Teacher: Chiquita Gaylor Week: 10/13

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Teacher:
Chiquita Gaylor
Week: 10/13-16/2015
Grade/Subject: 9th (Physical Science)
504 SPED: Students will receive additional time on assignments.
Students will receive a copy of teacher notes.
Students will receive one on one/ peer tutoring.
Students will receive additional assistance in facilitated room.
Day
CCSS/GLE
Purpose Statement
M
Assessment
Description of Lesson
Resources
OUT OF SCHOOL
10/12
T
10/13
CCSS/GLE:
Distinguish among symbols for atoms, ions,
molecules, and equations for chemical reactions
(PS-H-A2)
Name and write chemical formulas using symbols
and subscripts (PS-H-A2)
Identify the three subatomic particles of an atom
by location, charge, and relative mass (PS-H-B1)
Determine the number of protons, neutrons, and
electrons of elements by using the atomic number
and atomic mass from the periodic table (PS-H-B1)
Describe the results of loss/gain of electrons on
charges of atoms (PS-H-B1) (PS-H-C5)
Bellringer: The students will complete daily bellringer
assignments using teacher created topics. (see below)
1.
2.
3.
4.
Scientific Inquiry ongoing (SI-H-A1/7)
PS:
1.
Can students interpret models of atoms
(Thomson’s Plum Pudding Model, Rutherford’s
Model, Bohr Model, and Electron Cloud Model)?
2.
Can students list the major components
of an atom and provide the charge for each?
4.
Can students diagram a Bohr model for a
given atom?
Directed Reading Guide
Questions…..
5.
Teacher Input: The teacher will orally discuss bellringer
questions allowing students to discuss their rationales.
6.
Guided Practice: The students will be introduced to
atoms and their parts using teacher power-point and
directed reading.
Independent Practice: (HW) Students will answer
directed reading guide questions using classroom notes
and text support. See attached.
7.
8.
The ___ is the smallest
unit of matter.
Protons, neutrons and
electrons are also
called____
Protons are located
___ and have a __
charge.
Electrons are located
____ and have a ___
charge.
Neutrons are located
___ and have a __
charge.
When using the
information from the
periodic table, the
atomic number
represents ____.
The atomic mass is
_____
An atom of the same
element with a
9.
10.
11.
12.
13.
14.
15.
16.
17.
W
10/15
CCSS/GLE:
Distinguish among symbols for atoms, ions,
molecules, and equations for chemical reactions
(PS-H-A2)
Name and write chemical formulas using symbols
Bellringer: The students will complete daily bellringer
assignments using teacher created topics. (see below)
different number of
neutrons(changes
mass) is ______.
Electrons can have ___
called energy levels.
Electrons are in
constant ___ .
An electron can ___
from one energy level
to another when it __
or ___ energy.
Complete the chart of
the energy levels
a. 1=
b. 2=
c. 3=
d. 4=
The electron
configuration is the __
or the electrons.
In the periodic table,
elements are arranged
based on increasing
____.
Each row is a ___. Each
column is a ___.
A ___ electron, is the
number of electrons in
the highest energy
level.
Elements in a group
have similar properties
because they have the
same number of ___
Textbook pp. 100-118
Homework
Use the PEN method to
determine if the following
and subscripts (PS-H-A2)
Identify the three subatomic particles of an atom
by location, charge, and relative mass (PS-H-B1)
Determine the number of protons, neutrons, and
electrons of elements by using the atomic number
and atomic mass from the periodic table (PS-H-B1)
Describe the results of loss/gain of electrons on
charges of atoms (PS-H-B1) (PS-H-C5)
atoms are stable or unstable.
Scientific Inquiry ongoing (SI-H-A1/7)
PS:
1.
Can students interpret models of atoms
(Thomson’s Plum Pudding Model, Rutherford’s
Model, Bohr Model, and Electron Cloud Model)?
2.
Can students list the major components
of an atom and provide the charge for each?
4.
Can students diagram a Bohr model for a
given atom?
Teacher Input: The teacher will orally discuss bellringer
questions allowing students to discuss their rationales.
Students will be instructed in how to complete a content
article critique. See initial article attached.
Guided Practice: The students will use powerpoint notes
to answer questions from the directed reading.
Independent Practice: Students will complete Vocabulary
Mastery. See attached.
Th
10/15
CCSS/GLE:
Differentiate between
Bellringer: The students will complete daily bellringer
Distinguish among symbols for atoms, ions,
observations, inferences and assignments using teacher created topics. (see below)
molecules, and equations for chemical reactions
predictions (Worksheet)
(PS-H-A2)
Use experiment scenarios to
Name and write chemical formulas using symbols
identify the steps in the
and subscripts (PS-H-A2)
scientific method. ( BeriBeri)
Identify the three subatomic particles of an atom
by location, charge, and relative mass (PS-H-B1)
Determine the number of protons, neutrons, and
electrons of elements by using the atomic number
and atomic mass from the periodic table (PS-H-B1)
Describe the results of loss/gain of electrons on
charges of atoms (PS-H-B1) (PS-H-C5)
Homework: The students will
complete workbook page 37-38
(4.2) The Structure of an Atom
Scientific Inquiry ongoing (SI-H-A1/7)
PS:
1.
Can students interpret models of atoms
(Thomson’s Plum Pudding Model, Rutherford’s
Model, Bohr Model, and Electron Cloud Model)?
2.
Can students list the major components
of an atom and provide the charge for each?
4.
Can students diagram a Bohr model for a
given atom?
F
10/9
CCSS/GLE:
Distinguish among symbols for atoms, ions,
molecules, and equations for chemical reactions
(PS-H-A2)
Name and write chemical formulas using symbols
and subscripts (PS-H-A2)
Identify the three subatomic particles of an atom
by location, charge, and relative mass (PS-H-B1)
Determine the number of protons, neutrons, and
electrons of elements by using the atomic number
and atomic mass from the periodic table (PS-H-B1)
Describe the results of loss/gain of electrons on
charges of atoms (PS-H-B1) (PS-H-C5)
Teacher Input: The teacher will orally discuss bellringer
questions allowing students to discuss their rationales.
The teacher will use HOTS style questions to review
students in material obtained from Tues-Weds.
Guided Practice: Review homework assignment (WED)
see above attached. Students will volunteer to go write
sample problems on the board.
Independent Practice: Students will complete Element
Practice Sheet (see attached)
Bellringer: The students will complete daily bellringer
assignments using teacher created topics. (see below)
Scientific Inquiry ongoing (SI-H-A1/7)
PS:
1.
Can students interpret models of atoms
(Thomson’s Plum Pudding Model, Rutherford’s
Model, Bohr Model, and Electron Cloud Model)?
2.
Can students list the major components
of an atom and provide the charge for each?
4.
Can students diagram a Bohr model for a
given atom?
Teacher Input: The teacher will continue discussion on
properties of matter using power-points, handouts, and
sample text resources.
Guided Practice: The students will orally review and
correct workbook page 37-38.
Independent Practice: The students will complete
teacher created assessment on introduction to atoms.
(see attachment)
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