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Emily Daigle

Education Field Experience EDUC 230-01


Professor Suk
Spring 2014
Lesson Plan #2 with Modifications
Grade Level: 8

Subject: Middle School Science Topic: Periodic Table

Objective: The students will be able to place elements on the periodic table based on their
chemical and physical properties.

Standards: NJCCCS for Science 5.2.8.A.4 (NJCCCS, 2009)
Predict the physical and chemical properties of elements based on their positions on the
Periodic Table.

Materials:
Student: notebook, pen or pencil, note packet, textbook
Teacher: Epson Board, PowerPoint, blank periodic tables, GPB videos, mystery elements

Prerequisite Skills and Knowledge: Students have completed a unit on atoms and matter. They
will be able to refer back to their previous note packet for references.

Anticipatory Set: Students will have a mystery element sitting on their desk when they arrive
and will be asked to take a guess at where it falls on the periodic table. This will tie into the exit
ticket, which will be writing the correct location on the same paper and handed in to me on the
way out.

Input and Modeling: Students will be instructed to pull out their new notes packet, which they
will fill in while the class watches a GPB video about the basics of the periodic table layout. The
class will then go through a lecture on the specifics of how to arrange the elements based on their
chemical and physical properties.

Student Practice and Checking for Understanding:
1. Students will be put into two teams. Each team will be given a list of easily identified
elements.
2. After they have identified the elements, the teams will be separated into teams of 4 to
place the elements on the periodic table.
3. After the teams have identified the elements, the class will reconvene to check for
correctness.

Closure: Lesson Wrap-up and Culminating Activity
1. Students will refer back to the element they were given at the start of class. They will
check their accuracy of their placement guess and write the correct placement on the
same piece of paper. It will be handed in to me on the way out.



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Modifications or Accommodations:
1. Students with special needs will be given a notes packet that has the blanks filled in. They
will be required to highlight the answers given in the GPB video instead of filling them in.
2. During the activity, they will be placed in a group of hard workers who will help guide
them through the activity.
3. On the homework sheet, students with special needs will be given a modified version that
has differently worded questions.









































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References

Education, The New Jersey Department of. (2009) 2009 Core curriculum
content standards revision project. Retrieved from social studies standards report
http://www.state.nj.us/education/cccs/standards/5/5-2.htm

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