Lesson 3

Lesson Plan Framework

Teacher candidate: Justin Hoagland
Grade Level: 9th grade
Course/Subject Unit Title: Physical Science/ Properties of Atoms and the Periodic Table
Lesson Title or Lesson Sequence ( 3-5 lessons) Physical Properties of Length of Lesson: 40 minutes
Elements
STANDARDS: Content Standards and Common Core State 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
Central Focus /Big Idea/Learning Goals:?
Classify groups of elements from the periodic table
based on the physical properties of certain groups.

Learning Target/ Objective:

Students will be able to describe the physical properties
of the major groups on the periodic table, such as Group
1, Group 2, Group 17 and Group18.
Real World Connection: How are learning goals relevant to students lives?
Students can use this information in the real world by realizing that all metals around them may not be good
conductors of electricity. They can also distinguish which elements may be in use in certain things such as
fireworks and neon signs.
Students can determine that some elements are not found naturally in our ecosystems because of their reactivity
with other molecules such as water.
Academic Language list terms
Language Function: (verb from the objective) Describe,
Classify, Compare
Language Demand: (physical product from the lesson)
Speaking, Writing (lab write-up)
Syntax: (organizers, sentence frames) Data table
Discourse: (written/spoken discussion) Students discuss
properties from previous lesson lab and determine what

Academic Vocabulary (lesson or lesson sequence

specific) List
Physical/Chemical Properties
Element
Group
Alkali/Alkaline Earth
Luster
Malleability

element each substance may be

Language Support:
Teacher asks students to explain data found from lab

ASSESSMENTS
Pre-Assessment: How will you determine prior knowledge
Students use data from lab (luster, malleable, conductivity) to determine which elements were tested
Formative (informal) Assessment of Lesson
Learning Targets:

What is the most reactive group on the periodic table?

Why?
Why does each element react more each time?

Summative: How will performance be measured?

What evidence will you
collect? Check all that
apply

How will you define

mastery? Attach relevant
rubrics and grading criteria
as needed.

Project
X Essay
Experiment
Short Answer
Presentation
Visual Representation
Multiple Choice
Other

Assessments requires students to: Check all that apply

Use Thinking
Write:
Connect to:
Skills:
X Analyze
Draw Conclusions
X Prior learning
X Recall
Make Generalizations
Life experience
Synthesize
X Produce arguments
Other texts
X Organize
Evaluate
X Interpret
Information
Academic Feedback:
How will you provide feedback to students based upon the data you collected in assessments?

How will you give opportunities for students to apply and discuss the feedback for their future learning?
Students discuss their lab findings from previous lesson and determine where they may be found in real world.
Student Voice: How will you provide for student reflection?
Student discussion

Learning Segments and Pacing: What strategies, procedures, and transitions, will you use?
What essential questions will you address in each segment? How do learning segments align with objectives
and allow for higher order thinking? What questions do you ask that promote higher order thinking?
Materials, Equipment, Technology
3 Group 1 elements (Lithium, Sodium, Potassium)
Small jar of water

Time and
Instructional
Strategy or
informal
assessment

Transition?

Hook: How will you catch the attention of your

students and focus their minds on todays
learning goals?
How will you begin?
With your lab partner, each of you write down which 5
elements you tested and explain why you think those.
What essential questions will you address in this
segment?
How do periodic groups differ in their physical
properties?
Students turn in warm-up question

What will students do?

Students will discuss with their lab partners which
elements were tested and explain why they
proposed the elements they did.

Time and
Instructional
Strategy or
informal
assessment

How will you begin?

What essential questions will you address in this
segment?
How do periodic groups differ in their physical
properties?
Teacher asks students what most reactive group
of periodic table is and why.
Teacher pulls out 3 bottles that contain Group 1
elements and begin to place Lithium in water.
After Lithium is done reacting, teacher takes
students outside to demonstrate Sodium and
then Potassium.
Upon returning to classroom, teacher then
demonstrates the light intensity of magnesium
reacting with an open flame.

Transition?

Pass out notecards

What will students do?

Students get called on to answer which group,

why they are most reactive, what physical
properties they have.
Students watch demonstration of Lithium in
water.
Students watch demonstration outside of next
two elements reactivity in water.

Time and
closure

How will you close the lesson?

Do you think all metals are good conductors? Can
you explain the difference between a metal and a
metalloid?

What will students do?

Students will answer closing questions of lesson
sequence

What essential questions will you address in this

segment?
How do periodic groups differ in their physical
properties?
Grouping Options: How will your groups be
Differentiation: How will you differentiate instruction
organized? What roles will students fulfill?
to accommodate individual students anticipated
learning needs, interests, and/or cultural heritage?
Check all that apply.
Individual
To help students on IEPs, they are able to discuss with
X Pairs
neighbor properties of periodic groups/families when
Buddies (i.e., Paired with students from another
answering warm-up questions.
grade)
Cooperative
Expert
Whole
Intervention: How will you use the results of the
Special Situations in the Classroom? Are there any
assessment(s) to inform future instruction?
management and/or safety issues that need to be
considered?
Warm-up question answers will be reviewed and if
When watching demonstration of group 1 metals and
necessary, teacher can review certain properties of
water, teacher makes students hold up right hand and
periodic table if needed.
swear to not stand in the way of any fumes given off by
reaction. During magnesium demonstration, teacher
tells students not to look directly at flames, as it is very
bright.

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology? Why have you
chosen the strategies you have elected to use?

This lesson is mainly demonstration based, but the questions portions involve a mix of Blooms Taxonomy and
Gardners Multiple Intelligences (MI). The questions allow for students to think about what properties of periodic
families/groups they learned the previous two lessons. This shows a mix between verbal/linguistic MI and Blooms
understanding.