Monday
Content Standard:
SC3a discriminate between the size, charge, & position of protons, neutrons, and electrons
SC3b use the orbital configuration of neutral atoms to explain chemical properties
SC3c explain the relationship of the proton number to the element’s identity
SC3d explain the relationship of isotopes to the relative abundance of atoms of a particular
element.
SC3f relate light emission and movement of electrons to element identification
Essential Question:
Have I mastered the standards of atomic structure?
Musical Selection:
RELAXATION: Pandora relaxation station
Learning Activities:
Summative Assessment: Unit Two Test
Introduction to Unit Three Periodicity: Chem-To-Go Lesson 10
 Rationale: As students finish the test at various times, each may move ahead
individually.
 Summary: Students can watch the first video lesson of the new unit and complete the
post-video online quiz.
Differentiation Plan:
NOTE: Today’s summative assessment hampers true classroom differentiation.
 Gathering data for tomorrow’s flexible grouping: Students will complete an online
quiz after watching the video lesson, and teacher will use the results to form small
groups for tomorrow’s lesson.
Assessment Plan:
 Unit Two Test: Teacher will grade and record the test. Students will receive timely
feedback.
 Online Quiz: Teacher will informally record the quiz grades and use them to create
tomorrow’s groups. At the end of unit three, students may select this online quiz to go
into Synergy.
Homework:
 Watch Chem-To-Go Lesson 10, complete the Cornell notes, and take the post-video
quiz.
Tuesday
Content Standard:
SC4b: compare and contrast trend in the chemical and physical properties of elements
and their placement on the Periodic Table.
Essential Question:
How are the elements arranged on the Periodic Table?
Musical Selection:
Twangy Tuesday
Learning Activities:
Activate Learning: Periodic Table Chalk Talk
 Rationale: Students often believe that they understand the arrangement of the
periodic, but they struggle when asked to defend their answers using correct
vocabulary and atomic structure details.
 Summary: Students will rotate through 6 learning stations to deepen their knowledge
of the arrangement of the periodic table. Each station will ask the students to draw or
write something in chalk on the blacktop table. Teacher will observe the answers of
each group and clarify misconceptions.
Partner Learning: Differentiated Tiered Activity
 Rationale: Students will be appropriately challenged to continue mastering the
arrangement of the periodic table relative to chemical and physical properties.
 Summary: Students will be asked to self-report their understandings of today’s
content from Level 1 to Level 2.
 Level One: Students will meet with teacher to discuss the basic anatomy of the
periodic table. After answering questions and clarifying, they will be asked to
construct a data table organizing their knowledge to use as a study tool for
upcoming quizzes and tests.
 Level Two: Students will be asked to construct a periodic table using a set of cards
with chemical and physical properties reported. Students will be challenged to
select which properties they choose to highlight in their organization. No right
answer exists.
Differentiation Plan:
 Activate Learning: Periodic Table Chalk Talk
o Flexible Grouping: Students are grouped based upon the data from last night’s
online quiz. Teacher will monitor lower performing groups (on last night’s quiz)
much more closely.
Partner Learning: Differentiated Tiered Activity
 Rationale: Students will be appropriately challenged to continue mastering the
arrangement of the periodic table relative to chemical and physical properties.
 Summary: Students will be asked to self-report their understandings of today’s
content from Level 1 to Level 2.
 Level One: Students will meet with teacher to discuss the basic anatomy of the
periodic table. After answering questions and clarifying, they will be asked to
construct a data table organizing their knowledge to use as a study tool for
upcoming quizzes and tests.
 Level Two: Students will be asked to construct a periodic table using a set of cards
with chemical and physical properties reported. Students will be challenged to
select which properties they choose to highlight in their organization. No right
answer exists.
Assessment Plan:
 Activate Learning: Periodic Table Chalk Talk
o Flexible Grouping: Students are grouped based upon the data from last night’s
online quiz.
o Informal Assessment: Teacher will listen to student conversations and monitor
student chalked answers to correct misconceptions and deepen understanding.
Last night’s quiz data informs WHICH GROUPS to monitor most closely.
 Partner Learning: Differentiated Tiered Activity
o Level One: Teacher will informally look over the student data tables and assist
with corrections and questions.
o Level Two: Teacher will informally monitor students’ reasoning for the
organization of their periodic tables.
Homework:
 Watch Chem-To-Go Lesson 11, complete the Cornell notes, and take the post-video quiz
by midnight on Sunday.
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:
How are elements arranged on the Periodic Table relative to atomic structure and
properties?
Musical Theme:
Weird Science Wednesday
Learning Activities:
Active Learning: Creative Problem-Solving Extraterrestrial Chemistry
 Rationale:
o ENRICH THE CONTENT: Teacher enriches periodicity content by making
connections to the biochemistry of the human body and activates recall of
concepts learned in 9th grade honors biology.
o ENGAGE CRITICAL AND CREATIVE THINKING: Students engage in critical and
creative thinking as they use the periodic table to create the new species by
selecting elements similar in reactivity to those of similar function in the human
body.
o DIFFERENTIATE THE PRODUCT WITH RESEARCH-BASED STRATEGY: The Body
Biography strategy developed by Underwood in 1987 is used to bring novelty to
the content. The strategy is highlighted in Brunner’s 2012 book, “Now I Get It:
Differentiate, Engage, and Read for Meaning.”
 Summary of Creative Problem-Solving:
o Prior Instructional Delivery:
 APPROPRIATE INSTRUCTIONAL TECHNOLOGY:
 Teacher created video lesson using Camtasia screencasting software
teaching the basic arrangement of the periodic table relative to
atomic structure.
 Teacher posted the video, and students watched the video online on
while completing guided Cornell notes.
 Teacher created short video understanding quiz, and students take
the short quiz to inform self-evaluation and teacher preparation for
Friday’s class.
 DEVELOP CRITICAL THINKING THROUGH QUESTIONING: Students
worked in small homogeneous groups to interact with inquiry stations in
class yesterday and completed a summarizing graphic organizer before
leaving for the long weekend.
o Procedure for Creative Problem-Solving:
 Read the information provided about the human species and its
biochemistry.
 Use your knowledge of the periodic table and properties of elements to
create an extraterrestrial species that is not carbon-based.
 Construct a body biography of a specimen of your extraterrestrial species.
The body biography should communicate the biochemistry of the being
with labels, illustrations, and symbols.
o Body Biography Instructions:
 Draw the body of your ET. You may choose to trace the outline of a group
member.
 Address the following anatomy/physiology with labels, creative
illustrations, and symbols:
 Skeletal make-up
 Primary brain biochemistry
 Blood components
 Dietary needs: food and drink
 Breathing intake and output
 Components of the ET atmosphere
 Hygiene biochemistry: bathing and brushing teeth
 Components of digestive fluid
 Composition of perspiration
 Primary ions necessary for carrying electrical pulses
Differentiation Plan:
 Appropriate challenge: Students will be grouped homogeneously by their current
grade in the class.
o Highest achievers: Students will receive instructions that invite them to
research all of the components listed in the “summary” above.
o Middle/Low achievers: Students will be invited to research more concrete and
fewer components of human biochemistry.
Assessment Plan:
 INFORMAL: Informal observations/conversations with students in individual and
small group settings about the properties of elements on the periodic table and their
choices as they develop their ETs; provide constructive feedback to groups as they
work
Homework:
 Review the anatomy of the periodic table. Be sure that you can complete the families
checklist.
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:
How can I predict the relative atomic radius and ionic radius of an atom using the periodic
table? Why does this pattern happen?
Musical Theme:
Throwback Thursday
Learning Activities:
HOOK: Periodic trend video clip – enrich the basic lab experiences available to our
advanced learners
Active, Inquiry Learning: Graphing Element Properties & Discovering Patterns
[45 min]
 Rationale:
o ACTIVE ENGAGEMENT & ACADEMIC RIGOR: Students actively engage in
discovering the patterns of atomic radius and ionization energy by graphing
given values for several elements.
o DEVELOP CRITICAL THINKING THROUGH QUESTIONING: Higher level thinking
skills will be enhanced as follow-up questions prompt students to draw
connections between the graphs and elements’ locations on the periodic table.
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.
Active Learning & Communicating Scientific Concepts: Using Academic Language to
Describe Periodic Trends Discovered in Graphing Lab [20 min]
 Rationale:
o Summary: Period and group trends and why (using appropriate vocab) with
same topic;
Anchor Activity: Sample Multiple Choice Periodic Trends Questions
 Summary: Copies of sample questions are laminated and place under student desks.
As a summarizing activity, students can pull out the sample questions to practice
interpreting multiple questions.
Differentiation Plan:
 Flexible, purposeful grouping: Students will be grouped homogeneously by postvideo 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
ionization energy inquiry graphing. Teacher will provide constructive suggestions for
strengthening student 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.
Homework:
 Watch Chem-To-Go Lesson 11, complete the Cornell notes, and take the post-video
quiz.
Friday
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 atomic radius and ionic radius of an atom using the periodic
table? Why does this pattern or trend occur?
Musical Selection:
Free Play Friday.
Learning Activities:
Assessment: Anatomy of Periodic Table Quiz
 15 question multiple choice quiz
Hook: Periodic Trends Rap Song: Video of AP chemistry student created rap song on the
periodic trends. Students will watch and write down one of the rhymes used to
describe one of the periodic trends of atomic/ionic radius, ionization energy, and
electronegativity. After watching a few students will share what they wrote down - at
least one rhyme for each of the trends.
Kinesthetic Social Learning:
 Rationale: Teacher facilitates discussion about shielding of electrons from the
effects of positive nuclear charge. Desks are used to visualize energy levels of
electrons and front work bench will be symbolic of the nucleus. Laboratory Items
will be added to work bench to visualize the addition of protons (to form different
atoms) to the nucleus. Shielding across a period does not change but nuclear
effective charge will increase pulling in the electrons to make a smaller radius for
the atoms/ions as they move to the right in the periodic table.
Active Learning: Atomic Radius and Ionic Radius Chalk Talk Learning Stations
 Rationale:
 ACTIVE ENGAGEMENT & ACADEMIC RIGOR: Students actively engage in
learning the concepts of atomic radius and ionic radius 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.
 DEVELOP CRITICAL THINKING THROUGH QUESTIONING: Higher level
thinking skills will be enhanced as stations prompt students to answer
inquiry-style questions.
 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:
 Prior Instructional Delivery [Flipped Classroom Model]:
 APPROPRIATE INSTRUCTIONAL TECHNOLOGY:
 Teacher created video lesson using Camtasia screencasting
software teaching the basic arrangement of the periodic table
relative to atomic structure.
 Teacher posted the video, and students watched the video
online while completing guided Cornell notes.
 Teacher created short video understanding quiz, and students
took the short quiz to inform self-evaluation and teacher
preparation for today’s class.
 Chalk Talk Station Prompts:
 Draw an illustration explaining WHY elements on the left side of the
periodic table are larger than elements in the same row to the right.
 Draw an illustration explaining WHY elements on the top of the
periodic table are smaller than elements in the same column on the
bottom.



Draw an illustration explaining HOW and WHY the radius (size) of a
neutral atom changes as the atom forms a cation.
Draw an illustration explaining HOW and WHY the radius (size) of a
neutral atom changes as the atom forms an anion.
Use a periodic table to answer the sample multiple choice questions.
Diagnostic Assessment: Collect formative, diagnostic data using five atomic
radius/ionic radius exit questions. Data will inform tomorrow’s instruction and
flexible groups.
Differentiation Plan:
 V.A.R.K Lesson Plan: Visual, Aural, Read/Write, and Kinesthetic-Students have
choice of which method to use to learn the material. Students will hear the content
through a song while writing a rhyme to assist in remembering, kinesthetic
demonstration and discussion using desks and students, and visual representation
and wring during Chalk Talk.
 Flexible, purposeful grouping: Students will be grouped homogeneously by postvideo quiz from yesterday’s Chem-to-Go Lesson 11 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:
 Summative Assessment: Anatomy of periodic table quiz. Data will be used to
determine which students need additional support and in which specific area.
 Formative Assessment: Chem-to-Go lesson 10 online quiz is used to determine
grouping for today’s groups and required individual/small group support. Teacher will
informally observe and question students during lab activity.
 Formative, Diagnostic Checkpoint: Students will answer 5 atomic radius/ionic radius
periodic trend and calculation exit questions that range from very basic to advanced
application of today’s learning.
o Diagnostic: The results will be used to form small groups for tomorrow’s lesson.
o Formative: Students will use the feedback to select appropriate topics and levels
on tomorrow’s student-directed tiered assignment.
Homework:
 Watch Chem-to-Go Lesson 12 and Cornell Notes: Ionization Energy and
Electronegativity
 Lesson 12 video online quiz