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WVSU LESSON PLAN FORMAT (Updated 1/13) Teacher Candidate: Shaina Parsons Date: April 9, 2014 School: Dunbar

Intermediate Grade/Subject: 5th Unit Topic: What Are the Things Around Us Made Of? Lesson Topic: Periodic Table of the Elements Lesson 1, Lesson 2, or Lesson 3?: Lesson 2 (Flip Lesson) INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Given a list of the 10 most abundant elements on earth, students can identify each element by its symbol 2. Students can locate the atomic mass and explain what it is when given a copy of the Periodic Table 3. Given a list of elements, students can combine these elements to create compounds that I read aloud WV CSOS SC.O.5.2.11 using the periodic table, identify common elements according to their symbols NATIONAL STANDARDS 8BPS1.2 Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group. 8BPS1.3 Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter. MANAGEMENT FRAMEWORK Overall Time approximately 30 minutes Time Frame 2 minute informal summative assessment from Flip Video (question & short answer) 5 minutes to add vocabulary to Flap Book 15 minutes of additional information in correlation to Flip Video/Flip Video review/Web Quest Discussion 5 minutes of informal formative assessment with white board slates STRATEGIES Teacher-Student Discussion, Student-Student Discussion, Pair Activity DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS -Individual help provided as I walk around the room formatively assessing work and progress because some of the students are shy and will not ask for assistance

-Copies of terms and definitions to give students that do not read and write as quickly as the other students so that they have a reference to copy off later if we need to move before he or she is finished -Allow time for those students that did not complete web quest prior to this class meeting to complete web quest individually then incorporate into discussion after completion. Term writing to be made up at a later time PROCEDURES: Introduction/ Lesson Set - Ask students if they know any of they remember any elements by their symbols? What is the atomic mass? (all information recall from video) These questions are asked while students are readying their Flap Books - Explain that the atomic mass comes from atoms - Discussion of what an atom is and that it is composed of protons, neutrons, and electrons -Atoms combine to make molecules and molecules combine to make compounds hence the stuff around us - Show examples of common compounds created by the elements on the periodic tables. Use common examples such as water, carbon dioxide, and sodium chloride (salt). Also list the 10 most abundant elements on earth: Hydrogen (H) Helium (He) Oxygen (O) Discussion of these topics will vary in Neon (Ne) length depending on what students Nitrogen (N) did or did not understand from flip Carbon (C) video. Silicon (Si) Magnesium (Mg) Iron (Fe) Sulfur (S) -Make sure students recognize that these compounds are what cause chemical changes - Let the discussion of changes lead to phase changes and explain that how close together the molecules are, changes the state - Get out white board slates for a formative assessment PROCEDURES: Body & Transitions Opening discussion with Flap Book retrieval Break down of questions from video concerning periodic table, atoms and molecules, compounds, and phase changes Formative assessment PROCEDURES: Closure Formative assessment and brief description of Fridays lesson ASSESSMENT: Diagnostic Ask informal questions relating to the web quest completed after flip video to see what topics need further discussion. If not all students are participating, use white boards ASSESSMENT: Formative Similar questions to what I opened with answers raised on white boards ASSESSMENT: Summative Collect Web Quests (make sure students are correcting answers as we discuss) MATERIALS Periodic Table, white board slates, dry erase markers EXTENDED ACTIVITIES

If Student Finishes Early: Flip Periodic Table over, pick an element(s), and draw something that/those element (s) do in nature If Lesson Finishes Early: Periodic Bingo If Technology Fails: Write on white board POST-TEACHING