# Decision Two The performance or product project by vko15646

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```									       Grade Level                                Chemistry

Content &
SC3b, SC4a,SC4b
Standard(s) Code

Name of Unit                             Periodic Law

Page Numbers                    Acquisitions Lessons, Pages 11-13
Unit Decisions               Extending Refining Lessons, Pages 18- 20
Pages 1-9                       Graphic Organizers, Pages 35
Submitted
Thomas Clay
By

Professional/System
tclay@bcraiders.com

System                               Bacon County

School
Please do not use initials. Type          Bacon County High School
full name of school.

1
Created by: Thomas Clay

Decision Two: The performance or product project                                                                              Note: Decision One is the
Content Map
that will be the culminating activity of the unit
Students’ Assignment Page for the Culminating Activity

Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
Why do we use the periodic table? (to organize elements by properties and trends for ease of identification, calculations, reactivity)

Paragraph Description of the Culminating Activity:
Design a periodic table of alien elements given information regarding certain alien elements. 34 alien elements are given with boiling points and melting
points. Also given are compounds combining with an elemental diatomic gas. Students will arrange the elements according to their properties and
electron configurations.

Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
An Alien Periodic Table
1. Cut out information for alien elements.
2. Periodic pattern is provided ((blank table).
3. Arrange the alien elements using periodicity, trends, physical states, and reactivity.
4. GO is the completed periodic table

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Decision 3: Culminating Activity/Project Rubric
Scale
4                             3                              2                           1
Criteria

Periodic Table                No errors                    1 or 2 errors                 3 or 4 errors              5 or more errors

Analysis             Relates reasoning for all     Relates reasoning for six     Relates reasoning for four   Relates reasoning for two
Explanation                   families                      families                       families                     families

All relevant procedures and   Most procedures and materials     Some procedures and        Very few procedures and
Conclusion
materials are listed               are listed               materials are listed        materials are listed

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Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews

INFORMAL ASSESSMENTS                                         FORMAL ASSESSMENTS
Drawings of Lewis Dot diagrams                               Chapter Tests
Notebook entries                                             Unit Test
Completion of blank periodic table
Completed worksheets
Orbital (electron) configurations
Quizzes
Lab activity

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Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

Preview of Physical Science vocabulary using “Jeopardy”
Accelerate with new vocabulary using Crossword or Wordfind from resource materials.

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Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.

See the Acquisition Lessons Templates (pages 11-17) and the
Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.

Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect Compare/Contrast                   Constructing Support
Justification    Induction                            Deduction
Error Analysis    Abstracting                         Analyzing Perspectives
Classifying       Example to Idea                     Idea to Example
Evaluation        Writing Prompts

Classifying elements by properties
Analyzing properties, reactivity, and energy from positions on the periodic table
Idea to example – predict properties of element X using its position between known elements

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Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

Study guides
Manipulatives
Internet quiz
Lab activities

Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.

1. Development of the periodic table notes                                       13. Culminating activity
2. Fill in blank periodic table as needed
3. Use Frayer model for metals, metalloids, and nonmetals
4. Write electron configuration
5. Draw Lewis Dot diagrams
6. Classification of the elements notes
7. Use Frayer model for new vocabulary
8. Halide lab activity
9. Periodic trends notes
10. Graph heat of fusion and vaporization
11. Sizes of atoms and ions worksheet
12. Practice problems

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Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.

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Decision 11: Resources and Materials (Copyright/References )for Learning Unit
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
Right Column: Provision to list comparable resources at a later time.

Chemistry: Matter and Change / Glencoe / 2002

Chemistry: Concepts and Applications / Glencoe / 2002

http://www.ilpi.com/genchem/periodicquiz.html

http://science.widener.edu/~svanbram/ptable_1.pdf

Ward’s Halides: Family (group) Characteristics   36-1233

Laboratory Manual for Chemistry: Concepts and Applications/ Glencoe/ 2002

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The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Thomas Clay

Essential Question: How do we determine the chemical properties of an element using the periodic table?
Activating Strategies: Show a picture of library books in a bookcase. Ask how are most library books classified. Ask why a
(Learners Mentally Active) classification system is useful.

Acceleration/Previewing: Orbital (electron) configuration
(Key Vocabulary)
Teaching Strategies: Teacher notes (Powerpoint)
(Collaborative Pairs; Blank periodic table – whole group
Distributed Guided Practice; Frayer model for metals, metalloids, and nonmetals
Distributed Summarizing;
Graphic Organizers)

Distributed Guided Practice/ Concept map from resource
Summarizing Prompts: Study guides from resources
(Prompts Designed to Initiate Demonstrate writing of electron configuration
Periodic Practice or Drawing Lewis Dot diagrams of valence electrons of selected elements
Summarizing)

Summarizing Strategies: Minute survey
(Learners Summarize & Quick write
Answer Essential Question) (the placement of an element gives general characteristics of that element, e.g. metal, group 1, period 6)

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Thomas Clay

Essential Question: Why would predicting periodic trends be significant?
Activating Strategies: Show pictures of three of the seasons in sequence. Ask which is missing in the cycle. Emphasize that
(Learners Mentally Active) electron configuration is a periodic trend and helps determine an element’s chemical properties. Use a
concept map to connect ideas.
Acceleration/Previewing: Atomic radii, ionization energy, electronegativity
(Key Vocabulary)
Teaching Strategies: Teacher powerpoint notes
(Collaborative Pairs; Internet quiz on periodic table
Distributed Guided Practice; Frayer model for vocabulary
Distributed Summarizing;
Graphic Organizers)

Distributed Guided Practice/ Study guides from resources
Summarizing Prompts: Review sheets from resources
(Prompts Designed to Initiate Practice problems
Periodic Practice or
Summarizing)

Summarizing Strategies: Ticket out the door (helps chemists to determine possible reactivity of elements)
(Learners Summarize &

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By: Thomas Clay

Essential Question: Why is the placement of an element useful in predicting its chemical and physical properties?
Activating Strategies: Show a picture of two football teams on the line of scrimmage. Ask what the significance of the players
(Learners Mentally Active) arrangement gives about the function of their positions.

Acceleration/Previewing: Metals, nonmetals, metalloids, noble gases
(Key Vocabulary)
Teaching Strategies: Teacher powerpoint notes
(Collaborative Pairs; Graph molar heats of fusion and vaporization
Distributed Guided Practice; Have students notice the size of ions in relation to the atoms from which they come using the periodic table.
Distributed Summarizing; Work practice problems
Graphic Organizers)

Distributed Guided Practice/ Study guides from resource
Summarizing Prompts: Review sheets from resource
(Prompts Designed to Initiate Lab activity that shows trends in a group.
Periodic Practice or
Summarizing)

Summarizing Strategies: Quick write
(Learners Summarize & (the placement of an element gives a chemist important information about an element such as reactivity,
Answer Essential Question) properties, ionization energy required)

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Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By:

Essential Question:
Activating Strategies:
(Learners Mentally Active)

Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)

Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies:
(Learners Summarize &

14
Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

Created By:

Essential Question:
Activating Strategies:
(Learners Mentally Active)

Acceleration/Previewing:
(Key Vocabulary)
Teaching Strategies:
(Collaborative Pairs;
Distributed Guided Practice;
Distributed Summarizing;
Graphic Organizers)

Distributed Guided Practice/
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies:
(Learners Summarize &

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Extending Thinking Lesson Planning Form
Name: Thomas Clay

Essential Question: How was the periodic table developed over time?
Mini-Lesson: Use media center for research
Assign topics or individual contributors to periodic table development

Task: Research history of the periodic table

Summarize/Sharing: Present Powerpoint to class

Assignment: Prepare a Powerpoint presentation of 3 or 4 slides

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Extending Thinking Lesson Planning Form
Name: Thomas Clay

Essential Question: Why do elements react?
Mini-Lesson: Using Lewis Dot diagrams, show how two elements lose, gain, or share electrons to form compounds.

Task: Draw Lewis Dot diagrams sequencing steps of electron transfer, electron sharing on posters.

Summarize/Sharing: Attach poster to wall in groups with similar configurations.

Assignment: Collaborate with other groups to develop poster

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Extending Thinking Lesson Planning Form
Name: Thomas Clay

Essential Question: Why are elements placed in groups (families)?
Mini-Lesson: Conduct Halides lab.

Task: Conduct experiment to determine reactivity of representative elements.

Summarize/Sharing: Present lab report orally.

Assignment: Write lab report on findings including a table created showing the reactivity for the halogens.

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Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

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Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

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 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 You must include at least one in your unit.
by citing the title and page number in the Decision 2 form
field.
 You may also pre-fill your chosen graphic organizer by
navigating to that page and clicking in the appropriate text-
spaces.

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®
Learning-Focused
Strategies Notebook
Teacher Materials
Dr. Max Thompson & Dr. Julia Thompson

Learning Concepts Inc.
PO Box 2112
Boone, NC 28607
(866) 95-LEARN
(866) 77-LEARN Fax
www.learningconcepts.org

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Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
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Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
representation of concepts, ideas, and relationships. They provide the structure
for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
students have a guide to the text structure, their comprehension
is considerably higher than when they only rely on reading and memorization.
Expository texts “explain” or tell about a subject. Their ideas are organized by:
*      Sequence or Time-Order
*      Listing or Description
*      Compare/Contrast
*      Cause/Effect
*      Problem/Solution

4.     The most important question a teacher can answer is:
“How do I want students to THINK about my content ?”
Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.

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KWL Outline 1

-K-              -W-               -L-
Think I Know…   Think I’ll Learn…   I Learned…

29
KWL Outline 2
-K-        -W-             -L-
I Know…   Think I Know   Want to Know

30
KWL Outline 3

-K-            -W-                -L-
What I Know…   Think I’ll Know   What I Learned

31
KWL Outline 4

-L
-K-            -W-
What We Learned and
What We Know   What We Want
Still Need to Learn…
To Find Out

32
KWL Plus Outline

Topic:
-K-                            -W-         -L-
Know                       Want To Know   Learned

Final category designations for “L”:

33
Word Map Outline 1
What is it?
(write the definition)
What is it like?

Causes

The Word

What are some examples?

34
Frayer Diagram 1

Definition         Characteristics

Examples           Non-Examples

35
Frayer Diagram 2

Definition         Sentence

I Think            Draw

36
Folk Tales Story Map
Title:

Characters:

Setting:

Problem:

Events: 1.
2.
3.
4.

Solution:

37
Fish Bone (Cause / Effect)

Effect

Causes                                         38
Cause and Event

CAUSE

CAUSE         EVENT   CAUSE

39
CAUSE
Cause and Effect
Cause

Cause:

Cause:
Effect:

Cause:

Cause

40
Flow Chart   (Sequence)

Skill or Problem:

41
Cycle Graph   (Sequence and Repeat)

42
Compare / Contrast 1

Concept 1                        Concept 2

How Alike?

How Different?

With Regard To

43
Compare / Contrast 2
Concept 1                          Concept 2

How Alike?

How Different?

With Regard To

Summarize:
44
Describing An Event (Abstracting)

WHO?                          WHY?

WHEN?                           HOW?

WHERE?                      SIGNIFICANCE?

45
Descriptive Organizer
(Literary Element)

TOPIC

DETAILS

MAIN IDEA SENTENCE

46
DETAILS   (Literary Element)

MAIN
IDEA

47
STORY MAP
(Literary Element)

Title:

Setting

Characters

Problem

Event 1:        Event 4:

Event 2:        Event 5:

Event 3:        Event 6:

Solution:

48
Story Pyramid (Characterization)

1.

2.

3.

4.

5.

Directions:
1.   Insert 1 word that names a central character.
2.   Insert 2 words that describe the setting.
3.   Insert 3 words that describe a character.
4.   Insert 4 words that describe one event.
5.   Insert 5 words that describe another event.

49
Character Map (Literary Element)

Example                                                       Example

Example
Example                                 Quality

Quality                                                                                                 Quality

Character’s Name

Example                               Directions:                                   Example

1.   Write character’s name in central square.
2.   In the rectangles, list adjectives or qualities that describe
that character.
3.   In the ovals, writs examples from the text that support the
50
STORY WORM (Literary Elements)
Event

Event

Conclusion
Setting

Main
Character

51
Story Map Showing Character Change

Turning Point

Character at Beginning   Events That Caused Change   Character at End
of Story                                          of Story

52
Matrix

Top
Category
Side
Category

53
WEB DIAGRAM (Classifying)

54
Newspaper Model – 5W Model (Abstracting)

Topic:
WHO             WHAT             WHEN       WHERE              WHY

Using the information from this form write a paragraph

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5W and How Model
TOPIC: ______________________________________
WHO:

WHAT:

WHEN:

WHERE:

WHY:

HOW:

SUMMARY STATEMENT:

56
Word Problems: Math (Problem Solving)
What is the question?

What is the essential information?

What information is not needed?

What operations will I use?

Can I draw a diagram of the problem?

57

To solve this problem, first I ___    To solve this problem, first I ___

Then I ___                            Then I ___

..because ___                         ..because ___

58
Organizational Graphic Organizer (Classifying / Categorizing)

Central Topic

59
Problem / Solution Organizer (Problem Solving)

Topic

Problem                                          Solution

Main Idea Sentence

60
SKILLFULL DECISION MAKING
OPTIONS
What can I do?

OPTION
CONSIDERED

CONSEQUENCES                      SUPPORT                          VALUE
What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?

61
Prediction Tree Model (Deduction)
Details / Proof

Details / Proof                             Prediction                              Details / Proof

Prediction                                                             Prediction

Conclusion or Final Prediction

1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
Directions: 1. Students Read and Note Details, Facts, Proof .
2. Read, Gather Details, Facts, Proof and Make Predictions
3. Make Conclusion or Final Prediction

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Constructing Support
Position Statement

Reasons

Facts

63
Inductive Reasoning

Details:

Patterns:

Generalization:

64
Analyzing Perspectives

Issues:

Personal Perspective or Main Character’s Perspective:

Reason/Logic:

Different Perspective:

Reason/Logic

Conclusion/Awareness

65
The Most Important Thing

is __

But. The most important thing about

is __

66

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