Monday / Objective: Students will differentiate common compounds by name and symbol and recognize that the formation of a new substance may be identified using the evidence of a possible chemical change, such as production of a gas, a change in temperature, production of a precipitate, or change in color. / Mods/Enrichment: Enrichment: Science Fair Project
Summative Assessment: / TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) / Marcia Tate:
6.5C Differentiate between elements and compounds on the most basic level. Supporting Standard
6.5D Identify the formation of a new substance by using the evidence of a possible chemical
change such as production of a gas, change in temperature, production of a precipitate, or
color change. / Kagan Structures:
All Write RoundRobin
C-Scope UA / Carousel Feedback
4 Wk. Exam / Resources/Materials: / Inside-Outside Circle
9 Wk. Exam / Teacher Created Power Point on Compounds
Teacher Created Matching Element Cards / Jot Thoughts
Compass Learning: / Mix-Pair-Share
Pairs Compare
Other: / Quiz-Quiz-Trade
Formative Assessment: / Classroom Procedures: / RallyRobin/Table
RoundRobin/Table √
Stand Up-Hand Up-Pair Up
Active Vote / In a RoundRobin students will take turns answering “what did we learn the first nine weeks” (Make sure they mention elements and compounds and how they differ from each other), what are safety procedures that one should follow in lab, and equipment. Notes on compounds using the teacher created power point. Simple rotation stations which students have to match chemical formulas, to the name of the element and the number of atoms (Teacher Created Activity) / Timed-Pair-Share
Quiz / Other(s):
Observation / √ / Interpersonal / Academic
Exit Tkt. / CB / KB
Coop Learning / TB / PL
Poll/Survey / SS / Proc. Info
Other: / CS / Pres. Info
Tuesday / Objective: Students will differentiate common compounds by name and symbol and recognize that the formation of a new substance may be identified using the evidence of a possible chemical change, such as production of a gas, a change in temperature, production of a precipitate, or change in color. / Mods/Enrichment: Enrichment: Science Fair Project
Summative Assessment: / TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) / Marcia Tate: √
6.5C Differentiate between elements and compounds on the most basic level. Supporting Standard
6.5D Identify the formation of a new substance by using the evidence of a possible chemical
change such as production of a gas, change in temperature, production of a precipitate, or
color change. / Kagan Structures:
All Write RoundRobin
C-Scope UA / Carousel Feedback
4 Wk. Exam / Resources/Materials: / Inside-Outside Circle
9 Wk. Exam / CScope Unit 4: Elements, Compounds, and Evidence of Change
Handout: Building Blocks of Matter II
Interlocking Cubes/ Clay / Jot Thoughts
Compass Learning: / Mix-Pair-Share
Pairs Compare
Other: / Quiz-Quiz-Trade
Formative Assessment: / Classroom Procedures: / RallyRobin/Table
RoundRobin/Table
Stand Up-Hand Up-Pair Up
Active Vote / Divide students into pairs. Distribute approximately 12 plastic interlocking blocks in three different colors to each pair of students. Distribute a copy of the Handout: Building Blocks of Matter II to each pair. Explain to the students that each block represents an element. Instruct the students to select a colored block to represent each of the three elements. Instruct the students to draw and color the blocks in the square that represent each element. Say: Each block represents a different element and it cannot be broken down into anything smaller. Elements are the building blocks of matter. Choose a block to represent Iron, Oxygen, and Sulfur, then draw and color the blocks in the square that represents that element. Monitor and assist students as necessary. Randomly select groups of students to the IWB to display their drawing and we can discuss.
Element Jeopardy (Marcia Tate play games) / Timed-Pair-Share
Quiz / Other(s):
Observation / √ / Interpersonal / Academic
Exit Tkt. / CB / KB
Coop Learning / TB / PL
Poll/Survey / SS / Proc. Info
Other: / CS / Pres. Info
Wednesday / Objective: Students will differentiate common compounds by name and symbol and recognize that the formation of a new substance may be identified using the evidence of a possible chemical change, such as production of a gas, a change in temperature, production of a precipitate, or change in color. / Mods/Enrichment: Enrichment: Science Fair Project
Summative Assessment: / TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) / Marcia Tate:
6.5C Differentiate between elements and compounds on the most basic level. Supporting Standard
6.5D Identify the formation of a new substance by using the evidence of a possible chemical
change such as production of a gas, change in temperature, production of a precipitate, or
color change. / Kagan Structures:
All Write RoundRobin
C-Scope UA / Carousel Feedback
4 Wk. Exam / Resources/Materials: / Inside-Outside Circle √
9 Wk. Exam / Jot Thoughts
Compass Learning: / Mix-Pair-Share
Pairs Compare
Other: / Quiz-Quiz-Trade
Formative Assessment: / Classroom Procedures: / RallyRobin/Table
RoundRobin/Table
Stand Up-Hand Up-Pair Up
Active Vote / Project the definition of a mixture on the board: A mixture is a combination or more than one substance, but it does not create a new substance, and it can be separated. Create the mixtures on your handout, with your blocks, and then draw and color your mixtures in the squares. Ask (Inside-Outside Circle): What is the difference between an element and a compound? (Elements are made up of only one kind of “block” and compounds are made up of different “blocks.”) What is the fewest number of blocks you could have to make a compound? (Two) Look at the structure made of only iron blocks, why is this not considered a compound? (It is made of a single element.) If I removed one block from the iron structure would it look similar to the rest of the structure? (Yes, because it is a block of iron.) If I separated one block from the compound structure, would it be similar to the larger structure? (No) Why not? Answers may vary. The block you removed is one element and it does not have the other colors or elements in it, etc. What is the difference between a compound and a mixture? / Timed-Pair-Share
Quiz / Other(s):
Observation / Interpersonal / Academic
Exit Tkt. / CB / KB
Coop Learning / TB / PL
Poll/Survey / SS / Proc. Info
Other: / CS / Pres. Info
Thursday / Objective: Students will differentiate common compounds by name and symbol and recognize that the formation of a new substance may be identified using the evidence of a possible chemical change, such as production of a gas, a change in temperature, production of a precipitate, or change in color. / Mods/Enrichment: Enrichment: Science Fair Project
Summative Assessment: / TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) / Marcia Tate: √
6.5C Differentiate between elements and compounds on the most basic level. Supporting Standard
6.5D Identify the formation of a new substance by using the evidence of a possible chemical
change such as production of a gas, change in temperature, production of a precipitate, or
color change. / Kagan Structures:
All Write RoundRobin
C-Scope UA / Carousel Feedback
4 Wk. Exam / Resources/Materials: / Inside-Outside Circle
9 Wk. Exam / StemScopes Vocabulary Card / Jot Thoughts
Compass Learning: / Mix-Pair-Share √
Pairs Compare
Other: / Quiz-Quiz-Trade
Formative Assessment: / Classroom Procedures: / RallyRobin/Table
RoundRobin/Table
Stand Up-Hand Up-Pair Up
Active Vote / StemScopes Vocabulary-- students can use to create their own science vocabulary based on the content. Must include own definition, example, non-example and picture (Marcia Tate drawing). In a Mixed Pair Share have students share their definitions. / Timed-Pair-Share
Quiz / Other(s):
Observation / √ / Interpersonal / Academic
Exit Tkt. / CB / KB
Coop Learning / TB / PL
Poll/Survey / SS / Proc. Info
Other: / CS / Pres. Info
Friday / Objective: Students will differentiate common compounds by name and symbol and recognize that the formation of a new substance may be identified using the evidence of a possible chemical change, such as production of a gas, a change in temperature, production of a precipitate, or change in color. / Mods/Enrichment: Enrichment: Science Fair Project
Summative Assessment: / TEKS / Knowledge and Skill Statement(s): (Please indicate Category—Readiness / Supporting/Process) / Marcia Tate:
6.5C Differentiate between elements and compounds on the most basic level. Supporting Standard
6.5D Identify the formation of a new substance by using the evidence of a possible chemical
change such as production of a gas, change in temperature, production of a precipitate, or
color change. / Kagan Structures:
All Write RoundRobin
C-Scope UA / Carousel Feedback
4 Wk. Exam / Resources/Materials: / Inside-Outside Circle
9 Wk. Exam / Jot Thoughts
Compass Learning: / Mix-Pair-Share
Pairs Compare
Other: / Quiz-Quiz-Trade
Formative Assessment: / Classroom Procedures: / RallyRobin/Table
RoundRobin/Table
Stand Up-Hand Up-Pair Up
Active Vote / Complete vocabulary – StemScopes Interactive Vocabulary Game
Complete the Progress Monitoring Assessment in an All Write Round Robin / Timed-Pair-Share
Quiz / √ / Other(s):
Observation / √ / Interpersonal / Academic
Exit Tkt. / CB / KB
Coop Learning / TB / PL
Poll/Survey / SS / Proc. Info
Other: / CS / Pres. Info
Special Instructions: ______
______
______
Comments/Concerns: ______
______
______