Teacher/Class: Blake Manasco/8th Grade Physical Science.

Unit Title: Matter & Its Interactions (The Periodic Table)

Unit Length: 10 Days
Lesson Length: 50 Minutes
Essential Questions: Where did the periodic table originate? What are
the key characteristic properties in how elements are ordered? What is
an element? How does element order pertain to reactivity & stability?
What are periods & groups? How does knowledge of chemistry and the
periodic table apply in everyday life?
Big Ideas: Development of the periodic table, Elements, families &
groups of elements, periodicity, properties of matter: physical &
chemical
Week 1 Monday
Day #1
Topic: What is an atom?
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can define what an atom is
I can distinguish between the components of an atom.
Bell Ringer: Quick Write, what makes up the universe?
Teaching/Modeling: I Do : Define the difference in an atom &
element. Discuss the parts of an atom and its respective charges.
Protons (+), Neutrons (0), Electrons (-).
Guided Practice: We Do/Yall Do: Distinguish between an atom
and element that that the number of protons, neutrons, and electrons
we have gives us different substances. Lets draw some example of
components of an atom and how the depiction of the number of its
protons, neutrons, and electrons, give us different elements.
Assessment: You Do : Identify the structure of an atom. Consider
the identity, location, and charge of the protons, neutrons, and
electrons. Demonstrate understanding of the structure of the atom by
creating a labeled drawing.
Homework: Begin to think about different elements in the periodic
table.
Differentiation: Reinforce the idea of protons, neutrons, and
electrons by looking at their location & charge in depth. Use students
as physical representations of the components of an atom.
Technology: Promethean SmartBoard Technology.

Week 1 Tuesday
Day #2
Topic: Atomic composition & simple molecules
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can develop a model to describe the atomic composition of simple
molecules (ex: NH3, CH4O) and extended structures (ex: table salt or
diamonds).
Bell Ringer: Parts of an atom.pdf & Creating atomic models
Teaching/Modeling: I Do : List ways atoms combine to make
different molecules. Effectively distinguish between pure substances,
compounds, and mixtures.
Guided Practice: We Do/Yall Do: Discuss how atoms combine to
form molecules, movement of atoms to combine, and use modeling to
draw conclusions about atoms and their masses.
Assessment: You Do : With materials provided in lab, build a
physical (3-D) model of various materials to demonstrate
understanding of the combination and movement of atoms in a
molecule. (formative)
Homework: Watch the video http://youtu.be/vISOESXQI7o
Differentiation: I try to demonstrate understanding through different
representations. Hands-on models give students the feel for where
components of an atom is located.
Technology: Models, YouTube

Week 1 Wednesday
Day #3
Topic: Mixtures
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can use prior knowledge of molecules to identify substances in a
mixture.
I can describe the physical & chemical properties of molecules to
separate mixtures.
Bell Ringer: polleverywhere.com (BYOD) open ended question: How to
substances come together and mix? How do we separate them? In
your own words, what do you think the difference between physical
and chemical properties are?
Teaching/Modeling: I Do : Describe how properties can help you
identify substances. Distinguish & list differences and examples of
chemical and physical properties. Explain how properties of substances
can be used to separate substances.
Guided Practice: We Do/Yall Do We will be able to go through
the separation process of a mixture and identify each component of
that mixture.
Assessment: You Do : Demonstrate understanding by designing
an experiment to separate a mixture. Separating mixtures with
magnets lab.pdf
Homework: N/A
Differentiation: one-on-one instruction for each group & extension in
time for each group to finish.
Technology: Lab equipment. Bring your own device

Week 1 Thursday
Day #4
Topic: Building elements to fit in the periodic table.
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can build a specific element based on structure and location on the
periodic table
Bell Ringer: Decoding the Periodic Table
Teaching/Modeling: I Do: Recognize where atoms of common
elements are found and how they are named in the periodic table.
Guided Practice: We Do/Yall Do: Describe the atomic structure
and how that structure determines an elements reactivity. Activate
prior knowledge of matter & atoms. Describe the boxes represented in
the periodic table including: chemical symbol, atomic number, and
atomic mass.
Assessment: You Do: We will be able to build elements and
compounds via http://www.pbs.org/wgbh/aso/tryit/atom/
Homework: List ways the periodic table may have first been
organized.
Differentiation: Multiple examples through the element building
simulation & frequent check for understanding. More one-on-one
instruction to meet specific student needs.
Technology: Computer, simulation program, smart board.

Week 1 Friday
Day #5
Topic: Building elements to fit in the periodic table
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can describe how the periodic table is organized
I can identify how properties of elements are shown on the periodic
table.
Bell Ringer: Define Atomic Number & Atomic Mass
Teaching/Modeling: I Do : Recall the location and charges of
protons, neutrons, and electrons. Apply what we know about atomic
number and atomic mass to locate elements on the periodic table.
Guided Practice: We Do/Yall Do: Determine the locations and
characteristics of metals, non metals, and metalloids.
Assessment: You Do: Periodic Tables most wanted.pdf
www.chemicalelements.com (formative)
Homework: Create an element card depicting chemical name,
symbol, atomic number, and atomic mass.
Differentiation: Visual representations to check for understanding
Technology: n/a

Week 2 Monday
Day #6
Topic: Arrangement of Elements
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can define periodic.
I can arrange characteristics based on their similar properties.
I can arrange characteristics based on their different properties.
Bell Ringer: Instruct students to formulate a list
of five things that are periodic & explain
why there are repeating properties. (Variations in answers include
seasons, months, days, sports, school schedule).
Teaching/Modeling: I Do 1. Define Periodic
2. After collecting charts, begin discussion. What are the similarities &
differences between the charts? Which characteristics did you choose
for arrangement & why?
Guided Practice: We Do/Yall Do As a class, discuss what it
means to be periodic
using examples from different groups. Instruct groups to write down 5
characteristics about themselves, compare data, & construct a chart in
how to arrange differences & similarities.

Assessment: You Do Arrangement of student characteristic charts.

Written response of two missing cards & rules for organizing cards in a
specific way. (formative)
Homework: Introduce students to the concept of period & rows and
ask them to read into what they are.
Differentiation: As reinforcement, ask volunteers in the class to
group into threes. As I put two together, ask the class what similarities
& differences there are. List these characteristics on the board. Now
place the student next to the third member of the group & repeat the
process. Compare the list of characteristics. Look at a few
characteristics that are specific and begin to guide students into
thinking about the characteristics that may not obvious.

Week 2 Tuesday
Day #7
Topic: Classifying Elements
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives:
I can describe how elements are classified and placed in the Periodic
Table.
I can arrange the elements based on Atomic Number and Atomic
Mass.
I can begin to describe the difference in metals, non metals, and
metalloids.
Bell Ringer: Introduce the classification of elements in the periodic
table. Ask the question, what is the importance of organizing
elements in the periodic table? Have students think for a moment and
then begin to discuss. Elaborate on the terms: period (row) & group
(column)
Teaching/Modeling: I Do : Vocabulary terms useful for the lesson.
Atomic Mass, Atomic Number, Atomic Radius, Period, Row. Discuss the
history of the periodic table including who Dmitri Mendeleev was.
Discuss and begin to locate what makes an element a metal, non
metal, & metalloid. Discuss the creation of our master board of periodic

elements in that we have a template and each class will help fill in
each element to completion.
Guided Practice: We Do/Yall Do: Demonstrate creating an
element including everything represented in the square on the periodic
table.
Assessment: You Do : crate an element square represented on
the periodic table and include: element name, chemical symbol,
atomic number, atomic mass, and whether it is a metal, non metal,
metalloid. Place this element on the master board to display
Homework: Recognize the significance of the order of each element
and its respective state (metal, non metal, metalloid). Understanding
periods & groups.pdf
Differentiation: Describe to students the orientation of elements. Ask
them to identify the most unique things they noticed about the table.
Technology: Teacher may use promethean smart board for activities.

Week 2 Wednesday
Day #8
Topic: How was the Periodic Table Created?
AL State Standards: 1. Analyze patterns within the periodic table to
construct models that illustrate the structure, composition, and
characteristics of atoms and simple and complex molecules.
2. Plan and carry out investigations to generate evidence supporting
the claim that one pure substance can be distinguished from another
based on characteristic properties.
Learning Objectives.
I Can describe how elements are arranged in the periodic table.
I Can compare elements based on their chemical & physical
properties.
I Can predict the pattern of elements based on their specific
properties.
Bell Ringer: Introduction to the activity and discussion of periodic.
Teaching/Modeling: I Do : Its in the Cards (Problem Based
Learning)
In this lesson, students will be given a set of cards that contain certain
patterns. They will attempt to arrange the cards in an order that makes

sense to them. Students will be asked to explain their logic behind

their order to their classmates. As a group, they will then construct four
rules to support the arrangement of their cards.
Guided Practice: We Do/Yall Do: Each group will receive 18
cards, but only six at a time.
Students begin to arrange their cards based on previous scientific
knowledge; in other words, a logical order to them. Students receive
the first 6 cards and begin to collaborate on an arrangement.
Students may remove the next 6 cards, reminding them that the
purpose of this activity is to illustrate the collaborative
nature of science. Groups will look for clues and patterns for
connections to the periodic table.
Each group may remove the last 6 cards, reminding them that data is
not always consistent and all of the evidence may not be available. Ask
students to construct four rules for why they arrange their cards like
they did.
Teaching moment: When Dmitri Mendeleev constructed the periodic
table, he left room for elements that were not yet discovered.
In the design of this lesson, there are two cards missing. Ask students
to draw what they believe the two missing cards will look like.
Assessment: You Do : Design a set of rules for arranging your
cards, and draw the complete design of the two missing cards.
Homework: Define the following: Atomic Mass, Atomic Number,
Atomic Radius.
Differentiation: Reveal the master pattern for the lesson
Ask the following questions:
1. How are the first 6 cards similar/different?
2. Do the additional 6 cards fit into the original arrangement?
3. How is your groups cards arranged? Why?
4. What rules did you construct?
Technology: Teacher may use promethean smart board for activities.
Day(s) #9 & 10
Week 2 Thursday & Friday: Summative Assessment
Periodic Table Project.pdf
Feedback to be given after each assessment presented.
Teacher Reflection
Overall, I believe the unit provides strong objectives related to
the standard. I try to differentiate instruction to meet specific needs of
students. The strengths of my unit plan include hands-on activity,
where I have seen concepts click first hand with students that may
struggle with other types of lessons. The weaknesses may be that I do
not want to take the concepts into detail beyond a middle school level.
I want to bridge the continuity between our previous standard and the
future standards to keep students critically thinking and scaffold on our

knowledge as we move through units. The expected implementation

difficulties are that questions may arise when different activities
become difficult, but part of the beauty in science is responding to
those questions to allow students to fully think through the concepts
and build on blooms taxonomy. I am excited to implement all that I
have learned in fully planning units.