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Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 3


Teacher Candidate Name: Molly Smith and Benjamin Wozniak
Lesson Title/#: Lesson Plan Two- Molecules
Grade Level: 6th Grade
Driving Question: What are atoms, what do they make up, and how do they behave?

Lesson Foundations
Content
Standard
s

Physical Science Matter and Motion: All matter is made up of small particles called atoms.
Molecules are the combination of two or more atoms that are joined together chemically
Writing Standard 6.4- Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

Learning
Objective
(s)

1. Students will interpret the makeup of a


molecule. (Analyze)
2. Students will identify the characteristics of
specific combinations of elements. (Apply)

Materials
&
Resource
s

Assessment(s)
Include LO being
addressed

A1- Combination Discussion


(LO1)
A2- Molecules Worksheet (LO1)
A3- Build your molecule (LO2)
A4- Exit Ticket (LO2)

Molecules worksheet- Appedix D of


http://www.myips.org/cms/lib8/IN01906626/Centricity/Domain/8123/atomic%20structure%20and
%20periodic%20table.pdf
Referenced lesson plan ideas from:
http://www.myips.org/cms/lib8/IN01906626/Centricity/Domain/8123/atomic%20structure%20and
%20periodic%20table.pdf

Colored Pencils, post it notes, Gumdrops, and Toothpicks

PowerPoint

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will

Student will

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Instructional procedure, questions you will ask, checks for
understanding, transitions, and evidence of culturally
responsive teaching practices.

Opening
_____10_____
Minutes

Set up: Assign students their element (hint


written out on card to set them up with their
match), place elements on student tables,
PowerPoint, place worksheets face down on
tables, post it notes on tables. Prepare the
gumdrops, toothpicks, and colored pencils.
Students will enter the classroom and realize
that they have been assigned an element. On
the element is a hint leading them to finding
their matches. Once they have found their
matches, they will write their combination on
the board, and have a seat together in the
living area. Students will be assigned in
groups of four:
Group
Group
Group
Group
Group

Instruction
______35____
Minutes

What will students be doing?


What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

1:
2:
3:
4:
5:

Students will match up with their fellow elements.


Once they have found their group, they will write
their combination of elements up on the board.

Methyl Group CH3


Ammonia NH3
Boron Chloride BCl3
Bromine Trifluoride BrF3
Sulfur Trioxide SO3

Once students have made their way, teacher


will review learning objectives, driving
question, their molecule combinations, and
agenda for the day.
A1/LO1: Combination Discussion
Remind me, what is matter made of?
(Understand)

Matter is made up of molecules, and molecules are


made up of atoms.

Why were you given hints to lead you to one

We were atoms, in other words the building blocks


to make a molecule. By coming together, we were

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another? (Apply)

I want more water (H2O). How would I be


able to achieve this? (Analyze)
How would I add more to it? What if all of the
groups here were H2O, what would I do?
(Analyze)

able to form a molecule.


You would have to add more H2O.

You would combine all of us together. Molecules


can join together to form larger molecules. We are
the building blocks, so we just add more to it.

Transition: You will be building a model of


various molecules. In your group of four, each
of you will fill out the worksheet and then
build one model (per person) of your
choosing based off of the worksheet. Once
you have built the model, you will discuss
questions within your groups.
A2/LO2- Students will fill out and color in a
worksheet to then lead to building the
models.
1. Color in the molecule color key
molecules with colored pencils as
indicated
2. Determine the amount of elements in
each molecule and write it down
3. Draw and color the molecule with the
correct number of elements
4. Make each molecule model using
appropriately colored gumdrops and
toothpicks.

Students will color in key, and elements correctly.


One finished, they will create a model of their
molecule.

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A3/LO2- Students will pick one model to


build off of their worksheet. Since they will be
in groups of four, each student in the group
will be able to build one. Once they are
finished building, they will be given questions
to discuss with their group:
When looking at water (H2O), how is 2
being represented in your model? (Apply)

Closure
______5____

Minutes

By two yellow gumdrops


You would have to take away yellow gumdrop. It
wouldnt be considered Methane anymore since it
lost a hydrogen atom.

What would you have to do if you wanted to


change CH4 to CH3? Would it still be
considered Methane? (Analyze)
A4/LO2- Exit Ticket: Question will be
presented on PowerPoint and students will
write their answers down on the post it notes
provided for them (at their tables).
Why are elements combined? What is so
important about these combinations?
(Analyze)

Modifications/Acc
ommodations/Enri
chment

Matter is made up of molecules, and molecules are


made up of atoms. Elements are combined to
form matter and different substances that we
survive on today. Without the combinations of
molecules, we would cease to exist.
IEP Students: Helpful hints on worksheets, examples of models provided, and directions are in
multiple places: read out loud, PowerPoint, and worksheet.
504 Plans: Extended time provided for students.
ELL Students: Pictures next to terms in worksheets and PowerPoint.
Gifted/Talented: Enrichment questions provided for deeper thinking.
Struggling Students: Sentence starters, directions read out loud, and extended time for struggling
readers/writers