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Daily Lesson Plan

Megan Holmberg

Medina Middle
Planning: Using Knowledge of Students, Content & Assessment
Unit Theme/ Topic: Atoms and the Periodic Table/Molecules
Essential Understanding: What is the central idea the student will learn from this lesson?
Students will learn how elements bond together to create molecules.
Measurable Lesson Objective:
Following a video review, the student will use their past notes to provide written answers to questions on a worksheet with at
least 80% accuracy.
Standard (Common Core or Academic Content).
6.PS.1 Matter and Motion: Molecules are the combination of two or more atoms that are joined together chemically.
Academic Language: What academic terms will the student need to know in this lesson? What terms will the student learn in
this lesson? Define each term.
Need to use:
Atom: the basic unit of a chemical element
Electron: stable subatomic particle with a charge of negative electricity, found in all atoms and acting as the primary carrier of
electricity in solids
Nucleus: the central and most important part of an object, movement, or group, forming the basis for its activity and growth.
Proton: a stable subatomic particle occurring in all atomic nuclei, with a positive electric charge equal in magnitude to that of an
electron, but of opposite sign.
Neutron: a subatomic particle of about the same mass as a proton but without an electric charge, present in all atomic nuclei
except those of ordinary hydrogen
Physical Property: any property used to characterize matter and energy and their interactions
Element: A pure substance that cannot be separated by physical or chemical means
Pure substance: A substance in which there is only one type of particle
Compound: A pure substance composed of two or more elements that are chemically combined
Mixture: A blend of two or more substances that are not chemically combined
Covalent Bonds: When two or more atoms are held together by sharing electrons
Language Demand:
What language skills will the student need for this lesson? What language skills will the student practice in this lesson? How
will you incorporate the academic language terms within your lesson?
The students will be working in small groups to create models that show how elements bond. They will need to understand the
various terms as they discuss with their group members how to go about building the molecules. I will begin class by playing a
short review video to remind students of the content and terms they have been learning. The questions on their worksheets require
written responses which will show me how well students understand the academic language terms.
Context for Learning:
Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to
instruction or assessment. Examples are: English language learners, gifted learners needing greater support or challenge, learners
with IEPs, struggling readers, learners who are underperforming or those with gaps in academic knowledge. Identify the
learning needs represented in your classroom and list the supports, accommodations, modifications, and/or pertinent IEP
To help some of my ELL and struggling students I decided that small groups would work best so that their fellow students can
help them with the activity. The idea is that the students will use peer mentoring to help each other as they complete the activity.
Gifted learners can help explain some of the content to students who do not yet have a clear understanding.
Assessing Student Learning
Examples of Pre-Assessment (if included in this specific lesson)
Description of pre-assessment activity
A short quiz following a video review.
Skill, goal, or objective the assessment is designed to measure
Student understanding of the material covered in the last lesson.
Feedback to students
Feedback will be immediate. I will reveal correct answers after each question so that students can self-assess.
How will data be used in future planning?
Students will use their fingers to show me what answer they choose on the multiple choice quiz (one finger=A, two fingers=B,
etc). I will then review answers for them to help clarify what they do not understand.
Examples of Formative assessments (MOST lessons should include some type of formative assessment)
Description of assessment activity
Students will complete a worksheet with basic questions about the activity that they then turn into me.
Skill, goal, or objective the assessment is designed to measure
This worksheet will show me how well the activity worked and if students truly understood the bonds that form molecules.
Feedback to students
I plan on grading these worksheets and then returning them to students so they can see how they did.
How will data be used in future planning?
This activity will build into the overall unit on the Periodic Table. What they do not understand will be gone over in future
Examples of Summative assessments (if included in this specific lesson)
Description of assessment activity
Skill, goal, or objective the assessment is designed to measure
Feedback to students
How will data be used in future planning?
Assessment of Academic Language & Language Demand (ALL lessons)
Description of assessment activity
Students will complete a worksheet which goes over molecular bonding.
Skill, goal, or objective the assessment is designed to measure
This will show me how well students are mastering the newer academic language.
Feedback to students
I will grade these worksheets and return them to the students so that they can see their level of understanding.
How will data be used in future planning?
I will base how much time I spend reviewing the next day on how well the students are able to use their new vocabulary.
Instruction: Delivering Effective Instruction
Choose instructional strategies, learning tasks, activities, and materials aligned with goals and appropriate to all students,
including diverse and exceptional learners. Recognize student variance (special needs, readiness levels, experiences,
exceptionalities, interests, etc.) and respond to that variance with differentiated instruction rather than one-size-fits-all
instruction. Consider differentiation of a) content/what you teach (difficulty level, higher-level questions, etc.); b) process/how
you teach (scaffolding, extensions, peer tutor, etc.); c) product/how students show what they know (fewer problems, oral vs.
written, extended time, learning contracts, etc.).
Key Questions: Why are chemical changes not easily undone? How is a molecule different from an element?
10 minutes
I will class with a short video that reviews the content the students have been learning followed by a quick quiz.
At this point, there should be none necessary. However, I will be sure to take any questions.
This will get students thinking and set up students for the model activity.
Key Questions: How is it possible that only three elements can create so many different compounds? What determines how
elements bond together? Why is bonding considered a chemical change?
20 minutes
Students will be working in small groups to create molecules using marshmallows (the atoms) and toothpicks (the bonds/shared
Groups will have a blend of ability levels. Higher-level students will help students who may be struggling. I will also be walking
around and helping students.
This will give students a simple, hands-on visual as to how molecules form.
How will you end the lesson? (Summarize, review, transition)
Where appropriate, describe work that will be assigned to students outside of the classroom.
Key Questions: Why can a compound like H2O not become H3O? How can the number of elements used in each compound be
10 minutes
Students will complete the questions at the bottom of their worksheet and then turn them in at the back of the room.
The students will be allowed to ask for my help or work with those around them so they can receive the help they need in order to
answer the questions.
Students will be given a chance to use the information they learned to answer questions on a worksheet based off of the activity.
These will be turned in and graded so I can assess student understanding.
Teacher Materials
Projector/computer with video and quiz set up
Student Materials
Learning Environment: Creating a Learning Environment to Promote Achievement
Physical Accommodations/Safety Issues
What provisions will you make to accommodate all students? Are there any safety issues for this class and/or lesson?
I will have groups set up around the room so that there is plenty of room to navigate around the class. I have checked that there
are no food allergies, so marshmallows should be fine. I need to monitor students during the activity so that no one is hurt by the
Management Issues
How will you manage activity transitions? Are there any student management issues to consider for this lesson?
I will explain the schedule for the class period at the start of class to the students so they are prepared for each part of the lesson.
To cut down on time between activities, I will have students assist me in passing out materials. If a group becomes too rowdy, I
may have to reassign students to other groups.
Seating and Grouping
How will you set up the environment to facilitate learning? How will you assign groups if necessary?
The classroom is set up in three rows of tables. I will have each group move to their own table to work, leaving gaps between
groups. I will assign students to groups based off a list I compile. I will try to place students in groups that have a variety of
ability levels.
Professionalism: Collaboration, Communication, Professional Responsibility, and Growth
References and relevant research: Include any texts, articles, or websites consulted in the designing of this lesson plan. Include
research that supports the content or methods of instruction within the lesson (optional).