University of Idaho Lesson Plan

Name Date
Megan Spencer 27 April 2017
Subject Topic
11th and 12th grade Chemistry Metals in Life and Chemistry
The big idea(s) or essential question(s)

Big Idea: Metals are important to everyday life due to chemical

properties, and the use of metals is relevant to many cultures across the
world.

Essential Question:
What are the chemical properties of metals?
How are metals used?
Where are metals found in general?
Where in the world do most metals come from?
What are chemical compounds?
How are metals extracted from compounds?
What are the benefits and risks of obtaining metals?

State of Idaho and/or common core standards addressed:

State of Idaho:
11-12.C.1.1.1 Use the periodic table to predict physical and chemical
properties.
11-12.C.2.1.4 Distinguish and classify all matter into appropriate
categories.
11-12.C.2.5.1 Illustrate the Law of Conservation of Mass and the Law of
Definite Proportions.
11-12.C.2.5.2 Classify, write and balance chemical equations for common
types of chemical reactions and predict the products.
11-12.C.5.2.1 Assess the role of chemistry in enabling technological
advances.
11-12.C.5.3.1 Evaluate the role of chemistry in energy and environmental
issues.
USA-Common Core State Standards (June 2010) [ELA & Literacy in Science-
Grades 11-12]:
4. Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context
relevant to grades 1112 texts and topics.
7. Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
10. By the end of grade 12, read and comprehend science/technical texts in the
grades 11CCR text complexity band independently and proficiently.
Objectives (what the students will be able to do as a result of the lesson)
Diversity goals: (where relevant)
o Developing multiple historical perspectives
o Developing cultural consciousness
o Increasing intercultural competence
o Combatting racism, prejudice, and discrimination
o Developing awareness of the state of the planet and awareness of global
dynamics
o Developing social action skills
TSWBAT Students will be able to use chemical terms to define what
a metal is.
TSWBAT Students will be able to understand where metals come
from.
TSWBAT Students will be able to describe how metals are extracted
from compounds.
TSWBAT Students will be able to discuss the benefits and risks that
accompany obtaining metals.
Materials and/or technology
Examples of metals (aluminum, hematite, copper pyrite, native examples,
etc.)
Chromebooks/ in class research materials
Poster board
Markers
Notecards
Activities/procedures (include anticipated time for each)
Introduction/activator (15 minutes)
I will begin with passing around example metals. After all students have a chance
to look at the examples, I will ask the class what they think a metal is. Every
student will fill out a notecard with at least three qualities they can think of. We
will create a list of all the characteristics and properties that the class provides.
From this list, we will discuss which properties actually apply to metals; the
target properties are shiny (metallic luster), malleable/ductile, reacts with acids
and copper chloride, conducts electricity, high boiling point, high melting point,
and mostly found as a solid at room temperature. I will also show then where
metals reside on the periodic table in relation to non-metals and metalloids. I will
direct their attention to the periodic table hanging on the wall that will resemble
the following picture:
I will ask the students what continents/countries they think mine metals. Then I
will present them with the following picture to show students that metals are
relevant in many cultures.

Class activities (what you/students will Class activities (why you will do them)
do)

Activity 1 - Day 1 (35 minutes) 1.The students are placed with

I will direct students to pick and
research a metal. They will be able to
work in groups of 2 and use
Chromebooks or classroom materials
to research their metal. I will provide
the rest of the class period for them
to work, and the remainder will be
finished outside of class. The
accompanying rubric is attached in
the assessments section. I will inform
responsibility of their own learning to
promote to take charge of their own
independent and individualized learning.
By working in groups of two, ELL student
learning is promoted as well as the
fundamentals of group work. This gives
the teacher more time to assist students
who are struggling. Also, letting the
students choose which element they
choose will let them choose one they may
the students they will be sharing the be familiar with, interested in, or can
information with the class and should relate to through cultural means. This will
not present for more than 2 or 3 promote engagement and cultural
minutes. After handing them the awareness.
rubric, they will answer the following
questions:
1. What is the atomic symbol,
atomic number, and atomic
mass of the metal?
2. What does the metal look like
in its pure form and naturally
occurring forms? (provide a
picture)
3. Where is most of it found
around the world?
4. What is it used for?
5. How much does it cost to
obtain the ore/naturally
occurring material?
6. How much is the metal worth
now and in 1900?
7. How are the metals obtained
from the earth?
8. What are the cultural effects of
obtaining the metal?
9. Name at least one influential
individual who is related to this
metal.
10. Find at least two other
relevant/interesting facts about 2. By setting no exact standards on how
your metal. the students present their materials,
Bonus: How is the pure metal various methods may be used, thus
extracted from the ore? giving them varied assessment options.
Having the students then question all of
Activity 2 Day 2 (50 minutes) the findings and ultimately debate
Students will present their findings to whether the costs or benefits are greater
the rest of the class. 35 minutes will promote critical thinking and cultural
awareness.
Once all the students present, we will
discuss the common costs and
benefits of mining metals. Questions
to focus on:
What seemed to be the most
extreme costs of obtaining
metals?
Who are affected?
What are the greatest benefits?
 Who do these benefit?
Are all cultures affected by
metal mining/production of
metals? Why/why not?
Are some areas affected more
than others?
Do the benefits outweigh the
costs?
(10 minutes)

Closure/reminders (5 minutes)

Invite the students to ask further questions about the topic. If anyone wants to
research the topic further and create a project, it may be discussed and take
place of another project/ homework assignment.

Commend the students who took the opportunity to attempt the bonus question
and let them know that this directly relates to the next days lesson: Metal
Reactivity and how metal is extracted from the ore.
Assessment (how you will know students met the objectives - include rubrics)

Activity 1: While no formal assignment will be collected during this activity,

formative assessment may be taken while observing the students discuss what
they already know about metals and where they are in the world.

Activity 2: While students will be free to choose how they present the material,
this rubric will be used for grading.
Metals Across the World Findings:
0 - Does not meet 1 Not adequately 3 Most 4 All expectations
requirement meeting expectations met fully met
expectations
Answers all
questions (x2)
Presents learned
material to class in
interesting manner
Material was
meaninful
Student was
respectful listener
when not
presenting

Formative assessment will also be given when discussing the cost and benefits of
obtaining metals. Through this, I will be able to see if the students fully
understood the research they were doing.

Accommodations/differentiation

allow group work

allow working alone if preferred
 communicate with parents and guardians about subject and invite
collaboration
provide materials in native language
provide access to audio version of materials
give alternative assessments
follow IEP plans

Reflection/evaluation (after lesson is taught)