Courtney Cremeans

October 13, 2015

St. Albans High School

Science

9th grade- Physical

Chapter 4-Properties of Atoms and the Periodic Table

Instructional Objectives/Student Outcomes

1.

Students will utilize technology, worksheets, and notes to review unit content.

2.
Students will interact with their peers to learn to work with others to
accomplish a goal.
3.
Students will assess their personal knowledge to decipher what they need
more work on to prepare for a test.
4.

Students will display content knowledge gathered throughout the unit.

WV CSOs
S.HS.PS.1
Students will 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.
S.HS.PS.4
Students will communicate scientific and technical information about
why the molecular-level structure is important in the functioning of designed
materials.
S.11-12.L.2 Students will determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
S.11-12.L.7 Students will integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., quantitative data, video, multimedia)
in order to address a question or solve a problem.
S.11-12.L.9 Students will synthesize information from a range of sources (e.g.,
texts, experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when possible.

National Standards
PS1.A: Structure and Properties of Matter
Each atom has a charged substructure consisting of a nucleus, which is
made of protons and neutrons, surrounded by electrons. (HS-PS1-1)
The periodic table orders elements horizontally by the number of protons in
the atoms nucleus and places those with similar chemical properties in columns.

The repeating patterns of this table reflect patterns of outer electron states. (HSPS1-1)
PS1.C: Nuclear Processes
Nuclear processes, including fusion, fission, and radioactive decays of
unstable nuclei, involve release or absorption of energy. The total number of
neutrons plus protons does not change in any nuclear process. (HS-PS1-4)

PS2.B: Types of Interactions

Attraction and repulsion between electric charges at the atomic scale explain
the structure, properties, and transformations of matter, as well as the contact
forces between material objects. (HS-PS1-1)
WHST.9-12.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.

Management Framework
Overall Time-

60 minute lesson

Time Frame- 5 Minute Bell Ringer

10 Minute Introduction, Personal Review, Establish Questions
10 Minute What I know, what you know
25 Minute Kahoot
5 Minute Additional Questions
5 Exit Ticket

Strategies
Teacher guided instruction, Independent study, teacher demonstration,
scaffolding, pair activity, group and independent reflection.
Differentiated Instruction/ Adaptations/ Interventions
I will accommodate multiple different learning styles by incorporating
multiple methods. I will go over what the students will be doing in the period to
prepare for their test the next day. I will write instructions on the board, and verbally
direct them with the new materials they will be using. If any questions arise or
assistance is needed, I will be walking around the room to ensure everyone is on
task and to eliminate confusion. I will assign pairs when the what I know, what you

know activity arises, and I will step by step give directions for the Kahoot.it
assignment. Students will be participating in study activities that integrate partner
work, technology, and my scaffolding that will be new to them. Students are able to
discuss with one another to ensure they understand the concepts, as well as refer to
me, their notes, and worksheets. The grading scale will be modified for students
with special needs for the exit ticket. I will abide by each individual IEP to ensure I
am offering the appropriate plans in place for each student.
Procedures
Introduction/Lesson Set
Bell Ringer: Use your periodic table to answer the following questions about the
following element:
Potassium
1. Name of element
2. Symbol
3. Atomic Mass
4. Mass # (Most Common)
5. # of Protons, 6. Neutrons, 7. Electrons
8. Group # (both)
9. Family
10. Period
11. # of Valence Electrons
12. # of Energy Levels
13. Metal, Nonmetal, or metalloid?
14. Is atom stable?
15. What does it need to do to stabilize?
16. Electron dot diagram
17. Charge of atom
18. Charge of ion
19. Possible rare isotope
I will display this on the smartboard and they will be responsible for completing this
while I take attendance silently using the seating chart within the first five minutes
of class. They will also be responsible for copying down the objectives into their
notebook and the itinerary for the day. Once everyone has completed and appears
finished, I will then ask for someone, randomly, to complete it on the board.

Once I assess that everyone understands this bell ringer concept via verbal
diagnostic testing, I will move to introduce everyone to the new activities they will
be participating in the class period.
The first activity is individual reflection on their materials, worksheets, notes, past
quizzes, and book. They are given this time to study independently and assess what
they know and what they need to work on. I will expect each person to have a
sheet of paper of items they dont understand or need to work on.

Students will be instructed who their partner is, and will move to their partner
bringing their sheet of paper with their questions.

Body and Transitions

The students will be working with their partners for the what I know,
what you know activity. If one student has questions then that student
can ask their partner to share their knowledge. If they both do not
understand a concept, then they both can assist each other in searching for
understanding.
If the pairs still do not understand any items, then I will ask after the activity
duration is over and write them on the board to be discussed as a class.
During the activity, if I find that no one has written on their sheet of paper I have an
alternative assignment to do as a class in two teams titled Match it up. I will
write words on the board, and read the questions that words correspond to. They
will decide as a team which words go best to the question I pose.
Set Up: While students are studying independently, I will be setting up the Kahoot.it
on the SmartBoard.
I will verbally instruct the students how to log on to the Kahoot.it because this is
their first time utilizing this resource. Each person will use their name and I will see
what percentage of students gets the questions wrong or right, and we will walk
through the right answer as a class.
As the Kahoot.it quiz raps up, we will address the questions that were written after
the pair activity that were unable to be solved. We will work out those questions out
together as a class.

Closure
As an exit ticket, I will ask the students to verbally explain the trend of
the periodic table to improve and work on their writing skills and access their
knowledge from the various activities from the day. They will be asked to
verbalize their opinion of the review during the period and what they would
improve upon.
Assessment
Diagnostic
To assess prior knowledge, I will start the bell ringer about matter to
conclude that they can recall the material that has been taught for a week
(Objective 4).

Formative
I will visually observe students to ensure participation in the pair
activity, team activity, individual study, the Kahoot.it quiz, and/or the exit
ticket (Objective 1, 2, 3, and 4).
I will ensure students are filling out their individual what I know sheet (Objective
1, 3).
Summative
I will observe the scores from the Kahoot.it to measure understanding
and comprehension while ensuring participation (Objective 1, 4).
At the end of the lesson, students will turn in an exit ticket to measure their
comprehension and their assessment of the activities of the review lesson
(Objective 1,2,3,4).
Materials
Smartboard, pencil, paper, iPad, whiteboard, and notebook.
Extended Handout
If Student Finishes Early
The only time a student will finish early is during their study time
independently because everything else is group work. If this occurs, I will direct
students to organize their notes and notebooks to prepare for the Kahoot.it quiz.
If Lesson Finishes Early
If students finish early or I find that no one has written on their sheet
of paper for what I know, what you know, I have an alternative assignment to do
as a class in two teams titled Match it up. I will write words on the board, and read
the questions that words correspond to. They will decide as a team which words go
best to the question I pose.
If Technology Fails
I can use the whiteboard instead of the smartboard if technology fails
for the review. For the quiz, I can print out physical quizzes to complete as groups
and they can still compete with one another for the correct answer.
Post-Teaching
Reflection
The lesson was a very different form of review for the students and
they very much enjoyed the Kahoot. All of the students were active in their
participation and loved the competitiveness that it offered. Since all of the students
have devices, this was a great way to utilize them in a manner that kept everyone
accountable for what they were doing on them since it tells you who is participating
and the percentage of students that got the answers correct. The students were

expecting their normal study guide to use as preparation but the activity that
required them to reflect and take responsibility for what each individual knows,
needs to review, and does not know was a great change of pace from what I had
observed. For next time, I will make sure there is enough time to review the Kahoot
questions that the class missed the most to go over as a class. We ran out of time or
I would have conducted this as soon as the Kahoot was complete.
Data Based Decision Making
From this Kahoot activity, Mrs. Massey gave participation points
because everyone was actively involved. She was able to take the statistics from
the Kahoot and see what questions the class missed the most on, so she suggested
that I take the grades from the test to decipher the effectiveness of the review
activities that I conducted. The test was out of 100 points and the class average out
of 18 students was a 74.4. I then separated the grades by gender and the boys
average out of 9 boys was a 75.8 and the girls received an average score of 73.1.
The boys did better on the test than the girls did but not by much. I believe the low
scores was not due to the review game, but the assessment format has more of a
detrimental effect. The test is usually around 100 questions and done on a scantron.
The format is majority multiple choice and includes some true false, little matching,
and around 2 essay questions. This format is unlike any test they have had in
middle school and the students confessed that in their other classes they do not
take tests like this. They demonstrated the knowledge through the unit through
means of labs, activities, and even the Kahoot game, but for whatever reason, the
summative unit test did not reflect this.