Core Content Coaching: 8th Grade Atomic Structure

Science Grade 8

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the Atomic Structure Unit

Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 1: Introduction to Chemistry

• Blank Pacing Calendar

• 8th Grade1st Six Weeks Lessons: Atomic Structure

• Computer with Internet Access

8.3A-C 8.5: Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties.

•8.5A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

•8.5B identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 1: TEKS & Acquisition section

CRM 1: TEKS & Acquisition section

Teacher Content support video

Basic Atomic Structure: https://www.youtube.com/watch?v=lP57gEWcisY

Valence Electrons & Energy Levels:http://education-portal.com/academy/lesson/valence-electrons-and-energy-levels-of-atoms-of-elements.html#lesson

How to Read the Periodic Table: http://www.amnh.org/ology/features/stufftodo_einstein/atommobile_read.php

What’s an Ion? https://www.youtube.com/watch?v=WWc3k2723IM

Isotopes and Average Atomic Masshttp://education-portal.com/academy/lesson/isotopes-and-calculation-of-a-weighted-average.html#lesson

https://www.youtube.com/watch?v=lP57gEWcisY



http://education-portal.com/academy/lesson/valence-electrons-and-energy-levels-of-atoms-of-elements.html#lesson

http://education-portal.com/academy/lesson/valence-electrons-and-energy-levels-of-atoms-of-elements.html#lesson

http://www.amnh.org/ology/features/stufftodo_einstein/atommobile_read.php

Vertical alignment

6TH GRADE

6.5A know that an element is a pure substance represented by chemical symbols

8TH GRADE

8.5A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud

8.5B identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

Chemistry

•understand the experimental design and conclusions used in the development of modern atomic theory, including Dalton’s Postulates, Thomson’s discovery of electron properties, Rutherford’s nuclear atom, and Bohr’s nuclear atom.

•use isotopic composition to calculate average atomic mass of an element.

•express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures.

• Elements are organized on the Periodic Table based on their physical properties.

• Elements are classified as a metal, nonmetal or metalloid based on its physical properties.

• The similarities and differences of the physical properties of metals, nonmetals and metalloids.

• Density is calculated using mass and volume.

PRIOR LEARNING

Nonmetals•Poor conductors•Good Insulators•Brittle or Gaseous•Dull

Metals•Good conductors•Malleable•Ductile•Lustrous (shiny)

Metalloids•Share properties of both metals and nonmetals

2014 staar-released question: 8.5A


2014 staar-released question: 8.5B






Based on the data and distractors, what key points should teachers emphasize during lessons? (8.5A)

• Locations of Subatomic Particles

• Charges of Subatomic Particles

• Mass of Subatomic Particles

• Charge of Nucleus

• Protons + Neutrons = Atomic Mass

• Locating Atomic Mass on the Periodic Table

Based on the data and distractors, what key points should teachers emphasize during lessons? (8.5B)

• Valence Electrons Determine Reactivity

• # of Protons = Atomic # = Element’s Identity

• # of Protons = # of Electrons (in a neutral atom)

Components of a good lesson plan1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

4. Organize and Practice Vocabulary

5. Reading & Comprehension Strategies

6. Writing Opportunities & Scaffolds

7. Daily Listening & Speaking Opportunities

8. Differentiation

9. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest• Picture-Word Association Part I

• Daily Guiding Questions & Sentence Frames

• Atomic Structure Vocabulary Trailer

• What is Not Seen Exploration

Embedded in lessons:Review / Scaffold to TEKS

• Vocabulary Magic: Atomic Structure

• Atomic Structure Unit Overview

• Neutral Atoms, Isotopes, and Ions Unit Overview

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• Atom Diagram• Picturing Atoms• Model of an Atom• Video: Atomic Structure• Calculating Protons, Neutrons, and

Electrons• Video: Bohr Model of the Atom• Bohr Model Practice• Models of Isotopes• Video: Isotopes• Models of Ions• Video: Ions

Embedded in lessons:Organize and Practice Vocabulary

• Quizlet

• Vocabulary Magic: Atomic Structure

• Atomic Structure Unit Overview

• Picture-Word Association Part II

• Vocabulary Games: Concentration, Taboo, Kagan Find-the-Fiction

• Atom Diagram

• Atomic Structure Reading Notes

• Entry Ticket

• Atomic Structure Video Quiz

• Modeling an Atom- Creating a Frozen Image

Embedded in lessons:Organize and Practice Vocabulary

• Element Identity & Reactivity Cornell Notes

• Electron Energy Levels Notes

• Odd One Out

• ATOMS Acrostic

• ScienceFusion Student Edition p 122, Visual Summary True/False

• Valence Electrons & Reactivity Journal Entry


• Isotopes, Ions, Valence Electrons Vocabulary Cards

• Word Map: Isotope

Embedded in lessons:Reading

• Atomic Structure Reading

• Electron Shells Reading

• Determining Subatomic Particles of an Atom Reading

• ScienceFusion Student Edition p 114-115, As a Matter of Fact

• Atoms and Isotopes Reading

• Ions Reading

Embedded in lessons:Reading Comprehension Strategies

• Comprehension Strategy

• Shared Reading

• Reading Triads

• Listening & Summarizing

• Chunked Reading

• Reading Notes

• Accommodated Reading Notes

• Jigsaw Reading

• Class Reading

• Teacher Emphasizing Key Points

• Color Coding

• Highlighting Key Points

• Acrostic

Embedded in lessons:Writing Opportunities & Scaffolds• What is Not Seen Journal Entry

• Picturing Atoms Journal Entry

• Model of an Atom Questions

• Entry Ticket

• Element Identity & Reactivity Cornell Notes Summary

• Bohr Model Questions

• Bohr Model Journal Entry

• ATOMS Acrostic

• Visual Summary #19 Predication Question


• Atoms and Isotopes Questions

• Models of Isotopes Journal Entry

• Isotope Word Map

• Ions Reading Questions

• Models of Ions Journal Entry

• Directed Paraphrasing

• Scaffolds: Writing Frames, Levels of Verb Requirements, Write/Share/Revise, Anchors of Support, Think/Share/Write, Speak Before Writing

Embedded in lessons:Daily Listening & Speaking Opportunities• Vocabulary Magic: Atomic Structure



• What is Not Seen Exploration

• Atomic Structure Reading

• Picturing Atoms

• Model of an Atom


• Electron Shells Reading



• Bohr Model Practice

In this picture I see…

I think this picture might match the

word … because…

Embedded in lessons:Daily Listening & Speaking Opportunities• Odd One Out

• As a Matter of Fact Reading

• ATOMS Acrostic

• Visual Summary True/False

• Visual Summary #19 Prediction Question


• Atoms and Isotopes Reading & Questions

• Models of Isotopes

• Ions Reading & Questions

• Models of Ions

• Special Education:

1. Sentence Frame2. Print Copy of Daily Guiding Questions & Sentence Frames3. Allow Use of Anchors of Support on Assessment 4. Mixed-Ability Partners5. Chunked Reading6. Closed Captioning7. Modeling 8. Emphasize Information9. UDL Choice10. Numbered Paragraphs Coordinated with Questions 11. Anchors of Support12. Speaking Before Writing 13. Example14. Nonlinguistic Representation15. Highlight Shells & Energy Levels16. Video Example17. Taboo Templates 18. Vary Levels of Questions19. Fill-in-the-Blank Notes20. Completed Notes & Presentation Handout21. Copy of Observations Table22. Reading Triads23. Accommodated Reading & Questions24. Color-Coded Diagram 25. Preteach/Reteach Opportunity26. Audio Option on Quizlet27. 4. Pre-Teach Vocabulary28. Smaller Sets of Vocabulary29. Top-Down Web Unit Overview

• English Language Learners:

1. Sentence Frame2. Print Copy of Daily Guiding Questions & Sentence Frames3. Allow Use of Anchors of Support on Assessment 4. Mixed-Ability Partners5. Chunked Reading6. Closed Captioning7. Modeling 8. BrainPop en Español 9. Anchors of Support10. Speaking Before Writing 11. Example12. Nonlinguistic Representation 13. Highlight Shells & Energy Levels14. Video Example15. Taboo Templates 16. Reading Triads 17. Dual Language Glossary18. Multiple Views of Vocabulary Trailer 19. Preteach/Reteach Opportunity20. Audio Option on Quizlet21. Pre-Teach Vocabulary22. Smaller Sets of Vocabulary

Embedded in lessons:Differentiation

• Extension for Learning:

1. Atomic Structure Review PowerPoint2. Canister Conundrum 3. Vary Level of Question Requirements

Embedded in lessons:Differentiation

• Quizlet Flash Cards

• Build a Bohr Diagram Applet

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Quizlet Games



• Picturing Atoms

• Model of an Atom

• Entry Ticket

• Atomic Structure Video Quiz


• Calculating Protons, Neutrons, and Electrons


Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

• 8.5B STAAR Released Questions


• Bohr Model Practice

• Odd One Out

• ATOMS Acrostic

• Visual Summary True/False

• Visual Summary #19 Prediction Question


• Performance Assessment: 2D and 3D Atomic Models

• Atomic Structure Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment (cont.)• Atoms & Isotopes Questions

• Isotopes Presentation

• Isotope Word Map

• Ions Reading Questions

• Directed Paraphrasing

• Released STAAR Example Question: Ions & Isotopes

• Ions, Isotopes and Valence Electrons Quiz

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample unit questions• An example from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

Where is the proton/neutron/elect

ron located?

What is its charge?

What is its relative mass?

What is a valence electron?

How are protons, electrons and

neutrons alike? How are they different?

How do you represent an atom in

a Bohr model?

How can you tell if an atom is an ion or

an isotope?

What information do you need to know to

calculate the number of

protons/neutrons/electrons of an atom?

What information do you need to know to

calculate the number of

protons/neutrons/electrons of an atom?

How do valence electrons affect an atom’s chemical properties and

reactivity?

What is accurate/inaccurate

about the Bohr Model?

How would you improve the current model of the atom?

Would it be better if elements were listed on the Periodic Table

by neutrons in numerical order? Why

or why not?

Embedded in lessons:Anchors of Support• Atomic Structure Unit Overview

• Atom Diagram

• Atomic Structure Reading Notes

• Element Identity & Reactivity Cornell Notes

• Electron Energy Levels Notes

• ATOMS Acrostic


• Isotopes, Ions, Valence Electrons Vocabulary Cards

Anchors of SupportOther Resources•Interactive Word Wall- Current, working models with student contributions

• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide• ScienceFusion Textbook, Science Glossaries, Dual Language Science

Glossaries

Academic vocabularyTEACHER LESSON PAGE

CURRICULUM ROAD MAP