Madeline Cheatle 4/3/2024

Name: Madeline Cheatle Grade/Subject: 6th Grade Science Date: 03.11.2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)
Elements are classified as metals, nonmetals, and metalloids based on their physical properties. The elements are
divided into three groups on the Periodic Table. Each different substance usually has a different density, so
density can be used as an identifying property. Therefore, calculating density aids classification of substances.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will be able to identify metals, nonmetals and metalloids based on their physical properties. Students will be able to label
metals, nonmetals, and metalloids on the periodic table. Students will be able to calculate the density of a subject.

3. SMART By the end of the lesson, students will create a graphic organizer comparing similarities and differences
Objective(s): (C3) between physical properties of nonmetals, metals, and metalloids with 100% accuracy.

Why is it important to know if a substance is a nonmetal, metal or metalloid?

Essential Question:

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
This lesson will help students better understand upcoming lessons such as:
-testing the physical properties of minerals, including hardiness, color, luster and streak
-calculate density to identify an unknown substance
-collect and record qualitative data

Learning Targets
I CAN statements that I can identify metals, nonmetals and metalloids based on their physical properties.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Students will compare the physical properties between nonmetals, metals, and metalloids.
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Physical properties
meaningful ways. Elements
Substance
There are 4 language Periodic Table
demands to consider as Density
you require students to State of Matter
read, write, speak, listen, Luster
demonstrate and perform. Hardness
Malleability
Ductility
Conductivy

Discourse (Structures of written and oral language, how will they talk, write, and participate in
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knowledge construction: discussions, reports, essays, multi-media presentations, performance):

The students will be writing the different physical properties of metal, nonmetals, and
metalloids.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The students will use a graphic organizer to compare the physical properties of metals,
nonmetals, and metalloids.

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. I will use the Frayer Model to help the students learn the vocabulary.
understand, use, and
practice the concepts and
language they need to 2. In my classroom, I will have students make new vocabulary blocks to add to the classroom
learn within the word wall.
discipline

Site the researcher’s

name as you refer to the Discourse strategies - (GO TO Page)
strategy. -Write: Students will complete a graphic organizer writing down similarities and differences
between the physical properties in metals, nonmetals, and mettaloids.

-Talk: The last ten minutes of class, I will direct a classroom discussion reviewing the students’
knowledge on the physical properties of metals, nonmetals, and metalloids. I will also ask
essential questions and then the students are welcome to ask any questions.

Syntax - (GO TO Page)

1. Students will use graphic organizers to support their language use.

2. Students can make a Venn diagram comparing the physical properties of a metal and
nonmetal element.

Making Content Comprehensible (R9)

Before this class, I would add vocabulary to the content word wall. I would include the
following vocabulary words: element, periodic table, physical properties, density

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Lesson exit ticket to summarize what they have learned
aligned to the TEKS,
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and objectives. Summative:

Short form test

Assessment of your language demands:

Formative:
Review- self and peers’ Venn diagrams and graphic organizers checking that all
information is accurate.

Summative: Presentation poster showcasing two elements of each category of metal,

nonmetal, and metalloids. The physical properties should be showcased for each category
of metal.

8. Hook (C7) Hook activity (make connections to prior learning)

Who am I/ What am I game to introduce metals, nonmetals, and metalloids

Closure (C7) Closure Activity: (make connections to prior learning)

Students are given one element and they have to identify if it is a nonmetal, metal or metalloid
and then give to physical properties of this element.

Student Assets (C7) Personal assets: refers to specific background information that students bring to the learning
environment. Students bring their own interests, knowledge, everyday experiences, family
backgrounds and a teacher can draw upon to support learning
Cultural assets: refers to cultural backgrounds and practices that students bring to the learning
environment, such as traditions, languages, worldviews, literature, art, and all this teachers can
use to support learning
Community assets: refers to common backgrounds and experiences that students bring from
the community in which they live such as resources, local landmarks, community events and
practices
9. Body of Lesson/
Teaching Strategies and I DO – I will show and explain to the students the different physical properties of metals,
Learning Task(s) nonmetals and metalloids. I will show and explain each physical properties including
(C9) hardness, luster, conductivity, ductility, and malleability.

Be sure to include:
How will students learn
and use academic
language?
WE DO – As a class, we will fill out three Frayer model worksheets to differentiate the
physical properties of metals, nonmetals, and metalloids.
Three higher order
thinking questions.

Marzano Strategy

YOU DO – Lastly, the students will create two slides on Google Slides. Each slide
represents one element. The slide should include three physical properties and two
pictures that align with their element.
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Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity:

I could differentiate the learning content and show these students an additional video
summarizing the lesson.
o Gifted / advanced learners: Once finished with the Venn diagram, these students can
complete anchoring activities. For example, students can go to their journal for this class
and write down a reflection of this lesson. They could also choose one higher order
thinking question to answer and draw a picture reflecting this answer.

Technology: -(GO TO page)

Students can use google slides to create a presentation describing and showing examples of
the physical properties of metals, nonmetals, and metalloids.

Marzano Strategy - (GO TO page)

Create a Venn diagram to compare similarities and differences between the physical properties
of metals, metalloids, and nonmetals

Higher Order Thinking Questions (GO TO page)

1. What unique properties do metalloids exhibit?
2. What metals do you use daily?
3. If a substance is hard, malleable, shiny, and ductile what type of metal is it?

Grouping / Partnering Technique: (Hattie)

Jigsaw method

Potential misconceptions and your plan to address it: All metals are shiny and lustrous.
Although many metals exhibit a metallic luster, not all of them do. I will provide a couple
examples of metals that aren’t shiny lustrous. I will have them note these examples which
are lead and mercury in their graphic organizers as exceptions to the rule.

10. Resources and Students will need a pencil and colors. I will hand out a graphic organizer worksheet, venn
materials needed (C9) diagram worksheet and Frayer model worksheets. I will also need an aluminum can show
to the class an example of a metal. I will need a silicon cup as an example of a metalloid
(E7) and a glass cup to show as an example of a nonmetal.

(How might you differentiate materials and resources for learners with various needs?)
For students who struggle with physical aspects of writing with pen and paper they can use a pen grip.
For students who need help to plan and organize they can use a graphic organizer.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9


11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.
By the end of the lesson, students will be able to create a venn diagram comparing the similarities and difference between physical
properties of metals, metalloids and nonmetals with 100% accuracy.
Madeline Cheatle 4/3/2024
-Student prep time procedure: Once students walk into the classroom, they must pick up
any worksheets or notes from the table in the front of the classroom. They must read the
whiteboard for any additional supplies they need for the class. They must gather all
materials within the first 3 minutes of class.
-If a student needs water or needs to go the bathroom they will hold up the designated signals
and wait for me to dismiss them. They will then be allowed to get up from desk and sign out on
the sign out sheet. The sign out sheet will have a place for their name and time in and time out.
- The bell doesn’t release you, I do. Two minutes before class time ends, I will have all students
gather their materials and line up at the door. I expect students to leave no trash behind. Once
students are silent in line and everything has been picked up, then they will be dismissed.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. When students break out into small groups, student can work one on one with the
teacher if needed.
2. Student will be required to complete shortened assignments
3. Student will be offered extra time to complete activities.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Some assignments will be graded as a pass or fail.
2. Incorporate cues and prompts during lessons.
3. Reduce the complexity of questions of assignments. For example, only include one step
problems instead of two step problems.
Strategies for ELLs (strategies that support language acquisition)
1. Programs that hold high expectation’s for student’s academic success
2. Content area instruction accommodated to their need for comprehensible input
3. Academic language integrated into content-area instruction
4. Have students practice reading and writing in academic English
5. Post content and language objectives
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2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?

 Is your opening congruent to the objective?

I will display three cups each representing a different element. One aluminum cup, one silicone cup and one oxygen cup. Since a cup
made from oxygen is physically impossible, I will have label a regular cup with ‘oxygen’. Each cup represents a different element of
the periodic table and each cup represents either a metal, nonmetal, or metalloid. Can you guess which one is which? What criteria
did you use to make your decision? By the end of this lesson, you be able to identify each cup as a metal, nonmetal and metalloid by
using their physical properties as criteria.
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3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps).
How will you use strategies, technology, learning styles? What vocabulary and skills do the students need to
master the material? Are the strategies you plan to use congruent to the objective?
Students will need to know the following vocabulary: Physical properties, Elements, Substance, Periodic Table, Density, State
of Matter, Luster, Hardness, Malleability, Ductility, and Conductivity. They should draw from their previous knowledge
for periodic table, elements and states of matter. They will use the Frayer model to learn the new vocabulary.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports needed.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and
academic language supports that are needed.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of a

new skill. Outline your YOU DO activities. Students demonstrate an independent application of new skill. Be
sure to praise and assess strategies and academic language supports that are being used.

 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So,
make sure the students understand how to proceed before moving to the practice phase of the lesson. You may
need to stop and reteach, so students practice correctly. How do you plan to assess understanding? What
HOTQs will you ask? List at least 3
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 How will you check for understanding or reteach?

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?
I will have the students individually fill out an exit ticket. The exit ticket should include the following information. Choose one cup
from the beginning of the lesson. Identify the main element it is made up of and determine if it is a metal, nonmetal or metalloid.
Next, write down three physical properties of that element. I will have the students turn in their exit ticket and put away all materials.

5. Resources - What materials will you need for a successful lesson?

We will need a silicone cup, aluminum cup and a cup representing oxygen. I will need three Frayer model worksheets per student.
Index cards for exit tickets. Laptops or computer for the google slides. Each student will need a pencil or pen and a class set of colors
for students to share.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
Finally, as a class we will identify each cup as a nonmetal, metal or metalloid and name two physical properties of each. We will end
the class with a final high order thinking question. Explain three reasons why being able to identify if an element is a metal, nonmetal
or metalloid is important.

NOTES: