STEP Standard 2 - Writing Standards-Based Measurable

Objectives and Learning Goals

Unit Topic: The Structure of the Atom and Chemical Naming

Unit Title: Atomic Structure and Naming

National or State Academic Content Standards:

“HS-PS2-6: Communicate scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials” (Next Generation Science
Standards, 2013).

“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” (Next Generation Science Standards, 2013).

“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” (Next Generation Science
Standards, 2013).

Learning goal:
The goal is for the students to understand what the atom is made up of including electrons,
protons, and neutrons. It is also the goal for them to understand based on the different types of
compounds how to give them the correct name. Additionally they will learn about the different
types of bonds and how scientists used different experiments and models to learn about the
structure of the atom. Students will also learn how to decipher different trends between elements
found on the periodic table.

Measurable Objectives:
After the completion of this unit students will be able to:
1. Name a compound based on their chemical formula.
2. Determine patterns and trends by examining the periodic table.
3. Understand what an atom is composed of.
4. Combine ions in order to create an accurate compound.
5. Recall the experiments conducted by scientists that discovered the makeup of the atom.

Citations
Next Generation Science Standards. (2013). https://www.nextgenscience.org/search-standards

STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment
 https://docs.google.com/forms/d/e/1FAIpQLSfgdDh0CdCXmgwfOupE3iF7CXmmTxGzElbk
EsGVpMPn7Bj5HQ/viewform?usp=sf_link
The pre-assessment will be graded based on correctness. Each question is worth one point and
no partial credit will be rewarded. The pre-assessment will be graded out of 10 points. The
percentage received will determine proficiency level.

Pre-Assessment Data: Whole Class

Number of Students

Highly Proficient: (90%-100%) 3

Proficient: (80%-89%) 3
Partially Proficient: (70%-79%) 2
Minimally Proficient: (69% and below) 4
Pre-Assessment Analysis: Whole Class

I think given the student results the goals I have established are very achievable and
measurable. Some students performed very well and will only need certain areas clarified
while other students have a general understanding of the concepts we are about to discuss and
may have more questions. I think my results are very consistent with what educators might see
when they are developing a new concept within the classroom. None of the students scored a
perfect score which tells me that these concepts are still concepts that need to be developed
and explained.

Post-Assessment:

https://docs.google.com/forms/d/e/1FAIpQLSfgdDh0CdCXmgwfOupE3iF7CXmmTxGzElbk
EsGVpMPn7Bj5HQ/viewform?usp=sf_link
I will use the same post-assessment as my pre-assessment to measure the progress with this
topic that students have made. I expect to see that student results greatly improve in order to
determine if they met the goals of this lesson.

STEP Standard 4 - Unit and Lesson Planning

Grade Level: 10th
Unit/Subject: Chemistry
 Day 1 Day 2 Day 3 Day 4 Day 5
National/State “HS-PS1-1: Use “HS-PS1-2: “HS-PS1-7: Use “HS-PS1-7: Use Review of all
Learning the periodic table Construct and mathematical mathematical standards
Standards as a model to revise an representations to representations to
predict the relative explanation for the support the claim support the claim
covered in
properties of outcome of a that atoms, and that atoms, and Days 1-4.
elements based on simple chemical therefore mass, therefore mass,
the patterns of reaction based on are conserved are conserved
electrons in the the outermost during a chemical during a chemical
outermost energy electron states of reaction” (NGSS, reaction” (NGSS,
level of atoms” atoms, trends in 2013). 2013).
(NGSS, 2013). the periodic table,
and knowledge of
the patterns of
chemical
properties”
(NGSS, 2013).

Specific Students will be Students will be Students will be Students will be Students will be
Learning able to: able to: able to: able to: able to:
Target(s)/Obj 1. Identify trends 1. Identify 1. Determine if a 1. Differentiate 1. Analyze
ectives on the periodic patterns about chemical reaction between metals, concepts learned
table elements found on has occurred. non-metals, and throughout the
2. Understand the periodic table. 2. Understand the transition metals. week
what the different 2. Classify tenets of the Law 2. Determine the 2. Apply concepts
components that elements based on of Conservation of name of different learned to
make up the atom their properties Mass compounds based answering
are. on their chemical extended thinking
3. Locate different makeup questions
elements on the
periodic table

Academic 1. Neutron 1. Atomic 1. Mass 1. Transition 1. Chemical

Language 2. Proton Mass 2. Law of Metals Nomenclature
3. Electron 2. Period Conservation of 2. Metals
4. Nucleus 3. Column Mass 3. Semimetals
5. Atoms 3. Reactants 4. atoms
4. Products 5. Ions
5. Closed-system
6. Open-system

Unit Pre-Assessment: Blank Periodic Powerpoint: Naming Kahoot: Link

Resources, Link Table: Link Plastic bag Compound Study Guide:Link
Materials, Powerpoint: Link Powerpoint: same Baking soda Scavenger Hunt: Post-Assessment:
Equipment, 3D Model of the as other link White Vinegar Link Link
and atom Scale Powerpoint: same
Technology as other link

Depth of Level 1: Do you Level 3: What do Level 2: Is this Level 1: Where Level 3: How do
Knowledge remember what an you notice about reaction can you find the you name a
Lesson atom is? elements that are performed in an name of elements compound that
Questions Level 2: Where close to each other open or in compounds you contains metal
are the different on the periodic closed-system? don’t know? with multiple
components table? Level 4: What do charges?
 including the you think would Level 4: Why is it
electron, neutron, happen if we important to
and proton located performed this include the charge
in the atom? experiment in an of metals when
open-system? naming a
compound?

Anticipatory Students will have Students will be Students will be Students will be Students will be
Set some prior familiar with some familiar with what familiar with what familiar with the
knowledge of the elements on the a chemical a metal and different types of
periodic table and periodic table reaction is but not non-metal is, but elements and how
what it contains. including its technical will learn more to classify them,
elements readily components. about where they but will learn how
available in nature are found on the to name given
like Oxygen. periodic table. their composition.

Presentation of Content

Multiple In order to engage I will use a blank This portion of the This lesson will Students will be
Means of multiple types of periodic table to lesson involves a engage all types of able to participate
Representatio learners, I will use help engage lab which will learners since it is in a game of
n a physical 3D hands-on and help hands-on an activity that Kahoot which will
model of the atom. visual learners. learners to be will require both engage them
This will help to This will allow engaged. Students students to get up in a hands-on and
engage hands-on students to who are visual and move around. visual way. In this
learners and visual physically interact learners will be Students who are way the material
learners since it is with the periodic able to experience hands-on learners will be presented
something they table which will this in a way that will be able to visually and
can see and touch. help different is comfortable to experience the physically through
types of learners them as well. activity by an assessment.
understand the completing the
makeup of the scavenger hunt.
periodic table. Visual learners
will get to
experience the
Powerpoint in
order to
understand the
concepts.

Multiple English Language English Language English Language English Language English Language
Means of Learners (ELL): I Learners (ELL): I Learners (ELL): I Learners (ELL): I Learners (ELL): I
Representatio will provide will provide will give the will provide will give students
n students with students with students access to students with extra time to
Differentiatio PowerPoint notes PowerPoint notes the Powerpoint PowerPoint notes answer the
n in order to allow in order to allow notes. in order to allow questions.
them to go over them to go over Students with them to go over Students with
the information at the information at special the information at special
their own pace. their own pace. I Needs: I will their own pace. Needs: I will give
They can also use will also give prepare the lab for Students with students extended
the notes to extended time on them, so that they special time to answer the
translate the the periodic table. just need to take Needs: I will give questions and
information into Students with notes on the students a provide them with
their native special chemical reaction worksheet, so they an alternate
 language if they Needs: I will give they are seeing. I do not have to worksheet in case
need. students the will give them search for the it is easier for
Students with lecture notes and extended time. clues. I will them to complete
special provide students Students with provide them with the activity
Needs: I will with a blank gifted extra time to in-person.
provide periodic table that Abilities: I will complete the Students with
Powerpoint notes includes the ask students to worksheet. gifted
and a labeled chemical symbols determine the Students with Abilities: I will
version of the 3D in order so products formed gifted reduce the time
model. students only need from the reactants Abilities: I will given for each
Students with to classify them and develop a ask the students to question and ask
gifted based on their chemical equation determine how them to record the
Abilities: I will composition. for the reaction. many atoms and number of atoms
give them a Students with ions are in the and ions present in
chemical gifted compounds they each compound
compound and ask Abilities: I will named. for each question.
them to create challenge these
their own 3D students to
model of the atom. complete the
periodic table with
the atomic weights
in a certain
amount of time.

Application of Content

Multiple Students will Students will be Students will Students will Students will
Means of explore the able to explore the explore the interact with the interact with the
Engagement content by concepts through content through content by material through
examining the 3D labeling and physically completing a completing a
model of the atom coloring their own interacting with hands-on Kahoot. They can
and listening to periodic table. the lab. They will scavenger hunt. also interact with
the Powerpoint. They will also also gain insight They will also the material
Students will gain insight on the on the lesson learn about through
apply these periodic table through listening naming through completing the
concepts by from the to the Powerpoint. listening to the study guide.
creating their own Powerpoint. Students will Powerpoint. Students will
model of the atom. Students will apply their apply their
apply these understanding of knowledge to
concepts as they the lab by answer the
work through answering the questions of the
labeling their extension post-assessment.
periodic table. questions.

Multiple English Language English Language English Language English Language English Language
Means of Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
Engagement Students will be Students will be Students will be Students will be Student will be
Differentiatio given access to the given access to the given the lab given the option to given the option to
n Powerpoint notes, Powerpoint notes, instructions in a receive the clues complete the
so they can go so they can go translated version, to find the activity on a piece
over the material over the material so they understand chemical of paper, so they
at their own pace. at their own pace. exactly what they compounds in can take their time
Students with Students with need to do. their native to answer the
special special Students with language. questions.
Needs: Students Needs: Students special Students with Students with
 will be given a will be given a Needs: Students special special
personal aid to labeled periodic will be given a Needs: Students Needs: Students
help them table and will just personal aid to will be given a will be given
construct the need to draw on help complete the worksheet with extended time to
model of the atom the similarities lab. They will be different names, answer the
with. They will and differences of given extended so they will not be questions.
only be required different elements time to complete required to walk Students with
to create a general and where they the lab write-up. around and find gifted
model of the atom. are located on the Students with all the clues. They Abilities: Students
Students with periodic table. gifted will be given will be asked to
gifted Students with Abilities: Students extended time to come up with their
Abilities: Students gifted will be asked to complete the own Kahoot when
will be asked to Abilities: Students come up with their assignment. they are finished.
complete two will be asked to own chemical Students with
different models come up with their reaction and gifted
of different own element that discuss whether it Abilities: Students
elements and they will place on needs to be will be asked to
include how the the periodic table conducted in a come up with their
number of based on the closed or own compounds
electrons, protons, qualities they give open-system. to name as if they
and neutrons it. are the teacher.
change.

Assessment of Content

Multiple Student atom Student periodic Students’ ability Student scavenger Students will
Means of models will be tables will be to conduct the lab hunt sheets will be complete the
Expression assessed as a assessed as a and obtain assessed as a summative
formative formative reasonable results formative assessment that
assessment in assessment in will be assessed as assessment to will determine
order to determine order to determine a formative determine if they their
their their assessment and understand the understanding of
understanding of understanding of used to determine components of the concepts in
the atom. trends on the their participation naming a this lesson.
periodic table. level in the course compound.
as well as lab
competency skills.

Multiple English Language English Language English Language English Language English Language
Means of Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
Expression Students will be Students will be Students will be Students will be Students will be
Differentiatio allowed to allowed to work given lab given the given extend time
n complete the with a partner to instructions in instructions/clues on the assessment.
assessment in their complete their their native of the scavenger Students with
native language. periodic table. language. hunt in their special
Students with Students with Students with native language, Needs: Students
special special special but will be asked will be given
Needs: Students Needs: Students Needs: Students to complete the extended time and
will be given extra will be allowed to will work with a scavenger hunt in will be allowed to
time to complete work with a partner to English. verbally respond
the assessment. partner to complete the lab. Students with to questions
Students will also complete their They will also be special instead of writing
be allowed to periodic table. given the option to Needs: Students their answers.
complete a written They will also be just watch a video will be given the Students with
version instead of given extended of the lab and option to complete gifted
 creating a 3D time. record their a worksheet Abilities: Students
model. Students with observations. instead of will be asked to
Students with gifted Students with completing the pose their own test
gifted Abilities: Students gifted scavenger hunt. questions at the
Abilities: Students will also be asked Abilities: Students Students with end of the exam.
will be asked to to label the will be asked to gifted Students will also
create a model for charges of the write their own Abilities:Students be asked to
an element they different columns procedure for the will be asked to respond to some
create and explain on their periodic lab once they have write their own reflection
why they table and explain completed it. They clues at the end of questions about
composed it of why these charges will be asked to the scavenger the unit.
different particles. are common for include any hunt. These clues
these elements. questions they will need to refer
have about the to chemical
experiment. nomenclature.

Extension Activity/Homework

Students will None Finish the lab None Complete the

create their own write up for the study guide for the
model of the atom lab completed in upcoming test.
to bring to class class. The study guide
and share. This will help will help to go
This will reinforce students to better over concepts
the concepts understand the discussed
learned in class components of a throughout the
about the different chemical reaction. unit. The study
numbers of guide is linked in
protons, neutrons, materials and
and electrons resources.
contained in the
atom.

STEP Standard 5 - Implementation of Instructional Unit

Video Recording Link: https://youtu.be/OCxCjVjWicc

Summary of Unit Implementation:

The unit went well and I was able to successfully implement all of my lessons. My mentor teacher liked
the Kahoot and thought it was a good way to keep students engaged and excited while still learning the
material. The periodic table activity went well and enjoyed coloring it in as a brain break from
comprehending the material. The students also seemed to enjoy the Baking Soda lab which worked well.
In order to improve the lab for next time, I will be more thorough in explaining the instructions and the
common errors in the lab, so that students understand where they need to be careful when completing the
lab.

Summary of Student Learning:

The students were able to learn the material in the lesson successfully. From the frequent formative
assessments I was able to gather data on where students were struggling and which concepts needed more
reinforcement. Students explained that they thought the study guide was really helpful at the end of the
unit for them to review in order to prepare for the summative assessment. Through analyzing the
post-assessment, I was able to determine that the students had a high level of understanding about this
lesson. The average score on the post-assessment was a 90% which shows great improvement from the
pre-assessment where the average was a 75%.

Reflection of Video Recording:

I felt that the lesson with the Kahoot went well overall. I think that students started to lose interest in the
Kahoot when I explained the questions too in depth. In the future, I would focus more on common errors
when answering the question instead of doing the problem in-depth with the students. I would also
reinforce with students when is a good time to talk and when they can discuss answers with their peers. I
think something I did well is that I explained the problems in-depth, so that there were no misconceptions
about where the answer came from.

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class

Number of Students Pre-Test Number of Students Post-Test

Highly Proficient (90%-100%) 3 4

Proficient (80%-89%) 3 5

Partially Proficient (70%-79%) 2 2

Minimally Proficient (69% and 4 1

below)

Post-Test Analysis: Whole Class

Student learning increased since student scores improved in proficiency after the test. For example,
before the test only 3 students scored in the proficient category, but after the test the data showed that 5
students scored in the proficient category. This shows that the students' knowledge increased.

My teaching strategies and assessment were effective since the overall scores of proficiency of the
topics improved after the test. My strategies were engaging and instructional which kept students
involved in the material and allowed them to actively learn the material. The Kahoot that I utilized in
the lesson helped to keep students engaged with the material. Furthermore, student test scores improved
after the test which shows that the instruction helped to improve student understanding of the material.
The assessment was fair and effective since students scored well and were able to comprehend what
information I was asking of them.

Post-Assessment Analysis: Subgroup Selection - Other Services (Learning Profiles)

I chose students with learning profiles or other services to determine how these students improved.
Through this analysis I will be able to determine what other resources these students need in order to be
successful.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s,
etc.)

Number of Students Pre-Test Number of Students Post-Test

Highly Proficient (90%-100%) 0 0

Proficient (80%-89%) 0 2

Partially Proficient (70%-79%) 2 1

Minimally Proficient (69% and 1 0

below)

Post-Assessment Analysis: Subgroup

Student learning for students with learning profiles or other services improved due to the increased
proficiency of the test scores. This can be seen since all student scores improved slightly after
instruction.

My teaching and assessment was effective since student learning improved after instruction. This can
be seen since the students with other services improved their proficiency over the course of the unit. In
the class, out of the 3 students with learning profiles 2 students improved their scores from partially
proficient to proficient and 1 student improved their score from minimally proficient to partially
proficient. I think the student that improved from the lower score would benefit from weekly meetings
to discuss misunderstandings in learning.

Post-Assessment Data: Remainder of Class

Number of Students Pre-Test Number of Students Post-Test

Highly Proficient (90%-100%) 3 4

Proficient (80%-89%) 3 3

Partially Proficient (70%-79%) 0 1

Minimally Proficient (69% and 3 1

below)

Post-Assessment Analysis: Subgroup and Remainder of Class

My teaching strategies and assessment were effective. The students in the remainder of the class
improved, but only minimally. Even though the students in the remainder of the class only improved
minimally, there was still improvement which leads me to believe that my teaching was effective. The
subgroup improved more drastically than the remainder of the class. This may mean that I need to
devote more attention to the remainder of the class as opposed to the students with services.

My next step in instruction is to understand gaps in learning that students have from the last unit and
incorporate these ideas into the new unit. It will be important to revisit these ideas in the new unit since
all the information builds on each other and students will need a good understanding of all concepts in
order to establish a clear understanding of the topic. The new objective for the unit will be to
understand chemical bonding properties in order to apply them to rearranging atoms and balancing
equations. Since we discussed chemical bonding in the previous unit, it will be good to revisit the
concept when we apply it to balancing equations.

STEP 7: Reflecting on Instruction to Improve Student Progress

Short-Term Goal Plan to Reach the Goal:

1. Improve my explanation of WHY I will do some research prior to my teaching

things happen in Science to fully understand why certain phenomena
happen in Science. I will then discuss with my
mentor teacher the best approach to
explaining this to students.

2. Include a Christian Worldview in my I will attend professional development at

Teaching Oaks Christian High School in order to
understand how to best incorporate a
Christian Worldview in my teaching.

3. Improve my ability to introduce a new I will observe a veteran teacher to understand

topic how to best set up a new topic and engage
students.

Long-Term Goal: My long-term goal is to collaborate more with other teachers to create more
cross-curricular lessons.

Rationale: I chose this goal because I feel this will help

students to understand where this material is
integrated in multiple aspects of their life.
This will help to make the material more
relevant to them and hopefully will motivate
them to take more of an interest in their
school work. I expect it to improve student
outcomes in the future, inspiring more
engagement which will in turn improve
understanding and test scores.

End Date: I expect to accomplish this goal by the end of

the next school year, March 2025.

Action Timeline: I will start by establishing relationships with

 teachers in other departments than Science.
04/01/24: Start communication with other
departments.
06/01/24: Start developing ideas with other
departments on how to combine lessons that
contain similar information.
09/01/24: Develop a lesson plan incorporating
multiple subjects while explaining both
topics.
10/02/24: Determine how to incorporate
technology into the cross-curricular lesson.
11/02/24: Order any required materials for the
lesson.
12/02/24: Do a dry-run of the lesson with the
other teacher.
01/02/25: Determine a date when the other
teacher and I will give the lesson.
02/05/25: Present the cross-curricular lesson.
03/05/25: Test on the lesson to determine how
impactful it was on the students.

Resources: Some resources that available to me include:

- Other teachers
- Internet Research on Cross-curricular
lessons
- Technology that can be integrated into
the lesson
- School funding for materials