Name: Donstria Hobbs 10/11/2020 LESSON PLAN GUIDE

TEKS: (C2) ObjecEve: (C3)

Developing an understanding of elements and By the end of the unit, students will be able to identify
characteristics of elements and compounds though
compounds. observations of physical properties and chemical reactions.

Specific Measureable ASainable Relevant _Time

Grade: 6th Subject: Science

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
compound, element, chemical reacIon and physical properIes.
• Using a word wall.
What skills must be taught: idenIfying elements,
• RepeIIon of using the words though
understanding compounds and reading of the periodic tables.
speech, wriIng or seeing.

Assessment: (C5) quiz with mulIply choice answers to prove the mastery of the concepts taught.

Strategies for Success: (C6) Element of Technology: (C6)

YouTube
Think-pair-share, Venn diagrams, Cornell notes

Learning Styles Addressed: Resources / Materials needed: (C6)

(C6) Visual – Doing charts and worksheets. Venn diagram, chart, worksheet template.
Auditory – Instructional material for games. Computer and
Group discussions over lesson.
projector for YouTube videos and informational
Kinesethic– Matching and review games content.
over lesson.

Higher Order QuesEons to ask:

(C6) 1. How would you identify an element ?
2.
How can you describe a compound ?
3.
Elaborate on the differences between physical properties and chemical reactions ?

Hook: (C7) Closure: (C7)Whip around, pass a ball around the class
Who am I? What am I? and have the students tell me what did they learn today.
• A game to introduce elements on the periodic table.
CoverstaIon starter
• Using toothpicks and marshmallows, build objects and have the
students try to guess what it represents.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

Check prior knowledge on content by doing a formative assessment, one minute paper write on what you already know about
elements and compounds. Youtube video on the background of elements and compounds. Cornell notes over content based
power point presentation. Show visuals on elements, compounds and the characteristics of chemical reactions and physical
properties. Review periodic table and describe how elements can be found.

2. Student AcEviEes / Guided Practice: (C6)

Classifying the differences between compound and an element by grouping the student and doing a matching game. After
completing the matching game, review the answers of the matching game and give explanations. Class poll over images of
different objects and deciding if it’s a chemical reaction or physical change. Once the poll is over say the right answer and explain
why.

3. Independent PracEce: (C6)

Fill in the blank worksheet over compounds and elements. Fill in Venn diagram comparing and contrasting chemical reactions
and physical properties. Color coding and labeling a periodic table worksheet and placing it in their science journal.

Comprehensible Input Techniques: (R6)

ModificaEons / AccommodaEons: (E6)
Quantity: Reduce the number of science vocabulary a student has to know.
Allowing more time to practice specific term
Time:Allowing extra time for students to complete assignments, projects, and
test.
Level of Support: Lab partners, teacher assistants, and peer tutoring to
help keep students on task and provide environmental structure.
Input: Use different visual aids, enlarge text, plan more concrete examples,
provide hands-on activities, place students in cooperative groups, explaining key
concepts.
Difficulty: Allow the use of notes on test, less critical thinking questions, visual
aids for concepts, and fill and the blanks.
Output: allow students to show knowledge with hands-on materials, pictures, and
labeling.
Allow sufficient planning time to incorporate appropriate techniques for EL
students. Adapt content to Els proficiency levels, use graphic organizers
before, during, and after lessons. Use leveled study guides, highlight key
vocabulary by pre-teaching key words.
Ensure multiple exposures to new terminology: Use multiple modalities to
remember words. Have students use individual Word Study and books for
personal referencing. Have students "buddy study" words. Use scaffolding
techniques routinely.
Think- Alouds: saying out loud what you are doing as you try to use a
strategy.
Reinforcing contextual definitions-restating a term by giving a context or
definition.

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:
Rigor
Mastering the concepts of elements and compounds.

OPENING:
Retrieval Building a compound in front of the students and showing the students the structure. Then asking
do they know what the structure represents? After gaining prior knowledge from the students.
Begin to break the concept of the structure down into smaller parts for understanding.

TEACHER INPUT:
Relevance The rebuild the concept parts of the structure back up to explain the big picture of the concept being
taught.
MODEL:
Rou/ng
Provide understanding of the concept. Show a YouTube video on the background of elements and compounds. Tell students
write down important points and vocabulary. Review over the notes and reiterate the information the student need to know.

GUIDED PRACTICE:
Retaining / Rehearsing
Classifying the differences between compound and an element by doing a matching game with the students. Interactive class poll over visual of
objects to determine if it’s a chemical reaction or physical change. After each visual explain why or why not to push for better understating of the
concept.

INDEPENDENT PRACTICE:

Fill in the blank worksheet over compounds and elements. Fill in Venn diagram over the comparison of chemical reactions and physical
changes. Color coding and labeling a periodic table worksheet and placing it in their science journal for further reference.

CHECK FOR UNDERSTANDING:

Recognizing
Students turn in the assignments. Once turn in, review over material and give feedback. Express to the students how well they are doing
with learning the concepts.
ASSESSMENT:

Give students a quiz with mulIply choice answers to assess the mastery of the concepts taught. Acceptable score of 75 or
higher.

RESOURCES / MATERIALS:

Images, YouTube, worksheets, science journal, color pencils, projector, periodic table, matching game cards,
powerpoint slides, toothpicks and marshmallows for the structure.
CLOSURE:
Re-exposure
Whip around, pass a ball around the class and have the students tell me what did they learn. Then provide the students
with a reflecIon sheet to reflect again on what they learned to glue and place into their science journals for future review.