Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations. Summative Assessments: Unit 10 End Product, 4.

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1 Teacher(s): Amos, Littles, McGhee Grade/Subject: 8 th /Physical Science Week of: February 13-17, 2017 Unit : Atoms and the Periodic Table Dates: January 30 February 17, 2017 Florida Standard(s): Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9) SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of subatomic particles (electrons surrounding a nucleus containing protons and neutrons). SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. Learning Goal: Recognize that there are a finite number of elements and that their atoms combine to produce compounds that make up all of the living and nonliving things. Understand how to use the periodic table. Explain the scientific theory of atoms. Essential Question Why is it important to understand the organization of the periodic table? What is the relationship between protons, neutrons, and electrons? How would you justify the role of ph in determining the use of a substance? Defend the difference between mixtures and solutions. How would you use the periodic table to determine what elements combine to form compounds? Assessments Pre-assessment: Probe questions Formative Assessments: Quiz, Cornell Notes, Kahoot, Teacher observations Summative Assessments: Unit 10 End Product, 4.5 weeks assessment Progress Monitoring/ Learning Log, Exit Tickets, Learning Scale Feedback Loop Higher Order Question(s) What does the atomic structure of an element tell us about it? How does an element change once it combines with another element? What does the atomic theory state? Who contributed to the development of the atomic theory? What are the major components of the atom for an element? How are the elements grouped on the periodic table? What is ph and how is it used to distinguish between an acid and a base? How are pure substances, mixtures and solutions different? Key Vocabulary Period, group, family, alkali metals, alkaline earth metals, transitions elements, halogens, noble gases, metalloids, metals, nonmetals, base, acid, solution, solvent, solute

2 Monday 2/13 Unit : Atoms and the Periodic Table Rigor Level: medium Daily Objective Describe the relationship between protons, neutrons and electrons in Bohr and electron dot structures BELL RINGER Rating on scale ( 5 minutes) I DO: Bohr and electron dot structure WE DO: Bohr and electron dot structure CN CNYOU DO: Begin periodic table Basic activity Homework None Tuesday 2/14 Unit : Atoms and the Periodic Table Rigor Level: medium Daily Objective Describe the relationship between protons, neutrons and electrons in Bohr and electron dot structures BELL RINGER ( 5 Minutes) I DO: Review Bohr diagrams and electron dot structures WE DO: Review Bohr diagrams and electron dot structures YOU DO: Complete Periodic Table Basics Activity Homework Complete Periodic Table Basics if not completed in class How comfortable are you with creating Bohr and electron dot structures? Wednesday 2/15 Unit : Atoms and the Periodic Table Rigor Level: high Daily Objective Describe the relationship between protons, neutrons and electrons in Bohr and electron dot structures

3 BELL RINGER ( 5 Minutes) I DO: Review Properties of the periodic table WE DO: Differentiate between an element and a compound YOU DO: Science Writing Prompt (Elements and compounds) Homework Writing prompt completion, study for quiz tomorrow Reflection Thursday 2/16 Unit: Atoms and the Periodic Table Rigor Level: high Describe the properties of the periodic table of elements BELL RINGER None (8 th grade Science Collaborative Day) (5 Minutes) I DO: WE DO: YOU DO: Periodic Table and Atoms Quiz, Writing if not completed for homework Homework Any missing assignments None Friday 2/17 Unit: Atoms and the Periodic Table Rigor Level: High Daily Objective Describe the properties of the periodic table of elements

4 BELL RINGER ( 5 Minutes) I DO: End Product Instructions WE DO: Remediation on Periodic Table Quiz You DO: Alien Periodic Table or Create your own periodic table (End Product) Homework End Product Rating on scale

5 Writing Writing activities that help students understand the content Writing-to-Learn summaries Process writing using a rubric as evaluation On-demand/Timed writing writing that is completed in class within a set amount of time grade is evaluated using a rubric Cornell Notes taking notes on the most important information summarizing using the notes to study Reflective writing students write about what they have learned and what they still need Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda WICR Strategies used during each unit. Inquiry Questioning strategies that help students understand the content Higher level questioning in classes Costa s Level 1: Students find the answers right there in the text. Costa s Level 2: Students must figure out the answer from information in the text. Costa s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Reading Any strategies in reading that help students understand Before reading activities vocabulary activities accessing prior knowledge making predictions During reading activities marking the text Cornell notes graphic organizers After reading strategies summarizing group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Allow student time to step Extended time on Read Aloud to Students out to de-escalate assignments =1 day Visual manipulatives Testing in small groups Preferential seating Cooperative Learning, Use of a planner/binder for Written direction given Vocabulary, Description, organization Break directions into Introduction, English Language Dictionary chunks.

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