GEMS AKIS HS Weekly Plan Template AY 22-23

Grade: 9 Subject: chemistry Unit Title: structure Week #: Date Range: Teacher(s):
and properties of 21 6 February- 10 Sara Hdaife
matter February Hiba AL Ansari

# Boys: 0 # SEND: # Emirati: 0 # Supported Learners: # Extended Learners: # G&T:

# Girls: 0

Disciplinary Standard(s) Targeted

If lesson is focusing on a certain part of the standard, please highlight that part in green.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost
energy level of atoms. HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost
electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Literacy Across the Curriculum
How will your plans this week develop student’s literacy (reading and writing) skills?

Building Connections: Real Life, UAE, Student Profile

How will your plans this week help students make connections?
Reactivity of elements

LESSON 1
Objective Starter/Guided Instruction Learning Engagements / Guided Independent P
(What is the objective of the lesson?) (How will you establish objectives, connect to prior knowledge, and Practice Formative ass
teach new concepts/skills?) (What are the strategies used in class to engage (How will we know what stu
students in practice?)
12 Minutes 20 Minutes 7 Minut
All learners (including
SEND):
I can. Explain and use the
term ionization energy
Most learners (core & ELL):
I can list the factors that
influence the ionization
energies of different
elements,
Some learners (extended
& G&T):
I can. explain the trends in
ionization energies of
different elements relative
to their position in the
periodic table,
Discuss a scenario of falling from a tree and need
Xray , what is happening.
- bank , so it is easier for the thief to
3 Minutes
Solve 3 question starter on near pod
Express the nucleus as security and Which atom in this image wil
the orbits are having money of the ionize? EXPLAIN. 2. How many
from each atom to form an ion?
take money from high level , same as amount of energy used when
electron
electron when going down a group.
Compare to that in a period a bank
with more security guard needs more
energy to take money from it , same
as that to ionization energy 3 Minut
Exit tick
Real-life application , ionization Solve 3 question exit ti
energy can damage cells and cause
cancer but in the opposite it can be
used to damage cancer cells
Explore : This is an inquiry-driven
activity where students play a few
game levels and begin making
observations. Students will
complete levels in the Ions game to
begin to observe the concept of
ionization energy. 1. Direct
students to log into Collisions with
their individual username and
password. 2. Students should enter
the Ions game and play Levels 1 -
8. 3. Ask students to answer the
following questions during
gameplay: • Does removing an
outer electron use or release
energy? • In Level 5, which atom
were you able to remove an outer
electron from - lithium (Li) or
potassium (K)? Why and what is
different about these atoms? • In
Level 6, does it take the same
amount of energy to remove each
outer electron in beryllium? in
boron? After completing this
activity, students will begin to
understand that energy is required
to remove an electron from an
atom and this energy differs
depending on the atom

Explain : In the Collisions Ions

Sandbox, as a class remove 1
outer electron from Li, Na, and K
and record the energy USED. As
students to describe the overall
trend observed. 2. In the Collisions
Ions Sandbox, as a class remove 1
outer electron from Li, Be, B, N, O,
and F and record the energy
USED. Ask students to describe
the overall trend observed. Note:
Drag the ion back into the bank
once the energy has been
recorded. 3. As a class, discuss
WHY this trend occurs. What is
different about these atoms? Why
would certain atoms more strongly
hold onto their electrons?
How will you differentiate for special groups ?
- SEN: compare first ionization energies for different elements
- Supported Learners (Tier 2): explain the factors affecting ionization energy
- Extended Learners: Differentiate between first ionization energy and the jump ionization energy
 GEMS AKIS HS Weekly Plan Template AY 22-23
Grade: 9 Subject: chemistry Unit Title: structure Week #: Date Range: Teacher(s):
and properties of 17 8- 12 January Sara Hdaife
matter Hiba AL Ansari

# Boys: 0 # SEND: # Emirati: 0 # Supported Learners: # Extended Learners: # G&T:

# Girls: 0

Disciplinary Standard(s) Targeted

If lesson is focusing on a certain part of the standard, please highlight that part in green.
 HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost
energy level of atoms. HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost
electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Literacy Across the Curriculum
How will your plans this week develop student’s literacy (reading and writing) skills? Analyzing trends across periodic table

Building Connections: Real Life, UAE, Student Profile

How will your plans this week help students make connections?

LESSON 2 ( part a )
Objective
(What is the objective of the lesson?
Include differentiated objectives for
special groups, where needed.)
All learners (including
SEND):
I can state the change
across the periodic table
according to atomic size
Most learners (core & ELL):
I can compare between
two atoms with respect to
size
Some learners (extended
& G&T):
I can relate between the
cause of different atomic
sizes across a period and
row
Starter/Guided Instruction Learning Engagements / Guided Independent P
(How will you establish objectives, connect to prior knowledge, and Practice Formative ass
teach new concepts/skills?) (What are the strategies used in class including (How will we know what stu
differentiation to engage students in practice)?
12 Minutes 20 Minutes 7 Minut
Engage: See-Think-Wonder: Let - Practice worksheet
the student reflect on the picture -Explore: Activity#1:   Students will be-Evaluate: exist ticket on Nearpo
how we can sort out things and beginning to monitor the progres
engaged in answering questions while
arrange them in logical bases. knowledge and skill
watching a video to explore the
controlling factors across the periods
and down the groups.
-Explain: Activity#2
 a). students will be asked what is
atomic radius and how can we
measure it. 
b). Students will be taught how the
trend of atomic radii goes in periodic
table.
Activity #3 Students will model the
atomic radius of periodic table in
groups
 Students will be asked to relate -
that to the periodic table trends.

3 Minutes

*Check for understanding*

What is the relation between the
charges and sizes to the attraction
between particles 
-
3 Minutes 3 Minut

How will you differentiate for special groups (if relevant)?

- SEN: compare between two atoms with in the same period or row
- Supported Learners (Tier 2): compare between two atoms in different rows and columns
- Extended Learners: analyze the different elements and compare
LESSON 1 (part b )
Objective Starter/Guided Instruction Learning Engagements /
(What is the objective of the lesson?) (How will you establish objectives, connect to prior knowledge, and teach new (What are the strategies used in class to e
concepts/skills?)

All learners (including SEND):
I can identify the effect of ions on the size
of the atom
Most learners (core & ELL):
I can determine the effect of nuclear
attraction and electron shielding on the
size of ions
12 Minutes 20 Minute
- Engage : make a circle of students , allow to add one Explore : see different model of ions an
student and analyze what will happen to the size of circle the charged
and relate it to anions Elaborate : adding or remove el
- Make a circle and remove students from the circle , and Explain :
see how the size will differ and relate it to the size of The effect of nuclear charge an

Some learners (extended & G&T):

I can differentiate between the sizes of the
ions across a period an group

atoms

3 Minutes
Solve 3 question starter on near pod

All learners (including  Discuss Watch a video 

  w
SEND): how the  Which magnet is stronger and relate it to atoms attracting electron
I can define and understand bonding is 
the concept of between
electronegativity, two atoms,
what might
Most learners (core & ELL): affect it ..
I can list factors that affect  Relate it as
electronegativity, children are
sharing
Some learners (extended & their toys
G&T): each one
I can predict the type of with
bonding that is likely to different