EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON:

10/17/22

TOPIC AREA:

Higher Incidence Disabilities

GROUPING:

Whole Class

STRATEGY USED:

Teaching the Periodic Table Through Coloring

https://www.coscinecreative.com/blog/7-tactics-for-teaching-chemistry-to-uninterested-students

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

The periodic table is hard to grasp at first when overloaded with the different sections and
where they are located on the table. Color coding the different groups allow students to have a
quick reminder of which are included in what group as well as where it is located on the table.
The cooperating teacher said they learned this topic at the beginning of the year, but some
students are still struggling. So as a review lesson before break, this strategy was done to review
an important concept.

This connects to Marzano’s Top Nine through non-linguistic representations. The

strategy allows students to have a visual aid for an important topic as well as gives the students a
way to get a brief overlook of the topic based on the colors.

PA COMMON CORE STANDARDS and/or IEP GOAL:

CHEM.A.1.1.4 Relate the physical properties of matter to its atomic or molecular

structure.

CHEM.A.2.1.2 Differentiate between the mass number of an isotope and the average

atomic mass of an element.

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CHEM.A.2.2.2 Predict characteristics of an atom or an ion based on its location on the
periodic table (e.g., number of valence electrons, potential types of bonds, reactivity).
 CHEM.A.2.3.1 Explain how the periodicity of chemical properties led to the
arrangement of elements on the periodic table.

CHEM.A.2.3.2 Compare and/or predict the properties (e.g., electron affinity, ionization

energy, chemical reactivity, electronegativity, atomic radius) of selected elements by
using their locations on the periodic table and known trends.

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. Student handed blank periodic table

2. Quickly reviewed the different groups on the periodic table

3. Students pick coloring utensil

4. Student told to make a key for each important group

5. Student would then color the group to match the key made

6. Students would then put the colored version into a sheet protector for review purposes

RESULTS OF THE STRATEGY:

Since the concept was a review, most students grasp the strategy quickly. Some students
had questions but then were directed to their book for clarification. The teacher is trying to get
the students to understand they have resources to find answers for themselves if the teachers are
not available. Her students expect her to answer every question as soon as they raise their hand.
Individualism is needed here. When walking around, students had the correct areas color coded
correctly.

PERSONAL REFLECTION:

I think the lesson went well. Since the students mostly knew the concept, it went
smoothly, and they mostly knew the different groups. Some weaknesses were trying to find
different ways to explain the different groups and why they are located where they are. I had to
find a way to get the student to make a connection to something they did not care about. I had to
reword what I had said in the beginning because a certain student did not understand. I also had
to adapt the lesson for a color-blind student. I had to pick out the colors for the student and show
him how they were different colors. A student beside him also helped whenever he couldn’t
figure out which was the right color.

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 Some strengths were knowing the concept thoroughly. This is a huge concept that needs
to be learned so it was easier to explain to the students why we were reviewing it and how it is
going to connect to future lessons. The students did not really complain when they were
completely the coloring.

COOPERATING TEACHER’S OBSERVATION FEEDBACK:

*MUST INCLUDE AN ARTIFACT FOR EACH STRATEGY LESSON IN YOUR

INSTRUCTIONAL LOG.