Name: Ms.

Felty Grade/Subject: 6th Grade Science Date: 08/25/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

Identify elements on the periodic table as metals, nonmetals, metalloids, and rare Earth elements based on their
physical properties and importance to modern life

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
- identify elements on the periodic table as metals based on their physical properties
- identify elements on the periodic table as nonmetals based on their physical properties
- identify elements on the periodic table as metalloids based on their physical properties
-identify elements on the periodic table as rare Earth elements based on their physical properties
-identify elements on the periodic table as metals based on their importance to modern life

3. SMART By the end of the semester the number of students who can identify metals, nonmetals, and
Objective(s): (C3) metalloids based on physical properties in the real world will increase to 80%.

Essential Question: How are physical properties used to compare metals, nonmetals, and metalloids?

4. Central Focus This lesson will teach the students where to locate metals, nonmetals, and metalloids on the
(C4) periodic table. This will aid them in the following lessons on elements and compounds.
How will this lesson link
with other lessons in the
unit?
-I can identify where metals are on the periodic table
Learning Targets -I can identify where nonmetals are on the periodic table
I CAN statements that - I can identify where metalloids are on the periodic table
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
represents the language Students will compare the physical properties of metals, nonmetals, and metalloids.
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
meaningful ways. -metals, nonmetals, metalloids, luster, conductivity, ductility, and malleability

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen,
demonstrate and perform. Students will be given a periodic table and asked to discuss where the metals, nonmetals, and
metalloids are located with a partner at their table and after agreeing, color coding the periodic
table.

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 be given a black and white periodic table. They will be expected to color code
it based on where the metals, nonmetals, and metalloids are located.
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. Students will compare the physical properties of metals and nonmetals.
understand, use, and
practice the concepts and
language they need to 2.Students will compare the properties of metalloids versus the properties of nonmetals and
learn within the metals.
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Students will be given a periodic table and asked to discuss where the metals,
strategy. nonmetals, and metalloids are located with a partner at their table

-Talk: After agreeing on where metals, nonmetals, and metalloids are located, the students will
color code the periodic table.

Syntax - (GO TO Page)

1. Students will color the metals and nonmetals in different colors on the periodic table given.

2. Students will color the metalloids in a third color on the periodic table given.

Making Content Comprehensible (R9)

I will give students real life examples of malleable metals, and dull nonmetals. I will also give
in class demonstrations of the conductivity of nonmetals, metals, and metalloids.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: A “What Am I: Metal, Nonmetal, or Metalloid” google form.
Assessment(s) must be
aligned to the TEKS,
and objectives.
Summative: A unit test after covering all the material given about metals, nonmetals, and
metalloids.

Assessment of your language demands:

Formative:
I will give the students definitions of vocabulary words and they will match it to the word.

Summative:
Questions on the unit test will ask students to identify metals, nonmetals, and metalloids based
on the characteristics (vocabulary) learned in the unit.
8. Hook (C7) Hook activity (make connections to prior learning)
-Reintroducing the periodic table to the students to deepen their understanding of where metals,
nonmetals, and metalloids can be found.
Closure (C7)
Closure Activity: (make connections to prior learning)
- Have the students color code the periodic table themselves to show where the metals,
nonmetals, and metalloids can be found.
Student Assets (C7)

Personal assets:
Cultural assets:
Community assets:
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) I introduce the students to the vocabulary and what each word means.
(C9)

Be sure to include:
How will students learn
and use academic WE DO –
language?
We will do fill in the blank, interactive, notes to deepen the understanding of vocabulary and the
difference between metals, nonmetals, and metalloids.
Three higher order
thinking questions.

Marzano Strategy YOU DO –

You will fill out a paper with a partner that asks to identify if something is a metal, nonmetal, or
metalloid based on physical properties.

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 will provide second language learners with extended time on assignments and tests, and
text to speech options.

o Gifted / advanced learners:

I will expect the gifted/ advanced learners to give more in depth, detailed answers.

Technology: -(GO TO page)

- I will incorporate the use of google classroom to help organize assignments and
learning material.
Marzano Strategy - (GO TO page)
 Higher Order Thinking Questions (GO TO page)
1. Classify the following elements as a metal, nonmetal, or metalloid.
2. Provide an instance in which a metal is used as a wire in the real world.
3. Explain why metals can be used in wires based on their physical properties.

Grouping / Partnering Technique: (Hattie)

I will expect the students to work with a partner to complete the “What Am I: Metal, Nonmetal,
or Metalloid” assignment in class.

Potential misconceptions and your plan to address it:

The misconception that metalloids can be insulators. I will allow students to test the
conductivity of different metals, nonmetals, and metalloids to show them metalloids are always
semiconductors.
10. Resources and I will need a periodic table to reintroduce the students. I will need a black and white periodic
materials needed (C9) table meant for student labeling.

(E7)
(How might you differentiate materials and resources for learners with various needs?)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom - I will put the warmup and daily expectations on the board, so the students see it as soon
Management Strategies as they walk in the classroom.
(CBM5) - I will give a verbal warning before implementing a consequence.
What procedures will you - I will provide students with occasional rewards for good behavior.
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Text to speech
strategies and planned
supports, will you employ to 2. Content clarifiers
meet the needs of each
student that has identified
3. Extra visual aids provided
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Giving a separate assignment for the student to complete

2. Giving the students a modified test, with slightly different or simplified questions

3. Change the grading requirements for certain students

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Cultivate relationships
2. Be culturally aware

3. Teach language skills across all curriculum topics

4. Speak slowly and be patient

5. Use a variety of methods to engage learning