemical Reactions
Core Standards Taught: Next Generation Science Standards
A. Disciplinary Core Ideas
1.) PS1.A: Structure and Properties of Matter
- Each pure substance has characteristic physical and chemical properties that
can be used to identify it.
2.) PS1.B: Chemical Reactions
- Substances react chemically in characteristic ways. In a chemical process,
the atoms that make up the original substances are regrouped into different
molecules, and these new substances have different properties from those of
the reactants.
- The total number of each type of atom is conserved, and thus the mass does
not change.
- Some chemical reactions release energy, others store energy.
Vocabulary: periodic table, element, atom, electron, atomic mass, atomic number, physical property,
mass, volume, density, solubility, ductility, physical change, chemical change, chemical property,
chemical reaction, endothermic reaction, exothermic reaction, law of conservation of mass
WEEK OF:
MONDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Monday, October 13, 2014—Friday, October 17, 2014
Bell Ringer: Students will complete a formative assessment. This assessment will guide
instruction and help inform a pause day later on during the week.
Learning Target: Learning Target 1-3
1.) I can identify and describe the parts of an atom.
2.) I can make decisions about the atoms of different elements using the periodic table.
3.) I can explain how atoms interact with each other to form a chemical reaction.
Teaching Strategy Used: Summary/Note Taking, Organizer, Cooperative Learning
Students will finish completing their graphic organizer over element families. Then, students
will engage in the Atoms Family Activity. This will provide students with an understanding of
all the parts of an atom. It will outline subatomic particles, charges, and energy levels.
Essential Questions of the Day: What are the parts of an atom? What are the functions of
parts of the atom? How are electrons responsible for chemical reactions?
Assessment: This activity will serve as a formative assessment. It will also allow the
teacher to access students’ prior knowledge.
TUESDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Bell Ringer: Students will construct a t-chart based on their second scientist reading and
annotations from last week. This will be completed and turned in for a participation grade. It
will also be used to provide students with feedback about their note taking and summarizing
strategies.
Learning Target: Learning Target 1-3
1.) I can identify and describe the parts of an atom.
2.) I can make decisions about the atoms of different elements using the periodic table.
3.) I can explain how atoms interact with each other to form a chemical reaction.
Teaching Strategy Used: Summary/Note Taking, Homework/Practice
Students will continue to learn about the atoms of different elements. During this class period,
students will work on an Atomic Basics activity. This activity will allow students to see and
understand the relationship of all subatomic particles in an atom. It will also allow them to
demonstrate how to identify the number of each in an atom of any element provided.
Students will also begin drawing Bohr diagrams and Lewis dot structures.
Essential Questions of the Day: How do scientists classify elements and describe their
properties? How is the periodic table organized? What information does this reference tool
provide?
Assessment: The activity will serve as an informal formative assessment. All
assessments during this lesson will be based on observation.
WEDNESDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Bell Ringer: Students will read a passage (passage 3, paragraphs 1-2) about famous
scientists that contributed to the study of chemistry. Students will annotate this reading and
summarize an important fact about that scientist on their handout.
Learning Target: Learning Target 1-3
1.) I can identify and describe the parts of an atom.
2.) I can make decisions about the atoms of different elements using the periodic table.
3.) I can explain how atoms interact with each other to form a chemical reaction.
Teaching Strategy Used: Summary/Note Taking, Homework/Practice, Cooperative Learning
At the beginning of the class period, students will complete the Atomics Basic activity if
necessary. Then, students will complete the Atoms Family Math Challenge. We will complete
part of the document as a class, and back half will serve as an assessment for student
learning. This activity is a follow up yesterday’s lesson and activity.
Essential Questions of the Day: How do scientists classify elements and describe their
properties? How is the periodic table organized? What information does this reference tool
provide?
Assessment: Students will complete the Atoms Family Math Challenge. The back
half of this sheet will serve as an assessment. These results will also inform the
pause day schedules for the next lesson.
THURSDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Bell Ringer: Students will read a passage (passage 3, paragraphs 3-5) about famous
scientists that contributed to the study of chemistry. Students will annotate this reading and
summarize an important fact about that scientist on their handout.
Learning Target: Learning Target 1-3
1.) I can identify and describe the parts of an atom.
2.) I can make decisions about the atoms of different elements using the periodic table.
3.) I can explain how atoms interact with each other to form a chemical reaction.
Teaching Strategy Used: Cooperative Learning, Objects/Feedback
This lesson is a pause day. Therefore, students will be placed into groups based on formative
assessment data. These groups will allow instruction to be differentiated. Higher achieving
students will work on a project learning about elements and the structure of their atoms,
students in the middle will engage in an activity highlight key points on the study guide, and
lower achieving students will work with the teacher during a re-teaching activity.
Essential Questions of the Day: How do scientists classify elements and describe their
properties? How is the periodic table organized? What information does this reference tool
provide?
Assessment: Students will complete an assignment or assessment. These products
will depend on the group in which they are placed.
FRIDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Bell Ringer: Students will construct a t-chart based on their third scientist reading and
annotation. This will be completed and turned in for a participation grade. It will also be used
to provide students with feedback about their note taking and summarizing strategies.
Learning Target: Learning Target 1-3
1.) I can identify and describe the parts of an atom.
2.) I can make decisions about the atoms of different elements using the periodic table.
3.) I can explain how atoms interact with each other to form a chemical reaction.
Teaching Strategy Used: N/A
Students will complete the first Learning Target Check for this unit.
Essential Questions of the Day: What are the parts of an atom? What are the functions of
parts of the atom? How are electrons responsible for chemical reactions?
Q’s/Adv. Organizer
Assessment: Students will complete Learning Target Check #1 for this unit. This will
be a summative grade for students.
Program Review: N/A