Monday
Content Standard:
SC4a: Use the periodic table to predict trends including atomic radii, ionic radii,
ionization energy and electronegativity of various elements
SC4b: Compare and contrast trends in the chemical and physical properties of elements
and their placement on the Periodic Table
Essential Question:
How can I predict the relative ionization energy and electronegativity of an atom using the
periodic table? Why does this pattern happen?
Musical Selection:
Mo-Town Monday
Learning Activities:
Hook- Real word Investigation of Alkali Metals reactivity.
o Historical Perspective-Students will watch a video of disposal of elemental
sodium into Lake Lenore in 1947. After WWII U.S. government disposed of
barrels of sodium in the lake because no commercial company would buy or
transport because of its reactivity makes it very dangerous. After video
students will hypothesize what occurs going down the group. We will then
watch a video made from Brainiac on the reactivity of all alkali metals. They
had used explosives to make them dramatic and entertaining. We will briefly
discuss this as “bad-science” and the reason that they needed to use deceptive
entertainment techniques in their test of the alkali metals.
Active Learning: Ionization Energy and Electronegativity Chalk Talk Learning
Stations
 Rationale:
o ACTIVE ENGAGEMENT & ACADEMIC RIGOR: Students actively engage in
learning the concepts of ionization energy and electronegativity by visiting
stations that build upon their existing knowledge and skills. Many of the
stations’ activities are designed to mimic questions and examples in the AP
chemistry textbook.
o DEVELOP CRITICAL THINKING THROUGH QUESTIONING: Higher level
thinking skills will be enhanced as stations prompt students to answer inquirystyle questions.
o RESEARCH-BASED STRATEGIES: Ritchhart, Church, and Morrison’s 2011 book
“Making Thinking Visible” explains that making thought processes visible by
asking students to diagram and illustration highlights misconceptions for
teachers to address and ultimately increases student achievement.
 Summary:
o Prior Instructional Delivery [Flipped Classroom Model]:
 APPROPRIATE INSTRUCTIONAL TECHNOLOGY:
 Teacher created video lesson using Camtasia screen casting
software teaching the basic arrangement of the periodic table
relative to atomic structure.
 Teacher posted the video online, and students watched the video
online on Wednesday evening while completing guided Cornell
notes.
 Teacher created short video understanding quiz online, and
students took the short quiz to inform self-evaluation and teacher
preparation for today’s class.
o Chalk Talk Station Prompts:
 Draw an illustration explaining WHY elements on the left side of the
periodic table are lower in ionization energy and electronegativity than
elements in the same row to the right. Use your illustration to predict
the ionization energy and/or electronegativity of a list of elements.
 Draw an illustration explaining WHY elements on the top of the periodic
table are higher in ionization energy and electronegativity than elements
in the same column on the bottom. Use your illustration to rank a list of
elements in order of increasing ionization energy. Use your illustration
to predict which element would draw the bonding electrons closer in a
covalent bond between two nonmetals.
 Evaluate a common answer to the question “Why is sodium higher in
ionization energy than cesium?” Did the student use atomic structure
evidence to answer the question? Is the answer correct? Would you add
any ideas?
 Evaluate a common answer to the question “Why is a halogen higher in
ionization energy than an alkali metal in the same row?” Did the student
use atomic structure evidence to answer the question? Is the answer
correct? Would you add any ideas?
 Use a periodic table to answer the sample multiple choice questions.
 Periodic Trends War: Paired Practice- Student’s roll dice to determine which
periodic trend they will use to determine the winner. Students will flip cards that
contain elemental symbols. Whichever element has the highest value for the trend is
the winner.
Diagnostic Assessment: Collect formative, diagnostic data using five ionization
energy/electronegativity exit questions. Data will inform tomorrow’s instruction and
flexible groups.
Differentiation Plan:
 Flexible, purposeful grouping: Students will be grouped homogeneously by post-
video quiz results.
 Active listening and attending to students’ needs and responses: Teacher will
speak with each group about specific questions missed on the online quiz.
 Diagnostic assessment: Teacher will use exit questions to prepare for flexible
grouping tomorrow.
Assessment Plan:
 INFORMAL: Teacher will informally observe and question students during atomic
and ionic radius inquiry stations. Teacher will provide constructive suggestions for
strengthening student illustrations and explanations.
 SELF-EVALUATION: Students will be encouraged to revise and review their
illustrations and answers tonight and score their work against teacher-provided
models in class tomorrow.
 INFORMAL-Periodic trends score sheet. Sheet will be collected to determine
students understanding of the periodic trends prior to tomorrow’s quiz. Student’s
also have the opportunity to assess their own understanding using partner’s
feedback when playing.
Homework:
 Review and revise today’s illustrations and answers to make them as strong as you
possibly can.
 Begin solving problems in the unit practice packet.
 Study for tomorrow’s “Periodic Trends Quiz.”
Tuesday
Content Standard:
SC4a: Use the periodic table to predict trends including atomic radii, ionic radii, ionization
energy and electronegativity of various elements
SC4b: Compare and contrast trends in the chemical and physical properties of elements
and their placement on the Periodic Table
Essential Question:
Why do periodic trends (atomic radius, ionization energy, and electronegativity) occur on
the periodic table? Use atomic structural evidence to support your answer.
Musical Theme:
Twangy Tuesday
Learning Activities:
 Assessment – Periodic Trends Quiz:
o Take the 15-question multiple choice quiz
 Self-Evaluation & Cumulative Quiz Test Prep:
o Review Unit 2 tests
o Determine concepts to review overnight for tomorrow’s cumulative quiz
 Carousel Brainstorming – Sample Discussion Questions:
o Take 1 minute to brainstorm facts to include in the answer to the question.
o Rotate the paper, and take 1 minute to add to/revise facts on the next question.
o Repeat 2 more times.
o Rotate the paper back to your original question. Take 5 minutes to evaluate the
bullets and write a solid answer to the question in complete sentences on a ½
sheet of paper.
o Tape your ½ sheets to the appropriate squares on the butcher paper.
o Take 15 minutes to evaluate the four answers that your group has built. Revise
or ask questions to finalize your answers.
o Write your final answers on your record sheet to keep in your notebook as a
study tool.
 Individual Sample Multiple Choice Questions:
o Move desks back into rows.
o Work individually to answer 24 sample test questions.
Differentiation Plan:
 Flexible grouping: students are assigned to seats and homogeneous groups based on
last week’s quiz performance
Assessment Plan:
 Formal Assessment: Grade Periodic Trends Quiz and provide feedback tomorrow in
class.
 Informal Assessment: Directed questioning of student groups during carousel
brainstorming activity
 Student Self-Assessment: Unit 2 Test review, sample discussion questions, and sample
multiple choice questions
Homework:
 Review sample discussion answers
 Review sample multiple choice questions
 Review notes from today’s unit 2 review
 Prepare for lab practical
Wednesday
Content Standard:
SC4a: Use the periodic table to predict trends including atomic radii, ionic radii, ionization
energy and electronegativity of various elements
SC4b: Compare and contrast trends in the chemical and physical properties of elements
and their placement on the Periodic Table
Essential Question:
Have I mastered the concepts of unit 3?
Musical Theme:
Relaxation Station
Learning Activities:
 Self-Evaluation of Periodic Trends Mastery:
o Periodic Trends Quiz – Students will correct the quiz and ask questions if
needed.
 Lab Practical (Unit 3)
 Cumulative Quiz (Unit 2)
Differentiation Plan:
 Appropriate challenge: Students who scored well on yesterday’s quiz will be the first
students to complete the lab practical. Struggling students will be given additional time
to process mistakes and prepare for the assessment.
Assessment Plan:
 Formal Assessment: Teacher will grade and record the lab practicals and cumulative
quizzes.
Homework:
 Review sample discussion answers
 Review sample multiple choice questions
 Review notes from today’s unit 2 review
 Prepare for test
Thursday
Content Standard:
SC4a: Use the periodic table to predict trends including atomic radii, ionic radii, ionization
energy and electronegativity of various elements
SC4b: Compare and contrast trends in the chemical and physical properties of elements
and their placement on the Periodic Table
Essential Question:
Have I mastered the concepts of unit 3?
Musical Selection:
Relaxation Station
Learning Activities:
 Unit Three Test
 Introduction to Unit 4: Bonding
o Chem-To-Go Lesson 13: Ionic Bonding – Formulas
 Watch the video and complete the Cornell notes.
 Take the online video quiz.
o Begin learning the polyatomic ions.
Differentiation Plan:
 Pacing: Students can work at their own paces as they complete unit 3 and move on to
begin unit 4.
 Gather data for appropriate challenge: Students will complete a post-video quiz
after viewing lesson 13. Tomorrow’s class time will be tiered based on results from the
quiz.
Assessment Plan:
 Formal Assessment: Teacher will grade, record, and provide timely feedback to
students on their unit three tests.
 Informal Assessment: Teacher will use results from the post-video quiz to inform
tiered activity and instruction for tomorrow’s class.
Homework:
 Watch Chem-To-Go Lesson 13: Ionic Bonding – Formulas, complete the Cornell notes,
and take the post-video quiz.
Friday
Content Standard:
SC1c Predict formulas for stable ionic compounds based on balance of charges
Essential Question:
How do cations and anions bond together to form stable and NEUTRAL compounds?
Musical Selection:
Free Play Friday
Learning Activities:
HOOK: Love = Good Chemistry
Acquisition of Skill: Teacher-led Examples of Formula-Writing
Tiered Partner Practice: Writing Ionic Compound Formulas
 Level One: Students write more basic chemical formulas of their choice from four
point value levels to earn 30 points.
 Level Two: Students write basic, intermediate, and real-world chemical formulas of
their choice from three point value levels to earn 30 points.
Differentiation Plan:
 Flexible grouping: Partners were selected based upon the results of last night’s postvideo quiz. Students are paired with someone who performed similarly.
 Appropriate challenge: Student pairs are assigned either the level one or level two
version of the assignment. The assignment does allow students choice in the
difficulty/variety of questions, but all of the options are intended to challenge the
student appropriately.
Assessment Plan:
 Informal assessment: Teacher will discuss missed post-video quiz questions with
each student group. Teacher will observe student work and assess student readiness
to inform tomorrow’s lesson.
Homework:
 Watch Chem-To-Go Lesson 14: Ionic Bonding – Naming, complete the Cornell notes,
and take the post-video quiz.