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    Periodicitylesson

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    This document provides details for a chemistry lesson plan for an 11th and 12th grade chemistry class with 25 students. It includes information about student needs and accommodations. The lesson focuses on the periodic table and has students work in pairs to sort mystery elements and create their own periodic tables. Formative assessment includes observing students during the activity and reviewing their answers. The teacher will emphasize language development and ensure participation by asking questions as students work and calling on a variety of students to share.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Periodicitylesson

    Uploaded by

    api-281582336
    39 views2 pages
    This document provides details for a chemistry lesson plan for an 11th and 12th grade chemistry class with 25 students. It includes information about student needs and accommodations. The lesson focuses on the periodic table and has students work in pairs to sort mystery elements and create their own periodic tables. Formative assessment includes observing students during the activity and reviewing their answers. The teacher will emphasize language development and ensure participation by asking questions as students work and calling on a variety of students to share.

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    periodicitylesson

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    This document provides details for a chemistry lesson plan for an 11th and 12th grade chemistry class with 25 students. It includes information about student needs and accommodations. The lesson focuses on the periodic table and has students work in pairs to sort mystery elements and create their own periodic tables. Formative assessment includes observing students during the activity and reviewing their answers. The teacher will emphasize language development and ensure participation by asking questions as students work and calling on a variety of students to share.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views2 pages

    Periodicitylesson

    Uploaded by

    api-281582336
    This document provides details for a chemistry lesson plan for an 11th and 12th grade chemistry class with 25 students. It includes information about student needs and accommodations. The lesson focuses on the periodic table and has students work in pairs to sort mystery elements and create their own periodic tables. Formative assessment includes observing students during the activity and reviewing their answers. The teacher will emphasize language development and ensure participation by asking questions as students work and calling on a variety of students to share.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Name: Victoria Freeman

    School: Lincoln High School


    Course: Chemistry
    Grade level: 11 and 12
    Number of students: 25
    Listing of special needs
    C.- test anxiety, needs quiet environments for quizzes and tests
    M.- nonspecific behavioral disorder. Can get easily frustrated, needs to pick her group.
    D. - ADHD, needs to sit towards front of room, reminders to stay on task
    Additionally, several students need to sit near the front because they have poor eyesight.
    ELLs:
    4 students

    2 speak Vietnamese at levels 3-4


    2 speak Vietnamese at level 5

    Science concept/topic for lesson: Periodicity


    Next Generation Science Standards:
    HS-PS1-1.

    Use the periodic table as a model to predict the relative properties of elements
    based on the patterns of electrons in the outermost energy level of atoms.

    Essential question: Why is the periodic table organized like it is?


    Engage:

    https://www.youtube.com/watch?v=0RRVV4Diomg
    -watch the first five minutes of this video- it sets up Mendeleevs struggle to make
    the perfect periodic table

    Explore:

    The activity looks at several different physical and chemical properties. (go over
    them briefly) (Maybe have an example square drawn on board?) Yesterday when
    I went through this activity, I started by
    Periodic Table creation activity. Students will work in pairs to sort 24 mystery
    elements into a table using their various properties. They will have 15 minutes to
    do so. Students will then glue the element squares to a large sheet of paper to
    create their own periodic tables. (ideally- when taught, we left this part out so that
    we would only have to print one class set of cards.)

    Explain

    (Either before class, or while students are working, write the following questions
    on the board:
    How did you decide to organize your table?
    What was the most difficult part?
    Are you happy with how it turned out?
    Did you notice any patterns that you didnt intentionally create?)
    Students will answer questions in their student notebooks about the tables theyve
    generated. Students will then volunteer to share with the class their generated

    tables and explain their organizational plan.


    Explain

    Brief discussion of the established periodic table. Point out the trends of mp, bp,
    ionization energy, and reactivity.
    Watch last minutes of video

    For formative assessment, I will largely be walking around and having students explain
    their thought processes for creating their tables. Additionally, I will be able to look at their
    answers in their notebooks during the next notebook check.
    Language development will be emphasized by asking students to discuss the different
    properties on the table. Students should already be familiar with most of the properties found on
    the element cards, but cheat sheets defining them will be available for students who need the
    extra support. This activity largely self differentiates, as students can make the patterns as
    simple or complex as possible. To assist students who need additional support, though, their
    element cards could come sorted into groups by one property, so that they only need to identify
    one dimension of trend, rather than two. For high ability students, additional element cards can
    be given. (the differentiation is an ideal situation, ability grouping and differentiation are not ever
    done in my current classroom.)
    To ensure participation, students are being asked to work in pairs, rather than in larger
    groups. While they are working, I will be circulating throughout the room to observe them and
    ask questions. When we come back together as a group after the activity, students will be given
    a chance to discuss their tables. I will use proper wait times and call on a variety of students to
    ensure more rich participation.

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