Monday
Content Standard:
SC3a discriminate between the size, charge, & position of protons, neutrons, and electrons
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:
How is light emission related to electrons? How are wavelength, frequency, and energy of
light calculated?
Musical Selection:
Mayer Monday
Learning Activities:
Activation of Learning: Teacher-facilitated Problem-solving
 Rationale: Students have watched the video lesson on calculating wavelength,
frequency, and energy emitted from atoms. On Friday, the students, in differentiated
groups, began a POGIL activity to develop a deeper knowledge of where the light comes
from and how scientists analyze the light to learn more about atoms. As they continue
to work in the same homogeneous groups today, students will move from the POGIL to
the Flame Test Lab to tiered problem-solving. The teacher will lay the foundation at
the beginning of the period for groups to be able to move successfully from one activity
to the next.
 Summary:
o Example One: Use a given wavelength (in nm) to calculate frequency and energy
o Example Two: Use a given energy to calculate frequency and energy
Active Learning: Flame Test Inquiry & Modeling Lab – CONTINUATION FROM FRIDAY
 Rationale: POGIL [Process Oriented Guided Inquiry Learning] activities lead students
through a series of discoveries in the lab rather than in lecture. In this activity,
students will discover how light emitted by a sample can lead scientists to identify
what elements are in the sample.
 Summary:
o Students will form small groups of 4 or 5 in the lab area.
o Each group will work through the POGIL Flame Test activity.
o Student groups will test four element samples and record the predominant flame
color.
o Students will observe an unknown flame test and form a hypothesis for the
element identification.
Partner Learning: Tiered Energy of Electrons and Atomic Emission Spectra Activity
 Rationale: Struggling or at-level students will receive the Level One activity that
invites them to solve energy, wavelength, and frequency calculations and then move on
to watch a short, online video about atomic emission spectra. Advanced students will
solve the Level Two activity that adds an application of atomic emission spectra above
the scope of our class.
 Summary:
o Solve the tiered energy and emission spectra activity.
o Record questions and concerns on Google Form using your smartphone or
laptop.
Differentiation Plan:
 Flexible grouping – Students are grouped homogeneously according to their current
grade in the class.
 Differentiated Content - Student-directed Tiered Assignment:
o Rationale: After watching student performance in the lab activity, the teacher
will identify low, at-level, and advanced students. Low and at-level students will
receive the Level One tiered assignment
o Summary:
 Low and at-level students will receive the Level One tiered assignment.
 Solve 5 calculations involving wavelength, energy, and frequency.
 Watch a video clip explaining atomic emission spectra.
 Advanced students will receive the Level Two tiered assignment.
 Solve 2 calculations involving wavelength, energy, and frequency.
 Watch a video clip explaining atomic emission spectra.
 Investigate the atomic emission spectra of various elements.
Assessment Plan:
 Tiered assignment: Students will turn in the tiered assignment work, and teacher will
assess the work for correct answers and identify areas needing more explanation.
Homework:
 Watch video lesson 8 and answer the short quiz. Color code your periodic table.
 Prepare for tomorrow’s Isotopic Notation, Atomic Mass, and Energy Calculations Quiz.
Tuesday
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:
How are electrons arranged in the electron cloud of an atom?
Musical Selection:
Twangy Tuesday
Learning Activities:
Summative Assessment: Isotopic Notation, Atomic Mass, and Energy Quiz
Metaphorical Thinking: Hotel Tarvin & Electron Configuration Analogy
 Rationale: Quantum mechanics is an extremely abstract idea, and students benefit
from a familiar analogy. The teacher will relate the concept to a hotel.
 Summary:
o Hotel Managers: aufbau principle, Pauli exclusion principle, and Hund’s rule
o Hotel Rooms: s, p, d, and f rooms
o Hotel Layout: energy levels, sublevels, orbitals, and spin
o Hotel Guests: electrons
o Skills – Writing electron configuration, writing noble gas notation, and drawing
orbital diagrams.
Diagnostic Checkpoint: Write the electron configuration, noble gas notation, and draw
the orbital diagram for Se.
Differentiation Plan:
Gather data for tomorrow’s differentiation from the exit question response.
Assessment Plan:
 Teacher will formally assess the Isotopic Notation, Atomic Mass, and Energy Quiz
results.
 Teacher will form tomorrow’s flexible groups using the results of today’s diagnostic
checkpoint.
Homework:
 Watch Chem-To-Go Lesson 9, complete the Cornell notes, and take the post-video quiz
by midnight
Wednesday
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:
How are electrons arranged in an atom?
Musical Theme:
The Middle
Learning Activities:
Activate Learning: Mastering Electron Configuration and Orbital Diagrams
 Rationale: Students must master the process of writing and deciphering electron
configurations and orbital diagrams.
 Summary:
o WARM-UP – Independent writing of 2 electron configurations
 Teacher-led example of deciphering the electron configuration
 Independent practice of deciphering the electron configuration
o Teacher-led example of drawing an orbital diagram
o Independent practice of drawing 2 orbital diagrams
 Teacher-led example of deciphering the orbital diagram
 Teacher-led example of an exception to aufbau’s principle using orbital
diagram analysis
Active Learning: Differentiated Learning Stations
 Rationale: Students should move from basic understanding of writing electron
configuration to applying quantum mechanics vocabulary.
 Flexible Grouping: Teacher will ask students to self-report their levels of
understanding 1-3.
 Summary:
o Level One: Students will write electron configurations of two elements, draw
their orbital diagrams, and apply vocab terms: energy level, valence electrons,
orbital, sublevel. Teacher will spend time clearing up confusion and guiding
students to mastery.
o Level Two: Students will write electron configurations of two elements, draw
their orbital diagrams, and apply vocab terms: energy level, valence electrons,
orbital, sublevel. Students will be asked to form hypotheses about how each of
the atoms might change to follow the octet rule becoming stable.
o Level Three: Students will write electron configurations of two elements, draw
their orbital diagrams, and apply vocab terms: energy level, valence electrons,
orbital, sublevel. One of the assigned elements will be an exception to aufbau’s
principle. Students will be asked to form hypotheses about how each of the
atoms might change to follow the octet rule becoming stable.
Differentiation Plan:
 Appropriate challenge; differentiated content and product: Students will be
grouped homogeneously by diagnostic question results and quiz results. More complex
questions will be given to higher achieving students, while more basic examples will be
given to struggling students. Teacher will spend time guiding each group as they move
up in their understanding.
Assessment Plan:
 Informal observations/conversations with students in individual and small group
settings
 Performance in differentiated learning stations activity
Homework:
 Review videos 5 - 9 to prepare for Monday’s test.
 Solve practice packet problems to prepare for the test
Thursday
Content Standard:
SC3b use the orbital configuration of neutral atoms to explain chemical properties
SC3f relate light emission and movement of electrons to element identification
Essential Question:
How are the electrons arranged in an atom? How is light emitted from an atom related to
the arrangement of the electrons?
Musical Theme:
THROWBACK THURSDAY
Learning Activities:
Differentiated Learning: Electron Configuration and Orbital Diagram Tiered Practice
 Flexible Grouping: Students will self-report levels of understanding today. I am
hoping that some students will have moved up a level of understanding from
yesterday’s self-report. Students may choose to work with a friend at the same level, or
they may work alone.
 Summary:
o Level One: Students will work on basic examples of electron configuration,
orbital diagram, vocabulary application, and noble gas notation.
o Level Two: Students will be challenged to move beyond basic examples to apply
concepts at a more advanced level. They’ll be asked to form hypotheses about
the formation of ions and chemical bonds, which are discussed in the next two
units.
o Level Three: Students will be challenged to apply concepts to atoms that are
exceptions to accepted rules. They’ll be asked to form hypotheses about the
formation of ions and chemical bonds using these exceptional atoms.
Drawing Connections to Prior Topics: Finalize the Flame Test Analysis Lab
 Rationale: Students performed flame tests to observe the light emitted from four
different metal-containing compounds last week. Today, the students will revisit the
lab to identify an unknown element based on its flame color and apply the new
concepts of electron configuration and orbital diagrams.
 Summary:
 Students perform a flame test to identify the unknown element based on their data
collected last week.
 Students will calculate the frequency and energy of the predominant wave color of
the unknown.
 Students will write the electron configuration and noble gas notation of the
unknown element.
 Students will draw the orbital diagram of the unknown element.
Self-Evaluation of Mastery of Unit 2 Standards:
 Rationale: Students will have the opportunity to evaluate their understandings and
prepare to ask specific questions on Friday
 Summary:
o Students will receive the results from Tuesday’s quiz, and they will have the
opportunity to view the answer key and ask questions.
o Students will receive a set of 28 sample multiple choice questions representing
all of the concepts that will be tested on Monday.
o The answers are posted on the teacher blog and Coursesites.
Differentiation Plan:
 Appropriate challenge: Students will be grouped homogeneously by self-reports of
understanding. Hopefully, students will have moved up a level of understanding from
yesterday’s self-report. More complex questions will be given to higher achieving
students, while more basic examples will be given to struggling students. Teacher will
spend time guiding each group as they move up in their understanding.
Assessment Plan:
 Teacher will informally observe and question students during tiered activity and lab
activity.
 Teacher will collect and grade the Flame Test Analysis Labs.
Homework:
 Review videos 5 - 9 to prepare for Monday’s test.
 Solve practice packet problems to prepare for the test
Friday
Content Standard:
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:
Calculate the energy emitted by an atom when the light has ____ color. Calculate the atomic
mass of an element sample.
Musical Selection:
RELAX AND SHOW ME WHAT YOU KNOW – Pandora relaxation station
Learning Activities:
Assessment: Unit One Cumulative Quiz
 Rationale: The concepts in chemistry build upon one another, and students must
maintain understandings throughout the semester. Cumulative quizzes encourage
students to learn for mastery and help the teacher to identify topics that need to be
revisited.
 Summary: Students will read about a lab scenario involving density calculations,
metric conversions, and significant figures. They will then carry out a calculation using
the data reported in the scenario.
Summative Assessment: Unit Two Lab Practical
 Rationale: Students normally experience lab in small groups, and it is important for
honors chemistry students to demonstrate their individual lab skills in preparation for
college lab practicals.
 Summary:
o Students will analyze an element sample, measure, record data, and calculate the
atomic mass of the sample.
o Students will calculate the frequency and energy of a given photon of light.
Self-Evaluation of Mastery of Unit 2 Standards:
 Rationale: Students will have the opportunity to evaluate their understandings and
prepare to take tomorrow’s test.
 Summary:
o Students continue working on a set of 28 sample multiple choice questions
representing all of the concepts that will be tested tomorrow.
o The answers are posted on the teacher blog and Coursesites.
Differentiation Plan:
NOTE: Today’s summative assessment hampers true classroom differentiation.
 Pacing & Individual Questioning: Students will work at their own pace to complete
the cumulative quiz and sample test questions. The teacher will be consulting with
each student individually to offer assist and check in about concept understanding.
Assessment Plan:
 Teacher will grade and record cumulative quiz and lab practical results. Students will
receive prompt feedback and have the opportunity to ask questions.
Homework:
 Review videos 5 - 9 to prepare for Monday’s test.
 Solve practice packet problems to prepare for the test