Lesson 2

Lesson Plan Framework

Teacher candidate: Justin Hoagland
Grade Level: 9th grade
Course/Subject Unit Title: Physical Science/ Properties of Atoms and the Periodic Table
Lesson Title or Lesson Sequence ( 3-5 lessons) Physical Properties of Length of Lesson: 50 minutes
Elements
STANDARDS: Content Standards and Common Core State Standards
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-PS1-3
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to
infer the strength of electrical forces between particles
Central Focus /Big Idea/Learning Goals:?
Learning Target/ Objective:
Classify groups of elements from the periodic table
Students will describe the properties of the three major
based on the physical properties of certain groups and
families on the periodic table such as, Metals, Nondetermine which family a given substance belongs to.
Metals and Metalloids and classify which family
substances are from.
Students will analyze substances to determine which
family each unknown substance belongs to.
Real World Connection: How are learning goals relevant to students lives?
Students can use this information in the real world by realizing that all metals around them may not be good
conductors of electricity. They can also distinguish which elements may be in use in certain things such as
fireworks and neon signs.
Academic Language list terms
Language Function: (verb from the objective) Describe,
Classify
Language Demand: (physical product from the lesson)
Speaking, Writing (lab write-up)
Syntax: (organizers, sentence frames) Data table, Notes

Academic Vocabulary (lesson or lesson sequence

specific) List
Physical/Chemical Properties
Element
Metal, Non-Metal, Metalloid
Conductivity
Malleability
Luster

Discourse: (written/spoken discussion) Students discuss

properties of different families
Language Support:
Students conduct lab to help solidify classification of properties for periodic groups

ASSESSMENTS
Pre-Assessment: How will you determine prior knowledge?
What are the three major families of the periodic table? What do you think malleability means? What do you think
conductivity means?
Formative (informal) Assessment of Lesson
Learning Targets:

Ask what their findings are after completing lab activity.

Which family each substance is from and summarize
why they believe so.

Assessments requires
Use Thinking
Skills:
X Recall
X Organize

Summative: How will performance be measured?

What evidence will you
collect? Check all that
apply
Project
X Essay
Experiment
Short Answer
Presentation
Visual Representation
Multiple Choice
Other

students to: Check all that apply

Write:
X Analyze
X Draw Conclusions
Make Generalizations
Synthesize
x Produce arguments
Evaluate

How will you define

mastery? Attach relevant
rubrics and grading criteria
as needed.
Students will conduct a
laboratory and will be
graded on their lab writeup.

Connect to:
X Prior learning
Life experience
Other texts

 Interpret
Information
Academic Feedback:
How will you provide feedback to students based upon the data you collected in assessments?
Rubric for laboratory write-up.
How will you give opportunities for students to apply and discuss the feedback for their future learning?
Upon completing the laboratory, students will discuss findings with partner.
Student Voice: How will you provide for student reflection?
Discuss findings with each partner.

Learning Segments and Pacing: What strategies, procedures, and transitions, will you use?
What essential questions will you address in each segment? How do learning segments align with objectives
and allow for higher order thinking? What questions do you ask that promote higher order thinking?
Materials, Equipment, Technology
Conductivity tester
5 substance for students to identify (Sulfur, Silicon, Carbon, Aluminum, Copper)

Time and
Instructional
Strategy or
informal
assessment

Hook: How will you catch the attention of your

students and focus their minds on todays
learning goals?
How will you begin?
What are the three major families of the periodic
table? What do you think malleability means?
What do you think conductivity means?
What essential questions will you address in this
segment?
How do periodic groups differ in their physical

What will students do?

Students will answer three questions on an index
card.

properties?

Transition?
Time and
Instructional
Strategy or
informal
assessment

Collect note cards

How will you begin?

What will students do?

What essential questions will you address in this

segment?
How do periodic groups differ in their physical
properties?

Students take notes on physical properties

Teacher goes over a quick review of the

properties of metals, non-metals, and metalloids.
Teacher draws outline of periodic table and asks
students Where do I draw lines that separate
families on the periodic table?
Teacher introduces Physical Properties Lab going
over purpose and hypothesis.

For students that get done with the lab early,

teacher puts up an element hunt.

Students get called on to tell teacher where to

draw lines.

Students write purpose and must fill in

hypothesis and create data table before they are
given materials for lab.

Transition?
Time and
closure

Pass out notecards

How will you close the lesson?
Exit ticket asking Based on your findings, what elements do
you think your unknown substances are?
What essential questions will you address in this
segment?
How do periodic groups differ in their physical
properties?

Grouping Options: How will your groups be

organized? What roles will students fulfill?
Check all that apply.
Individual
X Pairs
Buddies (i.e., Paired with students from another
grade)
Cooperative
Expert
Whole
Intervention: How will you use the results of the
assessment(s) to inform future instruction?
Students will be given a couple of days to finish formal
laboratory write-ups and then turn them in. However, as
students are conducting laboratory, teacher will walk
around making sure tests are being conducted correctly

What will students do?

Fill out an exit ticket answering the question.

Differentiation: How will you differentiate instruction

to accommodate individual students anticipated
learning needs, interests, and/or cultural heritage?
For students done early with lab, they conduct an
element hunt. It is extra practice with searching the
periodic table for certain elements by examining specific
protons, properties, and everyday uses. Students on an
IEP can be given an outline of what a data table should
look like to ensure all appropriate tests are conducted.
Special Situations in the Classroom? Are there any
management and/or safety issues that need to be
considered?
For this lab, there is an odor portion where students are
to smell samples to see if they have any odor. Most odor
tests are done by wafting, but these samples are
smaller so may need to be directly smelled, meaning

to ensure correct results.

they can be close to students noses.

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology? Why have you
chosen the strategies you have elected to use?
This lesson uses two middle levels of Blooms Taxonomy. In the revised version of Blooms, these are called
applying and analyzing. This lesson allows students to apply the concepts from previous lesson about physical
properties of periodic families. It also allows them to analyze their results from laboratory tests to determine which
periodic groups each substance belongs to.