Polk School District E.A.T.S Lesson Plan(s)

Teacher: Lefebvre, Corn, Rodriguez Subject/Class: Physical Science Week Of: August 24 – August 28
Monday / Tuesday / Wednesday / Thursday / Friday
Standard(s) / S8P1a. Distinguish between atoms and molecules.
S8P1b. Describe the difference
between pure substances
(elements and compounds) and
mixtures / S8P1a. Distinguish between atoms and molecules.
S8P1b. Describe the difference
between pure substances
(elements and compounds) and
mixtures / S8P1a. Distinguish between atoms and molecules.
S8P1b. Describe the difference
between pure substances
(elements and compounds) and
mixtures / S8P1a. Distinguish between atoms and molecules.
S8P1b. Describe the difference
between pure substances
(elements and compounds) and
mixtures / S8P1a. Distinguish between atoms and molecules.
S8P1b. Describe the difference
between pure substances
(elements and compounds) and
mixtures
Essential Question/
Learning Goal / What is matter? / How do we classify matter? / What are atoms? / How were atoms discovered?
Activating Strategy:
Lesson Opener, Warm-up, Hook / Class Launcher: NSTA Probe: “Is it matter?”
Brainpop: Matter / Class Launcher:
Classifying Matter Concept Map – Classify items as either a pure substance or mixture
Set up ISN for Characteristics of matter vocab sheet and Tab / Class Launcher: Using the “showme” app: Illustrate an atom and identify the location and characteristics of each of the following subatomic particles:
Protons:
Neutrons:
Electrons:
Nucleus:
http://www.youtube.com/watch?v=a_X9S-_8wXk
Teacher will introduce “The Atoms Family Album” by playing “The Atoms Family Song” and will then distribute atom family worksheets. Students will volunteer to read the passage. http://sciencespot.net/Media/atomsfam.pdf
Teacher will model how to complete the first part of the student activity sheet (Perky Patty Proton). / Class Launcher: How has our knowledge of the atom changed over time?
Which scientists of the past helped to develop the atomic theory?
Students will complete the history of the atom labeling activity in pairs.
http://education.jlab.org/beamsactivity/6thgrade/whatismatter/whatismatter.pdf / Class Launcher: Name the two kinds of particles that can be found in the nucleus of an atom.
Riddles: I’m all mixed up but we’re not the same. Even though you can’t see the different parts of me, they’re not to blame. What am I?
(homogeneous mixture)
Teaching Strategies: Procedures,
Technology,
Performance Tasks / Unit Pre-Test on Socrative
Characteristics of Matter vocabulary activity: Using the textbook or CPO Physical Science Glossary app, have the students create flashcards using the frayer model vocabulary method. / Molecules vs. Compounds 3:43min Video
http://www.youtube.com/watch?v=LRVW0tgSLRI
Dump and Clump Worksheet (Drop Box)
Students will classify items as an element, molecule, compound, or mixture. Students will work individually for 5-7 minutes. Students will then compare notes and rationale for choosing answers with two other partners for another 5-7 minutes. Students will switch partners once again for another 5 minutes. The teacher will collect the papers after students have made their final selections.
Students can tape them into the ISN after assessed by facilitator.
Note: A molecule is formed when two or more atoms join together chemically. A compound is a molecule that contains at least two different elements. All compounds are molecules but not all molecules are compounds.
Molecule Examples: H2O, O2, O3
Compound Examples: NaCl, H2O / Students will complete the remaining activities on the Atom Family Worksheet. / Atoms, Elements, Compounds, Mixture foldable.
Each term must include a definition, 2 written examples, 2 labeled
illustrations / Finish Foldable:
Atoms, Elements, Compounds, Mixture foldable.
Each term must include a definition, 2 written examples, 2 labeled illustrations
Summarizing Strategies:
Closing Activity / Exit Ticket: Answer the EQ / Update Aha Connections by answering the EQ / What did you learn while completing “The Atoms Family Album” Activity? Include 3 sentences or more in your explanation.
Record evidence of learning on AHA Connection, and connect the evidence to a question within the AHA light bulb. / Exit Ticket: Answer EQ / Exit Ticket: 1 pager- Students write a one-page summary of the most important topics they learned this week and why they were important.
Assessment/
Evaluation / NSTA Probe
Unit Pre-Test / Completion of the Concept Map / Accurate completion of the handout / Accuracy of the foldable / Teacher will assess learning through the summaries and correct any misconceptions through discussion of the writings.
Materials Needed / Composition Notebook
Ipad / Composition Notebook
Ipad