Godley Station School
Lesson Plan
Teacher: R. Pacheco
Standards & Elements
Subject: 6th, 7th, 8th Grade Science
Dates: August 1 – Sept. 4, 2015
Habits of Mind
S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.
S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
6th: S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
b. Investigate the contribution of minerals to rock composition.
c. Classify rocks by their process of formation.
d. Describe processes that change rocks and the surface of the earth.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans
(composition, currents, and tides).
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth’s surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
7th: S7L2: Students will describe the structure and function of cells, tissues, organs, and organ systems.
a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and mitochondria) to basic cell functions.
c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.
8th: S8P1 Students will examine the scientific view of the nature of matter.
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and compounds) and mixtures.
c. Describe the movement of particles in solids, liquids, gases, and plasma states.
d. Distinguish between physical and chemical properties of matter as physical (i.e. density, melting point, boiling point) or chemical (reactivity,
combustibility).
e. Distinguish between changes in matter as physical (i.e. physical change) or chemical (development of a gas, formation of precipitate, and change in color).
f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
Enduring Understanding (Big
Idea)—Real world connection
6th: Many materials used by people come from rocks and minerals.
Rocks are classified based on how they formed and their mineral composition.
Sedimentary rocks are formed by the ongoing deposition of rocks and other sediments that are cemented together.
Fossils, the remains of organisms preserved in sedimentary rocks, are part of the evidence scientists use to infer changing conditions at the Earth’s surface
through time Rocks at the Earth’s surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock.
7th: Cells take in nutrients to grow, divide, and make needed materials. ƒ
Cell structure is related to cell function. (Teacher Note: cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts) ƒ
Cell parts are interdependent. ƒ
Levels of cellular organization (cells → tissue → organs → systems → organism)
8th: 1. Matter can neither be created nor destroyed but can be changed from one form to another.
1
2. Matter can be described by its physical and chemical properties.
3. Chemical elements possess their own characteristic properties, (density, boiling point, melting point, solubility, etc.) and these properties
are used to distinguish one element from another.
4. Compounds are made of two or more kinds of atoms held together chemically (bonded).
5. Mixtures are formed when elements and/or compounds are combined physically.
6. Energy is involved in chemical and physical changes.
7. We get energy from the compounds that make up our food.
8. Energy is neither created nor destroyed but can be transformed.
9. As the energy of particles changes, their movement changes and the phase in which matter is present might change.
10. Energy can be transferred by radiation, conduction, and convection.
Vocabulary (Word Wall)
6th: Sedimentary, igneous, metamorphic, rock composition, mineral formation, pressure, rock cycle
7th: cell, organelles, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, nutrients, tissue,
organism
8th: Atoms, molecules, pure substances, elements, compounds, mixtures, solid state, liquids state, gas
state, plasma state, physical property, chemical property, physical changes, chemical changes,
conservation of matter, conservation of energy, heat flow, conduction, radiation, convection, reactivity,
combustibility, precipitate, potential energy, and kinetic energy.
LEVEL ONE:








Define - to set forth the meaning of
Describe - to represent or give an
account in words
Identify - to establish the identity of
List - a simple series of words or
numbers
Name - to mention or identify by name
Observe - to see or sense esp. through
careful attention
Recite - to repeat verbatim
Scan - to examine closely
COSTA’S SIGNAL WORDS AND DEFINITIONS
Identify verb in lesson plan by highlighting
LEVEL TWO:
LEVEL THREE:
 Analyze - to make an analysis of , an
examination of a thing to know its parts
 Compare - to examine for likenesses and
differences
 Contrast - to show differences when
compared
 Group - to cluster
 Infer - to derive as a conclusion from facts
or premises
 Sequence - chronological order of events
 Synthesize - the combination of parts or
 Apply - to put to practical use
 Evaluate - appraise, value
 Hypothesize - to adopt as an
hypothesis/assumption
 Imagine - to form a mental picture of
something not present; guess
 Judge - to form an estimate or evaluation
about something. deduce
 Predict - to declare in advance
 Speculate - to think or wonder about a
subject
2
elements into a whole
Monday:
Essential Question:
Lesson Cycle:
Teacher will…
Student will…
(Focus of Lesson)
Opening:
6th: Open the class with a warm-up
question.
6th: Open the class with a warm-up
question.
7th: Warm-up
Life in a Drop of Pond Water
Lab intro.
7th: Warm-up
Life in a Drop of Pond Water
Lab intro.
8th: Warm-up
6th: Mighty Mineral
8th: Warm-up
6th: How are minerals identified? How are
rocks formed?
How are rocks classified?
How can rocks change from one type to
another?
Is the rock cycle really a cycle? Explain
your answer.
How do natural objects compare to
manufactured objects?
How are rocks and minerals used by 6th
graders?
7th: How do you explain the relationship
between the structures and functions of cell
organelles? ƒ
Why is each part of the cell essential to
survival? ƒ
How is a living organism the sum of all of
its parts? ƒ
Why must cells absorb energy and
nutrients? ƒ
How do cells, tissues, organs, and organ
systems relate to the complexity of living
organisms?
How does scientific development rely on
our knowledge of cells? ƒ
What happens when cells cease to function
adequately or at all?
Can plant and animal cells function without
sunlight? ƒ
What do cells tell us about basic processes
of life…life, death, reproduction, etc? ƒ
How are cells like building blocks?
8th: 1. Why is it inaccurate to say, “You are
what you eat”?
2. How can we distinguish elements from
(Review/Preview)
Work Period:
(Instruction, Guided & Independent
Practice)
For this project, students research a
mineral using printed or electronic
resources to complete a mineral
information report and create a Mighty
Mineral cartoon. Their cartoons should
illustrate important uses for the minerals
in a "superhero" format, such as Mighty
Fluority or Iron Man. Complete project
details and Worksheets are provided in
the pdf download.
http://sciencespot.net/Media/mghtymin
.pdf
List of Minerals:
http://sciencespot.net/Media/mghtymin
list.pdf
7th: Life in a Drop of Pond Water Lab
Living Periodic Table of Elements
8th: The purpose of this project is to create fun
and excitement when learning about The
Periodic Table of the Elements. An
understanding of the Periodic Table is
necessary in order to learn the basics of
6th: Complete an Mighty Mineral
information sheet. You may use a variety
of reference sources, such as
encyclopedias (book or CD-Rom),
science encyclopedias, science catalogs,
magazines, and Internet sites*.
Information sheets must be neat, written
in black ink, and contain all the
information requested. You also need to
provide a list of your sources on the back
of your information sheet. A minimum of
three sources are required. 2) Create an
cartoon for your element. The
advertisement must include the mineral’s
name, chemical formula, and a cartoon
slogan that describes one or more of its
important uses. You must also include
pictures or a cartoon character that relates
to your slogan. Advertisements must be
neat and colorful. They may be done by
hand or computer printed.
7th: Life in a Drop of Pond Water
Lab
8th: Objectives
1) Students will learn about uses of
elements.
3
other elements?
3. How can we distinguish elements and
elements from compounds?
4. Why do onions make you cry, why do
lemons taste sour, and why do sliced apples
turn brown after they set in a bowl for
awhile?
5. How do rock candy and rock salt
illustrate the characteristics of liquids,
solids, and solutions? 6. How can we use
radiation, conduction, and convection to
transfer heat efficiently during cooking?
chemistry. Most students have difficulty
grasping the idea that everything is made of
these elements in either pure form or
combinations of elements. The Living
Periodic Table will allow students to learn
about elements, how they are grouped on the
Periodic Table, and how elements combine to
form everything in the world. The living table
project is interactive and informative with the
student designed T-shirts. Students research
their assigned element to identify properties of
the element. The information gathered is
written on the Element Search page. These
pages are used to assemble a large Periodic
Table for the hallway. The element symbol
will be stenciled on the front of the shirt. The
atomic number and name of element are
painted on the back of the T-Shirt in “jersey”
format. Metals, Nonmetals, and Metalloids
will be distinguished by using three different
colors of shirts. Metals will be yellow,
Nonmetals will be blue, and Metalloids will be
green since metalloids have characteristics of
both metals and nonmetals.
Assessment:
(Formative, summative)
I use Black for metal, white for nonmetal, and
gray for the metalloids to represent the fact
that metalloids possess characteristics from
both metals and nonmetals. If specific sizes
are preferred, assign elements to students prior
to placing order so size and color are correct.
Homework:
(Extending instruction)
All Grades Study Notes for
upcoming Quiz
2) Students will decorate their T-shirt
with element symbol, name, and atomic
number.
A painting station will be set up where
four to six students will paint the front of
their T-shirts with the symbol for their
element. Write student name on label or
collar of shirt. Don’t forget to use
cardboard inside the shirt to prevent paint
bleeding through to the back.
String clothesline around classroom to
hang shirts to dry. A thin coat of the
acrylic paint will dry in a few hours. Fold
and stack shirts by class.
Report to paint station to paint the name
of their element and atomic number on
the back of the T-shirt. Hang to dry.
Be sure to take pictures for your school
and local newspaper. Find a large enough
area on your campus close to “Roof
Access” to get the best photo. Measure
and mark enough guidelines to make
lining up students a bit easier.
Remind students to hold on to their shirts
for other events such as field trips
http://browardedfoundation.org/wpcontent/uploads/2015/01/Living-PeriodicTable.pdf
Closure:
(Summary, Journal, Preview)
Summarize the days
lesson/activity
Discuss and share their
thoughts on the day’s activity
and lesson
4
5
Tuesday:
Essential Question:
Lesson Cycle:
Teacher will…
Student will…
(Focus of Lesson)
Opening:
6th: Open the class with a warm-up
question.
6th: Complete warm-up and discuss
with class.
7th: Warm-up
7th: Complete warm-up and discuss
with class.
6th: How are minerals identified? How are
rocks formed?
How are rocks classified?
How can rocks change from one type to
another?
Is the rock cycle really a cycle? Explain
your answer.
How do natural objects compare to
manufactured objects?
How are rocks and minerals used by 6th
graders?
7th: How do you explain the relationship
between the structures and functions of cell
organelles? ƒ
Why is each part of the cell essential to
survival? ƒ
How is a living organism the sum of all of
its parts? ƒ
Why must cells absorb energy and
nutrients? ƒ
How do cells, tissues, organs, and organ
systems relate to the complexity of living
organisms?
How does scientific development rely on
our knowledge of cells? ƒ
What happens when cells cease to function
adequately or at all?
Can plant and animal cells function without
sunlight? ƒ
What do cells tell us about basic processes
of life…life, death, reproduction, etc? ƒ
How are cells like building blocks?
8th: 1. Why is it inaccurate to say, “You are
what you eat”?
2. How can we distinguish elements from
other elements?
3. How can we distinguish elements and
elements from compounds?
4. Why do onions make you cry, why do
lemons taste sour, and why do sliced apples
(Review/Preview)
8th: Warm-up
8th: Warm-up
Work Period:
6th: Explain to my students how they may
6th: Take your students on a journey
(Instruction, Guided & Independent
Practice)
take a journey through the rock cycle
with this fun lesson. After my students
have been introduced to the rock cycle, I
challenge them to create a story about
Roger, a metamorphic rock. Students
must describe at least three transitions
that occurred during Roger's life, such as
changing from metamorphic to igneous,
igneous to sedimentary, and sedimentary
to igneous. Students have the option of
writing a diary, creating a cartoon, or
making a children's book. My students
have a great time using their creativity
and I enjoy a little of their humorous
insights into Roger's life.
through the rock cycle with this fun
lesson. After my students have been
introduced to the rock cycle, I
challenge them to create a story
about Roger, a metamorphic rock.
Students must describe at least three
transitions that occurred during
Roger's life, such as changing from
metamorphic to igneous, igneous to
sedimentary, and sedimentary to
igneous. Students have the option of
writing a diary, creating a cartoon, or
making a children's book. My
students have a great time using their
creativity and I enjoy a little of their
humorous insights into Roger's life.
7th: This project (passed down to me from a
fellow teacher) is based on the old cartoon flip
book idea. Students use template cards
(printed on cover stock or glued to index
cards) to create a booklet that illustrates the
steps involved in cell division. After
reviewing the stages in cell division (see the
Mitosis Note page below), I provide a set of
templates (see Mitosis Book below) for them
to use to make a flip book. From phase to
phase, they must draw diagrams to show the
changes that occur throughout the process. I
encourage "color coding" to make the end
effect easy to follow. Once all the Pages are
completed and in the correct order, students
use a heavy duty stapler to bind them together.
They can flip through the pages and "see"
7th: This project (passed down to me
from a fellow teacher) is based on the old
cartoon flip book idea. Students use
template cards (printed on cover stock or
glued to index cards) to create a booklet
that illustrates the steps involved in cell
division. After reviewing the stages in
cell division (see the Mitosis Note page
below), I provide a set of templates (see
Mitosis Book below) for them to use to
make a flip book. From phase to phase,
they must draw diagrams to show the
changes that occur throughout the
process. I encourage "color coding" to
make the end effect easy to follow. Once
6
turn brown after they set in a bowl for
awhile?
5. How do rock candy and rock salt
illustrate the characteristics of liquids,
solids, and solutions? 6. How can we use
radiation, conduction, and convection to
transfer heat efficiently during cooking?
Assessment:
(Formative, summative)
Homework:
(Extending instruction)
All Grades Study Notes for
upcoming Quiz
mitosis in action.
Mitosis Flip Book:
http://sciencespot.net/Media/mitosisbook.pd
f
Living Periodic Table of Elements
8th: The purpose of this project is to create fun
and excitement when learning about The
Periodic Table of the Elements. An
understanding of the Periodic Table is
necessary in order to learn the basics of
chemistry. Most students have difficulty
grasping the idea that everything is made of
these elements in either pure form or
combinations of elements. The Living
Periodic Table will allow students to learn
about elements, how they are grouped on the
Periodic Table, and how elements combine to
form everything in the world. The living table
project is interactive and informative with the
student designed T-shirts. Students research
their assigned element to identify properties of
the element. The information gathered is
written on the Element Search page. These
pages are used to assemble a large Periodic
Table for the hallway. The element symbol
will be stenciled on the front of the shirt. The
atomic number and name of element are
painted on the back of the T-Shirt in “jersey”
format. Metals, Nonmetals, and Metalloids
will be distinguished by using three different
colors of shirts. Metals will be yellow,
Nonmetals will be blue, and Metalloids will be
green since metalloids have characteristics of
both metals and nonmetals.
I use Black for metal, white for nonmetal, and
gray for the metalloids to represent the fact
that metalloids possess characteristics from
both metals and nonmetals. If specific sizes
are preferred, assign elements to students prior
to placing order so size and color are correct.
all the Pages are completed and in the
correct order, students use a heavy duty
stapler to bind them together. They can
flip through the pages and "see" mitosis
in action.
Mitosis Flip Book:
http://sciencespot.net/Media/mitosisbo
ok.pdf
8th: Objectives
1) Students will learn about uses of
elements.
2) Students will decorate their T-shirt
with element symbol, name, and atomic
number.
A painting station will be set up where
four to six students will paint the front of
their T-shirts with the symbol for their
element. Write student name on label or
collar of shirt. Don’t forget to use
cardboard inside the shirt to prevent paint
bleeding through to the back.
String clothesline around classroom to
hang shirts to dry. A thin coat of the
acrylic paint will dry in a few hours. Fold
and stack shirts by class.
Report to paint station to paint the name
of their element and atomic number on
the back of the T-shirt. Hang to dry.
Be sure to take pictures for your school
and local newspaper. Find a large enough
area on your campus close to “Roof
Access” to get the best photo. Measure
and mark enough guidelines to make
lining up students a bit easier.
Remind students to hold on to their shirts
for other events such as field trips
http://browardedfoundation.org/wpcontent/uploads/2015/01/Living-PeriodicTable.pdf
7
Closure:
(Summary, Journal, Preview)
Summarize the days
lesson/activity
Discuss and share their
thoughts on the day’s activity
and lesson
8
Wednesday:
Essential Question:
Lesson Cycle:
Teacher will…
Student will…
(Focus of Lesson)
Opening:
6th: Open the class with a warm-up
question.
6th: Complete warm-up and discuss
with class.
7th: Warm-up
7th: Warm-up
8th: Warm-up
8th: Warm-up
6th: Issue plate tectonics PPT/Video/song
6th: take notes on plate tectonics
6th: How are minerals identified? How are
rocks formed?
How are rocks classified?
How can rocks change from one type to
another?
Is the rock cycle really a cycle? Explain
your answer.
How do natural objects compare to
manufactured objects?
How are rocks and minerals used by 6th
graders?
7th: How do you explain the relationship
between the structures and functions of cell
organelles? ƒ
Why is each part of the cell essential to
survival? ƒ
How is a living organism the sum of all of
its parts? ƒ
Why must cells absorb energy and
nutrients? ƒ
How do cells, tissues, organs, and organ
systems relate to the complexity of living
organisms?
How does scientific development rely on
our knowledge of cells? ƒ
What happens when cells cease to function
adequately or at all?
Can plant and animal cells function without
sunlight? ƒ
What do cells tell us about basic processes
of life…life, death, reproduction, etc? ƒ
How are cells like building blocks?
8th: 1. Why is it inaccurate to say, “You are
what you eat”?
2. How can we distinguish elements from
other elements?
3. How can we distinguish elements and
elements from compounds?
4. Why do onions make you cry, why do
lemons taste sour, and why do sliced apples
(Review/Preview)
Work Period:
(Instruction, Guided & Independent
Practice)
PPT/Video/song
Download the Plate Tectonics
Assignments (pdf) worksheet for
various ideas that you can let
children choose from to show their
talents and understandings of
specific ideas/concepts. The
sample provides ideas for plate
tectonics but it is easy to change
and personalize. Provide students
with simple rubrics for each
project and have them self
evaluate as well as evaluate in a
group of 3. Mrs. Koeppen adds,
"The first set of projects I received
were so-so but from then on they
were spectacular. I hope you find
it to be the same. Enjoy the
creativity of your students."
http://sciencespot.net/Media/platea
ssign.pdf
Plate Tectonic Assignments
Choose at least 40 points of
work. Students who are in
need of more credit you should
do 70 points. All work is
expected to be in a final form
and of very high quality. Make
sure the essential questions are
answered.
7th:
http://sciencespot.net/Media/hlthhumb
dychall.pdf
A challenging word search puzzle - the
students must find 31 terms and then
classify them into the various body
systems.
7th:
8th: Objectives
1) Students will learn about uses of
elements.
2) Students will decorate their T-shirt
with element symbol, name, and atomic
number.
http://sciencespot.net/Media/hlthhumbdych
all.pdf
A challenging word search puzzle - the
students must find 31 terms and then classify
A painting station will be set up where
four to six students will paint the front of
their T-shirts with the symbol for their
9
turn brown after they set in a bowl for
awhile?
5. How do rock candy and rock salt
illustrate the characteristics of liquids,
solids, and solutions? 6. How can we use
radiation, conduction, and convection to
transfer heat efficiently during cooking?
them into the various body systems.
Living Periodic Table of Elements
8th: The purpose of this project is to create fun
and excitement when learning about The
Periodic Table of the Elements. An
understanding of the Periodic Table is
necessary in order to learn the basics of
chemistry. Most students have difficulty
grasping the idea that everything is made of
these elements in either pure form or
combinations of elements. The Living
Periodic Table will allow students to learn
about elements, how they are grouped on the
Periodic Table, and how elements combine to
form everything in the world. The living table
project is interactive and informative with the
student designed T-shirts. Students research
their assigned element to identify properties of
the element. The information gathered is
written on the Element Search page. These
pages are used to assemble a large Periodic
Table for the hallway. The element symbol
will be stenciled on the front of the shirt. The
atomic number and name of element are
painted on the back of the T-Shirt in “jersey”
format. Metals, Nonmetals, and Metalloids
will be distinguished by using three different
colors of shirts. Metals will be yellow,
Nonmetals will be blue, and Metalloids will be
green since metalloids have characteristics of
both metals and nonmetals.
Assessment:
(Formative, summative)
Homework:
(Extending instruction)
All Grades Study Notes for
upcoming Quiz
element. Write student name on label or
collar of shirt. Don’t forget to use
cardboard inside the shirt to prevent paint
bleeding through to the back.
String clothesline around classroom to
hang shirts to dry. A thin coat of the
acrylic paint will dry in a few hours. Fold
and stack shirts by class.
Report to paint station to paint the name
of their element and atomic number on
the back of the T-shirt. Hang to dry.
Be sure to take pictures for your school
and local newspaper. Find a large enough
area on your campus close to “Roof
Access” to get the best photo. Measure
and mark enough guidelines to make
lining up students a bit easier.
Remind students to hold on to their shirts
for other events such as field trips
I use Black for metal, white for nonmetal, and
gray for the metalloids to represent the fact
that metalloids possess characteristics from
both metals and nonmetals. If specific sizes
are preferred, assign elements to students prior
to placing order so size and color are correct.
http://browardedfoundation.org/wpcontent/uploads/2015/01/Living-PeriodicTable.pdf
Closure:
(Summary, Journal, Preview)
Summarize the days
lesson/activity
Discuss and share their
thoughts on the day’s activity
10
and lesson
11
Thursday:
Essential Question
Lesson Cycle:
Teacher will…
Student will…
(Focus of Lesson)
Opening:
6th: Open the class with a warm-up
question.
6th: Open the class with a warm-up
question.
7th: Warm-up
7th: Warm-up
8th: Warm-up
6th: Download the Plate Tectonics
Assignments (pdf) worksheet for
various ideas that you can let
children choose from to show their
talents and understandings of
specific ideas/concepts. The
sample provides ideas for plate
tectonics but it is easy to change
and personalize. Provide students
with simple rubrics for each
project and have them self
evaluate as well as evaluate in a
group of 3. Mrs. Koeppen adds,
"The first set of projects I received
were so-so but from then on they
were spectacular. I hope you find
it to be the same. Enjoy the
creativity of your students."
http://sciencespot.net/Media/platea
ssign.pdf
8th: Warm-up
6th: Plate Tectonic Assignments
Choose at least 40 points of
work. Students who are in
need of more credit you should
do 70 points. All work is
expected to be in a final form
and of very high quality. Make
sure the essential questions are
answered.
6th: How are minerals identified? How are
rocks formed?
How are rocks classified?
How can rocks change from one type to
another?
Is the rock cycle really a cycle? Explain
your answer.
How do natural objects compare to
manufactured objects?
How are rocks and minerals used by 6th
graders?
7th: How do you explain the relationship
between the structures and functions of cell
organelles? ƒ
Why is each part of the cell essential to
survival? ƒ
How is a living organism the sum of all of
its parts? ƒ
Why must cells absorb energy and
nutrients? ƒ
How do cells, tissues, organs, and organ
systems relate to the complexity of living
organisms?
How does scientific development rely on
our knowledge of cells? ƒ
What happens when cells cease to function
adequately or at all?
Can plant and animal cells function without
sunlight? ƒ
What do cells tell us about basic processes
of life…life, death, reproduction, etc? ƒ
How are cells like building blocks?
8th: 1. Why is it inaccurate to say, “You are
what you eat”?
2. How can we distinguish elements from
other elements?
3. How can we distinguish elements and
elements from compounds?
4. Why do onions make you cry, why do
lemons taste sour, and why do sliced apples
(Review/Preview)
Work Period:
(Instruction, Guided & Independent
Practice)
7th: Jeopardy Review for cell test
Living Periodic Table of Elements
8th: The purpose of this project is to create fun
and excitement when learning about The
Periodic Table of the Elements. An
understanding of the Periodic Table is
necessary in order to learn the basics of
7th: Jeopardy Review for cell test
8th: Objectives
1) Students will learn about uses of
elements.
2) Students will decorate their T-shirt
with element symbol, name, and atomic
number.
A painting station will be set up where
four to six students will paint the front of
their T-shirts with the symbol for their
element. Write student name on label or
collar of shirt. Don’t forget to use
cardboard inside the shirt to prevent paint
bleeding through to the back.
String clothesline around classroom to
hang shirts to dry. A thin coat of the
acrylic paint will dry in a few hours. Fold
and stack shirts by class.
12
turn brown after they set in a bowl for
awhile?
5. How do rock candy and rock salt
illustrate the characteristics of liquids,
solids, and solutions? 6. How can we use
radiation, conduction, and convection to
transfer heat efficiently during cooking?
chemistry. Most students have difficulty
grasping the idea that everything is made of
these elements in either pure form or
combinations of elements. The Living
Periodic Table will allow students to learn
about elements, how they are grouped on the
Periodic Table, and how elements combine to
form everything in the world. The living table
project is interactive and informative with the
student designed T-shirts. Students research
their assigned element to identify properties of
the element. The information gathered is
written on the Element Search page. These
pages are used to assemble a large Periodic
Table for the hallway. The element symbol
will be stenciled on the front of the shirt. The
atomic number and name of element are
painted on the back of the T-Shirt in “jersey”
format. Metals, Nonmetals, and Metalloids
will be distinguished by using three different
colors of shirts. Metals will be yellow,
Nonmetals will be blue, and Metalloids will be
green since metalloids have characteristics of
both metals and nonmetals.
Assessment:
(Formative, summative)
Homework:
(Extending instruction)
All Grades Study Notes for
upcoming Quiz
Report to paint station to paint the name
of their element and atomic number on
the back of the T-shirt. Hang to dry.
Be sure to take pictures for your school
and local newspaper. Find a large enough
area on your campus close to “Roof
Access” to get the best photo. Measure
and mark enough guidelines to make
lining up students a bit easier.
Remind students to hold on to their shirts
for other events such as field trips
I use Black for metal, white for nonmetal, and
gray for the metalloids to represent the fact
that metalloids possess characteristics from
both metals and nonmetals. If specific sizes
are preferred, assign elements to students prior
to placing order so size and color are correct.
http://browardedfoundation.org/wpcontent/uploads/2015/01/Living-PeriodicTable.pdf
Closure:
(Summary, Journal, Preview)
Summarize the days
lesson/activity
Discuss and share their
thoughts on the day’s activity
and lesson
13
Friday:
Essential Question
Lesson Cycle:
Teacher will…
Student will…
(Focus of Lesson)
Opening:
6th: Open the class with a warm-up
question.
6th: Open the class with a warm-up
question.
7th: Warm-up
7th: Warm-up
8th: Warm-up
6th: issue Rocks, weathering, erosion
8th: Warm-up
6th: take Rocks, weathering,
quiz
erosion quiz
7th: Cell test
7th: Cell TEST
Living Periodic Table of Elements
8th: The purpose of this project is to create fun
and excitement when learning about The
Periodic Table of the Elements. An
understanding of the Periodic Table is
necessary in order to learn the basics of
chemistry. Most students have difficulty
grasping the idea that everything is made of
these elements in either pure form or
combinations of elements. The Living
Periodic Table will allow students to learn
about elements, how they are grouped on the
Periodic Table, and how elements combine to
form everything in the world. The living table
project is interactive and informative with the
student designed T-shirts. Students research
their assigned element to identify properties of
the element. The information gathered is
written on the Element Search page. These
pages are used to assemble a large Periodic
Table for the hallway. The element symbol
will be stenciled on the front of the shirt. The
atomic number and name of element are
painted on the back of the T-Shirt in “jersey”
format. Metals, Nonmetals, and Metalloids
will be distinguished by using three different
colors of shirts. Metals will be yellow,
Nonmetals will be blue, and Metalloids will be
green since metalloids have characteristics of
both metals and nonmetals.
8th: Objectives
1) Students will learn about uses of
elements.
2) Students will decorate their T-shirt
with element symbol, name, and atomic
number.
6th: How are minerals identified? How are
rocks formed?
How are rocks classified?
How can rocks change from one type to
another?
Is the rock cycle really a cycle? Explain
your answer.
How do natural objects compare to
manufactured objects?
How are rocks and minerals used by 6th
graders?
7th: How do you explain the relationship
between the structures and functions of cell
organelles? ƒ
Why is each part of the cell essential to
survival? ƒ
How is a living organism the sum of all of
its parts? ƒ
Why must cells absorb energy and
nutrients? ƒ
How do cells, tissues, organs, and organ
systems relate to the complexity of living
organisms?
How does scientific development rely on
our knowledge of cells? ƒ
What happens when cells cease to function
adequately or at all?
Can plant and animal cells function without
sunlight? ƒ
What do cells tell us about basic processes
of life…life, death, reproduction, etc? ƒ
How are cells like building blocks?
8th: 1. Why is it inaccurate to say, “You are
what you eat”?
2. How can we distinguish elements from
other elements?
3. How can we distinguish elements and
elements from compounds?
4. Why do onions make you cry, why do
lemons taste sour, and why do sliced apples
(Review/Preview)
Work Period:
(Instruction, Guided & Independent
Practice)
A painting station will be set up where
four to six students will paint the front of
their T-shirts with the symbol for their
element. Write student name on label or
collar of shirt. Don’t forget to use
cardboard inside the shirt to prevent paint
bleeding through to the back.
String clothesline around classroom to
hang shirts to dry. A thin coat of the
acrylic paint will dry in a few hours. Fold
and stack shirts by class.
Report to paint station to paint the name
of their element and atomic number on
the back of the T-shirt. Hang to dry.
Be sure to take pictures for your school
and local newspaper. Find a large enough
area on your campus close to “Roof
Access” to get the best photo. Measure
and mark enough guidelines to make
lining up students a bit easier.
14
turn brown after they set in a bowl for
awhile?
5. How do rock candy and rock salt
illustrate the characteristics of liquids,
solids, and solutions? 6. How can we use
radiation, conduction, and convection to
transfer heat efficiently during cooking?
I use Black for metal, white for nonmetal, and
gray for the metalloids to represent the fact
that metalloids possess characteristics from
both metals and nonmetals. If specific sizes
are preferred, assign elements to students prior
to placing order so size and color are correct.
Remind students to hold on to their shirts
for other events such as field trips
http://browardedfoundation.org/wpcontent/uploads/2015/01/Living-PeriodicTable.pdf
Assessment:
(Formative, summative)
Closure:
(Summary, Journal, Preview)
Summarize the days
lesson/activity
Discuss and share their
thoughts on the day’s activity
and lesson
Homework:
(Extending instruction)
All Grades Study Notes for
upcoming Quiz
Work as a team to ensure that all assessments are not on the same day!
15
Describe how differentiation is addressed throughout the lesson sequence:







Whole group instruction
Flexible small groups
Peers
One-on-One
Research
Cooperative Learning Groups
Jigsaw Strategy
Differentiation will be provided in accordance with the student’s individual contract. Differentiations for the current standards include
cooperative learning groups, differentiated questioning, and flexible small groups.
Accommodations/Modifications (list student initials after each specific accommodation and modification)
 Curriculum compacting techniques
 Negotiate learning contract for independent project
 Implement two center activities from which students can choose to do instead of the whole group
 Use multiple text and supplemental materials when developing center activities
 Alternative activities oriented to individual intelligence profiles through chunking
Effective teaching strategies: Identify in lesson by highlighting
______ Summarizing and Cornell note taking
______ Reinforcing effort and providing recognition
_____ Questions, cues, and advance organizers
_____ Homework and practice
16
______ Nonlinguistic representation
______ Setting objectives and providing feedback
_____ Cooperative learning
_____ Generating and testing hypothesis
17