5E Lesson Plan Template

Teacher Mrs. Rymer

Date April 16, 2021

Subject 8th Grade Physical Science

area/course/grad
e level

Materials Chromebook and Internet Access

Standards (State ALCOS 1: Analyze patterns within the periodic table to construct models
and ISTE (e.g., molecular-level models, including drawings; computer
Standards for representations) that illustrate the structure, composition, and
Students) characteristics of atoms and molecules.
ISTE 1c: Students use technology to seek feedback that informs and
improves their practices and to demonstrate their learning in a variety of
ways.

ISTE 2b: Students engage in positive, safe, legal, and ethical behavior
when using technology, including social interactions online or when using
networked devices.
Objectives Students will be able to…
-Use and interpret a periodic table to determine information about an
element.
- Describe the pattern/shared characteristics of elements in the same
group vs. the same period.
-Use the periodic table to determine the atomic number, atomic mass, and
mass number for specific elements.

Differentiation  All assignments will be available both digitally and in paper format.
Strategies (How  All explanations of assignment expectations will be posted digitally
will the lesson on Schoology.
address the  ELL students will be allowed to work with a peer, allowed to use
various learning Spanish-English dictionaries as needed, and able to paraphrase
styles of the instead of writing complete sentences when necessary.
students and the  When presenting the sample project, I will verbally discuss the
needs of those steps to completing the project while showing a visual
with special representation of what is expected.
needs?)  I will provide students with a piece of copy paper, and allow them to
draw a rough draft of their brochure prior to completing it on the
Canva website.

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The 5 Es

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 E Description

Engagemen
The teacher will begin with a short review activity on element organization. The teacher will
t
remind students that each element on the periodic table has its own square that includes
information unique to that element. We can see the elements name, symbol, atomic number,
and average atomic mass. The periodic table is also organizing elements in periods and
groups. Students have prior knowledge on this information from a previous lesson. The entire
worksheet (with answers) will be placed on the Schoology platform to allow students to
reference back to this review. This activity is meant to be a refresher. The activity will start off as
students completing it individually (students can use their notes if needed), then the teacher will
ask for student participation when going over the answers. The teacher is monitoring the level
of student understanding before moving on to the next activity. The activity is pulled from a
Schools PLP resource given to teachers in Morgan County for free. Here is the link to the
activity: https://drive.google.com/file/d/1XFgvIAejgsTjMxkP6mkSrB2XZRpgnCzq/view?
usp=sharing

Here is a sample of different parts of the activity:

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 E Description

Engagemen
The students will continue their review on element organization. Students will use their
t
knowledge on protons, neutrons, and electrons to complete the element match review activity
Assessment
via a google form. Here is the link to the google form: https://forms.gle/3fh7UxxiLDxomXFu9
The teacher will post the answer key to the google form on Schoology. The teacher will also use
the response section on the google form as an informal assessment of each class. The teacher
can use this tool to look at individual question responses and specific student responses on the
form. This is a great tool to use because the teacher can look at each question and the
percentage of students who choose each answer for each individual question. The teacher can
then go back and explain any misconceptions the students may have before moving forward.
This concept is important to understand before moving onto patterns in the periodic table.

Exploration After the teacher clears up any misconceptions and has thoroughly reviewed element patterns,
students will then begin to look at patterns in the periodic table as a whole. The teacher will
guide students into an activity called “It’s in the Cards” by A+ College Ready. This assignment
has been modified to be completed online through google slides. Here is the link to the google
slides presentation: https://docs.google.com/presentation/d/18J6k2U5fb8weQZI-7vG4EH-
YWxyBB2gred1hsar1O_U/edit?usp=sharing. The presentation explains how to manipulate “the
cards” on the google slide. Students will complete the work online and submit it when they are
finished. Students will be working in partnerships given by the teacher. The groups for this
activity are as followed:

This activity really gets students to think about possible patterns between the cards presented.
Student observations may vary depending on how the students sort the cards out. Students are
asked to explain their reasoning behind their cards sort after each slide. Here is an example of
how a student can manipulate the cards and their reasoning behind it:

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 E Description

Students will be assessed on their understanding of periodic table vocabulary and ability to read
Exploration
a periodic table. The formal assessment will be given via Kahoot at the following link:
Assessment
https://create.kahoot.it/share/atoms-the-periodic-table-formal-assessment/0f05b7a7-cbab-40c1-
8ad8-36007c8c3125

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 E Description

Explanation Students will view Prezi explain vocabulary terms and concepts associated with atoms and the
periodic table. The teacher will relate content back to element organization (activate prior
knowledge) and will chunk information with like terms to help the students understand the
organization of the periodic table. Here is a link to the Prezi presentation:
https://prezi.com/view/oXEMzosHN27gGSE5L72T/

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 E Description

Explanation Students will be assessed through teacher observation and student understanding of concepts
Assessment through informal questioning. No formal assessment is necessary at this stage of instruction.
Individual Project) For this project, students will be designing a brochure explaining how the
Elaboration
periodic table is organized. In addition to the organization, each student will be given an
element off of the periodic table to help explain how to read the periodic table. Students will use
www.canva.com to create their brochures. Their brochure will have appropriate images,
content, and vocabulary for the periodic table. Students will be given an element at random.
Work sample url is attached:
https://www.canva.com/design/DAEW38bGGCo/CHBTdQVWjv5Y85Sfsdf0eg/view?
utm_content=DAEW38bGGCo&utm_campaign=designshare&utm_medium=link&utm_source=s
h arebutton

**Picture of sample brochure:

Evaluation 1.Kahoot and Google Forms were used to formally assess students understanding. A google
form was used in the engagement section of this lesson plan. Students had to activate prior
knowledge and understand how to use the knowledge given an element. Images and links for
the google form can be found in the engagement section. Kahoot was used in the exploration
phase of the lesson plan. Students had to understand vocabulary associated with the periodic
table and apply their knowledge to reading a periodic table. Images and links for the Kahoot can
be found in the exploration section of this lesson plan.

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E Description

2.Attached below is the rubric for the individual assignment (Periodic Table Organization
Brochure) in the elaboration phase of the lesson plan.

**Rubric was made at https://rubric-maker.com.

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References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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