bailey yoder and marie roth. students’ descriptions high school chemistry class- grade 11 ...
TRANSCRIPT
SCIENCE (CHEMISTRY)
LESSON PLAN
Bailey Yoder and Marie Roth
Students’ Descriptions
High School Chemistry class- grade 11 Students aged 16-17 Various demographic backgrounds No ELL Few I.E.P. students
Curriculum Outcome(s)
Grade 11 Chemistry Use this lesson as a prerequisite to
standard “By end of the 11-12 program: B. Recognize that some atomic nuclei are unstable and will spontaneously break down.”
Objective
Students should understand why the Periodic Table is organized as it is and will in the future use this foundation and the concepts of atomic mass and atomic number to explain why some atomic nuclei are unstable.
Evaluation Students will be evaluated by giving going around
the room and each student giving an answer to fill in the table.InformalWill turn in-class work in at the end of class as
participation/completion pointsA similar worksheet with different elements missing will
be given as homework which will be collected and graded the next day.
In class questions will also be evaluated to ensure student understanding of concept.InformalConcepts will be on final unit evaluation
Lesson Procedures Introduction
Slideshow of different Periodic Tables from ancient Greek version to accepted modern version and other modern versions to make students interested in the table
ConnectionExplain or ask students what they and everything
is made of (matter, elements) and that even elements need to be organized so that people can figure out how to best use them to create new products, medicines, understand why the body works as it does, etc.
Lesson Procedure Cont’d
Activities/EngagementOn SmartBoard show Periodic Table with
half of the elements missing, give students copies and the missing elements to work individually or in pairs to decide a strategy and fill in missing elements, then work as a class to determine and reveal answer by uncovering SmartBoard
Show video of reactivity of first row elements with water to explain that columns are related by reactivity
Lesson Procedures Cont’d Questions
Higher Order○ Why might the elements arranged by atomic
number and not atomic mass unit? (Look at Tellurium and Iodine)
○ Why might the periodic table have 8 main columns and not more or less? (Think about reactivity, video we watched)
Lower Order○ Which element follows Fluorine?○ Do you think the atoms get bigger or smaller as we
look down and across the Periodic Table? How do you know?
Lesson Procedures Cont’d Closure
Review today’s lesson and all that was covered, relate to what we will learn tomorrow (Isotopes and reactivity)
Commitment to Diversity Multiple Intelligences
Visual: Video, Periodic Table displayed on SmartBoard
Auditory: Video, Explaining ideas to each other when working on filling in table
Kinesthetic: Filling in table, coming in front of class to expose element answers on SmartBoard
Special Needs StudentsWorking with partners, time to answer individual
questions, process time when working together and then working as class
Commitment to Diversity Cont’d
Background does not play much of a role in learning science, chemistry especially; instead will relate to unity of life (explain that processes in body are chemical, that everything is made from atoms-plastics, polymers, etc. )
Commitment to Technology Use technology in this lesson to make the lesson
more interactive (SmartBoard activity) and to involve more learning styles (video, presentation)
Learning can be made more fun and material more interesting to students by integrating technology
If technology fails:Activity can still be conducted if a large Periodic Table
is hanging on wallA live demo could be done to show reactivity down a
columnExplain that the elements can and have been arranged
different ways without showing presentation
Materials/Resources
SmartBoard Handouts Video (YouTube) Internet pictures Prezi Notes packet